English IV H Archived Plans
Monday
Writer’s
Notebook…. Write about a time you have experienced unrequited love.
Read and analyze
Elizabethan poetry: Sir Thomas Wyatt and
Edmund Spenser
“Whoso
List to Hunt,” “Forsaken” and Sonnets 30
& 75
Notes/discussion
on sonnet meaning, form, figurative language, rhyme scheme, conceit,
allegory, meter, and paradox. (Numeracy: scansion)
Complete
graphic organizer
Complete
questions 1-7 on page 215 and read Sonnets 116 and 130 for homework (pages 228-229)
Continue
reading 1984 and answering study
questions
Tuesday
Writer’s
Notebook…. Discuss the difference between infatuation and love.
Read
and analyze Shakespearean sonnets 29, 73, 116, and 130
Notes/discussion
on meaning, sonnet form (turn), speaker, metaphor, imagery,
personification, synecdoche, and couplets
Groups
– brainstorm images that suggest the passage of time
Complete
questions 1-10 on page 227 and 1-9 on page 229.
Complete
# 3 or #4 on page 230 … Due Monday, January 12.
Continue reading 1984 and answering study questions
Wednesday
Writer’s
Notebook…. Explain how you feel about the concept of carpe diem.
Read
and analyze Elizabethan poetry: Robert
Herrick and Andrew Marvell
Notes/discussion
on meaning, carpe diem, speaker, imagery, personification,
hyperbole, and understatement
Groups
– compare/contrast the tone of “To the Virgins to Make Much of Time”
and “To His Coy Mistress”
Complete
questions 1-8 on page 242 and written assignment on tone
Continue
reading 1984 and answering study questions
Thursday
Read
and analyze John Donne’s “A Valediction: Forbidding Mourning”
Notes/discussion
on Metaphysical Poetry, meaning, simile, and paradox
Groups
– brainstorm images that suggest the passage of time
Complete
questions 1-10 on page 227 and 1-9 on page 229
Continue reading 1984 and answering study questions
Friday
Cold
Text: sonnet analysis and in-class
writing
Review
for poetry test
Song
Project
Continue reading 1984 and answering study questions
Focusing on British literature,
English 4 students refine and expand their skills in language through structured
study and independent reading of literary and informational works. Both inside
and outside of class, they read and view a variety of informational texts as
well as four major types of literary texts: fiction, literary nonfiction,
poetry, and drama. Through literary texts, students study the author’s craft by
making inferences, determining point of view, analyzing theme, and figurative
language. In reading a variety of informational texts, students analyze an
author’s development of a thesis and examine the ways that bias is revealed in
texts. In addition, English 4 students continue to create a variety of
responses to what they read and to develop and use in their reading, writing,
and oral communication a knowledge of vocabulary that
includes roots, affixes, euphemisms, and idioms.
As these students increase the
sophistication of their writing, they produce coherent and well-organized
writing that includes a thesis and supporting evidence. In implementing the
writing process, they create various types of written works, including
informational (expository/persuasive/argumentative) pieces and narratives. They
proofread and edit their work for the correct use of the conventions of written
Standard American English, and they use revision strategies to improve such
elements as voice, content and development, and organization.
In carrying out the research
process, students identify a topic, collect information from primary and
secondary sources, and present their findings and conclusions in oral, written,
and visual formats. They must determine what particular type of information
they need for a specific topic, and they must know how to locate that
information efficiently. Students must also evaluate the validity of their
sources. In addition, after incorporating their own ideas with ideas from other
sources, they must distinguish their own ideas from those of others by
providing accurate and complete documentation. In this capstone English course,
high school students assimilate and strengthen the reading, writing,
communicating, and researching skills they have acquired in previous courses as
solid preparation for entering college or the workplace.
English 4
Understanding and Using Literary Texts
Standard E4-1 The student will read and comprehend
a variety of literary texts in print and nonprint
formats.
Students in English 4 read four
major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the
category of fiction, they read the following
specific types of texts: adventure stories, historical fiction, contemporary
realistic fiction, myths, satires, parodies, allegories, and monologues. In the
category of literary nonfiction,
they read classical essays, memoirs, autobiographical and biographical
sketches, and speeches. In the category of poetry, they read narrative poems, lyrical
poems, humorous poems, free verse, odes, songs/ballads, and epics.
The teacher should continue to address earlier
indicators as they apply to more difficult texts.
Indicators
E4-1.1 Compare/contrast
ideas within and across literary texts to make inferences.
E4-1.2 Evaluate the impact
of point of view on literary texts.
E4-1.3 Evaluate
devices of figurative language (including extended metaphor, oxymoron, pun, and
paradox).
