Jim Thorpe Area School District Planned Course Cover Page

JIM THORPE AREA SCHOOL DISTRICT PLANNED COURSE COVER PAGE

SUBJECT AREA: English

GRADE LEVELS: 12

COURSE LENGTH: One Year, 5 periods per week

COURSE TITLE: 12CP English

COURSE DESCRIPTION/OVERVIEW: This course continues the preparation of college bound students in Language Arts. The literature portion involves a study of World Literature including short stories, novels, classical and modern drama, essays, and poetry. A primary objective is to foster inferential reading and the understanding of literature. Literature provides the basis for analytical and / or evaluative essays. Composition comparison and contrast, cause and effect, process analysis, and classification essay writing. Students are also required to write a brief APA-Style research paper on the life of a world renown author. The program reviews grammar and incorporates college and SAT preparation vocabulary through two separate workbooks

RESOURCES/INSTRUCTIONAL MATERIALS/TEXT: Sadlier-Oxford Vocabulary Workshop, Level G

Novels: The Great Gatsby, The Catcher in the Rye, Death of Salesman, A Streetcar Named Desire, Cat on a Hot Tin Roof, Ordinary People

Anthology: Adventures in Modern Literature

Prentice Hall Writing and Grammar: Communication in Action (Diamond Level).

CURRICULUM/COURSE WRITING COMMITTEE: Susan Becker, Christine Rosenberger, Amanda George, Tom Condly, Seth Miller, Kristin O’Donnell, Sheri Gerber, Rob Kovac, Trudy Miller, Bill Davis, Bob Dailey, Nancy Smith

DATE COMPLETED: 6/22/06

DATE APPROVED BY JTASD BOARD OF EDUCATION:

JIM THORPE AREA SCHOOL DISTRICT PLANNED COURSE

COURSE TITLE: 12 CP English GRADE LEVEL: 12 UNIT: Grammar

PERFORMANCE OBJECTIVES LEVEL OF CONCEPTS, CONTENT, SKILLS MASTERY LEARNING EXPERIENCES PA (STUDENTS WILL KNOW AND BE ABLE TO) Introduction ACTIVITIES, STRATEGIES, ASSESSMENT STRATEGY STANDARDS (Benchmarks) Knowledge TECHNIQUES Application Mastery 1.5 D,E,F Write with a command of the stylistic Note: The four Instruction for grammar portion of levels of Quality of aspects of composition. mastery are PSSA Writing Test that is given in Worksheets Writing • Use different types and lengths of associated with February sentences. each grammar Tests unit. • Use precise language Introduction: Following Chapters from the Use capital letters correctly. *Explanation Prentice Hall Grammar Exercise Quizzes of the th grammatical Workbook, Diamond Edition, 12 Punctuate correctly: periods, exclamation concept. grade: points, question marks, commas, Use of proper grammar in Knowledge: quotation marks, apostrophes, colons, *Worksheets speaking and writing assignments semicolons, parenthesis, hyphens, *Quizzes and brackets, ellipsis Tests Writing Effective Sentences

Application: Use of proper Verb Usage Use nouns, pronouns, verbs, adjectives, grammar in speaking and conjunctions, prepositions, and writing Capitalization interjections properly. assignments. Punctuation Mastery: Use complete sentences. Convention usage in student writing will be at the advanced or proficient level

Elementary Course Title and Curriculum Chart

Elementary Course Title and Curriculum Chart JIM THORPE AREA SCHOOL DISTRICT PLANNED COURSE

