British and World Literature Honors Part 1 K12
Course Description:
In K¹² High School British and World Literature, students read and analyze works of British and world literature that reflect the rich and diverse history of the Western world. As students progress through centuries of literature in a loose chronological arrangement, they will see how British and world literature has been shaped by concerns, values, and ideas that have intrigued, delighted, and challenged people throughout time. Throughout the course, poetry, short stories, novels, drama, and nonfiction provide opportunities for critical writing, creative projects, and online discussions. Students develop vocabulary skills and refresh their knowledge of grammar, usage, and mechanics in preparation for standardized tests. Students enrolled in this challenging course will also complete independent projects that extend their knowledge and deepen their understanding of the themes and ideas presented in the curriculum.
Course Details:
| Course Title (District): | British and World Literature Honors Part 1 K12 | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | British Literature | ||||||||||
| Course Provider : | Genesee ISD | ||||||||||
| Content Provided By : | K12 - JST | ||||||||||
| Online Instructor Provided By : | K12 - JST | ||||||||||
| Standards Addressed : | Michigan Merit Curriculum | ||||||||||
| Alignment Document : | https://www.gennet.us | ||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 01056 |
|
How To Enroll:
| Enrollment Website : | https://www.gennet.us |
|---|---|
| Email : | [email protected] |
| Phone : | 810-591-4401 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 810-591-4401
Additional Cost: $0.0
Additional Cost Description: N/A
I. LITERATURE
Readings include:
Novels
Students will read two of the following:
??Pride and Prejudice by Jane Austen
??Hard Times by Charles Dickens
??1984 by George Orwell
??Nectar in a Sieve by Kamala Markandaya
??Siddhartha by Herman Hesse
Drama
??Hamlet by William Shakespeare
??Rosencrantz and Guildenstern Are Dead by Tom Stoppard
Prose Fiction and Nonfiction
??Works by Homer, Geoffrey Chaucer, James Joyce, Doris Lessing, Virginia Woolf, Kamala Markandaya, Chinua Achebe, George Orwell, and others.
Poetry
??Works by Francesco Petrarcha, William Shakespeare, Elizabeth Barrett Browning, Pablo Neruda, William Blake, William Wordworth, Samuel Taylor Coleridge, Percy Bysshe Shelley, John Keats, William Butler Yeats, T.S. Elliot, Dylan Thomas, and others.
II. COMPOSITION
Throughout the course, students have the opportunity to write about what they have read in formal analytical compositions, creative projects, and online discussions. They complete compositions in a variety of genres, including a formal research paper in which they formulate and defend a thesis and incorporate multiple sources to support their assertions. The course provides a structured approach to the writing process and includes student support for planning, drafting, and finalizing written compositions. The course also includes opportunities for public speaking and multimedia presentations.
III. CRITICAL SKILLS PRACTICE
The course provides students with the opportunity to practice critical reading and writing skills in a learning environment that is similar to standardized tests.
Partial List of Skills Taught:
??Develop complex compositions using writing processes.
??Select a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.
??Establish a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.
??Organize ideas in writing to ensure coherence, logical progression, and support.
??Incorporate elements in writing to enhance meaning and for specific rhetorical and aesthetic purposes.
??Use various forms of persuasion (factual or emotional) to support an opinion in speaking and writing.
??Develop presentations by using clear research questions and creative and critical research strategies.
??Use systematic strategies to organize and record information.
??Integrate databases, graphics, and spreadsheets into word-processed documents.
??Write persuasive pieces (e.g. speech, editorial, letter to the editor, public service announcement).
??Write fictional, autobiographical, or biographical narratives.
??Write historical investigation reports.
??Write job applications and résumés.
??Plan, organize, develop, produce and evaluate an effective multimedia presentation, using tools such as charts, photographs, maps, tables, posters, transparencies, slides and electronic media
??Deliver oral presentations.
??Produce informal writings for various purposes.
