Course title
ENGPre-requisite
English III H or English III Applications H (equivalent to English III H)Course description
The curriculum for this course is parallel to the English IV Honors course. It is taught by an English teacher and a business teacher or taught by one teacher highly qualified in both areas (English and Business). This integration allows students to study literature and informational text from both academic and real life perspectives; as well as write in both academic and business styles. On a daily basis students will use computers for a variety of purposes. Students will work in a cooperative environment on many projects and assignments. This course is not recommended for students who prefer to work independently. Students receive honors credit with the option to contract for regular credit. This course meets the graduation requirement for English IV. Dual credit may be obtained for this course at high schools offering this option.
Big Ideas:
• Life-long learners use varied strategies to comprehend key ideas and craft writing and presentations that are focused; detailed; and organized with relevant evidence in formal English.
• Lifelong learners craft and present convincing arguments supported by relevant evidence through independent; strong content knowledge; critical thinking; and collaboration.
• Students realize that individuals use the written language to make and support claims. They do this through using appropriate craft and structure as well as varied syntax. Students will explore rhetorical devices and understand how they can use the devices and techniques to develop and design their own claims and then present them to an audience.
• Lifelong learners use varied strategies to comprehend key ideas; claims; counterclaims; and arguments. They create original; focused; and detailed critical writing; incorporating relevant evidence and employing formal English. Lifelong learners recognize how author's structural choices develop plot; character; theme; and how the choices impact the aesthetics of a piece.
L –LANGUAGE STANDARDS
1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2 - Demonstrate command of the conventions of standard English capitalization; punctuation; and spelling when writing.
3 - Apply knowledge of language to understand how language functions in different contexts; to make effective choices for meaning or style; and to comprehend more fully when reading or listening.
6 - Acquire and use accurately general academic and domain specific words and phrases; sufficient for reading; writing;
speaking; and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
5 - Demonstrate understanding of figurative language; word relationships; and nuances in word meanings.
RI –READING STANDARDS FOR INFORMATIONAL TEXT
3 - Analyze a complex set of ideas or sequence of events and explain how specific individuals; ideas; or events interact and develop over the course of the text.
1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; including determining where the text leaves matters uncertain.
3 - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.; where a story is set; how the action is ordered; how the characters are introduced and developed).
2 - Determine two or more central ideas of a text and analyze their development over the course of the text; including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
4 - Determine the meaning of words and phrases as they are used in a text; including figurative; connotative; and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.; how Madison defines faction in Federalist No. 10).
6 - Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective; analyzing how style and content contribute to the power; persuasiveness or beauty of the text.
5 - Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument; including whether the structure makes points clear; convincing; and engaging.
7 - Integrate and evaluate multiple sources of information presented in different media or formats (ie. visually; quantitatively) as well as in words in order to address a question or solve a problem.
RL –READING STANDARDS FOR LITERATURE
1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; including determining where the text leaves matters uncertain.
2 - Determine two or more themes or central ideas of a text and analyze their development over the course of the text; including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
4 - Determine the meaning of words and phrases as they are used in the text; including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone; including words with multiple meanings or language that is particularly fresh; engaging; or beautiful. (Include Shakespeare as well as other authors.)
5 - Analyze how an author’s choices concerning how to structure a text; order events within it (e.; parallel plots); and manipulate time (e.; pacing; flashbacks) create such effects as mystery; tension; or surprise.
3 - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.; where a story is set; how the action is ordered; how the characters are introduced and developed).
6 - Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.; satire; sarcasm; irony; or understatement).
SL –SPEAKING AND LISTENING STANDARDS
4 - Present information; findings; and supporting evidence; conveying a clear and distinct perspective; such that listeners can follow the line of reasoning; alternative or opposing perspectives are addressed; and the organization; development; substance; and style are appropriate to purpose; audience; and a range of formal and informal tasks.
1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one; in groups; and teacher-led) with diverse partners on grades 11-12 topics; texts; and issues; building on others’ ideas and expressing their own clearly and persuasively.
3 - Evaluate a speaker’s point of view; reasoning; and use of evidence and rhetoric; assessing the stance; premises; links among ideas; word choice; points of emphasis; and tone used.
6 - Adapt speech to a variety of contexts and tasks; demonstrating a command of formal English when indicated or appropriate.
2 - Integrate multiple sources of information presented in diverse formats and media (e.; visually; quantitatively; orally) in order to make informed decisions and solve problems; evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
5 - Make strategic use of digital media (e.; textual; graphical; audio; visual; and interactive elements) in presentations to enhance understanding of findings; reasoning; and evidence and to add interest.
W –WRITING STANDARDS
2 - Write informative/explanatory texts to examine and convey complex ideas; concepts; and information clearly and accurately through the effective selection; organization; and analysis of content.
7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject; demonstrating understanding of the subject under investigation.
8 - Gather relevant information from multiple authoritative print and digital sources; using advanced searches effectively; assess the strengths and limitations of each source in terms of the task; purpose; and audience; integrate information into the text selectively to maintain the flow of ideas; avoiding plagiarism and overreliance on any one source and following a standard format for citation.
1 - Write arguments to support claims in an analysis of substantive topics or texts; using valid reasoning and relevant and sufficient evidence.
4 - Produce clear and coherent functional writing (e.; formal letters; envelopes; experiments; notes/memo; labels; timelines;
graphs/tables; procedures; charts; maps; captions; diagrams; sidebar; flow charts) in which the development; organization and style are appropriate to task; purpose; and audience.
5 - Develop and strengthen writing as needed by planning; revising; editing; rewriting; or trying a new approach; focusing on addressing what is most significant for a specific purpose and audience.
6 - Use technology; including the Internet; to produce; publish; and update individual or shared writing products in response to ongoing feedback; including new arguments or information.
9 - Draw evidence from literary or informational texts to support analysis; reflection; and research.
CTE PRIORITY STANDARDS
BA 4.1 Explain management terminology and concepts (total quality management; planning; organizing; coordination; leadership; etc.)
BA 10.00 Use computerized information systems and technology.
BA 10.2 Utilize appropriate hardware and software to generate business communications and reports (word processing; spreadsheet; database; graphics; etc.)
BA 10.4 Use multimedia software to generate presentations and reports.
BA 10.5 Research business issues using electronic mediums (Internet; Intranet; etc.)
Unit quizzes; tests; short cycle formative assessments and other written assessments;Summative Framework Assessments 1;2;3;4; District final course assessment; student portfolio submissions
Louisiana Believes MacBeth
Louisiana Believes Hamlet
Louisiana Believes with Beowolf
Louisiana Believes with Canterbury Tales
Louisiana Believes Argument
Louisiana Politics and the English Language
Research to Deepen Understanding
ReadWriteThink Modest Proposal
Engage New York argument
Engage New York resources
TedTalk Surveillance
Gulliver’s Travels
Hamlet
Politics and the English Language
The Hero with a Thousand Faces
FBLA events integrated as projects
internship/work-based learning integrated as extensions
School Country
United StatesSchool state
ArizonaSchool city
GlendaleSchool Address
6330 West Thunderbird RoadSchool zip code
85306Requested competency code
EnglishDate submitted
Approved
YesApproved competency code
- ENGL
- 4 years of English