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PLATO® Course

Teacher’s Guide

PLATO® Course Teacher’s Guide—English 12A

Table of Contents English 12, Semester A

Introduction...................................................................................................................................... 3 Overview........................................................................................................................................... 4 PLATO Courses Components.......................................................................................................... 5 English 12A Overview ..................................................................................................................... 9 English 12, Semester A Instructional Units ................................................................................ 10

Unit 1: The Anglo-Saxons......................................................................................................... 10 Unit 2: The Medieval Period..................................................................................................... 16 Unit 3: The English Renaissance ............................................................................................. 20

Assessment and Testing................................................................................................................ 26 Unit Pretests ............................................................................................................................. 26 Unit Posttests............................................................................................................................ 26 Mastery Tests ............................................................................................................................ 26 End-of-Semester Tests .............................................................................................................. 26

Appendix—Scope and Sequence ................................................................................................... 27 Unit 1: The Anglo-Saxons......................................................................................................... 27 Unit 2: The Medieval Period..................................................................................................... 30 Unit 3: The English Renaissance ............................................................................................. 32

Recommended Literature .............................................................................................................. 34

Copyright © 2006 PLATO Learning, Inc. All rights reserved. PLATO® is a registered trademark of PLATO Learning, Inc. Straight Curve, Academic Systems, and PLATO Learning are trademarks of PLATO Learning, Inc. PLATO, Inc. is a PLATO Learning, Inc. company.

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Introduction PLATO Courses are a new learning environment where teachers can find a full course of enticing learning options for the classroom, and learners can engage in interactive, self-paced learning. This Teacher’s Guide provides an abundance of information and materials to help teachers and students succeed. The Teacher’s Guide includes information about the following components:

• A Summary gives a brief synopsis of the unit.

• An Activity Matrix lists the title of the activity and the objectives covered by that activity, and it indicates which activities provide exemptions.

• A Pacing Guide provides the instructor an overview of the unit with guidelines for

presenting instruction over a given timeframe.

• Assessment and Testing are crucial for providing correct placement and supporting instruction. This section explains the types of evaluations that are provided in the PLATO Courses, including unit pretests and summative tests, such as mastery tests, unit posttests, and end-of-semester tests.

• The Appendix includes the Scope and Sequence.

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Overview PLATO Courses were developed to give the educator a variety of ways to engage various learning modalities and to give the learner an opportunity to experience a range of standards and objectives to ensure academic success. PLATO Courses integrate PLATO courseware, offline learning activities, and interactive activities. A variety of assessment tools allows the educator to correctly place students at the appropriate learning level, to evaluate strengths and needs, to create individualized learning goals, and to determine proficiency. Reports assist the learner in understanding where he or she needs to focus to be academically successful as measured against objectives. Guidelines and tools are provided to track student progress and to determine a final course grade. PLATO Courses give the educator control over the instructional choices for individual learners as well as for the classroom. The educator may use all of the components as sequenced or select specific activities to support and enhance instruction. PLATO Courses can be used in a variety of ways to increase student achievement. PLATO Learning, Inc., used a number of national and state documents to create a set of objectives that provided the foundation for the development of the PLATO Courses. The prestigious Fordham Foundation rates state standards for excellence and provides that information to the public. It is available at (http://www.edexcellence.net/foundation/publication/publication.cfm?id=24&pubsubid=188). Using only “A” rated states, as identified by the Fordham Foundation, PLATO developed an English index of objectives that informed the development of the PLATO Courses’ content. These states include Alabama, California, Massachusetts, Nebraska, Washington, D.C., and Wisconsin. In addition, the Texas Essential Knowledge and Skills (TEKS), National Assessment of Educational Progress (NAEP), National Council of Teachers of English (NCTE), and International Reading Association (IRA) documents were referenced. The final index guided the development of activities for the PLATO Courses.

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http://www.edexcellence.net/foundation/publication/publication.cfm?id=24&pubsubid=188


PLATO Courses Components For a quick snapshot of what a unit is about, go to the Summary at the beginning of each unit. The Activity Matrix provides a list of the activities by title, the objectives covered by each activity, and an indication of which activities can be exempted.

Learning Activities—Three types of Learning Activities are available in PLATO Courses.

• Courseware—The courseware learning activities are the core of the PLATO Courses.

They provide students access to a standards-based curriculum and include a variety of online, interactive learning formats, such as drag-and-drop, fill-in-the-blank, and problem-solving applications.

• Offline—The offline learning activities are enrichment materials that have been

designed to be implemented in an offline environment. They require the use of higher-order thinking skills and compel learners to think reflectively and deeply. The offline format provides learners with a wide range of activities, such as paper and pencil exercises, technology-based applications, and group discussions.

• Webtivity—The webtivity learning activities are enrichment materials that have been

designed to be implemented in conjunction with the Internet. Learners access websites to answer questions, solve problems, conduct research, and more.

Learning aids assist the student within the courseware activities. In English 12A, these learning aids, or tools, include:

• Advanced Reading Strategies

o Notebook—The Notebook is an online version of a paper notebook. Learners can take notes on important points, edit them, and refer to them to refresh their knowledge.

• Essential Writing Process and Practice, Intermediate Writing Process and

Practice, and Advanced Writing Process and Practice


o Dictionary—The Dictionary allows learners to type in a word to get a definition.

