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ENGLISH DEPARTMENT

ASSUMPTION HIGH SCHOOL

PHILOSOPHYIn a student-centered classroom, the teacher serves as a guide and the students take ownership of learning through student choice in writing and reading. Predominantly writing based, the English curriculum uses a process approach to writing. Because reading and writing are interconnected, the curriculum develops lifelong readers. We believe in preparing students for life after Assumption High School.

MISSIONAs an English Department, our mission is to develop students who:

participate in a community of lifelong readers, writers, and learners. think critically. understand and engage in the writing process to become proficient writers. appreciate the power of reading and writing to make connections and effect change in the world. experience diversity through a wide selection of authors and topics. utilize media as a tool for communication. recognize and value the interrelatedness of reading and writing. use the tools of reading and writing to examine essential questions and grow as human beings.

DEPARTMENT GOALS AND OBJECTIVES To bring all students to a proficient level of writing and guide them to become lifelong writers.

Objective 1.1 – Conduct an annual portfolio evaluation of freshman and senior writing to ensure that our writingprogram is meeting the needs of our students and to evaluate the growth of student skills over time.

Objective 1.2 – Teach and use the writing process as a means to guide students in developing their writing skills in a variety of increasingly complex forms.

Objective 1.3 – Use effective vocabulary instruction to develop student writing.

To guide students as critical readers who engage actively with a variety of texts and encourage them to become lifelong readers. Objective 2.1 – Provide students with a wide variety of authors, topics, and genres.

Objective 2.2 – Teach and develop students’ active reading skills.

Objective 2.3 - Foster students’ ability to critically analyze texts through writing and discussion.

To enhance student use of media and technology as tools for communication and learning. Objective 3.1 – Enhance students’ appropriate and effective use of research tools.

Objective 3.2 – Provide students with a variety of ways to demonstrate analysis and synthesis of material.

Objective 3.3 – Model appropriate use of media and technology in instruction.

FRESHMAN ENGLISH CURRICULUM

A writing workshop is used, meaning students are given portfolio requirements and students come up with their own topics to meet these requirements. The writing process is used for all pieces, and class time will be allotted for drafting, peer and teacher conferencing, revising, and editing. Students will receive specific written teacher response on all pieces. The first semester of English is primarily a writing focus with literature taught as part of the writing units. Independent reading and a class novel are taught as well. The second semester has primarily a literature focus with writing taught in conjunction with the literature units.

OBJECTIVESThe student will be able to:

form opinions based on literature and find support for them in the text. evaluate literature using established and personal criteria. make inferences. recognize patterns of development. analyze the rhetorical situation. formulate counterclaims. identify and analyze the following techniques: theme, setting, mood, foreshadowing, methods of

characterization, protagonist, antagonist, conflict, traditional plot pattern, climax, flashback, irony, point of view, denotation, connotation, alliteration, assonance, consonance, end rhyme, internal rhyme, rhythm (iambic pentameter), free verse, sonnet, aside, soliloquy, monologue, dialogue, couplet, enjambment, simile, metaphor, hyperbole, imagery, symbolism, stanza, speaker, onomatopoeia, narrative poetry.

understand the relationship between form and content. summarize, paraphrase, and cite sources while researching. read critically. generate ideas about which to write. formulate single statements that clearly express the controlling idea of her piece or its individual

paragraphs. create parallel thesis statements, topic sentences, and hook sentences. develop paragraphs and support generalizations using facts, opinions, examples, narration, description,

definitions, comparison/contrasts, etc. use a variety of prewriting techniques. organize in a logical manner. write sentences that are smooth with precise and appropriate words. vary her word choice and sentences for different audiences and purposes. edit her word for grammar, spelling, usage and punctuation. evaluate her work. read, reflect on, engage in critical thinking regarding literature tread. recognize, define, and apply the vocabulary studied.