??Analyze the ways in which meaning is affected by structure and word choice in expository texts.
??Evaluate the evidence used to support the author's perspective in expository texts.
??Analyze how words, images, graphics, and sounds work together in various forms to impact meaning.
??Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers.
??Analyze British and world literature from a variety of authors for style, audience appeal, cultural significance, and plot structure.
??Analyze distinctive elements of a variety of literary forms and types.
??Interpret a variety of texts by identifying and examining literary elements.
??Analyze the use of figurative language in literary works.
??Identify and analyze types of dramatic literature.
??Identify and analyze the conventions and techniques used in different types of dramatic literature.
??Identify and explain the use of poetic elements to enhance meaning and effect.
??Trace etymologies of terms.
??Use roots and affixes to infer word meaning.
??Define and use new words by studying their relationship to other words.
??Use references materials as needed to learn about words.
??Apply techniques to extend vocabulary
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Fully Met | Course objectives are stated at the beginning of each unit and assessed throughout or at the end of each unit. The course objectives clearly state what students will know and be able to do at the end of the course. They are also stated in the syllabus provided by teacher. |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Fully Met | The methodologies and content in the ENG402/403/404 course align with the NCTE and McREL (Language Arts) Standards. Course alignments to state standards are completed during course implementation and additional content is supplemented through synchronous teaching sessions, if needed, to address standards not as fully addressed in the original course content. |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Fully Met | The course objectives, lesson objectives, instructional strategies, instructional content and assessments are all integrated, and align to the NCTE and McREL (Language Arts) standards. Instructional strategies draw on best research-based practices in online environments. Contributors to the content of the course are comprised of certified teachers as well as Literature Analysis and Composition experts. Formal, regular review process includes feedback from students, parents, teachers, and instructional designers to inform content developers of aspects where course could be improved with regard to rigor, depth, and breadth in addressing standards, and reflecting best practices. |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | Information literacy and effective communication are incorporated in a variety of ways, and are integral aspects of the course, and among the NCTE and McREL (Language Arts) standards according to which the course has been aligned. They are manifest in small scale assessments, such as recognizing different parts of a paragraph, to larger scale, such as locating, recognizing, and incorporating and citing informative articles or websites for use in student presentations. Netiquette, and effective communication practices are covered in the online introduction training course (ORN010), and reinforced throughout in Discussion boards, etc. |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met | Teachers provide information in the course syllabus/course overview to clarify policies and offer helpful hints to promote success in the course. Additionally, information of this nature is provided in a short online introduction training (ORN010). |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | Many of these items are included on the Syllabus page in each course, but it is optional for the teacher to add a scope and sequence. K12 is beginning to provide these now. |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | The course requirements, lesson objectives, instructional strategies, instructional content and assessments are all clearly stated, integrated, and align to the NCTE and McREL (Language Arts) standards. The Unit list displayed on the sidebar of the course home page visually conveys the scope and sequence, configured to meet overall course goals and objectives. |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Fully Met | Communication is addressed in the online training course (ORN010). There is a link on the site to contact the teacher and a link to provide feedback to K12. |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Fully Met | Presenting texts from a variety of cultures, reflective of a multiplicity of experience, is a central part of the development framework. Helping students appreciate cultural or other environments in interpreting texts, is likewise built into the bones of the course. The course is updated regularly to ensure that information is accurate, current, and free of bias. |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Fully Met | Complete information on academic integrity and netiquette expectations is clearly stated in a separate short course on online learning (ORN010). Teachers also frequently emphasize this information in their syllabus/class overview. Policies and expectations related to academic integrity are also clearly stated in the Academic Integrity link on the student homepage. |
