LANGUAGE ARTS 12 Syllabus
Course Description from DoDEA
Major Concepts/Content:The Language Arts 12 course is designed to strengthen students’ skills in listening,
speaking, writing, literature, and language. The content includes, but is not limited to, recognizing how continued development of communication skills can enhance one’s future career and leisure activities; using communication skills
in preparing for career choices; using the research skills necessary to meet the demands of post-secondary classes; using computer technology, where hardware is available, as an aid in writing compositions; writing in a clear and personal style; responding to literary masterpieces which are the common heritage of all people; engaging in perceptive reading and critical analysis of English and world literature; engaging in discussions of philosophical questions as revealed in literary works; and using the media center research facilities.
Major Instructional Activities: Instructional activities will be provided in a general classroom setting, in the
media center and in the school and community environment. Student activities will include, but will not be limited to, writing journals or learning logs; writing expository and critical essays; writing a paper requiring media center
research and other research techniques such as interviewing, observing, or experimenting; responding to each other’s writing with helpful suggestions for revision; taking several pieces of writing through a process that includes
prewriting activities, drafting, peer response, revision, proofreading for spelling, punctuation, capitalization, grammar, and usage, and publishing; practicing writing from different points of view for different audiences;
developing speaking and listening skills by responding to literature and to each other’s writing, participating in small and large group Discussions, in oral presentations, individual recitations, and dramatizations; studying appropriate
major works of literature intensively in class; reading, viewing, and listening independently to examples of the various genres of literature and responding to that literature; presenting interpretations of literature orally; and increasing
vocabulary through the study of words encountered in reading and through work with the dictionary and the thesaurus.
Major Evaluative Techniques: Students will be evaluated for class participation; completion of reading and composition assignments; comprehension of literature as measured by objective, essay, and/or oral examinations; and improvement in written composition, especially expository techniques, and oral presentations, with major emphasis on content, organization, logic, coherence, use of evidence and argument, and with secondary emphasis on accuracy in spelling, punctuation, capitalization, grammar and usage.
Essential Objectives: Upon completion of the Language Arts 12 course, students should be able to:
Use communication skills in preparing for career choices
Demonstrate research skills necessary to meet demands of post-secondary classes
Recognize how continued development of communication skills can enhance one’s future career and leisure activities
Engage in perceptive reading and critical analysis of literature
Use computer technology, when available, to aid in writing compositions.
Enjoy lterary masterpieces that are the common heritage of all people.
Write in a clear and personal style.
Engage in discussions of philosophical questions as revealed in literary works.
This course is designed to facilitate student mastery of the DoDEA standards and essential objectives of the parallel general education course. Accommodations and modifications in content, instructional activities, evaluative techniques and essential objectives are implemented as appropriate for students with disabilities in support of their Individualized Education Programs (IEP).
Teacher Policies:
Textbooks, Materials and Other Resources: Students are expected to have necessary materials for every class.
In addition, students should have a memory stick—this is essential for organizing a portfolio both at school and for your own use at home of the materials, Power Points, study tools. Students are expected to use on-line webpage for access to additional materials and textbook links.
Grading:
Reading Comprehension and Class Discussion Activities: 25%
M/C, Prompts, Quizzes: 25%
Tests and Applied Assessment Prompts: 25%
Projects and Papers: 25%
While late homework assignments are accepted, students should not make this a regular practice. Late homework is accepted up one week from due date. All projects and papers should be submitted on the due date, unless arrangements are made with the teacher. A late penalty will be applied to projects and papers of 10% of the total points. DoDEA guidelines for planned absences and extracurricular events should be followed.
"Plagiarism Statement: Using someone else's ideas or phrasing and representing those ideas or
phrasing as our own, either on purpose or through carelessness, is a serious offense known as plagiarism.
"Ideas or phrasing" includes written or spoken material, of course — from whole papers and paragraphs to sentences, and, indeed, phrases — but it also includes statistics, lab results, art work, etc. "Someone else" can mean a professional source, such as a published writer or critic in a book, magazine, encyclopedia, or journal; an electronic resource such as material we discover on the World Wide Web; another student at our school or anywhere else; a paper-writing "service" (online or otherwise) which offers to sell written papers for fee" (http://www.ccc.commnet.edu/mla/plagiarism.shtml). Copying another student’s homework is also plagiarism.
