Web viewStudents will be able to analyze the definition of the word “popular” and apply it ... Othello. by William Shakespeare. ... and analysis with a group

English 12 Kennett High School 1

ENGLISH 12: COURSE OVERVIEW

Building upon skills covered in Survey, World, and American Literature (see Appendix A),

English 12 emphasizes expository writing, literary analysis, elements of literature, and

vocabulary building. Students will study fiction and non-fiction bestsellers and canonical works,

both long and short. Students will identify and analyze intra- and inter-related themes in

literature by completing an independent reading project. Vocabulary words will focus on not

only college preparation but also analytical skills. Discussion and writing assignments will

emphasize analyzing, interpreting, and evaluating literature. Students will also complete a

literary research paper combining a primary text and secondary criticism, in addition to practical

applications of writing skills. Furthermore, students will develop practical application skills

necessary for college and business success.


COURSE TIMELINE

Week Day 1 Day 2 Day 3 Day 4 Day 51 Course Overview/

Summer ReadingCourse Overview/ Summer Reading

Course Overview/ Summer Reading

Course Overview/ Summer Reading

Vocab H1

2 Novel Unit Novel Unit Novel Unit Novel Unit Novel Unit3 Novel Unit Novel Unit Novel Unit Novel Unit Vocab H24 Novel Unit Novel Unit Novel Unit Novel Unit Novel Unit5 Novel Unit Novel Unit Novel Unit Novel Unit Vocab H36 Hero/Icon Unit Hero/Icon Unit Hero/Icon Unit Hero/Icon Unit Hero/Icon Unit7 Hero/Icon Unit Hero/Icon Unit Hero/Icon Unit Hero/Icon Unit Hero/Icon Unit8 Hero/Icon Unit Hero/Icon Unit Hero/Icon Unit Hero/Icon Unit Hero/Icon Unit9 Hero/Icon Unit Hero/Icon Unit Hero/Icon Unit Hero/Icon Unit Hero/Icon Unit10 Drama Unit Drama Unit Drama Unit Drama Unit Vocab H411 Drama Unit Drama Unit Drama Unit Drama Unit Drama Unit12 Drama Unit Drama Unit Drama Unit Drama Unit Vocab H513 Drama Unit Drama Unit Drama Unit Drama Unit Drama Unit14 Drama Unit Drama Unit Drama Unit Drama Unit Vocab H615 Literary Research

UnitLiterary Research Unit Literary Research Unit Literary Research Unit Literary Research Unit

16 Literary Research Unit

Literary Research Unit Literary Research Unit Literary Research Unit Literary Research Unit





19 Literature Circle/ Nonfiction Unit

Literature Circle/ Nonfiction Unit



Vocab H7











Vocab H8






23 Literature Circle Unit Literature Circle Unit Literature Circle Unit Literature Circle Unit Vocab H924 Literature Circle Unit Literature Circle Unit Literature Circle Unit Literature Circle Unit Literature Circle Unit25 Literature Circle Unit Literature Circle Unit Literature Circle Unit Literature Circle Unit Literature Circle Unit26 Literature Circle Unit Literature Circle Unit Literature Circle Unit Literature Circle Unit Literature Circle Unit27 Literature Circle Unit Literature Circle Unit Literature Circle Unit Literature Circle Unit Literature Circle Unit28 Short Story Unit Short Story Unit Short Story Unit Short Story Unit Vocab H1029 Short Story Unit Short Story Unit Short Story Unit Short Story Unit Short Story Unit30 Short Story Unit Short Story Unit Short Story Unit Short Story Unit Vocab H1131 Short Story Unit Short Story Unit Short Story Unit Short Story Unit Short Story Unit32 Professional Writing

UnitProfessional Writing Unit

Professional Writing Unit


Vocab H12

33 Professional Writing Unit






















UNIT 1: COURSE INTRODUCTION & SUMMER READING

Unit Title: Course Introduction and Summer Reading Grade Level: 12

Subject/Topic Areas: Literature

Key Words: definition and qualifications of “popular”

Designed by: Cheryl Lamoreux Time Frame: 1 week

School District: Kennett Consolidated School: Kennett High

Brief Summary of Unit: All students will have read and prepared for discussion two novels. Upon the beginning of the

school year, students will either submit a reading-response journal or take an objective

assessment of comprehension. In addition, students will prepare an analytical essay.

