EL
SEGUNDO UNIFIED
EL SEGUNDO HIGH SCHOOL
COURSE OF STUDY
Course Title: Basic English 9AB
Department: English/Language Arts
COURSE DESCRIPTION
This is an English/Language
Arts class with an emphasis on high school entry level reading, writing,
listening, speaking, and critical thinking skills while acquiring an
appreciation of core literature selections as well as other types of reading.
Genres studied include the short story, the novel, the play, non-fiction and
poetry. Students will come to value the language process as a powerful tool for
clarifying, expressing, and learning new ideas.
The writing process is
emphasized as students learn pre-writing, drafting, responding, re-drafting,
editing and final drafting skills. In addition, students develop vocabulary,
spelling, punctuation, and grammar skills.
Length: One
Year
Prerequisite: Individual
Educational Prescription (IEP)
Type of Course: Basic
Reading
1.0 Word Analysis,
Fluency, and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new
words encountered in reading materials and use those words accurately. (Integrate CORE Knowledge. Think Critically,
Communicate Effectively)
Vocabulary and Concept Development
1.1 Identify and
use the literal and figurative meanings of words and understand word
derivations.
1.2 Distinguish
between the denotative and connotative meanings of words and interpret the
connotative power of words.
1.3 Identify Greek, Roman, and
Norse mythology and use the knowledge to understand the origin and meaning of
new words (e.g., the word narcissistic drawn from the myth of Narcissus
and Echo). (Integrate CORE Knowledge.
Think Critically, Communicate Effectively)
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate
material. They analyze the organizational patterns, arguments, and positions
advanced. The selections in Recommended Literature, Grades Nine Through Twelve (1990) illustrate the quality and
complexity of the materials to be read by students. In addition, by grade
twelve, students read two million words annually on their own, including a wide
variety of classic and contemporary literature, magazines, newspapers, and
online information. In grades nine and ten, students make substantial progress
toward this goal(Integrate CORE Knowledge. Think Critically,
Communicate Effectively)
Structural Features of Informational Materials
2.1 Analyze the structure and format of functional workplace
documents, including the graphics and headers, and explain how authors use the
features to achieve their purposes.
2.2 Prepare a
bibliography of reference materials for a report using a variety of consumer,
workplace, and public documents.
2.3 Generate
relevant questions about readings on issues that can be researched.
2.4 Synthesize the
content from several sources or works by a single author dealing with a single
issue; paraphrase the ideas and connect them to other sources and related
topics to demonstrate comprehension.
2.5 Extend ideas presented in
primary or secondary sources through original analysis, evaluation, and
elaboration.
2.6 Demonstrate use
of sophisticated learning tools by following technical directions (e.g., those
found with graphic calculators and specialized software programs and in access
guides to World Wide Web sites on the Internet). (Integrate CORE Knowledge. Think Critically, Communicate Effectively)
Expository Critique
2.7 Critique the
logic of functional documents by examining the sequence of information and
procedures in anticipation of possible reader misunderstandings.
2.8 Evaluate the
credibility of an author's argument or defense of a claim by critiquing the
relationship between generalizations and evidence, the comprehensiveness of
evidence, and the way in which the author's intent affects the structure and
tone of the text (e.g., in professional journals, editorials, political
speeches, primary source material). (Integrate
CORE Knowledge. Think Critically)
3.0 Literary
Response and Analysis
Students read and respond to historically or culturally significant works of
literature that reflect and enhance their studies of history and social
science. They conduct in-depth analyses of recurrent patterns and themes. The
selections in Recommended Literature, Grades Nine Through
Twelve illustrate the quality and complexity of the materials to be read by
students. (Integrate CORE Knowledge.
Think Critically, Communicate Effectively)
Structural Features of
Literature
3.1 Articulate the
relationship between the expressed purposes and the characteristics of
different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic
monologue).
3.2 Compare and contrast
the presentation of a similar theme or topic across genres to explain how the
selection of genre shapes the theme or topic. (Integrate CORE Knowledge. Think Critically, Communicate Effectively)
Narrative Analysis of Grade-Level-Appropriate Text
3.3 Analyze
interactions between main and subordinate characters in a literary text (e.g.,
internal and external conflicts, motivations, relationships, influences) and
explain the way those interactions affect the plot.
3.4 Determine
characters' traits by what the characters say about themselves in narration,
dialogue, dramatic monologue, and soliloquy.
3.5 Compare
works that express a universal theme and provide evidence to support the ideas
expressed in each work.
3.6 Analyze and
trace an author's development of time and sequence, including the use of
complex literary devices (e.g., foreshadowing, flashbacks).
