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English III Curriculum Guide
(1131-1132) |
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Objectives |
Core Curr. |
Instructional |
Assessment |
Resources |
GEPA |
| The student will be able to: | English III (1131-1132): Warriner’s Grammar and Comp., 5th Course, Adventures in American Literature, The Language of Literature | ||||
| 1. Reinforce correct use of grammatical elements through use of: | 3.3 | Teacher observation in all skills areas in addition to specific HSPT Skills tests (departmental or teacher made) | HSPT Success |
W. I W. II S-9 |
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| A. Capitalization | 1. Review the basic rules of capitalization | HSPT Skill Test A-1 | |||
| B. Punctuation |
1. Review the basic rules of punctuation 2. Assign a variety of writing/editing assignments in which students will demonstrate proficiency in punctuation rules, either as a whole or as an isolated skill. For example, when focusing on the use of quotation marks and commas, have students write a two-way dialogue to reinforce skill use |
HSPT Skill Test A-2 | |||
| C. Spelling |
1. Review the basic rules of spelling 2. Review words often confused (affect/ effect, chose/choose, advice/advise, etc.) 3. Provide written passages in which students edit for misspellings 4. Include the spelling of select words on all vocabulary tests |
HSPT Skill Test A-3 Weekly spelling tests |
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| D. Verb/Pronoun Usage |
1. Review the basic rules of verb usage 2. Review the basic rules of pronoun and antecedent usage 3. Assign a variety of writing/editing assignments in which students will demonstrate proficiency in verb/pronoun usage rules |
HSPT Skill Test B-1 | |||
| E. Modifiers |
1. Review the basic rules of modifier usage and placement 2. Assign a variety of writing/editing assignments in which students will demonstrate proficiency in modifier usage |
HSPT Skill Test B-3 | |||
| F. Fragments and Run-On Sentences |
1. Review and give examples of run-on sentences and fragments 2. Assign a variety of writing/editing assignments in which students will demonstrate proficiency in proper sentence structure |
HSPT Skill Test B-2 | |||
| G. Subordination |
1. Review the difference between an independent clause and subordinate
clauses (adjective clause, adverb clause, noun clause 2. Assign students the task of identifying incorrect use of subordination and rewriting the sentences/paragraphs correctly |
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| 2. Construct sentences that are void of substandard and imprecise language. |
3.1 3.3 |
1. Discuss the difference between formal English and informal/slang
language. Discuss when/where each is/should be used 2. Provide students a variety of sentences/phrases that are of substandard form. Assign students the task of rewriting them in standard English |
HSPT Skill Tests B-6 and B-7 |
W. II S-9 |
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| 3. Demonstrate the knowledge of proper sentence structure, and combine ideas using a variety of sentence types. | 3.3 |
1. Review the structure of the four basic types of sentences 2. Review with students ways to vary sentence beginnings 3. Provide students with sets of 3-4 short sentences. Assign them the task of combining each of the ideas into a single well-constructed sentence |
HSPT Skill Tests B-5, D-1 and D-2 Evaluation of writing assignments |
W. I W. II |
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| 4. Use transitional words to show chronology, cause and effect, comparison and contrast when writing sentences and paragraphs. | 3.3 |
1. Discuss and review how transitional words/phrases link ideas
throughout written passages 2. Provide short written passages that have no transition use. Assign students the task of correctly inserting transitional words/phrases within sentences and between paragraphs 3. Assign students to read Mark Twain’s "How to Tell a Story" and outline his steps to telling a story to reinforce chronology 4. Assign students to read Jean de Crevecoeur’s "What is An American?" and write an essay that compares/contrasts Americans in de Crevecoeur’s time to Americans today 5. Assign students to read Washington Irving’s "The Legend of Sleepy Hollow" and instruct students to make a chart illustrating the cause/effect sequence of the stor 6. Provide students with passages and assign the task of identifying the best transitional word/phrase to: (a) complete a given sentence and (b) use in a paragraph |
HSPT Skill Tests C-1, C-2, C-3, E-1, E-2, E-3, F-2, F-4 Evaluation of Skill Test F-4 (writing assignment) Have students research and write a short report on a culture other than their own in which they compare/ contrast values, traditions, etc. with that of their own |
W. I W. II R. IV |
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| 5. Select details that support the main idea of a paragraph, choosing from a list of detail sentences that help support a particular topic sentence and identify unrelated or redundant sentences. | 3.3 |
1. Discuss the qualities of a sentence 2. Discuss how the topic sentence holds the main idea of a paragraph 3. Assign students to read Patrick Henry’s "Speech in the Virginia Convention" and Thomas Paine’s "Common Sense". Have students chart out the main idea of each speech and list supporting details used to persuade legislators/colonists to declare war on England. Then have students review each and point out any redundant statements. Finally have students evaluate the adequacy of evidence given to support the idea provided 4. Assign students the task of writing a response to a controversial issue. Students are to avoid writing unrelated ideas/sentence 5. Provide students with short passages that include unrelated/redundant sentences. Assign students to rewrite the passage for cohesiveness 6. Have students distinguish between fact and opinion in the context of a passage |
HSPT Skill Tests F-1, F-2 Evaluation of writing assignments History: American Revolution Speeches |
W. I R. II R. III S-9 |
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| 6. Write a general statement for a set of related details. | 3.3 |
1. Discuss the importance of paragraph unity 2. Discuss ways to develop a good paragraph 3. Assign students the task of reading Chief Joseph’s "No More Forever" and writing a general statement based on the speech |
HSPT Skill Test F-2 History: Chief Joseph’s Speech |
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| 7. Use parallel structure correctly and identify and correct faulty parallelism when dealing with: (1) coordination of ideas, (2) comparison and contrasting of ideas, and (3) correlative conjunction. | 3.3 |
1. Define parallelism 2. Provide samples of sentences that demonstrate proper parallel structure 3. Provide students with a worksheet of sentences that are not parallel. Assign students to rewrite them in proper for 4. Assign students the task of identifying parallelism used in various literary passages. Discuss how parallelism can make writing more effective. Then instruct students to write a paragraph, brief speech, or dialogue to reinforce skill |
HSPT Skill Test B-4 Evaluation of student writing |
W. I W. II |
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| 8. Use the writing process, and a variety of modes of discourse, to compose a variety of written responses for different purposes and audiences. Writing should feature proper use of mechanics, grammar, and format, including a sound summary/conclusion and good overall organization. | 3.3 |