ENGLISH I: ADVANCED/HONORS IFIRST SEMESTER SECOND SEMESTER

WRITING Descriptive piece (3-4 weeks) Timed writing (independent reading

book test) Personal narrative (3-4 weeks) 3.5 literary analysis (3 weeks)

Poetry (students write poetry throughout the unit; 2 pieces will be taken through the writing process)

Compare/contrast 3.5 literary analysis (3 weeks)

Letter to the reviewer (2 weeks)

Research skills (summarizing, paraphrasing, citation of sources)

All freshmen will compile a scoring portfolio with their best transactive piece, expressive piece, and letter to the reviewer.

LITERATURE Summer reading: An assessment on summer reading must be provided; type of assessment determined by the teacher

Models of types of writing taught Novel: a challenging work (10 weeks)

Independent reading: Students will have a choice of fiction within parameters set by the teacher. Assessment should include timed writing.

Close readings: Each unit will feature at least one close reading exercise.

Thematic units. Instruction will reflect a genre approach.

Poetry (4 weeks) Romeo and Juliet (8 weeks) Short Story (4 weeks)


VOCABULARY See vocabulary scope and sequence for specific requirements. Words will come from the designated lists. Teachers also may create a literature-based vocabulary list each semester. Literature-based lists should include some synonyms and antonyms.

25 words per unit; at least 4 units covered

Tests should be cumulative Study of synonyms, antonyms, and

related forms of words

Words will come from designated lists. Analogies will be introduced

and included on tests.

GRAMMAR Punctuating dialogue (taught in conjunction with descriptive piece and personal narrative)

Usage/Commonly confused words (i.e. they’re, their, there)

Comma rules Recognition of first person, second

person, and third person Parts of speech Run-ons and fragments Semi-colons and colons Introduction of transitional words Introduction of parallel structure Third person writing (formal essay) Italicizing and underlining

Grammar instruction will not be limited to these

Grammar will be taught prescriptively in the context of student writing.

topics only. Grammar will be taught prescriptively in the context of student writing.

RHETORIC Rhetorical situation (audience, purpose, speaker)

Counterclaims Patterns of development

Rhetorical situation (audience, purpose, speaker)


TEST PREP PLAN test preparation activities must be completed prior to mid-October.

PLAN test error analysis to be completed in January.

MAJOR ASSESSMENTS

Independent reading book test Descriptive piece Personal narrative 3.5 literary analysis Vocabulary tests First semester exam (10%)

Poetry unit test Poetry writing assignment (two

pieces written during unit that are taken through the writing process)

Romeo and Juliet unit test Romeo and Juliet

compare/contrast 3.5 literary analysis

Letter to the reviewer Second semester exam

(should significantly assess short stories if no separate short story unit test is given) (10%)

ENGLISH I: HONORSFIRST SEMESTER SECOND SEMESTER

WRITING Descriptive piece (3-4 weeks) Personal narrative (3-4 weeks) 3.5 personal reaction to class novel (3-4

weeks)

Poetry 3.5 literary analysis (3-4

weeks) Letter to the reviewer (2

weeks) Research skills

(summarizing, paraphrasing, citation of sources)

All freshmen will compile a scoring portfolio with their best transactive piece, expressive piece, and letter to the reviewer.


Models of types of writing taught Novel: a young adult or other modern,

accessible novel (8 weeks)

Independent reading: Students will have a choice of fiction within parameters set by the teacher.




Independent reading: Students will have a choice of fiction within parameters set by the teacher. Assessment should include timed writing.


VOCABULARY See vocabulary scope and sequence for specific requirements. Words will come from the designated lists. Teachers also may create a

Words will come from the designated lists.

literature-based vocabulary list each semester. Literature-based lists should include some synonyms and antonyms.

20 words per unit; at least 4 units covered

Study of synonyms and antonyms There will be a cumulative vocabulary

test at the end of the semester.GRAMMAR Punctuating dialogue (taught in

conjunction with descriptive piece and personal narrative)



person, and third person Parts of speech Run-ons and fragments Introduction of transitional words Italicizing and underliningGrammar instruction will not be limited to these topics only. Grammar will be taught prescriptively in the context of student writing.


