Oroville Union High School District
English Curriculum

Language Arts - Bridge to the Future: Science Fiction

Bridge to the Future: Science Fiction

COURSE TITLE: The Bridge to the Future: Science Fiction in Film and Literature (Upper Division)

LENGTH OF COURSE:    One Semester

TYPE OF CREDIT: English Core (5 credits)
    
GRADE LEVEL:    11-12

PREREQUISITES:    

English 9 and 10; Upper Division Standing

REQUIRED TEXTS:    

Fifty Short Science Fiction Tales,    Isaac Asimov and Martin Greenberg, ed.
Foundation, Isaac Asimov
The Martian Chronicles, Ray Bradbury
Dune, Frank Herbert
Cat's Cradle, Kurt Vonnegut
Do Androids Dream of Electric, Phillip K. Dick
Sheep?

SUPPLEMENTAL RESOURCES:            

The Demolished Man, Alfred Bester
Childhood's End, Arthur C. Clark
To Your Scattered Bodies Go    , Philip Jose Farmer
Stranger in a Strange Land, Robert Heinlein    
More Than Human, Theodore Sturgeon
Slan, A. E. Van Vogt
The Sirens of Titan, Kurt Vonnegut
Enders Game, Orson Scott Card

Additional books from the State of California Reading List, unless specified for another grade level.

FILMS:                Star Wars
                    Soylent Green
                    Invasion of the Body Snatchers
                    Adventures of Baron Munchausen    
                    Enemy Mine

COURSE DESCRIPTION

This class is designed for students who like to delve into big ideas: What would happen if human beings could change space and time? What if parallel universes really did exist? What if there is alien intelligence? What if human beings could achieve, through evolution or technology, a whole spectrum of mental powers? What if part or all of humanity could become immortal? The concepts in this course test our humanity against the challenges of different realities.

COURSE GOALS:

Students will:
·    read and comprehend at all levels (literal, interpretive, application) a variety of materials and genres, and adjust reading strategies to both purpose and materials
·    write, using the writing process, well-organized and coherent pieces in a variety of modes.
·    listen actively; take accurate, organized notes; evaluate critically; and follow oral directions.
·    speak both formally and informally to a group; use effective oral presentation techniques, and participate constructively in discussions.
·    use technology to access information.

COURSE OBJECTIVES:

Students will:
·    demonstrate understanding of assigned readings and films through quizzes, essay exams, discussions, oral presentations, and writing.
·    compare the experiences of characters in their reading with their own and universal human experience.
·    evaluate the possibility that situations in their reading may actually happen in the future.
·    trace the universal themes of myth and other literature in science fiction.
·    participate actively in peer response groups, offering and accepting constructive criticism.
·    participate actively in class and small group discussions.
·    demonstrate increased proficiency at evaluating their own reading, writing, speaking and listening.
·    write paragraphs, essays and a research paper from assigned topics.
·    create and present orally, a final project based on some aspect of the course of study.

METHODS OF EVALUATION:

Teachers evaluate students' reading, writing, speaking and listening skills using a variety of methods* including but not limited to:

    Four formal essays
    One 5-8 page research paper using MLA format
    Quizzes on assigned reading and films
    Four essay exams
    One informative speech
    One dramatic reading
    Participation in class discussion

BOARD ADOPTION DATE: July 18, 2001.


Word Analysis, Fluency, & Vocabulary Dev
Students apply their knowledge of word origins to determine the meanings of new words encountered in reading materials and use those words accurately.

    Etymology of Terms in History
The learner will be able to trace the etymology of significant terms used in political science and history.
Strand Scope Source
Vocabulary & Concept Development Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 1.1; STAR 2001 Blueprint 20% of English Language Arts Exam: 10 items from Grade 10 Reading 1.0, including items on this standard.
  