1. Review the importance of coherence in an essay 2. Discuss ways to arrange ideas chronologically, spatially, and in order of importance 3. Review the importance of and implement pre-writing, drafting, revising, rewriting, editing, and publishing 4. Assign students the task of reading Jack London’s "To Build a Fire" and writing a character description of the main characte 5. Assign students the task of writing expository, narrative, expressive, or persuasive essays that pertain to various audiences. Topics should include compare/contrast; cause/effect; problem/solution; and controversial 6. Assign students the task of responding to a variety of topics in a timed-writing setting in which pre-writing and editing stages will be utilized 7. Assign students the task of responding to oral, written, and pictorial prompts to express feelings to writing 8. Assign students the task of responding to a variety of essay questions 9. Assign students the task of reading a variety of short passages and paraphrasing what was read 10. Discuss the importance of word/ sentence choice in effective writing. Have students to identify or write sentences that provide more specific information than the sentence already included in a passag 11. Assign students the task of writing a variety of analytical papers based on a one or more literary studies. For example, have students analyze the hypocrisy of the Puritan set as depicted in The Crucible and The Scarlet Letter; discuss the theme of ethics as found in Of Mice and Men, The Grapes of Wrath, and The Great Gatsby; evaluate Steinbeck’s social protest in writing The Grapes of Wrath discuss social statements Twain makes in Puddnhead Wilson and The Prince and the Pauper 12. Assign students to read examples of college letters of application. Assign the task of writing personal narratives with the purpose of submitting them to the college(s) of their choice 13. Assign students the task of writing a variety of business letters and friendly letters to reinforce life skills 14. Assign students the task of editing all written work prior to writing the final draft |
Teacher observation Peer Editing Holistically - graded student essays |
HSPT Success (pp. 8-16) Teacher student generated materials Editorials |
W. I W. II S-9 |
| 9. Edit/revise his/her own work as well as the work of others. | 3.3 |
1. Assign students the task of completing editing passages provided in
HSPT Success 2. Assign students the task of peer editing the work of a classmate 3. Provide checklists for proper editing procedures to be utilized by the student: punctuation, grammar, sentence structure, format and word choice 4. Assign students to write a narrative. Then have them edit it for the purpose of improving narrative voice 5. Assign students the task of editing a paragraph derived from literature to reinforce cohesiveness, theme, and sequence of ideas |
Teacher observation Peer editing Evaluation of writing assignments |
HSPT Success |
S-9 W. II |
| 10. Demonstrate an ability to paraphrase that which is read from magazines, newspapers, and novels by writing short paragraphs. | 3.3 |
1. Assign students the task of reading various articles from
newspapers, magazines, etc. Then write a one paragraph summary in his/her
own words 2. Assign students the task of reading a chapter from a novel and writing a short summary of its contents |
W. I R. II |
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| 11. Continue vocabulary development by augmenting his/her vocabulary through cross-curricular reading and homework assignments and studying context. The student will utilize a dictionary and/or thesaurus on a regular basis. | 3.3 |
1. Assign weekly vocabulary words 2. Assign vocabulary words taken from short story units or novels 3. Assign students the task of keeping an on-going personal log of unfamiliar vocabulary encountered across the curricular 4. Review the difference between connotation and denotation. Assign students to read Jonathan Edward’s "Sinners in the Hand of an Angry God" and have students make a list of the connotations. Discuss why they are more effective than if denotations were used 5. Provide oral vocabulary exams. Read sentences aloud and direct students to complete them with the proper vocabulary word 6. Assign students to read a passage that holds unfamiliar words. Assign the task of defining words via context clues and descriptive words 7. Provide students with words with analogous relationships. Assign the task of matching the correct set of words provide 8. Assign students the task of identifying a words pronunciation based on its stressed/unstressed syllables 9. Assign students the task of using a thesaurus when revising for word choice in writing |
Discussing word origins and foreign words borrowed by the English
language Weekly vocabulary tests Unit vocabulary tests |
R. II S-9 |
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| 12. Demonstrate correct use of newly acquired vocabulary words by writing topical sentences. | 3.3 | 1. Assign students the task of writing introductory paragraphs that contain a particular set of vocabulary words |
W. I R. II |
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| 13. Note the use of vocabulary words as he/she uses them in continued written work. | 3.3 | 1. Assign students the task of including a particular set of vocabulary words in letters, essays, poems, etc. written in/outside of class |
W. I R. II |
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3.4
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Teacher observation Evaluation of written work |
W. I R. IV S-9 |
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| A. Poetry |
1. Review elements of poetry: form, sound, imagery, rhyme, meter,
figurative language, etc 2. Discuss how theme, tone, point of view, etc. are also important in poetry 3. Recite several poems. Discuss the theme(s) found in the poem as well as poetic elements 4. Assign students the task of writing their own poems 5. Assign students the task of reading aloud a selected poem and/or a personal poem, using voice to convey emotions 6. Assign students the task of identifying figurative language in literary selections, such as Thoreau’s use of simile, personification, and metaphor in Walden. Then instruct students to infer meaning from each used |
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| B. Novels |
1. Define and discuss literary terms such as characterization,
conflict, fore-shadowing, imagery, irony, plot, setting, theme, tone, etc. 2. Assign students the task of making note of specific literary concepts as they read assigned text 3. Assign students the task of evaluating an author’s technique for developing plot, theme setting, characters, etc. 4. Assign students the task of placing events in a chapter/novel in proper sequential order 5. Assign students the task of keeping a reading log of independent and classroom novels that includes a plot summary and a personal response to the particular chapter/section 6. Assign students the task of analyzing how a particular author was affected by his social and cultural surroundings (such as John Steinbeck, Richard Wright, Mark Twain, or F. Scott Fitzgerald) when writing a particular novel 7. Assign students the task of deriving passages that illustrate character feeling about a subje t8. Assign students the task of comparing and contrasting themes, topics, ideas, etc. as they relate throughout books read (such as social economic status, discrimination, dream theme, etc.) 9. Assign students the task of selecting titles for non-titled chapters in the novels such as Of Mice and Men and The Great Gatsby |
Of Mice and Men Puddnhead Wilson Native Son The Great Gatsby The Grapes of Wrat The Awakening (1131 only) The Prince and the Pauper The Scarlet Letter |
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| C. Short Stories |
1. Define and discuss the short story as opposed to novels, plays,
