Adv Pl English Language & Composition

Pre-Requisites: English I & II

Credits: 0.5 (per semester)

Estimated Completion Time: 2 semesters / 32-36 weeks

Note: This course meets one required English credit for high school graduation.

Description This course provides high school students with college-level instruction in studying and writing various kinds of analytic or persuasive essays on literary and nonliterary topics in language, rhetoric, and expository writing. Students become skilled readers of prose written in various periods, disciplines, and rhetorical contexts. Both reading and writing should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as how writing conventions and language contribute to effectiveness in writing. This course will effectively prepare students for the AP Exam by enabling them to read, comprehend, and write about complex texts while developing further communication skills on a college level. Course description: http://www.cpalms.org/Courses/PublicPreviewCourse1588.aspx Access the site link below to view the PDF of the course description from the College Board: http://apcentral.collegeboard.com/apc/public/repository/ap-english-course-description.pdf Major Topics and Concepts

Semester 1: AP Exam overview MLA format Rhetorical Devices Early American writers Tone Analysis Figurative Language Analysis Research and Synthesis Persuasive Essay Aphorisms Style Analysis Diction Analysis American Romanticism Transcendentalism Synthesis essay Introduction to Multiple Choice Questions Denotation/Connotation Imagery and Detail analysis Inductive/Deductive Logic Syllogism Analysis of Theme Causes and Effects of the Civil War Humor/Satire Semester 2: Political, Social, Economic changes after the Civil War Analysis of personification Realism Regionalism Naturalism Euphemism

Comic Irony Analysis of Irony The Harlem Renaissance Analysis of narrative structure Jazz Influence Toulmin Argument Analysis of symbolism Modern Writers Science Fiction Analysis of Drama Rhetorical Appeals Visual Literacy Analysis Syntactical Analysis Working through a Timed Essay NOTE: Courses are continually on a redevelopment cycle in order to respond to state standard changes, updates in technology and in the case of Advanced Placement courses, the new College Board criteria.

Required Materials Course Objectives Grading Policy Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple choice questions, writing assignments, projects, research papers, oral assessments, and discussions. The course will use the state-approved grading scale and each course contains a unique end of course assessment. This assessment counts for 20% of the student’s overall grade and must be passed with a score of 60% or higher. Students must take the Advanced Placement exam to receive Advanced Placement credit on their final grade report. Students who do not take the AP exam will receive honors-level credit. College Board has authorized FLVS to use the AP designation. AP and Advanced Placement are registered trademarks of The College Board.

Achiever Academy students must take Advanced Placement courses with FLVS teachers in order to receive Advanced

Placement credit on their final grade report.

Communication Policy To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, simulated AP exams, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is monthly. When teachers, students, and parents work together, students are successful.

English IV / English IV Honors

Pre-Requisites: English I, II, & III recommended Credits: 0.5 (per semester) Estimated Completion Time: 2 semesters/32-36 weeks Note: This course meets one required English credit for high school graduation. Description Why do people do what they do? English IV you will give you a front row seat to study of the motives that have driven people’s actions for centuries. Along the way you will encounter epic heroes defying danger, tormented minds succumbing to the power of greed and ambition, enlightened thinkers striving for individual rights and freedoms, sensitive souls attempting to capture human emotion, and determined debaters taking a stand on critical issues. You will read to analyze the way language is used to express human motivation and research to examine the results of actions in the real world. The lessons in each module will give you the tools you need to gain insights from what you read and to use your knowledge in creative and analytical writing. Regular course description: http://www.cpalms.org/Courses/PublicPreviewCourse1677.aspx Honors course description: http://www.cpalms.org/Courses/PublicPreviewCourse1587.aspx Major Topics and Concepts Semester 1 Forces of Nature

Readings Excerpts of Beowulf, Macbeth, and "Heroism."

Concepts Character development Plot analysis Theme Tone Mood Literary devices Syntax Thematic analysis Six traits of writing Narrative writing process Proper use of conventions

Skills Reading Shakespeare Conducting literary analysis Writing to address multiple texts Incorporating direct quotes Planning a narrative Writing a narrative

Carousel of Progress

Readings Preamble to the United States Constitution, the Bill of Rights, and excerpts from various articles and court cases.