    Greek, Latin, Anglo-Saxon Roots/Affixes
The learner will be able to apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology.
Strand Scope Source
Vocabulary & Concept Development Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 1.2; STAR 2001 Blueprint 20% of English Language Arts Exam: 10 items from Grade 10 Reading 1.0, including items on this standard.
Instructional Resources
- Web Page, http://english.glendale.cc.ca.us/roots.dict.html [On-line]
List of Greek and Latin Roots
- Web Page, General Explanation of Roots [On-line]
www.literacyunlimited.com
- Web Page, http://english.glendale.cc.ca.us/roots.html [On-line]
Quiz on roots.
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, pages 475, 310, 129, 196-197 [Textbook]
Identifiying/Using Affixes
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 127-129 [Textbook]
Revolutionary English
  
    Meanings of Analogies
The learner will be able to discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
Strand Scope Source
Vocabulary & Concept Development Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 1.3; STAR 2001 Blueprint 20% of English Language Arts Exam: 10 items from Grade 10 Reading 1.0, including items on this standard.
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Page 890 [Textbook]
Analogies: Thought Provoking Comparisons
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, page 112 [Textbook]
Analogies are often used in argument and persuasion
  

Reading Comprehension (Informational)
Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Readings in Literature, Grades Nine Through Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature such as textbooks, technical manuals/instructions, magazines, newspapers, biographies/autobiographies, ballots and propositions, maps, charts, graphs, and online information.

    Reading Strategies
The learner will be able to use strategies such as SQ3R (survey, question, read, recite, review) to effectively gain information.
Strand Scope Source
Structural Features of Info. Materials Introduce Oroville Union High School District(a)
Instructional Resources
- Web Page, Description of SQ3R Method [On-line]
http://www.cmd.stthomas.edu/studyguides/wrtstr.htm
  
    Features & Rhetoric of Public Docume
The learner will be able to analyze both the features and rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms, ballots/propositions) and the way in which authors use those features and devices.
Strand Scope Source
Structural Features of Info. Materials Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.1; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Page 106-112 [Textbook]
Thomas Paine: The American Crisis and Question
  
    Structure of Functional Documents
The learner will be able to analyze the structure of functional documents, including charts and graphs, leases, schedules, notices, maps, simple tax forms, and basic legal documents.
Strand Scope Source
Structural Features of Info. Materials Introduce Oroville Union High School District(a)
  
    Clarity of Meaning
The learner will be able to analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.
Strand Scope Source
Comprehension & Analysis of Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.2; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 105, 112, 786, 1165 [Textbook]
Finding the Main Idea
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Page 1217-1219 [Textbook]
Responding to Literature
  
    Fact & Opinion in Expository Texts
The learner will be able to verify and clarify facts presented in other types of expository texts by using a variety of consumer and public documents. Distinguish between fact and opinion.
Strand Scope Source
Comprehension & Analysis of Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.3; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.
  
    Interpretation Defense & Clarificati
The learner will be able to make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretations.
Strand Scope Source
Comprehension & Analysis of Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.4; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 359-361 [Textbook]
Challenging the Text: "Who Understands Me but Me"/"Song of Myself"
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Page 696 [Textbook]
Emotions that suggest more universal themes
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 725 [Textbook]
character analysis
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 742 [Textbook]
Compare/Contrast attitudes towards death
  
    Influence of Audience
The learner will be able to recognize how audience influences the style and content of a publication.
Strand Scope Source
Comprehension & Analysis of Text Master Oroville Union High School District(a)
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 335, 510, 516, 806, 897 [Textbook]
Audience
  
    Author's Assumptions & Beliefs
The learner will be able to analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.
Strand Scope Source
Comprehension & Analysis of Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.5.
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 84-97 [Textbook]
Challenging the Text:"Poor Richard's Almanac"/The Atuobiography of Benjamin Franklin
  
    Critique of Arguments in Public Document
The learner will be able to critique the power, truthfulness, and validity of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion) and recognize bias and pro and con positions.
Strand Scope Source
Expository Critique Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.6; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.
  

Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature, including prose, poetry, and drama, that reflect and enhance their studies or history and social science. They conduct in-depth analyses of recurrent themes. The selections in Recommended Reading and Literature, Grades Nine Through Twelve illustrate the quality and complexity of materials to be read by students.