Discussion of these novels will serve as the touchstone for a student-derived definition of

popular literature.

REQUIRED RESOURCES

Dairy Queen by Catherine Gilbert Murdock Harry Potter and the Sorcerer’s Stone by J. K. Rowling The Curious Incident of the Dog in the Night-Time by Mark Haddon The Hero and the Crown by Robin McKinley The Hunger Games by Suzanne Collins


UNIT OBJECTIVES

ESTABLISHED GOALS: Students will be able to analyze the definition of the word “popular” and apply it to

literature. Students will demonstrate comprehension of texts.

WHAT ESSENTIAL QUESTIONS WILL BE CONSIDERED?

What does “popular” mean? What defines literature? What are the qualifications for popular

literature?

WHAT UNDERSTANDINGS ARE DESIRED?

Structure of a novel Thematic appeal Course intentions

UNIT CONTENT Summer reading title choices

UNIT SKILLS Independent comprehension of text Understanding of author’s purpose Application of text to course criteria


UNIT ASSESSMENTS

What evidence will show that students understand?

PERFORMANCE TASKS: Students will complete an objective test or reading-response journal on book content. Students will respond to an analytical essay prompt.

What other evidence needs to be collected in light of desired results?

OTHER EVIDENCE: Reading response journal

STUDENT SELF-ASSESSMENT AND REFLECTION: Students will evaluate their achievement on the summer reading test and essay.


UNIT 2: THE NOVEL

Unit Title: The Novel Grade Level: 12


Key Words: novel, hero, adaptation

Designed by: Cheryl Lamoreux Time Frame: 4 weeks


Brief Summary of Unit:In this unit, students will read independently and discuss as a class the novel Catching Fire by

Suzanne Collins. Students will analyze the component parts of a novel, aims of social

commentary, and qualities of a hero. In groups, students will also compare the effects of a

film adaptation on the audience’s perception of the theme and social commentary.

REQUIRED RESOURCES

Catching Fire by Suzanne Collins Catching Fire (film)


UNIT OBJECTIVES

ESTABLISHED GOALS: Students will come to a consensus on the qualities of a hero. Students will support their claims about a hero with specific and illustrative details

from the text. Students will do critical research in order to develop and support a critical opinion

using specific, textual evidence.


How do the setting, point of view, and diction influence the reader’s perception of the novel?

What techniques are used in films to portray background and internal monologues in novels?

What contributes to tone, mood, and theme in a work of literature? Film?

How does a producer/director emphasize an element from a piece of literature in a film?

How does a director’s goals for the theme of a film inform decisions about technical elements?

How is the hero portrayed in both the novel and the film adaptation?

Why does society need a hero?


Setting, point of view, and diction influence the reader’s perception of a novel’s theme through creation of mood.

Technical elements in a film, such as establishing shots, convey background information and internal monologues found in novels.

Devices such as figurative language and word choice contribute to tone, mood, and theme in a work of literature.

Producers’ and directors’ use camera angles and lighting to emphasize elements of writing.

A director’s goal affects decisions of camera shot and lighting that emphasize certain themes.

The functions of a hero in society.

UNIT CONTENT The components of a novel The qualities of an effective film

adaptation The aims of social commentary The film techniques used to condense

background information, setting descriptions, and internal monologues of novels

UNIT SKILLS Understand the structure of a novel Master guided note-taking Compare a novel to its film adaptation Debate the portrayal of a hero in the

text vs. film using specific textual evidence and illustrative film evidence.


