English III HonorsU.S. Literature and English III Skills
Deconstructing the Text
RI 11-12.8Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). RL 11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. SL 11-12.4Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. W 11-12.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 1. What groups of people have been scapegoated throughout history? 2. What prompts each new generation of humankind to target scapegoats? 3. Why are tolerance and free speech essential in society? 4. What are the best ways to select textual evidence to create an argument? 5. How can an author's claims and counterclaims be identified in a text? 6. What are the best ways to present ideas and information to a group? Deeper Interpretation and Analysis RL 11-12.3Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL 11-12.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) W 11-12.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Author's Craft and Voice RI 11-12.7Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RL 11-12.6Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). W 11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W 11-12.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Literature's Multiple Interpretations RL 11-12.2Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL 11-12.7Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) SL 11-12.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Cumulative Project - The American Dream RL. 11-12.9Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. |
AP Literature & CompsitionBritish Literature and English IV Skills
The Struggle for Individuality
How can the values of the author influence the theme? How can intolerance lead to conflict? How do persons create a sense of self? What essential human freedoms should be accorded to all persons? Scientific Dystopias How can seemingly benign technological advances pose threats to these basic freedoms? What essential human freedoms should be accorded to all persons? How can seemingly benign technological advances pose threats to basic human freedoms? What dangers do advances in genetic engineering pose to these basic human freedoms? How can art and literature be a vehicle for social change? How do allusions enrich a work’s central message? How are works, even visionary ones, still a product of the historical environment in which they were written? The Nature of Evil What is the nature of evil? Is humanity inherently good or evil? What are the consequences of the ruthless pursuit of knowledge? What are the effects of loneliness and isolation on the individual? How does nature affect mood? How can psychological terms aid in the analysis of literature? What is the importance of reputation and appearance? How do we create and shape laws that govern human behavior? How do individuals weigh the demands of reason versus desire in their daily lives? How can the creation of art be likened to the dream state when one is immersed in his subconscious? Is humanity essentially good or evil? How much choice does man have in determining his fate? How does the supernatural affect literature? Dramatic Ideals What is a hero? What is tragedy? When does power corrupt? What is the relationship of art to life? What are the consequences of revenge? When does righteous justice give way to revenge? How is literature a reflection of society? What has been and is the role of women in society? What is the importance of reputation and appearance? What is love? What makes a good marriage? How can love be destructive? How can applying techniques of feminist criticism broaden the reader’s understanding of a work of literature? Existentialism Literature/Writing What are the basic beliefs of Existentialism? How does a society decide what is moral and normal? How do historical events shape human philosophy and art? Does the artist love his creation or the art that brought forth his creation? Does beauty reflect virtue? What is love? What is beauty? How are our lives changed through interaction with other people? How does literature reflect culture? |