Language Arts - Gilgamesh to Skywalker: Hero's Journey

Language Arts

·	English 9
·	English 9-Honors
·	English 10
·	English 10-Honors
·	Journalism: Business Communications
·	Journalism: Graphic Communications
·	Journalism
·	English 11
·	AP English Language/Composition
·	AP English Literature/Composition
·	Bridge to the Future: Science Fiction
·	Celebrating Our Heritage: Multicultural
·	Creative Writing: Get Published
·	Man and the Environment
·	Twentieth Century Conflicts
·	Public Speaking
·	Fear & Trembling - Classic & Neo-Gothic
·	The Literature of Controversy
·	Shakespeare: From Page to Stage
·	Gilgamesh to Skywalker: Hero's Journey
·	Tough Guys & Mean Streets Literature
·	English 12

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Oroville Union High School District

English Curriculum

Language Arts - Gilgamesh to Skywalker: Hero's Journey

Printable Version

Goals and Descriptions

Word Analysis, Fluency, & Vocab Develop

Word Analysis, Fluency, & Vocab Develop Description

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	Activities
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.	Classroom

Instructional Resources

·	Web Page, Etymology Links [On-line] http://members.tripod.com/~itsmagic/ETYMOLGY.HTML
·	Web Page, Wilton's Word and Phrase Origins [On-line] http://www.wordorigins.org/home.htm

Unit Instructional Resources

·	Web Page, Lord of Flies Vocabulary [On-line] http://www.vocabulary.com/VUctlordflies.html
·	Web Page, Focus on roots/prefixes/suffixes [On-line] http://www.wordfocus.com/
·	Web Page, The Hobbit Teacher's Guide (Vocabulary) [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html

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	Activities
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.	Classroom

Instructional Resources

·	Web Page, http://english.glendale.cc.ca.us/roots.dict.html [On-line] List of Greek and Latin Roots
·	Web Page, http://www.literacyunlimited.com/photosynth.htm [On-line] General explanation of roots
·	Web Page, http://english.glendale.cc.ca.us/roots.html [On-line] Quiz on roots.

Unit Instructional Resources

·	Web Page, Lord of Flies Vocabulary [On-line] http://www.vocabulary.com/VUctlordflies.html
·	Web Page, Focus on roots/prefixes/suffixes [On-line] http://www.wordfocus.com/
·	Web Page, The Hobbit Teacher's Guide (Vocabulary) [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html

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	Activities
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.	Classroom

Instructional Resources

·	Web Page, K-12 Analogy Sampler [On-line] http://www.epsbooks.com/samplers/2225MP.pdf

Unit Instructional Resources

·	Web Page, Lord of Flies Vocabulary [On-line] http://www.vocabulary.com/VUctlordflies.html
·	Web Page, Focus on roots/prefixes/suffixes [On-line] http://www.wordfocus.com/
·	Web Page, The Hobbit Teacher's Guide (Vocabulary) [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html

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Reading Comprehension (Informational)

Reading Comprehension (Informational) Description

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	Activities
Structural Features of Info. Materials	Introduce	Oroville Union High School District(a)	Classroom

Instructional Resources

·	Web Page, http://www.cmd.stthomas.edu/studyguides/texred2.ht [On-line] Description of SQ3R Method
·	Web Page, reading strategies [On-line] http://www.coun.uvic.ca/learn/read.html
·	Web Page, reading and study skills [On-line] http://www.campuslife.utoronto.ca/handbook/02002-StudySkills.html

Unit Instructional Resources

·	Web Page, Info directed at consumers [On-line] http://consumerworld.com.org/
·	Web Page, Consumer writing [On-line] http://www,consumer.gov/
·	Web Page, Non-fiction consumer info [On-line] http://www.ifg.mc.com

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	Activities
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.	Classroom

Instructional Resources

·	Web Page, rhetoric terms [On-line] http://www.uky.edu/ArtsSciences/Classics/rhetoric.html

Unit Instructional Resources

·	Web Page, Info directed at consumers [On-line] http://consumerworld.com.org/
·	Web Page, Consumer writing [On-line] http://www,consumer.gov/
·	Web Page, Non-fiction consumer info [On-line] http://www.ifg.mc.com