COURSE TITLE: 12CP English GRADE LEVEL: 12 UNIT: Novels & Drama

Introduction: Written Essays of Literary *Author Demonstrate fluency and comprehension Complete 4 out of 7 selections Analysis – one paper of at least biography in reading. *Historical Novels & Drama: one page in length for each novel

context 1. The Great Gatsby by F. Scott read. 1.2 *Literary Analyze the effectiveness of the author’s Fitzgerald Reading devices use of literary devices: * Structure and 2. The Catcher in the Rye by J. D. Critically in plot Salinger all Content • Figurative Language: simile, 3. Macbeth by William Areas metaphor, hyperbole, irony, satire Knowledge: *Oral reading Shakespeare • Literary Structures: foreshadowing * Independent 4. Ordinary People by Judith Guest and flashbacks reading 5. Death of a Salesman by Arthur *Class discussion Miller 1.3 Analyze the relationships, uses, and * Teacher 6. A Streetcar Named Desire by Reading, effectiveness of literary elements used by instruction Tennessee Williams Analyzing, one or more authors in similar genres Application: 7. Cat on a Hot Tin Roof by and including characterization, setting, plot, * Class Tennessee Williams Interpreting theme, point of view, tone, and style. discussion in

Literature which students can Strategies/Techniques Analyze the effectiveness, in terms of identify, Class Discussions literary quality, of the author’s use of evaluate, and literary devices. describe the Elementary Course Title and Curriculum Chart PERFORMANCE OBJECTIVES LEVEL OF CONCEPTS, CONTENT, SKILLS MASTERY LEARNING EXPERIENCES PA (STUDENTS WILL KNOW AND BE ABLE TO) Introduction ACTIVITIES, STRATEGIES, ASSESSMENT STRATEGY STANDARDS (Benchmarks) Knowledge TECHNIQUES Application Mastery • Sound techniques such as rhyme, essential ideas Critical Analyses in the text. rhythm, meter, alliteration Cooperative Learning • Figurative language such as personification, simile, metaphor, Mastery: Discovery Learning Tests, quizzes, hyperbole, irony, satire. written essays Oral Reading • Literary structures such as that foreshadowing, flashbacks, demonstrate Silent Sustained Reading the student’s progressive and digressive time. understanding of the 1.4 Types of effectiveness of literary Writing Write complex informational pieces such elements, plot, as analyses, evaluations, essays theme, symbolism • Include a variety of methods to used within the develop the main idea. work. • Use precise language and specific detail.

• Include cause and effect.

1.5 Quality of Writing Write with a sharp, distinct focus.

• Identify topic, task and audience.

Establish and maintain a single • point of view.

Write using well-developed content

appropriate for the topic.

• Gather, determine validity and reliability of, analyze and organize

information. • Employ the most effective format for purpose and audience. • Write fully developed paragraphs Elementary Course Title and Curriculum Chart PERFORMANCE OBJECTIVES LEVEL OF CONCEPTS, CONTENT, SKILLS MASTERY LEARNING EXPERIENCES PA (STUDENTS WILL KNOW AND BE ABLE TO) Introduction ACTIVITIES, STRATEGIES, ASSESSMENT STRATEGY STANDARDS (Benchmarks) Knowledge TECHNIQUES Application Mastery that have details and information specific to the topic and relevant to the focus.

Write with controlled and/or subtle organization. • Sustain a logical order throughout the piece. • Include an effective introduction and conclusion.

Write with a command of the stylistic aspects of composition • Use different types and lengths of sentences. • Use precise language.

Revise writing to improve style, word choice, sentence variety and meaning

Edit writing using the conventions of language. • Spell all words correctly. • Use capital letters correctly. • Punctuate correctly. • Use parts of speech correctly. • Use complete sentences.

Elementary Course Title and Curriculum Chart JIM THORPE AREA SCHOOL DISTRICT PLANNED COURSE

COURSE TITLE: 12CP English GRADE LEVEL: 12 UNIT: Poetry

Written Essays of Literary Introduction: Demonstrate fluency and comprehension Read and analyze 6 to 8 out of 19 Analysis, may include *Author in reading. biography poetry selections from the compare/contrast of certain

*Historical anthology: poems 1.2 context

Reading *Poetic devices Analyze the effectiveness of the author’s * Structure: 1. Major American Poets – Mentor Critically in use of literary devices: Acts, Scenes, Books (1962) all Content Stanza, Verse 2. The Voice That Is Great Within Areas • Figurative Language: simile, metaphor, hyperbole, irony, satire Knowledge: Us - Poetry Anthology – Bantam

