Professional Documents
Culture Documents
World Literature II
Curriculum Guide
2013 Edition
APPROVED ON:______________________
BOARD OF TRUSTEES
Richard Morales-Wright, President
Kimberly Brock, Vice President
Tasha Youngblood Brown
Frankie Winrow
Mylo Wright
Table of Contents
BOARD OF TRUSTEES....................................................................................................................................................................................... 3
INTEGRATION OF KNOWLEDGE AND IDEAS ........................................................................................................................................................................... 9
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY..................................................................................................................................................... 10
KEY IDEAS AND DETAILS ...................................................................................................................................................................................................... 10
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY..................................................................................................................................................... 11
TEXT TYPES AND PURPOSES................................................................................................................................................................................................ 18
TEXT TYPES AND PURPOSES (CONTINUED) ........................................................................................................................................................................ 19
PRODUCTION AND DISTRIBUTION OF WRITING................................................................................................................................................................. 19
RESEARCH TO BUILD AND PRESENT KNOWLEDGE ............................................................................................................................................................. 20
RANGE OF WRITING ............................................................................................................................................................................................................ 20
KNOWLEDGE OF LANGUAGE ............................................................................................................................................................................................... 23
PRESENTATION OF KNOWLEDGE AND IDEAS...................................................................................................................................................................... 29
T
Table of Contents
BOARD OF TRUSTEES....................................................................................................................................................................................... 3
PHILOSOPHY ........................................................................................................................................................................................................................... 5
PURPOSE & VISION ................................................................................................................................................................................................................ 5
OUTCOMES ............................................................................................................................................................................................................................. 6
COMMON CORE STATE STANDARDS CURRICULUM ............................................................................................................................................................. 7
Philosophy
In Academy Charter High School, we recognize that each student is unique and that the purpose of education is to enable every student to
acquire the learning skills necessary to compete in the global community. It is essential that we provide a rigorous, high-quality Language
Arts curriculum that allows each students talents and abilities to be developed to their full potential. The Academy Charter Board of
Trustees believes that language is fundamental for all other learning. The Language Arts Curriculum allows children to explore the many
facets that construct the richness of language and the many genres through which authors express ideas about the world with the ultimate
goal of preparing students to read, write, speak and think critically.
Provide a vertical and horizontal framework for content and skills in alignment with the standards and district benchmarks
Provide student outcomes that are developmentally appropriate and measurable
Provide a flexible framework within which teachers can design instructional strategies and models that address various learning
styles for a more individualized student learning environment
Present the Key Elements of content and skills for the purpose of creating an environment of Enduring Understanding through
Essential Questions and student-centered learning scenarios
Provide resources of Best Practices from which teachers can glean examples of instructional strategies upon which they can model
their classes
Intentional cross curricular content connections will guide students through the learning process by the use of active learning techniques
which include:
Discovery
Exploration
Project-based Learning (PBL)
Essential Questioning
Collaborative learning groups
Learning centers
The Language Arts Literacy Curriculum Guide provides a balanced and comprehensive approach that focuses on:
Explicit teaching of skills as a means of supporting mastery of standards English conventions, comprehension strategies and
communication skills to cultivate competent learners
Acquisition of literacy skills to support efficient readers, writers, speakers, listeners and viewers
Engage students in activities to develop self-monitoring strategies before, during and after reading
Instructional activities that provide opportunities for students to engage in problem-solving and inquiry skills
A variety of literary genres to create well rounded readers
Differentiated instructional strategies to address diverse learning styles and needs
Project based authentic learning activities
Instructional practices delivered in meaningful contexts in order to enable students to preserve the learning for future use or
transfer to other learning activities
st
The use of technology as a tool for learning to develop 21 century learners
Intentional, explicit and systematic instruction in phonemic awareness and phonics, fluency, comprehension, and vocabulary
development
OUTCOMES
READING OUTCOMES
WRITING OUTCOMES
Form
Form
Develop thesis
Create opening/closing
Recognize persuasion
Develop conclusions
Extrapolate information
Elaborate
Distinguish information as
relevant/irrelevant/opinion
Outline efficiently
Summarize effectively
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
4. 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and
in
refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
nv
5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
6. Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power,
10
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
B.
C.
KEY ELEMENTS
E.
F.
I.
J.
K.
PERFORMANCE TARGETS
What Students should be able to do
Predict
Summary
Complete a Graphic organizer
Monitor
Decode
Question
Analyze
Deconstruct Passage
Reread
Connect
Skim
Preview
Comprehend
Visual
Browse
Evaluate
Apply Metacognitive
Skills
12
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
Stories
Includes the
subgenres of
adventure
stories, historical
fiction,
mysteries,
myths, science
fiction, realistic
fiction,
allegories,
parodies, satire,
and graphic
novels
Literature
Dramas
Poetry
Includes the
subgenres of
narrative
poems, lyrical
poems, free
verse poems,
sonnets,
odes, ballads,
and epics
Informational Text
Literary Nonfiction and
Historical, Scientific,
and Technical Texts
Includes the subgenres
of exposition, argument,
and functional text in
the form of personal
essays, speeches,
opinion pieces, essays
about art or literature,
biographies, memoirs,
journalism, and
historical, scientific,
technical, or economic
accounts (including
digital sources) written
for a broad audience
C.