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	Activities
Structural Features of Info. Materials	Introduce	Oroville Union High School District(a)	Classroom

Unit Instructional Resources

·	Web Page, Info directed at consumers [On-line] http://consumerworld.com.org/
·	Web Page, Consumer writing [On-line] http://www,consumer.gov/
·	Web Page, Non-fiction consumer info [On-line] http://www.ifg.mc.com

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	Activities
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.	Classroom

Unit Instructional Resources

·	Web Page, Info directed at consumers [On-line] http://consumerworld.com.org/
·	Web Page, Consumer writing [On-line] http://www,consumer.gov/
·	Web Page, Non-fiction consumer info [On-line] http://www.ifg.mc.com

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	Activities
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.	Classroom

Unit Instructional Resources

·	Web Page, Info directed at consumers [On-line] http://consumerworld.com.org/
·	Web Page, Consumer writing [On-line] http://www,consumer.gov/
·	Web Page, Non-fiction consumer info [On-line] http://www.ifg.mc.com

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	Activities
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.	Classroom

Unit Instructional Resources

·	Web Page, Info directed at consumers [On-line] http://consumerworld.com.org/
·	Web Page, Consumer writing [On-line] http://www,consumer.gov/
·	Web Page, Non-fiction consumer info [On-line] http://www.ifg.mc.com

Influence of Audience
The learner will be able to recognize how audience influences the style and content of a publication.

Strand	Scope	Source	Activities
Comprehension & Analysis of Text	Master	Oroville Union High School District(a)	Classroom

Unit Instructional Resources

·	Web Page, Info directed at consumers [On-line] http://consumerworld.com.org/
·	Web Page, Consumer writing [On-line] http://www,consumer.gov/
·	Web Page, Non-fiction consumer info [On-line] http://www.ifg.mc.com

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	Activities
Comprehension & Analysis of Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.5.	Classroom

Unit Instructional Resources

·	Web Page, Info directed at consumers [On-line] http://consumerworld.com.org/
·	Web Page, Consumer writing [On-line] http://www,consumer.gov/
·	Web Page, Non-fiction consumer info [On-line] http://www.ifg.mc.com

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	Activities
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.	Classroom

Instructional Resources

·	Web Page, Critiques and Analysis Guidlines [On-line] http://www.bangkokpost.co.th/education/opinion.htm

Unit Instructional Resources

·	Web Page, Info directed at consumers [On-line] http://consumerworld.com.org/
·	Web Page, Consumer writing [On-line] http://www,consumer.gov/
·	Web Page, Non-fiction consumer info [On-line] http://www.ifg.mc.com

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Literary Response and Analysis

Literary Response and Analysis Description

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	Activities
Structural Features of Literature	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.1	Classroom

Instructional Resources

·	Web Page, Genre Terms [On-line] http:/www.195.209.208.11/WritersGuide/literarytermstoc.html

Unit Instructional Resources

·	Web Page, Lord of the Flies Analysis [On-line] http://www.homework-online.com/lotf/index.asp
·	Web Page, Lord of the Flies Teacher Guide [On-line] http://www.sdcoe.k12.ca.us/score/lord/lordtg.html
·	Web Page, The Hobbit [On-line] http://www.berghuis.co.nz/abiator/unit/hobbit/hindex2.html
·	Web Page, The Hobbit Teacher's Guide [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html
·	Web Page, Skills of Literary Analysis [On-line] http://www.soleil.acomp.usf.edu/~smasturz/precepts.html
·	Web Page, Sir Gawain and the Green Knight [On-line] http://csis.pace.edu/grendel/projs3a/sggk01.html
·	Web Page, Superman and the Odyssey [On-line] http://www.teachers.net/lessons/posts/1347.html

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	Activities
Structural Features of Literature	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	Web Page, Symbolism [On-line] http://www.umich.edu/~umfandsf/symbolismproject/symbolism.html/index.html

