Make your own free website on Tripod.com
 
THINKING SKILLS: INTEGRATING LIBRARY RESOURCES WITH LEARNING OBJECTIVES 

Last edited on 7/9/2000

English III
English III COURSES INCLUDE 
THE FOLLOWING:
STANDARD
NUMBER
CONTENT AND PERFORMANCE OBJECTIVES
Work Readiness: 09303College Prep English: 09302Honors English: 09301
Keeley Library Resources : Click on the Internet Links in the First Column on the Left
  • Medieval History and Civilization
  • English Literature 
  • Short Story
  • Elements of Fiction
  • Discussions, Debates, Persuasive  Essays
  • LA 1 CONTENT: Understanding characterization. Drawing on one of the widely used professional evaluation forms for group discussion, evaluate how well students and others engage in group discussion at a local discussion Analyze the reasons why some speakers are more effective than others. (Related works: Canterbury Tales, Medieval Social Order)
    PERFORMANCE: Write a pilgrim's tale which reflects the social order of the Middle Ages. Discussion to follow.
  • Poetry
  • Discussions, Debates, Persuasion
  • LA 2 CONTENT: Using Marlborough's "Passionate Shepherd to his Love" and students, appreciate pastoral poetry. Idealistic vs. realistic point of view. Analyze differences in responses to focused group discussions. Take a position and defend it. Debate issues with other groups. (Related topics: Raleigh's The Nymph's Reply to the Shepherd; Brinsley Sheridan by Gainsborough)
    PERFORMANCE: Write a response to a poem in prose or verse reflecting an idealistic or realistic point of view.
  • Preparing for Oral Presentations, Posters,
  • LA 3
     
     

     

    CONTENT: Using current events as background information, deliver formal oral presentations using clear enunciation, gestures, tone, vocabulary, and organization appropriate for a particular audience. (Related topics: video of   A Man for All Seasons
    PERFORMANCE: Students will give an oral presentation
  • English Language
  • Writing Essays
  • LA 4 CONTENT: Identify  and use correctly in all content areas  new words acquired through study of their different relationships to other words. Define new words from context and use new vocabulary in writing assignments. (Related topics: American and European ballads)
    PERFORMANCE: Using American and English ballads, students will identify dialect, rhyme scheme and changes in standard English in their writing assignments.
  • Dickens
  • English Language
  • Writing Essays
  • LA 5
     

     

    CONTENT: Using Dickens' "The Signal Man",  students Identify, describe and apply all conventions of standard English. (Related topics: "Classic Ghost Stories" audio cassette,
    PERFORMANCE: Students will correct all usage and mechanics errors from the first draft of their essay.
  • English Language
  • Writing Essays
  • LA 6 CONTENT: Using Shaw's Pygmalion, Act I students identify examples of standard and non standard dialects. Students make connections between dialects and positive and negative stereotyping .(Related topics: "The Fiddle" by Sillitoe)
    PERFORMANCE: Students write a persuasive essay convincing the class of the writer's opinion.
  • English Language
  • Drama See: Dramatic Readings, Monologues
  • Preparing for Oral Presentations, Posters,
  • LA 7 CONTENT: Using Conrad's "Lagoon" as subject, students explain and evaluate the influence of the English language on world language and world culture; students explain the origin and development of English as a separate culture. (Related topics: Mansfield's "The Singing Lesson")
    PERFORMANCE: Students will render a dramatic reading of the Lagoon.
  • Symbolism, imagery, metaphor, etc.
  • Oral Tradition: Myths, Legends
  • LITERATURE (800'S) (See Epic)
  • English Literature 
  • Focusing
  • Gathering Information
  • Using Note Cards for a Research Paper
  • Sample Title Page and Outline
  • Research Projects
  • Documenting Sources in a Bibliography
  • LI  8 CONTENT: Using Milton's epic poem, "Paradise Lost", students identify literary allusions, and explain their meaning and purpose. Students understand and identify the conventions and styles of epic poetry. (Related topic: Genesis)
    PERFORMANCE: Students research myths and legends from various cultures, and  produce a  report.
  • Writing Essays
  • Using Note Cards for a Research Paper
  • Using Graphic Organizers
  • Creating Graphic Organizers on a Computer

