COURSE
TITLE: ENGLISH 12
REVISED
2004
ENGLISH
DEPARTMENT
DURATION:
FULL YEAR
COURSE
IS REQUIRED
COURSE
PHILOSOPHY
The
twelfth grade curriculum is designed to immerse students in the literature of the
world and provide daily opportunities for students to compare and contrast the
writings of diverse cultures, both geographically and historically. Students will develop an understanding of
how different cultures and time periods influence writers and themes in order
to create a global literary tradition.
Students will engage in a variety of activities, which focus on reading,
writing, listening, speaking and viewing, in conjunction with multiple genres,
in order to comprehend and analyze the attitudes and customs of multi-cultural
writers from around the world and apply them to society today.
GOALS/LEARNING
OBJECTIVES BY NJCCCS
v
To read a variety of genres in order to develop fluency and
comprehension
v
To identify, access, and apply personal reading strategies,
visualization techniques, and graphic organizers to develop memory retention
and comprehension when reading
v
To use knowledge of word origins and word relationships, as
well as historical and literary context clues, to determine the meanings of
specialized vocabulary
v
To identify, describe, evaluate, and synthesize the central
ideas in informational texts
v
To understand the study of literature and theories of
literary criticism, including rhetorical devices, logical fallacy, and jargon
v
To interpret how literary devices affect reading, emotions,
and understanding
v
To analyze how an author’s use of words creates tone and
mood and how word choice advances the theme or purpose of the work
v
To analyze how works of a given period reflect historical
and social events in order to understand how our literary heritage is part of a
global tradition
v
To compare and evaluate the relationship between past
literary traditions and contemporary writing
v
To appropriately select, read, and critically analyze a
variety of works about one topic and produce evidence of reading
v
To apply information gained from several sources or books on
a single topic or by a single author to foster an argument, draw a conclusion,
or advance a position
v
To critique the validity and logic of arguments advanced in
public documents, their appeal to various audiences, and the extent to which
they anticipate and address reader concerns
Ø
WRITING – NJCCCS 3.2
v
To engage in the full writing process by writing for sustained
amounts of time
v
To analyze and revise to improve style, focus and
organization, coherence, clarity of thought, sophisticated word choice and
sentence variety, and subtlety of meaning
v
To use the computer and word processing software to compose,
revise, edit, and publish a piece
v
To use a scoring rubric to evaluate and improve own writing
and the writing of others
v
To write a range of essays and expository pieces across the
curriculum, such as persuasive, analytic, critique or position papers using a variety
of strategies
v
To write a literary research paper using primary and
secondary sources that synthesizes and cites data using researched information
and technology to support writing
v
To select pieces of writing for a literary portfolio that
reflects a variety of genres as an assessment tool
v
To use Standard English conventions in all writing
v
To demonstrate a well-developed knowledge of English syntax
to express ideas in a lively and effective personal style
Ø
SPEAKING – NJCCCS 3.3
v
To speak in clear, concise, organized language that varies
in content and form for different audiences and purposes
Ø
LISTENING – NJCCCS 3.4
v
To listen actively to information from a variety of sources
in a variety of situations
Ø
VIEWING AND MEDIA LITERACY - NJCCCS 3.5
v
To access, view, evaluate, and respond to print, non-print,
and electronic texts and resources
v
To use technology for research, writing, editing,
publication and presentation
STUDENT
ACTIVITIES
Ø
Define and identify the author’s tone, attitude, purpose,
and style
Ø
Evaluate the credibility of the speaker
Ø
Evaluate the media techniques and messages
Ø
Present an extemporaneous speech
Ø
Prepare a structured debate and panel discussion
Ø
Conduct interviews in real-life situations
Ø
Write for a variety of purposes such as to persuade, enjoy,
entertain, learn, inform, record, respond to reading, and solve problems
Ø
Write on self-related topics in a variety of literary forms
Ø
Write collaboratively and independently
Ø
Use a variety of strategies and activities, such as
brainstorming, listing, discussion, drawing, role-playing, note taking, and