Unit Instructional Resources

·	Web Page, Lord of the Flies Analysis [On-line] http://www.homework-online.com/lotf/index.asp
·	Web Page, Lord of the Flies Teacher Guide [On-line] http://www.sdcoe.k12.ca.us/score/lord/lordtg.html
·	Web Page, The Hobbit [On-line] http://www.berghuis.co.nz/abiator/unit/hobbit/hindex2.html
·	Web Page, The Hobbit Teacher's Guide [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html
·	Web Page, Skills of Literary Analysis [On-line] http://www.soleil.acomp.usf.edu/~smasturz/precepts.html
·	Web Page, Sir Gawain and the Green Knight [On-line] http://csis.pace.edu/grendel/projs3a/sggk01.html
·	Web Page, Superman and the Odyssey [On-line] http://www.teachers.net/lessons/posts/1347.html

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	Activities
Analysis of Grade-Level-Appropriate Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.2	Classroom

Instructional Resources

·	Web Page, Odysseus [On-line] http://library.thinkquest.org/19300/data/Odyssey/odysseus2.htm
·	Web Page, Finding a Theme [On-line] www.learner.org/exhibits/literature/read/theme1.html

Unit Instructional Resources

·	Web Page, Lord of the Flies Analysis [On-line] http://www.homework-online.com/lotf/index.asp
·	Web Page, Lord of the Flies Teacher Guide [On-line] http://www.sdcoe.k12.ca.us/score/lord/lordtg.html
·	Web Page, The Hobbit [On-line] http://www.berghuis.co.nz/abiator/unit/hobbit/hindex2.html
·	Web Page, The Hobbit Teacher's Guide [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html
·	Web Page, Skills of Literary Analysis [On-line] http://www.soleil.acomp.usf.edu/~smasturz/precepts.html
·	Web Page, Sir Gawain and the Green Knight [On-line] http://csis.pace.edu/grendel/projs3a/sggk01.html
·	Web Page, Superman and the Odyssey [On-line] http://www.teachers.net/lessons/posts/1347.html

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	Activities
Analysis of Grade-Level-Appropriate Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.3	Classroom

Unit Instructional Resources

·	Web Page, Lord of the Flies Analysis [On-line] http://www.homework-online.com/lotf/index.asp
·	Web Page, Lord of the Flies Teacher Guide [On-line] http://www.sdcoe.k12.ca.us/score/lord/lordtg.html
·	Web Page, The Hobbit [On-line] http://www.berghuis.co.nz/abiator/unit/hobbit/hindex2.html
·	Web Page, The Hobbit Teacher's Guide [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html
·	Web Page, Skills of Literary Analysis [On-line] http://www.soleil.acomp.usf.edu/~smasturz/precepts.html
·	Web Page, Sir Gawain and the Green Knight [On-line] http://csis.pace.edu/grendel/projs3a/sggk01.html
·	Web Page, Superman and the Odyssey [On-line] http://www.teachers.net/lessons/posts/1347.html

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	Activities
Analysis of Grade-Level-Appropriate Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.4	Classroom

Instructional Resources

·	Web Page, Poetry Terms [On-line] http://shoga.wwa.com/~rgs/glossary.html
·	Web Page, Handbook of Terms [On-line] http://www.emory.edu/ENGLISH/classes/Handbook/Handbook.html
·	Web Page, Symbolism [On-line] http://www.capcollege.bc.ca/dept/magic/cmns/symbolism.html

Unit Instructional Resources

·	Web Page, Lord of the Flies Analysis [On-line] http://www.homework-online.com/lotf/index.asp
·	Web Page, Lord of the Flies Teacher Guide [On-line] http://www.sdcoe.k12.ca.us/score/lord/lordtg.html
·	Web Page, The Hobbit [On-line] http://www.berghuis.co.nz/abiator/unit/hobbit/hindex2.html
·	Web Page, The Hobbit Teacher's Guide [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html
·	Web Page, Skills of Literary Analysis [On-line] http://www.soleil.acomp.usf.edu/~smasturz/precepts.html
·	Web Page, Sir Gawain and the Green Knight [On-line] http://csis.pace.edu/grendel/projs3a/sggk01.html
·	Web Page, Superman and the Odyssey [On-line] http://www.teachers.net/lessons/posts/1347.html

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	Activities
Analysis of Grade-Level-Appropriate Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.5	Classroom