Semester One
Quarter 1:
Heroes and Anti-Heroes
“Epics: Stories on a Grand Scale”
Beowulf (Part 1 and 2)
Comparative Texts:“Gilgamesh” and “Book 22: The Death of Hector”
“The Day of Destiny—from Le Morte’ d’Arthur”
“Sir Gawain and the Green Knight”
Selections from Macbeth
Hamlet
Assessments:
Writing: Descriptive Essay; Shakespeare Hero Analysis Paper
Speaking and Listening: Shakespeare Scene Presentations
Quarter 2:
Early Poetic Traditions
“Lord Randall”
Canterbury Tales—Prologue, The Pardoner’s Tale, and The Wife of Bath’s Tale
“The Passionate Shepherd to his love” and “The Nymph’s reply to the Shepherd”
“To his Virgins” and “To His Coy Mistress”
Shakespeare Sonnet Study: 18, 29, 30, 71, 73, 116, 130
Donne Study: “A Valediction: Forbidding Mourning,” “Song,” “Meditation 17,” “death be not proud”
Milton: “The Fall of Satan” and “When I consider how my light is spent”
Pope: “The Rape of the Lock”
Assessments:
Speaking and Listening: Poetry Analysis Presentation—Literary Response
Writing: Close Reading Poetry Paper
Multimedia Presentation: Literary Research on Character from Canterbury Tales
Defining Values
“Federigo’s Falcon”
Comparative Texts: “A History of the English Church and People,” “The Seafarer,” “The Wife’s Lament”
Comparative Texts—Treatises: Bacon, Elizabeth I and Margaret Cavendish
Comparative Texts—Satire: Gulliver’s Travels and “A Journal of the Plague Year”
“An Essay on Man”
Comparative Texts—Satire: Selections from Candide and Don Quixote
Comparing Points of View—Politics:“A Vindication of the Rights of Women,” “To the Ladies” and from “The Education of Women”
Selections from Great English Essays
Assessments:
Writing: Persuasive Essays; Argument Analysis Blogs
Speaking and Listening: Public Debate
Semester 2
Quarter 3:
Romanticism and Imagination
Blake: “The Tyger” and “The Lamb”
Wordsworth: “Lines Composed a Few Miles Above Tintern Abbey,” “Composed upon Westminster’s Bridge,” “The World is Too Much with Us”
Coleridge: “Kubla Khan”
Byron: “She Walks in Beauty”and Canto IV,”
Shelley: “Ozymandias” and “Ode to the West Wind”
Keats: “When I Have Fears” and“Ode on a Grecian Urn”
Novel: Frankenstein
Assessments:
Writing: Reflective Essay; Literary Analysis Paper
Presentation: Present a reflection
Victorian Period and Realism
Tennyson: “The Lady of Shalot” and “Ulysses”
Browning: “My Last Duchess”
Barrett-Browning: “Sonnet 43”
Arnold: “Dover Beach”
Houseman: “To An Athlete Dying Young”
Reflecting: Tennyson , Browning, Hardy and Houseman
Kipling: The Mark of the Beast
Connecting: Tolstoy, Chekhov, and Maupassant
Play: Importance of Being Earnest
Assessments:
Writing: Comparing and Contrasting Literature
Speaking and Listening: Scene Performances
Quarter 4
The Modern World
Joyce: “Araby”
Bowen: “The Demon Lover
Borges: “The Book of Sand”
T.S. Eliot: “The Hollow Man”
Comparative Poetry by Mistral, Thomas, Neruda, Auden
Churchill’s “Blood, Sweat, and Tears”
Okri’s “In the Shadow of War”
Comparative Texts—War: Levi, Duras, Wiesel
Comparative Texts—Colonialism: Orwell , Lessing, Chamberlein, and Nehru
Novel: 1984
Assessments:
Public Documents: Compare main ideas across texts, evaluating an author’s beliefs and assumptions, identifying
and critiquing an argument
Writing: Persuasive Essay: Nonfiction annotations; Original short story
Project: Analyzing and Using Media
Speaking: Presenting Analysis of a Speech
Vocational: The World of Work
Course Description from DoDEA
Major Concepts/Content:The Language Arts 12 course is designed to strengthen students’ skills in listening,
speaking, writing, literature, and language. The content includes, but is not limited to, recognizing how continued development of communication skills can enhance one’s future career and leisure activities; using communication skills
in preparing for career choices; using the research skills necessary to meet the demands of post-secondary classes; using computer technology, where hardware is available, as an aid in writing compositions; writing in a clear and personal style; responding to literary masterpieces which are the common heritage of all people; engaging in perceptive reading and critical analysis of English and world literature; engaging in discussions of philosophical questions as revealed in literary works; and using the media center research facilities.
