EL
SEGUNDO UNIFIED SCHOOL DISTRICT
EL
SEGUNDO HIGH SCHOOL
COURSE OF STUDY
Course
Title: Basic English 10AB
Department: English/Language Arts
COURSE DESCRIPTION
English
10AB is a class with a continued emphasis on reading, writing, listening,
speaking, and critical thinking skills. Personal, social, ethical, and
aesthetic issues are considered as students develop a personal point of
reference to the world. The writing process is emphasized as students develop pre-writing,
drafting, responding, re-drafting, editing, and final drafting. A variety of
writing experiences are primarily based on student reading. Emphasis is placed
on the study of the novel, the play and non-fiction. Students continue to
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. (Integrate CORE Knowledge)
1.2 Distinguish
between the denotative and connotative meanings of words and interpret the
connotative power of words. (Integrate CORE Knowledge, Think Critically)
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)
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.
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. (Integrate CORE Knowledge, Think Critically)
2.2 Prepare a
bibliography of reference materials for a report using a variety of consumer,
workplace, and public documents. Comprehension and Analysis of
Grade-Level-Appropriate Text (Integrate CORE Knowledge, Think Critically)
2.3 Generate
relevant questions about readings on issues that can be researched. (Integrate
CORE Knowledge, Think Critically)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. (Integrate
CORE Knowledge, Think Critically)
2.5 Extend ideas
presented in primary or secondary sources through original analysis,
evaluation, and elaboration. (Integrate CORE Knowledge, Think Critically)
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)
Expository Critique
2.7 Critique the
logic of functional documents by examining the sequence of information and
procedures in anticipation of possible reader misunderstandings. (Integrate
CORE Knowledge, Think Critically)
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). (Integrate CORE Knowledge, Think Critically, Communicate Effectively)
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)
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. (Integrate CORE Knowledge, Think
Critically)
3.4 Determine
characters' traits by what the characters say about themselves in narration,
dialogue, dramatic monologue, and soliloquy. (Integrate CORE Knowledge, Think
Critically)
3.5 Compare
works that express a universal theme and provide evidence to support the ideas
expressed in each work. (Integrate CORE Knowledge, Think Critically)
3.6 Analyze and
trace an author's development of time and sequence, including the use of
complex literary devices (e.g., foreshadowing, flashbacks). (Integrate
CORE Knowledge, Think Critically)
3.7 Recognize
and understand the significance of various literary devices, including
figurative language, imagery, allegory, and symbolism, and explain their
appeal. (Integrate CORE Knowledge, Think Critically)
3.8 Interpret and
evaluate the impact of ambiguities, subtleties, contradictions, ironies, and
incongruities in a text. (Integrate CORE Knowledge, Think Critically)
3.9 Explain how
voice, persona, and the choice of a narrator affect characterization and the
tone, plot, and credibility of a text(Integrate CORE Knowledge, Think Critically,
Communicate Effectively)
3.10 Identify
and describe the function of dialogue, scene designs, soliloquies, asides, and
character foils in dramatic literature (Integrate CORE Knowledge, Think Critically,
Communicate Effectively)
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) (Integrate CORE Knowledge, Think Critically)
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)
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. (Integrate CORE Knowledge, Think Critically)
1.2 Use precise
language, action verbs, sensory details, appropriate modifiers, and the active
rather than the passive voice. (Integrate CORE Knowledge, Think Critically)
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. (Integrate CORE Knowledge, Think Critically)
1.4 Develop the
main ideas within the body of the composition through supporting evidence
(e.g., scenarios, commonly held beliefs, hypotheses, definitions). (Integrate
CORE Knowledge, Think Critically, Communicate Effectively)
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). (Integrate CORE Knowledge, Think Critically,
Communicate Effectively)
1.6 Integrate
quotations and citations into a written text while maintaining the flow of
ideas. (Integrate CORE Knowledge, Think Critically)
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 Chicago Manual of Style(Integrate CORE Knowledge, Think
Critically)
1.8 Design and
publish documents by using advanced publishing software and graphic programs.
(Integrate CORE Knowledge, Think Critically))
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)
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)
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). (Integrate CORE Knowledge, Think Critically,
Communicate Effectively)
1.2 Understand
sentence construction (e.g., parallel structure, subordination, proper
placement of modifiers) and proper English usage (e.g., consistency of verb tenses).
(Integrate
CORE Knowledge)
1.3 Demonstrate an
understanding of proper English usage and control of grammar, paragraph and
sentence structure, diction, and syntax. (Integrate CORE Knowledge, Communicate
Effectively)
Manuscript Form
1.4 Produce legible
work that shows accurate spelling and correct use of the conventions of
punctuation and capitalization. (Integration of CORE Knowledge)
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)
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. (Integrate CORE Knowledge, Think Critically,
Communicate Effectively)
1.2 Compare and contrast the ways in which media genres (e.g., televised
news, news magazines, documentaries, online information) cover the same event. (Critical
Thinking)
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. ( Think Critically, Communicate
Effectively)
1.4 Choose appropriate techniques for developing the introduction and
conclusion (e.g., by using literary quotations, anecdotes, references to
authoritative sources). (Integrate CORE Knowledge, Think Critically,
Communicate Effectively)
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. (Integrate
CORE Knowledge, Think Critically, Communicate Effectively)
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. (Integrate CORE Knowledge, Think
Critically, Communicate Effectively)
1.7 Use props,
visual aids, graphs, and electronic media to enhance the appeal and accuracy of
presentations. (Integrate CORE Knowledge, Think Critically, Communicate Effectively)
1.8 Produce concise
notes for extemporaneous delivery. (Think Critically, Communicate Effectively)
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. (Integrate CORE Knowledge, Think Critically)
1.11 Assess how language and delivery affect the mood and tone of the oral
communication and make an impact on the audience. (Integrate CORE Knowledge, Think
Critically, Communicate Effectively)
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. (Integrate CORE Knowledge, Think Critically,
Communicate Effectively)
1.13 Analyze the types of arguments used by the speaker, including argument by
causation, analogy, authority, emotion, and logic. (Integrate CORE Knowledge, Think
Critically, Communicate Effectively)
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)
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)
INSTRUCTIONAL
MATERIALS
A. Text: The Language of Literature, McDougal Littell
B. CORE Works: Julius Caesar by William Shakespeare and
All Quiet on the Western Front by
Erich Maria Remarque
C. Extended Works:
Joy Luck Club by Amy Tan
Night by Elie Weisel
A Separate
Peace by
John Knowles
Martian Chronicles
by Ray
Bradbury
House of the
Spirits by
Isabel Allende
Memoirs of a
Geisha by
Arthur Golden
Animal Dreams by Barbara Kingsolver
The Joke by Milan Kundera
Cold Sassy
Tree by
Olive Ann Burns
D. Daily
Oral Language
E. Daily
Analogies