Syllabus

Honors English 12 Ms. Czejdo
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 * Course Syllabus MCD Office Room: 109 **
 * 2010-2011 czejdo@mtsd.org **


 * __What you need to know:__** Expect a lot of reading and writing outside of class. In class, most lessons consist of lecture and note taking, discussions, and activities. You are seriously expected to contribute effectively in class **at all times**.


 * __Parents:__** Please sign up for **EDLINE** by creating your own account. When you sign up, make sure to provide an email address. During the course, I will occasionally send out emails to notify you of pertinent information.

Classroom discipline is an important factor in order for learning to take place. To maintain discipline in the school, students must share the responsibility with the teacher to develop a climate conducive to wholesome learning. No student has the right to interfere with the education of his/her classmates. No student has the right to interfere with the teacher’s efforts to educate students.
 * __ Discipline Philosophy __**

1. Be to class on time. Students should be seated immediately upon entering the room. If an assignment is posted, work should begin. After one warning, a student tardy to class without a legitimate written admit will be given one hour of detention. ** 2. ** Follow classroom procedures and directions. Remain on task!! **Any work being done for classes other than this one, will be permanently confiscated.** 3. Be prepared! Bring a book, notebook, **__ pen/pencil __** and assignments to class. Students repeatedly failing to bring appropriate materials to class will be referred to the office. 4. Show respect to classmates, teacher, and visitors to the room. This means not talking back, not speaking out of turn, not making side remarks, always valuing and listening to others opinions. No food or beverages will be permitted unless it is a teacher-approved activity. ** 5. **** Please use the restroom and drinking fountain between classes – not during. ** 6. Adapt your behavior to the classroom activity. Individual, small group and whole class activities all require different behaviors; adjust accordingly keeping in mind that class participation can influence your grade. **__Do not disrupt our educational progress at any time.__** 7. Use school facilities and property appropriately. Any abuse to school property will be reported immediately.
 * __ Classroom Rules __**
 * __ RESPECT EVERYONE ONE PERSON AT A TIME ANSWER WITH WORDS __**

Mature appropriate behavior is expected at all times. In the event that **__//you choose//__** not to act responsibly, the following consequences have been established. Keep in mind that the teacher, student teacher, and any substitute teacher who may be present should be shown the same respect from you at all times. In most cases of infraction the following steps will be taken: 1. Warning 2. Student / Teacher conference 3. Parental contact and/or detention options For any serious violation of school rules, the above consequences will be disregarded, and the student will be sent to the office or an automatic detention (or other consequence) will be earned. Please refer to the student handbook.

This course is designed to give you an introduction to World Literature. By the end of the year, you should be able to demonstrate writing, speaking, reading and comprehension, listening, and research skills. You should also be able to defy gravity, use Jedi mind tricks successfully, and think outside of the box in a galaxy far far away.
 * __ Course Description: __**

Cover letter, resume, and letters of reference (these will go in your graduation folder) Tentative Novels/Films: Crime and Punishment by Fyodor Dostoyevski; Anna Karenina by Leo Tolstoy; others TBA Canterbury Tales, selected tales, by Chaucer Literature Circles: selected short stories and selected readings The life and times of William Shakespeare; King Lear and/or MacBeth Content Vocabulary from selected works / Fiske Vocabulary Grammar, Usage, and Mechanics (throughout the year) Writing Process and Conventions (throughout the year)
 * __ Tentative Course Content: __**
 * Research paper ** —**This is a course requirement.** Specifics will be given at a later date. If you choose to not complete this requirement, you will fail the class. No exceptions.

Successful completion of this course fulfills all PA State Standards for Reading, Writing, Speaking, and Listening.
 * __ State Standards __**

Any student caught **or even SUSPECTED** of cheating on assignments, quizzes, tests, etc. will earn “0” credit on that assignment. Disciplinary consequences are also possible. Remember that Plagiarism is considered a form of cheating.
 * __ Academic Honesty __**

Your percentage grade will be determined by the total number of earned points divided by the total number of possible points. That said, the second half of the course is weighted more heavily than the first; the antidote for Senioritis is consistent hard work. Bonus point opportunities may be available throughout the year. If you need help with anything throughout the year or have a question about your grade, please do not hesitate to come see me.
 * __ Grading: __**

