PEN ARGYL AREA SCHOOL DISTRICT
Course of Study
for
HONORS ENGLISH
Grade 12
Spring 2017
Development Team:
Cheryl Hance
Krista Campbell
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TABLE OF CONTENTS
I. TITLE PAGE
II. TABLE OF CONTENTS
III. INTRODUCTION
IV. COURSE SCOPE AND SEQUENCE
V. PROGRAM SCOPE AND SEQUENCE
VI. INSTRUCTIONAL UNITS
Grammar & Usage
Narrative Poetry
Mythology
Romance
Novel
Drama
Composition
Vocabulary
Technology
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III. INTRODUCTION
General Statement:
English instruction in twelfth grade on the honors level involves integration of six
general areas: grammar, usage, vocabulary, literature, technology, and writing skills. The
literary focus is an examination of World Literature as well as a continued investigation
of the historical and cultural background of England through a survey of British literature
from the early Elizabethan era to the Contemporary period. The World Literature
component will acquaint students with ancient Greek literature and mythology. Students
will gain a basic understanding of Greek philosophers as well as myths and legends of
ancient Greece and Rome, as related by ancient authors. The following literary periods
of England are emphasized: Elizabethan Renaissance, Elizabethan Drama, Age of
Reason, Romanticism, Victorian, and Twentieth Century. Emphasis is placed on
exploration of drama, poetry, prose, and non-fiction texts. Through these texts, students
will be expected to make a connection between the literature of each literary period and
the social, historical, and philosophical context of the literature. Students should also
develop an understanding of various literary genres associated with each literary period
and an understanding of literary techniques and devices employed by all writers.
The content of the course is aligned to the PA Core Standards for English
Language Arts. Composition focuses on the Keystone Literature constructed responses as
well as the informative, persuasive, and narrative modes of writing.
Instruction focuses on coherent written communication, the rules for proper use of
the English language, the appreciation and value of good literature, vocabulary building,
discussion skills (listening and speaking), and critical and logical thinking skills.
Because good writing and critical thinking are indispensable skills, they are emphasized
and incorporated into all units.
All students are expected to learn the objective and content of each particular unit
in the course. Effort is made to offer choices in writing assignments. Each student will
be required to complete a research paper and participate in several research projects
culminating in a media and oral presentation.
Course Resources, Selected Readings, and Texts:
The study of formal grammar will be included in conjunction with writing assignments.
The grammar and usage components of the course will be taught using teacher-prepared
presentations and documents. Reference Texts: the Holt Handbook, Sixth Course,
copyright 2008 and Warriner’s English Grammar and Composition, Liberty Edition,
copyright 1986.
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Selected literature:
Students will be required to read a teacher-selected period novel, a teacher-selected
Shakespearean play, Greek tragedy, and selections from Geoffrey Chaucer’s Canterbury
Tales, the Iliad and/or Odyssey, and Greek and Roman Mythology.
Required reading will include pieces of nonfiction prose, poetry, fiction prose, and
drama. Suggested readings in each of the aforementioned categories are as follows:
Nonfiction Prose:
Teacher-selected readings from ancient philosophers (Socrates, Aristotle,
Plato).
Teacher-selected essays, letters, and editorials of Samuel Pepys, Joseph
Addison, Alexander Selkirk, Alexander Pope, Samuel Johnson, James
Boswell, Francis Bacon, or Daniel Defoe.
Poetry:
*Selections from The Canterbury Tales by Geoffrey Chaucer, Nevill
Coghill translation
Romance (Narrative Poetry):
*Sir Gawain and the Green Knight (Author Unknown) or
Idylls of the King by Alfred, Lord Tennyson
Selected poems of the Romantic poets: Robert Burns, William Blake,
William Wordsworth, Samuel Taylor Coleridge, Lord (George Gordon)
Byron, Percy Shelly, and John Keats
*Selections not read in Honors English 11
Fiction Prose:
Selections from Mythology by Edith Hamilton
Selections from The Illiad by Homer
The Odyssey by Homer
From Frankenstein by Mary Shelly
Teacher-selected novel by Charles Dickens
Lord of the Flies by William Golding
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Drama:
Oedipus by Sophocles
Antigone by Sophocles
Teacher selected tragedy or history play by William Shakespeare
A Man for All Seasons by Robert Bolt
Pygmalion by George Bernard Shaw
The Doll’s House by Katherine Mansfield
Selected Literature will be accessed online from various school-approved websites.
The vocabulary section of the course will use Vocabulary Workshop by Sadlier-Oxford,
2012 editions. Students will continue with and complete Level G, followed by selected
units from Level H.
