EL SEGUNDO UNIFIED
EL SEGUNDO HIGH SCHOOL
COURSE OF STUDY
Course Title: English 12AB Honors
Department: English/Language Arts
Grade Level: 12
COURSE DESCRIPTION
English 12AB Honors is a course for students who are prepared to perform a high level of critical thinking and sophisticated writing. This course will prepare students for the challenging demands of a university program. Students will focus on literary analysis in world literature. Students will have a demanding program of writing, discussion, and group projects. Subject matter and discussions include mature themes. This course is not designed to prepare students for the AP Literature or Language exams.
Length: One year
Prerequisites: Demonstrated excellence in language arts skills as evidenced by a score of 76% or better on the STAR exam, a rubric score of 4 or better on the English Diagnostic exam, a B in English 11AB Honors or an A in English 11, and teacher recommendation (effort grade). The student must meet 3 of the 4 criteria.
Recommendation foe Enrollment: Teacher recommendation
Type of Course: Honors
COURSE OUTLINE AND STANDARDS
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.
Vocabulary and Concept Development
1.1 Trace the etymology of significant terms used in political science and
history.
1.2 Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw
inferences concerning the meaning of scientific and mathematical terminology.
1.3 Discern the meaning of analogies encountered, analyzing specific
comparisons as well as relationships and inferences.
(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 Readings in Literature, Grades Nine Through
Twelve 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. (Integrate CORE Knowledge,
Think Critically, Communicate Effectively, Develop
Individually)
Structural Features of Informational Materials
2.1 Analyze both the features and the rhetorical
devices of different types of public documents (e.g., policy statements,
speeches, debates, platforms) and the way in which authors use those features
and devices.
(Integrate CORE Knowledge, Think Critically, Communicate Effectively)
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Analyze the way in which clarity of meaning is affected by the patterns of
organization, hierarchical structures, repetition of the main ideas, syntax,
and word choice in the text.
2.3 Verify and clarify facts presented in other types of expository texts by using
a variety of consumer, workplace, and public documents.
2.4. Make warranted and reasonable assertions about the author's arguments by
using elements of the text to defend and clarify interpretations.
2.5 Analyze an author's implicit and explicit philosophical assumptions and
beliefs about a subject.
(Integrate CORE Knowledge, Think Critically, Communicate Effectively)
Expository Critique
2.6 Critique the power, validity, and truthfulness of arguments set forth in
public documents; their appeal to both friendly and hostile audiences; and the
extent to which the arguments anticipate and address reader concerns and
counterclaims (e.g., appeal to reason, to authority, to pathos and
emotion).
(Integrate CORE Knowledge, Think Critically, Communicate Effectively)
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 themes. The selections in Recommended
Structural Features of Literature
3.1 Analyze characteristics of subgenres (e.g., satire, parody, allegory,
pastoral) that are used in poetry, prose, plays, novels, short stories, essays,
and other basic genres. (Integrate CORE Knowledge, Think Critically,
Communicate Effectively)
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Analyze the way in which the theme or meaning of a selection represents a
view or comment on life, using textual evidence to support the claim.
3.3. Analyze the ways in which irony, tone, mood, the author's style, and the
"sound" of language achieve specific rhetorical or aesthetic purposes
or both.
3.4. Analyze ways in which poets use imagery, personification, figures of
speech, and sounds to evoke readers' emotions.
3.5. Analyze recognized works of American literature representing a variety of
genres and traditions:
a. Trace the development of
American literature from the colonial period forward.
b. Contrast the major periods,
themes, styles, and trends and describe how works by members of different
cultures relate to one another in each period.
c. Evaluate the philosophical,
political, religious, ethical, and social influences of the historical period
that shaped the characters, plots, and settings. 3.6
Analyze the way in which authors through the centuries have used archetypes
drawn from myth and tradition in literature, film, political speeches, and
religious writings (e.g., how the archetypes of banishment from an ideal world
may be used to interpret Shakespeare's tragedy Macbeth).
3.7 Analyze recognized works of world literature from a variety of authors:
a. Contrast the major literary
forms, techniques, and characteristics of the major literary periods (e.g.,
Homeric Greece, medieval, romantic, neoclassic, modern).
b. Relate literary works and
authors to the major themes and issues of their eras.
c. Evaluate the philosophical,
political, religious, ethical, and social influences of the historical period
that shaped the characters, plots, and, settings. (Integrate
CORE Knowledge, Think Critically, Communicate Effectively)
Literary Criticism
3.8 Analyze the clarity and consistency of political assumptions in a selection
of literary works or essays on a topic (e.g., suffrage, women's role in
organized labor). (Political approach)
3.9 Analyze the philosophical arguments presented in literary works to
determine whether the authors' positions have contributed to the quality of
each work and the credibility of the characters. (Philosophical approach) (Integrate CORE Knowledge,
Think Critically, Communicate Effectively)
Writing
1.0 Writing Strategies
Students write coherent and focused texts that convey a well-defined
perspective and tightly reasoned argument. The writing demonstrates students'
awareness of the audience and purpose and progression through the stages of the
writing process.