Concepts

Interpretations of the Bill of Rights Theme Domain specific language Precise language Transitions Conventions Six traits of writing Informative/explanatory writing

Skills Analyzing informational texts Researching to support an informative/explanatory topic Creating an annotated bibliography Using MLA citations Writing an informative/explanatory article

An Empire Divided (Honors)

Readings "Land of Hope and Glory," "Song to the Men of England," and The Man Who Would Be King

Concepts Figurative language Poetic forms and devices Elements of Fiction: plot, character, conflict, theme, setting, point of view Tone Mood Diction Connotation and denotation Syntax

Skills Experiencing and analyzing poetry Analyzing literary text Writing an informative/explanatory essay

Semester 2 Expressions

Readings Selected poems, "The Story of an Hour," "A Jury of Her Peers," excerpts of pieces written by Benjamin Franklin, Judith Sargent Murray, and selected newspaper and magazine articles.

Concepts Figurative language Figures of speech Poetic forms and devices Tone Mood Diction Connotation and denotation Imagery Allusion Symbolism Character development Historical context

Thematic analysis Summary

Skills Experiencing and analyzing poetry Writing poetry Reading and analyzing informational text Identifying and understanding different perspectives Summarizing

Proof or Satire

Reading Selected political speeches, selected closing arguments from well-known court cases, selected newspaper and magazine articles, "Advice to Youth," and "Burlesque Autobiography"

Concepts Basic elements of persuasion Compare and contrast Argument analysis Characteristics of an effective claim Appeals to logic, emotion, and ethics Logical fallacies Research skills Ethical researching and writing practices Six traits of writing Argument writing process MLA format Domain specific language Precise language Humor and satire Proper use of conventions

Skills Analyzing arguments Identifying appeals to logos, pathos, and ethos Researching multiple sides of an issue Stating a claim Interpreting visual representations of data Creating an infographic Identifying satire Analyzing satirical works

Fall of the Empire (Honors)

Readings "Shooting an Elephant," "Speech at Calicut," "To Every Englishman in India," and various news articles

Concepts Characteristics of nonfiction texts Theme Figurative language Tone Mood Diction

Connotation and denotation Syntax Conventions

Skills Analyzing traits of a personal essay Research to support writing a news article Analyzing traits of professional writers Writing an inverted pyramid news article

English 4 Course Reading List All texts are available to students in the course Semester One Module 1: · Excerpts of Beowulf · Excerpts of Macbeth by William Shakespeare · Excerpts of "Heroism" by Ralph Waldo Emerson Module 2: · Preamble to the United States Constitution · The Bill of Rights · Various articles and court cases

"Fire and Like" Schenck v. United States, 249 U.S. 47 (1919)

Semester 1 Honors: · The Man Who would Be King by Rudyard Kipling · "The Land of Hope and Glory" by Arthur C. Benson · "Song to the Men of England" by Percey Shelley Semester Two Module 3: · "The Story of an Hour" by Kate Chopin · "A Jury of Her Peers" by Susan Glaspell · Excerpt of the "Ladies’ Declaration of Independence" · Excerpt of letter by Abigail Adams · Excerpt of "The Good House-wife" by Benjamin Franklin · Excerpt of "On the Equality of the Sexes" by Judith Sargent Murray · Selected newspaper and magazine articles

"In Superman and Christopher Reeve, different ideas of American heroes" by Ted Anthony "Women in combat face doubts over emotions, ability" by Julie Watson "Fur Flies at ‘Kung Fu Panda’ premiere at Cannes" by David Germain "Big-screen superheroes include, dummy, recluse, and 2 drunks"

· Selected poetry "She Walks in Beauty" by Lord Bryon "Crossing Brooklyn Ferry" by Walt Whitman "The Eagle" by Alfred Lord Tennyson "The Lady of Shalott" by Alfred Lord Tennyson "The Bells" by Edgar Allen Poe "The Lamb" by William Blake "The Tyger" by William Blake "A Red, Red Rose" by Robert Burns " ‘Hope’ is the thing with feathers-(314)" by Emily Dickinson A Book of Nonsense by Edward Lear "Antigonish" by William Hughes Mearns "An Essay on Man" by Alexander Pope

"Emancipation" by Emily Dickinson Selections from Spoon River Anthology by Edgar Lee Masters · Students choose one article to closely read:

"The Lumineers ride folk rock wave to Grammys" "‘Anything goes’ now in campaign financing?" "For 1st time since 1999, music revenues inch up" "Practically human: Can smart machines do your job?" "Games likely to follow Pentagon on women in combat" "Funny women flourish in female-written comedies"

Module 4: · Political Speeches

Michelle Obama’s speeches on childhood obesity Anti-Federalist Papers No. 84 by "Brutus" President Barack Obama’s State of the Union Address (year)

· Selected closing arguments from well-known court cases Chicago Black Sox Trial, 1921 Lindbergh Trial, 1935 Brown v. The Board of Education of Topeka

· Selected newspaper magazine articles Why Soda Ban Will Work in Fight Against Obesity; Food Regulations Have Proven Record." by Nadia Arumugam "You’re not special" by David McCullough, Jr.

· Excerpts of "Advice to Youth" by Mark Twain · Excerpts of "Burlesque Autobiography" by Mark Twain · Excerpts of "Autobiography" by Benjamin Franklin · Quotations of Soda Ban Explained video by Casey Neistat · Selected Poetry

"Sonnet 130" by William Shakespeare Semester 2 Honors: · "Shooting an Elephant" by George Orwell · Mohandas Karamchand Gandhi’s speech at Calicut · "To Every Englishman in India" by Mohandas Karamchand Gandhi Various news articles Required Materials Course Objectives Grading Policy Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple choice questions, writing assignments, projects, research papers, oral assessments, and discussions. The course will use the state-approved grading scale and each course contains a unique end of course assessment. This assessment counts for 20% of the student’s overall grade and must be passed with a score of 60% or higher. Communication Policy To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is weekly. When teachers, students, and parents work together, students are successful.

English III / English III Honors

Pre-Requisites: English I & II recommended Credits: 0.5 (per semester) Estimated Completion Time: 2 semesters/32-36 weeks Note: This course meets one required English credit for high school graduation. Description In this course, students will acquire the language, reading, writing, and speaking/listening skills necessary for success in college, career, and beyond. Students will become critical readers and thinkers as they dive deeply into the texts presented throughout this course. Students will learn how to effectively research and integrate their findings, as well as cite their sources. Regular course description: http://www.cpalms.org/Courses/PublicPreviewCourse1676.aspx Honors course description: http://www.cpalms.org/Courses/PublicPreviewCourse1585.aspx Major Topics and Concepts

Semester 1: Reading Comprehension/Informational & Explanatory Writing/Narrative Writing

· Interpretations with American Drama · Interpretation with Shakespearean Drama · Using Context Clues to Make Meaning · Denotations and Connotations · 19th Century Foundations of American Literature · Citing Textual Evidence · Sequence of Events and Central Ideas · Analyzing Effectiveness · Integrating and Evaluating Sources · Thesis Statements · Creating an Outline · Developing Body Paragraphs · Writing an Effective Conclusion · Making Inferences · Determining Themes · Analyzing Author’s Choice · Establishing Narration · Writing Narrative Introductions · Writing Narrative Body Paragraphs · Revising the Narrative Essay · The Narrative Essay Final Draft

Semester 1 Honors: Novel Study

· Choose Your Novel · Identify Theme · Developing Theme · Writing About Theme

Semester 2: Reading Information Text/Speaking & Listening Skills/Argument Writing

· Hyphenation and Syntax · Reading Poetry

· The Art of Language · Understanding 20th Century Poetry · Analyzing 20th Century Poetry · Analyzing Language · Evaluating a Speech · Evaluate Reasoning · Analyzing Purpose · Evaluating Rhetoric · Gathering Information · Integrating Information · Evaluating a Speaker · Establishing Argument Writing · Developing a Claim · Introductions in Argument Writing · Writing an Argument · Conclusions in Argument Writing · Revising Arguments · Presenting an Argument

Semester 2 Honors: Shakespeare Study

· Analyzing Author’s Language · Analyzing Plot · Analyzing Personal Style · Writing About Relevance