Any work not turned in on the day it is due will **__NOT__** be accepted for a grade. I repeat: **__Late work will NOT be accepted__** for credit after the initial due date. However, even if you do not earn credit for that particular assignment, I will remember your attempt, and turning an assignment in, even for no credit, shows character and integrity; this is better than not turning the assignment in at all!
 * __ Late Work: __**

One of the first things we will do this year is investigate your learning style preferences. I will then use this information to create better lessons, appeal to your strengths as learners, and help you to succeed. Occasionally, I will group you and your classmates into learning style groups and have you work on activities that focus on your strengths. This might mean that your assignment is slightly different from that of your fellow classmates, but rest assured that you will all meet the same learning goal.
 * __ Learning Styles: __**


 * __ Absenteeism: __**
 * YOU **** are responsible ** for **YOUR** work if you are absent. **CHECK EDLINE.** ** CHECK EDLINE. ** ** CHECK EDLINE. ** Do not wait until the next class to see me about missed work, please stop by my room as soon as you are back. Collect any materials from the **“While You Were Out” box** in my office. You will find any papers that you missed and, as appropriate, my lesson plans for the day. If you still have questions, then see me to explain. If you are absent for multiple days, have your parents call the Student Services office to request homework assignments. Otherwise use the “buddy system” to get notes or additional instructions. I am available by appointment if needed. **YOU are Responsible for your work if you are absent.**

Homework will be assigned as often as needed, but not necessarily after every class session. Reading is a necessary part of preparing for class; therefore, you will **often** have outside reading assignments to complete. Homework will not always be graded, but be prepared to turn it in every time. I might conduct a homework check, I might collect it for a grade, or I might give a homework check quiz, which would be based on the homework from the night before.
 * __ Homework: __**


 * THIS IS A TENTATIVE COURSE SYLLABUS AND IS SUBJECT TO CHANGE. MODIFICATIONS MAY BE IMPLEMENTED AS NEW MATERIALS, METHODS, POLICIES, AND PROCEDURES ARE INTRODUCED INTO THE CURRICULUM.**


 * // My contact information is listed below. If you contact me by telephone, I will attempt to return your call as soon as possible. Please understand, however, that I may not receive your message that day. For this reason, it is most efficient to contact me via e-mail. I will do my best to return your e-mail within 24 hours. //**


 * // MCD main office phone: (814) 835-5403 //**
 * // My office phone: (814) 835-5410 //**
 * // E-mail: czejdo@mtsd.org //**


 * // The absolute key to your student’s achievement is communication. I like to keep in touch with parents regarding class, grades, and behavior. I will contact you before a problem develops into a crisis, but I prefer to deal directly with your student first. Please do the same with me. Also, please check EDLINE regularly, as I update class information often and occasionally post scholarship links as well. //**

