Upper-Division

Literature Courses

Download/Print Literature Curriculum

Download/ Print ELA Curriculum

Appendix

Additional Educator Resources

Course Details:

Grades: 11 - 12

Length: One semester each

Prerequisites: English 10

Overview:

Upper level literature courses build critical thinking and literacy through diverse literature, participation in purposeful discussions, and engagement with texts. These courses aim to provide a working knowledge of the characteristics of various literary genres, and to develop analytical and critical thinking skills through reading, discussion, and written assignments. Learners will gain an awareness of the universal human concerns that are the basis for literary works, and will gain a greater appreciation of the ways in which language and literature empower us to shape our communities.

The learner must complete two literature courses, one of which is an American literature course. Any literature course can be used for honors courses; see the honors sections below for more information.

For specific course descriptions, see the

American Literature and Additional Literature pages.

American Literature Courses

AP English Language and American Literature
African American Literature
American Literature: Defining Freedom
American Literature: Shifting Dreams
Native American Literature
Any honors version of these courses

Additional Literature Courses

AP Literature and Composition
British Literature
Holocaust Literature
Social Themes in Literature
World Literature
Any honors version of these courses
Any course from the American Literature list

Required Reading for Any Literature Course

Read at least 2-4 book-length reading selections from the accompanying course list below, under each course section (novel, drama, biography, autobiography, etc.)
Read at least 3-5 shorter written pieces from the accompanying course list below (articles, essays, speeches, short stories, poetry, etc.).
Incorporate other media resources that connect to the piece of literature being read (television, film, podcast, webpage, etc.).
For additional site-based options, see the supplemental book list in the appendix.
If a student or family wants to opt-out of a teacher-selected text, they will be given an equally rigorous option.

Required Writing for Any Literature Course

One analysis essay.
One essay with research. (Option: 4-5 pages with 5+ sources and citation work; if this is not chosen, then a project with the equivalent research work represented is required.)
One additional essay, as appropriate for the course.
Frequent writing experimenting with multiple genres, including poetry, letters, and fiction.
Frequent analytical practice through journals, informal responses, short fiction, and poetry exercises, as well as claim generation on demand.

Required Activities for Any Literature Course

At least one formal presentation using technology.
Participate in class and group discussions.
Vocabulary development.

Honors Requirements for Any Literature Course

Additional Requirements for Honors:

Honors courses are designed for advanced readers and writers capable of in‐depth analysis, and who have the interest and self-motivation to read and write independently. This class assumes not only the ability to read and write independently, but also the ability to spend more time in discussion rather than in supported reading (there will be an increased reading pace), as well as a higher level of commitment and preparation in and out of class. The expectation of the level of discourse in this class is a heightened one. Learners, therefore, have an increased level of accountability to their class community in terms of keeping up with reading and other assignments.

Informational Texts

Graduate - Level Competency:

Informational Texts

GS.1 Learners will demonstrate the ability to comprehend, analyze, and critique a variety of complex print and non-print informational texts, including texts for science, social studies, technical subjects, and self-selected material.

Course/Grade Competency:

HS.1 The learner will demonstrate the ability to comprehend, analyze, and critique a variety of increasingly complex print and non-print informational texts, including texts for science, social studies, and technical subjects.

Content Objectives:

The learner will:

- Know the personal, professional, and practical reasons to be a lifelong reader in the 21st-century American and global society.
- Read independently for in-depth understanding.
- Skim independently for important/specific information using text features, etc.
- Evaluate a variety of textual evidence in order to create a nuanced and fluid support for a claim.
- Independently evaluate a text for purpose, credibility, bias, and perspective using textual evidence to support that evaluation.
- Identify and analyze how an author’s strategic choices of diction, syntax, and figurative language affect the specific tone and meaning of a text.

