HIGH SCHOOL ELECTIVES
HIGH SCHOOL ELECTIVES
Advanced Composition
Grade: 11-12 (elective) Length: Semester Prerequisites: Completion of
English 10 Honors or equivalent
WRITING INTENSIVE
Overview: This course is a rigorous experience in writing the various forms of exposition with emphasis on research,
synthesis, and critical analysis. It is recommended for students with better than average ability, especially those who plan to attend college.
Alaska Content Standards
Students will:
FNSBSD Expectations
Reading
AK Content Standards: E/LA.B.1-3 Performance: R4.1-9 Cultural: CS.E.3
Writing
AK Content Standards: E/LA.A.1-8, B.2, D.3, C.1-3 Performance: W4.1-5
Speaking / Listening
AK Content Standards: E/LA.D.1-4 Cultural: CS.A.5,7
Use reading to make connections of style and literary elements between pieces Use readings to examine writing styles and purpose Use readings to better understand "how" a writer writes Develop an awareness of and ability to detect bias in writing Synthesize information toward the formulation of a conclusion or opinion Use peer editing as a standard practice
Articulate their opinions or points-of-view with clear points of support in such a way that the audience is kept interested
Incorporate or integrate the points of others into their own contributions during discussions
Reading
Nonfiction selections from Seagull Reader, Norton Sampler, or 40 Model Essays
One book-length work from an approved list
Required Activities
Writing
Drafts applying specific rhetorical strategies 1 formal, revised, researched essay 1 formal, revised, persuasive essay 3 on-demand essays Informal responses analyzing writing process and
prose models Oral presentation of 1 revised essay
Speaking/Listening
Orally present at least one of the research pieces Discussion
Fairbanks North Star Borough School District
170
English/Language Arts Curriculum
Advanced Composition Adopted March 22, 2011
AP Language and Composition
Grade: 11-12 (elective) Length: 2 semesters Prerequisites: Completion of
English 10 Honors or equivalent and third year standing
WRITING INTENSIVE
Overview: Advanced Placement Language and Composition focuses on effective writing and critical reading. It is
designed to provide a learning opportunity for those students capable of doing college level work and the possibility of gaining advanced placement and/or credit in college English upon successful completion of the AP English Language and Composition Examination. This challenging course provides an intensive experience in analyzing and applying rhetorical strategies and stylistic devices across the standard modes of discourse: narration, exposition, and argumentation.
Alaska Content Standards
Students will:
FNSBSD Expectations
Reading
AK Content Standards: E/LA.B.1-3 Performance: R4.1-9 Cultural: CS.E.3
Writing
AK Content Standards: E/LA.A.1-8, B.2, D.3, C.1-3 Performance: W4.1-5
Speaking / Listening
AK Content Standards: E/LA.D.1-4 Cultural: CS.A.5,7
Read a variety of materials, with a focus on nonfiction selections, aligned with the recommended reading list as provided by the College Board
Refine skills of the writing process, both as writers and as response partners Develop a sophisticated writing style in narrative, expository, and argumentative essays Refine analytical skills introduced in previous composition courses through the writing of analytical essays Apply the principles of logic and rhetorical strategies in persuasive essays Apply technical and analytical skills through the writing of timed in-class essays in preparation for the national advanced
placement English language and composition examination Continue development of presentation skills
Reading
See the publications of the College Board for recommended reading list
Required Activities
Writing
Individual writing requirements outlined in instructor's syllabus and subject to approval by the College Board
Speaking/Listening
A variety of speech and presentation experiences
Fairbanks North Star Borough School District
171
English/Language Arts Curriculum
AP Language and Composition Adopted March 22, 2011
Advanced Reading and Writing for English Language Learners
Grade: 10-12 (elective)
Length: Semester or year as
needed
Prerequisites: Students must
be a part of the ELL Program, have sophomore standing, and teacher recommendation
Overview: This course is designed to prepare the English Language Learner (ELL) for the reading and writing sections of
standardized tests in a small-group environment. Students will concentrate on improving reading and spelling skills, learning vocabulary meanings through context clues and inference, recognizing and using synonyms and antonyms to strengthen reading comprehension and writing, learning base/root words, prefixes and suffixes, and reviewing characteristics of dictionaries and thesauruses.
