| Instructor: | Manuel Mateo |
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| School: | Wilson HS |
| School year: | 2010-11 |
| Course number: | 1004D |
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| Course title: | English 7-8: CWW |
| Subject: | English Language and Literature |
| Grade level(s): | 12 |
| Credits: | 0.5 |
| Course description: | |
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Senior language arts students examine the rights and responsibilities of the individual by studying world literature and using literary critical theories. In preparation for post-secondary education, senior English students read challenging dramas, essays, novels, poetry, nonfiction, and short stories. Students review the history, development, and politics of literature and language. Students further develop their creative and analytical writing skills by producing a personal/college essay, a critical literary analysis, and other writings.
The CWW is a single-semester course. It provides for those who enjoy writing, opportunities to hone their skills in a variety of creative assignments. Using a wide variety of writers as models, this course will emphasize explorations of various literary forms, culminating in a narrative, short story, one act play (or screenplay) and another piece as part of a writing portfolio. |
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| Prerequisites: | |
| Students must have passed junior English/LA | |
| Priority standards and final proficiencies: | |
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READING • Understand and analyze the effect of “shades of meaning"" in related words. • Synthesize information by relating texts to other texts. • Find and evaluate similarities and differences among texts in the treatment, amount, and depth of coverage or organization of ideas on a particular subject. • Synthesize and use information from a variety of documents to explain a situation or decision and to solve a problem. ) • Extend ideas presented in primary and secondary sources. • Synthesize the content from several sources or works by a single author. LITERATURE • Demonstrate familiarity with world authors within/beyond the English-speaking world. • Use textual evidence to develop an interpretation of a work from world literature. • Use multiple critical lenses to support an interpretation of a work from world literature • Evaluate how literary devices contribute to the effectiveness of a literary work, such as repetition, parallelism, anaphora, metonymy, parody, hyperbole, satire, verisimilitude. • Analyze distinguishing characteristics of genres. • Analyze how stylistic choices contribute to the impact of a world literary selection: structure, point of view, word choice, exaggeration • Analyze a work of world literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. WRITING Writing Traits • Write for different purposes • Use a variety of resources to provide accurate support. • Use sentence structure that enhances meaning. Conventions • Show control of clauses and phrases. Writing Modes (E=expository, P=persuasive, LA=literary analysis, N=narrative/reflective, R=Research) • Use a range of strategies to elaborate and persuade. (P) • Use a range of strategies to appeal to readers. (P and E) • Check the validity and accuracy of information obtained from research. (R) • Achieve effective balance between researched information and original ideas. (R) • Draw multiple texts together to support original ideas. (LA) • Use a variety of writing strategies, to create a scenario. (N) SPEAKING/LISTENING/VIEWING • Integrate relevant information gathered from group discussions and interviews. • Consider hidden agendas when evaluating a speaker or a medium. • Interpret and evaluate the various ways in which visual image-makers communicate information and affect impressions and opinions. |
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| Schedule of topics/units covered: | |
| See course description above. | |
| Academic vocabulary: | |
| Students will develop and employ increasingly sophisticated vocabulary through a variety of increasingly written and oral contexts | |
| District adopted materials: | |
| Titles are drawn from short stories and non-fiction, and plays. | |
| Supplemental resources: | |
| In addition to reading short stories, plays and non-fiction (i.e. essays), documentary and commercially released fims are part of the syllabus | |
| Differentiation/accessibility strategies and support (TAG, ELL, SpEd, other): | |
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The differentiation strategies used in this course are based on the evidence (data) received through multiple forms of pre, ongoing, and formative assessments. Described here are the types of assessments used and specific differentiation strategies in place to meet the needs of ALL learners (including TAG, ESL, Special Ed...)
Accelerated reading, access to supplementary readings, higher-order critical thinking/questioning skills, the Socratic method, independent study and research, jigsawing, flexible grouping, peer-editing. The instructor is available for individual and small group help before school, during lunch (by appointment) and after school until approximately 4 PM. Students are given opportunities to submit work for feedback and re-writes (after conferences with instructor). The instructor is mindful of special considerations (IEPs, 504, TAG) |
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| Career-related learning experiences (CRLEs): | |
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| Essential Skills and required Work Samples: | |
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| Assessment/evaluation/grading policy: | |
| Students will be graded using the CIM-scoring guide (6 point traits). Students are expected to maintain a writing journal, which is periodically collected, graded and returned. The grade is based on the number and quality of entries. Student grades for the course are based upon student learning. The progress towards satisfying district standards for senior English will be evidenced in various forms---a portfolio of writing assignments, readings, projects, and participation in classroom activities and discussions. Evaluation of student work for grading purposes will be made using a standards-based system. Students are expected to meet various learning targets for each unit of study. Students will be provided with a rubric, or scoring guide, for each unit. Letter grades at quarter and semester will correspond to the 6 point state scoring guide for reading scale for reading and writing, as follows: Exceeds5 or 6= A Meets 4 = B Approaching 3 = C Does not meet standard 1-2= F The letter grade for the class will reflect students' recent understanding, and will be assigned based on the level of achievement on the learning targets for the class. To meet or exceed the standard on any learning target, students must demonstrate competency (rubric scores) at a level of 4 or above on a majority of assignments. |
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| Behavioral expectations: | |
| Students are expected to attend class regularly, on time and are expected to participate in al class activities. Disruption of the educational process or other behavior that compromises the safety of others or their ability to learn will result in parent/guardian contact and/or referral to the dean. Students/Parents/Guardians are made aware of academic and behavioral expectations by way of a contract and course syllabus distributed during the first week of class, as well as through the PPS Student Handbook. | |
| Safety issues and requirements: | |
| see above, re: behavioral expectations | |
Approved by Maude Lamont on 10/18/2010.