    Characteristics of Subgenres
The learner will be able to analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral, stream of consciousness) that are used in poetry, prose, plays, novels, short stories, and other basic genres.
Strand Scope Source
Structural Features of Literature Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.1
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Page 962 [Textbook]
Elements of Literature: Satire
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, pages : 624, 631 [Textbook]
Parody: "The Secret Liife of Walter Mitty"
  
    Structural Features of Poetry
The learner will be able to analyze structural features of poetry (e.g., free verse, narrative, sonnet, rhymed verse, and blank verse).
Strand Scope Source
Structural Features of Literature Master Oroville Union High School District(a)
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, page 355, 365 [Textbook]
Poetic terminology
  
    Theme of Meaning
The learner will be able to analyze the way in which the theme of meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
Strand Scope Source
Analysis of Grade-Level-Appropriate Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.2
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 634 [Textbook]
Subtle and complex themes in "A Worn Path"
  
    Rhetorical & Aesthetic Purposes
The learner will be able to analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical or aesthetic purposes or both.
Strand Scope Source
Analysis of Grade-Level-Appropriate Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.3
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 485 [Textbook]
Situational Irony
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 921 [Textbook]
Situational and Dramatic Irony
  
    Poets' Use of Language
The learner will be able to analyze ways in which poets use language (e.g., imagery, personification, figures of speech, alliteration, assonance, hyperbole, onomatopoeia, rhyme, simile, metaphor, meter, and rhythm) to evoke readers' emotions.
Strand Scope Source
Analysis of Grade-Level-Appropriate Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.4
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 1189-1203 [Textbook]
Handbook of Literary Terms
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 342-405 [Textbook]
A New American Poetry:Whitman and Dickinson
  
    American Literature
The learner will be able to analyze recognized works of American literature representing a variety of genres and traditions: a. Trace the development of American literature from the colonial period forward. b. Contrast the major periods, themes, styles, and trends, and describe how works of members of different cultures relate to one another in each period. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings .
Strand Scope Source
Analysis of Grade-Level-Appropriate Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.5
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 2-18 [Textbook]
Beginnings-1800
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 138-150 [Textbook]
American Romanticism 1800-1860
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 206-210 [Textbook]
The American Renaissance 1840-1860
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 408-422 [Textbook]
American Realism 1850-1900
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 524-536 [Textbook]
The Moderns 1900-1950
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 904-918 [Textbook]
Contemporary Literature 1850-Present
  
    Archetypes from Myth & Tradition
The learner will be able to analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world can be used to interpret Shakespeare's tragedy Macbeth).
Strand Scope Source
Analysis of Grade-Level-Appropriate Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.6
  
    World Literature
The learner will be able to analyze recognized works of world literature from a variety of authors: a. Contrast the major literary forms, techniques, and characteristics of the major literary periods (e.g., Homeric Greece, medieval, romantic, neoclassic, modern). b. Relate literary works and authors to the major themes and issues of their eras. c. Evaluate the philosophical, religious, political, ethical, and social influences of the historical period that shaped the characters, plots, and settings .
Strand Scope Source
Analysis of Grade-Level-Appropriate Text Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.7
  
    Political Assumptions in Literature
The learner will be able to analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women's role in organized labor). (Political approach).
Strand Scope Source
Literary Criticism Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.8
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 99-129 [Textbook]
The American Dream: Henry, Paine, Wheatly, Jefferson
  
    philosophical Arguments in Literature
The learner will be able to analyze the philosophical arguments presented in literary works to determine whether the author's positions have contributed to the quality of each work and credibility of the characters. (Philosophical approach).
Strand Scope Source
Literary Criticism Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.9
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 298-308 [Textbook]
Nathaniel Hawthorne - "The Minister's Black Veil" and activities.
  

Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process.