*Oral reading Books (1970) • Literary Structures: foreshadowing * Independent 3. “The Gift Outright” by Robert and flashbacks reading *Class Frost 1.3 discussion 4. “The Death of a Soldier” by Reading, * Teacher Wallace Stevens Analyzing, Analyze the relationships, uses, and instruction 5. “The Love Song of J. Alfred and effectiveness of literary elements used by Application: Prufrock” by T. S. Eliot Interpreting one or more authors in similar genres * Class 6. “anyone lived in a pretty how Literature including characterization, setting, plot, discussion in which students town” by E. E. Cummings theme, point of view, tone, and style. can 7. “The Waking” by Theodore Identify, Roethke Analyze the effectiveness, in terms of evaluate, and Elementary Course Title and Curriculum Chart PERFORMANCE OBJECTIVES LEVEL OF CONCEPTS, CONTENT, SKILLS MASTERY LEARNING EXPERIENCES PA (STUDENTS WILL KNOW AND BE ABLE TO) Introduction ACTIVITIES, STRATEGIES, ASSESSMENT STRATEGY STANDARDS (Benchmarks) Knowledge TECHNIQUES Application Mastery literary quality, of the author’s use of describe the 8. “The Bat” by Theodore Roethke essential ideas literary devices. in the text. 9. “The Armadillo” by Elizabeth • Sound techniques such as rhyme, Bishop rhythm, meter, alliteration 10. “The Fish” by Elizabeth Bishop Mastery: • Figurative language such as Tests, quizzes, 11. “Snake” by D. H. Lawrence personification, simile, metaphor, written essays 12. “Do Not Go Gentle into That hyperbole, irony, satire. that Good Night” by Dylan Thomas demonstrate • Literary structures such as the student’s 13. “Nothing Gold Can Stay” by foreshadowing, flashbacks, understanding Robert Frost of the 14. “Acquainted with the Night” by progressive and digressive time. effectiveness of literary Robert Frost Analyze and evaluate in poetry the elements, plot, 15. “Chicago” by Carl Sandburg appropriateness of diction and figurative theme, 16. “Tract” by William Carlos symbolism language. used within the Williams 1.4 Types of work 17. “Incident” by Countee Cullen Writing 18. “My Papa’s Waltz” by Write complex informational pieces such Theodore Roethke as analyses, evaluations, essays 19. “Lady Lazarus” by Sylvia Plath • Include a variety of methods to develop the main idea. Strategies/Techniques • Use precise language and specific Class Discussions

detail. Critical Analyses

• Include cause and effect. 1.5 Quality Cooperative Learning of Writing Discovery Learning Write with a sharp, distinct focus. Oral Reading • Identify topic, task and audience.

Establish and maintain a single Independent Reading • point of view.

Write using well-developed content

appropriate for the topic.

Elementary Course Title and Curriculum Chart PERFORMANCE OBJECTIVES LEVEL OF CONCEPTS, CONTENT, SKILLS MASTERY LEARNING EXPERIENCES PA (STUDENTS WILL KNOW AND BE ABLE TO) Introduction ACTIVITIES, STRATEGIES, ASSESSMENT STRATEGY STANDARDS (Benchmarks) Knowledge TECHNIQUES Application Mastery • Gather, determine validity and reliability of, analyze and organize information. • Employ the most effective format for purpose and audience. • Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus.

Write with controlled and/or subtle organization. • Sustain a logical order throughout the piece. • Include an effective introduction and conclusion.

Write with a command of the stylistic aspects of composition. • Use different types and lengths of sentences. • Use precise language.

Revise writing to improve style, word choice, sentence variety and meaning

Edit writing using the conventions of language. • Spell all words correctly. • Use capital letters correctly. • Punctuate correctly. • Use parts of speech correctly.

