LANGUAGE ARTS CURRICULUM

GRADES 9 – 12

 

This curriculum is designed to provide students with appropriate reading and writing skill development as well as an introduction to selected literary genres. Emphasis will be placed upon the development of expository writing skills, speaking and listening skills, enhanced vocabulary proficiency, and elements of basic research.

 

Students read and interpret a variety of literature including Romeo and Juliet, The Chocolate War, The Call of the Wild, various short stories such asThe Most Dangerous Game, The Scarlet Ibis, The Interlopers, Through the Tunnel, and A Christmas Memory. Various types of folklore are also read and interpreted, as well as numerous examples of poetry. Throughout the year, students focus on identifying main ideas, supportive details, important themes, patterns of organization, as well as the author’s purpose and style. Vocabulary is drawn from both the works studied and SAT word lists.

 

Writing activities include opportunities for students to react to literature, to conduct research, and to think about their feelings and the events and people in their lives, in both a social and vocational setting. Additionally, students learn strategies to assist them in writing clearly and in crafting their texts with appropriate conventions of spelling, grammar, and punctuation as they revise, edit, and publish. Timed, in-class writing exercises enable students to think, organize, and write “on-call”. Students are repeatedly encouraged to question and interpret using their “core-knowledge” base, therein, allowing them not only the opportunity to share their views and opinions with their classmates, but to consider classmates’ opinions and views as well. Interpretation of literature is based not only vocationally, but also on the hidden-curriculum, therein allowing students to understand their purpose for engaging in said activities.

 

Students continue to refine listening and speaking skills and to become more sophisticated in their understanding and application of non-textual information. Activities such as presentations, panel discussions, group projects and theatrical performance reinforce these skills.

 

 

 

LANGUAGE ARTS

GOALS AND PROFICIENCIES

READING:

All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension (3.1).

Students will demonstrate fluency. (CCCS# 3.1D)

1. Read developmentally appropriate materials (at an independent level) with accuracy and speed.

2. Use appropriate rhythm, flow, meter, and pronunciation when reading.

3. Read a variety of genres and types of text with fluency and comprehension.

Students will practice reading strategies (before, during, and after reading). (CCCS# 3.1E)

1. Identify, assess, and apply personal reading strategies that were most effective in previous learning from a variety of texts.

2. Practice visualizing techniques before, during, and after reading to aid in comprehension.

3. Judge the most effective graphic organizers to use with various text types for memory retention and monitoring comprehension.

Students will demonstrate vocabulary skills and concept development. (CCCS# 3.1F)

1. Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.

2. Use knowledge of root words to understand new words.

3. Apply reading vocabulary in different content areas.

Students will demonstrate comprehension skills and response to text. (CCCS# 3.1G)

1. Identify, describe, evaluate, and synthesize the central ideas in informational texts.

2. Understand the study of literature and theories of literary criticism.

3. Understand that our literary heritage is marked by distinct literary movements and is part of a global literary tradition.

4. Compare and evaluate the relationship between past literary traditions and contemporary writing.

5. Analyze how works of a given period reflect historical and social events and conditions.

6. Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning.

7. Interpret how literary devices affect reading emotions and understanding.

8. Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox).

9. Distinguish between essential and nonessential information, identifying the use of proper references and propaganda techniques where present.

10. Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.

11. Analyze how an author’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.

12. Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, contracts, etc.

13. Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, instructional manuals).

Students will incorporate inquiry and research. (CCCS# 3.1H)

1. Select appropriate electronic media for research and evaluate the quality of the information received.

2. Develop materials for a portfolio that reflect a specific career choice.

3. Develop increased ability to critically select works to support a research topic.

4. Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.

5. Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.

6. Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.

 

WRITING:

All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. (3.2)

Students will engage in writing as a process (prewriting, drafting, revising, editing, postwriting). (CCCS#3.2A)

1. Engage in the full writing process by writing daily and for sustained amounts of time.

2. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.

3. Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.

4. Review and edit work for spelling, usage, clarity, and fluency.

5. Use the computer and word-processing software to compose, revise, edit, and publish a piece.

6. Use a scoring rubric to evaluate and improve own writing and the writing of others.

7. Reflect on own writing and establish goals for growth and improvement.

Students will engage in writing as a product (resulting in a formal product or publication). (CCCS# 3.2B)

1. Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.

2. Critique published works for authenticity and credibility.

3. Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.

4. Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).

5. Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper, etc.

6. Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.

7. Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources from books, periodicals, interviews, discourse, electronic sources, etc.

8. Foresee readers’ needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.

9. Provide compelling openings and strong closure to written pieces.

10. Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation).

11. Use the responses of others to review content, organization, and usage for publication.

12. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.