poetry 2. Assign students the task of identifying specific elements of the short story as they encounter them within a text: characterization, theme, tone, point of view, plot, setting, mood, climax, resolution, etc. 3. Assign students the task of illustrating comprehension of a story by mapping out characters, plot, climax, resolution, and setting. Then assign students the task of mapping out then writing an original story, including the components liste 4. Assign the task of sequencing sentences in paragraphs and in short reading passages 5. Assign students the task of comparing/contrasting the writing style of various authors (such as Dave Barry/ Erma Bombeck, John Steinbeck/Mark Twain). Then have students write a story/passage emulating the style of a specific author (The Language of Literature, pp. 960-964) 6. Assign various multi-cultural reading selections and provide visual presentations from various cultures. Have students predict how specific cultures would interact and to compare/ contrast the cultures in terms of customs and values. Then have students relate personal experiences. Suggested stories are "My Bondage and My Freedom" (Douglass), "No More Forever" (Joseph), and "I Hear America Singing", (Whitman). Discuss how culture influences languag 7. Discuss why authors include certain details in passages: to create mood, to provide imagery, to provide background, etc. Provide students with selected passages in which they will identify what elements the passage contains 8. Assign students the task of identifying problems and solutions as they relate to a given reading assignments 9. Provide students with passages that implicitly states and assumption (such as "Richard Cory"). Then have students identify what that assumption is 10. Assign the reading of various Native American selections. Then instruct students to discuss the integration of tribes such as The Seneca, Cayvga, Oneida, Onodaga, and Mohawk 11. Assign students the task of researching traditions of a select culture, such as Native Americans. Instruct students to present, in story form, an oral history of the cultur 12. Assign students to interview peers who have immigrated from another country. Instruct them to present a report that compares and contrasts cultural elements |
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| D. Drama |
1. Assign the task of reading dramatic fashion Arthur Miller’s
"The Crucible" 2. Discuss the components of drama: script, cast, dialogue, scenery, props, etc. 3. Utilize text and art transparencies that correlate with the work being studied. Have students evaluate visual images 4. Assign the reading of Howard Koch’s "Invasion from Mars". Discuss why this is fantasy. Instruct students to rewrite the script so that it depicts reality 5. Assign students the task of writing a one-act play that depicts fantasy. Then instruct them to rewrite the act depicting reality |
Application of The Crucible to the Salem Witch Trials and/or McCarthyism |
The Crucible Our Town |
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| E. Non-Fiction Works |
1. Assign students the task of reading various biographies such as
"The Autobiography of Benjamin Franklin", and Frederick Douglass’
"My Bondage and My Freedom", Ambrose Bierces "An Occurrence
at One Creek Bridge" or Lucy Hong’s "English as a Second
Language 2. Assign the task of reading the autobiography of a world renown person and presenting an informative role play to the class 3. Assign students the task of reading Thoreau’s "Walden" and Emerson’s "Nature". Instruct the students to identify each author’s purpose in writing his essay 4. Assign students the task of reading Chief Joseph’s "No More Forever" and Red Jacket’s "Lecture to a Missionary." Discuss Joseph’s not wanting to continue warfare and Red Jacket’s not wanting to conform to Christianity to reinforce student understanding of each stor 5. Assign students the task of reading a variety of literature and identifying its genre 6. Assign the task of reading and responding to workplace texts (such as office memos, letters of application, etc.) 7. Assign students the task of reading various folk tales from different cultures. Instruct the student to compare/contrast lessons taught and/or values in each. Suggested tales are the Okanogan Indian tale "Coyote and the Buffalo" and the Hispanic tale "The Indian and the Hundred Cows." 8. Assign students to read Abigail Adam’s "Letter to Her Daughter in the White House." Instruct students to write and discuss a response that infers character feeling 9. Provide students with a "How To" article derived from a magazine (how to make a pie, build a birdhouse, etc.) or have students write their own and switch with a classmate. Give the student the task of completing the task in a hands-on manner 10. Provide students with articles concerning comparable items (such as an American football and an European football or roller skates and roller blades). Assign students the task of making a chart to illustrate distinguishing characteristics of each item 11. Assign students the task of reading a selection then role playing, in proper dialect, a conversation that takes place among two or more characters. Suggested stories are William Least Heat Moor’s "The Highways" and Amy Taris "Mother Tongue" |
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| 15. Interpret, create, explore, and expand their existing knowledge by developing a better understanding of themselves, of others, and of the world through language and literature. | 3.4 |
1. Assign students the task of reading a novel written by an author of
another culture. Have them make a presentation to the class depicting what
they learned about the particular culture and what
similarities/differences were noted when compared to their own. Suggested
novels are Amy Tan’s The Joy Luck Club, Mark Twain’s The Adventures of
Huckleberry Finn, Mother Teresa’s My Life for the Poor, Jill K. Conway’s
The Road from Conquain, and Sandy Cignero’s The House on Mango Street 2. Assign students the task of making a list of cultural words/phrases found in the books read. Have them make a chart that illustrates similarities to their own vocabulary |
Teacher observation Evaluation of cultural project |
R. IV S-9 |
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| 16. Recognize that reading has many purposes and will demonstrate an ability to choose an approach appropriate to the text and purpose, given as much varied reading material as possible. | 3.4 |
1. Discuss the various reasons why people read: to be entertained, to
become informed, to relax, etc 2. Provide students with a variety of reading material from literature to workplace text - and instruct students to respond to each in an appropriate manner. For example, students will respond to literature personally as well as critically; students will read and respond to major newspaper stories; students will read and respond to editorials; students will read and respond to job/credit applications and business letters |
Evaluation of student responses |
R. IV S-9 |
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| 17. Write a comparative essay on two pieces of literature. |
3.3 3.4 |
1. Review the steps to the writing process 2. Discuss how to list similarities between two items such as an apple and an orange 3. Discuss how to link common themes, settings, events, etc. between two works of literatur 4. Assign students the task of writing an essay comparing two pieces of literature. Suggested topics: comparing the dream themes found in The Great Gatsby, Of Mice and Men or The Grapes of Wrath; Comparing use of imagery in Puddnhead Wilson and Of Mice and Men; Comparing characterization in The Crucible and Native Son; Comparing the theme of revenge in The Crucible and Of Mice and Men; comparing the hypocrisy of the Puritans in The Crucible and The Scarlet Letter; comparing the role of women in The Grapes of Wrath, The Scarlet Letter, or The Awakening |
Teacher evaluation of student work |
W. I R. III |
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| 18. Distinguish between fact and opinion. | 3.2 |
1. Review the difference between fact and opinion 2. Provide students with statements and discuss which is fact and which is opinion 3. Assign students the task of examining speeches such as Patrick Henry’s speech to the Virginia Convention or examining court documents such as that on Sarah Good during the Salem Witch trials. Have students identify which statements are objective and which are not |
Teacher evaluation | R. III | |
| 19. Demonstrate the ability to make full use of the library, given the task of preparing a research paper | 3.1 |
1. Coordinate with media center director and hold class in center for
3-5 classes 2. Review use of reference section, card catalog, Reader’s Guide, and computer lab 3. Review uses of research resources: preface, index, appendix, bibliography, and table of contents 4. Assign students the task of skimming possible resources to determine if they are relevant to the research topic 5. Assist students in utilizing library resources when gathering information |
Quiz on using various resources Teacher observation |
R. II S-9 |