Major Instructional Activities: Instructional activities will be provided in a general classroom setting, in the
media center and in the school and community environment. Student activities will include, but will not be limited to, writing journals or learning logs; writing expository and critical essays; writing a paper requiring media center
research and other research techniques such as interviewing, observing, or experimenting; responding to each other’s writing with helpful suggestions for revision; taking several pieces of writing through a process that includes
prewriting activities, drafting, peer response, revision, proofreading for spelling, punctuation, capitalization, grammar, and usage, and publishing; practicing writing from different points of view for different audiences;
developing speaking and listening skills by responding to literature and to each other’s writing, participating in small and large group Discussions, in oral presentations, individual recitations, and dramatizations; studying appropriate
major works of literature intensively in class; reading, viewing, and listening independently to examples of the various genres of literature and responding to that literature; presenting interpretations of literature orally; and increasing
vocabulary through the study of words encountered in reading and through work with the dictionary and the thesaurus.
Major Evaluative Techniques: Students will be evaluated for class participation; completion of reading and composition assignments; comprehension of literature as measured by objective, essay, and/or oral examinations; and improvement in written composition, especially expository techniques, and oral presentations, with major emphasis on content, organization, logic, coherence, use of evidence and argument, and with secondary emphasis on accuracy in spelling, punctuation, capitalization, grammar and usage.
Essential Objectives: Upon completion of the Language Arts 12 course, students should be able to:
Use communication skills in preparing for career choices
Demonstrate research skills necessary to meet demands of post-secondary classes
Recognize how continued development of communication skills can enhance one’s future career and leisure activities
Engage in perceptive reading and critical analysis of literature
Use computer technology, when available, to aid in writing compositions.
Enjoy lterary masterpieces that are the common heritage of all people.
Write in a clear and personal style.
Engage in discussions of philosophical questions as revealed in literary works.
This course is designed to facilitate student mastery of the DoDEA standards and essential objectives of the parallel general education course. Accommodations and modifications in content, instructional activities, evaluative techniques and essential objectives are implemented as appropriate for students with disabilities in support of their Individualized Education Programs (IEP).
Teacher Policies:
Textbooks, Materials and Other Resources: Students are expected to have necessary materials for every class.
In addition, students should have a memory stick—this is essential for organizing a portfolio both at school and for your own use at home of the materials, Power Points, study tools. Students are expected to use on-line webpage for access to additional materials and textbook links.
Grading:
Reading Comprehension and Class Discussion Activities: 25%
M/C, Prompts, Quizzes: 25%
Tests and Applied Assessment Prompts: 25%
Projects and Papers: 25%
While late homework assignments are accepted, students should not make this a regular practice. Late homework is accepted up one week from due date. All projects and papers should be submitted on the due date, unless arrangements are made with the teacher. A late penalty will be applied to projects and papers of 10% of the total points. DoDEA guidelines for planned absences and extracurricular events should be followed.
"Plagiarism Statement: Using someone else's ideas or phrasing and representing those ideas or
phrasing as our own, either on purpose or through carelessness, is a serious offense known as plagiarism.
"Ideas or phrasing" includes written or spoken material, of course — from whole papers and paragraphs to sentences, and, indeed, phrases — but it also includes statistics, lab results, art work, etc. "Someone else" can mean a professional source, such as a published writer or critic in a book, magazine, encyclopedia, or journal; an electronic resource such as material we discover on the World Wide Web; another student at our school or anywhere else; a paper-writing "service" (online or otherwise) which offers to sell written papers for fee" (http://www.ccc.commnet.edu/mla/plagiarism.shtml). Copying another student’s homework is also plagiarism.
