Instructor: Therese Cooper
School: Grant HS
School year: 2011-12
Course number: 1004CC
Course title: WORDS OF WARFARE
Subject: English Language and Literature
Grade level(s): 11, 12
Credits: 1
Course description:
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.

This senior-level course’s central focus will examine the reasons why humans strive for a better world and why warfare is a component of human nature. Readings are compiled from a variety of sources, to include both fiction and non-fiction, and both classical and contemporary. Selections span the history of the written word, including the Bible, The Stranger, Lysistrata, Slaughterhouse-Five, and Kite Runner. Poetry, short stories, essays, and documentaries will also be a part of the course.

All students will be expected to complete a junior/senior thesis in which students conduct an in-depth exploration of a significant issue or topic of their choosing
Prerequisites:
2 units graduation required English for juniors; 3 units graduation required English for seniors.
Standards and final proficiencies:
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.
Schedule of topics/units covered:
Students will analyze why humans constantly seek peace and harmony but are plagued with internal and external strife. Students will learn to think and write at the college level.
Academic vocabulary:
Annotated Bibliography
Archetype
Audience
Extended Metaphor
Literary Criticism
MLA
Ode
Paradox
Primary Source
Satire
Secondary Source
District adopted materials:
The Stranger
Kite Runner
The Thomson Reader
Access Literature
Write Source
Supplemental resources:
Lysistrata
Slaughterhouse-Five
Henry V
War Short Stories
Satire and the media
Differentiation/accessibility strategies and support (TAG, ELL, SpEd, other):
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...)

Flexible grouping
Depth and complexity extensions
Tiered lessons
Questioning strategies
Socratic seminars
Peer critiques
Think-pair-share
Guided independent reading
Career-related learning experiences (CRLEs):
  • Project-based Learning
ODE Essential Skills and related Work Samples:
  • Read and comprehend a variety of text
    Assessments used to assess this Essential Skill:
  • Write clearly and accurately
    Assessments used to assess this Essential Skill:
  • Listen actively and speak clearly
    Assessments used to assess this Essential Skill:
  • Think critically and analytically
    Assessments used to assess this Essential Skill:
  • Personal management and teamwork
    Assessments used to assess this Essential Skill:
  • Global Literacy
    Assessments used to assess this Essential Skill:
Assessment/evaluation/grading policy:
Work will be awarded a letter grade as well as a point value. At the end of the semester, points will be totaled and a letter grade will be assigned based on the traditional grading scale of an A being 90% and higher, a B, 80% and higher, and so on. See due date policy for late work deductions. Typically, the bigger the assignment, the more points possible, so grades are weighted by the point value of assignments.
Behavioral expectations:
As a basic principle, students should obey the Golden Rule—treat others as you wish to be treated.
Safety issues and requirements:

Approved by Brian Chatard on 9/16/2011.