Third person writing (formal essay)







MAJOR ASSESSMENTS

Summer reading assessment Descriptive essay Personal narrative 3.5 personal reaction to class novel Vocabulary tests First Semester Exam (10%)

Poetry unit test Romeo and Juliet unit test 3.5 literary analysis Letter to the reviewer Second semester exam

(should significantly assess short stories if no separate short story unit test is given) (10%)

ENGLISH I: ACADEMICFIRST SEMESTER SECOND SEMESTER

WRITING Descriptive essay (3-4 weeks) Personal narrative (6 weeks) Dramatic monologue (3 weeks)

Poetry 3.5 literary analysis (3-4

weeks) Letter to the reviewer (2

weeks) Research skills

(summarizing, paraphrasing, citation of sources)

Short Story

All freshmen will compile a scoring portfolio with their best transactive

piece, expressive piece, and letter to the reviewer.


Models of types of writing taught Novel: a young adult or other modern,

accessible novel (8 weeks)

Independent reading: Students will have a choice of fiction within parameters set by the teacher.






10 words per unit; approximately 6 units covered

Study of synonyms There will be a cumulative vocabulary

test at the end of the semester


15 words per unit

GRAMMAR Punctuating dialogue (taught in conjunction with descriptive piece and personal narrative)



person, and third person Parts of speech Run-ons and fragments Introduction of transitional words Italicizing and underliningGrammar instruction will not be limited to these topics only. Grammar will be taught prescriptively in the context of student writing.


Third person writing (formal essay)







MAJOR ASSESSMENTS

Summer reading assessment Descriptive essay Personal narrative Dramatic monologue Vocabulary tests Novel test Cumulative vocabulary test First semester exam (worth 10%)

Short Story unit test Poetry unit test 3.5 literary analysis Letter to the reviewer Second semester exam

(should significantly assess Romeo and Juliet if no separate R and J unit test is given) (worth 10%)

SOPHOMORE ENGLISH CURRICULUM

At the sophomore level, students are given portfolio requirements, and students come up with their own topics within the parameters given by the teacher to meet these requirements. The writing process is used for all pieces, and class time may be allotted for drafting, peer and teacher conferencing, revising, and editing. Students will receive specific written teacher response on all pieces (advanced/honors 1 students will not receive teacher response on the final piece). Each piece is graded as it is turned in based on quality as specified in the rubric given by the teacher, and points are given for use of the writing process. These pieces of writing are put in the student’s portfolio throughout the semester.

OBJECTIVESUpon completion of English II, the student will be able to:

generate ideas about which to write. formulate single statements that clearly express the controlling idea of her piece or its individual

paragraphs. develop paragraphs and support generalizations using facts, opinions, examples, narration, description,

definitions, comparisons/contrasts, etc. use a variety of prewriting techniques. organize in a logical manner. write sentences that are smooth with precise and appropriate words, distinguish between literal and

figurative language, avoid inappropriate jargon, and cliches. create parallel thesis statements, topic sentences, and hook sentences. vary her choice of words and sentences for different audiences and purposes. edit work for grammar, spelling, usage and punctuation. read, reflect on, and engage in critical thinking regarding the literature read. recognize, define, and apply the vocabulary words studied. understand the relationship between form and content. form opinions based on literature and find support for them in the text. evaluate literature using established and personal criteria. classify literature according to its type and analyze its characteristics. develop an aesthetic appreciation of literature. recognize patterns of development. analyze the rhetorical situation. formulate counterclaims. summarize. read critically. review and analyze the following techniques from freshman year: theme, setting, mood, foreshadowing,

methods of characterization, protagonist, antagonist, conflict, traditional plot pattern, climax, flashback, irony, point of view, denotation, connotation, alliteration, assonance, consonance, end rhyme, internal rhyme, rhythm (iambic pentameter), free verse, enjambment, simile, metaphor, hyperbole, imagery, symbolism, stanza, speaker, onomatopoeia, narrative poetry.

identify and analyze the following new techniques: local color, euphony, cacophony, cataloging, epigram, diction, syntax, epiphany, coming of age, stream of consciousness (if appropriate to novel).

recognize the following literary movements and significant authors of these movements: Realism, Romanticism, Transcendentalism.