| Privacy policies are clearly stated. | Fully Met | Privacy policies are clearly stated on the K12 main site: http://www.k12.com/privacy_policy |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Fully Met | A Teacher Implementation Guide is provided with suggestions for the instructor to effectively reach all students. Teachers are provided with aids for feedback, including: model answers, samples for essay marking according to the rubric, score justification language, etc. Teachers are also provided with outlines or resources for appropriate synchronous sessions to go along with units |
| Assessment and assignment answers and explanations are included. | Fully Met | Answer keys and assessment rubrics are provided. Some rubrics and assessment feedback comments are not detailed. |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | The results of peer review and student evaluations of courses are maintained and available at K12. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Fully Met | A feedback system for parents/mentors, teachers, and students is in place to evaluate course materials and make changes as appropriate. Also, internal reviews of student success in courses is evaluated and courses may be adjusted appropriately. |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Fully Met | The course is reviewed and updated as needed via feedback from teachers, mentors, and students and from periodic internal review. The date the course was updated is not posted in the course. |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Fully Met | All teachers of K12 courses meet the professional teaching requirements set forth by the particular state in which they teach. |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Fully Met | K12 instructors complete a virtual training course before teaching a course. Training is scheduled as ongoing or available on demand. K12training.com documents hours and frequency of training by each teacher. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully Met | A feedback system for parents/mentors, teachers, and students is available. Reported issues are addressed in a timely manner and courses are updated as appropriate to reflect changes. A Help Desk is also available to address technical concerns. |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Fully Met | K12's initial teacher training contains specific training on all aspects of online learning . Teachers are trained on how online learning affects the learning experience. |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Fully Met | During initial teacher training, teachers are trained on Elluminate, IM, email, internal email, threaded discussions. School specific training may include the use of Wikis and blogs. |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Fully Met | The standard is addressed at the school level under teacher standards. |
| Students are offered an orientation for taking an online course before starting the coursework. | Fully Met | A short separate online course on online learning (ORN010) is provided to all students to orient them to the use of the online course. |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Fully Met | Aligning to the NCTE and McREL (Language Arts) standards, the course design incorporates appropriate levels, and skills. Instruction is provided in a variety of ways: explanations, interactive exercises and quizzes, extra practice pages, conferences with teacher, sample discussion topics, walk through rubrics, and reviews in asynchronous and synchronous environments. In addition to books and online reading material, the course includes audio and visual presentations, in accordance with lesson objectives, and NCTE and McREL (Language Arts) standards. |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. | Fully Met | The course is clearly organized into units and lessons. |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Fully Met | Students actively engage with "real world" content (which is works of literature) on a regular basis. They analyze works of literature from a range of perspectives, including tone, purpose, audience, etc. They submit their own compositions and literature analyses. Further, through the ongoing Discussion Board assignments, students enact the work of literature analysis and composition, and participate in conversations about such. |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Fully Met | The teacher may adjust the pacing of the course, alter assignments, and/or offer enrichment and reinforcement material through synchronous sessions to meet the needs of both gifted and challenged students. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Fully Met | In line with the NCTE and McREL (Language Arts) standards, students learn to recognize and evaluate central aspects to literary analysis in different works of literature, such as purpose, tone, and intended audience. In teacher-graded assessments such as research papers, essays and compositions, students are challenged to work through the entire writing process including planning, organizing, drafting, revising, re-writing, etc. These assignments also challenge students to interpret and analyze works of literature, and apply lessons to their own experience. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Fully Met | The teacher can adjust pacing of the course and/or offer enrichment and reinforcement material through synchronous sessions to meet the needs of both gifted and challenged students. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Fully Met | Content for the course--including selected texts and assignments--is considerate of the student and course level, and aligned to NCTE and McREL (Language Arts) standards for appropriate level. |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Fully Met | The course design provides opportunity for students to contact the teacher with questions through an email link or calling teachers during office hours specified by the teacher or school. Teachers update an online gradebook which students can view at any time to gauge their progress. The schools often set policies for teachers for the timely updates of students' grades and timely responses to student emails and phone calls. |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Fully Met | The course design allows for teacher-student interaction prior to the course start date. Teachers follow detailed communication policies for contacting responsive and non-responsive students the first week of the course. Levels of active participation are detailed in the gradebook user activity feature in the LMS. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Fully Met | Synchronous sessions are used throughout the course to provide mastery of material. During these sessions, teachers interact synchronously with students, and students may likewise interact with each other in this monitored environment. Collaborative assignments may be organized by a teacher during online synchronous sessions. Discussion questions are utilized to increase student-student interaction and foster mastery. |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Fully Met | Students interact with the content in self-correcting exercises on a regular basis. Course also includes links throughout to vetted relevant websites. Students apply their learning through quizzes and exams, essays, compositions, literature analyses, etc. |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Fully Met | This course includes ongoing and frequent opportunities for assessment including self-correcting interactive modules, lesson quizzes, mid-unit tests, unit tests, and semester tests to determine student mastery of the concepts and readiness to move to the next concept. Assignments and assessments clearly address course objectives and NCTE and McREL (Language Arts) standards. Students have ongoing access to the online gradebook to monitor their progress. Evaluation methods and strategies are typically outlined in the syllabus, provided by the teacher. |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Fully Met | In addition to quizzes and unit tests, frequent self-correcting interactive activities embedded in lessons help students assess their mastery of the target content. Assessment methods, schedule and procedures are tightly aligned with NCTE and McREL (Language Arts) standards, and represent meaningful indicators of students' mastery of target content. |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Fully Met | In addition to quizzes and unit tests, frequent self-correcting interactive activities embedded in lessons help students assess their mastery of the target content, and ensure students are ready for the next lesson. Semester tests assess the major concepts and many of the details of the target content taught throughout each semester. During synchronous sessions, teachers also get a sense for where participants have the most difficulty with the content, and their readiness for the next lesson. |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Fully Met | The course includes frequent self-correcting interactive activities embedded in lessons to help students assess their mastery of the target content. During synchronous sessions, teachers also get a sense for where participants have the most difficulty with the content. Their place in the course, and the visual unit layout on the sidebar also indicates how much they have completed, and how much is still ahead. |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Fully Met | Assessment materials are composed of a wide variety of approaches, including the following: |
| Grading rubrics are provided to the instructor and may be shared with students. | Fully Met | Answer keys and rubrics are provided to teachers for assignments to model how responses should be graded. |
| The grading policy and practices are easy to understand. | Fully Met | Rubrics are provided and explained to students. Grading policies and practices are typically communicated to students from their teacher or school. K12 provides scores, and delivers scores and percentage of total possible points to teachers and schools, from which they can calculate the grades. The ever-accessible gradebook provides all the graded assignments, and available points, and percentage of grade from the given assignment |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Partially Met | Teachers can add synchronous teaching sessions to teach additional content that is not provided in the original course but may be advantageous to address state standards or to reinforce information in the course through other modalities. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met | The course can be adjusted and paced according to the type of calendar that the school system requires, e.g. block, 4X4, trimester, conventional schedules, etc.--though the default layout is two 90-day semesters. |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Fully Met | The course is easy to navigate with easily identified arrows and link buttons to click. |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Fully Met | The course offering includes a variety of interactive assignments with colorful imagery, animation, video, etc., and an asynchronous platform, while also offering regular synchronous sessions. The course also includes links to vetted online resources. Students can seamlessly make submissions, and get feedback from teacher through the LMS. And they participate regularly on threaded discussions. Printer-friendly lesson guides allow students to make hard copies of central aspects to the course content, and help students organize their notes. |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Fully Met | The hardware, web browser, and software requirements are clearly specified to the user on the K¹² website. |