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• Informational Reading



• Miscellaneous Language Arts Resource



Pacing Guides—Pacing Guides at the beginning of each unit assist in the delivery of instruction. The guides help plan what to teach and when to teach it. Each Pacing Guide lists the learning activity, the type of activity, and a daily timeline for instruction. Related Resources—A list of related resources and websites can be found on the PLATO Support Site, and are accessed via the PLATO Course Teacher Learning Path. Assessment and Testing—Best practices in assessment and testing call for a variety of tools to be used to evaluate student learning. Multiple data points more accurately present an evaluation of student strengths and needs. In support of this model of evaluation, PLATO Courses include:

• Unit pretests are provided for each course unit. The purpose of these assessments is

to determine the student’s existing knowledge. If the student scores the prescribed percentage on a unit pretest, he or she will be exempted from completing the related courseware. However, not all learning activities provide the opportunity for exemptions. The offline activities were developed to apply higher-order thinking skills, such as application, analysis, synthesis, and evaluation. The learners are required to complete these activities.

• Unit posttests incorporate a variety of test items types, ranging from multiple-choice

to proofs and problem-solving questions. The tests are provided in a print format and include answer keys for grading.

• Mastery tests at the end of the courseware tutorials provide the teacher and the student with clear indicators of areas of strength and need. These tests are taken online.

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• End-of-semester tests assess the major objectives covered during the semester.

By combining the unit pretest and unit posttest information with the End-of-Semester Test, the teacher has a clear picture of student progress.

Grade Books—Grade books help the teacher to track grades and determine a final course grade.

Courseware—The anchor for the PLATO Courses is the selected PLATO courseware. Courseware used in English 12A includes the following:

• Advanced Reading Strategies

o Reading Literature—A Strategy for Reading Literature o Reading Literature—Understanding Literature

• Advanced Writing Process and Practice

o Grammar and Mechanics Level LL—Choosing the Best Linking Word to Join Clauses

o Grammar and Mechanics Level MM—Using Singular Verbs with Subjects that Look Plural

o Grammar and Mechanics Level MM—Using the Subjunctive Verb Form Were o Grammar and Mechanics Level MM—Avoiding Predicate-Subject Mismatches o Writing Strategies Level MM—Proofreading for College o Writing Strategies Level MM—Reviewing Your Own Work o Writing Strategies Level MM—Varying Your Sentence Structures

• Essential Writing Process and Practice

o Writing Strategies Level EE—Approaching a Peer Review • Intermediate Writing Process and Practice

o Writing Strategies Level JJ— Highlighting Your Individual Voice • Informational Reading

o Reading Directions—Types of Sequences o Reading Directions—Following Steps in a Sequence o Reading Directions—Using If-Then-Else Statements o Reading Directions—Using Directions with Maps and Floor Plans o Reading Directions—Using Directions with Diagrams

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• Miscellaneous Language Arts Resource o Drama—Interpretation of Drama o Drama—The Literal Meaning of Drama o Poetry—Figurative Language o Poetry—Symbolic Meaning o Practical Reading—Understanding Logical Relationships 1 o Practical Reading—Understanding Logical Relationships 2 o Structure and Tone—Logic and Organization: Transitional Devices o Structure and Tone—Logic and Organization: Order of Sentences in Paragraphs o Structure and Tone—Logic and Organization: Improving Structure in

Paragraphs

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English 12A Overview Instructional Approach Each unit in English 12A allows students to learn both reading concepts and writing skills. By reading and analyzing a variety of British literature, students will learn about elements of fiction, such as theme, plot, and setting. They will also examine figurative language in poetry, drama, and different types of speech-writing. All the while, students continue to focus on important writing skills, such as sentence and paragraph structure, sequencing, and proofreading their own work. Instructional Strategies Instructional strategies used in English 12A include:

• Interactive Instruction—Students learn from peers and teachers through discussion and sharing.

• Indirect Instruction—Students learn by observing, investigating, drawing inferences from data, or forming hypotheses.

• Independent Study—Students engage in a variety of activities, such as keeping journals or conducting research, to clarify and reflect upon their thinking.

• Experiential Learning—Students participate in an activity, share reactions and observations, analyze and process information, make inferences and generalizations, and apply learning to new situations.

• Instructional Skills—Students learn by listening to explanations and answering higher-level questions that require analysis, synthesis, and/or evaluation.

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English 12, Semester A Instructional Units Unit 1: The Anglo-Saxons

• Summary o This unit focuses on basic skills, such as word origins and sentence structure, and

also introduces students to themes found in literature and the steps of the writing process. Learners experiment with sentence structure and logical sequencing and work on the skills of both peer reviewing and revising their own writing. These symbols ** indicate that there are additional resource materials that must be downloaded in order for students to complete the online courseware. These materials can be found on the PLATO Support Site, and are accessed via the PLATO Course Teacher Learning Path.

• Activity Matrix

o If the student scores the prescribed percentage on a unit pretest, he or she will be exempted from completing the related courseware.

Title Objective(s) Type Exempt

Word Origins as an Aid to Understanding

• Learner will research word origins as an aid to understanding meanings, derivations, and spellings, as well as influences on the English language.

• Learner will use general dictionaries, specialized dictionaries, thesauruses, histories of language, books of quotations, and other related references as needed.

• Learner will expand vocabulary through wide reading, listening, and discussing.

Webtivity

Transitional Devices • Learner will identify sentences that do not connect logically.

• Learner will use effective sequences and transitions to achieve coherence and meaning.

Courseware

Order of Sentences in Paragraphs

• Learner will arrange a series of related sentences in their logical order.

• Learner will identify sentences that are not arranged in logical order.


Courseware

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Improving Structure in Paragraphs

• Learner will identify and eliminate wordiness, unclear meaning, and improper use of voice in paragraphs.

• Learner will select improved structures.

Courseware

Sentence Structure • Learner will understand the form and function of words, phrases, and clauses, including interrelated clauses in complex sentences, and use them effectively.