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KEY ELEMENTS
personification, simile, metaphor,
hyperbole, allusion).
PERFORMANCE TARGETS
What Students should be able to do
E.
F.
I.
J.
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
Textual Features
Interpret textual features (e.g., charts, maps,
diagrams) sidebars, unit and chapter structures,
titles, subtitles, margin notes, and captions to
comprehend information.
Textual Features
Glossary
Captions
Graphs
Guide Words
Thesaurus
Key
Italics
Index
Tables
Entry
Almanac
Symbols
Bold
Table of Contents
Illustrations
Dictionary
Encyclopedia
Copyright
1.
KEY ELEMENTS
Research
A. Locate information using appropriate
sources and strategies.
PERFORMANCE TARGETS
What Students should be able to do
Demonstrate an understanding of comprehension skills by:
a) Rereading selection to form an opinion about the main idea
b) Taking notes reflecting the chronology of events
c) Making educated guesses or inferences from text clues
Demonstrate mastery of new vocabulary at an 80% mastery
level.
Consistently use new vocabulary in speaking, writing, and when
comprehending text.
th
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
after reading several passages
c) Stating messages/main idea and
developing support in your own words
d) Using cause and effect relationships to
explain what happened and why after
reading informational articles and news
e)Incorporating information from useful internet sites.
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Historical Fiction
Science Fiction
Non-Fiction
Journals
Biographies
Fantasy
Poetry
Essays
Auto-Biographies
Prose
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
2.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audiences knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of
18
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
both in a manner that anticipates the audiences knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome
(e.g., a sense of mystery, suspense, growth, or resolution).
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
KEY ELEMENTS
arguments or
PERFORMANCE TARGETS
What Students should be able to do
information.
Apply grade 12 Reading standards to literature (e.g., Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics).
Apply grade 12 Reading standards to literary nonfiction (e.g., Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and
arguments in works of public advocacy [e.g., The Federalist, presidential addresses]).
Range of Writing
10 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, pu
purposes
Types of Writing
A. Write short stories, poems and plays.
Apply varying organizational methods.
Use relevant illustrations.
Utilize dialogue.
KEY ELEMENTS
B.
C.
F.
PERFORMANCE TARGETS
What Students should be able to do
Maintain a presentation portfolio that should include but not be
limited to:
a) Four polished works showing a variety of writing modes
(exposition, narration, news stories,
autobiography/biographies, creative writing)
b) A written explanation as to why each selection was chosen.
c) A written reflection on the students strengths and
weaknesses in writing
d) portfolio selections should have evidence of the
Persona essay
critical review of a literary text/performance Recommendation
/review
Reflective writing
News article
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
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KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Websters Dictionary of English Usage, Garners Modern American Usage)
as needed.
2. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Spell correctly.
Knowledge of Language
3. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more
fully reading or listening.
Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabians Manual for Writers) appropriate for the discipline and
23
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
writing type.
4. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 1112 reading and content, choosing flexibly from a range
of
strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
5. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
6. 6.Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career
es readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Quality of Writing
KEY ELEMENTS
appropriate for the topic.
Gather, determine validity and
reliability of and organize information.
Employ the most effective format for
purpose and audience.
Write paragraphs that have details and
information specific to the topic and
relevant to the focus.
C.
F.
PERFORMANCE TARGETS
What Students should be able to do
structure.
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
J.
K.
Research
A. Locate information using appropriate sources
and strategies.
Determine valid resources for
researching the topic, including primary
and secondary sources.
Evaluate the importance and quality of
the sources.
26
KEY ELEMENTS
27
PERFORMANCE TARGETS
What Students should be able to do
a teacher-introduced topic to peers, properly utilizing a specific
media resource to aid instruction.
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible;
and determine what additional information or research is required to deepen the investigation or complete the task.
2. 2.Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve
pr problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
3. 3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis,
us and tone used.
28
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
B.
C.
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
situations.
Use complete sentences.
Pronounce words correctly.
Adjust volume to purpose and audience.
Adjust pace to convey meaning.
Add stress (emphasis) and inflection to
enhance meaning.
E.
F.
Contribute to discussions.
Ask relevant, probing questions.
Respond with relevant information, ideas or
reasons in support of opinions expressed.
Listen to and acknowledge the contributions
of others.
Adjust tone and involvement to encourage
equitable participation.
Clarify, illustrate or expand on a response
when asked.
Present support for opinions.
Paraphrase and summarize, when prompted.
Use verbal and nonverbal techniques.
Participate in small and large group discussions
and presentations.
Initiate everyday conversation.
Select a topic and present an oral reading.
Conduct interviews as part of the research
process.
Organize and participate in informal debates.
Share, acknowledge and build on others
ideas.
KEY ELEMENTS
PERFORMANCE TARGETS
What Students should be able to do
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