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English III: Grade 11

Course Description:

English III is a course that seeks to integrate the standards of reading, writing, viewing and representing, and speaking and listening. Students will work to comprehend and produce a wide variety of texts, including traditional works of literature, practical and persuasive forms of communication that involve speaking and listening skills, and the use of appropriate technology and media forms. The course emphasizes the communication and critical thinking skills necessary to enable students to deal effectively with multicultural and ethnic diversity in a rapidly changing world.

The assessment step is a key part of the learning process. Performance Indicators accompanying the Learning Expectations offer assessment suggestions for each expectation. These are, however, not the only possible assessment options; teachers are encouraged to develop their own. To that end, alternative assessment suggestions are included in the Appendices.

The English III Standard 1.0: Writing is also assessed through the writing component of the Tennessee Comprehensive Assessment Program (TCAP).

Standard 1.0: Writing

Standard:

The student will develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences.

Standard Rationale:

Writing is a lifelong interactive process that is used to communicate with a variety of audiences and for a variety of purposes, adapting language conventions appropriately according to context. Writing is an act of discovery, a means of personal growth, and a tool for clarifying knowledge. To accomplish writing tasks more effectively, students need exposure to a variety of strategies, such as those included in the stages of the writing process, in order to approach writing systematically.

Learning Expectation:

The student will

  1. 1.01 Write to process knowledge, to clarify thinking, to synthesize and evaluate information, to improve study skills, to gain confidence, and to promote lifelong communication.
Performance Indicator:

The student is able to

  1. Create a written explanation to a selected topic/problem (e.g., character analysis, community issue, personal challenge).

Learning Expectation:

The student will

  1. 1.02 Write frequently in various modes of discourse.
Performance Indicators:

The student is able to

  1. Write persuasively to present valid argument(s) from an established point of view.
  2. Write for a variety of purposes including persuasion, narration, description, and exposition.

Learning Expectation:

The student will

  1. 1.03 Write for personal and imaginative expression.
Performance Indicator:

The student is able to

  1. Create original works (e.g., journals, poetry, stories, scripts, letters, notes, personal narrative essays).

Learning Expectation:

The student will

  1. 1.04 Use a variety of strategies for business purposes.
Performance Indicator:

The student is able to

  1. Create documents appropriate for a work environment (e.g., memos, resumes, letters, applications, proposals, technical instructions).

Learning Expectation:

The student will

  1. 1.05 Identify and write for a variety of audiences.
Performance Indicator:

The student is able to

  1. Address various readers (e.g., contest judges, publication editors, college admissions officers, peers).

Learning Expectation:

The student will

  1. 1.06 Recognize that language has several levels of diction determined by audience, purpose, and occasion.
Performance Indicator:

The student is able to

  1. Demonstrate through a writing activity (e.g., letter, article, journal entry, position paper) a knowledge of appropriate levels of diction.

Learning Expectation:

The student will

  1. 1.07 Apply appropriate elements of the writing process: prewriting, drafting, revising , editing, and publishing.
Performance Indicator:

The student is able to

  1. Use elements of the writing process that are appropriate to the assigned task (e.g., timed writings, out-of-class compositions, published writings).

Learning Expectation:

The student will

  1. 1.08 Use a variety of prewriting activities to generate, focus, and organize ideas.
Performance Indicator:

The student is able to

  1. Use a variety of prewriting activities (e.g., brainstorming, webbing, listing, discussing, clustering) appropriate to the assigned task.

Learning Expectation:

The student will

  1. 1.09 Use a variety of appropriate strategies to develop and support a thesis statement.
Performance Indicator:

Support a thesis statement with documentation from the text and/or examples from personal experiences.

Learning Expectation:

1.10 Construct coherent writing, maintaining a clear focus, well-developed ideas, syntactic variety, and effective transitions.

Performance Indicators:

The student is able to

  1. Support key ideas with well-developed examples.
  2. Use transitional elements (words, phrases, and sentences) effectively.
  3. Vary sentence beginnings, lengths, and structures.

Learning Expectation:

The student will

  1. 1.11 Develop an effective writing style by the use of appropriate voices, diction, syntactic variety, and tone.
Performance Indicator:

The student is able to

  1. Convey in a writing passage a deliberate style through word choice, specified point of view, tone, and sentence patterns.

Learning Expectation:

The student will

  1. 1.12 Evaluate and revise writing to focus on purpose, organization, development, and style.
Performance Indicator:

The student is able to

  1. Practice various means of evaluation and revision (e.g., self-analysis, peer review, revision checklist, comparison of drafts).