Unit Instructional Resources

·	Web Page, Lord of the Flies Analysis [On-line] http://www.homework-online.com/lotf/index.asp
·	Web Page, Lord of the Flies Teacher Guide [On-line] http://www.sdcoe.k12.ca.us/score/lord/lordtg.html
·	Web Page, The Hobbit [On-line] http://www.berghuis.co.nz/abiator/unit/hobbit/hindex2.html
·	Web Page, The Hobbit Teacher's Guide [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html
·	Web Page, Skills of Literary Analysis [On-line] http://www.soleil.acomp.usf.edu/~smasturz/precepts.html
·	Web Page, Sir Gawain and the Green Knight [On-line] http://csis.pace.edu/grendel/projs3a/sggk01.html
·	Web Page, Superman and the Odyssey [On-line] http://www.teachers.net/lessons/posts/1347.html

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	Activities
Analysis of Grade-Level-Appropriate Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.6	Classroom

Instructional Resources

·	Web Page, Archetypes in the Hero's Journey [On-line] http://www.wire.net.au/~melinda/archtype.htm
·	Web Page, The Hero's Journey [On-line] http://www.mcli.dist.maricopa.edu/smc/journey/
·	Web Page, Odyssey Archetypes [On-line] http://library.thinkquest.org/19300/data/Odyssey/odysseus2.htm
·	Web Page, Heros of the Middle Ages [On-line] http://www.luminarium.org/medlit/medheroes.htm

Unit Instructional Resources

·	Web Page, Lord of the Flies Analysis [On-line] http://www.homework-online.com/lotf/index.asp
·	Web Page, Lord of the Flies Teacher Guide [On-line] http://www.sdcoe.k12.ca.us/score/lord/lordtg.html
·	Web Page, The Hobbit [On-line] http://www.berghuis.co.nz/abiator/unit/hobbit/hindex2.html
·	Web Page, The Hobbit Teacher's Guide [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html
·	Web Page, Skills of Literary Analysis [On-line] http://www.soleil.acomp.usf.edu/~smasturz/precepts.html
·	Web Page, Sir Gawain and the Green Knight [On-line] http://csis.pace.edu/grendel/projs3a/sggk01.html
·	Web Page, Superman and the Odyssey [On-line] http://www.teachers.net/lessons/posts/1347.html

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	Activities
Analysis of Grade-Level-Appropriate Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.7	Classroom

Unit Instructional Resources

·	Web Page, Lord of the Flies Analysis [On-line] http://www.homework-online.com/lotf/index.asp
·	Web Page, Lord of the Flies Teacher Guide [On-line] http://www.sdcoe.k12.ca.us/score/lord/lordtg.html
·	Web Page, The Hobbit [On-line] http://www.berghuis.co.nz/abiator/unit/hobbit/hindex2.html
·	Web Page, The Hobbit Teacher's Guide [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html
·	Web Page, Skills of Literary Analysis [On-line] http://www.soleil.acomp.usf.edu/~smasturz/precepts.html
·	Web Page, Sir Gawain and the Green Knight [On-line] http://csis.pace.edu/grendel/projs3a/sggk01.html
·	Web Page, Superman and the Odyssey [On-line] http://www.teachers.net/lessons/posts/1347.html

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	Activities
Literary Criticism	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.8	Classroom

Unit Instructional Resources

·	Web Page, Lord of the Flies Analysis [On-line] http://www.homework-online.com/lotf/index.asp
·	Web Page, Lord of the Flies Teacher Guide [On-line] http://www.sdcoe.k12.ca.us/score/lord/lordtg.html
·	Web Page, The Hobbit [On-line] http://www.berghuis.co.nz/abiator/unit/hobbit/hindex2.html
·	Web Page, The Hobbit Teacher's Guide [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html
·	Web Page, Skills of Literary Analysis [On-line] http://www.soleil.acomp.usf.edu/~smasturz/precepts.html
·	Web Page, Sir Gawain and the Green Knight [On-line] http://csis.pace.edu/grendel/projs3a/sggk01.html
·	Web Page, Superman and the Odyssey [On-line] http://www.teachers.net/lessons/posts/1347.html

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	Activities
Literary Criticism	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.9	Classroom