Pen Argyl High School Common Research Model, Volume 1, September 2000.
Meeting Times and Length of Course:
This course is scheduled to meet for one period each day of the six day cycle.
Approximately 225 minutes per week is devoted to English instruction for the entire
school year.
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IV. COURSE SCOPE
Grammar
1. Review of Basic Punctuation
2. Review of Pronoun reference
3. Phrases and Clauses
5. Simple, Compound, Complex,
and Compound/Complex
sentences
6. Consistency of tense
Usage
1. Verb Tense and Voice
2. Verb Mood and Models
3. Subjects/Verb Agreement
4. Pronoun/Antecedent
Agreement
5. Plurals and possessives
6. Coordination/Subordination
7. Parallelism
8. Misplaced and Dangling
Modifiers
9. Frequently Confused Words
Literary Periods
1. Ancient Greece and Rome
2. Elizabethan England
3. England’s Age of Reason and
Romanticism
4. Victorian England
5. Contemporary England
Drama
1. Dramatic structure
2. Dramatic techniques
3. Reading Oedipus or Antigone
4. Shakespearean and British
Contemporary Plays
Composition
1. Exposition
2. Narration
3. Description
4. Persuasion
5. Research paper
6. Thesis Statement
Vocabulary
1. Basic definitions
6. Synonyms and antonyms
3. Parts of speech
4. Use in sentences
5. Connotation and denotation
6. Literal and figurative usage
7. Analogies
8. Root meanings
Novel/Romance
1. Basic elements of plot
2. Character development
3. Theme analysis
4. Relating character and theme
to self
Poetry
1. Rhythm
2. Rhyme Scheme
3. Tone/Mood
4. Figurative Language
5. Narrative Verse
6. Characterization
7. Satire
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V. PROGRAM SCOPE AND SEQUENCE
The senior high school English program is aligned to the Pennsylvania Common Core.
The program reviews skills learned in eleventh grade honors English and builds upon
them. This course is mandatory for the student who has completed ninth, tenth, and
eleventh grade English Honors, but who does not select Advanced Placement English and
Composition. It is not recommended for those students who have not taken eleventh
grade Honors English, as it uses British literature as its background.
Students will become extensively involved with organizational and conceptual
analysis and will demonstrate these skills as they engage in written and oral activities.
Analysis and critical thinking are expected in reading, writing, and oral activities which
revolve around selected works of World and British literature.
All high school students are expected to develop their reading, writing, speaking, and
critical thinking skills. Students will continue to write expository, narrative, descriptive,
and persuasive essays. They will be expected to work both in groups and individually and
be able to present their work to others both as a member of a group and individually.
All students will review the rules of grammar and how it affects their writing. Students
will also study vocabulary, since it is important in their writing, in preparation for the
SAT’s, other standardized tests, and in the workplace.
Students will read a variety of literature. They will learn the various genres as they
study World and British literature and Ancient Greek, Shakespearean, and Contemporary
drama. Students may be required to read other teacher-selected novels for outside
reading.
Students will develop critical thinking skills through both reading and writing. These
skills are integrated throughout each instructional unit. Students will be expected to
recognize different levels of meaning in the works they read. They must also organize
and support both their written and oral interpretations.
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VI. INSTRUCTIONAL UNITS
Grammar and Usage
Duration: Integrated with writing and literature throughout the year
Unit Outcomes:
Students will form and correctly use verb tenses: present, past, future, present
perfect, past perfect, future perfect.
Students will identify, form and correctly use verb tenses forms: progressive and
emphatic.
Students will distinguish between and effectively use active and passive voice.
Students will identify, form and correctly use moods of verbs: indicative,
imperative, present subjunctive, and past subjunctive.
Students will identify, form and correctly use verb models: can, could, may,
might, must, ought, shall, will, should, and would.
Students will be able to correctly conjugate verbs in both active and passive voice.
Students will be able to demonstrate consistency of voice and tense in speaking
and writing.
Students will identify and correct problems of subject/ verb and pronoun
antecedent agreement.
Students will understand and correctly use phrase and clause modifiers (avoid
dangling and misplaced modifiers).
Students will demonstrate the correct use of basic punctuation skills: commas,
semicolons, colons, apostrophes, and italics.
Students will distinguish between and correctly use words whose spellings or
meanings are frequently confused.
Students will be able to recognize, correct, and avoid sentence structure errors,
particularly faulty parallelism and faulty parallelism and faulty coordination,
subordination of ideas.