Elementary Course Title and Curriculum Chart JIM THORPE AREA SCHOOL DISTRICT PLANNED COURSE

COURSE TITLE: 12CP English GRADE LEVEL: 12 UNIT: Short Stories

Establish a reading vocabulary. story Written Essays of Literary Introduction: Analysis – one paper of at least *Author Demonstrate fluency and comprehension biography one page in length for each short

in reading. *Historical story read. context Read and analyze 2 to 4 out of 16 *Literary devices selections from the anthology: 1.2 Analyze the effectiveness of the author’s * Elements of Reading the short story: use of literary devices. 1. “The Captive” by Luigi Critically in structure and plot Pirandello all Content • Figurative Language: simile, metaphor, hyperbole, irony, satire 2. “Railway Accident” by Thomas Areas Knowledge: Mann • Literary Structures: foreshadowing *Oral reading * Independent 3. “Eveline” by James Joyce and flashbacks reading 4. “The Rocking-horse Winner” by *Class D. H. Lawrence 1.3 discussion * Teacher 5. “The Fly” by Katherine Reading, Analyze the relationships, uses, and instruction Mansfield Analyzing, effectiveness of literary elements used by 6. “Holiday” by Katherine Anne and one or more authors in similar genres Application: * Class Porter Interpreting including characterization, setting, plot, discussion in 7. “The Basement” by Par Literature theme, point of view, tone, and style. which students Lagerkvist can Elementary Course Title and Curriculum Chart PERFORMANCE OBJECTIVES LEVEL OF CONCEPTS, CONTENT, SKILLS MASTERY LEARNING EXPERIENCES PA (STUDENTS WILL KNOW AND BE ABLE TO) Introduction ACTIVITIES, STRATEGIES, ASSESSMENT STRATEGY STANDARDS (Benchmarks) Knowledge TECHNIQUES Application Mastery Analyze the effectiveness, in terms of Identify, 8. “The Ice Palace” by F. Scott evaluate, and literary quality, of the author’s use of describe the Fitzgerald literary devices. essential ideas 9. “The Far and the Near” by • Sound techniques such as rhyme, in the text. Thomas Wolfe

rhythm, meter, alliteration. 10. “The Wasteland” by Alan Paton • Figurative language such as Mastery: 11. “Across the Bridge” by Graham personification, simile, metaphor, Tests, quizzes, Greene written essays hyperbole, irony, satire. that 12. “The Key” by Eudora Welty • Literary structures such as demonstrate 13. “War” by Milovan Djilas the student’s 14. “The Guest” by Albert Camus foreshadowing, flashbacks, understanding progressive and digressive time. of the 15. “The Magic Barrel” by Bernard 1.4 Types of effectiveness Malamud Writing of literary 16. “Should Wizard Hit Mommy” elements, plot, Write complex informational pieces such theme, by John Updike as analyses, evaluations, essays. symbolism used within the Strategies/Techniques • Include a variety of methods to work. develop the main idea. Class Discussions

• Use precise language and specific Critical Analyses detail. Cooperative Learning • Include cause and effect. 1.5 Quality Discovery Learning of Writing Write with a sharp, distinct focus. Oral Reading

• Identify topic, task and audience. Silent Sustained Reading

Establish and maintain a single • point of view.

Write using well-developed content

appropriate for the topic.

• Gather, determine validity and reliability of, analyze and organize information. Elementary Course Title and Curriculum Chart PERFORMANCE OBJECTIVES LEVEL OF CONCEPTS, CONTENT, SKILLS MASTERY LEARNING EXPERIENCES PA (STUDENTS WILL KNOW AND BE ABLE TO) Introduction ACTIVITIES, STRATEGIES, ASSESSMENT STRATEGY STANDARDS (Benchmarks) Knowledge TECHNIQUES Application Mastery • Employ the most effective format for purpose and audience. • Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus.

Write with controlled and/or subtle organization. • Sustain a logical order throughout the piece. • Include an effective introduction and conclusion.