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| 20. Demonstrate research writing skills that include the following: writing the outline; proper note taking; writing the thesis statement/theme; writing parenthetical citations; writing the body of the paper; writing the works cited page. |
3.1 3.4 |
1. Review the steps of writing a research paper 2. Assign the students the task of writing a preliminary outline that includes a topic sentence 3. Provide students with an outline that includes irrelevant information. Have students identify and explain what information should be omitte 4. Assign students the task of reading a passage from his/her research source and paraphrasing the information onto a note card 5. Assign students the task of writing note cards that reflect the topic outline as well as include information for citation 6. Participate in class activities that are pertinent to research writing: writing the thesis statement, the body of the paper, parenthetical citations, and works cited page (which should contain a minimum of five sources, with at least one coming from the Internet). Students should refer to style manual provided by the teacher |
R. II W. I S-9 |
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| 21. Research, prepare notes, and present a speech that includes visual and/or non-visual props. |
3.1 3.5 |
1. Assign the type of speech to be delivered - persuasive,
demonstrative, political, etc. 2. Review the techniques for effective delivery: gestures, eye contact, voice modulation, posture, pronunciation, articulation, and timing. Show the class a picture of a famous speech delivery. Have students discuss why body language is an effective means of communication. A suggested speech is one by Malcolm X (LL pp. 200-201) 3. Assign the task of writing the speech to be delivered. Provide a writer’s checklist: a variety of complex sentence structures correct grammar, and effective word choice 4. Assign a variety of group oral presentations: a debate (such as on Roxy’s fate in Puddnhead Wilson); a commercial (such as depicting the down of Dawson’s Landing as a tourist attraction) 5. Assign students the task of using both visual and non-visual prompts in their presentations |
Evaluation of speech/group presentation based on criteria provided by teacher |
R. II S-9 |
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| 22. Collaborate by sharing ideas, examples, and insights productively and respectfully in informal conversation/ discussion, given activities that include classroom discussions, small group collaborative efforts, and impromptu speaking. |
3.1 3.2 |
1. Assign students the task of forming groups to debate a particular
subject 2. Provide the opportunity for open class discussions 3. Provide the opportunity for collaborative grouping for creating an effective non-verbal communication technique, such as creating a travel poster (California’s Salinas Valley) or poster of protest (Salem Witch Trials) |
Teacher observation
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S-9 | |
| 23. Use his/her language arts sills for decision making, negotiating, and problem solving when given a panel report on controversial issues and decision-making tasks. | 3.2 |
1. Review the decisions that critters must make: purpose of writing,
audience to address, subject to present, and structure to use 2. Assign the class to debate a particular newsworthy controversial issue 3. Assign the task of presenting a courtroom drama based on a literature work (such as the rape of Maya Angelou in I Know Why the Cage Bird Sings or the adultery of Hester Pryme and Arthur Dimmesdale in The Scarlet Letter). Assign students to play the role of judge, jury, defense attorney, prosecutor, witnesses, etc 4. Assign students to evaluate the actions of a writer such as Thoreau’s choosing to live in the woods. Instruct the class to present a report to the class explaining what he hoped to learn and what he actually learned |
Teacher observation Evaluation of debate |
R. IV | |
| 24. Recognize the act and importance of listening as a way of receiving meaningful communication, given a source of information such as the research paper, speech, group discussion, dramatization, expression of one’s ideas, dialects environmental sounds, musical sounds, etc. | 3.2 |
1. In response to listening to any given oral presentation, the student
will express comprehension of the topic by responding with comments and
questions 2. Assign students the task of responding to questions (written and oral) generated by the teacher at the conclusion of movies, audio tapes, and guest speakers 3. Assign students the task of generating a response sheet for classmates to complete upon listening to a research paper presentatio 4. Assign students to assume the role of a literary character. Have the students perform monologues in which feelings about events are expressed 5. Assign students to write a story emulating the dialect of an author’s work (such as Maya Angelou, Alice Walker John Steinbeck) then presenting it to the class 6. Assign students the task of listening to musical views and connecting them to literary periods (Church hymns to Puritan time; Flapper music to The Great Gatsby; etc.) 7. Assign students the task of listening to a variety of musical pieces and environmental sounds. Discuss how these can evoke mood and tone 8. Instruct the class to form groups to discuss review questions assigned by the teache 9. Assign a group project in which students will perform a choral reading of a selected poem, such as Carl Sandburg’s "Chicago" or Walt Whitman’s "I Hear America Singing" 10. Assign students the task of selecting a poem and create and perform a dance interpretation of it. Movements of the dance should convey the mood and content of the poem 11. Assign students the task of setting a particular literary piece to music. Music should convey the mood and content of the selection. Musically inclined students should create their own piece |
S-9 | ||
| 25. Respond to print and non-print media through active engagement with appropriate methods of analysis, interpretation and evaluation, given exposure to print and non-print media such as the fine and performing arts, video and television. |
3.5
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1. Provide students the opportunity to take field trips to see the
performing arts whenever possible 2. Assign students the task of making a musical/dramatic video based on a recent literary stud 3. Assign students the task of writing a movie critique based on a recently read book 4. Assign students the task of watching at least two hours of news a week and discussing newsworthy stories with the class |
S-9 | ||
| 26. Use research skills to access, interpret, and apply information from a variety of print and non-print sources, given the exposure to print and non-print media such as the fine and performing arts, video, television, news broadcasts, etc. | 3.5 |
1. Instruct students to follow a newsworthy event as the story develops
over time 2. Assign students the task of using microfilm to access information on a report topic 3. Assign students the task of critiquing a video based on a literary work 4. Teacher should utilize fine arts transparencies provided in resource binders |
S-9 | ||
| 27. Use a variety of technologies as a tool for learning, given exposure to word processing software, audio taping equipment, video taping equipment, and computer programs. | 3.5 |
1. Assign students the task of assessing the Internet for research 2. Assign students the task of using the CD-ROM in the media 3. Assign students the task of using a video camera on a creative project 4. Assign students the task of telling a story on audio tape, complete with sound effects |
Teacher observation | S-9 | |
| 28. Demonstrate the ability to implement study skills by maintaining an accurate and functional notebook. |
3.3 3.4 |
1. Assign the students the task of keeping a notebook for English class 2. Teacher should have a format for notebook entries. For example: Date, Aim, Homework, Journal 3. Teacher should periodically check notebooks for efficiency 4. Periodically allow open notebook quizzes/tests to encourage students to utilize notebook regularly |
Teacher notebook evaluation | ||
NOTE SPECIAL EDUCATION MODIFICATIONS SUGGESTIONS. SEE IEP FOR SPECIFIC ACCOMMODATIONS.
