Course (Long) Name: English Twelve Semester One Course Code: EN 511
Course (Short) Name: EN 12 Course Unit Value: (.5 x 2 semesters)
Curricular Content Area: English Language Arts Licensure Requirement: 300 license
As of August 10, 2010
Course Description:
The central purpose of this course is to extend students’ growth in all communication arts. Reading, writing, listening,
discussing, speaking, using language, understanding media, using technology, and employing research skills will be
applied to help students enhance their abilities to become creative and critical thinkers. Grade twelve students will
demonstrate effective communication skills by creating various works of sufficient grade-level merit to address the
complexity and depth of senior-level work. Artifacts will be constructed as a part of the student’s coursework and assessed
via the site-based instructor. Prerequisites for this course include successful completion of English 9 and 10; and either
English 11 or electives.
MPS Adopted Textbook/Instructional Materials Other Texts and Instructional Materials
Elements of Literature Sixth Course Essentials of Literature specifically named in Common Core
British and World Literature; and Elements of Standards:
Language: by Holt
British Literature
Literature in Holt text specifically named in Stories:
Common Core Standards: Pride and Prejudice – Jane Austen
Stories: Jane Eyre – Charlotte Bronte
The Canterbury Tales Geoffrey Chaucer (p.141)
Don Quixote Miguel de Cervantes (p.626) Drama:
Hamlet –William Shakespeare
Drama: The Importance of Being Earnest – Oscar Wilde
From Hamlet William Shakespeare (p. 329)
Poetry:
Poetry: “A Valediction Forbidding Mourning” – John Donne
“Ode on a Grecian Urn” John Keats (p. 836)
World Literature:
Suggested Texts found in the Holt: Stories:
Stories: Crime and Punishment— Fyodor Dostoevsky
From Grendel – John Gardner (p. 618)
“The Parable of the Prodigal Son” (P. 378) Drama:
“Macbeth and the Witches” –Richard Armour (p. Tartuffe – Jean-Baptiste Poquelin Moliere
524)
From “Sir Gawain and the Green Knight” (p. 229) Poetry:
“A Poem of Changgan”— Li Po
Poetry:
From “Beowulf” – unknown (p. 21) Other recommended literature:
“Twa Corbis” – anonymous (p. 262) Othello—William Shakespeare
from “Gilgamesh: a Verse Narrative” –unknown (p. Frankenstein—Mary Shelley
57) Heart of Darkness—Joseph Conrad
from “The Iliad, from Book 22: The Death of
Hector” –Homer (p. 66)
“The Fall of Satan” from Paradise Lost – John
Milton (p. 401)
Key Standards
X
Common Core Standards (2010)
Reading/Literature Speaking Listening Language
Language Standards
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning and style, and to
comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study
of complex texts when reading.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
b. Indentify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the
college and career level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Common Course Plan
Big Ideas
X Big Ideas
Literature helps expand an individual’s world view and encourages tolerance.
Effective written, oral, and non-verbal communication is essential for success in college and the work
environment.
Language is adapted and modified based on audience and purpose.
Social justice issues impact our world view and how we think and communicate.
Essential Questions
• To what extent does studying literature from another culture help encourage a more tolerant world?
• What does it mean to be a part of a global community?
• How do societal issues impact people’s lives?
• How does our understanding of one’s self change through critical, reflective writing?
• How does possessing and using effective written and oral communication skills give an individual power?
• How does written and oral communication influence critical thinking used in college and the work
environment?
• How do writers adapt their message to specific audiences and purposes?
• How do effective literacy skills give us social capital?
Course Evidence
Grade twelve students will display their ability to meet grade-level requirements in English language arts by creating
samples of proficient works as outlined in the MPS Grade Twelve Common Course Plan (see elements below.) All
artifacts will be assessed by the student’s teacher as a part of the course. Teachers will use common established
criteria/rubrics to assess student work.
Semester 1:
Business Writing (memo, professional email, agenda for meeting)
Narrative Writing (real or imagined)
Comparative Literary Analysis (multiple genres and themes)
Argumentative On-Demand Writing
Student Selected Writing (any genre)
Reflective Writing (self-assessment and goal setting)
*Students will employ technology to access, organize, create, revise, and publish works.
Integrated Learning
• Use a variety of content areas when selecting topics of examples for practice, independent assignments, and
long-term projects.
• Continue to use other literacy skills to support learning of specific skills (ex: writing to learn, reading to learn,
use of visuals and other media, use of technology, etc.)
• Plan and deliver instruction using elements of Backward Design (including Big Ideas, Essential Questions
incorporated into a thematic approach, a balance of performance assessments and other assessment evidence,
and differentiated learning activities designed for deep understanding)
• Conduct daily lessons utilizing a whole, small group, whole group instructional model
Glossary
Course (Long) Name: The full name of the Course as it appears in ESIS
Course Code: the full course code as it appears in ESIS
Course (Short) Name: The name in the “Short Name” field as it appears in ESIS
Course Unit Value: the units the course is worth
Common Course Plan
Curricular Content Area: The curriculum content subject area the course falls under in the MPS Graduation
Requirements (i.e.: Mathematics, Physical Education, English Language Arts, etc…)
Licensure Requirement: The Wisconsin State Department of Public Instruction license required to teach this class.
Adopted Textbook/Instructional Materials: Official textbook or resources adopted by the Milwaukee Board of School
Directors
Other Recommended Textbooks/Instructional Materials: other textbooks resources recommended for this class but
not adopted by the school district. The individual school will be responsible for the purchase of
these materials.
Key Standards: Key standards for this course. The State of Wisconsin DPI is adopting the national standards for some
disciplines. Check which standards: Local, State, or National standards.
Key Course Instructional Units, Concepts, Big Ideas, and/or Sequence: The purpose of this section is to illustrate
what is addressed in this class. The format varies depending on the discipline. This could include broad concepts or ideas,
specific units and/or a sequential sequence of presenting material. You may check more than one box in this section.
Essential Questions: The fundamental course concepts that the students will be able to understand and address after
taking this class. An essential question should never [ironically enough] be "answered". It should be addressed, discussed,
and focused on--not with a literal "right there" answer.
Course Evidence: Identifies the assessments used to measure the students’ ability to answer the
“Essential Questions”.
Differentiation for Honors: Classes may have honor students and non-honor students in the same class. Students who
wish to receive honor units for the class will be required to complete additional work and show evidence that they have
earned the honor unit. This section illustrates the additional work and evidence.
Graduate Ready: College/Career/Life: This section describes what evidence or alignment with 21st Century standards
is present that will contribute to post-secondary readiness, i.e., that students who complete the class will have obtained
knowledge and/or skills to be ready for college, career, and life.
Recommendations for Best Practices: This section gives the teacher suggestions on class structure, learning
experiences, and procedures that will provide the framework for students to be able to address the essential questions of
the class and meet the key standards.