English 3 v14 Course Reading List *With the exception of the novels in Module 4, all texts are available to students in the course* Semester One Module 1: · Partial Script from the 1933 version of the King Kong movie · As You Like It, Act 2, Scene 7 by William Shakespeare (audio available) · Partial passage from Romeo and Juliet by William Shakespeare · Article: "The History of Twitter" Students choose TWO readings: · "The Story of an Hour" by Kate Chopin · "How to Tell a Story" by Mark Twain · "The Raven" by Edgar Allan Poe · "Ain’t I a Woman" by Sojourner Truth · "Declaration of Sentiments" from the first women’s rights convention Module 2: · "Advertising", Encyclopedia Britannica · "Tuning in Teens: Businesses Intensify Pitch for 'Savviest Generation Ever" by Dave Carpenter Students choose ONE article to read for the assignment: · "Down and Dirty: Do men and women perceive cleanliness differently?" by Gregory McNamee · "Rat, Meet Human: The Brain-To-Brain Interface" by Kara Rogers · " The Value of Music That Tickles the Brain" by Kara Rogers Articles used in interactive practice throughout the module: · " The Value of Music That Tickles the Brain" by Kara Rogers · "Down and Dirty: Do men and women perceive cleanliness differently?" by Gregory McNamee · "Rat, Meet Human: The Brain-To-Brain Interface" by Kara Rogers · "The Kindle Shakes up Publishing" Module 3: · "The Cask of Amontillado" by Edgar Allan Poe Module 4 Honors:

Students choose ONE novel to read: · The Great Gatsby by F. Scott Fitzgerald (full text available online – link in course) · The Bean Trees by Barbara Kingsolver · The Namesake by Jhumpa Lahiri Semester Two Module 5: · "Totally Like Whatever You Know?" by Taylor Mali · "On the Pulse of Morning" by Maya Angelou · "One Today" by Richard Blanco Students choose TWO poems to read: · "Rhapsody on a Windy Night" by T.S. Eliot · "Mending Wall" by Robert Frost · "Stopping by Woods on a Snowy Evening" by Robert Frost · "The River Merchant’s Wife: A Letter" by Ezra Pound · "The Red Wheelbarrow" by William Carlos Williams · "Languages" by Carl Sandburg · "Fog" by Carl Sandburg Module 6: · Civil Rights Address by John F. Kennedy, 1963 · President Abraham Lincoln’s Second Inaugural Address, 1865 · U.S. Supreme Court Case: Brown vs. Board of Education, 1954 · Declaration of Independence Module 7: · Transcript from "Faces of Distracted Driving" PSA from Distraction.gov Module 8 Honors: · The Taming of the Shrew by William Shakespeare (full text & audio available in course) Required Materials Course Objectives Grading Policy Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple choice questions, writing assignments, projects, research papers, oral assessments, and discussions. The course will use the state-approved grading scale and each course contains a unique end of course assessment. This assessment counts for 20% of the student’s overall grade and must be passed with a score of 60% or higher. Communication Policy To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is weekly. When teachers, students, and parents work together, students are successful.

English II / English II Honors

Pre-Requisites: English I recommended Credits: 0.5 (per semester) Estimated Completion Time: 2 semesters/32-36 weeks Note: This course meets one required English credit for high school graduation. Description Join us in English II to see how the human experience – real life, your life – is the foundation of the best stories, plays, poems, films, and articles. In each unit of the course, we explore a specific aspect of the human experience such as Laughter, Obstacles, Betrayal, and Fear. Through the study of literature, nonfiction, and life, we will explore what it means to be human, what it means to be fulfilled, triumphant, empowered, and transformed. Regular course description: http://www.cpalms.org/Courses/PublicPreviewCourse1675.aspx Honors course description: http://www.cpalms.org/Courses/PublicPreviewCourse1583.aspx Major Topics and Concepts Semester 1 Module 1 Live, Love, Laugh

· Readings Excerpt of Much Ado About Nothing, Selected poems, "The Pomegranate Seeds," and "Was It a Dream?"

· Honors Selected Sonnets "How Much Land Does a Man Need?" by Leo Tolstoy

· Concepts Figurative language Poetic forms and devices Elements of Fiction: plot, character, conflict, theme, setting, point of view Tone Mood Diction Connotation and denotation Imagery Syntax Greek mythology Allusion Symbolism Comma usage Greek and Latin roots

· Skills Conducting literary analysis Hunting for humor in real life Experiencing and analyzing poetry Analyzing short stories Correcting common punctuation errors Writing a narrative

Module 2 Obstacles · Readings Novel choice of:

Hiroshima

Of Mice and Men Their Eyes Were Watching God Enrique’s Journey Ender’s Game

*Students should make a novel selection with the guidance of a parent or guardian. · Honors

Research a problem pertaining to the novel and propose a solution · Concepts

Purpose and audience in writing Historical context Elements of Fiction: Conflict Elements of Fiction: Character Critical thinking and problem-solving Parallel structure

· Skills Reading nonfiction and fiction Developing a reading plan Researching an author’s life to understand context Researching real-world problems that are relevant to literature Informational/Explanatory Writing

Semester 2 Module 3 Fear

· Readings "The Premature Burial," excerpts of The Strange Case of Dr. Jekyll and Mr. Hyde, "The Boarded Window," "The Sniper," or "Beware of the Dog," Roosevelt’s "Four Freedoms" speech, and an excerpt of President Obama’s Welcoming Remarks to Prime Minister Cameron of the United Kingdom.

· Honors Literary theory and the short story Literary theory and the Gothic novel, Rebecca or Jane Eyre

· Concepts Characteristics of nonfiction texts Reading strategies for nonfiction texts Theme Gothic literature Suspense techniques Gothic and suspense adapted to film Genre of film critique Characterization Greek and Latin roots

· Skills Analyzing traits of Gothic literature in fiction Writing creatively to create alternate twist endings Analyzing suspense and film through film critique Using phrases and fragments for effect

Module 4 Betrayal · Reading

Julius Caesar · Honors

Read "The Lay of the Were-wolf" and write closing arguments defending a character · Concepts

Historical context Shakespearean language

Thematic analysis Basic elements of persuasion Compare and contrast Homonyms Apostrophes

· Skills Reading a play Researching the life and times of Caesar and Brutus Analyzing the role and nature of betrayal in life and in the play Analyzing ethical dilemmas Researching and writing to persuade a film director to accurately portray Brutus Compare and contrast characters’ persuasion

English II Reading List Semester 1 Module 1 Live, Love, Laugh · Readings

Excerpt of Much Ado About Nothing, Selected poems, "The Pomegranate Seeds," and "Was It a Dream?" · Honors

Selected Sonnets "How Much Land Does a Man Need?" by Leo Tolstoy

Module 2 Obstacles · Readings Novel choice of:

Hiroshima Of Mice and Men Their Eyes Were Watching God Enrique’s Journey Ender’s Game

*Students should make a novel selection with the guidance of a parent or guardian. · Honors

Research a problem pertaining to the novel and propose a solution Semester 2 Module 3 Fear · Readings

"The Premature Burial," excerpts of The Strange Case of Dr. Jekyll and Mr. Hyde, "The Boarded Window," "The Sniper," or "Beware of the Dog," Roosevelt’s "Four Freedoms" speech, and an excerpt of President Obama’s Welcoming Remarks to Prime Minister Cameron of the United Kingdom.

· Honors Literary theory and the short story Literary theory and the Gothic novel, Rebecca or Jane Eyre

Module 4 Betrayal · Reading

Julius Caesar

· Honors Read "The Lay of the Were-wolf" and write closing arguments defending a character

Required Materials Course Objectives Grading Policy

Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple choice questions, writing assignments, projects, research papers, oral assessments, and discussions. The course will use the state-approved grading scale and each course contains a unique end of course assessment. This assessment counts for 20% of the student’s overall grade and must be passed with a score of 60% or higher. Communication Policy To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is weekly. When teachers, students, and parents work together, students are successful.

English I / English I Honors

Pre-Requisites: None Credits: 0.5 (per semester) Estimated Completion Time: 2 semesters/32-36 weeks Note: This course meets one required English credit for high school graduation. Description Join us in English I for a journey. In each unit of the course, we embark on a new journey. Through the study of literature, nonfiction, and life, we will explore the unknown, search for identity and equality, and seek achievement, opportunity, and understanding. You will read to analyze the way language is used to express human motivation and research to examine the results of actions in the real world. The lessons in each module will give you the tools you need to gain insights from what you read and to use your knowledge in creative and analytical writing. Regular course description: http://www.cpalms.org/Courses/PublicPreviewCourse1674.aspx Honors course description: http://www.cpalms.org/Courses/PublicPreviewCourse1581.aspx Major Topics and Concepts