UNIT ASSESSMENTS


PERFORMANCE TASKS: Short writes: Students will react to events in the novel. Note-taking: Students will compile evidence in preparation for the essay. Literary essay: Students will create a persuasive, literary essay addressing the function

of the hero in the story.


OTHER EVIDENCE: Study guide: Students will complete and comprehend the plot of the novel. Chapter quizzes: Students will demonstrate comprehension.

STUDENT SELF-ASSESSMENT AND REFLECTION: Students will reflect on their definitions of a hero as a foundation for the ensuing unit.


UNIT 3: HERO/ICON PROJECT

Unit Title: Hero/Icon Project Grade Level: 12

Subject/Topic Areas: Literature and Popular Culture

Key Words: non-fiction, fiction, hero, icon

Designed by: Thomasina Gentekos Time Frame: 4 weeks


Brief Summary of Unit:Utilizing the definition from their summative essay, as a class, students will discuss the

definition of a hero and an icon. Then, students will research a hero from literature or from

popular culture and evaluate the hero according to their definition. Students will create a

multi-media presentation and explain the application of their definition and their choice.

REQUIRED RESOURCES

Five articles from library databases and/or academic collection


UNIT OBJECTIVES

ESTABLISHED GOALS: Students will analyze the qualities of various heroes and moments in fiction and non-

fiction. Students will analyze the qualities of various icons in fiction and non-fiction. Students will research and synthesize information about their choices of hero or icon.


What are the characteristics of a hero or an icon?

What impact did this hero or icon have on his or her society?

How are heroes and icons similar? Different?

How does failure affect the status of a hero or an icon?


Popular culture heroes are looked up to for behaviors exhibited publically and privately, while literary heroes follow the prescribed elements of a hero as exemplified in the epic hero.

Icons become symbolic of the best in their fields.

A hero does not need professional stature, as heroism relies on personal qualities. Icons possess these personal qualities, but also act as an exemplars in their fields.

Iconic status can change.

UNIT CONTENT The dictionary definition of literary

hero and class definition of an icon. Similarities and differences of heroes

and icons. Examples of both heroes and icons

from literature and the real world. Characterization, both direct and

indirect, as applied to heroes and icons.

UNIT SKILLS Utilize critical thinking skills,

especially as pertaining to analysis of characterization.

Discuss, both orally and in writing, the comparative justifications for individual nominations of specific heroes.

Apply knowledge discussed in class in original form.


UNIT ASSESSMENTS


PERFORMANCE TASKS: Mini-Research Paper: Students will select a hero and research the individual. They

will present biographical information, information about the hero’s participation in and contribution to the world, and a rationale for why that individual should be considered a hero.


OTHER EVIDENCE: Class discussion Written response: Students will post written responses to the following prompts: What

is your definition of a hero? Compare and contrast defined heroes. Compare and contrast everyday heroes with literary heroes.

Online discussions: Students will participate in an online discussion analyzing a list of heroes nominated by their industry. In this discussion, students will justify their own stances on one of the nominated heroes as well as respond to another student’s posted rationale.

STUDENT SELF-ASSESSMENT AND REFLECTION: Students self-assess their mini-research projects through self and peer-editing process. Students continue to reflect on their own ideas and their classmates’ ideas about the

nature of heroism and iconic status.

UNIT 4: DRAMA


Unit Title: Drama Grade Level: 12


Key Words: drama, tragedy, tragic hero, adaptation



Brief Summary of Unit:In this unit, students will read a Shakespearean tragedy and view two film adaptations.

Students will analyze the component parts of a play, role of a tragic hero or anti-hero, and

dramatic devices. In groups, they will also compare the effects the film adaptations have on

the audience’s perception of theme and social commentary.

REQUIRED RESOURCES

Othello by William Shakespeare Othello (film) O (film)

UNIT OBJECTIVES


ESTABLISHED GOALS: Students will analyze a play for character development, theme, structure, setting, tone,

and mood. Students will analyze the effects camera shots, music, lighting, and technical effects

have on the audience’s perception of theme and character development. Students will support their analysis of a play with specific evidence and illustrative

details from the text. Students will understand a literary tragedy.