Offline

Types of Sequences • Learner will give and follow directions/procedures.

Courseware

Following Steps in a Sequence **

• Learner will give and follow directions/procedures.

Courseware

Understanding Logical Relationships 1

• Learner will identify the proper sequence of steps in directions.

• Learner will identify comparisons and contrasts.

Courseware

Understanding Logical Relationships 2

• Learner will identify details implied by cause and effect relationships.

• Learner will identify details implied by illustrations and examples.

Courseware

Analyzing Themes in Literature

• Learner will draw on a broad base of knowledge about the universal themes of literature, such as initiation, love and duty, heroism, illusion and reality, salvation, and death and rebirth, and explain how these themes are developed in a particular work of literature.

• Learner will analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

• Learner will apply knowledge of the concept that a text can contain more than one theme.

• Learner will analyze and compare texts that express a universal theme and locate support in the text for the identified theme.

Offline

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Highlighting Your Individual Voice

• Learner will highlight elements of their individual voice in their writing.

Courseware

Proofreading for College • Learner will proofread using a developmentally appropriate, high-level checklist that they will be encouraged to adapt to their needs.

Courseware

Varying Your Sentence Structures

• Learner will study creating emphasis and dramatic effects by varying conventional sentence structures.

Courseware

Approaching a Peer Review • Learner will adapt their peer review comments to reflect whether they are reviewing an early or a nearly done draft.

Courseware

Reviewing Your Own Work • Learner will use their experience and skills as effective peer reviewers to review their own work.

Courseware

Stepping into the Writing Process

• Learner will use prewriting strategies to generate ideas and develop voice and plan.

• Learner will develop drafts, both alone and collaboratively, by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose.

• Learner will proofread writing for appropriateness of organization, content, style, and conventions.


• Learner will revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

• Learner will evaluate how well writing achieves its purposes and engage in conversations with peers and the teacher about aspects of his or her own writing and the writings of others.

Webtivity

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• Learner will revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.

• Learner will respond productively to peer review of his or her own work.

• Learner will refine selected pieces to publish for general and specific audiences.

• Learner will accumulate and review his or her own written work to determine its strengths and weaknesses and to set his or her own goals as a writer.

Tactics Used by the Media • Learner will analyze strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; and the use of visual representations, special effects, and language).

Webtivity

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• Pacing Guide

o The Unit Pacing Guide provides general time guidelines for presenting this unit. It is designed to fit your class schedule and may be adjusted. This Pacing Guide covers approximately six weeks of instruction.

Unit 1—Week 1

Day Activity Type

1 Pretest—Unit 1 Online

2 Word Origins as an Aid to Understanding Webtivity

3 Word Origins as an Aid to Understanding (continued) Webtivity

4 Transitional Devices Courseware

5 Order of Sentences in Paragraphs Courseware

Unit 1—Week 2

Day Activity Type

1 Improving Structure in Paragraphs Courseware

2 Sentence Structure Offline

3 Sentence Structure (continued) Offline

4 Types of Sequences Courseware

5 Following Steps in a Sequence ** Courseware

Unit 1—Week 3

Day Activity Type

1 Understanding Logical Relationships 1 Courseware

2 Understanding Logical Relationships 2 Courseware

3 Analyzing Themes in Literature Offline

4 Analyzing Themes in Literature (continued) Offline

5 Highlighting Your Individual Voice Courseware

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Unit 1—Week 4

Day Activity Type

1 Proofreading for College Courseware

2 Varying Your Sentence Structures Courseware

3 Approaching a Peer Review Courseware

4 Reviewing Your Own Work Courseware

5 Stepping into the Writing Process Webtivity

Unit 1—Week 5

Day Activity Type

1 Stepping into the Writing Process (continued) Webtivity





Unit 1—Week 6

Day Activity Type



3 Tactics Used by the Media Webtivity

4 Tactics Used by the Media (continued) Webtivity

5 Posttest—Unit 1 Offline

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Unit 2: The Medieval Period

• Summary o This unit focuses on the skills development of subject and predicate

relationships, connotation and denotation in word study, and the elements of plot. Learners explore plot development in The Canterbury Tales and then write original short stories that incorporate such elements as setting, plot, sensory details, and interior monologue.

• Activity Matrix

o If the student scores the prescribed percentage on a unit pretest, he or she will be exempted from completing the related courseware.


Denotative and Connotative Meanings of Words

• Learner will discriminate between denotative and connotative meanings and interpret the connotative power of words.


Webtivity

Using Singular Verbs with Subjects that Look Plural

• Learner will modify sentences so that nouns with plural form but singular meaning are treated as singular.

Courseware

Using the Subjunctive Verb Form Were

• Learner will modify sentences to include the subjunctive verb form where appropriate.

Courseware

Avoiding Predicate-Subject Mismatches

• Learner will modify sentences to avoid faulty predication.

Courseware

Using If-Then-Else Statements

• Learner will follow directions with if-then-else statements.

Courseware

Understanding Literature • Learner will, when given a literature passage, recognize examples of contextual information and themes as reflected in the content.

Courseware

A Strategy for Reading Literature

• Learner will, when given a literature passage, recognize examples of contextual information and themes as reflected in the content.

Courseware

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Plot and Setting • Learner will describe the development of plot and identify conflicts and how they are addressed and resolved.

• Learner will analyze relevance of setting and time frame to texts’ meaning.

• Learner will explain how details of language, setting, plot, character, conflict, point of view, and voice in a work of literature combine to produce a dominant tone, effect, or theme.