E4-1.4 Evaluate the
relationship among character, plot, conflict, and theme in a given literary
text.
E4-1.5 Analyze the effect
of the author’s craft (including tone and the use of
imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary
texts.
E4-1.6 Create responses to literary texts
through a variety of methods, (for example, written works, oral and
auditory presentations, discussions, media productions, and the visual and
performing arts).
E4-1.7 Evaluate an author’s
use of genre to convey theme.
E4-1.8 Read independently for extended periods of time for
pleasure.
English 4
Understanding and Using Informational Texts
Standard E4-2 The student will read and comprehend a variety of
informational texts in print and nonprint formats.
Students in English
4 read informational (expository/persuasive/argumentative) texts of the following types:
historical documents, research
reports, essays (for example, social, political, scientific, historical,
natural history), position papers (for example, persuasive brochures, campaign
literature), editorials, letters to the editor, informational trade
books, textbooks, news and feature articles, magazine articles, advertisements,
journals, speeches, reviews (for example, book, movie, product), contracts,
government documents, business forms instruction manuals, product-support
materials, and application forms. They also read directions, schedules, and
recipes embedded in informational texts. In addition, they examine commercials,
documentaries, and other forms of nonprint
informational texts.
The teacher should continue to address earlier
indicators as they apply to more difficult texts.
Indicators
E4-2.1 Evaluate
theses within and across informational texts.
E4-2.2 Compare/contrast
information within and across texts to draw conclusions and make inferences.
E4-2.3 Analyze
informational texts for author bias (including word choice, the exclusion and
inclusion of particular information, and unsupported opinion).
E4-2.4 Create responses to informational
texts through a
variety of methods (for example, drawings, written works, oral and auditory
presentations, discussions, and media productions).
E4-2.5 Evaluate the impact
that text elements have
on the meaning of a given informational text.
E4-2.6 Evaluate
information from graphic features (for example, charts and graphs in
informational texts).
E4-2.7 Evaluate propaganda techniques and rhetorical devices in
informational texts.
E4-2.8 Read independently for extended periods of time to gain
information.
English 4
Building Vocabulary
Standard E4-3 The student will use word analysis
and vocabulary strategies to read fluently.
The teacher should
continue to address earlier indicators as they apply to more difficult texts.
Instructional appendixes are provided as the baseline
expectations for instruction and are not intended to be all-inclusive
documents.
Indicators
E4-3.1 Use context clues to
determine the meaning of technical terms and other unfamiliar words.
E4-3.2 Analyze
the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
E4-3.3 Explain how British
history and culture have influenced the use and development of the English
language.
E4-3.4 Spell new words
using Greek and Latin roots and affixes. (See
Instructional Appendix: Greek and Latin Roots and Affixes.)
English 4
WRITING
Developing Written Communications
Standard E4-4 The student will create written work that has a
clear focus, sufficient detail, coherent organization, effective use of voice,
and correct use of the conventions of written Standard American
English.
The teacher should continue to address earlier
indicators as they apply to more difficult texts.
Instructional appendixes are provided as the
baseline expectations for instruction and are not intended to be all-inclusive
documents.
By the beginning of high school, students should
have mastered the concepts listed below. Review and/or reteaching
may be necessary.
|
Conventions of Grammar |
Mechanics of Editing |
|
Parts of Speech nouns (common and proper nouns, singular
and plural nouns, collective nouns, agreement of nouns and their
modifiers) pronouns (personal pronouns, nominative
and objective-case pronouns, pronoun-antecedent agreement,
indefinite pronouns, pronoun case) verbs (past, present, and future verb
tenses; past participles of commonly misused verbs; subject-verb
agreement; consistent verb tenses; verb formation) adverbs (adverbs of time, place,
manner, and degree; irregular adverbs; formation of comparative and
superlative adverbs) adjectives (comparative and superlative
adjectives, proper adjectives, irregular comparative and superlative
adjectives, formation of comparative and superlative adjectives) conjunctions (and, but, or, because, since,
yet, until, although, while, neither,
nor) prepositions and prepositional
phrases interjections Usage ·
subject-verb agreement ·
subject-verb and pronoun-antecedent agreement with collective nouns ·
main and subordinate clauses ·
idiomatic usage ·
placement of modifiers ·
shifts in construction |
Capitalization first word of a sentence;
the names of people; the pronoun I;
proper nouns; the initials of a person’s
name; courtesy titles (for example, Mr. and Ms.); days of the week; months of
the year; titles of books, poems, and songs; geographic names; holidays;
historical and special events; titles of works of art; titles of
publications; brand names; proper adjectives; names of organizations; names
of ethnic and national groups; names of established religions
and languages Punctuation end punctuation (periods, exclamation points,
question marks) commas (to enclose appositives; to separate items in a
series; in dates, addresses, and greetings and closings in letters; in
compound sentences; between main clauses; to separate
introductory clauses and long introductory phrases from the main body of
sentences) periods in abbreviations apostrophes (contractions, possessive nouns) quotation marks (to show dialogue, in direct quotations, to
indicate titles of short pieces within longer pieces, underlining or italics
of titles of separately published works) colons hyphens semicolons ellipses parentheses Spelling (high-frequency
words; three- and four-letter short-vowel words; words that do not fit regular
spelling patterns; basic short-vowel, long-vowel, r- controlled, and
consonant-blend patterns; misused homonyms; commonly confused words;
words that have blends; contractions; compound words; words with orthographic
patterns; words with suffixes and prefixes; multisyllabic words; commonly
confused words; double consonant patterns; irregular vowel patterns in
multisyllabic words; and words with Greek and Latin roots and affixes) |
Indicators
E4-4.1 Organize written works using prewriting
techniques, discussions, graphic organizers, models, and outlines.