    Elements of Discourse in Writing
The learner will be able to demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.
Strand Scope Source
Organization and Focus Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.1
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 809 [Textbook]
Learning for Life: Writing Retirement Brochure
  
    Point of View, Characterization & St
The learner will be able to use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes.
Strand Scope Source
Organization and Focus Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 1189-1203 [Textbook]
Handbook of Literary Terms
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 466-475 [Textbook]
Ambrose Bierce - "Occurrence at Owl Creek Bridge"
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Page 474 [Textbook]
Ambrose Bierce - "Occurrence at Owl Creek Bridge": Point of View Exercise
  
    Structure of Ideas & Arguments
The learner will be able to structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.
Strand Scope Source
Organization and Focus Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.3
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 331-338 [Textbook]
Workshop - Persuasive Writing
  
    Unity & Coherence in Writing
The learner will be able to write with unity and coherence (e.g., establish and maintain controlling idea; sequence paragraphs effectively; use transitions; provide ample, concrete support).
Strand Scope Source
Organization and Focus Master Oroville Union High School District(a)
  
    Quotes & Context
The learner will be able to lead into quotes when appropriate by providing context.
Strand Scope Source
Organization and Focus Master Oroville Union High School District(a)
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Page 1211 [Textbook]
Guidelines for Using Quotations
  
    Rhetorical Devices in Writing
The learner will be able to enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.
Strand Scope Source
Organization and Focus Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.4
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 167 [Textbook]
Writing an Editorial
  
    Language Use & Tone
The learner will be able to use language in natural, fresh, and vivid ways to establish a specific tone.
Strand Scope Source
Organization and Focus Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.5
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 127-129 [Textbook]
Revolutionary English: Usage and Tone
  
    Research Questions & Strategies
The learner will be able to develop presentations by using clear research questions and creative critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources, research papers, panel discussions).
Strand Scope Source
Research and Technology Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.6
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 1204-1219 [Textbook]
Communications Handbook
  
    Organizing & Recording Information
The learner will be able to use systematic strategies to organize and record information ) eg., anecdotal scripting, annotated bibliographies).
Strand Scope Source
Research and Technology Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.7
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1210 [Textbook]
Guideliness for Source Cards
  
    Databases, Graphics, & Spreadsheets
The learner will be able to integrate databases, graphics, and spreadsheets into word-processed documents.
Strand Scope Source
Research and Technology Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.8
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Page 1209 [Textbook]
Databases
  
    Text Revision: Voice, Style, & Tone
The learner will be able to revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
Strand Scope Source
Evaluation and Revision Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.9
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, pgs 336-337 [Textbook]
Writing revision
  

Writing Applications (Genres)

    Fictional & Biographical Narratives
The learner will be able to write fictional, autobiographical, or biographical narratives: a. Narrate a sequence of events and communicate their significance to the audience. b. Locate scenes and incidents in specific places. c. Describe with concrete sensory details the sight, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the character's feelings. d. Pace the presentation of actions to accommodate temporal, spatial, and dramatic mood changes. e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory detail .
Strand Scope Source
Writing Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.1
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 424-433 [Textbook]
Frederick Douglass- "The Battle with Mr. Covey"
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 86-95 [Textbook]
Benjamin Franklin- Autobiography
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 435-445 [Textbook]
Kate Chopin- "A Pair of Silk Stockings"
  
    Interpretive Essay
The learner will be able to write responses to literature (interpretive). a. Demonstrate a comprehensive understanding of the significant ideas of works or passages. b. Analyze the use of imagery, language, universal themes, characterization, and unique aspects of the text. c. Support important ideas and viewpoints through accurate and detailed references to the text and to other works. d. Demonstrate an understanding of the author's use of stylistic devices and an appreciation of the effects created (e.g., write imitative narratives). e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text .
Strand Scope Source
Writing Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.2
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 804-807 [Textbook]
Interpretive Essay Workshop
Assessment Resources
- Interpretive Essay Rubric, OUHSD, 1999, www.ouhsd.org/curriculum/english/doc/11esrub.htm [On-line]
- Interpretive Essay Score Sheet, OUHSD, 1999, www.ouhsd.org/curriculum/english/doc/11essc.htm [On-line]
  
    Reflective Compositions
The learner will be able to write reflective compositions: a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion). b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life. c. Maintain a balance in describing individual incidents and relate those incident to more general and abstract ideas .
Strand Scope Source
Writing Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.3
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 401-403 [Textbook]
Reflective Essay Workshop
  