Semester 1 Journey to the Unknown Readings

· "Cold Equations" · Excerpt War of the Worlds · Orson Wells radio drama

Concepts

Theme Thematic analysis Thesis Statement Idea Development Proper use of conventions · Skills

Reading Strategies Conducting literary analysis Using evidence to support ideas Writing to address multiple texts Incorporating direct quotes

Journey to Identity · Readings

Students choose one of the following novels*: Of Beetles and Angels Tuesdays with Morrie The Red Umbrella The Boy in Striped Pajamas Tasting the Sky Now Is the Time for Running I Am Nujood, Age 10 and Divorced In the Time of the Butterflies

Incidents in the Live of a Slave Girl The Boy from Baby House 10

*Students should make a novel selection with the guidance of a parent or guardian.

· Concepts Characterization Plot analysis Six Traits of Writing Narrative Writing Process Proper Use of Conventions Text Structures

Theme Collaborative Discussions Tone and Mood Point of View

· Skills Analyzing narratives Researching Historical Context Writing a Narrative Creating Suspense, Mystery, Tension, etc. Speaking and Listening Techniques

Journey to Equality

· Readings Selected Protest Songs Excerpt of Letter from a Birmingham Jail

· Concepts Figurative language Tone Mood Diction Connotation and Denotation Structure

· Skills Analyzing Literary Non-fiction Outlining Writing an Informative/Explanatory Essay Revision Editing Publishing

Semester 1 Honors

· Readings Excerpts of Romeo and Juliet Acts I & II

· Concepts Universal Themes and Language Diction Characterization Historical Context

· Skills

Reading Shakespeare Analyzing Shakespearean-inspired Art Compare and Contrast Synthesis

Semester 2 Journey to Achievement

· Readings Selected articles about Achievement "The Boy of Unusual Vision"

· Concepts Informational Texts Text Features Context Connotation Compare and Contrast

· Skills Analyzing Non-fiction/Informational Texts Using Text Features Reading and Analyzing Informational Texts Conducting Research

Journey to Opportunity

· Reading Excerpts of various political speeches from Lincoln, Roosevelt, and Obama Research articles on one of the following topics: college athletics or Banned Books

· Concepts Argument analysis Characteristics of an Effective Claim Counterclaim Appeals to Logic, Emotion, and Ethics Logical fallacies Research skills Ethical Researching and Writing Practices Six traits of writing Argument writing process Precise language Proper use of conventions

· Skills Analyzing arguments Identifying Appeals to Logos, Pathos, and Ethos Researching multiple Sides of an Issue Stating a claim Writing an Argument

Journey to Understanding

· Readings "I Wondered Lonely As a Cloud" "The Calypso Borealis"

· Concepts Naturalism Dialect

Structure Figurative language Tone Mood Diction Connotation and denotation Syntax Conventions

· Skills Analyzing Poetry Analyzing an Essay Writing a Compare/Contrast Essay

Semester 2 Honors

· Readings Excerpts of Romeo and Juliet Acts III, IV, and V Excerpt from Huckleberry Finn

· Concepts Conflict Foreshadowing Theme Inference

· Skills Reading Shakespeare Understanding Universality of Literature Comparing and Contrasting Characters Interpreting an Author’s Message

English I Reading List Semester 1 Module 1 Unknown · Readings "The Cold Equation" and excerpt from War of the Worlds Module 2 Identity · Readings Novel choice of: Of Beetles and Angels Tuesdays with Morrie The Red Umbrella The Boy in Striped Pajamas Tasting the Sky Now Is the Time for Running I Am Nujood, Age 10 and Divorced In the Time of the Butterflies Incidents in the Live of a Slave Girl The Boy from Baby House 10 *Students should make a novel selection with the guidance of a parent or guardian. Module 3 Equality · Readings Selected Protest Songs

Excerpt of Letter from a Birmingham Jail Honors · Readings Excerpts of Romeo and Juliet Acts I & II Semester 2 Module 4 Achievement · Readings Selected articles about Achievement "The Boy of Unusual Vision" Module 5 Opportunity · Readings Excerpts of various political speeches from Lincoln, Roosevelt, and Obama Research articles on one of the following topics: college athletics or Banned Books Module 6 Understanding · Reading "I Wondered Lonely As a Cloud" "The Calypso Borealis" Honors · Readings Excerpts of Romeo and Juliet Acts III, IV, and V Excerpt from Huckleberry Finn Required Materials Grading Policy Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple choice questions, writing assignments, projects, research papers, oral assessments, and discussions. The course will use the state-approved grading scale and each course contains a unique end of course assessment. This assessment counts for 20% of the student’s overall grade and must be passed with a score of 60% or higher. Communication Policy To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is weekly. When teachers, students, and parents work together, students are successful.