Learning Expectation:

The student will

  1. 1.13 Edit writing to correct errors.
Performance Indicator:

The student is able to

  1. Proofread to edit writing in order to ensure standard grammar, usage, and mechanics.

Learning Expectation:

The student will

  1. 1.14 Apply effective research skills.
Performance Indicator:

The student is able to

  1. Use summaries, paraphrases, direct quotations, internal documentation, and works cited pages, as appropriate.

Learning Expectation:

The student will

  1. 1.15 Avoid plagiarism by correctly using sources.
Performance Indicator:

The student is able to

  1. Cite quotations, paraphrases, and summaries correctly in the research product.

Learning Expectation:

The student will

  1. 1.16 Research various sources to present information in a variety of formats.
Performance Indicators:

The student is able to

  1. Gather information from the Internet, periodicals, books, CD ROMS, and non-print sources.
    Produce and present formal research projects (e.g., research papers, PowerPoint presentations, oral presentations).

Learning Expectation:

The student will

  1. 1.17 Develop personal, imaginative, and analytical responses to literature.
Performance Indicator:

The student is able to

  1. Respond to literature in a variety of formats (e.g., reading journals, response journals, dialectical journals, investigative papers, learning logs).

Learning Expectation:

The student will

  1. 1.18 Develop an ongoing awareness of personal writing growth through comparison of drafts, paragraphs of analysis, and letters of reflection.
Performance Indicator:

The student is able to

  1. Write reflections to analyze the processes used to create his/ her own work.

Standard 2.0: Reading

Standard:

The student will develop the reading skills necessary for word of the recognition, comprehension, interpretation, analysis, evaluation, and appreciation written text.

Standard Rationale:

Reading is a lifelong process which builds on language development. Students must apply a wide range of strategies to enhance the reading process. They improve their comprehension of printed information and gain knowledge of themselves as world citizens through varied experiences with literature. Students respond to texts individually and share in literary communities; they become critical readers and experience increased comprehension and personal satisfaction.

Learning Expectation:

The student will

  1. 2.01 Develop an understanding of and respect for cultural, gender, and ethnic diversity in language use, patterns, and dialects.
Performance Indicators:

The student is able to

  1. Respond to diversity in literary selections (e.g., dramatizations, writings, discussions, artistic representations).
    Analyze two or more literary selections for language use, patterns, and dialects (e.g., comparison, contrast, graphic organizers).

Learning Expectation:

The student will

  1. 2.02 Extend reading vocabulary.
Performance Indicators:

The student is able to

  1. Identify vocabulary necessary to the understanding of text.
  2. Apply strategies for decoding unfamiliar words.
  3. Synthesize reading vocabulary into written and oral communication.

Learning Expectation:

The student will

  1. 2.03 Utilize a variety of interactive reading strategies appropriate to text.
Performance Indicator:

The student is able to

  1. Apply reading strategies (e.g., SQ3R, DRTA, vocabulary self-collection).

Learning Expectation:

The student will

  1. 2.04 Reflect on strategies used by the reader to make meaning from text.
Performance Indicator:

The student is able to

  1. Assess the effectiveness of strategies used during the reading process (e.g., journaling, discussing, coding).

Learning Expectation:

The student will

  1. 2.05 Increase fluency in oral reading.
Performance Indicator:

The student is able to

  1. Participate in a variety of oral reading experiences (e.g., choral reading, jump-in reading, paired reading).

Learning Expectation:

The student will

  1. 2.06 Read independently for a variety of purposes.
Performance Indicators:

The student is able to

  1. Read independently to gather information and to expand specific knowledge.
    Read independently for personal enjoyment.

Learning Expectation:

The student will

  1. 2.07 Analyze the use of figurative language in various texts.
Performance Indicator:

The student is able to

  1. Critique the effectiveness of figurative language (e.g., metaphor, simile, allusion, hyperbole).

Learning Expectation:

The student will

  1. 2.08 Analyze the impact of literary elements in various texts.
Performance Indicator:

The student is able to

  1. Critique the significance of literary elements (e.g., plot, characterization, setting, theme, point of view, tone, irony).

Learning Expectation:

The student will

  1. 2.09 Analyze persuasive devices found in various texts.
Performance Indicator:

The student is able to

  1. Critique the effectiveness of rhetorical devices in persuasion (e.g., logos, pathos, ethos).

Learning Expectation:

The student will

  1. 2.10 Read to interpret ideas, recognize relationships, and make judgments.
Performance Indicator:

The student is able to

  1. Use evidence from text to support interpretations, to understand relationships, and to validate judgments.

Learning Expectation:

The student will

  1. 2.11 Recognize the influence of an author's background and experience on literary work.
Performance Indicator:

The student is able to

  1. Investigate an author's background to determine influences (e.g., time period, gender, biases, environment, ethnicity) demonstrated within the text.

Learning Expectation:

The student will

  1. 2.12 Consult resource materials to increase understanding of the text.
Performance Indicator:

The student is able to

  1. Locate and utilize credible resource materials to increase understanding of text.

Learning Expectation:

The student will

  1. 2.13 Respond to reading selections by making connections.
Performance Indicator

The student is able to

  1. Apply text information to make connections (e.g., cultural, personal, cross-curricular, historical, literary).

Standard 3.0: Viewing and Representing

Standard:

The student will use, read, and view media/technology and analyze content and concepts accurately.