Unit Instructional Resources

·	Web Page, Lord of the Flies Analysis [On-line] http://www.homework-online.com/lotf/index.asp
·	Web Page, Lord of the Flies Teacher Guide [On-line] http://www.sdcoe.k12.ca.us/score/lord/lordtg.html
·	Web Page, The Hobbit [On-line] http://www.berghuis.co.nz/abiator/unit/hobbit/hindex2.html
·	Web Page, The Hobbit Teacher's Guide [On-line] http://www.randomhouse.com/BB/teachers/tgs/hobbit.html
·	Web Page, Skills of Literary Analysis [On-line] http://www.soleil.acomp.usf.edu/~smasturz/precepts.html
·	Web Page, Sir Gawain and the Green Knight [On-line] http://csis.pace.edu/grendel/projs3a/sggk01.html
·	Web Page, Superman and the Odyssey [On-line] http://www.teachers.net/lessons/posts/1347.html

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Writing Strategies

Writing Strategies Description

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	Activities
Organization and Focus	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.1	Classroom

Instructional Resources

·	Web Page, Discourse [On-line] http://wwwtc.nhmccd.edu/courses/1302mep/AimsOfDiscourse.html

Unit Instructional Resources

·	Web Page, Writing strategies [On-line] http://www.cmd.stthomas.edu/studyguides/wrtstr.htm
·	Web Page, writing strategies K-12 [On-line] http://www.gse.buffalo.edu/org/writingstrategies/index.htm

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	Activities
Organization and Focus	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.2	Classroom

Instructional Resources

·	Web Page, Odysseus' Journey [On-line] http://library.thinkquest.org/19300/data/Odyssey/odysseus2.htm
·	Web Page, Lord of the Flies Teacher Guide [On-line] http://www.sdcoe.k12.ca.us/score/lord/lordtg.html
·	Web Page, Character Analysis [On-line] http://www.pbcc.cc.fl.us/faculty/barneyd/enc1102/webfiles/literature/character.html
·	Web Page, Point of View [On-line] http://www.uni-ulm.de/schulen/gym/sgu/gatsb/point.htm

Unit Instructional Resources

·	Web Page, Writing strategies [On-line] http://www.cmd.stthomas.edu/studyguides/wrtstr.htm
·	Web Page, writing strategies K-12 [On-line] http://www.gse.buffalo.edu/org/writingstrategies/index.htm

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	Activities
Organization and Focus	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.3	Classroom

Instructional Resources

·	Web Page, Elements of Arguments [On-line] http://iws.ohiolink.edu/~sg-ysu/argu.html
·	Web Page, Logic/ Arguments [On-line] http://www.philosophypages.com/lg/e01.htm

Unit Instructional Resources

·	Web Page, Writing strategies [On-line] http://www.cmd.stthomas.edu/studyguides/wrtstr.htm
·	Web Page, writing strategies K-12 [On-line] http://www.gse.buffalo.edu/org/writingstrategies/index.htm

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	Activities
Organization and Focus	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	Web Page, Coherence in Writing [On-line] http://www.papyr.com/hypertextbooks/engl_101/coherent.htm

Unit Instructional Resources

·	Web Page, Writing strategies [On-line] http://www.cmd.stthomas.edu/studyguides/wrtstr.htm
·	Web Page, writing strategies K-12 [On-line] http://www.gse.buffalo.edu/org/writingstrategies/index.htm

Quotes & Context
The learner will be able to lead into quotes when appropriate by providing context.

Strand	Scope	Source	Activities
Organization and Focus	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	Web Page, Quotations in Literary Analysis [On-line] http://www.wmich.edu/english/tchg/lit/adv/quoting.html

Unit Instructional Resources

·	Web Page, Writing strategies [On-line] http://www.cmd.stthomas.edu/studyguides/wrtstr.htm
·	Web Page, writing strategies K-12 [On-line] http://www.gse.buffalo.edu/org/writingstrategies/index.htm

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	Activities
Organization and Focus	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.4	Classroom

Instructional Resources

·	Web Page, Rhetorical Devices [On-line] http://www.uky.edu/ArtsSciences/Classics/rhetoric.html

Unit Instructional Resources

·	Web Page, Writing strategies [On-line] http://www.cmd.stthomas.edu/studyguides/wrtstr.htm
·	Web Page, writing strategies K-12 [On-line] http://www.gse.buffalo.edu/org/writingstrategies/index.htm

