Anchor - Fallacies Project

Grade Level:  10 High School                              

Subject Area:  Language Arts

Course Number:  L432511

Course Title:  English 10 Pre AP

Course Length:  1 year

Prerequisite:  Successful completion of a 9^th grade English/Language Arts course

Course Description:  In this rigorous course, students explore a multicultural survey of literature encompassing a wide range of literary genres, purposes and styles.  Students practice the critical thinking, writing and speaking skills required for the intensive AP courses in grades 11 and 12.  Preparation of the MCAII reading test is integrated throughout the year. 

Standards and Benchmarks:

Vocabulary Benchmarks

• The student acquires, understands and uses vocabulary through explicit instruction and independent reading.  The student appropriately uses these words in writing.
• The student determines the meaning of unfamiliar words and metaphors by using dictionaries, context clues and reference books.
• The student knows several ways to determine the meaning of unknown words, including applying knowledge of Greek and Latin roots, prefixes, suffixes, word roots and word origins. 

Comprehension Benchmarks

• The student monitors comprehension and knows how and when to use strategies that clarify understanding of a text.
• The student understands and evaluates the purpose, accuracy, comprehensiveness and usefulness of informational materials.
• The student analyzes a variety of nonfiction materials selected from journals, essays, speeches, biographies and autobiographies.
• In a persuasive text, the student traces the logical development of the author’s argument, point of view or perspective and evaluates the adequacy, accuracy and appropriateness of the author’s evidence. 
• The student makes inferences and draws conclusions based on explicit and implied information from texts.
• The student evaluates the clarity and accuracy of information, as well as the credibility of sources.
• The student identifies, understands and explains various types of logical fallacies.
• The student synthesizes information from multiple selections in order to draw conclusions, make predictions and form interpretations.
• The student analyzes and draws accurate conclusions about information in warranties, contracts, job descriptions, technical descriptions, and other informational sources.  The student selects useful information from labels, warnings, manuals, directions, applications, and forms in order to complete specific tasks.
• The student summarizes and paraphrases the main idea and supporting details. 

Literature Benchmarks

• American literature:  The student reads, analyzes and evaluates traditional, classical and contemporary works of literary merit from American literature.(Introduce)
• British literature:  The student reads, analyzes and evaluates traditional, classical and contemporary works of literary merit from British literature. (Introduce)
• International literary:  The student reads, analyzes and evaluates traditional, classical and contemporary works of literary merit from civilizations and countries around the world. (Introduce and assess)
• The student analyzes, interprets and evaluates the use of figurative language and imagery (including symbolism, tone, irony and satire) in fiction and nonfiction selections.
• The student analyzes and evaluates the relationship between and among elements of literature:  character, setting, plot, tone, rising action, climax, falling action, point of view, theme, conflict and resolution.
• The student analyzes poetic devices in classic and contemporary poems.
• The student analyzes the characteristics of literary forms.
• The student interprets the effect of literary and structural devices. (Introduce)
• The student demonstrates how literary works reflect the historical contexts that shape them. (Introduce and assess)
• The student synthesizes ideas and makes thematic connections among literary texts, public discourse, media, and other disciplines. (Introduce)
• The student reads, analyzes and critiques dramatic selections by comparing and contrasting ways in which character, scene, dialogue and staging contribute to the theme and dramatic effect.
• The student responds to literature using ideas and details from the text to support reactions and make literary connections.
• For personal enjoyment, the student reads and responds to a variety of fictional, poetic and nonfictional texts of increasing complexity. (Introduce)
• The student evaluates the impact of the author’s decisions regarding word choice, point of view,  style, and literary devices. 

Writing Benchmarks

• The student plans, organizes and composes narrative, expository and descriptive writing to address a specific audience and purpose. 
• The student plans, organizes and composes persuasive, critic and scholarly writing to address a specific audience and purpose. (Introduce and assess)
• The student generates, gathers and organizes ideas for writing. (Introduce and assess)
• The student develops a thesis and a clear purpose for writing. (Introduce and assess)
• The student makes generalizations and uses supporting details. (Introduce and assess)
• The student arranges paragraphs into a logical progression.
• The student revises writing for clarity, coherence, smooth transitions and unity.
• The student applies available technology to develop, revise and edit writing.
• The student generates footnotes, endnotes and bibliographies in a consistent and widely accepted format. (Introduce and assess)
• The student revises, edits and prepares a final draft for an intended audience and purpose. 