ENGLISH II: ADVANCED/HONORS I

FIRST SEMESTER SECOND SEMESTERWRITING Expressive piece (3 weeks)

Timed writing on class novel (2-3 class periods)

Compare-contrast 3.5 literary essay (4 weeks)

I-Search research outline and works cited page (8 weeks)

Cause-effect essay (3 weeks) Writing in response to literature


Models of the types of writing taught

Short stories, poems, etc., used to develop writing and thinking skills as well as promote ideas

Novel: One American classic or other challenging work


Thematic units. Instruction will reflect a thematic approach to American literature. At least two (2) thematic units will be taught. Possible themes include The American Dream, Individualism, American Women, Courage, Protest, Prejudice, Moral Struggle, and The Journey. A diverse sampling of American authors will be read, including classic authors as well as multicultural and modern authors. Poetry, nonfiction, essays, and short storied will be included in the units.

Thematic unit #1 (6 weeks) Thematic unit #2 (4 weeks)

Independent reading (nonfiction). Students will have a choice of reading material within parameters set by the teacher.



25 words per unit; approximately four units covered

Study of synonyms, antonyms, related forms or words, and analogies

Tests will be cumulative.





GRAMMAR Sentence structure (sentence combining, types of sentences)

Reinforcement of correcting run-ons and fragments

Subject-verb agreement Reinforcement of transitions Pronoun agreement Reinforcement of italicizing and

underliningGrammar instruction will not be limited to these topics only. Grammar will be taught prescriptively in the context of

Grammar will be taught prescriptively in the context of student writing.ic

writing.





TEST PREP PSAT test preparation activities must be completed prior to mid-October.

Standardized test error analysis to be completed in January.

MAJOR ASSESSMENTS

Expressive piece Timed writing on class novel? Compare-contrast 3.5 literary

essay Vocabulary tests Class novel test Semester exam (15%)

I-Search note and source cards I-Search outline and works cited

page Cause-effect essay Vocabulary tests Thematic unit #1 test Semester exam (should

significantly assess Thematic unit #2 if no separate unit test is given) (15%)

ENGLISH II: HONORS FIRST SEMESTER SECOND SEMESTER

WRITING Expressive piece (4 weeks) 3.5 timed essay. Teacher will

provide models and practice of this skill. (3-4 class periods)

Compare-contrast 3.5 literary essay (4 weeks)


Cause-effect essay (3 weeks) Writing in response to literature




Novel: One accessible novel by an American author

Independent reading (fiction). Students will have a choice of reading material within parameters set by the teacher. This will take place during the expressive unit.


Thematic units. Instruction will reflect a thematic approach to American literature. At least two (2) thematic units will be taught. Possible themes include The American Dream, Individualism, American Women, Courage, Protest, Prejudice, Moral Struggle, and The Journey. A diverse sampling of American authors will be read, including classic authors as well as multicultural and modern authors. Poetry, nonfiction, essays, and short storied will be included in the units.



Close readings: Each unit will feature at least one close reading

exercise.

VOCABULARY See vocabulary scope and sequence for specific requirements. Words will come from the designated text. Teachers also may create a literature-based vocabulary list each semester. Literature-based lists should include some synonyms and antonyms.


Study of synonyms and antonyms

Words will come from the designated text.



Study of analogies

GRAMMAR Parts of speech (review, application)

Sentence structure (sentence combining, types of sentences)

Reinforcement of correcting run-ons and fragments

Semicolons and colons Subject-verb agreement Reinforcement of transitions Pronoun agreement Parallel structure Reinforcement of italicizing and

underliningGrammar instruction will not be limited to these topics only. Grammar will be taught prescriptively in the context of writing.







