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Oroville Union High School District Gilgamesh to Skywalker: Hero's Journey COURSE TITLE: From Gilgamesh to Skywalker: The Hero's Journey (Upper Division) |
| Word Analysis, Fluency, & Vocab Develop |
| Students apply their knowledge of word origins to determine the meanings of new words encountered in reading materials and use those words accurately. |
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Etymology of Terms in History
The learner will be able to trace the etymology of significant terms used in political science and history.
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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.
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Meanings of Analogies
The learner will be able to discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
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| 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. |
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Reading Strategies
The learner will be able to use strategies such as SQ3R (survey, question, read, recite, review) to effectively gain information.
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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.
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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.
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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.
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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.
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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.
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Influence of Audience
The learner will be able to recognize how audience influences the style and content of a publication.
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Author's Assumptions & Beliefs
The learner will be able to analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.
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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.
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| 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. |
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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.
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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).
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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.
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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.
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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.
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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 .
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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).
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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 .
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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).
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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).
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| 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. |
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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.
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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.
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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.
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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).
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Quotes & Context
The learner will be able to lead into quotes when appropriate by providing context.
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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.
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Language Use & Tone
The learner will be able to use language in natural, fresh, and vivid ways to establish a specific tone.
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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).
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Organizing & Recording Information
The learner will be able to use systematic strategies to organize and record information ) eg., anecdotal scripting, annotated bibliographies).
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Databases, Graphics, & Spreadsheets
The learner will be able to integrate databases, graphics, and spreadsheets into word-processed documents.
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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.
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| Writing Applications (Genres) |
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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 .
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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 .
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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 .
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