Students will and choose appropriate connectives and subordinating conjunctions
to show time, cause, purpose, or condition.
Students will develop correct usage rules for speaking and writing through
instruction and example.
Students will apply correct usage rules to all oral and written communication.
Related Standards:
CC.1.4.11–12.E: Write with an awareness of the stylistic aspects of composition. Use
precise language, domain specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the
topic. Establish and maintain a formal style and objective tone
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while attending to the norms of the discipline in which they are
writing.
CC.1.4.11–12.F, L, R: Demonstrate a grade-appropriate command of the conventions
of standard English grammar, usage, capitalization, punctuation,
and spelling.
CC.1.4.11–12.H: Write with a sharp, distinct focus identifying topic, task, and
audience.
CC.1.4.11–12.J: Create organization that logically sequences claim(s),
counterclaims, reasons, and evidence; use words, phrases, and
clauses as well as varied syntax to link the major sections of the text
to create cohesion and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and
counterclaims; provide a concluding statement or section that
follows from and supports the argument presented.
CC.1.4.11–12.K: Write with an awareness of the stylistic aspects of composition. Use
precise language, domain specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the
topic. Establish and maintain a formal style and objective tone
while attending to the norms of the discipline in which they are
writing.
CC.1.4.11–12.Q: Write with an awareness of the stylistic aspects of writing. Use
parallel structure. Use various types of phrases and clauses to
convey specific meanings and add variety and interest. Use
precise language, domain specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the
topic.
CC.1.5.11–12.A: Initiate and participate effectively in a range of collaborative
discussions on grade-level topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively
CC.1.5.11–12E: Adapt speech to a variety of contexts and tasks.
CC.1.5.11–12.G: Demonstrate command of the conventions of standard English when
speaking based on Grades 11–12 level and content.
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Content and Instructional Activities:
Identify structural and grammatical elements in a variety of sentences.
Create original sentences that illustrate the concepts being learned.
Revise all sentence structure and grammar and usage errors in written work using
the techniques learned.
Reinforce grammar skills through varied techniques including writing, tests, and
quizzes.
Identify and correct errors in usage in practice sentences, students’ own work, and
in peer editing.
Remediation:
Identification of what needs to be reviewed and additional practice in a variety of
formats. Options for whole class, small group, or individual instruction depending
upon need. Lessons and practices based on individual students’ instructional
needs.
Enrichment:
Exercises of increasing difficulty including the application of the rules to peer
editing. Lessons and practices based on individual students’ instructional needs.
Assessment Criteria:
Teacher-made and publisher-supplied tests, worksheets and assignments
Use of correct grammar and varied sentence structure in written work
Use of correct grammar and varied sentence structure in oral presentations and
discussions.
Materials/Resources:
Teacher designed lessons, worksheets, and activities
Literature
Duration: Ongoing throughout the year
Unit Outcomes:
Students will improve reading and analytical skills in all types of readings that
make up this course.
Students will recognize and distinguish various Literary Periods: Ancient Greece
and Rome, Elizabethan Renaissance, Age of Reason, Romanticism, Victorian, and
Contemporary.
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Students will improve their ability to discuss, analyze, and write about their
reading.
Students will understand the conventions of the many types of literature studied in
the survey of World and British Literature: Greek tragedy, the epic, the romance,
Shakespearean drama, the essay, the lyric poem, the allegory, the novel, and
contemporary drama.
Students will recognize that literature is a product of the historical, social, and
philosophical content in which it was written.
Students will understand key historical, cultural, and literary features, as well as
selected representative works from World and British Literature.
Students will develop an appreciation for and understanding of nonfiction.
Students will define and recognize figurative language and literary devices in
literature.
Students will define and recognize literary terms: prose, poetry, theme,
symbolism, allegory, imagery, mood/tone, allusion, foreshadowing, satire, irony,
sarcasm, wit, and colloquial language (dialect).
Students will form critical opinions and observations about works from various
genres of literature.
Students will identify literary works for critical elements, such as plot
development, theme, point of view, conflict, characterization, and setting.
Students will respond creatively to literature through original stories, projects, or
music.
Students will respond orally and in writing to information and ideas gained by
reading narrative and informational texts and use the information to make
decisions and solve problems.
Students will write for a variety of purposes, including to narrate, inform, and
persuade.
Students will analyze and make critical judgments about all forms of
communication, separating fact from opinion, recognizing propaganda, stereotypes
and statements of bias, recognizing inconsistencies and judging the validity of
evidence.
Students will exchange information orally, including understanding and giving
spoken instructions, asking and answering questions appropriately and promoting
effective group communication.