journal writing, for finding and developing ideas about which to write
Ø
Write to synthesize information from multiple sources
Ø
Use figurative language such as simile, metaphor, and
analogies to expand meaning
Ø
Revise content, organization, and other aspects of writing,
using self, peer, and teacher collaborative feedback
Ø
Edit writing for developmentally appropriate syntax,
spelling, grammar, usage, and punctuation
Ø
Publish writing in a variety of formats
Ø
Establish and use criteria for self and group evaluation of
written products
Ø
Develop a portfolio or collection of writings
Ø
Write for real audiences and purposes such as job
applications, business letters, college applications, and memoranda
Ø
Write a research paper that synthesizes and cites data
Ø
Explore the relationship between contemporary writing and
past literary traditions
Ø
Analyze how the works of a given period reflect historical
events and social conditions
Ø
Apply appropriate literary concepts such a rhetorical device,
logical fallacy, and jargon
Ø
Analyze the effect of literary devices, such as alliteration
and figurative language, on the reader’s emotions and interpretation
Ø
Respond to visual messages of humor, irony, and metaphor
Ø
Articulate the connection between visual and verbal message
Ø
Choose and use multiple forms of media to convey what has
been learned
Ø
Integrate multiple forms of media into a finished product
Ø
Compare and contrast media sources, such as book and film
versions of a story
Ø
Solve problems using multimedia technology and be able to
browse, annotate, link, and elaborate on information in a multimedia database
Ø
Use affixes, analogies, context, roots, synonyms, and
antonyms
THE ROLE OF THE
STUDENT
Participation
in the English course of study will require each student to:
Ø
Follow the “Standards in English” Guide for all written
assignments
Ø
Meet all attendance, grading, and discipline requirements as
listed in the “Burlington City High School Student Handbook”
Ø
Keep an organized, informed, legible notebook
Ø
Be responsible for completing all assignments
Ø
Understand and apply literary terms and techniques
Ø
Understand and practice classifying, evaluating, generalizing,
and synthesizing
Ø
Develop speaking and listening skills
Ø
Develop writing skills and techniques by writing essays,
resumes, business letters, research reports, book reviews, and creative pieces
Ø
Recognize, understand, or make use of vocabulary skills such
as affixes, analogies, context, roots, synonyms, and antonyms
Ø
Write in clear, concise, organized language that varies in
content and form
Ø
Read and respond critically to narrative, informational,
workplace, and persuasive/argumentative texts
Ø
Demonstrate and use non-textual and visual information
Ø
Use the media center and computer lab effectively
Ø
Read assigned novels over the summer and complete a variety
of written and oral activities
ASSESSMENT
Ø
Assessment will measure proficiency in all types of
learners. As appropriate, students will
be assessed using:
v
Notebook evaluation
v
Research
v
Written tests
v
Oral tests/quizzes
v Rubrics
v
Essays
v
Oral responses
v
Roles
v
Presentations
Ø
Product outcomes may include:
v
Models
v
Enactments
v
Role playing
v
Essays
v
Video productions
v
Posters
v
PowerPoint presentations
v
Projects
v
Dramas
v
Creative writings
v
Oral presentations
v
Drawings
Ø
Critical Thinking Skills - Tasks to be assessed which
emphasize higher level thinking include:
v
Discerning
v
Grasping
v
Inferring
v
Facilitating
v
Creating
v
Disproving
v
Revealing
v
Proposing
v
Persuading
v
Simulating
v
Evaluating
v
Analyzing
v
Classifying
v
Shifting perspective
v
Comparing/contrasting
v
Synthesizing
ENGLISH 12
MATERIALS
Ø
Primary Text:
v
Timeless Voices/Timeless Themes – World
Masterpieces - Prentice Hall Publishers – 2004
Ø
Supplementary Texts:
v
All Quiet on the Western Front – Remarque
v
The Bluest Eye – Morrison
v
Catcher in the
v
Cry, the Beloved Country – Paton
v
A Guide to MLA Documentation
v
Hamlet – Shakespeare
v
Lord of the Flies – Golding
v
Vocabulary for Achievement – (sixth course)
v
Writing A Research Paper
v
One Day in the Life of Ivan Denisovich – Solzhenitsyn
v
Angela’s Ashes – McCourt
v
Eight Great Tragedies – Ed. Barnet
v
Faust – Goethe
v
Midsummer Night’s Dream – Shakespeare
v
The Taming of the Shrew – Shakespeare
v
As You Like It – Shakespeare
v
Their Eyes Were Watching God – Hurston
v
Passage to
v
The Jungle – Sinclair
v
The Bacchae and Other Plays – Euripides
v
All the Pretty Horses – McCarthy
v
Native Son – Wright
v
Beloved – Morrison
v
Heart of Darkness/Secret Sharer – Conrad
Ø
Films:
v
Hamlet
v
All Quiet on the Western Front
v
Lord of the Flies