English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 Millcreek Township School District English/Language Arts Program K-12: An Overview of Key Elements (Part II) Vision All Millcreek Township School District students will effectively communicate using the reading, writing, viewing, speaking, and listening processes. They will demonstrate their conceptual understanding through the use of a variety of media, including fiction and non-fiction text, non-print text, and technology. They will use research and study skills throughout their lives to explore questions, solve problems, and make decisions. Students will understand and apply these multi-faceted communication processes to discover ideas, acquire information, and reflect on their insights and feelings. As global and responsible citizens and life-long learners, students will communicate for a range of purposes with a variety of audiences to achieve academic, professional, and personal goals. Beliefs and Guiding Principles of Curriculum, Assessment and Instruction The processes of reading, writing, viewing, speaking, and listening must permeate every aspect of the school culture. Each school will convey that it is an environment which values learning and literacy. Literacy is the foundation of communication. To ensure effective communication, literacy competencies will be fostered. Students will acquire the essential overarching concepts of literacy as they develop competencies in reading, writing, viewing, speaking, and listening. Instruction must provide opportunities for all students to develop these competencies. Students’ communication skills develop through repeated exposure to and practice with literacy strategies that are developmentally appropriate. All students will have daily experiences with literacy. Assessment is the key to providing a focus for instruction that will ensure student achievement. Literacy instruction will be driven by diagnostic, formative, and summative assessments. All students possess a variety and range of skills, understandings, and interests. To the extent possible, educators will provide differentiated instruction to meet the literacy needs of all students, including their readiness levels, learning profiles, and interests. Educators participate in ongoing personal and professional development. These educators share the results of this learning in a variety of ways with their students. Communication between school staff and the family is essential to ensure student well-being, development, and achievement. School staff and parents need to make a concerted effort to foster communication between home and school. Providing positive experiences with media will foster and encourage lifelong reading, writing, viewing, speaking, and listening skills. Teachers will provide positive experiences for all students. 2 English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 As the world changes, our methods of communication will change. We must constantly review, refine, and revise the use of technology and communication in our classrooms to prepare our students for the future. Enduring Understandings and Essential Questions Learning to Read Independently: 1. Purpose for Reading Enduring Understanding: a. We read for a variety of purposes, including enjoyment, acquiring knowledge, and interpreting and analyzing literature. Essential Questions: a. Why do we read? b. How do we use reading to achieve a variety of purposes and goals? c. How does reading help us to gain knowledge? d. How does reading help us become fluent in our use of language? e. How does reading help us to become critical thinkers? f. How does reading independently help us become life-long learners? g. To what extent can we improve our independent reading skills? 2. Word Recognition Skills Enduring Understanding: a. We use word structure and word context to decode and define words. Essential Questions: a. How can we determine the meaning of words using word structure? b. How can we use affixes to define words? c. How can decoding skills help us define words? d. How can we use our knowledge of root words to define words? e. How can we use word context to determine the meaning of words? 3. Vocabulary Development Enduring Understandings: a. When learning a new word, we, as effective communicators, learn its various meanings and use it appropriately for our audience and purpose. b. A broad vocabulary allows us to express ourselves more accurately. c. A broad vocabulary allows us to understand others more accurately. Essential Questions: a. Why do we need an extensive functional vocabulary? 3 English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 b. How do we expand our vocabulary? c. How do we enhance our understanding of word meaning? d. How do audience and purpose impact vocabulary usage? e. To what extent does our understanding of the structure of language impact our reading and comprehension? 4. Comprehension and Interpretation Enduring Understandings: a. Our ability to interpret improves as our comprehension increases. b. We use a wide variety of strategies to more effectively comprehend and interpret what we read and observe. Essential Questions: a. How are interpretation and comprehension related? b. How do we monitor our own comprehension? c. How do we know when understanding has been achieved? d. How do we know what reading strategies to use when comprehension breaks down? e. How do we know what reading strategies to use when viewing a variety of media? f. To what extent might our comprehension and interpretation skills be influenced by life experiences? 5. Fluency Enduring Understandings: a. Fluent readers develop over time with practice. b. Fluency results in greater comprehension. Essential Questions: a. How does a fluent reader sound? b. How do I know when I am a fluent reader? c. How do I demonstrate fluency when reading different genres? d. How can I improve my fluency? e. How does fluency affect my understanding? f. How does fluency change over time? Reading Critically in All Content Areas: 1. Evaluating Information and Ideas from a Variety of Sources Enduring Understandings: a. The way that we address text depends upon both the nature of the text itself and our purpose for reading. b. Reading critically allows us to evaluate information and ideas from a variety of sources before we accept, reject, or modify them for our own use. 4 English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 c. Text structure influences our ability to navigate text. Essential Questions: a. How can we use a variety of sources to gain information and use it in a useful way? b. How can we determine if a source is reliable and valid? c. How can we evaluate information to determine its value and usefulness for us? d. To what extent does the text structure influence our ability to navigate text? e. How does text structure influence our purpose for reading? f. How do we set a purpose for reading? 