3.7 Recognize and
understand the significance of various literary devices, including figurative
language, imagery, allegory, and symbolism, and explain their appeal.
3.8 Interpret and
evaluate the impact of ambiguities, subtleties, contradictions, ironies, and
incongruities in a text.
3.9 Explain how
voice, persona, and the choice of a narrator affect characterization and the
tone, plot, and credibility of a text.
3.10 Identify and
describe the function of dialogue, scene designs, soliloquies, asides, and
character foils in dramatic literature. Literary Criticism
3.11 Evaluate the
aesthetic qualities of style, including the impact of diction and figurative
language on tone, mood, and theme, using the terminology of literary criticism.
(Aesthetic approach)
3.12 Analyze the way in which a
work of literature is related to the themes and issues of its historical
period. (Historical approach) (Integrate
CORE Knowledge. Think Critically, Communicate Effectively)
Writing
1.0 Writing
Strategies Students write coherent and focused essays that convey a
well-defined perspective and tightly reasoned argument. The writing
demonstrates students' awareness of the audience and purpose. Students progress through the stages of the writing process
as needed. (Integrate CORE Knowledge.
Think Critically, Communicate Effectively)
Organization and Focus
1.1 Establish a
controlling impression or coherent thesis that conveys a clear and distinctive
perspective on the subject and maintain a consistent tone and focus throughout
the piece of writing.
1.2 Use precise language, action
verbs, sensory details, appropriate modifiers, and the active rather than the
passive voice. (Integrate CORE Knowledge.
Think Critically, Communicate Effectively)
Research and Technology
1.3 Use clear
research questions and suitable research methods (e.g., library, electronic
media, personal interview) to elicit and present evidence from primary and
secondary sources.
1.4 Develop the
main ideas within the body of the composition through supporting evidence
(e.g., scenarios, commonly held beliefs, hypotheses, definitions).
1.5 Synthesize
information from multiple sources and identify complexities and discrepancies
in the information and the different perspectives found in each medium (e.g.,
almanacs, microfiche, news sources, in-depth field studies, speeches, journals,
technical documents).
1.6 Integrate
quotations and citations into a written text while maintaining the flow of
ideas.
1.7 Use
appropriate conventions for documentation in the text, notes, and
bibliographies by adhering to those in style manuals (e.g., Modern Language
Association Handbook, The
1.8 Design and
publish documents by using advanced publishing software and graphic programs.
Evaluation and Revision
1.9 Revise writing
to improve the logic and coherence of the organization and controlling
perspective, the precision of word choice, and the tone by taking into
consideration the audience, purpose, and formality of the context. (Integrate CORE Knowledge. Think Critically,
Communicate Effectively)
2.0 Writing
Applications (Genres and Their Characteristics)
Students combine the rhetorical strategies of narration, exposition,
persuasion, and description to produce texts of at least 1,500 words each.
Student writing demonstrates a command of standard American English and the
research, organizational, and drafting strategies outlined in Writing Standard 1.0.
Using the writing strategies of grades nine and ten outlined in Writing
Standard 1.0, students:
2.1 Write biographical or
autobiographical narratives or short stories:
a. Relate a
sequence of events and communicate the significance of the events to the
audience.
b. Locate scenes
and incidents in specific places.
c. Describe with
concrete sensory details the sights, sounds, and smells of a scene and the
specific actions, movements, gestures, and feelings of the characters; use
interior monologue to depict the characters' feelings.
d. Pace the presentation
of actions to accommodate changes in time and mood.
e. Make effective
use of descriptions of appearance, images, shifting perspectives, and sensory
details. (Integrate CORE Knowledge. Think
Critically, Communicate Effectively)
2.2 Write responses to literature:
a. Demonstrate a
comprehensive grasp of the significant ideas of literary works.
b. Support
important ideas and viewpoints through accurate and detailed references to the
text or to other works.
c. Demonstrate
awareness of the author's use of stylistic devices and an appreciation of the
effects created.
d. Identify and
assess the impact of perceived ambiguities, nuances, and complexities within
the text. (Integrate CORE Knowledge.
Think Critically, Communicate Effectively)
2.3 Write expository
compositions, including analytical essays and research reports:
a. Marshal evidence
in support of a thesis and related claims, including information on all
relevant perspectives.
b. Convey
information and ideas from primary and secondary sources accurately and
coherently.
c. Make
distinctions between the relative value and significance of specific data,
facts, and ideas.
d. Include visual aids by employing appropriate technology to organize and
record information on charts, maps, and graphs.
e. Anticipate and
address readers' potential misunderstandings, biases, and expectations.
f. Use technical
terms and notations accurately.