| Prerequisite skills in the use of technology are identified. | Fully Met | The short orientation course (ORN010) describes how to navigate through the course describing the function of all the particular links. |
| The course uses content-specific tools and software appropriately. | Fully Met | The course uses a wide range of tools related to helping students evaluate and analyze works of literature, and to effectively make their own compositions. Many of the tools are simply incorporated into the LMS, such as highlighting certain passages, and self-correcting assessments on the target material |
| The course is designed to meet internationally recognized interoperability standards. | Fully Met | The K¹² courses are not SCORM 1.2 compliant. |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met | Copyright and licensing information is clearly stated at: http://www.k12.com/copyright_policy/ |
| Accessibility | Rating | Comments |
|---|---|---|
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). | Fully Met | There are not accommodations for all instances of disability in the course. The user interface is intuitive for students and teachers. Teachers work with individuals with an IEP to ensure access for the vast majority of students with disabilities |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met | K12 maintains records in accordance with all applicable state and federal laws. FERPA guidelines are not posted within the course. |
Review Conducted By: K-12 Inc
Date of Review:
06/20/2014
I. LITERATURE
Readings include:
Novels
Students will read two of the following:
??Pride and Prejudice by Jane Austen
??Hard Times by Charles Dickens
??1984 by George Orwell
??Nectar in a Sieve by Kamala Markandaya
??Siddhartha by Herman Hesse
Drama
??Hamlet by William Shakespeare
??Rosencrantz and Guildenstern Are Dead by Tom Stoppard
Prose Fiction and Nonfiction
??Works by Homer, Geoffrey Chaucer, James Joyce, Doris Lessing, Virginia Woolf, Kamala Markandaya, Chinua Achebe, George Orwell, and others.
Poetry
??Works by Francesco Petrarcha, William Shakespeare, Elizabeth Barrett Browning, Pablo Neruda, William Blake, William Wordworth, Samuel Taylor Coleridge, Percy Bysshe Shelley, John Keats, William Butler Yeats, T.S. Elliot, Dylan Thomas, and others.
II. COMPOSITION
Throughout the course, students have the opportunity to write about what they have read in formal analytical compositions, creative projects, and online discussions. They complete compositions in a variety of genres, including a formal research paper in which they formulate and defend a thesis and incorporate multiple sources to support their assertions. The course provides a structured approach to the writing process and includes student support for planning, drafting, and finalizing written compositions. The course also includes opportunities for public speaking and multimedia presentations.
III. CRITICAL SKILLS PRACTICE
The course provides students with the opportunity to practice critical reading and writing skills in a learning environment that is similar to standardized tests.
Partial List of Skills Taught:
??Develop complex compositions using writing processes.
??Select a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.
??Establish a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.
??Organize ideas in writing to ensure coherence, logical progression, and support.
??Incorporate elements in writing to enhance meaning and for specific rhetorical and aesthetic purposes.
??Use various forms of persuasion (factual or emotional) to support an opinion in speaking and writing.
??Develop presentations by using clear research questions and creative and critical research strategies.
??Use systematic strategies to organize and record information.
??Integrate databases, graphics, and spreadsheets into word-processed documents.
??Write persuasive pieces (e.g. speech, editorial, letter to the editor, public service announcement).
??Write fictional, autobiographical, or biographical narratives.
??Write historical investigation reports.
??Write job applications and résumés.
??Plan, organize, develop, produce and evaluate an effective multimedia presentation, using tools such as charts, photographs, maps, tables, posters, transparencies, slides and electronic media
??Deliver oral presentations.
??Produce informal writings for various purposes.
??Analyze the ways in which meaning is affected by structure and word choice in expository texts.
??Evaluate the evidence used to support the author's perspective in expository texts.
??Analyze how words, images, graphics, and sounds work together in various forms to impact meaning.
??Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers.
??Analyze British and world literature from a variety of authors for style, audience appeal, cultural significance, and plot structure.
??Analyze distinctive elements of a variety of literary forms and types.
??Interpret a variety of texts by identifying and examining literary elements.
??Analyze the use of figurative language in literary works.
??Identify and analyze types of dramatic literature.
??Identify and analyze the conventions and techniques used in different types of dramatic literature.