  • .
    LI 9 CONTENT: Using Orwell's Animal Farm and other resources, students identify the essential ideas in a literary work. Students explain the effectiveness of personal assessment strategies as learning tools. (Related topics: Russian Revolution, Marxism)
    PERFORMANCE: In an essay, compare and contrast ideas, recognize patterns, and draw conclusions.
  • LITERATURE (800'S) 
  • Genres themes
  •  Satire, Parody
  • Writing Essays
  • LI  10 CONTENT: Using Beowulf, students identify and explain satire, parody, and allegory. Students discuss the uses of these characteristics of genres. Students evaluate the uses of satire and parody and their intent. (Related topics: Beowulf translation by Raffel in poetic form; Prose story of Beowulf legend; Grendel by Gardiner)
    PERFORMANCE: Students write an essay analyzing the effectiveness of different characteristics of both genres.
  • universal themes  Fate, fatalism??
  • Symbolism, imagery, metaphor, etc.
  • Research Projects
  • Info. Gathering: Summarizing, Paraphrasing
  • Focusing 
  • Using Note Cards for a Research Paper
  • Sample Title Page and Outline
  • Documenting Sources: (quotes, bibliography.)
  • LI  11 CONTENT: Using Shaw's  "The Rocking Horse Winner", students provide paraphrased and quoted evidence from a text that supports their understanding of a theme. Students identify universal themes across texts.
    PERFORMANCE: Students will interpret ;the story as social criticism or as  psychological study or fantasy. End product: Research the topic of Fate.
  • LITERATURE (800'S) 
  • Elements of fiction 
  • Writing Letters 
  • LI  12 CONTENT: Using Swift's Gulliver's Travels, students demonstrate a knowledge of the meaning of point of view, characterization and irony. Students analyze characters and their motivations, and explain the use of irony in a literary work. Related topic :Mad Magazine, national Lampoon, Doonsbury, Bloom County, Dave Barry's columns.)
    PERFORMANCE: Write a letter to a friend describing his (Gulliver's??) entire experience in LIlliput for group review.
  • LITERATURE (800'S) 
  • Authorship See non fiction writing
  • Drama See: dramatic monologues
  • Discussions, Debates, Persuasive  Essays
  • LI  13 CONTENT: Using Browning's "Porphyra's Lover", students analyze and explain how the elements of non-fiction relate to an author's purpose. (related topics: My Last Duchess; Newspaper article and technical report..)
    PERFORMANCE: Students understand how a subject can be treated differently, depending on author's purpose. Students deliver a dramatic monologue.
  • LANGUAGES 400'S) 
  • English Language
  • LITERATURE (800'S) 
  • English Literature
  • Symbolism, imagery, metaphor, etc.
  • Team /Collaborative Work
  • Poetry 
  • LI  14 CONTENT: Using Coleridge's poem,  "Rime of the Ancient Mariner", students identify and evaluate appropriateness of diction, imagery, and figurative language. Students explain the effectiveness of of the use of understatement, hyperbole, irony, and paradox. (Related topics: Video classics of Rime of the Ancient Mariner; audiovisual Inc. Rime of Ancient Mariner)
    PERFORMANCE: As part of a group activity, students point out various uses of alliteration, assonance, consonance, internal rhyme, irony and imagery. End product: group report
  •  Discussions, Debates, Persuasive  Essays
  • LI 15 CONTENT: Using Orwell's "Shooting and Elephant", students identify how words create tone and mood. Students explain how word choice impacts theme or purpose. (Related topics Animal Farm, Dahl's "Hitchhiker", 1984)
    PERFORMANCE: Students write an opinion paper about whether or not Orwell was justified in shooting the elephant.
  • Comparative Religion and Other Religions
  • Bible
  • History of Ancient World to ca. 499
  • Oral Tradition: Myths, Legends,  Folklore
  • Native American Myths, Legends
  • Storytelling
  • LITERATURE (800'S) See tragedy (hero) 
  • Heroism and Heroes  Modern heroes ,etc. 
  • Research Projects
  • Focusing 
  • Information Gathering
  • Using Note Cards for a Research Paper
  • Sample Title Page and Outline
  • Documenting Sources: Quotes, Bibliography
  • Discussions, Debates, Persuasive  Essays
  • Media: Film and Video Techniques

  •        ( Political speeches)
  •  Media: Advertising Techniques
  • Need guide for propaganda ( Political speeches)
  • LI  16
     
     
     
     
     
     
     
     
     
     
     
     

     

    CONTENT: Using the King James Bible, Book of Genesis, students identify archetypes from myths and tradition in literature, film, religious writings, political speeches, advertising, and/or propaganda. (Related topic: Universal creation myths, NativeAmerican creation myths, Paradise Lost by MIlton.)
    PERFORMANCE: Students write a paper contrasting traditional archetypes and myths with modern  myths, poems, songs, or sayings.
     
     
     
     
     
     
     
     
     
     
     
     
     

     

  • Discussions, Debates, Persuasive  Essays
  • Utopian societies
  • Philosophy
  • Ethics