Webtivity

How to Write a Short Story • Learner will write creative fiction that includes an authentic setting, discernible tone, coherent plot, distinct characters, effective detail, believable dialogue, and reasonable resolution of conflict.

• Learner will use concrete sensory details (e.g., sights, sounds, smells) to describe a scene and the specific actions, movements, gestures, and feelings of the characters, and will use interior monologue to depict the characters’ feelings.

• Learner will write a short story that o narrates a sequence of events and

communicates its significance to the audience.

o locates scenes and incidents in specific places.

o develops the narrative elements with concrete sensory details and language (e.g., visual details of scenes; descriptions of sounds, smells, specific actions; movements and gestures; feelings of characters).

o effectively paces the presentation of actions to accommodate time/mood changes.

Webtivity

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• Pacing Guide o The Unit Pacing Guide provides general time guidelines for presenting

this unit. It is designed to fit your class schedule and may be adjusted. This Pacing Guide covers approximately four weeks of instruction.

Unit 2—Week 7

Day Activity Type


2 Denotative and Connotative Meanings of Words Webtivity

3 Denotative and Connotative Meanings of Words (continued) Webtivity

4 Using Singular Verbs with Subjects that Look Plural Courseware

5 Using the Subjunctive Verb Form Were Courseware Unit 2—Week 8

Day Activity Type

1 Avoiding Predicate-Subject Mismatches Courseware

2 Using If-Then-Else Statements Courseware

3 Understanding Literature Courseware

4 A Strategy for Reading Literature Courseware

5 Plot and Setting Webtivity

Unit 2—Week 9

Day Activity Type

1 Plot and Setting (continued) Webtivity



4 How to Write a Short Story Webtivity

5 How to Write a Short Story (continued) Webtivity

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Unit 2—Week 10

Day Activity Type






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Unit 3: The English Renaissance • Summary

o This unit focuses on poetry, drama, and speech as students explore the uses of figurative language in all three genres. Learners examine the meanings and conventions of figurative language, analyze dramatic conventions and performance practices, and learn to write and deliver speeches. These symbols ** indicate that there are additional resource materials that must be downloaded in order for students to complete the online courseware. These materials can be found on the PLATO Support Site, and are accessed via the PLATO Course Teacher Learning Path.

• Activity Matrix o If the student scores the prescribed percentage on a unit pretest, he or she will be

exempted from completing the related courseware.


Meanings of Figurative Language

• Learner will rely on context to determine meanings of words and phrases, such as figurative language.


Webtivity

Choosing the Best Linking Word to Join Clauses

• Learner will modify sentences consisting of two main clauses of unequal importance so that they are joined by a subordinating conjunction.

Courseware

Using Directions with Maps and Floor Plans

• Learner will follow directions that include a map or floor plan.

Courseware

Using Directions with Diagrams **

• Learner will study how to use a diagram and a key to put something together.

Courseware

Figurative Language • Learner will identify figurative language in a poem: simile, metaphor, personification, alliteration, and onomatopoeia.

Courseware

Symbolic Meaning • Learner will determine whether a topic is a traditional symbol, such as night, forest, seasons, fire, and journey.

Courseware

The Nature of Poetry • Learner will analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.

Webtivity

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• Learner will explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure or prosody (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position).

• Learner will analyze the melodies of literary language, including its use of evocative words and rhythms.

• Learner will compare figurative language and literary techniques (e.g., hyperbole, allusions, irony, rhyme schemes, parody) among predominantly British short stories, drama, poetry, or essays and/or other nonfiction literature.

The Literal Meaning of Drama

• Learner will identify characters in a play.

• Learner will identify the events in the action of a play.

• Learner will identify the style and tone of a play.

Courseware

Interpretation of Drama • Learner will interpret a play. Courseware

Exploring Shakespeare • Learner will identify, analyze, and apply knowledge of the themes, structure, and elements of drama and provide evidence from the text to support understanding: Identify and analyze types of dramatic literature.

• Learner will identify and analyze how dramatic conventions (e.g., monologue, soliloquy, chorus, aside, dramatic irony) support or enhance dramatic text.

• Learner will plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose.

• Learner will demonstrate understanding of the functions of playwright, director, technician, designer, and actor by writing, directing, designing, and/or acting in an original play.

Webtivity

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Poetry Extravaganza • Learner will write poems using a range of poetic techniques, forms (e.g., sonnet, ballad), and figurative language.

• Learner will use literary devices in poetry, narratives and exposition, including figurative language and analogy.

• Learner will recite poems or selections from speeches or dramatic soliloquies (e.g., Hamlet’s soliloquy “To Be or Not to Be”) with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning.

Webtivity

How to Give a Speech • Learner will recognize and use elements of classical speech form (introduction, first and second transitions, body, and conclusion).

Webtivity

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• Pacing Guide

o The Unit Pacing Guide provides general time guidelines for presenting this unit. It is designed to fit your class schedule and may be adjusted. This Pacing Guide covers approximately eight weeks of instruction.