Adv Pl English Literature & Composition

Pre-Requisites: English I, II, & III or Adv Pl English Language & Composition Credits: 0.5 (per semester) Estimated Completion Time: 2 semesters/32-36 weeks Note: This course meets one required English credit for high school graduation. Description For a year, students participate in an Advanced Placement upscale dining experience in the AP English Literature and Composition course. Students act as food critics of exquisite literary cuisine. Menu items include reading, analyzing, writing, rewriting, and discussing creations by the master chefs—renowned authors. With intensive concentration on composition skills and on authors' narrative techniques, this dining experience equips students with recipes for success in college, in a career, and on the AP exam. Course description: http://www.cpalms.org/Courses/PublicPreviewCourse1589.aspx Access the site link below to view the PDF of the course description from the College Board: http://apcentral.collegeboard.com/apc/public/repository/ap-english-course-description.pdf Major Topics and Concepts

Semester 1 Composition—analysis essay—comparison/ contrast or symbolism Identification/ explanation of literary terms Research—mythological and Biblical allusions Identification of authors Plagiarism AP Exam expectations Identification of poetic terms Composition—AP® essay (diagnostic) Heroism Poetry Analysis—characterization Comparison/ contrast—poetry and novel—imagery, alliteration Poetry Analysis—theme, tone, mood, allusion, metaphor, allegory Short Story Analysis—irony Epic Poetry Composition—resumes, analysis, comparison/ contrast, AP® essay, style emulation Poetry Analysis—imagery, symbolism Research Process Short Story Analysis—diction, imagery, tone, mood, suspense Short Story Analysis—plot, theme, setting, characterization, point of view Characteristics of Romanticism Concept of Bibliotherapy Listening skills Composition—college essay, analysis, letter to editor, AP® essay Poetry Analysis—lyric poetry, odes, elegies, sonnets, iambic pentameter Metaphysical poetry Poetry Analysis—paradox, repetition, imagery, allusion Short Story Analysis—comparison/ contrast, characterization, setting, theme, tone, mood, plot, point of view Characteristics of Romanticism Composition—AP® essay, literary analysis, creative writing, poetry rebuttal, persuasive letter writing, art connection Novel analysis—theme, motif, setting, structure, social and psychological issues Peer Editing

Semester 2 Definition of family, “family values” Poetry analysis—mood, tone, imagery, repetition, metaphor, simile, allusion, song lyrics Novel analysis—social issues, theme, point of view Research Skills Composition—analysis of tone, definition, comparison/contrast, reader's journal, personal reflective response, poetic response Drama—Shakespeare—language, theme, syntax, characterization, soliloquy, tragedy, text and film, quotation analysis Evaluation of Oral Presentation Soliloquy recitation Poetry analysis--odes Composition—description, literary analysis, creative response, AP® essay

Poetry analysis—irony, imagery, personification, figurative language, rhyme, rhythm, repetition, alliteration, comparison/ contrast Satire, elements of satire Drama—comedy and farce, comedic devices Composition—literary analysis, poetry analysis, AP® essay Theme Composition—Poetry Analysis—poetic elements—TOASTTT Major Work: Students select novel or play for project ·Composition—MLA Works Cited Page

Required Materials Course Objectives Grading Policy Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple choice questions, writing assignments, projects, research papers, oral assessments, and discussions. The course will use the state-approved grading scale and each course contains a unique end of course assessment. This assessment counts for 20% of the student’s overall grade and must be passed with a score of 60% or higher.

Students must take the Advanced Placement exam to receive Advanced Placement credit on their final grade report. Students who do not take the AP exam will receive honors-level credit.

College Board has authorized FLVS to use the AP designation. AP and Advanced Placement are registered trademarks of The College Board.

Achiever Academy students must take Advanced Placement courses with FLVS teachers in order to receive Advanced

Placement credit on their final grade report.

Communication Policy To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, simulated AP exams, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is monthly. When teachers, students, and parents work together, students are successful.