E4-4.2 Use complete sentences in a variety of
types (including simple, compound, complex, and compound-complex).
E4-4.3 Create multiple-paragraph compositions that
have an introduction and a conclusion, include a coherent thesis, and use
support (for example, definitions and descriptions).
E4-4.4 Use grammatical conventions of
written Standard American English to clarify and enhance meaning including
·
subject-verb
agreement,
·
pronoun-antecedent
agreement,
·
agreement
of nouns and their modifiers,
·
verb
formation,
·
pronoun
case,
·
formation
of comparative or superlative adjectives and adverbs, and
·
idiomatic usage.
(See Instructional Appendix: Composite Writing Matrix.)
E4-4.5 Revise writing to improve clarity, tone, voice, content, and
the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)
E4-4.6 Edit for the correct mechanics and
usage of written Standard American English including
·
internal
and end of sentence punctuation,
·
commas
to indicate appositives,
·
word
placement to avoid ambiguity,
·
appropriate
coordination and subordination,
·
relationship
between and among clauses,
·
placement
of modifiers, and
·
shifts in construction.
(See Instructional Appendix: Composite Writing Matrix.)
English 4
WRITING
Producing Written Communications in a Variety of Forms
Standard E4-5 The student will write for a
variety of purposes and audiences.
The teacher should continue to address earlier indicators
as they apply to more difficult texts.
Indicators
E4-5.1 Create clear and concise
career-oriented and technical writings (for example, memos, business letters,
résumés, technical reports, and information analyses).
E4-5.2 Create narratives (for
example, personal essays, memoirs, and narrative poems) that use descriptive
language to enhance voice and tone.
E4-5.3 Create descriptive
pieces (for example, personal essays, travel writing, or restaurant reviews)
that use sensory images and vivid word choice.
E4-5.4 Create persuasive writings (for
example, editorials, essays, speeches, or reports) that address a specific
audience and use logical arguments supported by facts or expert opinions.
E4-5.5 Create technical
pieces (for example, proposals, instructions, and process documentation) that
use clear and precise language appropriate for the purpose and audience.
E4-5.6 Compose effective
pieces of writing to respond to prompts in “on-demand” situations.
English
4
RESEARCHING
Applying the Skills of Inquiry and Oral Communication
Standard E4-6 The student will access and use information from a
variety of sources.
The teacher should continue to address earlier
indicators as they apply to more difficult texts.
Indicators
E4-6.1 Clarify and refine a
research topic.
E4-6.2 Use direct
quotations, paraphrasing, or summaries to incorporate into written, oral,
auditory, or visual works the information gathered from a variety of research
sources.
E4-6.3 Use a standardized
system of documentation (including a list of sources with full publication
information and the use of in-text citations) to properly credit the work of
others.
E4-6.4 Use
vocabulary (including Standard American English) that
is appropriate for the particular audience or purpose.
E4-6.5 Create
written works, oral and auditory presentations, and visual presentations that
are designed for a specific audience and
purpose.
E4-6.6 Select
appropriate graphics, in print
or electronic form, to support written works, oral presentations, and
visual presentations.
E4-6.7 Use a variety of print and electronic
reference materials.
E4-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.
New York Times bestseller list http://www.nytimes.com/pages/books/bestseller/index.html
Metaphysical Poets intro http://www.luminarium.org/sevenlit/metaintro.htm
http://edsitement.neh.gov/tab_lesson.asp?subcategory=38&grade=9-12&Display=Display
Old English riddles http://www2.kenyon.edu/AngloSaxonRiddles/texts.htm