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English IV
Recommended Prerequisite: English III
Grades Offered: 9-12
Credit: ½-1
SDE Course Code: 3005
MNPS Course Code: ENG1402
Course Description
This course encompasses a correlated study of reading, language development, literature, composition, listening, and speaking based upon the adopted District Academic Standards for Reading, Writing, Listening and Speaking. The course will also prepare students to demonstrate success on national examinations (e.g., ACT, SAT) and future literary endeavors. Students will engage in out-of-class process writings, “on-demand first-draft” writing experiences in class, and personal writings for specific audiences and purposes (e.g., college applications, scholarships, contests). A minimum of three writing assignments should be evaluated each six weeks, and feedback should be provided, using analytical, holistic, or primary trait assessment tools. The course will emphasize the communication and critical thinking skills that empower students to function effectively in a rapidly changing world.
Course of Study
While this sample outline is chronological within genres, other formats may be considered, including an introductory high-interest mini-unit for the beginning of the year. Students will be expected to take detailed notes from lectures, discussions, and readings to write well-organized, coherent essays. The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text and development of the language. The student will also develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences. The student will continue to learn and effectively use academic vocabulary. Additionally, the student will use, read, and view media/technology; analyze content and concepts accurately; express ideas clearly and effectively in a variety of oral contexts; and apply active listening skills in the analysis and evaluation of spoken ideas.
Resources
MNPS Language Arts Website http://www.mnps.org/PageFactory.aspx?PageID=2287
Standards
MNPS Reading Standards http://www.mnps.org/PageFactory.aspx?PageID=3342
MNPS Writing Standards http://www.mnps.org/PageFactory.aspx?PageID=3247
MNPS Listening and Speaking Standards
http://www.mnps.org/PageFactory.aspx?PageID=3352
MNPS Academic Vocabulary http://www.mnps.org/AssetFactory.aspx?did=9868
Graduation Requirements: Passing Score on the English II Gateway Assessment
Textbooks
Beers, Kylene, et. al. Elements of Literature: Sixth Course. Austin: Holt, Rinehart
and Winston, Inc., 2007. (Basal Adopted 2006) http://hrw.com/
Carroll, Joyce Armstrong, et. al. Writing and Grammar: Communication in Action –
Diamond Level. Saddleback New Jersey: Pearson Prentice Hall, 2004.
(Basal Adopted 2004)
Kinsella, Kate, et. al. Prentice Hall Literature: Timeless Voices, Timeless Themes –
The British Tradition. Saddleback, New Jersey: Pearson Prentice Hall, 2005.
(Classroom set complements the basal language arts adoption)
Essential Literature Information http://www.mnps.org/AssetFactory.aspx?did=5997
Essential Literature Student Copies (Via Library Media Center)
Six Essential Literature texts (total) must be read throughout the year.
· The Canterbury Tales – Geoffrey Chaucer/ Beowulf - Basal
· Frankenstein – Mary Wollstonecraft Shelley
· Macbeth – William Shakespeare - Basal
· The Remains of the Day – Kazuo Ishiguro (H)
· Native Son – Richard Wright (AP)
· Wuthering Heights – Emily Bronte (AP)
· For Choice Selection Titles see English Department Chairperson or Media Specialist
Essential Literature Adapted Texts (Via Library Media Center)
· The Canterbury Tales- Geoffrey Chaucer
· Macbeth – William Shakespeare
· Frankenstein, Mary Wollstonecraft Shelley
Recommended and/or Required Resources:
MNPS Graduate and 12 – K Academic Standards http://www.mnps.org/Page3241.aspx
MNPS Academic Vocabulary http://www.mnps.org/AssetFactory.aspx?did=9868
Curriculum Alignment Guide for Reading and Writing – Grade 12 (Contact Language Arts Office)
Classroom set of Dictionaries (25 per set)
Classroom set of Thesauruses (25 per set)
Sources of Strength/Poetry and Novel
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
-Sample Texts might include but are not limited to…
o From Beowulf, an epic (Essential Literature) (Elements of Literature)
o John Gardner’s Grendel, a novel (Essential Literature – From Choice List)
o A sample of riddles and Old English poetry (Elements of Literature)
o From Chaucer’s The Canterbury Tales (Essential Literature) (Elements of Literature)
In the domain of reading, the student will… (See also MNPS Reading Standards)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
- use oral reading in individual and group presentations.