How has tragedy evolved through history?

How does the example of the tragic hero’s fall indicate a theme in a play?

What contributes to tone, mood, and theme in a drama? In film?

How does a producer/director emphasize elements from a piece of literature in a film?


Tragedy has evolved through history while maintaining common elements.

The tragic hero’s fall affects the common tragic theme that all actions have repercussions.

Literary devices and stage direction contribute to a drama’s tone, mood, and theme, while technical devices contribute to a film’s tone, mood, and theme.

A producer/director uses technical devices of camera shot, lighting, and sound to emphasize elements of literature.

UNIT CONTENT The component parts of a play The elements of a tragedy The history of a tragedy The tragic hero How scripts for plays and screenplays

differ How to write a comparative critical

analysis

UNIT SKILLS Defend opinion of theme in a group

presentation using specific textual examples and illustrative film examples

Find textual evidence to support opinions about literature

Write comparative critical analysis papers

UNIT ASSESSMENTS



PERFORMANCE TASKS: Presentations: In groups, students will present an analysis of theme in a play in

comparison to its film adaptations. One-page paper: Individually, students will write a comparative critical analysis of film

adaptations to the play.


OTHER EVIDENCE: Study guides: Students will complete study guides for the play and films covered in

this unit. Tests: Students will take objective tests for the play and films covered in this unit. Quizzes: Act and scene quizzes

STUDENT SELF-ASSESSMENT AND REFLECTION: Students will reflect on the tragic hero in preparation for a literary criticism paper.

UNIT 5: LITERARY RESEARCH


Unit Title: Literary Research Grade Level: 12

Subject/Topic Areas: Literature and Scholarly Research

Key Words: primary sources, secondary sources, MLA citation



Brief Summary of Unit:

This unit focuses on writing a literary essay. It will require students to research the topic using

both primary and secondary sources. Students will identify and synthesize critical information

in order to develop and support debatable theses.

REQUIRED RESOURCES

Kennett Consolidated School District database periodicals from: Gale, SIRS and Issues and Controversies

Modern Language Association Handbook, 7th edition


UNIT OBJECTIVES

ESTABLISHED GOALS: Students will understand the differences between primary and secondary sources. Students will understand how to cull and synthesize important information into a

coherent argument. Students will understand the difference between a debatable thesis and a summary. Students will understand how to complete and incorporate research as a support for

their arguments. Students will understand how to insert and cite primary and secondary source material

correctly, following MLA guidelines.


What is the difference between primary and secondary sources?

How are primary and secondary sources valuable in developing a written argument?

What constitutes valuable information when supporting an argument?

What makes a thesis debatable? What research supports a thesis? Where can a person find supporting

research? What is the difference between

summarizing, paraphrasing, and quoting when working with citations?

How does a writer incorporate MLA guidelines into writing?


There are differences between primary and secondary sources.

Each type of source helps to develop an argument.

Some information is valuable, while other information is extraneous.

A debatable thesis is necessary for an analytical paper.

Vetted research that develops the argument of a thesis is necessary.

There are a variety of academic databases available to students.

The standards of Modern Language Association research guidelines.

UNIT CONTENT Thesis statement structure Difference between primary and

secondary sources How to construct an argument to

defend a thesis How to conduct, incorporate, and cite

research

UNIT SKILLS Write well-researched, well-developed

literary essays Apply MLA citation skills throughout

writing


UNIT ASSESSMENTS


PERFORMANCE TASKS: Research notes: Students will identify and record information that will support their

thesis. Final literary research paper: Students will write a literary essay where they develop

and defend a thesis with cited research.


OTHER EVIDENCE: Note-taking: Students will take notes as they read articles. Drafts: Students will complete a rough draft of their essays that they will revise before

submitting a final copy.