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	Activities
Organization and Focus	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.5	Classroom

Instructional Resources

·	Web Page, Common Errors [On-line] http://www.wsu.edu/~brians/errors/errors.html

Unit Instructional Resources

·	Web Page, Writing strategies [On-line] http://www.cmd.stthomas.edu/studyguides/wrtstr.htm
·	Web Page, writing strategies K-12 [On-line] http://www.gse.buffalo.edu/org/writingstrategies/index.htm

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	Activities
Research and Technology	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.6	Classroom

Instructional Resources

·	Web Page, Preparation of a Research Paper [On-line] http://karn.ohiolink.edu/~sg-ysu/process.html
·	Web Page, MLA format [On-line] http://www.mla.org/
·	Web Page, research paper [On-line] http://webster.commnet.edu/mla.htm

Unit Instructional Resources

·	Web Page, Writing strategies [On-line] http://www.cmd.stthomas.edu/studyguides/wrtstr.htm
·	Web Page, writing strategies K-12 [On-line] http://www.gse.buffalo.edu/org/writingstrategies/index.htm

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	Activities
Research and Technology	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.7	Classroom

Instructional Resources

·	Web Page, Organizing Information (research paper) [On-line] http://webster.commnet.edu/mla.htm

Unit Instructional Resources

·	Web Page, Writing strategies [On-line] http://www.cmd.stthomas.edu/studyguides/wrtstr.htm
·	Web Page, writing strategies K-12 [On-line] http://www.gse.buffalo.edu/org/writingstrategies/index.htm

Databases, Graphics, & Spreadsheets
The learner will be able to integrate databases, graphics, and spreadsheets into word-processed documents.

Strand	Scope	Source	Activities
Research and Technology	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.8	Classroom

Unit Instructional Resources

·	Web Page, Writing strategies [On-line] http://www.cmd.stthomas.edu/studyguides/wrtstr.htm
·	Web Page, writing strategies K-12 [On-line] http://www.gse.buffalo.edu/org/writingstrategies/index.htm

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	Activities
Evaluation and Revision	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 1.9	Classroom

Instructional Resources

·	Web Page, Revision [On-line] http://web.princeton.edu/sites/writing/wc4e.htm

Unit Instructional Resources

·	Web Page, Writing strategies [On-line] http://www.cmd.stthomas.edu/studyguides/wrtstr.htm
·	Web Page, writing strategies K-12 [On-line] http://www.gse.buffalo.edu/org/writingstrategies/index.htm

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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	Activities
Writing Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.1	Classroom

Unit Instructional Resources

·	Web Page, Basic Essay [On-line] http://members.tripod.com/~lklivingston/essay/
·	Web Page, Essays [On-line] http://7-12educators.about.com/education/7-12educators/msub57litsourcesessays.htm

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	Activities
Writing Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.2	Classroom

Instructional Resources

·	Web Page, Interpretive Essay [On-line] http://www.msu.org/writing_guides/writ1.html
·	Web Page, Writing Basics [On-line] http://www.albion.edu/english/jdiedrick113/writing.htm

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]
·	Interpretive Essay Rubric, OUHSD, 1999, Academic Decath. Rubric [On-line] http://www.kern.org/edserv/instruct/curricular/adecath/rubric.html

Unit Instructional Resources

·	Web Page, Basic Essay [On-line] http://members.tripod.com/~lklivingston/essay/
·	Web Page, Essays [On-line] http://7-12educators.about.com/education/7-12educators/msub57litsourcesessays.htm

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	Activities
Writing Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.3	Classroom

Unit Instructional Resources

·	Web Page, Basic Essay [On-line] http://members.tripod.com/~lklivingston/essay/
·	Web Page, Essays [On-line] http://7-12educators.about.com/education/7-12educators/msub57litsourcesessays.htm

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	Activities
Writing Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.4	Classroom

Instructional Resources

·	Web Page, http://www.ldl.net/~bill/aparev.htm William U B [On-line] Guidelines for Writing in APA Style by William U Borst
·	Web Page, Internet Movie Database [On-line] www.imdb.com
·	Web Page, Citation forats [On-line] www.bedfordstmartins.com/online/citex.html