Unit 3—Week 11

Day Activity Type


2 Meanings of Figurative Language Webtivity

3 Meanings of Figurative Language (continued) Webtivity

4 Choosing the Best Linking Word to Join Clauses Courseware

5 Using Directions with Maps and Floor Plans Courseware

Unit 3—Week 12

Day Activity Type

1 Using Directions with Diagrams ** Courseware

2 Figurative Language Courseware

3 Symbolic Meaning Courseware

4 The Nature of Poetry Webtivity

5 The Nature of Poetry (continued) Webtivity

Unit 3—Week 13

Day Activity Type



3 The Literal Meaning of Drama Courseware

4 Interpretation of Drama Courseware

5 Exploring Shakespeare Webtivity

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Unit 3—Week 14

Day Activity Type

1 Exploring Shakespeare (continued) Webtivity





Unit 3—Week 15

Day Activity Type



3 Poetry Extravaganza Webtivity

4 Poetry Extravaganza (continued) Webtivity


Unit 3—Week 16

Day Activity Type






Unit 3—Week 17

Day Activity Type

1 How to Give a Speech Webtivity

2 How to Give a Speech (continued) Webtivity




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Unit 3—Week 18

Day Activity Type





5 End-of-Semester Test Offline

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Assessment and Testing Unit Pretests

Unit pretests are taken online. A report lists the modules from which the learner is exempted and identifies the modules on which the learner should focus attention.

Unit Posttests

Unit posttests include a variety of item types, such as multiple-choice and open-response. The posttest is a PDF or Word-format document that can be accessed online through the Teacher’s Support Materials link under the appropriate unit. There is a printable test, an answer sheet for the student, and an answer key.

Mastery Tests

Mastery tests are also online and are used to measure what the student has learned. A score of 80% is used to determine mastery for each objective.

End-of-Semester Tests

End-of-semester tests include a variety of item types, such as multiple-choice and open-response. The End-of-Semester Test is a PDF or Word-format document that can be accessed online through the Teacher’s Support Materials link under the final unit of each semester. There is a printable test, an answer sheet for the student, and an answer key.

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Appendix—Scope and Sequence Unit 1: The Anglo-Saxons

Word Origins as an Aid to Understanding (Webtivity) Objectives • Learner will research word origins as an aid to understanding meanings, derivations, and spellings,

as well as influences on the English language. • Learner will use general dictionaries, specialized dictionaries, thesauruses, histories of language,

books of quotations, and other related references as needed. • Learner will expand vocabulary through wide reading, listening, and discussing.

Transitional Devices (Courseware/Exempt) Objectives • Learner will identify sentences that do not connect logically.


Order of Sentences in Paragraphs (Courseware/Exempt) Objectives • Learner will arrange a series of related sentences in their logical order.

• Learner will identify sentences that are not arranged in logical order.


Improving Structure in Paragraphs (Courseware/Exempt) Objectives • Learner will identify and eliminate wordiness, unclear meaning, and improper use of voice in

paragraphs. • Learner will select improved structures.

Sentence Structure (Offline) Objective • Learner will understand the form and function of words, phrases, and clauses, including interrelated

clauses in complex sentences, and use them effectively. Types of Sequences (Courseware/Exempt)

Objective • Learner will give and follow directions/procedures.

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Following Steps in a Sequence (Courseware/Exempt) Objective • Learner will give and follow directions/procedures.

Understanding Logical Relationships 1 (Courseware/Exempt)

Objectives • Learner will identify the proper sequence of steps in directions. • Learner will identify comparisons and contrasts.

Understanding Logical Relationships 2 (Courseware/Exempt) Objectives • Learner will identify details implied by cause and effect relationships. • Learner will identify details implied by illustrations and examples.

Analyzing Themes in Literature (Offline)

Objectives • Learner will draw on a broad base of knowledge about the universal themes of literature, such as

initiation, love and duty, heroism, illusion and reality, salvation, and death and rebirth, and explain how these themes are developed in a particular work of literature.

• Learner will analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

• Learner will apply knowledge of the concept that a text can contain more than one theme. • Learner will analyze and compare texts that express a universal theme and locate support in the

text for the identified theme. Highlighting Your Individual Voice (Courseware)

Objective • Learner will highlight elements of their individual voice in their writing.

Proofreading for College (Courseware)

Objective • Learner will proofread using a developmentally appropriate, high-level checklist that they will be

encouraged to adapt to their needs. Varying Your Sentence Structures (Courseware)

Objective • Learner will study creating emphasis and dramatic effects by varying conventional sentence

structures.

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Approaching a Peer Review (Courseware) Objective • Learner will adapt their peer review comments to reflect whether they are reviewing an early or a

nearly done draft. Reviewing Your Own Work (Courseware)

Objective • Learner will use their experience and skills as effective peer reviewers to review their own work.

Stepping into the Writing Process (Webtivity)

Objectives • Learner will use prewriting strategies to generate ideas and develop voice and plan. • Learner will develop drafts, both alone and collaboratively, by organizing and reorganizing content

and by refining style to suit occasion, audience, and purpose. • Learner will proofread writing for appropriateness of organization, content, style, and conventions. • Learner will use effective sequences and transitions to achieve coherence and meaning. • Learner will revise text to highlight the individual voice, improve sentence variety and style, and

enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

• Learner will evaluate how well writing achieves its purposes and engage in conversations with peers and the teacher about aspects of his or her own writing and the writings of others.

• Learner will revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.

• Learner will respond productively to peer review of his or her own work. • Learner will refine selected pieces to publish for general and specific audiences. • Learner will accumulate and review his or her own written work to determine its strengths and

weaknesses and to set his or her own goals as a writer. Tactics Used by the Media (Webtivity)

Objective • Learner will analyze strategies used by the media to inform, persuade, entertain, and transmit

culture (e.g., advertisements; perpetuation of stereotypes; the use of visual representations, special effects, and language).

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Unit 2: The Medieval Period

Denotative and Connotative Meanings of Words (Webtivity) Objectives • Learner will discriminate between denotative and connotative meanings and interpret the

connotative power of words. • Learner will expand vocabulary through wide reading, listening, and discussing.