- develop skills in making inferences and recognizing unstated assumptions.
- use cognitive strategies to evaluate text critically.
In the domain of listening and speaking, the student will… (See also MNPS Listening and Speaking Standards)
o demonstrate an understanding of and respect for diversity.
o demonstrate effective interpersonal skills in group discussions.
o use comprehension strategies to enhance understanding, to make predictions, and to orally respond to literature.
In the domain of writing, the student will… (See also MNPS Writing Standards)
- write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
- identify and write for a variety of audiences.
- use literature as a model for student writing.
- recognize and demonstrate appropriate use of standard English: usage, mechanics, spelling, and sentence structure.
- demonstrate effective writing style by the use of vivid words, a variety of sentence constructions, and appropriate transitions.
Sample Writing Assignments for Assessment (See MNPS Writing Standards)
Please note that a minimum of three writing assignments should be included each six weeks.
- Description of student’s own super-hero persona
- Application of Chaucer’s social analysis to modern society (e.g., modern pilgrims, such as evangelists and talk-show hosts, telling their tales)
- Character analysis
- Practical writing (e.g., resume, portfolio of documented accomplishments)
- Dialectical journals
British Literature Potpourri
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
-Sample texts might include, but are not limited to…
o From Paradise Lost – John Milton (Elements of Literature)
o Alexander Pope’s cantos and rhymed couplets (Elements of Literature)
o The Romantics: Wordsworth, Shelley, Keats, Coleridge (Elements of Literature)
o Mary Shelley’s Frankenstein (Essential Literature)
o The Victorians: Tennyson, Robert Browning, Elizabeth Browning (Elements of Literature)
o 20th-Century: T. S. Eliot, W. B. Yeats, W. H. Auden, Dylan Thomas (Elements of Literature)
o Film clips from Frankenstein
In the domain of reading, the student will… (See also MNPS Reading Standards)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
- use oral reading in individual and group presentations.
- develop skills in making inferences and recognizing unstated assumptions.
- use cognitive strategies to evaluate text critically.
In the domain of listening and speaking, the student will… (See also MNPS Listening and Speaking Standards)
o demonstrate effective interpersonal skills in group discussions.
o use comprehension strategies to enhance understanding, to make predictions, and to orally respond to literature.
o analyze, interpret, and evaluate literary works through spoken language.
o identify the different points of view, biases, judgments, and expectations.
In the domain of writing, the student will… (See also MNPS Writing Standards)
- write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
- use literature as a model for student writing.
- recognize and demonstrate appropriate use of standard English: usage, mechanics, spelling, and sentence structure.
- develop effectively organized writing containing strong voice, clear focus, and well-developed ideas.
- demonstrate effective writing style by the use of vivid words, a variety of sentence constructions, and appropriate transitions.
Sample Writing Assignments for Assessment (See MNPS Writing Standards)
Please note that a minimum of three writing assignments should be included each six weeks.
- Personal narratives, journals, diaries, dialectical journals
- Analysis of a single poem (e.g., graphic organizers such as TP-CASTT (title, paraphrase, connotation, attitude, shifts, title, theme), DIDLS (diction, imagery, details, language, sentence structure
- In-class timed writings (e.g., college essay)
- Culminating poetry project, including brief research into a poet’s ideas
- Essay in response to a literary selection
British Prose
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
- Sample texts might include selections from, but are not limited to . . .
o From Of Studies and from The Essays, “Axioms” – Sir Francis Bacon (Elements of Literature)
o “Araby” – James Joyce (Elements of Literature)
o The Doll’s House- Katherine Mansfield (Elements of Literature)
o The Demon Lover – Elizabeth Bowen (Elements of Literature)
o No Witchcraft for Sale – Doris Lessing (Elements of Literature)
o Once Upon a Time- Nadine Gordimer (Elements of Literature)
o B. Wordsworth – V. S. Naipaul (Elements of Literature)
In the domain of reading, the student will… (See also MNPS Reading Standards)
- discern reading strategies appropriate to text.