    Research Paper
The learner will be able to write historical investigation reports (research paper): a. Use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to support the main proposition. b. Analyze several historical records of a single incident, examining critical relationships between elements of the research topic. c. Explain the perceived reason or reasons for the similarities or difference in historical records with information derived from primary and secondary sources to support or enhance the presentation. d. Include information from all relevant perspectives and take into consideration the validity and reliability of sources. e. Include a formal bibliography or works cited page .
Strand Scope Source
Writing Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.4
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1207-1212 [Textbook]
Steps in Writing a Research Paper
- Web Page, http://www.ldl.net/~bill/aparev.htm William U B [On-line]
Guidelines for Writing in APA Style by William U Borst
  
    Job Applications & Resumes
The learner will be able to write job applications or resumes: a. Provide clear and purposeful information and address the intended audience appropriately. b. Use varied levels, patterns, and types of language to achieve intended effects and aid comprehension. c. Modify the tone to fit the purpose and audience. d. Follow the conventional style for that type of document (e.g., resume, memorandum) and use page formats, fonts, and spacing that contribute to he readability and the impact of the document .
Strand Scope Source
Writing Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.5
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 1204-1206 [Textbook]
Workplace Writing
  
    Multimedia Presentations
The learner will be able to deliver multimedia presentations: a. Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images). b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. d. Test the audience's response and revise the presentation accordingly. .
Strand Scope Source
Writing Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.6
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 135 [Textbook]
write a script and supplement with audio and visual supports
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1187 [Textbook]
develop an advertising campaign
  

Written and Oral Eng. Lang. Conventions
Students write and speak with a command of Standard English conventions.

    Grammar, Diction, Structure & Usage
The learner will be able to demonstrate control of grammar, diction, and paragraph and sentence structure, and an understanding of English usage.
Strand Scope Source
Grammar and Mechanics of Writing Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.1
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1220 [Textbook]
Parts of Speech
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1221-1222 [Textbook]
Subject-verb Agreement
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1224-1226 [Textbook]
Active and Passive Voice and Tenses
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1229-1230 [Textbook]
Prepositional Phrases and Gerunds
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1232-1235 [Textbook]
Sentence Structure
  
    Spelling, Punctuation & Capitalizati
The learner will be able to produce legible work that shows accurate spelling and correct punctuation and capitalization.
Strand Scope Source
Manuscript Form Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.2
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Page 1238-1242 [Textbook]
Capitalization
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1242-1251 [Textbook]
Punctuation
  
    Manuscript Requirements in Writing
The learner will be able to reflect appropriate manuscript requirements in writing.
Strand Scope Source
Manuscript Form Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.3
Instructional Resources
- Web Page, http://www.ldl.net/~bill/aparev.htm [On-line]
Guidelines for Writing in APA Style by William U Borst
  
    Proofread
The learner will be able to proofread for correct spelling and comma usage. That/which, who who/whom slow/slowly i.e./e.g. lay/lie beside/besides hanged/hung real/really further/farther .
Strand Scope Source
Manuscript Form Master Oroville Union High School District(a)
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 1220-1257 [Textbook]
Language Handbook
- Web Page, http://teachers.net/lessons/posts/1650.html [On-line]
#1650. Proofreading and Editing Marks
- Web Page, http://goanna.cs.rmit.edu.au/~jz/write/proof.html [On-line]
Justin Zobel - Proofreading Marks
  

Listening and Speaking Strategies
Students formulate adroit judgements about oral communication. They deliver focused and coherent presentations that convey clear and distinctive perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.