| English Curriculum Guide (1133-1134) | |||||
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Objectives |
Core Curr. Content Standards |
Instructional Activities |
Assessment (Cross-curricular) (Multi-cultural) |
Resources |
EWT HSPT Stanford 9 |
| The student will be able to: | English III (1133-1134): Scope English Grammar & Composition, Level 5, HSPT Success, Scope Workbook | ||||
| 1. Reinforce correct use of grammatical elements through use of: | 3.3 | Teacher observation in all skills areas in addition to specific HSPT Skills tests (departmental or teacher made) |
W. I W. II S-9 |
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| A. Capitalization | 1. Review the basic rules of capitalization | HSPT Skill Test A-1 | |||
| B. Punctuation |
1. Review the basic rules of punctuation 2. Assign a variety of writing/editing assignments in which students will demonstrate proficiency in punctuation rules, either as a whole or as an isolated skill. For example, when focusing on the use of quotation marks and commas, have students write a two-way dialogue to reinforce skill use |
HSPT Skill Test A-2 | |||
| C. Spelling |
1. Review the basic rules of spelling 2. Review words often confused (affect/ effect, chose/choose, advice/advise, etc.) 3. Provide written passages in which students edit for misspellings 4. Include the spelling of select words on all vocabulary tests |
HSPT Skill Test A-3 Weekly spelling tests |
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| D. Verb/Pronoun Usage |
1. Review the basic rules of verb usage 2. Review the basic rules of pronoun and antecedent usage 3. Assign a variety of writing/editing assignments in which students will demonstrate proficiency in verb/pronoun usage rules |
HSPT Skill Test B-1 | |||
| E. Modifiers |
1. Review the basic rules of modifier usage and placement 2. Assign a variety of writing/editing assignments in which students will demonstrate proficiency in modifier usage |
HSPT Skill Test B-3 | |||
| F. Fragments and Run-On Sentences |
1. Review and give examples of run-on sentences and fragments 2. Assign a variety of writing/editing assignments in which students will demonstrate proficiency in proper sentence structure |
HSPT Skill Test B-2 | |||
| G. Subordination |
1. Review the difference between an independent clause and subordinate
clauses (adjective clause, adverb clause, noun clause 2. Assign students the task of identifying incorrect use of subordination and rewriting the sentences/paragraphs correctly |
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| 2. Construct sentences that are void of substandard and imprecise language. |
3.1 3.3 |
1. Discuss the difference between formal English and informal/slang
language. Discuss when/where each is/should be used 2. Provide students a variety of sentences/phrases that are of substandard form. Assign students the task of rewriting them in standard English |
HSPT Skill Tests B-6 and B-7 |
W. II S-9 |
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| 3. Demonstrate the knowledge of proper sentence structure, and combine ideas using a variety of sentence types. | 3.3 |
1. Review the structure of the four basic types of sentences 2. Review with students ways to vary sentence beginnings 3. Provide students with sets of 3-4 short sentences. Assign them the task of combining each of the ideas into a single well-constructed sentence |
HSPT Skill Tests B-5, D-1 and D-2 Evaluation of writing assignments |
W. I W. II |
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| 4. Use transitional words to show chronology, cause and effect, comparison and contrast when writing sentences and paragraphs. | 3.3 |
1. Discuss and review how transitional words/phrases link ideas
throughout written passages 2. Provide short written passages that have no transition use. Assign students the task of correctly inserting transitional words/phrases within sentences and between paragraphs 3. Assign students to read Mark Twain’s "How to Tell a Story" (Globe, p. 289) and outline his steps to telling a story to reinforce chronology 4. Assign students to read Jean de Crevecoeur’s "What is An American?" (Globe, p. 49) and write an essay that compares/contrasts Americans in de Crevecoeur’s time to Americans today 5. Assign students to read Washington Irving’s "The Legend of Sleepy Hollow" (Globe, p. 83) and do "Think About Plot" (p. 99) to reinforce cause/effect 6. Provide students with passages and assign the task of identifying the best transitional word/phrase to: (a) complete a given sentence and (b) use in a paragraph |
HSPT Skill Tests C-1, C-2, C-3, E-1, E-2, E-3, F-2, F-4 Evaluation of Skill Test F-4 (writing assignment) Have students research and write a short report on a culture other than their own in which they compare/ contrast values, traditions, etc. with that of their own |
W. I W. II R. IV |
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| 5. Select details that support the main idea of a paragraph, choosing from a list of detail sentences that help support a particular topic sentence and identify unrelated or redundant sentences. | 3.3 |
1. Discuss the qualities of a sentence 2. Discuss how the topic sentence holds the main idea of a paragraph 3. Assign students to read Patrick Henry’s "Speech in the Virginia Convention" (Globe, p. 13) and Thomas Paine’s "Common Sense". Have students chart out the main idea of each speech and list supporting details used to persuade legislators/colonists to declare war on England. Then have students review each and point out any redundant statements. Finally have students evaluate the adequacy of evidence given to support the idea provided 4. Assign students the task of writing a response to a controversial issue. Students are to avoid writing unrelated ideas/sentences 5. Provide students with short passages that include unrelated/redundant sentences. Assign students to rewrite the passage for cohesiveness 6. Have students distinguish between fact and opinion in the context of a passage |
HSPT Skill Tests F-1, F-2 Evaluation of writing assignments History: American Revolution Speeches |
W. I R. II R. III S-9 |
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| 6. Write a general statement for a set of related details. | 3.3 |
1. Discuss the importance of paragraph unity 2. Discuss ways to develop a good paragraph 3. Assign students the task of reading Chief Joseph’s "No More Forever" (Globe, p. 101) and writing a general statement based on the speech |
HSPT Skill Test F-2 History: Chief Joseph’s Speech |
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| 7. Use parallel structure correctly and identify and correct faulty parallelism when dealing with: (1) coordination of ideas, (2) comparison and contrasting of ideas, and (3) correlative conjunction. | 3.3 |
1. Define parallelism |
HSPT Skill Test B-4 Evaluation of student writing |
W. I W. II |
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| 8. Use the writing process, and a variety of modes of discourse, to compose a variety of written responses for different purposes and audiences. Writing should feature proper use of mechanics, grammar, and format, including a sound summary/conclusion and good overall organization. | 3.3 |