STUDENT SELF-ASSESSMENT AND REFLECTION: Peer editing: Students will review and edit peers’ writing. Self-editing and revision: Students will use teacher and peer feedback to review and

revise drafts of their essays.

UNIT 6: NON-FICTION


Unit Title: Non-fiction Grade Level: 12

Subject/Topic Areas: Non-fiction writing and Reading

Key Words: success, outliers



Brief Summary of Unit:Students will read Malcolm Gladwell’s Outliers and discover what makes an outlier, what makes an outlier who is successful, and what factors affect outliers. Student will practice outlining and note-taking with a non-fiction text. Students will analyze how the qualities of an outliers success applies to their own lives.

REQUIRED RESOURCES

Outliers by Malcolm Gladwell

UNIT OBJECTIVES


ESTABLISHED GOALS: Students will identify, describe, evaluate, and synthesize the essential ideas in the text. Students will analyze the qualities of an outlier. Students will support their opinions about the work with specific and illustrative details

from the text.


What is an outlier? What distinguishes outliers who are

successful? How do outliers affect society or

culture? What qualities of successful outliers

can students adapt to their lives?


The definition of outlier. The means by which an outlier

achieves success. The impact of outliers on society.

UNIT CONTENT The characteristics of non-fiction. The understanding of author’s

purpose. Rhetorical strategies in non-fiction.

UNIT SKILLS Identify rhetorical strategies. Describe the characteristics of non-

fiction. Analyze the author’s purpose. Use textual evidence to support an

opinion. Master independent note-taking.

UNIT ASSESSMENTS



PERFORMANCE TASKS: Independent note-taking: Students will master note-taking skills. Analytical essay: Students will synthesize the text and class discussions and

hypothesize how it applies to their personal experiences.


OTHER EVIDENCE: Short writes: Students, after reading portions of the text to be supported with textual

evidence, will complete short written responses. Discussion: Students will participate in small-group and whole-class discussions.

STUDENT SELF-ASSESSMENT AND REFLECTION: Students will complete an analytical essay and reflect on how the characteristics of a

successful outlier apply to their lives. Students will reflect on how their behavior might impact their success. Students will reflect on how cultural conditioning impacts success.

UNIT 7: LITERATURE CIRCLE


Unit Title: Literature Circles Grade Level: 12

Subject/Topic Areas: Independent Reading

Key Words: student-selected, independent application

Designed by: Cheryl Lamoreux Time Frame: marking period (continual)


Brief Summary of Unit:This unit is tied to the novel and drama units and focuses on applying reading strategies to an

independent reading selection to enhance student understanding and interpretation of that text.

Students will identify and analyze the literary elements as they exist within their chosen texts.

Students will discuss their understanding, interpretation, and analysis with a group of their

peers. Students will track their individual progress by setting goals, keeping reading-response

journals, and being accountable for contributing to group discussions.

REQUIRED RESOURCES

Student-selected texts aligned with the novel and drama units, with teacher approval.

UNIT OBJECTIVES


ESTABLISHED GOALS: Students will understand how to choose an appropriate text. Students will understand how to manage their time to meet independent reading

benchmarks. Students will apply various reading strategies to increase independent understanding of

texts.


What is an appropriate book? How does a reader best break a book

into reading sections? Which strategies work best to enhance

understanding, critical thinking, and analysis?


Some texts are better assignment or reading-level appropriate than others.

A reader’s speed of reading should factor into the creation and management of mini-deadlines.

Readers should understand their own reading style and choose and apply appropriate reading strategies.

UNIT CONTENT The basic elements of their chosen

text. How their text applies to the general

curriculum.

UNIT SKILLS Critically analyze literary elements of

chosen texts. Connect texts to other course

materials.

UNIT ASSESSMENTS



PERFORMANCE TASKS: Book presentations: Students will share their ratings and reviews of the book via

multimedia presentations. Response journals: Students will react and respond to their text by using and recording

reading strategies.