Unit Instructional Resources

·	Web Page, Basic Essay [On-line] http://members.tripod.com/~lklivingston/essay/
·	Web Page, Essays [On-line] http://7-12educators.about.com/education/7-12educators/msub57litsourcesessays.htm

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	Activities
Writing Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.5	Classroom

Instructional Resources

·	Web Page, Resume [On-line] http://www.jobweb.com/catapult/guenov/restips.html
·	Web Page, Cover letter [On-line] http://www.jobweb.com/Resources/Library/Interviews__Resumes/Cover_Letters_Count_63_01.htm

Unit Instructional Resources

·	Web Page, Basic Essay [On-line] http://members.tripod.com/~lklivingston/essay/
·	Web Page, Essays [On-line] http://7-12educators.about.com/education/7-12educators/msub57litsourcesessays.htm

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	Activities
Writing Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Writing 2.6	Classroom

Unit Instructional Resources

·	Web Page, Basic Essay [On-line] http://members.tripod.com/~lklivingston/essay/
·	Web Page, Essays [On-line] http://7-12educators.about.com/education/7-12educators/msub57litsourcesessays.htm

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Written and Oral Eng. Lang. Conventions

Written and Oral Eng. Lang. Conventions Description

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	Activities
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	Classroom

Instructional Resources

·	Web Page, Common Errors [On-line] http://www.wsu.edu/~brians/errors/
·	Web Page, Grammar 101 [On-line] http://englishgrammar101.com/

Unit Instructional Resources

·	Web Page, exit exam resources [On-line] http://www.shastalink.k12.ca.us/curriculum/exitexam/english_resources.htm

Spelling, Punctuation & Capitalizati
The learner will be able to produce legible work that shows accurate spelling and correct punctuation and capitalization.

Strand	Scope	Source	Activities
Manuscript Form	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.2	Classroom

Instructional Resources

·	Web Page, Common Errors [On-line] http://www.wsu.edu/~brians/errors/
·	Web Page, Punctuation [On-line] http://www.grammarbook.com/punctuation/fr_punc.html
·	Web Page, Spelling [On-line] http://www.carolhurst.com/profsubjects/spellinginstruction.html

Unit Instructional Resources

·	Web Page, exit exam resources [On-line] http://www.shastalink.k12.ca.us/curriculum/exitexam/english_resources.htm

Manuscript Requirements in Writing
The learner will be able to reflect appropriate manuscript requirements in writing.

Strand	Scope	Source	Activities
Manuscript Form	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Written and Oral English Language Conventions 1.3	Classroom

Instructional Resources

·	Web Page, http://www.ldl.net/~bill/aparev.htm [On-line] Guidelines for Writing in APA Style by William U Borst

Unit Instructional Resources

·	Web Page, exit exam resources [On-line] http://www.shastalink.k12.ca.us/curriculum/exitexam/english_resources.htm

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	Activities
Manuscript Form	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	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

Unit Instructional Resources

·	Web Page, exit exam resources [On-line] http://www.shastalink.k12.ca.us/curriculum/exitexam/english_resources.htm

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Listening and Speaking Strategies

Listening and Speaking Strategies Description

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	Activities
Listening and Comprehension	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	Web Page, teaching Speaking and English [On-line] http://www.discover.tased.edu.au/english/speaklis.htm
·	Web Page, Listening [On-line] http://www.sasked.gov.sk.ca/docs/xla/ela15b.html

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Listening and Comprehension	Master	Oroville Union High School District(a)	Classroom

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.

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Listening and Comprehension	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.1	Classroom

Instructional Resources

·	Web Page, http://www.dartmouth.edu/admin/acskills/no_frames/ [On-line] Adbusters: Website critical of media techniques.