Standardized test error analysis to be conducted in January.

MAJOR ASSESSMENTS

Summer reading test Expressive piece 3.5 Timed Essay Compare-contrast 3.5 literary

essay Vocabulary tests Class novel test Semester exam (10%)


page Cause-effect essay Vocabulary tests Thematic unit #1 test Semester exam (should


ENGLISH II: ACADEMICFIRST SEMESTER SECOND SEMESTER

WRITING Expressive piece (4 weeks) 3.5 expository essay (4 weeks) 3.5 essay compare-contrast

essay (4 weeks)


Cause-effect essay (3 weeks) Writing in response to literature. Mini-timed writing. Teachers will

provide models and practice of this skill.

LITERATURE Summer reading: An assessment on summer reading must be

Thematic units. Instruction will reflect a thematic approach to American

provided; type of assessment determined by the teacher



Novel: One accessible novel by an American author


literature. At least two (2) thematic units will be taught. Possible themes include The American Dream, Individualism, American Women, Courage, Protest, Prejudice, Moral Struggle, and The Journey. A diverse sampling of American authors will be read, including classic authors as well as multicultural and modern authors. Poetry, nonfiction, essays, and short storied will be included in the units.




VOCABULARY See vocabulary scope and sequence for specific requirements. Words will come from the designated text. Teachers also may create a literature-based vocabulary list each semester. Literature-based lists should some synonyms.

15 words per unit; approximately 4-5 units covered

Study of synonyms


15 words per unit; approximately 4-5 units covered

Study of synonyms

GRAMMAR Parts of speech (review, application)

Sentence structure (correcting run ons and fragments, sentence combining, types of sentences)

Subject-verb agreement Semicolons and colons Reinforcement of transitions Pronoun agreement Parallel structure Reinforcement of italicizing and

underliningGrammar instruction will not be limited to these topics only. Grammar will be taught prescriptively in the context of writing.







Standardized test error analysis to be conducted in January.

MAJOR ASSESSMENTS

Summer reading assessment Expressive piece 3.5 expository essay 3.5 compare-contrast essay


page Cause-effect essay

Vocabulary tests Class novel test Semester exam (10%)

Vocabulary tests Thematic unit #1 test Semester exam (should


JUNIOR ENGLISH CURRICULUMAt the Honors level, students are given portfolio requirements, and students come up with their own topics within parameters set by the teacher to meet these requirements. The writing process is used for all pieces, and class time may be allotted for drafting, peer and teacher conferencing, revising, and editing. In the Honors level, students will receive specific written teacher response on all pieces. In the Advanced and Honors I levels, students may conference with the teacher prior to essay submission, but pieces are not submitted for a formal teacher response. Each piece is graded as it is turned in based on quality as specified in the rubric given by the teacher, and points can be given for use of the writing process. These pieces of writing are put in the student’s portfolio throughout the semester.

Each semester is divided into two large units that cover both the reading and writing. Teachers may wish to subdivide a large unit into two smaller ones. The literature taught on the junior level is British. The reading parts of each unit are specified by genre to ensure that the required variety is covered. However, it is best to find a thematic focus when choosing individual works to cover. The first semester is primarily a writing focus with literature taught as part of the “writing units”; independent reading and a class novel are taught. The second semester is primarily a literature focus with writing taught in conjunction with the “literature units”. ObjectivesUpon completion of English III, the student will be able to:

use writing as a means of personal growth, discovery, learning, and meaning making. better understand the demands and restraints of different types of writing. better understand of the structure and function of various genres of literature. critically analyze literature, forming opinions based upon support in the text. read critically and evaluate literature according to its type and analyze its characteristics. form opinions based on literature and find support for them in the text. evaluate literature according to its type and analyze its characteristics. identify tropes and schemes. recognize and analyze persuasive appeals (logos, pathos, ethos). recognize, define, and apply the vocabulary words studied. develop an aesthetic appreciation of literature. understand and analyze the relationship between form and content using the following techniques:

English and Italian sonnet, enjambment, foot, meter, scansion, couplet, quatrain, sestet, octave, lyric poetry, ode, metaphor, simile, personification, apostrophe, paradox, oxymoron, imagery, theme, allusion, symbol, assonance, consonance, alliteration, internal and end rhyme, onomatopoeia, irony, satire, heroic couplet, setting, mood, conflict, climax, protagonist, antagonist, point of view, symbol, theme, comedy, tragedy, irony, satire, soliloquy, aside, comic relief.

ENGLISH III: HONORS I/ADVANCEDFIRST SEMESTER SECOND SEMESTER

WRITING Persuasive letter—own topic (4 weeks)

Literary analysis (4 weeks) Choice piece (3 weeks)

I-Search career research paper (8-10 weeks)

Literary analysis—Honors 1 does not do a formal paper


Unit #1 Essays Models of the types of writing

taught


taught

Unit #3 Novel: One classic novel by a

British author Models of types of writing

Independent reading: Students will choose at least one novel within parameters set by the teacher.


Literature instruction will consist of two units of British literature:

Unit #1&2: British Poetry (9 weeks)Poetry from the Renaissance through the Modern period will be studied. Teachers will choose authors and works.

Unit #3: Shakespearean Drama (6 weeks)Students will read a Shakespearean play other than Hamlet or Romeo and Juliet.

Independent reading: Students will choose at least one novel within parameters set by the teacher.—Honors I does not do this


TEST PREP PSAT preparation activities must be completed prior to mid-October. In addition, all juniors will be given several opportunities during first semester for timed writing. Teachers will provide models and practice of this skill.

PSAT error analysis to be conducted in January



Study of synonyms, antonyms, related forms, and analogies

Tests will be cumulative

Words will come from the designated text. 30 words per unit; approximately

four units covered Study of synonyms, antonyms,

related forms, and analogies Tests will be cumulative

GRAMMAR Reinforcement of pronoun

agreement Reinforcement and review of

sentence structure Active and passive voice Reinforcement of punctuating

dialogue Transitional words, phrases Reinforcement of subject-verb

agreement Conciseness Misplaced modifiers

Grammar instruction will not be limited to these topics only. Grammar will be taught prescriptively in the context of writing.


RHETORIC Persuasive appeals—logos, pathos, ethosTropes and schemes

Persuasive appeals—logos, pathos, ethosTropes and schemes

MAJOR ASSESSMENTS

Choice piece Literary analysis Persuasive letter Essay test Vocabulary tests Semester exam (15%) Timed writing

Literary analysis Annotated Bibliography and note

cards Research paper. The research

paper is not accepted late, and this information should be given both in writing and verbally to students. Even if the student is absent from school for a valid reason, her paper must be turned in, or she will get a zero. The research paper needs to be worth enough points so that a zero on it will cause the student’s grade to drop dramatically.

Vocabulary tests Unit #1 test Unit #2 test Semester exam (should

significantly assess unit #2 if no separate unit test is given) (15%)

ENGLISH III: HONORSFIRST SEMESTER SECOND SEMESTER

WRITING Memoir (4 weeks) Compare-contrast 3.5 literary

essay (5 weeks)

Persuasive essay—own topic (6 weeks)

A mini-writing assignment in conjunction with the literary analysis will be included as part of the semester exam.

I-Search career research paper (8-10 weeks)

Literary analysis A mini-writing assignment in

conjunction with the literary analysis will be included as part of the semester exam.



taught Independent reading: Students will

choose at least one novel within parameters set by the teacher.