    Focus on Speaker's Message
The learner will be able to focus on the speaker's message a. Maintain attention. b. Ask relevant and clarifying questions. c. Summarize verbal information. .
Strand Scope Source
Listening and Comprehension Master Oroville Union High School District(a)
  
    Accurate & Organized Notes
The learner will be able to take accurate and organized notes during lectures and discussions distinguishing between main and subordinate ideas. a. Identify verbal clues that signify the importance of ideas. · Inflection, tone, volume, significant pauses. · Repetition. · Key words and phrases. b. Take notes using a variety of methods. · Formal outline. · Informal outline. .
Strand Scope Source
Listening and Comprehension Master Oroville Union High School District(a)
Instructional Resources
- Web Page, http://www.mxctc.commnet.edu/clc/notestsk.htm [On-line]
Notetaking and Study Skills: Describes different strategies for notetaking
- Web Page, http://www.dartmouth.edu/admin/acskills/no_frames/ [On-line]
Effective Notetaking: Describes notetaking strategies upon a pleasant pink background.
  
    Strategies Used by Media
The learner will be able to recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language).
Strand Scope Source
Listening and Comprehension Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.1
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 203, 1187 [Textbook]
Ad Campaign
- Web Page, http://www.dartmouth.edu/admin/acskills/no_frames/ [On-line]
Adbusters: Website critical of media techniques.
  
    Media's Impact on Democratic Process
The learner will be able to analyze the impact of the media on the democratic process (e.g., exerting influence on elections, creating images of leaders, shaping attitudes) at the local, state, and national levels.
Strand Scope Source
Listening and Comprehension Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.2
  
    Communication by Visual Image-Makers
The learner will be able to interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (e.g., graphic artists, documentary film makers, illustrators, news photographers).
Strand Scope Source
Listening and Comprehension Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.3
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 616 [Textbook]
Literature and Film
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 414 [Textbook]
Photography and the Civil War
  
    Exchange of Ideas
The learner will be able to engage critically and constructively in an exchange of ideas. a. Participate actively in discussions b. Facilitate group discussions. c. Refrain from making uninformed comments. d. Listen to others and wait for a suitable time to add comments or insights. e. Build on comments of others in stead of offering tangential ideas. f. Argue with ideas presented instead of personally attacking the speaker or the person being discussed. g. Restate another's point of view to clarify understanding. h. Ask relevant questions. i. Discover multiple viewpoints and, if necessary to reach consensus, negotiate to find common ground. .
Strand Scope Source
Discussion Master Oroville Union High School District(a)
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 1214-1217 [Textbook]
Giving Speeches and Debating with Others.
  
    Rhetoric
The learner will be able to use rhetorical questions, parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and aesthetic effect.
Strand Scope Source
Organization and Delivery of Oral Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.4
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 1220-1257 [Textbook]
Language Handbook
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 609-22 [Textbook]
John Steinbeck - "The Leader of the People" :Figures of Speech
  
    Classical & Contemporary Logic
The learner will be able to distinguish between and use various forms of classical and contemporary logical arguments, including: a. Inductive and deductive reasoning. b. Syllogisms and analogies .
Strand Scope Source
Organization and Delivery of Oral Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.5
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Page 890 [Textbook]
Analogies: Thought Provoking Comparisons
- Web Page, http://trochim.human.cornell.edu/kb/DEDIND.HTM [On-line]
Deductive and Inductive Thinking
  
    Logical, Ethical, & Emotional Appeal
The learner will be able to use logical, ethical, and emotional appeals that enhance a specific tone and purpose.
Strand Scope Source
Organization and Delivery of Oral Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.6
Instructional Resources
- Web Page, http://www.rpi.edu/dept/llc/webclass/web/project1/ [On-line]
The Art of Rhetoric: Learning How to Use the Three Main Rhetorical Styles
- Web Page, http://www.millikin.edu/wcenter/workshop7d.html [On-line]
Rhetoric, Logos, Pathos, and Ethos
  
    Rehearsal Strategies
The learner will be able to use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful, artistic staging.
Strand Scope Source
Organization and Delivery of Oral Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.7
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1214-1217 [Textbook]
Giving Speeches and Debating with Others.
  