Semester One
Quarter 1:
Heroes and Anti-Heroes
“Epics: Stories on a Grand Scale”
Beowulf (Part 1 and 2)
Comparative Texts:“Gilgamesh” and “Book 22: The Death of Hector”
“The Day of Destiny—from Le Morte’ d’Arthur”
“Sir Gawain and the Green Knight”
Selections from Macbeth
Hamlet
Assessments:
Writing: Descriptive Essay; Shakespeare Hero Analysis Paper
Speaking and Listening: Shakespeare Scene Presentations
Quarter 2:
Early Poetic Traditions
“Lord Randall”
Canterbury Tales—Prologue, The Pardoner’s Tale, and The Wife of Bath’s Tale
“The Passionate Shepherd to his love” and “The Nymph’s reply to the Shepherd”
“To his Virgins” and “To His Coy Mistress”
Shakespeare Sonnet Study: 18, 29, 30, 71, 73, 116, 130
Donne Study: “A Valediction: Forbidding Mourning,” “Song,” “Meditation 17,” “death be not proud”
Milton: “The Fall of Satan” and “When I consider how my light is spent”
Pope: “The Rape of the Lock”
Assessments:
Speaking and Listening: Poetry Analysis Presentation—Literary Response
Writing: Close Reading Poetry Paper
Multimedia Presentation: Literary Research on Character from Canterbury Tales
Defining Values
“Federigo’s Falcon”
Comparative Texts: “A History of the English Church and People,” “The Seafarer,” “The Wife’s Lament”
Comparative Texts—Treatises: Bacon, Elizabeth I and Margaret Cavendish
Comparative Texts—Satire: Gulliver’s Travels and “A Journal of the Plague Year”
“An Essay on Man”
Comparative Texts—Satire: Selections from Candide and Don Quixote
Comparing Points of View—Politics:“A Vindication of the Rights of Women,” “To the Ladies” and from “The Education of Women”
Selections from Great English Essays
Assessments:
Writing: Persuasive Essays; Argument Analysis Blogs
Speaking and Listening: Public Debate
Semester 2
Quarter 3:
Romanticism and Imagination
Blake: “The Tyger” and “The Lamb”
Wordsworth: “Lines Composed a Few Miles Above Tintern Abbey,” “Composed upon Westminster’s Bridge,” “The World is Too Much with Us”
Coleridge: “Kubla Khan”
Byron: “She Walks in Beauty”and Canto IV,”
Shelley: “Ozymandias” and “Ode to the West Wind”
Keats: “When I Have Fears” and“Ode on a Grecian Urn”
Novel: Frankenstein
Assessments:
Writing: Reflective Essay; Literary Analysis Paper
Presentation: Present a reflection
Victorian Period and Realism
Tennyson: “The Lady of Shalot” and “Ulysses”
Browning: “My Last Duchess”
Barrett-Browning: “Sonnet 43”
Arnold: “Dover Beach”
Houseman: “To An Athlete Dying Young”
Reflecting: Tennyson , Browning, Hardy and Houseman
Kipling: The Mark of the Beast
Connecting: Tolstoy, Chekhov, and Maupassant
Play: Importance of Being Earnest
Assessments:
Writing: Comparing and Contrasting Literature
Speaking and Listening: Scene Performances
Quarter 4
The Modern World
Joyce: “Araby”
Bowen: “The Demon Lover
Borges: “The Book of Sand”
T.S. Eliot: “The Hollow Man”
Comparative Poetry by Mistral, Thomas, Neruda, Auden
Churchill’s “Blood, Sweat, and Tears”
Okri’s “In the Shadow of War”
Comparative Texts—War: Levi, Duras, Wiesel
Comparative Texts—Colonialism: Orwell , Lessing, Chamberlein, and Nehru
Novel: 1984
Assessments:
Public Documents: Compare main ideas across texts, evaluating an author’s beliefs and assumptions, identifying
and critiquing an argument
Writing: Persuasive Essay: Nonfiction annotations; Original short story
Project: Analyzing and Using Media
Speaking: Presenting Analysis of a Speech
Vocational: The World of Work