Using Singular Verbs with Subjects that Look Plural (Courseware/Exempt)

Objective • Learner will modify sentences so that nouns with plural form but singular meaning are treated as

singular. Using the Subjunctive Verb Form Were (Courseware/Exempt)

Objective • Learner will modify sentences to include the subjunctive verb form where appropriate.

Avoiding Predicate-Subject Mismatches (Courseware/Exempt)

Objective • Learner will modify sentences to avoid faulty predication.

Using If-Then-Else Statements (Courseware/Exempt)

Objective • Learner will with if-then-else statements.

Understanding Literature (Courseware/Exempt)

Objective • Learner will, when given a literature passage, recognize examples of contextual information and

themes as reflected in the content. A Strategy for Reading Literature (Courseware/Exempt)

Objective • Learner will when given a literature passage, recognize examples of contextual information and

themes as reflected in the content. Plot and Setting (Webtivity)

Objectives • Learner will describe the development of plot and identify conflicts and how they are addressed

and resolved. • Learner will analyze relevance of setting and time frame to texts’ meaning. • Learner will explain how details of language, setting, plot, character, conflict, point of view, and

voice in a work of literature combine to produce a dominant tone, effect, or theme.

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How to Write a Short Story (Webtivity)

Objectives • Learner will write creative fiction that includes an authentic setting, discernible tone, coherent plot,

distinct characters, effective detail, believable dialogue, and reasonable resolution of conflict. • Learner will use concrete sensory details (e.g., sights, sounds, smells) to describe a scene and the

specific actions, movements, gestures, and feelings of the characters, and will use interior monologue to depict the characters’ feelings.

• Learner will write a short story that: o narrates a sequence of events and communicates its significance to the audience. o locates scenes and incidents in specific places. o develops the narrative elements with concrete sensory details and language (e.g., visual

details of scenes; descriptions of sounds, smells, specific actions; movements and gestures; feelings of characters).

o effectively paces the presentation of actions to accommodate time/mood changes.

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Unit 3: The English Renaissance

Meanings of Figurative Language (Webtivity) Objectives • Learner will rely on context to determine meanings of words and phrases, such as figurative

language. • Learner will expand vocabulary through wide reading, listening, and discussing.

Choosing the Best Linking Word to Join Clauses (Courseware/Exempt)

Objective • Learner will modify sentences consisting of two main clauses of unequal importance so that they

are joined by a subordinating conjunction.

Using Directions with Maps and Floor Plans (Courseware)

Objective • Learner will follow directions that include a map or floor plan.

Using Directions with Diagrams (Courseware)

Objective • Learner will study how to use a diagram and a key to put something together,

Figurative Language (Courseware/Exempt)

Objective • Learner will identify figurative language in a poem: simile, metaphor, personification, alliteration, and

onomatopoeia.

Symbolic Meaning (Courseware/Exempt)

Objective • Learner will determine whether a topic is a traditional symbol, such as night, forest, seasons, fire,

and journey.

The Nature of Poetry (Webtivity)

Objectives • Learner will analyze ways in which poets use imagery, personification, figures of speech, and sounds

to evoke readers’ emotions. • Learner will explain how meaning is enhanced through various features of poetry, including sound

(e.g., rhythm, repetition, alliteration, consonance, assonance), structure or prosody (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position).

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• Learner will analyze the melodies of literary language, including its use of evocative words and rhythms.

• Learner will compare figurative language and literary techniques (e.g., hyperbole, allusions, irony, rhyme schemes, parody) among predominantly British short stories, drama, poetry, or essays and/or other nonfiction literature.

The Literal Meaning of Drama (Courseware/Exempt)

Objectives • Learner will identify characters in a play.

• Learner will identify the events in the action of a play.

• Learner will identify the style and tone of a play.

Interpretation of Drama (Courseware/Exempt)

Objective • Learner will interpret a play.

Exploring Shakespeare (Webtivity) Objectives • Learner will identify, analyze, and apply knowledge of the themes, structure, and elements of drama

and provide evidence from the text to support understanding: Identify and analyze types of dramatic literature.

• Learner will identify and analyze how dramatic conventions (e.g., monologue, soliloquy, chorus, aside, dramatic irony) support or enhance dramatic text.

• Learner will plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose.

• Learner will demonstrate understanding of the functions of playwright, director, technician, designer, and actor by writing, directing, designing, and/or acting in an original play.

Poetry Extravaganza (Webtivity) Objectives • Learner will write with a clear focus, coherent organization, and sufficient detail: Write poems using

a range of poetic techniques, forms (e.g., sonnet, ballad), and figurative language. • Learner will use literary devices in poetry, narratives, and exposition, including figurative language

and analogy. • Learner will recite poems or selections from speeches or dramatic soliloquies (e.g., Hamlet’s

soliloquy “To Be or Not to Be”) with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning.

How to Give a Speech (Webtivity) Objective • Learner will recognize and use elements of classical speech form (introduction, first and second

transitions, body, and conclusion).