Spelling Benchmarks

• The student understands the difference between formal and informal language styles and uses each appropriately. (Introduce and assess)
• The student uses a variety of correctly punctuated sentences for meaning and stylistic effect.
• The student  edits writing for correct grammar, capitalization, punctuation, spelling, verb tense, sentence structure, and paragraphing, enhancing its clarity and readability:
  • The student correctly uses “like”, “as if”, “any/any other,” “this kind”/”these kinds,” “who”/”that,” and “every”/”many.” (Introduce)
  • The student correctly uses verb forms, with attention to subject-verb agreement and active vs. passive voice.
  • The student edits writing for correct grammar, capitalization, punctuation, spelling, verb tense, subject verb agreement, sentence structure, and paragraphing.
  • The student correctly uses the possessive pronoun before the gerund. (Introduce) 

Research Benchmarks

• The student uses printed sources, electronic databases and online resources to access information, organize ideas and develop writing. (Introduce)
• The student identifies key terms specific to research tools and processes. (Introduce)
• The student narrows the focus of a search by formulating the thesis into a concise research question. (Assess)
• The student develops a research plan. (Introduce and assess)
• The student evaluates and organizes relevant information from a variety of sources, verifying the accuracy and usefulness of this gathered information. (Introduce and assess)
• The student produces a report with detailed evidence to support a thesis. (Introduce and assess)
• The student distinguishes between reliable and questionable Internet sources and uses technology responsibly. (Introduce)
• Plagiarism

a.      The student recognizes plagiarism and understands its consequences. (Introduce and assess)

b.      The student identifies ethical issues in research and documentation. (Introduce and assess)

• The student organizes and synthesizes information from a variety of sources and presents it logically. (Introduce and assess)
• The student credits sources for both quoted and paraphrased ideas. 
• The student credits sources of information using a standard documentation method such as a style sheet from the Modern Language Association (MLA) or the American Psychological Association (APA).
• Final draft:

a.      The student proofreads the final copy and formats the paper in a prescribed manner.

b.      The student prepares the research for publication, submission and/or display.

Speaking and Listening Benchmarks

• The student distinguishes between a speaker’s opinion and verifiable facts and analyzes a presentation’s credibility.
• The student delivers a speech using logic, correct grammar and a vocabulary appropriate to the topic, audience and purpose.
• The student understands the relationship between nonverbal, interpersonal, and small-group communication.
• The student describes the role of communication in everyday situations: formal vs. informal, business, and social. 

Media Literacy

• The student evaluates the accuracy and credibility of information found on Internet sites.
• The student evaluates logical reasoning in both print and non-print selections.
• The student evaluates a source’s point of view, intended audiences and authority.
• The student determines whether the evidence in a selection is appropriate, adequate and accurate.
• The student evaluates the content and effect of persuasive techniques used in print and broadcast media. (Introduce and assess)
• The student recognizes informed evaluations of television, radio, film, newspapers and magazines, paying particular attention to production quality, accuracy, bias, purpose, message and audience. 
• The student critically analyzes the messages and points of view employed by different media, including advertising, news, television programs, Web sites and documentaries.  (Introduce)
• The student formulates critical, evaluative questions relevant to a print or non-print selection. (Introduce)  

Scope and Sequence:

The scope and sequence for the course is similar to that followed in English 10.  More emphasis, however, is put on critical literary analysis through discussion and through a variety of written assignments.  Students read more complex texts, using the tools of critical analysis to delve more deeply into the choices authors make.  Students write both under timed conditions as well as with a greater degree of sophistication.  Students are expected to work more independently. Particular emphasis is placed on critical thinking and research skills.

Community Building

Emphasis is placed on community building at the beginning and throughout the year to build a literacy community where members know one another and respect each other’s ideas and opinions. 

Reading, writing, speaking, listening and media literacy are incorporated throughout the course and are integrated.  However, units may place an emphasis on one of the components of language arts.

Reading/Literature

Students read, respond to, interpret, analyze and evaluate short stories, poems, plays and nonfiction texts, including essays, letters and speeches.  Some works are read and discussed as a whole class, some works are read and discussed in small groups and some are read and responded to independently. Students are also expected to respond to literature through dramatic and creative projects and oral presentations.  Students make a choice of the selections they read independently with teacher support in the choice for the student’s reading level and interests. Students use the Pre-AP strategy “TP-CASTT” to analyze poetry. Students use the Pre-AP strategy “OPTICS” to analyze images/media. Preparation for the MCA II reading assessment is integrated throughout the course. An emphasis is placed on identifying and interpreting literary devices and rhetorical strategies. Understanding the credibility of arguments and logical fallacies are also addressed.