Write with a command of the stylistic aspects of composition. • Use different types and lengths of sentences. • Use precise language.

Revise writing to improve style, word choice, sentence variety and meaning.

Elementary Course Title and Curriculum Chart JIM THORPE AREA SCHOOL DISTRICT PLANNED COURSE

COURSE TITLE: 12CP English GRADE LEVEL: 12 UNIT: Writing

PERFORMANCE OBJECTIVES LEVEL OF CONCEPTS, CONTENT, SKILLS MASTERY LEARNING EXPERIENCES PA (STUDENTS WILL KNOW AND BE ABLE TO) Introduction ACTIVITIES, STRATEGIES, ASSESSMENT STRATEGY STANDARDS (Benchmarks) Knowledge TECHNIQUES Application Mastery 1.3 Reading, Read and understand works of literature. Note: The four Instruction in the 5-paragraph essay All written assignments are levels of Analyzing, mastery are format. graded using a four point rubric and Analyze the relationships, uses, and associated with based on the Pennsylvania state Interpreting effectiveness of literary elements used by each writing Instruction in the steps of the writing domains for effective writing: lesson. Literature one or more authors in similar genres process. • Focus including characterization, setting, plot, Introduction: • Brainstorm • Content theme, point of view, tone, and style. *Explanation Outline of the genre • • Organization 1.4 Types of *Clear • Rough Draft • Style Writing Analyze the effectiveness, in terms of directions for • Final Copy • Conventions literary quality, of the author’s use of the assignment

literary devices. Knowledge: In addition to the rubric 1.5 Quality • Sound techniques such as rhyme, *Samples of All written assignments are to be assessment, teacher comments are the genre of Writing rhythm, meter, alliteration preceded by: made on each essay, which note (modeling) • Figurative language such as • Explanation of the genre student strengths and challenge personification, simile, metaphor, Application: Samples of the genre areas. Applying the • 1.6 hyperbole, irony, satire. (modeling) Speaking steps of the • Literary structures such as writing process • Clear directions, preferably Writing assignments are graded and foreshadowing, flashbacks, to produce a in a written format on the following levels of completed Listening progressive and digressive time. performance: essay Benchmark papers, specifically ones • Advanced

Analyze and evaluate in poetry the Mastery: of exceptional quality, are to be • Proficient appropriateness of diction and figurative *Students analyzes modeled after each assignment, so • Basic language such as irony, understatement, teacher that students will understand the • Below Basic overstatement, and paradox. comments on grade they received and be able to essay and formulate skills to improve their grading rubric Benchmark papers, specifically for writing. ones of exceptional quality, are to Elementary Course Title and Curriculum Chart PERFORMANCE OBJECTIVES LEVEL OF CONCEPTS, CONTENT, SKILLS MASTERY LEARNING EXPERIENCES PA (STUDENTS WILL KNOW AND BE ABLE TO) Introduction ACTIVITIES, STRATEGIES, ASSESSMENT STRATEGY STANDARDS (Benchmarks) Knowledge TECHNIQUES Application Mastery Read and respond to nonfiction and understanding be modeled after each of individual fiction including poetry and drama. strengths and Students are to read teacher assignment, so that students will challenge areas comments and grading rubrics on understand the grade they Write complex informational pieces such *Benchmark returned writing assignments in received and be able to formulate papers of as analyses, evaluations, essays. exceptional order to identify their individual skills to improve their writing. • Include a variety of methods to quality are strength and challenge areas. develop the main idea. modeled after Students are to read teacher each • Use precise language and specific assignment Students are to place completed comments and grading rubrics on detail. *Common writing assignments in an English returned writing assignments in mistakes made binder for the purpose of analyzing order to identify their individual • Include cause and effect. on the specific assignment are academic growth. strength and challenge areas. Write with a sharp, distinct focus. discussed in class. • Identify topic, task and audience. Students are to place completed *Students Writing Assignments: writing assignments in an English • Establish and maintain a single place graded point of view. writing binder for the purpose of assignments in Short analytical piece of at least one analyzing academic growth. their loose -leaf Write using well-developed content binders for the page in length for each novel, short appropriate for the topic. purpose of story, or poem read. analyzing • Gather, determine validity and academic College Essay reliability of, analyze and organize growth over information. the school year. EVA Awards Essay • Employ the most effective format * The goal in