Students will compose and make written and oral presentations that are designed
to persuade, inform, or describe.
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Related Standards:
Standard Area - CC.1.2: Reading Informational Text: Students read, understand, and
respond to informational text – with emphasis on comprehension, vocabulary acquisition,
and making connections among ideas and between texts with focus on textual evidence.
CC.1.2.11–12.A: Determine and analyze the relationship between two or more central
ideas of a text, including the development and interaction of the
central ideas; provide an objective summary of the text.
CC.1.2.11–12.B: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly, as well as inferences and conclusions
based on and related to an author’s implicit and explicit assumptions
and beliefs.
CC.1.2.11–12.C: Analyze the interaction and development of a complex set of ideas,
sequence of events, or specific individuals over the course of the
text.
CC.1.2.11–12.D: Evaluate how an author’s point of view or purpose shapes the
content and style of a text.
CC.1.2.11–12.E: Analyze and evaluate the effectiveness of the structure an author
uses in his or her exposition or argument, including whether the
structure makes points clear, convincing, and engaging.
CC.1.2.11–12.F: Evaluate how words and phrases shape meaning and tone in texts.
CC.1.2.11–12.G: Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem.
CC.1.2.11–12.H: Analyze seminal texts based upon reasoning, premises, purposes,
and arguments.
CC.1.2.11–12.I: Analyze foundational U.S. and world documents of historical,
political, and literary significance for their themes, purposes, and
rhetorical features.
CC.1.2.11–12.J: Acquire and use accurately general academic and domain specific
words and phrases, sufficient for reading, writing, speaking, and
listening at the college- and career-readiness level; demonstrate
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independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.
CC.1.2.11–12.K: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade-level reading and content,
choosing flexibly from a range of strategies and tools.
CC.1.2.11–12.L: Read and comprehend literary nonfiction and informational text on
grade level, reading independently and proficiently.
Standard Area CC.1.3: Reading Literature: Students read and respond to works of
literature with emphasis on comprehension, vocabulary acquisition, and making
connections among ideas and between texts with focus on textual evidence.
CC.1.3.11–12.A: Determine and analyze the relationship between two or more
themes or central ideas of a text, including the development and
interaction of the themes; provide an objective summary of the
text.
CC.1.3.11–12.B: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly, as well as inferences and conclusions
based on and related to an author’s implicit and explicit
assumptions and beliefs.
CC.1.3.11–12.C: Analyze the impact of the author’s choices regarding how to
develop and relate elements of a story or drama.
CC.1.3.11–12.D: Evaluate how an author’s point of view or purpose shapes the
content and style of a text.
CC.1.3.11–12.E: Evaluate the structure of texts including how specific sentences,
paragraphs, and larger portions of the texts relate to each other and
the whole.
CC.1.3.11–12.F: Evaluate how words and phrases shape meaning and tone in texts.
CC.1.3.11–12.G: Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by either Sophocles or
a contemporary British author.)
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CC.1.3.11–12.H: Demonstrate knowledge of foundational works of literature that
reflect a variety of genres in the respective major periods of
literature, including how two or more texts from the same period
treat similar themes or topics.
CC.1.3.11–12.I: Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade level reading and
content, choosing flexibly from a range of strategies and tools.
CC.1.3.11–12.J: Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and
listening at the college- and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.
CC.1.3.11–12.K: Read and comprehend literary fiction on grade level, reading
independently and proficiently.
Standard Area - CC.1.5: Speaking and Listening: Students present appropriately in
formal speaking situations, listen critically, and respond intelligently as individuals or in
group discussions.
CC.1.5.11–12.A: Initiate and participate effectively in a range of collaborative
discussions on grade-level topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
CC.1.5.11–12.B: Evaluate how the speaker’s perspective, reasoning, and use of
evidence and rhetoric affect the credibility of an argument through
the author’s stance, premises, links among ideas, word choice,
points of emphasis, and tone.
CC.1.5.11–12.C: Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitative, orally) in order to
make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any
discrepancies among the data.
CC.1.5.11–12.D: Present information, findings, and supporting evidence, conveying
a clear and distinct perspective; organization, development,
substance, and style are appropriate to purpose, audience, and task.
CC.1.5.11–12E: Adapt speech to a variety of contexts and tasks.
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CC.1.5.11–12.F: Make strategic use of digital media in presentations to add interest
and enhance understanding of findings, reasoning, and evidence.
CC.1.5.11–12.G: Demonstrate command of the conventions of standard English
when speaking based on Grades 11–12 level and content.
