CURRICULUM MAP: 10040.map

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

TIME FRAME: 1 semester
GRADE: 11
CONTACT:

         MAP LEVEL: 1

23.1 LANGUAGE ARTS - READING AND RESPONDING
23.2 LANGUAGE ARTS - EXPLORE AND RESPOND TO LITER
23.3 LANGUAGE ARTS - COMMUNICATING WITH OTHERS
23.4 LANGUAGE ARTS - ENGLISH LANG CONVENTIONS



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 teacher- 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, 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 culture 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.

RESEARCH
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,
-- Distinguish valid and invalid sources,
-- Judge the quality of sources,
-- Demonstrate appropriate use of technology to accomplish tasks, including appropriate use of the Internet,
-- Use a variety of evaluation and assessment strategies,
-- Choose appropriate format for presentation of the final product.

WRITING
Students in Junior English 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,
-- Write in a variety of genres,
-- 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),
-- Adjust voice to audience and purpose,
-- 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.

SPEECH AND COMMUNICATION
Students in Junior English will develop the ability to:
-- Demonstrate elements of effective delivery during oral communications, such as use of appropriate vocal qualities and nonverbal communication, and effective rate and pacing,
-- Adjust speech qualities to the audience, topic, and purpose,
-- Choose appropriate dramatic interpretation of literary text,
-- Participate effectively in a variety of roles during large and small group discussions (circle, Socratic seminars),
-- Deliver appropriate dramatic interpretation of literary texts,
-- Adjust speech behavior in response to perceived audience reaction,
-- Demonstrate appropriate poise and presence during oral communications,
-- Interact with others in creating, interpreting, and evaluating written, oral, and visual texts,
-- Communicate effectively in a variety of modes.

CRITICAL VIEWING AND LISTENING
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 and explain the impact of basic filmmaking techniques, e.g. camera angles, lighting, staging, music,
-- Recognize bias in the media,
-- Identify the relevance of visual texts to the students' life experiences.









All students in Junior English will:
-- Read the materials listed in the Core Selections,
-- Be instructed in active reading strategies and skills
-- Be instructed in the literary terms, devices, and structures necessary for reading comprehension of various materials,
-- Be given the opportunity to respond to literature both orally and in written formats,
-- Be taught the numerous skills required for successful research and research writing,
-- Write a researched paper in MLA format,
-- Write a minimum of papers (3 Gen, 4 SCP, 5 ACP) following the complete writing process,
-- Complete a minimum of pages of written material (excluding tests and journals) by the end of the semester (12 Gen, 15 SCP, 18 ACP),
-- Deliver a speech/debate/dramatic reading in front of the class,
-- Be instructed in effective techniques and skills for public speaking,
-- Be guided in effective discussion strategies for circle/double circle discussions and Socratic seminars,
-- Be given the opportunity to view a live performance/visual experience (i.e. play, film, field trip, concert, gallery),
-- Be introduced to literary criticism,
-- Be instructed on the skills and strategies necessary for interpretating, analyzing, and evaluating a visual communication,
-- Be instructed on audience decorum and appropriate responses.




Assessment of student performance will include such activities as journal responses, essay tests, essay assignments focusing on persuasive and critical/thematic topics, circle discussions, Socratic seminars, independent literary projects, researched projects, and presentations.




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 , A Streetcar Named Desire (Tennessee Williams), A Raisin in the Sun (Lorraine Hansberry), 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, 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: Huck 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






The English curriculum provides a framework within which the English teacher may not only address the needs of the particular group assigned to him/her, but also may provide the group with a course of study which is an extension of his/her personal identity and philosophy. Reading lists identify core texts required for each instructional design for the course. In essence, each class, and teachers are allowed to develop an individual style and method of dealing with language arts needs. Continuity in the program is maintained through meetings of teachers assigned to identical courses and formal department meetings.