2. Inferences Enduring Understandings: a. Authors don’t always state directly what they want us to know and understand. b. We draw inferences when we “read between the lines” and put together conclusions about what the authors mean. Essential Questions: a. How can we read between the lines to draw conclusions? b. How can we infer what an author means? c. How can we be sure our inferences and conclusions are valid? 3. Fact vs. Opinion Enduring Understandings: a. We need to determine if authors are presenting biased values and beliefs via statements of opinion vs. using factual information that can be proved or disproved. b. Sometimes writers attempt to influence their audience’s view through stereotypes, exaggeration, and propaganda. Essential Questions: a. Why is it important to distinguish between fact and opinion? b. How can authors lead us to perceive an opinion is a fact? c. How can opinions sometimes be disguised as facts? d. How do we identify an author’s agenda? 4. Comparison Enduring Understandings: a. When we compare things, we are discovering ways in which they are alike and ways in which they are different. b. We improve our understanding of events, ideas, and beliefs when we can compare a variety of sources. Essential Questions: a. Why do we compare things? 5 English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 b. How can we find similarities and differences and determine their meaning or significance? c. Why is comparing a variety of sources necessary for us to understand the true meaning of events, ideas, and beliefs? d. How can we learn more about ourselves by comparing ourselves and our beliefs to those of others? 5. Analysis and Evaluation Enduring Understandings: a. When we analyze things, we take them apart to see how the parts form the whole. b. When we evaluate things, we use predetermined criteria to assess their quality, purpose, use, and accuracy. Essential Questions: a. Why do we analyze ideas and information? b. Why do we evaluate? c. How can we analyze information and ideas effectively and objectively? d. How we evaluate information and ideas effectively and objectively? 6. Essential and Non Essential Information (Main Idea) Enduring Understandings: a. Identifying essential and non essential information helps to establish the main idea of the text. b. Writers use non-essential information to support essential information (main idea). Essential Questions: a. How do we determine essential and non essential information within a text? b. Why do writers include non-essential information in informative text? c. Why do writers include non-textual information in the form of pictures, graphs, etc.? d. How do writers present non-essential information within a text? 7. Media Enduring Understandings: a. There is a variety of media available for use. b. The quality of electronic media can vary in validity and accuracy. c. The media selection differs depending on the targeted audience. Essential Questions: a. How do we select the appropriate type of media for our purpose and audience? b. How do we determine the validity and accuracy of a media source? c. Why do the media use different approaches to communicate their message? 6 English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 Reading, Analyzing, and Interpreting Literature: 1. Literature Enduring Understandings: a. Reading, discussing, and analyzing literature expands our understanding of ourselves, others, and our world. b. Literature takes a variety of formats, chosen by the author to present and develop themes involving some aspect of the human condition. c. As our knowledge and insights grow, we can revisit various works of literature with growing levels of understanding and complexity. Essential Questions: a. Why is reading literature an active process involving our construction of meaning in response to the text? b. Why does literature assume a variety of forms or genres? c. How does literature reflect the human condition? d. How does literature change or influence us? e. As we change, how does our understanding of literature develop? 2. Literary Elements Enduring Understandings: a. The elements of literature are the essential building blocks for an author to tell a story, express ideas, or convey human feelings and emotions. b. There are unique elements or characteristics that distinguish narrative, dramatic, and poetic literature. Essential Questions: a. To what extent, are the literary elements the building blocks of literature? b. To what extent, does each form of literature contain unique elements or structural characteristics? c. How does the form of a work of literature shape the way an author tells a story, expresses ideas, or conveys emotions? d. How do authors use literary elements differently to convey their meaning? e. Why is it important for readers to know the literary elements? f. How do the literary elements help us analyze and interpret literature? g. How does the author’s use of characterization, setting, plot, theme, point of view, tone, and style impact the way his audience interprets the story? 3. Literary Devices Enduring Understandings: a. Authors use literary devices to attract the reader’s eye or ear to key ideas, themes, experience, and emotions. 7 English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 b. Authors use literary devices both to directly express ideas as well as to imply ideas about human experience. c. Authors use literary devices to elicit reader emotion, provoke reader’s exploration of universal ideas and themes, and convey human experiences. d. Literary devices, figurative language, and literary structures are purposefully used by authors to communicate the author’s message. Essential Questions: a. Why do authors choose to use particular literary devices? b. How does an author determine which literary devices to use? c. How does an author determine when to use literary devices? d. How do authors use literary devices to express ideas and emotions as well as convey human experiences? e. How does an author’s use of literary devices, figurative language, and literary structures influence the impact of the selection? 