Standards

AKSS

RI.1-10

L.4-6

AASL

III.A.1-3, V.A.1-3,VI.A.1-3, I.B.1-3, III. .1-2, IV.B.1-4, VI.B.1-3, III.C1-3, VI.C.1-2, I.D.1-4, II.D.1-3, IV.D.1-3, V.D.1-3, VI.D.1-3

ISTE

1.d, 3, 7.a-b

AK Digital Literacy

6-12. EL.4, 6-12. KC. 1-4, 6-12. GC.1-4

AK Cultural

A,B, & D

Literature

Graduate - Level Competency:

Literature

GS.2 Learners will demonstrate the ability to comprehend, analyze, and engage with a variety of complex print and non-print literary texts, both teacher and self-selected.

Course/Grade Competency:

HS.2 The learner will demonstrate the ability to comprehend, analyze, and engage with a variety of increasingly complex print and non-print literary texts.

Content Objectives:

The learner will:

- Know the personal, professional, and practical reasons to be a lifelong reader in the 21st-century American and global society.
- Read texts of various lengths, especially in a sustained, long-term manner, in order to prepare for college and career pathways and to facilitate personal growth.
- Explain how the various perspectives and voices within our nation’s stories inform how we define our communities, ourselves, and others.
- Independently determine the manner and quantity of annotations necessary to fully engage in a given text.
- Identify and explain how an author’s strategic choices of diction, syntax, and literary devices affect the specific tone and meaning of a text.
- Understand how modern works of fiction draw on ancient myths, traditional stories, or religious works, and describe how the material is reinterpreted.

Standards

AKSS

RL.1-10

L.4-6

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.1-3, VI.A.1-3, I.B.1-3, II.B1-3, III.B.1-2, B.IV.1-4, B.V.1-3, B.VI.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4,II.D.1-3,III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

ISTE

1.d, 3, 7.a-b

AK Digital Literacy

6-12. EL.4, 6-12. KC. 1-4, 6-12. GC.1-4

AK Cultural

A,B, & D

Writing

Graduate - Level Competency:

Writing

GS.3 Learners will write in a variety of modes, including analytical, narrative, explanatory, and expressive, using complex reasoning, structure, and language.

Course/Grade Competency:

HS.3 The learner will write in a variety of modes (including analytical, narrative, explanatory, and expressive), and use increasingly complex reasoning, structure, and language.

Content Objectives:

The learner will:

- Develop sustained, purposeful multi-paragraph writing that addresses an audience beyond the classroom.
- Write effective arguments to support a claim using specific evidence and reasoning.
- Employ strategic diction, syntax, and figurative language to establish a specific voice and meaning.
- Engage in the process of revision to improve writing, and consider various stylistic choices and refine voice.
- Use available tools and strategies independently to produce a syntactically correct, error-free, professional-quality document with standard English conventions.
- Choose and adhere to an established and effective format specific to the purpose of the writing task.

Standards

AKSS

W.1, 2, 3, 4, 5, 10

L.1, 2, 3

AK Digital Literacy

6-12.ID.3, 6-12.ID.4

AASL

I.B1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II. .1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4,.II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

ISTE

4.c-d

Speaking and Listening

Graduate - Level Competency:

Speaking

GS.4 Learners will demonstrate the ability to speak purposefully and effectively, strategically making complex decisions about content, language use, and discourse style.

Listening

GS.5 Learners will demonstrate the ability to listen critically and reflectively in a variety of settings and purpose.

Course/Grade Competency:

HS.4 The learner will demonstrate the ability to speak purposefully and effectively, strategically making increasingly complex decisions about content, language use, and discourse style.

Content Objectives:

The learner will:

- Produce coherent oral discourse appropriate to task, purpose, and audience.
- Negotiate different cultural perspectives with sensitivity.
- Adjust presentation style, degree of formality, word choice, tone, and information to the context and audience.
- Synthesize and share information from a variety of sources and perspectives.
- Respond appropriately to others’ constructive criticism, compliments, and feedback to improve future communication.

