Pedagogical Philosophy: In order to develop into articulate, involved, and reflective citizens of the world, students need to develop their literacy to its fullest capacity. A broad and deep ability in critical reading, writing, thinking and other communicative skills will help to prepare students for the complexities of life in the twenty-first century.

English 12 course, Perspectives: Global and Media, is a culminating class, focusing on more complex extensions of the essential knowledge and skills addressed in the previous English/Language Arts classes. Students at this level will be expected to engage with more challenging concepts. Twelfth grade students will analyze how an author’s philosophical position contributes to the quality of literary work and apply the Philosophical approach of literary criticism. Moreover, students will examine the impact and influence of various forms of mass media. This course will expect students to conduct a critical research investigation based on a global, environmental, or media issue. During this research process, students will be expected to implement a wide variety of interrelated research strategies and skills developed in earlier grades, such as conducting interviews, surveys, and on-line searches, analyzing primary and secondary sources for reliability and inconsistencies, and developing research questions, annotated bibliographies, and reports.

The diverse material found in literary and expository works from world literature enriches this course’s balanced approach to developing critical reading, writing, and thinking skills. As English 12 students prepare for entry as essential participants and contributors in community life -able, literate citizens- they will work to mature and refine the literacy and academic foundation developed through previous courses. The English 12 course is the threshold to future life achievements for students whether addressing the challenges of post-secondary education or the demands of career development.

Revised 6/18/2002 1 © Sweetwater Union High School District English 12

 

Districtwide ESLR’s:

Students in English 12 will progress toward attainment of the district ESLRs while completing the course work required for this class.

Self-Directed Learner – English 12 will require students to complete long-term activities, such as working on critical research investigations regarding global, environmental, or media issues, which will reinforce the skills and sense of responsibility needed to successfully meet an educational goal. All English classes will stress the importance of ethics and honesty in all areas related to intellectual property and development of their own work.

Culturally Empowered Community Member - The many divergent ideas and themes expressed in this course’s texts from world literature will stimulate students’ reflective oral and written comparisons between their own life experiences and the texts’ diverse cultural perspectives.

An informed and literate citizen is a culturally empowered community member. Through the varied genres and rich texts read, researched, and discussed in class, English 12 students will learn about themselves and their relationship with others and the environment. Frequent opportunities for exploring texts, both formally and informally, will bolster students’ examination of themselves and their rights and responsibilities as members of various communities in their lives.

Effective Communicator – When striving to understand the written and spoken thoughts, beliefs, and actions of others in the various texts and genres used in class, English 12 students will be expected to communicate clearly and appropriately their own thinking. This crucial skill also will be modeled and taught. Whether they are responding to artistic expressions found in a short story to support an oral analysis using the Philosophical approach of literary criticism or using the creative expressions and ideas seen on a web site to enhance a multi-media presentation, English 12 students will be expected to use correct written and spoken conventions. In addition, students will be expected to expand their use of technology to access, manipulate, and produce information, such as using Power point as part of a multi-media presentation. Whatever the assignment or activity, reading, writing, speaking, and listening are the indispensable skills of all English classes.

Productive Individual – Reading and writing experiences in English 12 will be designed to heighten students’ critical thinking skills. Students will be afforded ample opportunity to engage in more sophisticated literacy tasks independently but also as a partner or group member. Whether analyzing the philosophical arguments presented in literary works with a partner or examining the effectiveness of a series of resumes with a group, students will learn to solve problems, make decisions, and use resources effectively. Each assessed assignment will include opportunities for students to examine clear models of quality work and to clarify the expectations of the scoring rubric. Thus, students will learn not only how to define and assess quality for themselves, but they will learn how to develop an effective plan for setting goals in order to meet performance standards.

 

Content Standards and Content Objectives (Essential and Extended)

 

1. Analyze recognized literary works of world literature from a variety of authors focusing on various aspects of the writer’s philosophical position or writing style.

1.1. Analyze ways in which the theme or meaning of a selection represents a view or comment on life in one given work of world literature (LR&A 3.2).

1.2. Evaluate the philosophical, social, or ethical influences of a historical period that shaped characters, plot, and setting in one text of world literature (LR&A 3.7.c).

1.3. Analyze the philosophical arguments presented in a given world literary work to determine whether the author’s philosophical position has contributed to the quality of the works or the credibility of the characters (Philosophical approach)(LR&A 3.9).

1.4. Analyze a series of passages from previously read texts and explain how one passage could be revised to enhance subtlety of meaning or tone in ways consistent with the purpose, audience, and genre (WS 1.9).

1.5. Analyze a series of passages from previously read world texts for how the authors use language natural, fresh, and vivid ways to establish tone (WS 1.5).

Genre Connection:

1.6. Write a response to literature essay regarding Content Objective 12.1.1 or 12.1.3

• Demonstrating a comprehensive understanding of the significant ideas in the works or passages (WA 2.2a).

• Supporting important ideas and viewpoints through accurate and detailed references to the text(s) (WA 2.2c).

 

 

2. Analyze authors’ implicit and explicit philosophical assumption and beliefs about a subject (RC 2.5) in a variety of expository genres including personal /reflective essays.

            2.1. Compare and contrast two author’s texts for how they structured their arguments in a sustained, persuasive way and explain how they supported their arguments with precise and relevant examples (WS 1.3).

            2.2. Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject in a variety of given expository texts (RC 2.5)

            2.3. Evaluate one author’s argument (i.e., philosophical assumptions and beliefs) in a previously read text, defending and clarifying that evaluation by making warranted and reasonable assertions using elements from the text (RC 2.4).