Alaska Content Standards
Students will:
FNSBSD Expectations
Reading
Alaska English Language Proficiency (ELP) Standards
Writing
Alaska English Language Proficiency (ELP) Standards
Comprehend meaning of grade-level words in grade-level text (RPH. 9-12.1) Use phonetic knowledge and structural analysis to decode regularly spelled multi-syllable words when reading text (RIH.
9-12.2)
Demonstrate comprehension of grade-level text (e.g., main idea, conflict, lesson/message, resolution, supporting details, tone, classify data, point of view, evaluate, critical analysis, identifying evidence, relationships) (RPH. 9-12.2)
Write a variety of sentence types using grade-level vocabulary and conventions of Standard English (e.g., correct parts of speech, quotation marks, clauses) (WPL. 9-12.1)
Write paragraphs with topic sentences and supporting details (e.g., brochures, opinion, persuasive, observations, reports, essays) (WPL. 9-12.2)
Revise and/or edit own writing using qualities of good writing (e.g., fluency, ideas, organization, voice, word choice, supporting details, giving and receiving appropriate feedback, and using established criteria to review own and others' written work (WPL. 9-12.3)
Reading
Vocabulary journal, practice reading/decoding various text and test formats, comparing and contrasting
Vocabulary study
Required Activities
Writing
Summarize text; write response journals; organize writing using graphic organizers such as Thinking Maps; write for specific audiences and purposes; revise and edit; write narratives, business letters, essays, resumes, etc.
Speaking/Listening
Discuss concept development prior to, during, and after reading
Use verbal cooperative learning structures
Fairbanks North Star Borough School District English/Language Arts Curriculum
172
Advanced Reading and Writing for English Language Learners
Adopted March 22, 2011
African American Literature
Grade: 11-12 (elective) Length: Semester Prerequisites: Third year
standing and successful completion of English 10
Overview: This course is a thematic approach to the study of African American literature. Students respond to the
literature orally, in writing, and in classroom presentations. Students will gain an understanding of the African American culture and its relationships and contributions to the mosaic of cultures that make up our world. Students will learn appreciation for, and tolerance of, their own and others' cultures.
Alaska Content Standards
Students will:
FNSBSD Expectations
Reading
AK Content Standards: E/LA.B.1-3 Performance: R4.2,5,8,9 Cultural: E/LA.B.1-4, D.1, E.1-8
Writing
AK Content Standards: E/LA.A.1-8, B.1-2 Performance: W4.1-5
Speaking / Listening
AK Content Standards: E/LA.B.1-3 Cultural: E/LA.B.1, E.3,7-8; L/IL.E.1,3-4
Enhance their understanding of the African American culture Recognize traditions of African American culture Evaluate the interrelationship between history, literature, and cultural identity Recognize literary elements, archetypes, and motifs found in African American literature
Build on writing concepts developed in previous grades Use self and peer editing to correct common errors in writing Write arguments to support claims about substantive topics or text using valid reasoning and relevant and sufficient
evidence
Recognize and evaluate the ways in which culture and historical periods affect speech
Reading
Selections from essays, short stories, poetry, and nonfiction from well known and important African American writers whose works are appropriate for high school students:
Suggested authors
Maya Angelou
Ernest Gaines
Countee Cullen
Langston Hughes
Sarah Louise Delany
Condoleeza Rice
Frederick Douglass
Toni Morrison
Rita Dove
Richard A. Wright
Paul Laurence Dunbar
August Wilson
Ralph Ellison
Required Activities
Writing
At least 3 pieces of writing, chosen from the following list: a fully developed narrative essay a fully developed essay incorporating a variety of rhetorical strategies a researched essay or project an on-demand essay in response to literature formal literary analysis
Informal responses reflecting on class texts
Speaking/Listening
A variety of speech and presentation experiences Practice speaking/listening skills included in group
discussion
Fairbanks North Star Borough School District
173
English/Language Arts Curriculum
African American Literature Adopted March 22, 2011
Analysis of Literature
Grade: 10 (11-12 Elective) Length: Semester Prerequisites: Teacher
recommendation
WRITING INTENSIVE
Overview: Analysis of Literature is a challenging literature course emphasizing development and application of analytical skills to the
genres of fiction. The course requires extensive reading of all genres of fiction, as well as composition and discussion. Analysis of Literature is considered an honors level course for sophomores and is highly recommended for juniors and seniors who plan to continue a post-high school education. This course fulfills one semester of the English 10 requirement, or a required English elective for grades 11-12.