4. Genre Enduring Understandings: a. The three major forms of literature – prose, poetry, and drama – each have organizing characteristics and elements as well as categories or formats called genres. b. Genres have unique characteristics that shape and influence how an author writes and communicate to the audience. c. Through analysis and interpretation, the audience develops a critical understanding of genres. Essential Questions: a. How do the literary forms of prose, poetry, and drama have different organizing characteristics and elements? b. Why does an author choose a specific genre to express, reflect, and communicate to an audience? c. How does the audience respond critically to a genre? d. How do prose, poetry, and drama have different organizing characteristics and elements? e. How do literary genres influence the way authors express themselves and communicate to an audience? 5. Poetry Enduring Understandings: a. Poetry appeals to the senses and emotions and presents and develops ideas and themes using concise language and a variety of devices. b. Poetry encourages us to broaden our understanding of ourselves, others, and other cultures. c. Poetry lends itself to a personal interpretation by an audience. d. The audience uses critical response to analyze and interpret poetry. 8 English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 Essential Questions: a. What makes a poem a poem? b. Why might a poet choose particular literary devices? c. What should readers look at to critically interpret a poem? d. How does the audience utilize complex vocabulary and critical analysis to respond to a poem? e. How do poets determine the form and content of their poem? f. Why does the poet choose specific literary devices and strategies to communicate theme, ideas, sensory impressions, and emotions? g. How does identifying the literary devices used by a poet help the audience interpret the meaning? h. How does poetry encourage us to broaden our understanding of ourselves, others, and other cultures? 6. Drama Enduring Understandings: a. Drama creates meaning through character dialogue, movement, and staging presented directly to an audience. b. Drama is a source of information, entertainment, persuasion, and a reflection of culture. c. A scriptwriter’s use of words creates tome, and mood, characterization, and theme or purpose. Essential Questions: a. Why do authors choose to convey meaning through drama? b. How does dialogue in a play make different demands on the audience as compared to other literary forms? c. How does the audience analyze and interpret the playwright’s meaning? d. How is analyzing drama different from analyzing other genres? e. How does drama encourage the audience to broaden a critical understanding of self, others, and other cultures? f. How do movements of characters on the stage influence our responses to a play? g. How does staging influence the audience’s reactions to a work of dramatic literature? 7. Prose Fiction Enduring Understanding: a. Prose fiction presents conflict through the use of literary elements: Characterization, setting, plot, theme, point of view, tone, and style. Essential Questions: a. How does the reader perceive the universal idea conveyed by the author in a prose fiction? b. To what extent does prose fiction reflect real life? c. How do effective readers interpret and analyze prose fiction using critical vocabulary? 9 English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 8. Prose Non-fiction Enduring Understandings: a. The author’s purpose in prose non-fiction is to inform, describe, and/or persuade. b. Prose non-fiction is written in a variety of formats. c. The audience needs to recognize the format to interpret the author’s purpose. d. Prose non-fiction offers the audience the opportunity to examine and evaluate the author’s purpose for using a specific format. e. The reader is exposed to a variety of prose non-fiction selections on a daily basis. Essential Questions: a. How does the format of prose non-fiction change as our communication needs change? b. When is prose non-fiction more effective than other genres? c. To what extent is prose non-fiction used in our lives? d. How does the author determine which format is most effective? e. How does the author use the format of prose non-fiction? Writing: 1. Types of Writing Enduring Understandings: a. Writers choose descriptive, narrative, expository, or persuasive writing based upon which mode(s) of writing will best convey their ideas to their audience. b. Our audience and purpose help determine our writing mode. Essential Questions: a. How can we choose the most effective modes of writing to best achieve our communication goals? b. To what extent does a writer’s choice of writing mode influence the impact of the writing on the reader? c. How does writing help us clarify our own beliefs and values? d. How do audience and purpose impact a writer’s choice of mode? 2. Narrative Enduring Understandings: a. Narrative writing broadens our understanding of ourselves, others, and the human condition by telling a story. b. Narrative writing addresses conflict over a period of time. Essential Questions: a. Are the author’s truths my truths? b. How can we express our beliefs and values using narrative writing? c. How does conflict drive the narrative? 10 English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 d. How do organization / structure affect meaning in narrative writing? e. How does narrative writing differ from other types of writing? 3. Expository / Informative Enduring Understandings: a. Informative writing allows us to share information, respond to needs, and educate others. Essential Questions: a. How does informative writing allow us to respond to the needs of others and of society? b. How does informative writing allow us to educate others and society? c. How does informative writing differ from other types of writing? 4. Persuasive Enduring Understandings: a. As persuasive writers we use specific techniques to influence our audience to change their beliefs or bring about desired actions. Essential Questions: a. How do we know when we are being persuasive? b. How do we know when our persuasion has been successful? c. How do we determine which persuasive techniques will be most effective? d. How do audience and purpose affect our persuasive strategies? e. How does persuasive writing differ from other types of writing? 