Unit #2 Novel: One accessible novel by a

British author Short stories, poems, etc., used to

develop writing and thinking skills as well as promote ideas



Literature instruction will consist of two units of British literature:

Unit #1: British Poetry (6 weeks)Poetry from the Renaissance through the Modern period will be studied. Teachers will choose authors and works. See objectives for

Unit #2: Shakespearean Drama (6 weeks)Students will read a Shakespearean play other than Hamlet or Romeo and Juliet.

If time permits, another class novel will be chosen by the teacher.


TEST PREP PSAT preparation activities must be completed prior to mid-October. In addition, all juniors will be given several opportunities during semester for timed writing. Teachers will provide models and practice of this skill.

PSAT error analysis to be conducted in January.




Words will come from the designated text. 20 words per unit; approximately

four units covered Study of synonyms and antonyms Study of analogies

GRAMMAR Pronoun agreement

Reinforcement and review of sentence structure

Active and passive voice Reinforcement of punctuating

dialogue Transitional words, phrases Reinforcement of subject-verb

agreement Conciseness

Grammar instruction will not be limited to these topics only. Grammar will be taught prescriptively in the context of writing.


MAJOR ASSESSMENTS

Summer reading assessment Memoir Compare-contrast literary essay Persuasive essay Essay test Vocabulary tests Semester exam (10%)

Literary analysis Annotated Bibliography and note

cards Research paper. The research

paper is not accepted late, and this information should be given both in writing and verbally to students. Even if the student is absent from school for a valid reason, her paper must be turned in, or she will get a zero. The research paper needs to be worth enough points so that a zero on it will cause the student’s grade to drop dramatically.

Vocabulary tests Unit #1 test Semester exam (should

significantly assess unit #2 if no separate unit test is given) (10%)

SENIOR ENGLISH CURRICULUM

During the senior year, writing assignments are given by the teacher as opposed to the student choice in topics of a writing workshop, and writing will be connected to the literature units studied. Parameter for topics will be set by the teacher, yet student choice within these parameters is valued. The writing process is used for all pieces, and class time may be allotted for drafting, peer and teacher conferencing, revising, and editing. Each piece is graded as it is turned in based on quality as specified in the rubric given by the teacher, and points can be given for the use of the writing process. These pieces of writing are put in the student’s portfolio throughout the semester.

Each semester is divided into two large “units” that cover both reading and writing. Teachers may wish to subdivide a large unit into two smaller ones. The literature taught on the senior honors level is World Literature. The reading parts of each unit are specified by genre to ensure that the required variety is covered. It is best to find a thematic focus when choosing which individual works to cover. Additional reading and writing will allow students their choice or reading material within parameters set by the teacher.

OBJECTIVESUpon completion of English IV, the student will be able to:

seek the demands of more difficult writing topics and be able to write well independently. form opinions based on literature and find support for them in the text. evaluate literature using established and personal criteria. classify literature according to its type and analyze its characteristics. develop an aesthetic appreciation of literature. recognize, define, and apply the vocabulary words studied. identify tropes and schemes. recognize and analyze persuasive appeals (logos, pathos, ethos). read critically. develop an awareness of the contributions of non-Eurocentric writers to literature (honors level). develop an awareness of the contributions of Eurocentric writers to literature (advanced/honors 1 level). understand and analyze the relationship between form and content using the following techniques:

metaphor, simile, personification, paradox, imagery, theme, rhyme, symbol, assonance, consonance, alliteration, free verse, tone, speaker, diction, syntax, denotation, connotation, conflict, climax, mood, characterization (round, flat, stock, foils), setting, irony, satire, style, point of view.

ENGLISH IV: HONORS IFIRST SEMESTER SECOND SEMESTER

WRITING Personal essay Compare and Contrast essay

about literature Literary analysis “mini writing assignment” in

conjunction with literary analysis will be included as part of semester exam

Traditional, individually written research paper written in 3rd person (The research paper is not accepted late, and this information should be given both in writing and verbally to students. Even if the student is absent from school for a valid reason, her paper must be turned in, or she will get a zero. The research paper must be worth enough points so that a zero on it will cause the student’s overall average to drop dramatically.)