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Listening and Comprehension	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.2	Classroom

Instructional Resources

·	Web Page, media lies [On-line] http://www.umr.org/HTlies.htm
·	Web Page, media's influence on us [On-line] http://parallel.park.uga.edu/~sigalas/truett/101/mediaresources.html
·	Web Page, media and politics [On-line] http://www.indiana.edu/~eric_rec/ieo/digests/d74.html

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Listening and Comprehension	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.3	Classroom

Instructional Resources

·	Web Page, mass communication [On-line] http://www.college.hmco.com/communication/def/

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Discussion	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	Web Page, http://www.nusd.k12.az.us/nhs/gthomson.class/web.p [On-line] Socratic Seminars

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Organization and Delivery of Oral Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.4	Classroom

Instructional Resources

·	Web Page, rhetoric terms [On-line] http://www.uky.edu/ArtsSciences/Classics/Harris/rhetform.html

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Organization and Delivery of Oral Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.5	Classroom

Instructional Resources

·	Web Page, http://trochim.human.cornell.edu/kb/DEDIND.HTM [On-line] Deductive and Inductive Thinking
·	Web Page, classical logic [On-line] http://plato.stanford.edu/entries/logic-classical/
·	Web Page, reasoning and logic fallacies [On-line] http://www.datanation.com/fallacies/index.htm

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Organization and Delivery of Oral Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.6	Classroom

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

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Organization and Delivery of Oral Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.7	Classroom

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Organization and Delivery of Oral Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.8	Classroom

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Organization and Delivery of Oral Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.9	Classroom

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Organization and Delivery of Oral Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.10	Classroom

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Analysis/Evaluation of Oral/Media Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.11	Classroom

Instructional Resources

·	Web Page, diction and tone [On-line] http://www.ashland.com/education/lesson_plans/week41/
·	Web Page, Syntax [On-line] http://www.geocities.com/SoHo/7182/SYNTAX.html
·	Web Page, syntax and diction questions [On-line] http://ccwf.cc.utexas.edu/~tjmoore/stylechecklist.html

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Analysis/Evaluation of Oral/Media Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.12	Classroom

Instructional Resources

·	Web Page, fallacies [On-line] http://www.drury.edu/faculty/Ess/Logic/Informal/Overview.html

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Analysis/Evaluation of Oral/Media Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.13	Classroom

Instructional Resources

·	Web Page, Guidelines for Persuasive Speech [On-line] http://www.norfacad.pvt.k12.va.us/speech/Org.htm
·	Web Page, Persuasive Speeches [On-line] http://www.public.iastate.edu/~aslagell/spcm212/lect_persuasion.html

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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	Activities
Analysis/Evaluation of Oral/Media Com.	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 1.14	Classroom

Instructional Resources

·	Web Page, Media's influence on Us [On-line] http://parallel.park.uga.edu/~sigalas/truett/101/mediaresources.html

Unit Instructional Resources

·	Web Page, listening and speaking strategies [On-line] http://www.wmich.edu/oia/celcis/04elsl.htm

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Speaking Applications (Genres)

Speaking Applications (Genres) Description

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	Activities
Speaking Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.1	Classroom

Unit Instructional Resources

·	Web Page, Public Speaking [On-line] http://www.casaa-resources.net/resources/sourcebook/acquiring-leadership-skills/public-speaking.html
·	Web Page, oral presentations [On-line] http://www.pr.doe.gov/oral.html

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	Activities
Speaking Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.2	Classroom

Unit Instructional Resources

·	Web Page, Public Speaking [On-line] http://www.casaa-resources.net/resources/sourcebook/acquiring-leadership-skills/public-speaking.html
·	Web Page, oral presentations [On-line] http://www.pr.doe.gov/oral.html

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	Activities
Speaking Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.3	Classroom

Unit Instructional Resources

·	Web Page, Public Speaking [On-line] http://www.casaa-resources.net/resources/sourcebook/acquiring-leadership-skills/public-speaking.html
·	Web Page, oral presentations [On-line] http://www.pr.doe.gov/oral.html

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	Activities
Speaking Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.4	Classroom

Unit Instructional Resources

·	Web Page, Public Speaking [On-line] http://www.casaa-resources.net/resources/sourcebook/acquiring-leadership-skills/public-speaking.html
·	Web Page, oral presentations [On-line] http://www.pr.doe.gov/oral.html

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	Activities
Speaking Strategies of Grades 11 and 12	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Listening and Speaking 2.5	Classroom

Unit Instructional Resources

·	Web Page, Public Speaking [On-line] http://www.casaa-resources.net/resources/sourcebook/acquiring-leadership-skills/public-speaking.html
·	Web Page, oral presentations [On-line] http://www.pr.doe.gov/oral.html

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