for purpose and audience. successive Cause and Effect Essay Write fully developed paragraphs lessons and • writing that have details and information assignments is Compare/Contrast Essay specific to the topic and relevant to to have

the focus. students writing at an Three major pieces per school ear

advanced or that include brainstorm, outline, Write with controlled and/or subtle proficient rough draft, and final copy. This organization. level, which is necessary to does not include the book report, • Sustain a logical order throughout pass the PSSA Writing Test. but may include the the piece. compare/contrast essay and the Elementary Course Title and Curriculum Chart PERFORMANCE OBJECTIVES LEVEL OF CONCEPTS, CONTENT, SKILLS MASTERY LEARNING EXPERIENCES PA (STUDENTS WILL KNOW AND BE ABLE TO) Introduction ACTIVITIES, STRATEGIES, ASSESSMENT STRATEGY STANDARDS (Benchmarks) Knowledge TECHNIQUES Application Mastery • Include an effective introduction compare/ contrast essay and may be and conclusion. in response to a novel or short story read. Write with a command of the stylistic aspects of composition. APA Style Research Paper on a • Use different types and lengths of world renown author sentences. • Bibliography and note cards • Use precise language. • Research • Outline Revise writing to improve style, word • Parenthetical Notation choice, sentence variety and meaning. • Rough Draft • Bibliography Edit writing using the conventions of • Cover Page language. • Final Copy • Spell all words correctly. • Use capital letters correctly. • Punctuate correctly. • Use parts of speech correctly. • Use complete sentences.

Listen to others. • Ask clarifying questions. • Synthesize information, ideas, and opinions to determine relevancy. • Take notes.

Listen to selections of literature (fiction and nonfiction) • Relate them to previous knowledge. • Predict solutions to identified problems.

Elementary Course Title and Curriculum Chart PERFORMANCE OBJECTIVES LEVEL OF CONCEPTS, CONTENT, SKILLS MASTERY LEARNING EXPERIENCES PA (STUDENTS WILL KNOW AND BE ABLE TO) Introduction ACTIVITIES, STRATEGIES, ASSESSMENT STRATEGY STANDARDS (Benchmarks) Knowledge TECHNIQUES Application Mastery • Summarize and reflect on what has been heard. • Identify and define new words and concepts. • Analyze and synthesize the selections relating them to other selections heard or read.

Speak using skills appropriate to formal speech situations. • Use a variety of sentence structures to add interest to a presentation. • Pace the presentation according to audience and purpose. • Adjust stress, volume, and inflection to provide emphasis to ideas or to influence the audience.

Participate in small and large group discussions and presentations. • Initiate everyday conversation. • Select and present an oral reading on an assigned topic. • Conduct interviews. • Participate in a formal interview. • Organize and participate in informal debate around a specific topic.

Use media for learning purposes. • Use various forms of media to

Elementary Course Title and Curriculum Chart PERFORMANCE OBJECTIVES LEVEL OF CONCEPTS, CONTENT, SKILLS MASTERY LEARNING EXPERIENCES PA (STUDENTS WILL KNOW AND BE ABLE TO) Introduction ACTIVITIES, STRATEGIES, ASSESSMENT STRATEGY STANDARDS (Benchmarks) Knowledge TECHNIQUES Application Mastery elicit information, to make a student presentation and to complete class assignments and projects. • Evaluate the role of media in focusing attention and forming opinions. • Create a multi-media presentation for display or transmission that demonstrates an understanding of a specific topic or issue or teaches others about it.

Elementary Course Title and Curriculum Chart