    Effective & Interesting Language
The learner will be able to use effective and interesting language, including informal expressions for effect, Standard American English for clarity, and technical language for specificity.
Strand Scope Source
Organization and Delivery of Oral Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.8
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1235-1237 [Textbook]
Achieving clarity; revising for variety
  
    Research & Analysis of Oral Strategi
The learner will be able to use research and analysis to justify strategies for gesture, movement, and vocalization, including dialect, pronunciation, and enunciation.
Strand Scope Source
Organization and Delivery of Oral Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.9
  
    Different aesthetic Effects
The learner will be able to evaluate when to use different kinds of effects (e.g., visual, music, sound, graphics,) to create effective productions.
Strand Scope Source
Organization and Delivery of Oral Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.10
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1169 [Textbook]
The music of words
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 510 [Textbook]
Explore how sound enhances drama
  
    Speaker's Diction & Syntax
The learner will be able to critique a speaker's diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience. a. Distinguish between fact and opinion. b. Interpret what is said and what is implied. c. Recognize related concepts. d. Judge the adequacy of the data that supports conclusions. e. Listen to and evaluate constructive criticism and attempt to improve performance .
Strand Scope Source
Analysis/Evaluation of Oral/Media Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.11
  
    Logical Fallacies in Oral Addresses
The learner will be able to identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).
Strand Scope Source
Analysis/Evaluation of Oral/Media Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.12
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, Pages 1215-1216 [Textbook]
Logical Fallacies
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1184 [Textbook]
Avoiding logical fallacies
  
    Types of Persuasive Speech
The learner will be able to analyze the four basic types of persuasive speech (i.e., propositions of fact, value, problem, or policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.
Strand Scope Source
Analysis/Evaluation of Oral/Media Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.13
Instructional Resources
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 101 [Textbook]
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 105 [Textbook]
Call to action
- Elements of Literature, Holt, Rhinehart and Winston, Fifth Edition, 1197 [Textbook]
Definition
  
    Media Message Techniques
The learner will be able to analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Wells' radio broadcast "War of the Worlds").
Strand Scope Source
Analysis/Evaluation of Oral/Media Com. Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.14
  

Speaking Applications (Genres)
Students deliver polished formal and extemporaneous presentations (e.g., group presentations, debates, panel discussions, impromptu speeches) that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Strategies.

    Reflective Presentations
The learner will be able to deliver reflective presentations. a. Explore the significance of personal experiences, events, conditions, or concerns, using appropriate rhetorical strategies (e.g., narration, description, exposition, persuasion). b. Draw comparisons between a specific incident and broader themes that illustrate a speaker's belief or generalizations about life. c. Maintain a balance between describing the incident and relating it to more general abstract ideas .
Strand Scope Source
Speaking Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.1
  
    Oral Reports: Historical Investigations
The learner will be able to deliver oral reports on historical investigations. a. Use exposition, narration, description, persuasion, or some combination of these to support the thesis. b. Analyze several historical records of a single event, examining critical relationships between elements of the research topic. c. Explain the perceived reason or reasons for the similarities or differences by using information derived from primary and secondary sources to support or enhance the presentation. d. Include information on all relevant perspectives and consider the validity and reliability of sources .
Strand Scope Source
Speaking Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.2
  
    Oral Responses to Literature
The learner will be able to deliver oral responses to literature. a. Demonstrate a comprehensive understanding of the significant ideas of literary works (e.g., make assertions about the text that are reasonable and supportable). b. Analyze the imagery, language, universal themes, and unique aspects of the text through the use of rhetorical strategies (e.g., narration, description, persuasion, exposition, a combination of those strategies). c. Support important ideas and viewpoints through accurate and detailed references to the text or other works. d. Demonstrate an awareness of the author's use of stylistic devices and an appreciation of the effects created. e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.n .
Strand Scope Source
Speaking Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.3
  
    Multimedia Presentations
The learner will be able to deliver multimedia presentations: a. Combine text, images, and sound by incorporating information from a side range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images. b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. d. Test the audience's response and revise the presentation accordingly .
Strand Scope Source
Speaking Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.4
  
    Poems, Speeches, & Dramatic Soliloqu
The learner will be able to recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning (e.g., Hamlet's soliloquy "To Be or Not to Be").
Strand Scope Source
Speaking Strategies of Grades 11 and 12 Master CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.5
  

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