Student choice (within parameters)—could be revision of transactive piece

Letter to the Reviewer

All seniors will compile a scoring portfolio with their best transactive piece, expressive piece, and letter to the reviewer.


Literature instruction should include two major units.

A sampling of essays A sampling of short stories Major work: novel or play Independent reading: Students

will choose a novel within parameters set by the teacher.



Class novel Drama Major work Small works thematically

connected to major work



30 words per unit; 4-5 units covered




30 words per unit; 4–5 units covered



GRAMMAR Reinforcement of comma rules Reinforcement of parallel

structure


Reinforcement of misplaced

modifiersGrammar instruction will not be limited to these topics only. Grammar will be taught prescriptively in the context of writing.

RHETORIC identify tropes and schemes. recognize and analyze

persuasive appeals (logos, pathos, ethos).

identify tropes and schemes. recognize and analyze


MAJOR ASSESSMENTS

Summer reading assessment Personal essay Persuasive essay about literature Literary analysis Vocabulary tests Thematic unit #1 test Thematic unit #2 test Semester exam (includes a “mini

writing assignment”) (15%)

Research paper (must be worth enough points so that a zero on it will cause the student’s overall average to drop dramatically.)

Student choice piece Letter to Reviewer Vocabulary tests Thematic unit #1 test Thematic unit #2 test Semester exam (students with

an A average for the class may be exempt; based on discretion of the teacher) (15%)

ENGLISH IV: HONORSFIRST SEMESTER SECOND SEMESTER

WRITING Personal essay Persuasive essay about literature

(book review) Literary analysis “mini writing assignment” in

conjunction with literary analysis will be included as part of semester exam

Traditional, individually written research paper written in 3rd person (The research paper is not accepted late, and this information should be given both in writing and verbally to students. Even if the student is absent from school for a valid reason, her paper must be turned in, or she will get a zero. The research paper must be worth enough points so that a zero on it will cause the student’s overall average to drop dramatically.)

Student choice (within parameters)—could be revision of transactive piece

Letter to the Reviewer All seniors will compile a scoring portfolio with their best transactive piece, expressive piece, and letter to the reviewer.


Literature instruction should include four units about three weeks each

A sampling of essays A sampling of short stories Major work: novel or play Independent reading: Students


Class novel Drama Major work Small works thematically

connected to major work

Close readings: Each unit will

will choose a novel within parameters set by the teacher.


feature at least one close reading exercise.

VOCABULARY See vocabulary scope and sequence for specific requirements. Words will come from the designated text. 20 words per unit; 4-5 units covered. Teachers also may create a literature-based vocabulary list each semester. Literature-based lists should include some synonyms and antonyms.

Study of synonyms, antonyms, and analogies


20 words per unit; 4-5 units covered

Study of synonyms, antonyms, and analogies

GRAMMAR Reinforcement of comma rules Sentence structure (correcting

run ons and fragments, sentence combining, types of sentences, semicolons)

Subject-verb agreement Pronoun agreement Reinforcement of parallel

structureGrammar instruction will not be limited to these topics only. Grammar will be taught prescriptively in the context of writing.


RHETORIC identify tropes and schemes. recognize and analyze


identify tropes and schemes. recognize and analyze


MAJOR ASSESSMENTS

Summer reading assessment Personal essay Persuasive essay about literature Literary analysis Vocabulary tests Thematic unit #1 test Thematic unit #2 test Semester exam (includes a “mini

writing assignment”) (15%)

Research paper (must be worth enough points so that a zero on it will cause the student’s overall average to drop dramatically.)

Student choice piece Letter to Reviewer Vocabulary tests Thematic unit #1 test Thematic unit #2 test Semester exam (students with

an A average for class may be exempt; based on discretion of teacher) (15%)

1.cdn.edl.io web viewenglish department . assumption high school. philosophy. in a student-centered...

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