Standards

AKSS

SL.1, 4, 5, 6

AK Digital Literacy

6-12.EL.1, 6-12.DC.3

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.2-3, VI.A.1-3, I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

ISTE

1.a, 6.a,c-d

Course/Grade Competency:

HS.5 The learner will demonstrate the ability to listen critically and thoughtfully in a variety of settings and purposes.

Content Objectives:

The learner will:

- Listen to understand, as well as to respond and build understanding collaboratively rather than competitively.
- Understand cultural nuances in conversational styles and behavior (e.g., eye contact norms and body language).
- Participate in live conversations while monitoring and enhancing equity of voice.
- Independently make decisions in groups of all sizes using consensus-building strategies and compromise.
- Evaluate the validity of claims and counter-claims presented in discussions.

Standards

AKSS

SL.2, 3

E/LA.B.1-3, C.1-5, D.1-4

Cultural: CS.A.1,3, D.5, E.3-8

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.1-3, VI.A.1-3, I.A.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

AK Digital Literacy

6-12.DC.3

ISTE

1.c, 2.b, 3, 4.b, 5.c, 6, 7.b-c

Research

Graduate - Level Competency:

Research

GS.6 Learners will demonstrate the ability to conduct research to investigate self-selected and given topics, evaluate sources, utilize databases, and synthesize information independently and collaboratively.

Course/Grade Competency:

HS.6 The learner will demonstrate the ability to conduct research to investigate topics, evaluate sources, utilize databases, and synthesize information in an increasingly complex manner.

Content Objectives:

The learner will:

- Accumulate and vet sources online, in print, and in person.
- Coordinate and subordinate information and research material in order to synthesize it and present it coherently.
- Smoothly integrate common knowledge, summary, quoted material, and paraphrases.
- Cite material accurately according to a given professional manual of style (e.g., MLA, APA, Chicago) in order to avoid plagiarism.

Standards

AKSS

W.7, 8, 9

AASL

AK Digital Literacy

6-12.DC.3

ISTE

1.c, 2.b, 3, 4.b, 5.c, 6, 7.b-c

Technology

Graduate - Level Competency:

Technological

GS.7 Learners will demonstrate the ability to appropriately use the tools of technology to gather, interpret, collaborate, and analyze information and create shareable products.

Media Literacy

GS.8 Learners will engage in independent critical thinking through accessing, analyzing, evaluating, and creating a complex variety of media.

Course/Grade Competency:

HS.7 The learner will demonstrate the ability to appropriately use the tools of technology (including digital media and the Internet) to gather, interpret, and analyze information and create shareable products.

Content Objectives:

The learner will:

- Understand the uses and limitations of search engines.
- Use library and professional databases autonomously.
- Make choices about technology platforms and use the appropriate tools (e.g., an app or program) to present material.
- Seek out and adapt to new developments and tools in order to select the best technology for the task.

Standards

AKSS

W.6, SL.5

ISTE

1.d, 3, 4, 5.c, 6

AK Digital Literacy

6-12.EL.4, 6-12.KC.1-4, 6-12.ID.1-4, 6-12.CT.3, 6-12.CC.1-4

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.1-3, VI.A.1-3, I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III. .1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

Media Literacy

Graduate - Level Competency:

Media Literacy

GS.8 Learners will engage in independent critical thinking through accessing, analyzing, evaluating, and creating a complex variety of media.

Course/Grade Competency:

HS.8 The learner will engage in critical thinking through accessing, analyzing, evaluating, and creating an increasingly complex variety of media. (The term “media” refers to all electronic or digital means and print or artistic visuals used to transmit messages.)

Content Objectives:

The learner will:

Recognize, analyze, and understand the value of audio/visual/art as they connect to written pieces.

Standards

AKSS

RI.5, 6, 7, RL.7 SL.3, 5 L.5

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV. A.1-3, V.A.1-3, VI.A.1-3, I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

AK Digital Literacy

6-12.DC.3

ISTE

1.c, 2.b, 3, 4.b, 5.c, 6, 7.b-c5

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