- extend reading vocabulary.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
- develop skills in making inferences and recognizing unstated assumptions.
- use cognitive strategies to evaluate text critically.
In the domain of listening and speaking, the student will… (See also MNPS Listening and Speaking Standards)
o demonstrate effective interpersonal skills in group discussions.
o use comprehension strategies to enhance understanding, to make predictions, and to orally respond to literature.
o analyze, interpret, and evaluate literary works through spoken language.
o identify the different points of view, biases, judgments, and expectations
In the domain of writing, the student will… (See also MNPS Writing Standards)
- write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
- use literature as a model for student writing.
- recognize and demonstrate appropriate use of standard English: usage, mechanics, spelling, and sentence structure.
- develop effectively organized writing containing strong voice, clear focus, and well-developed ideas.
- demonstrate effective writing style by the use of vivid words, a variety of sentence constructions, and appropriate transitions.
- research information from various sources to prepare presentations, reports, or papers which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries.
Sample Writing Assignments for Assessment (See MNPS Writing Standards)
Please note that a minimum of three writing assignments should be included each six weeks.
o Description of a setting or event
o Comparison/contrast thesis-driven essay on selected stories
o Character analysis
o Formulate a research question, gather information and analyze the
information using credible sources (primary and secondary), compile
works cited, take notes, create a draft, revise, edit, and publish (consider
multiple format possibilities for presentation).
o Original piece modeled after the style of an author
o Creation of cross-genre writings, based on prose readings
o Original piece that models or extends a short story reading
o Dialectical journal
The Drama
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based etc.) The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
Sample texts might include selections from, but are not limited to . . .
o The Importance of Being Earnest – Oscar Wilde (Essential Literature – Choice Selection)
o That’s All – Harold Pinter
o Macbeth – William Shakespeare (Essential Literature) (Elements of Literature)
o Film clips from Macbeth
o A Lesson Before Dying by Ernest Gaines (Essential Literature- choice selection)
o Film clips related to A Lesson Before Dying
In the domain of reading, the student will… (See also MNPS Reading Standards)
- discern reading strategies appropriate to text.
- use oral reading in individual and group presentations.
- extend reading vocabulary.
- use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
- improve comprehension by interpreting, analyzing, synthesizing, and evaluating written text.
- develop skills in making inferences and recognizing unstated assumptions.
- use cognitive strategies to evaluate text critically.
In the domain of listening and speaking, the student will… (See also MNPS Listening and Speaking Standards)
o demonstrate effective interpersonal skills in group discussions.
o use comprehension strategies to enhance understanding, to make predictions, and to orally respond to literature.
o analyze, interpret, and evaluate literary works through spoken language.
o identify the different points of view, biases, judgments, and expectations
o evaluate oral presentations (speeches, performances, etc.) of both professionals and non- professionals.
In the domain of writing, the student will… (See also MNPS Writing Standards)
- write frequently for a variety of purposes including narration, description, persuasion, exposition, and personal, creative expression.
- use literature as a model for student writing.
- recognize and demonstrate appropriate use of standard English: usage, mechanics, spelling, and sentence structure.
- develop effectively organized writing containing strong voice, clear focus, and well-developed ideas.
- demonstrate effective writing style by the use of vivid words, a variety of sentence constructions, and appropriate transitions.
Sample Writing Assignments for Assessment (See MNPS Writing Standards)
Please note that a minimum of three writing assignments should be included each six weeks.
o Description of a setting or event
- Character analysis
- Opinion paper (e.g., whether the addition of music to drama improves it)
- Original piece that models, extends, or modifies a drama
- Reflective Essay
- Essay documenting a motif in a literary selection
- Creation of a cartoon version of a play
- Dialectical journal
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