Content and Related Activities:
Reading and interpreting selections from World and British literature:
Suggested Readings:
Ancient Greece
Selected Readings by Socrates and/or Plato
One of the following:
Oedipus by Sophocles
Antigone by Sophocles
Mythology
Selected excerpts from Edith Hamilton’s Mythology
One of the following in its entirety or excerpts from:
The Iliad by Homer
The Odyssey by Homer
Medieval Age
One of the following:
The Knight’s Tale by Geoffrey Chaucer
The Pardoners Prologue by Geoffrey Chaucer
The Pardoner’s Tale by Geoffrey Chaucer
The Nun’s Priest Tale by Geoffrey Chaucer
Sir Gawain and the Green Knight (Author Unknown)
Elizabethan Renaissance
One of the following:
Macbeth by William Shakespeare (if not read in Honors English 11)
Hamlet by William Shakespeare
Richard III by William Shakespeare
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Age of Reason
One or more of the following:
From the Diary by Samuel Pepys
Will Wimble from The Spectator by Joseph Addison
From The Englishman by Alexander Selkirk
From An Essay on Man by Alexander Pope
From the Dictionary of the English Language by Samuel Johnson
From the The Life of Milton by Samuel Johnson
Johnson’s Letter to Chesterfield by Samuel Johnson
On the Death of Dr. Robert Levet by Samuel Johnson
From the The Life of Samuel Johnson by James Boswell
Of Studies by Francis Bacon
From A Journal of the Plague Year by Daniel Defoe.
Romanticism
Selected Poetry by the Romantic Poets: Robert Burns, William Blake,
William Wordsworth, Samuel Taylor Coleridge, Lord (George Gordon)
Byron, Percy Shelly, and John Keats
From Frankenstein by Mary Shelly
Victorian Age
One of the following novels by Charles Dickens:
A Christmas Carol
A Tale of Two Cities
Great Expectations
The Twentieth Century
One or more the following:
A Man for All Seasons by Robert Bolt
Pygmalion by George Bernard Shaw
A Doll’s House by Katherine Mansfield
My Oedipus Complex by Frank O’Connor
Lord of the Flies by Gordon Golding
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Content and Related Activities:
Independent reading and exercises which focus on comprehension, application,
analysis, and evaluation of literature. Oral, written, and creative responses to
selections are emphasized.
Application of literary terms to selections read
Teacher- made assignments
Lecture
Remediation:
Study guides
Video/audio recordings
Reading strategies for comprehension and understanding
o Read aloud
o Paraphrase
o Break down long sentences into manageable pieces
o Small group work to write summaries of reading material
Identification of what needs to be reviewed and additional practice in a variety of
formats. Options for whole class, small group, or individual instruction depending
upon need. Lessons and practices based on individual students’ instructional
needs.
Enrichment:
Assignments requiring higher level thinking skills
Supplemental Reading: Literary selections of greater difficulty
Suggested readings:
Gulliver’s Travels by Jonathan Swift
The Once and Future King – novel by T. H. White
Angela’s Ashes by Frank McCourt
1984 by George Orwell
The Love Song of J. Alfred Prufrock by T. S. Eliot
The Waste Land by T.S. Eliot
Teacher Selected Titles for Written Analysis
Materials/Resources:
Supplementary novels
Videos of various selections of British literature
Supplementary study guides and activity packets
Reference texts: Prentice Hall Literature: World Masterpieces, Prentice Hall
Literature: The British Experience, Oxford Companion to British Literature, Edith
Hamilton’s Mythology
17
Teacher designed worksheets and activities
Assessment Criteria:
Teacher-made tests, quizzes and activities
Supplementary tests, quizzes and activities from publishers
Essays
Creative projects
Small and large group discussion
Drama
Duration: One marking period
Unit Outcomes:
Students will recognize the elements of a Shakespearean tragedy.
Students will identify the literary elements of conflict, plot development,
characterization, setting, and theme in a play.
Students will analyze the use of the aside, set design, stage directions, imagery,
monologue, soliloquy and other dramatic conventions.
Students will compare Elizabethan theater to modern theater.
Related Standards:
CC.1.3.11–12.A: Determine and analyze the relationship between two or more
themes or central ideas of a text, including the development and
interaction of the themes; provide an objective summary of the text.
CC.1.3.11–12.B: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly, as well as inferences and conclusions
based on and related to an author’s implicit and explicit
assumptions and beliefs.
CC.1.3.11–12.C: Analyze the impact of the author’s choices regarding how to
develop and relate elements of a story or drama.