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Recommended Literature

British Literature: Drama: William Shakespeare Christopher Marlowe George Bernard Shaw Oscar Wilde Authors: Geoffrey Chaucer Sir Thomas Malory Sir Walter Raleigh Jonathan Swift Charles Dickens Thomas Hardy George Eliot Virginia Woolf Jane Austen Emily Bronte Joseph Conrad Mary Shelley William Golding Aldous Huxley Poets/Poetry: Beowulf Edmund Spenser Alexander Pope William Blake William Wordsworth Samuel T. Coleridge Percy B. Shelley Lord Byron John Keats Alfred Tennyson Elizabeth Barrett Browning Robert Browning William Butler Yeats John Milton

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Nonfiction Authors/Essayists: Sir Francis Bacon Joseph Addison Samuel Johnson George Orwell Winston Churchill Rebecca West Stephen Hawking

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Contemporary Teen Fiction: The American Library Association’s Alex Award Winners 2006: Bates, Judy Fong. Midnight at the Dragon Café. Counterpoint. Buckhanon, Kalisha. Upstate. St Martins. Gaiman, Neil. Anansi Boys. William Morrow & Company. Galloway, Gregory. As Simple As Snow. Putnam. Ishiguro, Kazuo. Never Let Me Go. Alfred A. Knopf. Martinez, A. Lee. Gil’s All Fright Diner. Tor. Palwick, Susan. The Necessary Beggar. Tor. Rawles, Nancy. My Jim. Crown. Scheeres, Julia. Jesus Land: A Memoir. Counterpoint. Walls, Jeannette. The Glass Castle: A Memoir. Scribner. 2005: Almond, Steve. Candyfreak: A Journey through the Chocolate Underbelly of America. Algonquin Books of Chapel Hill. Cox, Lynn. Swimming to Antarctica: Tales of a Long-Distance Swimmer. Knopf. Halpin, Brendan. Donorboy. Random House. Kurson, Robert. Shadow Divers. Random House. Meyers, Kent. Work of Wolves. Harcourt. Patchett, Ann. Truth & Beauty: A Friendship. HarperCollins. Picoult, Jodi. My Sister’s Keeper. Atria. Reed, Kit. Thinner Than Thou. Tom Doherty Associates. Shepard, Jim. Project X. Knopf. Sullivan, Robert. Rats: Observations on the History and Habitat of the City’s Most Unwanted Inhabitants. Bloomsbury. 2004: Davis, Amanda. Wonder When You’ll Miss Me. William Morrow/HarperCollins. Haddon, Mark. The Curious Incident of the Dog in the Night-time. Doubleday. Hosseini, Khaled. The Kite Runner. Riverhead. Niffenegger, Audrey. The Time Traveler’s Wife. MacAdam Cage. Packer, Z.Z. Drinking Coffee Elsewhere. Riverhead. Roach, Mary. Stiff. Norton. Salzman, Mark. True Notebooks. Knopf. Satrapi, Marjane. Persepolis. Pantheon. Winspear, Jacqueline. Maisie Dobbs. Soho. Yates, Bart. Leave Myself Behind. Kensington.

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2003: Barry, Lynda. One Hundred Demons. Sasquatch. Conroy, Pat. My Losing Season. Doubleday/Nan A Talese. Ferris, Timothy. Seeing in the Dark: How Backyard Stargazers Are Probing Deep Space and Guarding Earth from Interplanetary Peril. Simon & Schuster. Fforde, Jasper. The Eyre Affair. Viking. Lawson, Mary. Crow Lake. Dial. Malloy, Brian. The Year of Ice. St. Martin’s. Otsuka, Julie. When the Emperor Was Divine. Knopf. Packer, Ann. The Dive from Clausen’s Pier. Knopf/Borzoi. Southgate, Martha. The Fall of Rome. Scribner. Weisberg, Joseph. 10th Grade. Random. 2002: Brooks, Geraldine. Year of Wonders: A Novel of the Plague. Viking. Doyle, William. An American Insurrection: The Battle of Oxford, Mississippi. Doubleday. Durham, David Anthony. Gabriel's Story. Doubleday. Ehrenreich, Barbara. Nickel and Dimed: On (Not) Getting by in Boom- Time America. Holt/Metropolitan. Enger, Leif. Peace like a River. Atlantic Monthly. Kruger, Kobie. The Wilderness Family: At Home with Africa's Wildlife. Ballantine. Morrissey, Donna. Kit's Law. Houghton/Mariner. Odom, Mel. The Rover. Tor. Vijayaraghavan, Vineeta. Motherland. Soho. Walker, Rebecca Black. White, and Jewish: Autobiography of a Shifting Self. Putnam/Riverhead.

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The American Library Association’s 2006 Best Books for Young Adults Nonfiction: Akbar, Said Hyder and Burton, Susan. Come Back to Afghanistan: A California Teenager's Story. Bloomsbury. Bartoletti, Susan Campbell. Hitler Youth: Growing Up in Hitler's Shadow. Scholastic. Blumenthal, Karen. Let Me Play: The Story of Title IX: The Law That Changed the Future of Girls in America. Simon & Schuster/Atheneum. Bolden, Tonya. Maritcha: A Nineteenth Century American Girl. Abrams. Deem, James M. Bodies From the Ash: Life and Death in Ancient Pompeii. Houghton. Delisle, Guy. Pyongyang: A Journey in North Korea. Drawn and Quarterly. Dendy, Leslie and Boring, Mel. Guinea Pig Scientists: Bold Self-Experimenters in Science and Medicine. Holt. Eisner, Will. The Plot: The Secret Story of the Protocols of the Elders of Zion. Norton. Farrell, Jeanette. Invisible Allies: Microbes That Shape Our Lives. Farrar. Fleming, Candace. Our Eleanor: A Scrapbook Look at Eleanor Roosevelt's Remarkable Life. Simon & Schuster/Atheneum. Frank, Mitch. Understanding the Holy Land: Answering Questions about the Israeli-Palestinian Conflict. Viking. Giblin, James Cross. Good Brother, Bad Brother: The Story of Edwin Booth and John Wilkes Booth. Clarion. Growing Up in Slavery: Stories of Young Slaves as Told By Themselves. Ed. by Yuval Taylor. Lawrence Hill. Jurmain, Suzanne. The Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students. Houghton. Lavender, Bee. Lessons in Taxidermy. Akashic Books/Punk Planet Books. Nelson, Marilyn. Fortune's Bones: The Manumission Requiem. Front Street. Nelson, Marilyn. A Wreath for Emmett Till. Houghton. O'Donnell, Joe. Japan 1945: A U.S. Marine's Photographs from Ground Zero. Vanderbilt. Partridge, Elizabeth. John Lennon: All I Want Is the Truth. Viking. Zenatti, Valérie. When I Was a Soldier: A Memoir. Bloomsbury. Fiction: Adlington, L. J. The Diary of Pelly D. Greenwillow. Bechard, Margaret. Spacer and Rat. Roaring Brook/Deborah Brodie. Black, Holly. Valiant: A Modern Tale of Faerie. Simon & Schuster. Bray, Libba. Rebel Angels. Delacorte. Bruchac, Joseph. Code Talker: A Novel About the Navajo Marines of World War Two. Dial. Buckhanon, Kalisha. Upstate. St. Martin's. Castellucci, Cecil. Boy Proof. Candlewick. Coburn, Jake. LoveSick. Dutton.