Writing

Students use writing as a tool for learning and as a means for formative assessment.  The informal writing involves responding to reading, responding to a prompt, preparing for more formal writing and reflecting on the learning experience.  Students will be expected to maintain a Literary Response Journal (in some form) throughout the course. Students will also be expected to write outside of class and to share that writing in a variety of ways and with a variety of audiences. Students use the writing process (prewriting, drafting, revising, editing and publishing) to create a number of more polished and summative assessment pieces.  Students continue use the Pre-AP strategy “SOAPSTone” to plan compositions of greater complexity and arrangement.  Students are expected to become more polished with their persuasive/argumentative, narrative and expository writing. Emphasis is placed on understanding the rules of language for creation of more sophisticated style and for development of voice in students’ writing. 

Speaking/Listening

Students have a number of opportunities to develop their speaking and listening skills from pair and small group discussion, panel presentations and formal speeches.  Students develop skills in interpersonal communications and the preparation and delivery of speeches.

Content-based Instructional Practices:

Reading:  The teacher models reading strategies and provides guided practice to promote comprehension of more complex materials during pre-reading, active reading and post-reading of a variety of genres.  The teacher asks students to process the information from texts and to demonstrate their comprehension, analysis and synthesis of that material in speaking and in writing. 

Vocabulary:  The teacher integrates vocabulary instruction primarily with reading. Key vocabulary focuses on the need for students to understand the words both in the context of reading the selections and for the usefulness of the vocabulary beyond the selection.  Some emphasis on prefixes, suffixes and roots is taught separately. Literary devices and rhetorical strategies are also introduced to students so that they have the language to speak/write about text.

Literature:  The teacher provides the means for students to develop background information about the selections read including the historical, cultural and biographical context.  The teacher reinforces and further develops the students’ skills in using literary terminology to respond to and analyze literature.  Students are given opportunities to make connections to the literature including text to self, text-to-text and self to world.  Students continue to incorporate basic literary criticism to help them develop context for the fiction/nonfiction being studied. Students also continue to use the Pre-AP strategy “TP-CASTT” as a tool for poetry analysis and the Pre-AP strategy “OPTICS” as a tool to help them continue image/media analysis.

Writing: The teacher assigns both informal and formal writing assignments, including timed responses.  Students respond to readings and other classroom instruction on an almost daily basis; these responses are thoughtful, time-intensive, reflective, and increase in complexity as the students strive for mature writing.  The students keep a readers’/writers’ notebook for informal responses to reading and other classroom activities and to use as a basis for more formal writing assignments.  The teacher models and instructs students in the writing process including prewriting (idea generating), drafting (organizing, developing), revising and editing.  Students receive feedback from both teacher and peers during the writing process. The teacher instructs students about how to consider audience and purpose for their writing. Spelling and grammar instruction is integrated with the teaching of writing. Students use “SOAPSTone” with greater ease to plan and write pieces of greater sophistication. Students write regularly outside of class for a variety of audiences and purposes. Academic writing and the amount of that writing increases as the course progresses.

Speaking, listening and viewing:  The teacher provides instruction for both small group communication and more formal presentations.  The teacher instructs students on consideration of audience and purpose for their speaking. Students learn introductory techniques for oral interpretation and they practice some memorization as a tool for furthering their understanding and critical thinking skills. 

Assessments (on-going, formative and summative):

Formative

Informal responses to reading, quizzes, graphic organizers, notes and drafts

teacher observation of participation, teacher conferences, peer/group processes, student reflections, timed essays and multiple-choice exams are also used.

Summative

            Tests, papers, including a formal research paper, oral presentations and speeches, and any other formal projects are used.

Instructional Materials:

Prentice Hall Literature Timeless Voices, Timeless Themes Platinum Level

a collection of novels and nonfiction texts for whole class and small group reading

Technology and Internet:

            Word processing

            Internet resources 

Suggested Adaptations for English Language Learner, Gifted and Talented and Special Education Students:

An updated version of this curriculum is available online at www.thecenter.spps.org.  Anchor lessons and common assessments for all courses are or will be available online. 

District course numbers and titles have specific assigned standards that are required regardless of where the course is taught.