  •  
    LI  17 CONTENT: Using Moore's Utopia, and Orwell's Animal Farm, students identify and explain the moral and philosophical arguments presented in a work or literature.( film,  essay, poem, play, etc.) (Related topic: Lord of the Flies)
    PERFORMANCE: Students debate the function of man in an idealized society.
  • Drama 
  • Scriptwriting
  • Team/Collaborative Work
  • L  18 CONTENT: Using Shakespeare's Othello, students demonstrate an understanding of the functions of playwright and write a short, original play that clearly delineates the roles of each member of the production.
    PERFORMANCE: Students will create Act VI of Othello, putting Iago on trial
  • Using Graphic Organizers
  • Creating Graphic Organizers on a Computer
  • Heroism and Heroes See characteristics of hero
  • LITERATURE (800'S) See tragedy (hero) 
  • C 19 CONTENT: Using Sir Gawain and the Green Knight, students write coherent compositions with a clear focus, adequate detail, and well developed paragraphs. Students evaluate the effectiveness of the strategies they used to generate and organize their ideas. (Related ideas: King Arthur)
    PERFORMANCE: Students will use a cluster diagram to formulate ideas about the concept of Honor.
  • Discussions, Debates, Persuasive  Essays
  • Writing Letters 
  • C 20 CONTENT: Using letters to the editor of the school newspaper, students will use effective rhetorical strategies, and demonstrate an understanding of the elements of discourse. Students will demonstrate knowledge of components of expressive, persuasive, informational and literary writing assignments. (Related: Donne's "No Man is an Island")
    PERFORMANCE: In a letter to the editor, students choose a topic to present and attempt to persuade a variety of audiences.
  • Writing Essays

  •    See reflective essay, funeral oration, Eulogy
    C 21 CONTENT: Using Johnson's "On My First Son", and "To the Memory of My Beloved Master, William Shakespeare, students revise their writing to improve style, word choice, sentence variety, and subtlety of meaning.
    PERFORMANCE: Students write a commemorative statement for a deceased person, real or fictional.
  • Authorship   See Editing
  • Team /Collaborative Work
  • C 22 CONTENT: Using poetry of Wordsworth, students use knowledge of standard English conventions to edit their writing.
    PERFORMANCE: Students use peer review to correct an essay using standard English.
  • Renaissance
  • LITERATURE (800'S) 
  • English Literature
  • Poetry See: sonnets
  • Research Projects
  • Focusing 
  • Information Gathering
  • Using Note Cards for a Research Paper
  • Sample Title Page and Outline
  • Documenting Sources: Quotes, bibliography
  • C 23 CONTENT: Using English sonnets, students use self-generated questions, notes, summaries, and outlines to  enhance learning and to integrate learning across academic disciplines. (Related topics: Phillip Sydney, Edmund Spenser, Wm. Shakespeare)
    PERFORMANCE: Students appreciate achievements of English Renaissance by researching the historical and scientific contributions of the period. Cross-curricular Research report
  • Atlasesmap creation
  • Evaluation rubric
  • Research Projects
  • Focusing 
  • C 24 CONTENT: Using the history and literature of the Anglo-Saxon period, students generate open-ended questions independently to pursue a topic of interest. Students design research and evaluate quality of research paper.
    PERFORMANCE: Working in groups, students produce a map of Great Britain in the Anglo Saxon period and research how islands, cities ;and borders were divided.
  • General History of Europe
  • World History and Geography since 500 A.D.
  • Industrial Revolution
  • U.S. History Topic Guide
  • Victorian Age
  • Evaluation rubric
  • Preparing for Oral Presentations, Posters, etc.

  •  
    C 25 CONTENT: Using the history, culture, and scientific achievements of the Victorian Age as background, students develop and use rubrics independently to assess their own work. Students demonstrate how criteria could be applied across the curriculum.
    PERFORMANCE: Students construct a bulletin board display that includes cross-cultural aspects of Victorian culture.
     
     
     

     

  • Shakespeare's London 
  • Evaluating Web Resources
  • M 26 CONTENT: Using the Internet, students generate independently a list of appropriate electronic media for research, and evaluate the quality of the information obtained.
    PERFORMANCE: Students will complete a questionnaire about Shakespeare's life and theater.
  • Media: Film and Video Techniques
  • Media: Advertising Techniques
  • Drama
  • Broadcasting
  • Criticism  See film critique
  • M 27 CONTENT: Using Macbeth, students will view a media presentation and debate the reasons for its appeal.
    PERFORMANCE: After reading Shakespeare's Macbeth, students will view two video versions of the play, and focus on director's interpretation and film technique. Students will produce a written analysis.
  • Drama
  • Scriptwriting
  • BroadcastingSee references to techniques
  • RadioSee references to techniques
  • Team/Collaborative Work
  • Evaluation rubric
  • M 28 CONTENT: Using the poetry of W.B.. Yeats, T.S.. Eliot, and Shamus Heaney, students will develop a media presentation that demonstrates the philosophy behind a particular public issue.
    PERFORMANCE: Students will create a tape recorded dramatic reading of their favorite poem, and peers will evaluate their work.
    Return to Making the Library Work for YOU Home Page
    Return to Teacher Pages
    Return to Critical Thinking
    Return to Thinking Skills: Integrating Library Resources With Learning Objectives
    Return to History Resources List
    Jane Constant, Reference Librarian
    Keeley Library, B.M.C.Durfee High School of Fall River
    September, 1978  to  June, 2001