5. Descriptive Enduring Understanding: a. Descriptive writing employs a sensory vocabulary and imagery to evoke particular images and convey a controlling impression of an object, setting, or person. Essential Questions: a. How do we develop a sensory vocabulary? b. Why is imagery important in descriptive writing? c. How does descriptive writing differ from other types of writing? d. To what extent is descriptive writing necessary and used in society? 6. Qualities of Writing (Process) Enduring Understandings: a. Writing is an ongoing process that involves planning and practice. b. When we write we need to consider audience and purpose to choose an appropriate structure and style for our work. c. Writers consider focus, content, organization, style / voice, and conventions to write effectively. 11 English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 d. Writing is a process involving pre-writing, drafting, revising, editing, and publishing. e. Precise grammar, usage, and mechanics need to be applied so that our message is clearly conveyed. Essential Questions: a. How might purpose and audience influence our writing? b. Why is writing considered a process? c. Why do we have to revise our writing? d. How do we know a piece is publishable? e. Why do I choose one mode rather than another? f. Why might we combine writing modes in a single work? g. How do we successfully generate ideas in the pre-writing process? h. How do we determine a focus when writing? i. How do we develop unified content relative to focus? j. How do we choose our organizational scheme to prepare our ideas for a first draft? k. How do we edit and revise our drafts for publication? l. How are revisions and editing different? m. How do we develop our own style / voice when writing? n. To what extent does the quality of a piece of writing depend upon its focus, content, organization, conventions, and style? Listening and Speaking: 1. Listening Skills Enduring Understandings: a. Listening is an interactive process. b. We are active listeners when we respond by paraphrasing, by asking questions, and by summarizing ideas. c. Effective listening skills can improve our understanding of what is occurring in the world around us. d. Effective listening skills allow us to accurately share information and ideas. Essential Questions: a. How does listening create dialogue / exchange of information and ideas? b. How do we engage in active listening? c. Why is listening important? d. How do we become better listeners? 2. Speaking Skills Enduring Understandings: a. We, as speakers, plan our presentations based on audience, purpose, and topic. b. We choose specific techniques when planning presentations. c. Effective speaking skills allow us to accurately share information and ideas. 12 English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 Essential Questions: a. How do we choose strategies and techniques for a given presentation? b. How do we know the needs of our audiences? c. How do we know our speech / presentation is effective? d. Why are basic speaking skills important? 3. Using Media Enduring Understandings: a. Various forms of media influence our daily lives and the decisions we make. b. The method of delivery influences the impact of the information. c. Information from television, newspaper, radio, film, and the internet should be evaluated for accuracy and reliability. d. Advertising is a means of persuasion. Essential Questions: a. In what ways does advertising influence my decisions? b. How can I determine if information gained from media is reliable and accurate? c. How can I compare information gained from different media sources? d. What factors should I consider in selecting media to accomplish my purpose? The English Language: 1. Characterization and Function of the English Language Enduring Understandings: a. The English language is constantly changing. b. The English language contains many words derived from other languages. c. Words carry emotional and cultural connotations in addition to their dictionary denotations. d. American English impacts global societies. e. Dialect, slang, and jargon can create negative and positive social stereotypes. f. We use different forms of American English depending upon the circumstance. Essential Questions: a. How do I learn the connotations of words? b. How does understanding connotation and denotation affect my word choice? c. Why does the English language change? d. How has the English language changed? e. Why is knowing the origin of English language words important? f. How does language reflect the culture of a society? g. To what extent does language create positive or negative stereotyping? h. To what extent does American English impact global societies? i. How do foreign languages impact American English? 13 English/Language Arts Program K-12: An Overview of Key Elements (Part II) – Board approved May 2010 j. Why do we use different styles of English at different times? k. How do dialect, slang, and jargon create negative and positive stereotypes? Research: 1. Research Enduring Understandings: a. Research is a process in which we pose a question, investigate, and find information to help us answer it. b. Identifying and locating information is essential for functioning within society today. c. Different resources provide different types of information with varying levels of reliability. d. Each research tool has its own strengths and weaknesses and is chosen according to the researchers’ purposes. e. Research is a process which may or may not result in a product. f. Effective research is organized, summarized, and presented. Essential Questions: a. How do we evaluate resource materials? b. How do we choose our research tools? c. Why is identifying and locating information essential for functioning in the world today? d. How do I evaluate my progress in the research process? e. How can we ensure that research is reliable and valid? f. How can we determine if a source is valid and reliable? g. How may research help us change ourselves, others, and our world? h. How do we select and refine a topic for research? i. How do researchers develop a thesis statement which guides their research? j. How do we determine when to cite? k. Why is it important to anticipate a reader’s problems or misunderstandings? l. How does clear formatting aid reader understanding? m. How do we determine appropriate format? //**
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