1. Review the importance of coherence in an essay 2. Discuss ways to arrange ideas chronologically, spatially, and in order of importance 3. Review the importance of and implement pre-writing, drafting, revising, rewriting, editing, and publishin 4. Assign students the task of reading Jack London’s "To Build a Fire" (Globe, p. 299) and writing a character description of the main character 5. Assign students the task of writing expository, narrative, expressive, or persuasive essays that pertain to various audiences and/or purposes. Essays should be based on: controversial issue; problem/solution; compare/contrast; cause/effect 6. Assign students the task of responding to a variety of topics in a timed-writing setting in which pre-writing and editing stages will be utilized 7. Assign students the task of responding to oral, written, and pictorial prompts to express feelings to writing. Refer to "Art Credits" (Globe, p. 558) for a list of illustrations/photographs 8. Assign students the task of responding to a variety of essay questions 9. Assign students the task of reading a variety of short passages and paraphrasing what was rea 10. Discuss the importance of word/ sentence choice in effective writing. Have students to identify or write sentences that provide more specific information than the sentence already included in a passage 11. Assign students the task of editing all written work prior to writing final draft |
Teacher observation Peer Editing Holistically - graded student essays |
HSPT Success (pp. 8-16) Teacher/student generated materials Editorials |
W. I W. II S-9 |
| 9. Edit/revise his/her own work as well as the work of others. | 3.3 |
1. Assign students the task of completing editing passages provided in
HSPT Success 2. Assign students the task of peer editing the work of a classmate 3. Provide checklists for proper editing procedures to be utilized by the student: punctuation, grammar, sentence structure, format and word choice 4. Assign students to write a narrative. Then have them edit it for the purpose of improving narrative voic 5. Assign students the task of editing a paragraph derived from literature to reinforce cohesiveness, theme, and sequence of ideas |
Teacher observation Peer editing Evaluation of writing assignments |
HSPT Success |
W. II S-9 |
| 10. Demonstrate an ability to paraphrase that which is read from magazines, newspapers, and novels by writing short paragraphs. |
1. Assign students the task of reading various articles from
newspapers, magazines, etc. Then write a one paragraph summary in his/her
own words 2. Assign students the task of reading a chapter from a novel and writing a short summary of its contents |
W. I | |||
| 11. Continue vocabulary development by augmenting his/her vocabulary through cross-curricular reading and homework assignments and studying context. The student will utilize a dictionary and/or thesaurus on a regular basis. | 3.3 |
1. Assign weekly vocabulary words 2. Assign vocabulary words taken from short story units or novels 3. Assign students the task of keeping an on-going personal log of unfamiliar vocabulary encountered across the curricula 4. Review the difference between connotation and denotation. Assign students to read Jonathan Edward’s "Sinners in the Hand of an Angry God" and have students make a list of the connotations. Discuss why they are more effective than if denotations were used 5. Provide oral vocabulary exams. Read sentences aloud and direct students to complete them with the proper vocabulary word 6. Assign students to read a passage that holds unfamiliar words. Assign the task of defining words via context clues and descriptive words 7. Provide students with words with analogous relationships. Assign the task of matching the correct set of words provided 8. Assign students the task of identifying a words pronunciation based on its stressed/unstressed syllables 9. Assign students the task of using a thesaurus when revising for word choice in writing |
Discussing word origins and foreign words borrowed by the English
language Weekly vocabulary tests Unit vocabulary tests |
R. II S-9 |
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| 12. Demonstrate correct use of newly acquired vocabulary words by writing topical sentences. | 3.3 | 1. Assign students the task of writing introductory paragraphs that contain a particular set of vocabulary words |
W. I R. II |
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| 13. Note the use of vocabulary words as he/she uses them in continued written work. |
3.3
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1. Assign students the task of including a particular set of vocabulary words in letters, essays, poems, etc. written in/outside of class |
W. I R. II |
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| 14. Recognize, read, and respond to various types of literature, such as: | 3.4 |
Teacher observation Evaluation of written work |
W. I R. IV S-9 |
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| A. Poetry |
1. Review elements of poetry: form, sound, imagery, rhyme, meter,
figurative language, etc. 2. Discuss how theme, tone, point of view, etc. are also important in poetry 3. Recite several poems. Discuss the theme(s) found in the poem as well as poetic elements 4. Assign students the task of writing their own poem 5. Assign students the task of reading aloud a selected poem and/or a personal poem, using voice to convey emotions |
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| B. Novels |
1. Define and discuss literary terms such as characterization,
conflict, fore-shadowing, imagery, irony, plot, setting, theme, tone, etc. 2. Assign students the task of making note of specific literary concepts as they read assigned texts 3. Assign students the task of evaluating an author’s technique for developing plot, theme setting, characters, etc. 4. Assign students the task of placing events in a chapter/novel in proper sequential order 5. Assign students the task of keeping a reading log of independent and classroom novels that includes a plot summary and a personal response to the particular chapter/sectio 6. Assign students the task of analyzing how a particular author was affected by his social and cultural surroundings (such as John Steinbeck, Richard Wright, Mark Twain, or F. Scott Fitzgerald) when writing a particular novel 7. Assign students the task of deriving passages that illustrate character feeling about a subject 8. Assign students the task of comparing and contrasting themes, topics, ideas, etc. as they relate throughout books read (such as social economic status, discrimination, dream theme, etc.) 9. Assign students the task of selecting titles for non-titled chapters in the novels such as Of Mice and Men and The Great Gatsby |
Of Mice and Men Puddnhead Wilson Native Son The Great Gatsby |
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| C. Short Stories |