CC.1.3.11–12.D: Evaluate how an author’s point of view or purpose shapes the
content and style of a text.
CC.1.3.11–12.E: Evaluate the structure of texts including how specific sentences,
paragraphs, and larger portions of the texts relate to each other and
the whole.
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CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.
CC.1.3.11–12.G: Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American
dramatist.)
CC.1.3.11–12.H: Demonstrate knowledge of foundational works of literature that
reflect a variety of genres in the respective major periods of
literature, including how two or more texts from the same period
treat similar themes or topics.
CC.1.3.11–12.I: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade level reading and content,
choosing flexibly from a range of strategies and tools.
CC.1.3.11–12.J: Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and
listening at the college- and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.
CC.1.3.11–12.K: Read and comprehend literary fiction on grade level, reading
independently and proficiently.
CC.1.5.11–12.A: Initiate and participate effectively in a range of collaborative
discussions on grade-level topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
CC.1.5.11–12.B: Evaluate how the speaker’s perspective, reasoning, and use of
evidence and rhetoric affect the credibility of an argument through
the author’s stance, premises, links among ideas, word choice,
points of emphasis, and tone.
CC.1.5.11–12.C: Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitative, orally) in order to
make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies
among the data.
19
CC.1.5.11–12.D: Present information, findings, and supporting evidence, conveying a
clear and distinct perspective; organization, development, substance,
and style are appropriate to purpose, audience, and task.
CC.1.5.11-12.E: Adapt speech to a variety of contexts and tasks.
CC.1.5.11-12.F: Make strategic use of digital media in presentations to add interest
and enhance understanding of findings, reasoning, and evidence.
CC.1.5.11-12.G: Demonstrate command of the conventions of standard English when
speaking based on grade 11-12 level and content.
Activities:
Oral and independent reading and exercises which focus on comprehension,
application, analysis and evaluation of literature. Oral, written and creative
responses to selections are emphasized. Excerpts from various video
performances are watched to compare to the original.
Remediation:
No Fear Shakespeare
Study guides
Video/audio recordings
Reading strategies for comprehension and understanding
o Read aloud
o Paraphrase
o Break down long sentences into manageable pieces
o Small group work to write summaries of reading material
o Graphic organizers
Enrichment:
Research various historical aspects of text pertaining to the selection being studied
Perform and video-record assigned scenes from the selected drama
Assignments requiring higher level thinking skills
Materials/Resources:
Oedipus or Antigone by Sophocles
Selected Plays by William Shakespeare and Contemporary British authors
Various film versions of Macbeth, Hamlet, Richard III, A Man for All Seasons, A
Doll’s House
Teacher-made and text book assignments
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Assessments:
Teacher-made tests, quizzes, handouts
Supplementary tests from various publishers
Essays
Creative projects
Composition
Duration: Minimum one class period per week
Unit Outcomes:
Students will develop paragraphs of various types.
Students will continue to develop their understanding and use of proper sentence
structure.
Students will elaborate on an idea to produce multiple paragraph essays.
Students will continue to develop their understanding and use of the essential
components of expository composition: writing, coherence, development,
organization, clarity.
Students will research a topic and apply organizational skills to follow the research
process and prepare a research paper. Students will apply correct research
techniques and procedures, including choosing and limiting a topic, preparing a
preliminary bibliography, preparing source and note cards, preparing an outline,
composing a rough draft, revising a rough draft, composing a final copy, and
creating a “Works Cited” page.
Students will evaluate critical material relating to his/her topic.
Students will be able to use various library research tools, such as Power Library,
Gale databases, Access Pennsylvania, appropriate reference sources, and
electronic searches.
Students will be able to incorporate materials into a developed research paper
using proper paraphrasing and quoting techniques.
Students will be able to use appropriate documentation techniques.
Students will respond orally and in writing to information and ideas gained by
reading narrative and informational texts and use the information to make
decisions and solve problems.
Students will write for a variety of purposes, including to characterize, narrate,
inform, and persuade.
Students will analyze and make critical judgments about all forms of
communication, separating fact from opinion, recognizing propaganda, stereotypes
and statements of bias, recognizing inconsistencies and judging the validity of
evidence.
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Related Standards:
Standard Area - CC.1.4: Writing: Students write for different purposes and audiences.
Students write clear and focused text to convey a well-defined perspective and
appropriate content.
CC.1.4.11–12.A: Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately.
CC.1.4.11–12.B: Write with a sharp, distinct focus identifying topic, task, and
audience.