??Identify and explain the use of poetic elements to enhance meaning and effect.
??Trace etymologies of terms.
??Use roots and affixes to infer word meaning.
??Define and use new words by studying their relationship to other words.
??Use references materials as needed to learn about words.
??Apply techniques to extend vocabulary
Readings include:
Novels
Students will read two of the following:
??Pride and Prejudice by Jane Austen
??Hard Times by Charles Dickens
??1984 by George Orwell
??Nectar in a Sieve by Kamala Markandaya
??Siddhartha by Herman Hesse
Drama
??Hamlet by William Shakespeare
??Rosencrantz and Guildenstern Are Dead by Tom Stoppard
Prose Fiction and Nonfiction
??Works by Homer, Geoffrey Chaucer, James Joyce, Doris Lessing, Virginia Woolf, Kamala Markandaya, Chinua Achebe, George Orwell, and others.
Poetry
??Works by Francesco Petrarcha, William Shakespeare, Elizabeth Barrett Browning, Pablo Neruda, William Blake, William Wordworth, Samuel Taylor Coleridge, Percy Bysshe Shelley, John Keats, William Butler Yeats, T.S. Elliot, Dylan Thomas, and others.
II. COMPOSITION
Throughout the course, students have the opportunity to write about what they have read in formal analytical compositions, creative projects, and online discussions. They complete compositions in a variety of genres, including a formal research paper in which they formulate and defend a thesis and incorporate multiple sources to support their assertions. The course provides a structured approach to the writing process and includes student support for planning, drafting, and finalizing written compositions. The course also includes opportunities for public speaking and multimedia presentations.
III. CRITICAL SKILLS PRACTICE
The course provides students with the opportunity to practice critical reading and writing skills in a learning environment that is similar to standardized tests.
Partial List of Skills Taught:
??Develop complex compositions using writing processes.
??Select a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.
??Establish a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.
??Organize ideas in writing to ensure coherence, logical progression, and support.
??Incorporate elements in writing to enhance meaning and for specific rhetorical and aesthetic purposes.
??Use various forms of persuasion (factual or emotional) to support an opinion in speaking and writing.
??Develop presentations by using clear research questions and creative and critical research strategies.
??Use systematic strategies to organize and record information.
??Integrate databases, graphics, and spreadsheets into word-processed documents.
??Write persuasive pieces (e.g. speech, editorial, letter to the editor, public service announcement).
??Write fictional, autobiographical, or biographical narratives.
??Write historical investigation reports.
??Write job applications and résumés.
??Plan, organize, develop, produce and evaluate an effective multimedia presentation, using tools such as charts, photographs, maps, tables, posters, transparencies, slides and electronic media
??Deliver oral presentations.
??Produce informal writings for various purposes.
??Analyze the ways in which meaning is affected by structure and word choice in expository texts.
??Evaluate the evidence used to support the author's perspective in expository texts.
??Analyze how words, images, graphics, and sounds work together in various forms to impact meaning.
??Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers.
??Analyze British and world literature from a variety of authors for style, audience appeal, cultural significance, and plot structure.
??Analyze distinctive elements of a variety of literary forms and types.
??Interpret a variety of texts by identifying and examining literary elements.
??Analyze the use of figurative language in literary works.
??Identify and analyze types of dramatic literature.
??Identify and analyze the conventions and techniques used in different types of dramatic literature.
??Identify and explain the use of poetic elements to enhance meaning and effect.
??Trace etymologies of terms.
??Use roots and affixes to infer word meaning.
??Define and use new words by studying their relationship to other words.
??Use references materials as needed to learn about words.
??Apply techniques to extend vocabulary
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|
Students can contact the teacher as needed. Teachers have posted office hours.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 14-15 | 1 | 1 | 100.0% | |
| 13-14 | 1 | 1 | 100.0% | Enrollment data include all enrollments (21f and non-21f) for the Spring and Summer 2013-14 school year. |