1. Define and discuss the short story as opposed to novels, plays, poetr 2. Assign students the task of identifying specific elements of the short story as they encounter them within a text: characterization, theme, tone, point of view, plot, setting, mood, climax, resolution, etc. 3. Assign students the task of illustrating comprehension of a story by mapping out characters, plot, climax, resolution, and setting. Then assign students the task of mapping out then writing an original story, including the components listed 4. Assign the task of sequencing sentences in paragraphs and in short reading passages 5. Assign students the task of comparing/contrasting the writing style of various authors (such as Dave Barry/ Erma Bombeck, John Steinbeck/Mark Twain). Then have students write a story/passage emulating the style of a specific author 6. Assign various multi-cultural reading selections and provide visual presentations from various cultures. Have students predict how specific cultures would interact and to compare/ contrast the cultures in terms of customs and values. Then have students relate personal experiences. Suggested stories are "My Bondage and My Freedom" (p. 71), "No More Forever" (p. 101), and "I Hear America Singing", (p. 247). Discuss how culture influences language 7. Discuss why authors include certain details in passages: to create mood, to provide imagery, to provide background, etc. Provide students with selected passages in which they will identify what elements the passage contains 8. Assign students the task of identifying problems and solutions as they relate to a given reading assignments 9. Provide students with passages that implicitly states and assumption (such as "Richard Cory"). Then have students identify what that assumption is |
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| D. Drama |
1. Assign the task of reading dramatic fashion Arthur Miller’s
"The Crucible" 2. Discuss the components of drama: script, cast, dialogue, scenery, props, etc. 3. Utilize text and art transparencies that correlate with the work being studied. Have students evaluate visual images 4. Assign the reading of Howard Koch’s "Invasion from Mars" (Globe, p. 408). Discuss why this is fantasy. Then assign "Think About the Selection" (p. 436) to reinforce reality |
Application of The Crucible to the Salem Witch Trials and/or McCarthyism |
The Crucible Invasion from Mars |
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| E. Non-Fiction Works |
1. Assign students the task of reading various biographies such as
"The Autobiography of Benjamin Franklin" (Globe, p. 35), Richard
Wright’s "Black Boy" (p. 485), and Frederick Douglass’
"My Bondage and My Freedom" (p. 366) 2. Assign the task of reading the autobiography of a world renown person and presenting an informative role play to the clas 3. Assign the task of reading Henry David Thoreau’s "Walden" (Globe, p. 175) and Ralph Waldo Emerson’s "Nature" (p. 184). Have students identify each author’s purpose in writing the essays, then assign "Think About Essays" (p. 187) to reinforce meaning 4. Assign students to read David Crockett’s "The Day the Sun Froze" (p. 53) and Dee Brown’s "Godasiyo: The Woman Chief". Discuss each story in terms of folklore. Assign students "Think About Folklore" (p. 61) to compare and contrast the tales 5. Assign students to read Chief Joseph’s "No More Forever" (p. 101). Assign "Write About the Selection" (p. 114) to reinforce student understanding of the story 6. Assign the task of reading various non-fiction works and identifying its genre 7. Assign the task of reading and responding and to workplace texts such as office memos, letters of application, etc 8. Assign students to read Abigail Adam’s "Letter to Her Daughter in the White House" (Globe, p. 27) and do "Write About the Selection" (p. 30) to infer character feelings 9. Provide students with a "How To" article derived from a magazine (how to make a pie, build a birdhouse, etc.) or have students write their own and switch with a classmate. Give the student the task of completing the task in a hands-on manner 10. Provide students with articles concerning comparable items (such as an American football and an European football or roller skates and roller blades). Assign students the task of making a chart to illustrate distinguishing characteristics of each item |
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| 15. Interpret, create, explore, and expand their existing knowledge by developing a better understanding of themselves, of others, and of the world through language and literature. | 3.4 |
1. Assign students the task of reading a novel written by an author of
another culture. Have them make a presentation to the class depicting what
they learned about the particular culture and what
similarities/differences were noted when compared to their own. Suggested
novels are Amy Tan’s The Joy Luck Club, Mark Twain’s The Adventures of
Huckleberry Finn, Mother Teresa’s My Life for the Poor, Jill K. Conway’s
The Road from Conquain, and Sandy Cignero’s The House on Mango Street 2. Assign students the task of making a list of cultural words/phrases found in the books read. Have them make a chart that illustrates similarities to their own vocabulary |
Teacher observation Evaluation of cultural project |
R. IV S-9 |
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| 16. Recognize that reading has many purposes and will demonstrate an ability to choose an approach appropriate to the text and purpose, given as much varied reading material as possible. | 3.4 |
1. Discuss the various reasons why people read: to be entertained, to
become informed, to relax, et .2. Provide students with a variety of reading material from literature to workplace text - and instruct students to respond to each in an appropriate manner. For example, students will respond to literature personally as well as critically; students will read and respond to major newspaper stories; students will read and respond to editorials; students will read and respond to job/credit applications and business letters |
Evaluation of student responses |
R. IV S-9 |
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| 17. Write a comparative essay on two pieces of literature. |
3.3 3.4 |
1. Review the steps to the writing process 2. Discuss how to list similarities between two items such as an apple and an orange 3. Discuss how to link common themes, settings, events, etc. between two works of literatur 4. Assign students the task of writing an essay comparing two pieces of literature. Suggested topics: comparing the dream themes found in The Great Gatsby and Of Mice and Men; Comparing use of imagery in Puddnhead Wilson and Of Mice and Men; Comparing characterization in The Crucible and Native Son; Comparing the theme of revenge in The Crucible and Of Mice and Men |
Teacher evaluation of student work |
W. I R. III |
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| 18. Distinguish between fact and opinion. | 3.2 |
1. Review the difference between fact and opinion 2. Provide students with statements and discuss which is fact and which is opinion 3. Assign students the task of examining speeches such as Patrick Henry’s speech to the Virginia Convention or examining court documents such as that on Sarah Good during the Salem Witch trials. Have students identify which statements are objective and which are not |
Teacher evaluation | R. III | |
| 19. Demonstrate the ability to make full use of the library, given the task of preparing a research paper. | 3.1 |
1. Coordinate with media center director and hold class in center for
3-5 classes 2. Review use of reference section, card catalog, Reader’s Guide, and computer lab 3. Review uses of research resources: preface, index, appendix, bibliography, and table of contents 4. Assign students the task of skimming possible resources to determine if they are relevant to the research topic 5. Assist students in utilizing library resources when gathering information |
Quiz on using various resources Teacher observation |
R. II S-9 |
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20. Demonstrate research writing skills that include the following: writing the outline; proper note taking; writing the thesis statement/theme; writing parenthetical citations; writing the body of the paper; writing the works cited page.