Students will use correct mechanics, spelling, and handwriting. (CCCS# 3.2 C)

1. Use Standard English conventions in all writing (sentence structure, grammar and usage, punctuation, capitalization, spelling).

2. Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.

3. Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.

4. Use transition words to reinforce a logical progression of ideas.

5. Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.

6. Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness.

7. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

8. Write legibly in manuscript or cursive to meet district standards.

Students will write in various forms, for various audiences, and for various purposes. (CCCS#3.2D)

1. Employ the most effective writing formats and strategies for the purpose and audience.

2. Demonstrate command of a variety of writing genres, such as:

• Persuasive essay

• Personal narrative

• Research report

• Literary research paper

• Descriptive essay

• Critique

• Response to literature

• Parody of a particular narrative style (fable, myth, short story, etc.)

• Poetry

3. Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness

4. Apply all copyright laws to information used in written work.

5. When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles.

6. Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters and college applications.

7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.

8. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.

SPEAKING:

All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes (3.3).

Students will engage in discussion. (CCCS#3.3A)

1. 1. Support a position integrating multiple perspectives.

   2. Support, modify, or refute a position in small or large-group discussions.

   3. Assume leadership roles in student-directed discussions, projects, and forums.

   4. Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next stage.

Students will use questioning (inquiry) skills and contribute to discussions. (CCCS#3.3B)

1. 1. Ask prepared and follow-up questions in interviews and other discussions.

   2. Extend peer contributions by elaboration and illustration.

   3. Analyze, evaluate, and modify group processes.

   4. Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.

   5. Question critically the position or viewpoint of an author.

   6. Respond to audience questions by providing clarification, illustration, definition, and elaboration.

   7. Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).

Students will make proper word choices. (CCCS#3.3C)

1. Modulate tone and clarify thoughts through word choice.

2. Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).

Students will present orally. (CCCS# 3.3D)

Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, and personal expression).

1. Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, and transition words).

2. Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, and articulation) when speaking.

3. Edit drafts of speeches independently and in peer discussions.

4. Modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details).

5. Use a rubric to self-assess and improve oral presentations.

LISTENING:

All students will listen actively to information from a variety of sources in a variety of situations (3.4).

Students will engage in active listening. (CCCS# 3.4 A)

1. Explore and reflect on ideas while hearing and focusing attentively.

2. Listen skillfully to distinguish emotive and persuasive rhetoric.

3. Demonstrate appropriate listener response to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.

Students will demonstrate listening comprehension. (CCCS# 3.4B)

1. Listen to summarize, make judgments, and evaluate.

2. Evaluate the credibility of a speaker.

3. Determine when propaganda and argument are used in oral forms.

4. Listen and respond appropriately to a debate.

VIEWING AND MEDIA LITERACY

All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources (3.5).

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

Students will construct meaning from media. (CCCS# 3.5A)

1. Understand that messages are representations of social reality and vary by historic time periods and parts of the world.

2. Identify and evaluate how a media product expresses the values of the culture that produced it.

3. Identify and select media forms appropriate for the viewer’s purpose.

Students will analyze visual and verbal messages. (CCCS# 3.5B)

1. Analyze media for stereotyping (e.g., gender, ethnicity).

2. Compare and contrast three or more media sources.

Students will analyze life and media. (CCCS# 3.5C)

1. Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family and social institutions, cf. health and physical education standards and visual and performing arts standards).

2. Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).

3. Recognize that creators of media and performances use a number of forms, techniques, and technologies to convey their messages.

 

 

 

 

 

 

 

 

 

 

 

UNIT ONE – FOLKLORE

 

FOCUS AREA	time	MAJOR OUTCOMES	aSSESSMENTS	cpi’s
Folklore – Myths, Fairytales, Parables, Fables, Tall Tales, and Spirituals	4-5 Weeks	Define and apply vocabulary from given sections.	Define given list of vocabulary, and write an original paragraph illustrating your understanding of the given terms.	3.1 (F)
“The Story of Echo and Narcissus”		Define the key termmyth and add it to list of folklore terms. Recognize the ability for “art to inspire art”. Interpret a poem based on the myth.	Add term to list. Discuss the elements of the story that identify the story as a myth. DO NOW: Can “art inspire art?” Explain using examples. Respond in writing to Dali’s painting “Echo and Narcissus.” Discuss: How has the artist chosen to mimic the story through painting? Do you find the effect to be powerful? Why? Project the poem Narcissus and Echo(see handouts). Read the poem out loud as a class. First, in entirety and then non-italicized/italicized portions. Discuss the effect of echo. Homework: respond to the given selection using a type of media/art of your choosing.	3.1 (G) 3.1 (E)                 (A) 3.4 (B)         3.5 (A)

 