Alaska Content Standards
Students will:
FNSBSD Expectations
Reading
AK Content Standards: E/LA.B.1-3, E.1-4; L/IL.B.1- 3, D.1,2, E.1-4 Performance: R3.2, R4.1-4, 7-11 Cultural: CS.B.1-2, C.4, E.1,3-8
Writing
AK Content Standards: E/LA.A.1-5, 7,8, C.1-4, D.1- 5 Performance: W4.1-4
Speaking / Listening
AK Content Standards: E/LA.A.1,3,6,8, B.1-3, D.4 Cultural: CS A.3, E.3, 6-8
Understand connotation and denotation 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 (including Shakespeare as well as other authors) Analyze and compare the use of literary devices including plot, setting, character, theme, point of view, tone, irony and
allegory Cite textual evidence to support assertions about literary elements, devices, and tone Cite 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 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g.
setting, how action is ordered, character introduction, and development) Evaluate multiple interpretations of a story, drama, or poem (e.g. recorded or live productions) against the original
source text Demonstrate the ability to distinguish what is directly stated in a text from the intended meaning or point of view (e.g.
satire, irony, or understatement) Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively;
assess the strengths and limitations of sources in terms of task, purpose, and audience Write analysis of a substantive topic or text using valid reasoning and relevant and sufficient evidence Cite sources using MLA or APA format as appropriate for the assignment Communicate appropriately for specific purposes with specific audiences Develop techniques for logical, persuasive oral arguments Demonstrate active listening skills including non-verbal communication
Reading
A variety of short stories, poetry, novels and drama Oedipus Rex (Sophocles)
Fairbanks North Star Borough School District English/Language Arts Curriculum
Required Activities
Writing
A minimum of four pieces of on-demand writing 2 analytical essays
174
Speaking/Listening
A minimum of one formal presentation Engage in debate, either formal or informal, with
Analysis of Literature Adopted March 22, 2011
Antigone (Sophocles) One Shakespeare play chosen from the list below:
Julius Caesar, Twelfth Night, Much Ado About Nothing, The Tempest Analysis of at least two class novels chosen from the Tenth Grade Choice List Analysis of at least three additional readings chosen from the Supplemental Literature List
1 persuasive essay Daily analytical writing practice including journals,
informal responses, poetry exercises, and short constructed response
classmates demonstrating logical arguments and response Practice speaking and listening skills
Fairbanks North Star Borough School District
175
English/Language Arts Curriculum
Analysis of Literature Adopted March 22, 2011
College Preparatory Composition
Grade: 10 (11-12 Elective) Length: Semester Prerequisites: Completion of
English 10 or teacher recommendation
WRITING INTENSIVE
Overview: College Preparatory Composition prepares students for college-level writing, with an emphasis on formal
expository writing using non-fiction models. Students are provided with diverse writing experiences, including a formal research paper. College Preparatory Composition is considered an honors level course for sophomores and is highly recommended for juniors and seniors who plan to continue a post-high school education. This course fulfills one semester of the English 10 requirement, or a required English elective for grades 11-12.
Alaska Content Standards
Students will:
FNSBSD Expectations
Reading
AK Content Standards: E/LA.A.1,3,6,8; B.1-3; D.4 Performance: R4.1-9 Cultural: CS.E.3
Writing
AK Content Standards: E/LA.A.1-8; B.2; D.3; C.1-3 Performance: W4.1.5
Speaking / Listening
AK Content Standards: E/LA.D.1-4 Cultural: CS.A.5,7
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)
Use reading to make connections between meaning and rhetorical devices Use readings to examine writing styles and purpose Use readings to better understand a writer's craft Develop an awareness of and ability to detect bias in writing Generate own topics as well as writing on assigned topics Move introductions from specific experiences, illustrations, statistics, or anecdotes to the general thesis Apply appropriate rhetorical devices to serve the purpose of an individual piece Write an effective conclusion Apply revision process based on peer, instructor, and self-evaluation Articulate clear support for opinions Acknowledge and incorporate others' viewpoints and observations during discussion
Reading
A variety of non-fiction essays, articles, and critical analysis
At least 1 selection from the Tenth Grade Choice List
Required Activities
Writing
A minimum of 5 essays, including a formal research paper
On-demand essays Process and response writing Summaries
Speaking/Listening
Present a formal speech
Fairbanks North Star Borough School District
176
English/Language Arts Curriculum
College Prep Composition Adopted March 22, 2011
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