Organization and Focus
1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose,
speaker, audience, form) when completing narrative, expository, persuasive, or
descriptive writing assignments.
1.2 Use point of view, characterization, style (e.g., use of irony), and
related elements for specific rhetorical and aesthetic purposes.
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated
way and support them with precise and relevant examples.
1.4 Enhance meaning by employing rhetorical devices, including the extended use
of parallelism, repetition, and analogy; the incorporation of visual aids
(e.g., graphs, tables, pictures); and the issuance of a call for action.
1.5 Use language in natural, fresh, and vivid ways to establish a specific
tone. (Integrate CORE Knowledge,
Think Critically, Communicate Effectively)
Research and Technology
1.6 Develop presentations by using clear research questions and creative and
critical research strategies (e.g., field studies, oral histories, interviews,
experiments, electronic sources).
1.7 Use systematic strategies to organize and record information (e.g.,
anecdotal scripting, annotated bibliographies).
1.8 Integrate databases, graphics, and spreadsheets into word-processed
documents. (Integrate CORE Knowledge, Think Critically, Communicate Effectively)
Evaluation and Revision
1.9 Revise text to highlight the individual voice, improve sentence variety and
style, and enhance subtlety of meaning and tone in ways that are consistent
with the purpose, audience, and genre.
(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 eleven and twelve outlined in Writing Standard 1.0, students:
2.1 Write fictional, autobiographical, or biographical narratives:
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 the characters; use interior monologue to
depict the characters' feelings.
d. Pace
the presentation of actions to accommodate temporal, spatial, and dramatic mood
changes.
e. Make effective use of descriptions of
appearance, images, shifting perspectives, and sensory details.
2.2 Write responses to literature:
a. Demonstrate a comprehensive
understanding of the significant ideas in works or passages.
b. Analyze the use of imagery,
language, universal themes, and unique aspects of the text.
c. Support important ideas and
viewpoints through accurate and detailed references to the text and to other
works.
d. Demonstrate an understanding of
the author's use of stylistic devices and an appreciation of the effects
created.
e. Identify and assess the impact
of perceived ambiguities, nuances, and complexities within the text. 2.3
Write reflective compositions:
a. Explore the significance of
personal experiences, events, conditions, or concerns by using rhetorical
strategies (e.g., narration, description, exposition, persuasion).
b. Draw comparisons between
specific incidents and broader themes that illustrate the writer's important
beliefs or generalizations about life.
c. Maintain a balance in describing
individual incidents and relate those incidents to more general and abstract
ideas. 2.4 Write
historical investigation reports:
a. Use exposition, narration,
description, argumentation, exposition, or some combination of rhetorical
strategies to support the main proposition.
b. Analyze several historical
records of a single event, examining critical relationships between elements of
the research topic.
c. Explain the perceived reason or
reasons for the similarities and differences in historical records with
information derived from primary and secondary sources to support or enhance
the presentation.
d. Include information from all
relevant perspectives and take into consideration the validity and reliability
of sources.
e. Include a formal bibliography. 2.5
Write job applications and resumés:
a. Provide clear and purposeful
information and address the intended audience appropriately.
b. Use varied levels, patterns, and
types of language to achieve intended effects and aid comprehension.
c. Modify the tone to fit the
purpose and audience.
d. Follow the conventional style
for that type of document (e.g., resumé, memorandum)
and use page formats, fonts, and spacing that contribute to the readability and
impact of the document. 2.6
Deliver multimedia presentations:
a. Combine text, images, and sound
and draw information from many sources (e.g., television broadcasts, videos,
films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated
images).
b. Select an appropriate medium
for each element of the presentation.
c. Use
the selected media skillfully, editing appropriately and monitoring for
quality.
d. Test the audience's response
and revise the presentation accordingly. (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.
1.1 Demonstrate control of grammar, diction, and paragraph and sentence
structure and an understanding of English usage.
1.2 Produce legible work that shows accurate spelling and correct punctuation
and capitalization.
1.3 Reflect appropriate manuscript requirements in writing. (Integrate
CORE Knowledge, Think Critically, Communicate Effectively)
Listening and Speaking
1.0 Listening and Speaking Strategies
Students formulate adroit judgments about oral communication. They deliver
focused and coherent presentations that convey clear and distinct perspectives
and demonstrate solid reasoning. They use gestures, tone, and vocabulary
tailored to the audience and purpose.
Comprehension
1.1 Recognize strategies used by the media to inform, persuade, entertain, and
transmit culture (e.g., advertisements; perpetuation of stereotypes; use of
visual representations, special effects, language).
1.2 Analyze the impact of the media on the democratic process (e.g., exerting
influence on elections, creating images of leaders, shaping attitudes) at the
local, state, and national levels.
1.3 Interpret and evaluate the various ways in which events are presented and
information is communicated by visual image makers (e.g., graphic artists,
documentary filmmakers, illustrators, news photographers).