CC.1.4.11–12.C: Develop and analyze the topic thoroughly by selecting the most
significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the
audience’s knowledge of the topic; include graphics and multimedia
when useful to aiding comprehension.
CC.1.4.11–12.D: Organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a whole; use
appropriate and varied transitions and syntax to link the major
sections of the text; provide a concluding statement or section that
supports the information presented; include formatting when useful
to aiding comprehension.
CC.1.4.11–12.E: Write with an awareness of the stylistic aspects of composition. Use
precise language, domain specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the
topic. Establish and maintain a formal style and objective tone
while attending to the norms of the discipline in which they are
writing.
CC.1.4.11–12.F: Demonstrate a grade-appropriate command of the conventions
of standard English grammar, usage, capitalization, punctuation,
and spelling.
CC.1.4.11–12.G: Write arguments to support claims in an analysis of substantive
topics.
CC.1.4.11–12.H: Write with a sharp, distinct focus identifying topic, task, and
audience.
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CC.1.4.11–12.I: Distinguish the claim(s) from alternate or opposing claims; develop
claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases.
CC.1.4.11–12.J: Create organization that logically sequences claim(s),
counterclaims, reasons, and evidence; use words, phrases, and
clauses as well as varied syntax to link the major sections of the text
to create cohesion and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and
counterclaims; provide a concluding statement or section that
follows from and supports the argument presented.
CC.1.4.11–12.K: Write with an awareness of the stylistic aspects of composition. Use
precise language, domain specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the
topic. Establish and maintain a formal style and objective tone
while attending to the norms of the discipline in which they are
writing.
CC.1.4.11–12.L: Demonstrate a grade-appropriate command of the conventions
of standard English grammar, usage, capitalization, punctuation,
and spelling.
CC.1.4.11–12.M: Write narratives to develop real or imagined experiences or events.
CC.1.4.11–12.N: Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple points
of view, and introducing a narrator and/or characters.
CC.1.4.11–12.O: Use narrative techniques such as dialogue, description, reflection,
multiple plotlines, and pacing to develop experiences, events,
and/or characters; use precise words and phrases, telling details,
and sensory language to convey a vivid picture of the experiences,
events, settings, and/or characters.
CC.1.4.11–12.P: Create a smooth progression of experiences or events using a
variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular
tone and outcome; provide a conclusion that follows from and
reflects on what is experienced, observed, or resolved over the
course of the narrative.
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CC.1.4.11–12.Q: Write with an awareness of the stylistic aspects of writing. Use
parallel structure. Use various types of phrases and clauses to
convey specific meanings and add variety and interest. Use
precise language, domain specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the
topic.
CC.1.4.11–12.R: Demonstrate a grade-appropriate command of the conventions
of standard English grammar, usage, capitalization, punctuation,
and spelling.
CC.1.4.11–12.S: Draw evidence from literary or informational texts to support
analysis, reflection, and research, applying grade-level reading
standards for literature and literary nonfiction.
CC.1.4.11–12.T: Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CC.1.4.11–12.U: Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments and information.
CC.1.4.11–12.V: Conduct short as well as more sustained research projects to answer
a question (including a self generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the
subject under investigation.
CC.1.4.11–12.W: Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for
citation.
CC.1.4.11–12.X: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
24
CC.1.5.11–12.A: Initiate and participate effectively in a range of collaborative
discussions on grade-level topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
CC.1.5.11–12.B: Evaluate how the speaker’s perspective, reasoning, and use of
evidence and rhetoric affect the credibility of an argument through
the author’s stance, premises, links among ideas, word choice,
points of emphasis, and tone.
CC.1.5.11–12.C: Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitative, orally) in order to
make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies
among the data.
CC.1.5.11–12.D: Present information, findings, and supporting evidence, conveying a
clear and distinct perspective; organization, development, substance,
and style are appropriate to purpose, audience, and task.
CC.1.5.11-12.E: Adapt speech to a variety of contexts and tasks.
CC.1.5.11-12.F: Make strategic use of digital media in presentations to add interest
and enhance understanding of findings, reasoning, and evidence.
CC.1.5.11-12.G: Demonstrate command of the conventions of standard English when
speaking based on grade 11-12 level and content.
Activities:
Write paragraphs on a variety of topics and in a variety of styles, including
narrative, expository, descriptive, and persuasive.
Prepare a research paper using source cards, note cards, and a works cited.
Edit the rough drafts of writing utilizing the RADAR strategy.
Students will research and determine reliability of sources and understand the
concept of plagiarism.