(Integrate CORE Knowledge. Think Critically, Communicate Effectively)
2.4 Write persuasive compositions:
a. Structure ideas
and arguments in a sustained and logical fashion.
b. Use specific
rhetorical devices to support assertions (e.g., appeal to logic through
reasoning; appeal to emotion or ethical belief; relate a personal anecdote,
case study, or analogy).
c. Clarify and
defend positions with precise and relevant evidence, including facts, expert
opinions, quotations, and expressions of commonly accepted beliefs and logical
reasoning.
d. Address readers'
concerns, counterclaims, biases, and expectations.
(Integrate CORE Knowledge. Think
Critically, Communicate Effectively)
2.5 Write business letters:
a. Provide clear
and purposeful information and address the intended audience appropriately.
b. Use appropriate
vocabulary, tone, and style to take into account the nature of the relationship
with, and the knowledge and interests of, the recipients.
c. Highlight
central ideas or images.
d. Follow a
conventional style with page formats, fonts, and spacing that contribute to the
documents' readability and impact.
(Integrate CORE Knowledge. Think Critically,
Communicate Effectively)
2.6 Write technical documents
(e.g., a manual on rules of behavior for conflict resolution, procedures for
conducting a meeting, minutes of a meeting):
a. Report
information and convey ideas logically and correctly.
b. Offer detailed
and accurate specifications.
c. Include
scenarios, definitions, and examples to aid comprehension (e.g.,
troubleshooting guide).
d. Anticipate
readers' problems, mistakes, and misunderstandings.
(Integrate CORE Knowledge. Think
Critically, Communicate Effectively)
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been
placed between those for writing and for listening and speaking because these
conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard
English conventions.
Grammar and Mechanics of Writing
1.1 Identify and
correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund,
infinitive, and participial), and mechanics of punctuation (e.g., semicolons,
colons, ellipses, hyphens).
1.2 Understand sentence
construction (e.g., parallel structure, subordination, proper placement of
modifiers) and proper English usage (e.g., consistency of verb tenses).
1.3 Demonstrate an
understanding of proper English usage and control of grammar, paragraph and
sentence structure, diction, and syntax. (Integrate
CORE Knowledge. Think Critically, Communicate Effectively)
Manuscript Form
1.4 Produce legible
work that shows accurate spelling and correct use of the conventions of
punctuation and capitalization.
1.5 Reflect
appropriate manuscript requirements, including title page presentation,
pagination, spacing and margins, and integration of source and support material
(e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate
citations. (Integrate CORE Knowledge.
Think Critically)
Listening and Speaking
1.0 Listening and Speaking Strategies
Students formulate adroit judgments about oral communication. They deliver
focused and coherent presentations of their own that convey clear and distinct
perspectives and solid reasoning. They use gestures, tone, and vocabulary
tailored to the audience and purpose.
Comprehension
1.1 Formulate judgments about the ideas under discussion and support those
judgments with convincing evidence.
1.2 Compare and contrast the ways in which media genres (e.g., televised news,
news magazines, documentaries, online information)
cover the same event. (Integrate CORE
Knowledge. Think Critically, Communicate Effectively)
Organization and Delivery of Oral Communication
1.3 Choose logical patterns of organization (e.g., chronological, topical,
cause and effect) to inform and to persuade, by soliciting agreement or action,
or to unite audiences behind a common belief or cause.
1.4 Choose
appropriate techniques for developing the introduction and conclusion (e.g., by
using literary quotations, anecdotes, references to authoritative sources).
1.5 Recognize
and use elements of classical speech forms (e.g., introduction, first and
second transitions, body, conclusion) in formulating rational arguments and
applying the art of persuasion and debate.
1.6 Present and
advance a clear thesis statement and choose appropriate types of proof (e.g.,
statistics, testimony, specific instances) that meet standard tests for
evidence, including credibility, validity, and relevance.
1.7 Use props,
visual aids, graphs, and electronic media to enhance the appeal and accuracy of
presentations.
1.8 Produce
concise notes for extemporaneous delivery.
1.9 Analyze the occasion and the
interests of the audience and choose effective verbal and nonverbal techniques
(e.g., voice, gestures, eye contact) for presentations. (Integrate CORE Knowledge. Think Critically, Communicate Effectively)
Analysis and Evaluation of Oral and Media Communications
1.10 Analyze historically significant speeches (e.g., Abraham Lincoln's
"Gettysburg Address," Martin Luther King, Jr.'s
"I Have a Dream") to find the rhetorical devices and features that
make them memorable
1.11 Assess how language and delivery affect the mood and tone of the oral
communication and make an impact on the audience.