((Integrate CORE Knowledge, Think Critically, Communicate Effectively)
Organization and Delivery of Oral Communication
1.4 Use rhetorical questions, parallel structure, concrete images, figurative
language, characterization, irony, and dialogue to achieve clarity, force, and
aesthetic effect.
1.5 Distinguish between and use various forms of classical and contemporary
logical arguments, including:
a. Inductive and deductive
reasoning
b. Syllogisms and analogies 1.6
Use logical, ethical, and emotional appeals that enhance a specific tone and
purpose.
1.7 Use appropriate rehearsal strategies to pay attention to performance
details, achieve command of the text, and create skillful artistic staging.
1.8 Use effective and interesting language, including:
a. Informal expressions for effect
b. Standard American English for
clarity
c. Technical language for
specificity
1.9
Use research and analysis to justify strategies for gesture, movement, and
vocalization, including dialect, pronunciation, and enunciation.
1.10 Evaluate when to use different kinds of effects (e.g., visual, music,
sound, graphics) to create effective productions.
(Integrate CORE Knowledge, Think Critically, Communicate Effectively)
Analysis and Evaluation of Oral and Media Communications
1.11 Critique a speaker's diction and syntax in relation to the purpose of an
oral communication and the impact the words may have on the audience.
1.12 Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring,
overgeneralization, bandwagon effect).
1.13 Analyze the four basic types of persuasive speech (i.e., propositions of
fact, value, problem, or policy) and understand the similarities and
differences in their patterns of organization and the use of persuasive
language, reasoning, and proof.
1.14 Analyze the techniques used in media messages for a particular audience
and evaluate their effectiveness (e.g., Orson Welles'
radio broadcast "War of the Worlds"). (Integrate CORE Knowledge, Think
Critically, Communicate Effectively)
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver polished formal and extemporaneous presentations that combine
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 eleven and twelve outlined in Listening and Speaking Standard 1.0, students:
2.1 Deliver reflective presentations:
a. Explore the significance of
personal experiences, events, conditions, or concerns, using appropriate
rhetorical strategies (e.g., narration, description, exposition, persuasion).
b. Draw comparisons between the
specific incident and broader themes that illustrate the speaker's beliefs or
generalizations about life.
c. Maintain a balance between
describing the incident and relating it to more general, abstract ideas.
2.2 Deliver oral reports on historical investigations:
a. Use exposition, narration,
description, persuasion, or some combination of those to support the thesis.
b. Analyze several historical
records of a single event, examining critical relationships between elements of
the research topic.
c. Explain the perceived reason or
reasons for the similarities and differences by using information derived from
primary and secondary sources to support or enhance the presentation.
d. Include information on all
relevant perspectives and consider the validity and reliability of
sources. 2.3
Deliver oral responses to literature:
a. Demonstrate a comprehensive
understanding of the significant ideas of literary works (e.g., make assertions
about the text that are reasonable and supportable).
b. Analyze the imagery, language,
universal themes, and unique aspects of the text through the use of rhetorical
strategies (e.g., narration, description, persuasion, exposition, a combination
of those strategies).
c. Support important ideas and
viewpoints through accurate and detailed references to the text or to other
works.
d. Demonstrate an awareness of the
author's use of stylistic devices and an appreciation of the effects created.
e. Identify and assess the impact
of perceived ambiguities, nuances, and complexities within the text.
2.4 Deliver multimedia presentations:
a. Combine text, images, and sound
by incorporating information from a wide range of media, including films, newspapers,
magazines, CD-ROMs, online information, television, videos, and electronic
media-generated images.
b. Select an appropriate medium for
each element of the presentation.
c. Use the
selected media skillfully, editing appropriately and monitoring for quality.
d. Test the audience's response and
revise the presentation accordingly. 2.5 Recite
poems, selections from speeches, or dramatic soliloquies with attention to
performance details to achieve clarity, force, and aesthetic effect and to
demonstrate an understanding of the meaning (e.g., Hamlet's soliloquy "To Be or Not to Be"). (Integrate CORE Knowledge, Think Critically,
Communicate Effectively)
EVALUATION/GRADING OF STUDENT WORK
INSTRUCTIONAL MATERIALS
A. Text: Literature and Interpretive Techniques HarperCollins
B. CORE Work: Hamlet by William Shakespeare
C. Extended Works:
Bless Me Ultima by Rudolfo Anaya
Song of Solomon by Toni Morrison
Kaffir Boy by Mark Mathabane
Oedipus Rex by Sophocles
Rosenkrantz and Guildenstern are Dead by Tom Stoppard
The Strange Tale of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson
Jude the Obscure by Thomas Hardy
Tess of the D’Urbervilles by Thomas Hardy
Metamorphosis by Franz Kafka
Portrait of the Artist as a Young Man by James Joyce
The Stranger by Albert Camus
Equus by Peter Shafer
My Antonia by Willa Cather
Fried Green Tomatoes at the Whistle Stop Café by Fannie Flagg
Snow Falling on Cedars by David Guterson
Woman Warrior: Memoirs of a Girlhood Among Ghosts by Maxine Hong Kinsgton