“The Story of Daedalus and Icarus from The Metamorphosis”		Complete a brief quiz on reading. Respond to a painting based on the original text.	QUIZ QUESTIONS: What is the problem that Daedalus has at the beginning of the story? How does he try to remedy it? What advice does Daedalus give Icarus prior to their “departure?” What happens to Icarus at the end of the story? What inventions does Daedalus’s nephew make? What happens to him? Divide students into groups of 5. Each group is given poster board and the following assignment: ~ On pg. 10 of your textbooks, you will see what Pieter Brugel; a Flemish painter thought “The Fall of Icarus” would look like. ~Take a moment to write some things you notice about the painting on the back of your poster board. What seems to be thefocal point (the thing that catches you eye)? What are some other important images present? ~ Create your own “Fall of Icarus.” Focus on the images you believe are the most important.	3.2 (A)                             3.4 (B) 3.5 (A)
Creation Myths		Understand/identify that all cultures have creation myths. Write original creation myths, applying understanding of myths.	In a circle, students will read “Grandmother Spider Steals the Sun” and “Coyote helps Decorate the Night” (see handouts). Discuss creation myths from various cultures/religions. HOMEWORK: Write original creation myths.	(A)       3.2 (B) 3.2 (C)

 

“The White Snake”		Define the key term fairytaleand add it to list of folklore terms. Learn the history/importance of the Brother’s Grimm. Identify the importance ofthe oral tradition.	DO NOW: Do you remember being read fairytales as a child? What were these stories about? How did they begin and end? Retell your favorite tale! Discuss: What elements of the story did you find shocking? Why? Discuss the oral tradition, and its importance in folklore in general.	(G) 3.3 (A)
		Analyze a traditional fairytale for unfamiliar elements. Discuss reasons for change.	Divide students into 6 groups. Distribute the following Grimm’s fairytales: Snow White Little Red Riding Hood Cinderella Rumplestiltzskin Rapunzel Hansel and Gretel On a transparency, groups will identify: the tale’s name. how it differs from the version they remember. how it is the same. favorite quote. DAY 2 – Groups will present. To be discussed – the impact of Disney, possible reasons for “softening” these tales.	3.1 (G) 3.3 (A)

 

“The Prodigal Son”

Define the key termparable and add it to list of folklore terms. Understand the importance of a moral. Dramatically respond to an assigned story.

Add term to list. DO NOW: Is it more important to always be right or to always do the “right thing?” Explain. Class Debate. ISSUE: “The Prodigal Son’s” older brother isn’t buying his father’s explanation as to why he has decided to “kill the fatted calf.” So he doesn’t get mad, he takes him to court…” Assign the following parts: older brother prodigal son father servants townspeople “unsavory” characters father “prophet” (tells story) others brainstormed by students Others will be members of the jury. Class should also nominate a prosecutor and a defense attorney. Prepare case. Students should work to create “fact cards” for each witness. DAY TWO – Present case. Encourage students to dress up! Teacher will serve as judge.

3.1(F)       (B) 3.2 (D)

 

“The Fox and the Crow” (2 Selections)		Define the key term fableand add it to list of folklore terms. Distinguish flattery frompraise. Demonstrate understanding through writing.	DO NOW: How do you respond to flattery? How do you feel when someone says you look nice or have done a good job? Is all praise flattery? Is there a difference between flattery and praise? Explain. Add term to list. Students will write fables, following these guidelines: should have at least two animal characters that possess human traits. must emphasize a moral minimum 1 ½ pages.	3.1(F)               3.2 (B) 3.2 (C)
“Paul Bunyan of the North Woods” and “John Henry from Mules and Men”		Define the key term tall taleand add it to list of folklore terms. Understand hyperbolethrough example. Compare and contrast an animated interpretation of these tales with the text. Practice timed writing (introduction).	Add term to list. DO NOW: What kinds of heroes appeal to you? What qualities do they have? Why do you find these qualities appealing? Have students identify examples of exaggeration in “P.B.” Explain hyperbole. View “Paul Bunyan” and “John Henry” from the collection American Legends (Disney). Take notes on differences between animation and text. DAY 2: Timed Writing. Students may choose from two topics (see handout).	3.1 (F)                         3.2 (B) 3.2 (D)

 

“Steal Away” “Go Down, Moses”

Define the key terms spiritualand allegory and add them to list of folklore terms. Experience spirituals through the intended format (being sung). Understand allegory and its application to the spiritual. Apply knowledge of the original composers (slaves) of the spiritual to understanding.

Add terms. DO NOW: Your textbook contains written music for the spirituals you read last night. Have you ever heard spirituals performed? If so, where? Students will listen to recorded spirituals (see list of materials) as they do so, they will complete The “Spiritual Comprehension Worksheet” (see handouts). Students will discuss responses, concentrating on the early black experience and identifying allegory.

3.1 (F)           3.4 (A) 3.4 (B)