1.12 Evaluate the clarity, quality, effectiveness, and general coherence of a
speaker's important points, arguments, evidence, organization of ideas,
delivery, diction, and syntax.
1.13 Analyze the types of
arguments used by the speaker, including argument by causation, analogy,
authority, emotion, and logic.
1.14 Identify the aesthetic effects of a media presentation and evaluate the
techniques used to create them (e.g., compare Shakespeare's Henry V with
Kenneth Branagh's 1990 film version). (Integrate CORE Knowledge. Think Critically,
Communicate Effectively)
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver polished formal and extemporaneous presentations that combine
the traditional rhetorical strategies of narration, exposition, persuasion, and
description. Student speaking demonstrates a command of standard American
English and the organizational and delivery strategies outlined in Listening
and Speaking Standard 1.0.
Using the speaking strategies of grades nine and ten outlined in Listening
and Speaking Standard 1.0, students:
2.1 Deliver narrative
presentations:
a. Narrate a
sequence of events and communicate their significance to the audience.
b. Locate scenes
and incidents in specific places.
c. Describe with
concrete sensory details the sights, sounds, and smells of a scene and the
specific actions, movements, gestures, and feelings of characters.
d. Pace the presentation of actions to accommodate
time or mood changes. (Integrate CORE Knowledge. Think Critically,
Communicate Effectively)
2.2 Deliver expository
presentations:
a. Marshal evidence
in support of a thesis and related claims, including information on all
relevant perspectives.
b. Convey
information and ideas from primary and secondary sources accurately and
coherently.
c. Make distinctions between the relative value and significance of specific
data, facts, and ideas.
d. Include visual
aids by employing appropriate technology to organize and display information on
charts, maps, and graphs.
e. Anticipate and address the listener's potential misunderstandings, biases,
and expectations.
f. Use technical
terms and notations accurately.
(Integrate CORE Knowledge. Think
Critically, Communicate Effectively)
2.3 Apply appropriate interviewing techniques:
a. Prepare and ask relevant questions.
b. Make notes of responses.
c. Use language that conveys maturity, sensitivity, and respect.
d. Respond correctly and effectively to questions.
e. Demonstrate knowledge of the subject or organization.
f. Compile and report responses.
g. Evaluate the effectiveness of the interview.
(Integrate CORE Knowledge. Think
Critically, Communicate Effectively)
2.4 Deliver oral responses to
literature:
a. Advance a judgment
demonstrating a comprehensive grasp of the significant ideas of works or
passages (i.e., make and support warranted assertions about the text).
b. Support
important ideas and viewpoints through accurate and detailed references to the
text or to other works.
c. Demonstrate
awareness of the author's use of stylistic devices and an appreciation of the
effects created.
d. Identify and
assess the impact of perceived ambiguities, nuances, and complexities within
the text. (Integrate CORE Knowledge.
Think Critically, Communicate Effectively)
2.5 Deliver
persuasive arguments (including evaluation and analysis of problems and
solutions and causes and effects):
a. Structure ideas
and arguments in a coherent, logical fashion.
b. Use rhetorical
devices to support assertions (e.g., by appeal to logic through reasoning; by
appeal to emotion or ethical belief; by use of personal anecdote, case study,
or analogy).
c. Clarify and
defend positions with precise and relevant evidence, including facts, expert
opinions, quotations, expressions of commonly accepted beliefs, and logical
reasoning.
d. Anticipate and
address the listener's concerns and counterarguments.
(Integrate CORE Knowledge. Think Critically,
Communicate Effectively)
2.6 Deliver descriptive
presentations:
a. Establish
clearly the speaker's point of view on the subject of the presentation.
b. Establish
clearly the speaker's relationship with that subject (e.g., dispassionate
observation, personal involvement).
c. Use effective, factual descriptions of appearance, concrete images, shifting
perspectives and vantage points, and sensory details. (Integrate CORE Knowledge. Think Critically, Communicate Effectively)
Animal Farm by George Orwell
Lord of the Flies by William Golding
Great Expectations by Charles Dickens
The Bluest Eye by Toni Morrison
Tapping at the Window by Linda Lane McCall
The Chocolate War by Robert Cormier
The Old Man and the Sea by Ernest Hemingway
And the Earth Did Not Devour Him by Tomas Rivera
Picture Bride by Yoshiko Uchida
Summer of My German Soldier by Bette Greene
Nervous Conditions by Tsitsi Dangarembga
D. Daily Oral Language