            2.4. Draw inferences concerning the meaning of significant terms (especially relevant scientific and mathematical terminology) in given passages from texts by applying knowledge of Greek, Latin, and Anglo-Saxon roots and affixes (WA,F,S VD 1.2) and explaining their specified terms impact on the text.

            2.5. Compare and contrast at least two essays (WA 2.3) that explore the significance of one or more personal experiences, events, conditions, or concerns and explain how the author uses rhetorical strategies (e.g., narration, description, exposition, persuasion) (WA 2.3a) to support the author’s purpose.

 

            2.6. Analyze how the comparisons drawn between specific incidents and broader themes illustrate the writer’s important beliefs or generalizations about life (WA 2.3.b) in one given essay

            2.7. Analyze a previously read essay and explain how the author maintains a balance in describing individual incidents and relates those incidents to more general and abstract ideas (WA 2.3c)

 

Genre Connection:

            2.8. Write a reflective essay (WA 2.3)

• Exploring the significance of one or more personal experiences, events, conditions, or concerns and explaining how the author uses rhetorical strategies (e.g., narration, description, exposition, persuasion) (WA 2.3a) to support the author’s purpose.

• Using the comparisons drawn between specific incidents and broader themes illustrate the writer’s important beliefs or generalizations about life (WA 2.3b)

• Maintaining a balance in describing individual incidents and relating those incidents to more general and abstract ideas (WA 2.3c)

 

           

 

3. Examine personal career documents (WA 2.5) and other key items, such as a job    application, resume, and multimedia presentation (WA 2.6) in order to create similar texts.

            3.1. Compare and contrast job applications and resumes (WA 2.5) examining how these texts provide clear and purposeful information and address the intended audience appropriately (WA 2.5a); use varied levels, patterns, and types of language to achieve intended effects and aid comprehension (WA 2.5b); modify the tone to fit the purpose and audience (WA 2.5c); and follow the conventional style for that type of document (e.g., resume, memorandum) and use page formats, fonts, and spacing that contribute to the readability and impact of the document (WA 2.5d).

            3.2. Compare and contrast at least two multimedia presentations (WA 2.6) focused on a critical investigation regarding a contemporary global issue, (i.e., landmines’ impact, AIDS, human rights, child labor, rainforest depletion) or on aspects relevant to the Senior Exit Portfolio Exhibition by examining how text, images, and sound are combined and considering types of sources from which information is drawn (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMS, the Internet, electronic media-generated images) (WA 2.6a).

         

Genre Connections:

           3.3. Create two personal career documents, a job application and a resume (WA 2.5a).

 

• Provide clear and purposeful information and address the intended audience appropriately (WA 2.5a).

• Use varied levels, patterns, and types of language to achieve intended effects and aid comprehension (WA 2.5b).

• Modify the tone to fit the purpose and audience (WA 2.5c).

• Follow the conventional style for that type of document (e.g., resume, memorandum) and use page formats, fonts, and spacing that contribute to the readability and impact of the document (WA 2.5d).

                3.4. Create a multimedia presentation (WA 2.6) focused on a critical investigation   into a contemporary issue, such as one aspect regarding a particular global, mass media, or environmental issue or a presentation about an aspect relevant to the Senior Exit Portfolio Exhibition.

• Use two or more types of equipment in the process of developing the presentation, such as a computer, video camera, digital or another kind of camera, overhead projector, tape recorder, microphone, CD/tape player, or duplicating machine.

• Combine text, images, and sound and draw information from at least three sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images) (WA 2.6a).

• Select an appropriate medium for each element of the presentation (WA 2.6b).

• Use the selected media skillfully, editing appropriately and monitoring for quality (WA 2.6c)

• Test the audience’s response and revise the presentation accordingly (WA 2.6d)

 

 

4. Analyze various forms of mass media (L&SS 1.1) (e.g., magazines, advertisements, movies, television, the Internet) examining in particular mass media’s impact and influence (L&SS 1.2) especially on contemporary life.

 

 

            4.1. Analyze ways used by the mass media to persuade (e.g., advertisements; use of visual representations, special effects, language)(L&SS 1.1).

            4.2. Analyze ways used by the television and motion picture media to transmit culture (e.g., concept of gender, perpetuation of stereotypes) (L&SS 1.1).

            4.3. Analyze the impact of the mass media on the democratic process (e.g., exerting influence on elections, creating images of leaders, shaping attitudes) at one of the following levels: local, state, and national levels (L&SS 21.2).

            4.4. Analyze ways in which information about a single issue, topic, or event is presented by a variety of visual image makers (e.g., graphic artists, documentary filmmakers, news photographers, television newscasts (L&SS 1.3).

 

Genre Connections:

4.5. Optional Response to Literature: Write a response to literature essay analyzing one aspect regarding mass media as studied in either Content Objective Level 4.1, 4.2, 4.3, or 4.4.

 

• Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage (W&OELC 1.1).

                  4.6. Write a research investigation report (WA 2.4) after researching a single issue with global impact (examples: AIDS epidemic, exploitation of child labor, “mad cow” disease, coastal water pollution, toxic waste disposal) or a single issue regarding mass media (examples: radio, television, or the Internet use as a poor negative social force; how rock videos, situation comedies, or televisiocommercials transmit aspects of stereotypes or concepts of gender; impact of media violence; possible existence of a gender gap in use of Internet; differences sitive n between television newscast and other media reportage regarding a specific issue)

 

• Analyze information derived from primary and secondary sources about that single topic and explaining the perceived reason(s) for the similarities and differences in gathered information (WA 2.4b and 2.4c).

• Use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main proposition when writing the report (WA 2.4a).

• Write a formal bibliography for the research report (WA 2.4e) listing four or more primary and secondary sources following Modern Language Association (MLA) format and including Work Cited page.

• Use critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources) (WS 1.6) whenever appropriate.