OTHER EVIDENCE: Literature circle discussions: Students will meet with small peer groups to discuss a

group-selected novel. Writing prompts: Students will complete a series of writing prompts in response to

their novels.

STUDENT SELF-ASSESSMENT AND REFLECTION: Students will self-assess their reading abilities and interest in various texts.

UNIT 8: SHORT STORY


Unit Title: Short Story Grade Level: 12


Key Words: short story and adaptation

Designed by: Carol Aiken Time Frame: 5 weeks


Brief Summary of Unit:In this unit, students will read several short stories. In all cases, students will analyze the

components parts of a short story. They will also compare the effects the film adaptation have

on the audience’s perception of the theme. Students will also create a screenplay of at least

one scene adapted from a short story and film the scene.

REQUIRED RESOURCES

“The Sentinel” by Arthur C. Clarke—2001: Space Odyssey (film) "The Minority Report” by Philip K. Dick—Minority Report “Shoeless Joe Jackson Comes to Iowa” by W.P. Kinsella—Field of Dreams (film) “My Friend Flicka” by Mary O’Hara—Flicka (film) Alice’s Adventures in Wonderland by Lewis Carroll—Alice’s Adventures

Underground (film) “Robot Dreams” by Isaac Asimov—IRobot (film) “Super Toys Last All Summer Long” by Brian Aldiss—AI (film)

UNIT OBJECTIVES

ESTABLISHED GOALS:


Students will know the component parts of a short story. Students will compare a short story to the film adaptation of the same story. Students will support their opinions about a short story with specific and illustrative

details from the text. Students will evaluate the effect the adaptation has on the audience’s perception of

theme. Students will analyze the effects camera shots, music, lighting, and technical effects

have on the audience’s perception of theme and character development. Students will write a script adaptation of a short story and film a scene from the script.


What contributes to tone, mood, and theme in a short work of prose? In film?

How does a reader analyze a short story?

How does a writer adapt a prose narrative to a screenplay?

What are the special constraints of adapting short prose into film?


Literary devices contribute to a short story’s tone, mood, and theme, while technical devices contribute to a film’s tone, mood, and theme.

A reader analyzes a short story by examining the effects of plot and setting to infer characterization.

A writer must transpose prose into dialogue and stage direction to adapt prose to screenplay.

UNIT CONTENT The component parts of a short story The process of screenplay adaptation

UNIT SKILLS Defend opinion of theme in a reaction

paper with specific textual examples and illustrative film examples

Write a screenplay adaptation of a short story

Film a scene from the screenplay

UNIT ASSESSMENTS



PERFORMANCE TASKS: Reaction paper: Individually, students will develop and defend a scholarly opinion of

the theme of a short story. Screenplay adaptation: In groups, students will compose a screenplay of a scene from a

short story, cast and film the scene, and present the film to the class. Group presentation: In groups, students will analyze themes in a chosen short story and

film.


OTHER EVIDENCE: Reading quizzes: Students will take quizzes on all short stories covered in this unit.

STUDENT SELF-ASSESSMENT AND REFLECTION: Evaluation of each screenplay team’s success in adapting the short story prose to

screenplay dialogue and film.

UNIT 9: PROFESSIONAL WRITING AND SPEAKING

Unit Title: Professional Writing and Speaking Grade Level: 12


Subject/Topic Areas: professional correspondence and etiquette

Key Words: business writing, business documents, professional conduct



Brief Summary of Unit:Students will understand and practice various forms of business correspondence. Students will

also present and practice professional behaviors to ensure success after high school. Students

will read and understand the format of common business documents.

REQUIRED RESOURCES

Business Etiquette in Brief: The Competitive Edge for Today’s Professional by Ann Marie Sabath

From School to Work by J.J. Litrell, James H. Lorenz, Harry T. Smith 101 Great Resumes by Career Press Preparing for Career Success by Jerry Ryan and Roberta Ryan 2500 Keywords to Get Your Hired by Jay A. Block and Michael Betrus Communicating at Work: Principles and Practices for Business and the Professions by

Ronald B. Adler and Jeanne M. Elmhorst Elements of Style by Strunk and White Modern Language Association Handbook, 7th ed.