Standard Rationale:

Visual communication is an essential element of today's rapidly changing technological society, and students must be prepared for the demands they face in the twenty-first century. Students must learn how to communicate effectively using print and non-print media for specific purposes and audiences. Furthermore, as consumers, they must develop the skills to discern and evaluate the persuasive devices inherent in multimedia and technology. Educators must provide students with the necessary tools to function productively in today's world.

Learning Expectation:

The student will

  1. 3.01 Access and demonstrate multiple technological reference sources.
Performance Indicator:

The student is able to

  1. Use electronic media (e.g., websites, databases, discussion boards, e-mails) and other audio-visual media to conduct research and to create and present research-based products.

Learning Expectation:

The student will

  1. 3.02 Use media for a variety of audiences and purposes: to view, to experience, to read , to write, to communicate.
Performance Indicator:

The student is able to

  1. Create and present products incorporating multimedia components for specific audiences and purposes.

Learning Expectation:

The student will

  1. 3.03 Evaluate the impact of media on daily life.
Performance Indicator:

The student is able to

  1. Examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

Sample Task: Select a current event and analyze the treatment given by various media. Note both the advantages and limitations of each medium. The next step is to compare and contrast how the various treatments communicate the event; then students present their findings.

Learning Expectation:

The student will

  1. 3.04 Evaluate varied media resources and information for accuracy and reliability.
Performance Indicator:

The student is able to

  1. Gauge the accuracy and reliability of any given set of resources.

Learning Expectation:

The student will

  1. 3.05 Develop research and analytical skills by using print and non-print media.
Performance Indicator:

The student is able to

  1. Use a variety of print and non-print media to research a topic and evaluate the information in order to create a presentation.

Learning Expectation:

The student will

  1. 3.06 Utilize media to create, display, and explain information.
Performance Indicator:

The student is able to

  1. Use a variety of media sources (e.g., PowerPoint, DVDs, CD-ROMs, audio and video cassettes) to create and present information.

Learning Expectation:

The student will

  1. 3.07 Evaluate the differences between using print and non-print media as means of communication.
Performance Indicator:

The student is able to

  1. Compare and contrast the effectiveness of print and non-print media.

Sample Task:

Students experience a text such as Chief Joseph's speech, "I Will Fight No More Forever," and read the print text, listen to an audio version, and view a film clip. Students use the variety of media forms to write an analysis of the speech and reflect on the effects of the various forms of media in relation to making meaning of texts.

Learning Expectation:

The student will

  1. 3.08 Explore production elements used in print and non-print media.
Performance Indicator:

Examine production elements (e.g., tables, diagrams, charts, graphs, drawings, maps, photographs, font, color, layout, graphics, camera angle, lighting ) in both print and non-print media for the purpose of interpreting, clarifying, and communicating information.

Standard 4.0: Speaking and Listening

Standard:

The student will express ideas clearly and effectively in a variety of oral contexts and apply active listening skills in the analysis and evaluation of spoken ideas.

Standard Rationale:

Throughout their lives, students will communicate through speaking and listening as informed individuals, as employees and co-workers, and as family and community members. When students explore the connections such as audience, speaker, purpose, and form, they become more versatile and confident in the choices they make as language users.

Learning Expectation:

The student will

  1. 4.01 Use and/or demonstrate an understanding of effective communications skills in a variety of speaking situations.
Performance Indicators:

The student will be able to

  1. Make presentation(s) using or showing an understanding of volume, pitch, rate, diction, inflections, gestures, and body language to facilitate communication in a variety of situations.
  2. Participate in group discussion by modeling effective interpersonal skills (e.g., restatement, clarification, active listening, pauses).

Learning Expectation:

The student will

  1. 4.02 Conduct pertinent research for oral presentation(s).
Performance Indicator:

The student will be able to

  1. Support, modify, or refute positions or opinions by citing accurate and reliable sources.

Learning Expectation:

The student will

  1. 4.03 Consider and evaluate the perceptions of speakers and listeners.
Performance Indicators:

The student will be able to

  1. Assess the viewpoints, judgments, and expectations of a speaker.
  2. Assess the viewpoints, judgments, and expectations for listeners.
  3. Evaluate speakers through the use of rubrics.

Learning Expectation:

The student will

  1. 4.04 Adjust the level of language usage to the audience and purpose.
Performance Indicator:

The student will be able to

  1. Disseminate information on a specific topic, adjusting to the appropriate level of language usage (e.g., grammar, content, style, vocabulary) for a variety of audiences and purposes.

Learning Expectation:

The student will

  1. 4.05 Evaluate a variety of oral presentations.
Performance Indicator:

The student will be able to

  1. Judge a variety of oral presentations (e.g., speeches, debates, and performances) by evaluating preparation, content, and delivery.

Learning Expectation:

The student will

  1. 4.06 Improve critical listening skills essential for comprehension.
Performance Indicator:

The student will be able to

  1. Demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Learning Expectation:

The student will

  1. 4.07 Recognize the effects and implications of various dialects.
Performance Indicator:

The student will be able to

  1. Identify dialects and their contributions to meaning.

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