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3.1 3.4 |
1. Review the steps of writing a research paper 2. Assign the students the task of writing a preliminary outline that includes a topic sentence 3. Provide students with an outline that includes irrelevant information. Have students identify and explain what information should be omitted 4. Assign students the task of reading a passage from his/her research source and paraphrasing the information onto a note car 5. Assign students the task of writing note cards that reflect the topic outline as well as include information for citation 6. Participate in class activities that are pertinent to research writing: writing the thesis statement, the body of the paper, parenthetical citations, and works cited page (which should contain a minimum of five sources, with at least one coming from the Internet). Students should refer to style manual provided by the teacher |
R. II W. I S-9 |
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| 21. Research, prepare notes, and present a speech that includes visual and/or non-visual props. |
3.1 3.5 |
1. Assign the type of speech to be delivered - persuasive,
demonstrative, political, etc. 2. Review the techniques for effective delivery: gestures, eye contact, voice modulation, posture, pronunciation, articulation, and timing 3. Assign the task of writing the speech to be delivered. Provide a writer’s checklist: a variety of complex sentence structures correct grammar, and effective word choic 4. Assign a variety of group oral presentations: a debate (such as on Roxy’s fate in Puddnhead Wilson); a commercial (such as depicting the down of Dawson’s Landing as a tourist attraction) 5. Assign students the task of using both visual and non-visual prompts in their presentations |
Evaluation of speech/group presentation based on criteria provided by teacher |
R. II S-9 |
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| 22. Collaborate by sharing ideas, examples, and insights productively and respectfully in informal conversation/ discussion, given activities that include classroom discussions, small group collaborative efforts, and impromptu speaking. |
3.1 3.2 |
1. Assign students the task of forming groups to debate a particular
subject 2. Provide the opportunity for open class discussions 3. Provide the opportunity for collaborative grouping for creating an effective non-verbal communication technique, such as creating a travel poster (California’s Salinas Valley) or poster of protest (Salem Witch Trials) |
Teacher observation |
S-9
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| 23. Use his/her language arts sills for decision making, negotiating, and problem solving when given a panel report on controversial issues and decision-making tasks. | 3.2 |
1. Review the decisions that critters must make: purpose of writing,
audience to address, subject to present, and structure to use 2. Assign the class to debate a particular newsworthy controversial issue 3. Assign the task of presenting a courtroom drama based on a literature work (such as the rape of Maya Angelou in I Know Why the Cage Bird Sings). Assign students to play the role of judge, jury, defense attorney, prosecutor, witnesses, etc. |
Teacher observation Evaluation of debate |
R. IV | |
| 24. Recognize the act and importance of listening as a way of receiving meaningful communication, given a source of information such as the research paper, speech, group discussion, dramatization, expression of one’s ideas, dialects environmental sounds, musical sounds, etc. | 3.2 |
1. In response to listening to any given oral presentation, the student
will express comprehension of the topic by responding with comments and
questions 2. Assign students the task of responding to questions (written and oral) generated by the teacher at the conclusion of movies, audio tapes, and guest speaker 3. Assign students the task of generating a response sheet for classmates to complete upon listening to a research paper presentation 4. Assign students to read Mary Wilkins Freeman’s "The Revolt of Mother" (Globe, p. 267) and do "Develop Your Vocabulary" (p. 287) to reinforce dialect 5. Assign students to write a story emulating the dialect of an author’s work (such as Maya Angelou, Alice Walker John Steinbeck) 6. Assign students the task of listening to musical views and connecting them to literary periods (Church hymns to Puritan time; Flapper music to The Great Gatsby; etc.) 7. Assign students the task of listening to a variety of musical pieces and environmental sounds. Discuss how these can evoke mood and tone |
S-9 | ||
| 25. Respond to print and non-print media through active engagement with appropriate methods of analysis, interpretation and evaluation, given exposure to print and non-print media such as the fine and performing arts, video and television. | 3.5 |
1. Provide students the opportunity to take field trips to see the
performing arts whenever possible 2. Assign students the task of making a musical/dramatic video based on a recent literary study 3. Assign students the task of writing a movie critique based on a recently read book 4. Assign students the task of watching at least two hours of news a week and discussing newsworthy stories with the class |
S-9 | ||
| 26. Use research skills to access, interpret, and apply information from a variety of print and non-print sources, given the exposure to print and non-print media such as the fine and performing arts, video, television, news broadcasts, etc. | 3.5 |
1. Instruct students to follow a newsworthy event as the story develops
over time 2. Assign students the task of using microfilm to access information on a report topic 3. Assign students the task of critiquing a video based on a literary work 4. Teacher should utilize fine arts transparencies provided in resource binders |
S-9 | ||
| 27. Use a variety of technologies as a tool for learning, given exposure to word processing software, audio taping equipment, video taping equipment, and computer programs. | 3.5 |
1. Assign students the task of assessing the Internet for research 2. Assign students the task of using the CD-ROM in the media 3. Assign students the task of using a video camera on a creative project 4. Assign students the task of telling a story on audio tape, complete with sound effects |
Teacher observation | S-9 | |
| 28. Demonstrate the ability to implement study skills by maintaining an accurate and functional notebook. |
3.3 3.4 |
1. Assign the students the task of keeping a notebook for English class 2. Teacher should have a format for notebook entries. For example: Date, Aim, Homework, Journal 3. Teacher should periodically check notebooks for efficiency 4. Periodically allow open notebook quizzes/tests to encourage students to utilize notebook regularly |
Teacher notebook evaluation | ||
NOTE SPECIAL EDUCATION MODIFICATIONS SUGGESTIONS. SEE IEP FOR SPECIFIC ACCOMMODATIONS.
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