UNIT OBJECTIVES

ESTABLISHED GOALS: Students will understand the components of successful professional writing.


Students will examine the elements of academic and professional behavior. Students will analyze and adopt the necessary literacy and speaking skills for the

academic and professional world.


What defines academic and professional integrity?

How do ethics and integrity affect the academic and professional community?

What are the characteristics of successful professional writing?


The component and structure of business correspondence.

The accepted forms of professional and academic etiquette.

Academic and professional integrity. Speaking skills necessary for effective

academic and professional communications and interactions.

UNIT CONTENT Types and effective characteristics of

business correspondence Acceptable verbal and written conduct

in the academic and professional world

Analysis and comprehension of the characteristics of effective academic and professional communication

UNIT SKILLS Adopt a professional demeanor Write proper academic and

professional correspondence Write a resume and cover letter, and

other professional documents Present and model effective interview

and presentation skills

UNIT ASSESSMENTS


PERFORMANCE TASKS:


Portfolio: Students will compile a portfolio of their own academic and professional documents.

Presentation: Students will both conduct an interview and participate in an interview.


OTHER EVIDENCE: Students will read and summarize the component parts of a contract. Students will peer-edit and conference academic and professional correspondence.

STUDENT SELF-ASSESSMENT AND REFLECTION: Students will reflect on how proper behavior will ensure their success in their

professional and academic endeavors.

UNIT 10: VOCABULARY


Unit Title: Vocabulary Grade Level: 12

Subject/Topic Areas: Literature and Language Acquisition

Key Words: vocabulary, expression, context clues

Designed by: Cheryl Lamoreux Time Frame: marking period (continual)


Brief Summary of Unit:This unit focuses on improving and expanding student vocabulary. It will emphasize the

importance of an extensive vocabulary and how it can benefit them in their communications.

Using different strategies, students will foster their understanding of new vocabulary and will

integrate this vocabulary into their speech and writing.

REQUIRED RESOURCES

Sadlier-Oxford Vocabulary Workshop, Level H

UNIT OBJECTIVES

ESTABLISHED GOALS:


Students will understand the importance of developing their vocabulary. Students will understand that, by increasing their vocabulary, they will be better able to

express themselves and relate to others. Students will understand that they can use context clues to help them determine word

meaning and appropriate usage.


Why should a person increase his vocabulary?

What benefits does a person with a mature vocabulary have over those without?

What strategies and methods can a person use to integrate new vocabulary into daily usage?


Increasing one’s vocabulary enables greater self-expression.

A mature vocabulary promotes effective communication in a wide variety of situations.

Many methods exist for integrating new vocabulary including notecards, pictorials, sentence creation, and standardized test practice.

UNIT CONTENT The definition of words, including

multiple meanings The context in which words are used

correctly Common synonyms and antonyms

UNIT SKILLS Use words in original context. Use context clues to determine the

best word for completing sample sentences.

UNIT ASSESSMENTS



PERFORMANCE TASKS: Create original sentences using the words. Create and use notecards. Practice standardized test questions using the words.


OTHER EVIDENCE: Quiz—definitions and usage

STUDENT SELF-ASSESSMENT AND REFLECTION: Students will continually reflect on vocabulary growth by using vocabulary in both

speech and writing.


Appendix A: Kennett High School English Department Flow Chart

Honors American Literature

Survey of Literature

Advanced Survey of Literature

Honors Survey of Literature

World Literature Advanced World Literature

Honors World Literature

American Literature Advanced American Literature

English 12 Honors British Literature

Advanced Placement (AP) Literature

Documents

Web viewStudents will be able to analyze the definition of the word “popular” and apply it ... Othello. by William Shakespeare. ... and analysis with a group