Remediation:
Options for whole class, small group, or individual instruction as needed
Enrichment:
Varied levels of difficulty and research
Allow more creativity in scope and topic
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Materials/Resources:
Reference texts: Warriner’s English Grammar and Composition, Complete
Course
The Common Research Model, prepared by the high school English Department
Instructional guides
Activity packets suggesting a variety of writing exercises
Assessment Criteria:
Student writing, including paragraphs, essays, and research paper
Peer editing
Vocabulary
Duration: Integrated throughout the year
Unit Outcomes:
Students will apply knowledge of vocabulary concepts in writing and speaking.
Students will decide on most appropriate word choice in a given context.
Students will be able to identify definitions, synonyms and antonyms for each
word.
Students will be able to complete analogies.
Students will be able to identify common root words, suffixes, and prefixes.
Students will use context clues to insert vocabulary words in sentences.
Students will identify and correctly use new words acquired through the use of
analogy.
Students will enhance their speaking and writing vocabulary and improve various
vocabulary skills: - roots, derivatives - denotative/connotative meanings - word
analogies
Related Standards:
CC.1.2.11-12.F: Evaluate how words and phrases shape meaning and tone in text.
CC.1.211-12.K: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade-level reading and content,
choosing flexibility from a range of strategies and tools.
CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in text.
CC.1.3.11-12.I: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade level reading and content,
choosing flexibility from a range of strategies and tools.
26
CC.1.3.11–12.J: Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and
listening at the college- and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
CC.1.5.11–12.A: Initiate and participate effectively in a range of collaborative
discussions on grade-level topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
CC.1.5.11-12.E: Adapt speech to a variety of contexts and tasks.
CC.1.5.11-12.G: Demonstrate command of the conventions of standard English when
speaking based on grade 11-12 level and content.
Activities:
Discuss words in context and multiple meanings.
Identify synonyms and antonyms of new words.
Solve analogies using vocabulary words.
Incorporate new vocabulary words into writing.
Complete exercises which focus on pronunciation, parts of speech, definitions,
synonyms, antonyms, sentence completion, and phrase completion illustrating
literal and figurative uses of words.
Remediation:
Supplemental online activities
Identification of what needs to be reviewed and additional practice in a variety of
formats. Options for whole class, small group, or individual instruction depending
upon need.
Enrichment:
Supplemental online activities
Practice with Greek and Latin roots and additional practice for standardized test
preparation
Materials/Resources:
Basic texts: Vocabulary Workshop, Level G, Enriched Edition; Vocabulary
Workshop, Level H, Enriched Edition (SadlierOxford, copyright 2012)
Supplemental online activities
Teacher-made worksheets and activity sheets
Vocabulary development as prescribed by selected literary works
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Assessment Criteria:
Teacher-made tests and quizzes
Publisher-supplied tests and quizzes
Student writing and speaking
Technology
Duration: Integrated throughout the year
Unit Outcomes:
Students will use technology, including the Internet, to produce, publish and
update individual or shared writing projects, power points, timelines, and other
creative products
Students will research online and determine reliability of sources and understand
the concept of plagiarism
Students will utilize supplemental online tools
Students will manage digital files
Related Standards:
CC.1.4.11–12.T: Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CC.1.4.11–12.U: Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments and information.
CC.1.4.11–12.V: Conduct short as well as more sustained research projects to answer
a question (including a self generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the
subject under investigation.
CC.1.4.11–12.W: Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for
citation.
28
CC.1.5.11–12.A: Initiate and participate effectively in a range of collaborative
discussions on grade-level topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
CC.1.5.11–12.B: Evaluate how the speaker’s perspective, reasoning, and use of
evidence and rhetoric affect the credibility of an argument through
the author’s stance, premises, links among ideas, word choice,
points of emphasis, and tone.
CC.1.5.11–12.C: Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitative, orally) in order to
make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies
among the data.
CC.1.5.11–12.D: Present information, findings, and supporting evidence, conveying a
clear and distinct perspective; organization, development, substance,
and style are appropriate to purpose, audience, and task.
CC.1.5.11-12.E: Adapt speech to a variety of contexts and tasks.
CC.1.5.11-12.F: Make strategic use of digital media in presentations to add interest
and enhance understanding of findings, reasoning, and evidence.
CC.1.5.11-12.G: Demonstrate command of the conventions of standard English when
speaking based on grade 11-12 level and content.
Activities:
Various projects and activities based on student and teacher need
Materials/Resources:
Computers
Internet
Online tools (such as Citationmaker.com, etc.)
Online data bases (such as Gale, Salem Press, etc.)