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Cummings, Priscilla. Red Kayak. Dutton. Delaney, Joseph. Revenge of the Witch. Greenwillow. Mercado, Nancy E. (Ed.) Every Man for Himself: Ten Short Stories About Being a Guy. Dial. Flake, Sharon G. Bang! Hyperion/Jump at the Sun. Fleischman, Paul. Zap. Candlewick. Frank, E. R. Wrecked. Simon & Schuster/Atheneum. Gaiman, Neil. Anansi Boys. HarperCollins/William Morrow. Galloway, Gregory. As Simple as Snow. Putnam. Green, John. Looking for Alaska. Dutton. Griffin, Adele. Where I Want to Be. Putnam. Grimes, Nikki. Dark Sons. Hyperion/Jump at the Sun. Gruber, Michael. The Witch's Boy. HarperTempest. Halam, Ann. Siberia: A Novel. Random/Wendy Lamb. Hartnett, Sonya. Stripes of the Sidestep Wolf. Candlewick. Hautman, Pete. Invisible. Simon & Schuster. Hearn, Julie. The Minister's Daughter. Simon & Schuster/Atheneum. Hiaasen, Carl. Flush. Knopf. Holub, Josef. An Innocent Soldier. Translated by Michael Hofmann. Scholastic/Arthur A. Levine. Jacobson, Jennifer Richard. Stained. Simon & Schuster/Atheneum. Johnson, Maureen. 13 Little Blue Envelopes. HarperCollins. Kass, Pnina Moed. Real Time. Clarion. Kibuishi, Kazu. Daisy Kutter: The Last Train. Viper. Krovatin, Christopher. Heavy Metal and You. Scholastic/Push. Lanagan, Margo. Black Juice. HarperCollins/Eos. Larbalestier, Justine. Magic or Madness. Penguin/Razorbill. Larochelle, David. Absolutely Positively Not. Scholastic/Arthur A. Levine. Lester, Julius. Day of Tears: A Novel in Dialogue. Hyperion/Jump at the Sun. Levithan, David. Are We There Yet? Knopf. Lubar, David. Sleeping Freshmen Never Lie: A Novel. Dutton. Lynch, Chris. Inexcusable. Simon & Schuster/Atheneum. Lynch, Jim. The Highest Tide: A Novel. Bloomsbury. Martinez, A. Lee. Gil's All Fright Diner. Tor. McGhee, Alison. All Rivers Flow to the Sea. Candlewick. Meyer, Stephanie. Twilight: A Novel. Little, Brown/Megan Tingley. Myers, Walter Dean. Autobiography of My Dead Brother. HarperCollins/Amistad. Oppel, Kenneth. Skybreaker. HarperCollins/Eos. Pearson, Mary E. A Room on Lorelei Street. Holt. Peet, Mal. Keeper. Candlewick. Peña, Matt de la. Ball Don't Lie. Delacorte. Perkins, Lynne Rae. Criss Cross. Greenwillow. Qualey, Marsha. Just Like That. Dial. Riordan, Rick. The Lightning Thief: Percy Jackson and the Olympians. Hyperion. Rowling, J. K. Harry Potter and the Half-Blood Prince. Scholastic/Arthur A. Levine.

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Salisbury, Graham. Eyes of the Emperor. Random/Wendy Lamb. Spillebeen, Geert. Kipling's Choice. Translated by Terese Edelstein. Houghton. Staples, Suzanne Fisher. Under the Persimmon Tree. Farrar/ Frances Foster. Stein, Tammar. Light Years: A Novel. Knopf. Thal, Lilli. Mimus. Translated by John Brownjohn. Annick. Tiffany, Grace. Ariel. HarperCollins/Laura Geringer. Tingle, Rebecca. Far Traveler. Putnam. Tullson, Diane. Red Sea. Orca. Vaughan, Brian K. Runaways: Volume 1 HC. Marvel. Vaught, Susan. Stormwitch. Bloomsbury. Volponi, Paul. Black and White. Viking. Waid, Mark and others. Superman: Birthright. DC Comics. Weaver, Will. Full Service. Farrar. Westerfeld, Scott. Peeps. Penguin/Razorbill. Westerfeld, Scott. Uglies. Simon & Schuster/Simon Pulse. Whitcomb, Laura. A Certain Slant of Light. Houghton/Graphia. Wittlinger, Ellen. Sandpiper. Simon & Schuster. Wooding, Chris. Poison. Scholastic/Orchard. Wynne-Jones, Tim. A Thief in the House of Memory. Farrar/Melanie Kroupa. Zusak, Markus. I Am the Messenger. Knopf.

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