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English 1A
   

Course Description

This course is designed to introduce students to various concepts of the study of English.  Students who master English 1A will gain experience with fiction, nonfiction, short stories, folklore/fairy tales, and technical and informational texts.  Students are asked to read and demonstrate their understanding of major literary works such as The Grapes of Wrath, by John Steinbeck.  To enhance their reading, writing, and vocabulary skills, students will gain an understanding of characteristics of fiction and nonfiction, literary devices, grammar, critical thinking, and to demonstrate their understanding of various writing genres including responses to literature, persuasive, expository, narrative, business letters, and technical writing.  Students are required not only to master the essential components of English 1A, but also to analyze these concepts in relation to their own lives. 

Credits: 5


University of California
A-G Approval
State Standards
High School Exit Exam

Course Content

Unit 1 - The Grapes of Wrath

California Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.1)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal. (Reading Comprehension 2.4, 2.5)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. (Literary Response and Analysis 3.3, 3.4, 3.6, 3.7, 3.8, 3.9, 3.11, 3.12)

Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose. Students progress through the stages of the writing process as needed. (Writing Strategies 1.1, 1.2, 1.4, 1.9)
Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.1)

Students write and speak with a command of standard English conventions. (Written and Oral English Language Conventions 1.3, 1.4)

Unit Objectives

Upon completion of this unit, the student will be able to:

  • Develop their reading skills through independent reading.
  • Acquire and implement strategies for reading.
  • Develop their vocabulary strategies.
  • Improve reading speed.
  • Study the characteristics of fiction and a variety of literary concepts relating to Steinbeck’s novel.
  • Understand background material about Steinbeck and the Dust Bowl.
  • Understand The Grapes of Wrath, using journal prompts and notes to aid understanding, complete a reading journal for each scene, and demonstrate their understanding of the novel through various activities and responding to short essay questions.
  • Write a character sketch based on the reading of The Grapes of Wrath andan essay on fluency improvement.

Unit 2 - Nonfiction and Fiction Literature; Parts of Speech

California Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.1, 1.2)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal. (Reading Comprehension 2.3, 2.4, 2.5, 2.8)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. (Literary Response and Analysis 3.1, 3.2, 3.4, 3.5, 3.8, 3.12)

Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose. Students progress through the stages of the writing process as needed. (Writing Strategies 1.1, 1.2, 1.4, 1.9)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.1, 2.2, 2.4)

Students write and speak with a command of standard English conventions. (Written and Oral English Language Conventions 1.1, 1.2, 1.3, 1.4)

Unit Objectives

Upon completion of this Unit, the student will be able to:

  • Develop their reading skills through independent reading.
  • Acquire and implement strategies for reading.
  • Develop their vocabulary strategies and skills.
  • Improve reading speed.
  • Improve their writing skills through a study of grammar.
  • Write a persuasive essay in response to the reading selections.
    Compare and contrast themes across genres.

Unit 3 - Fairy Tales and Folk Literature

California Curriculum Standards

Students anStudents apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.1, 1.2)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal. (Reading Comprehension 2.1, 2.4, 2.5, 2.8)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. (Literary Response and Analysis 3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 3.8, 3.11, 3.12)

Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose. Students progress through the stages of the writing process as needed. (Writing Strategies 1.1, 1.2, 1.4, 1.9)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.1, 2.2, 2.6)

Students write and speak with a command of standard English conventions. (Written and Oral English Language Conventions 1.1, 1.2, 1.3, 1.4)

Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose. (Listening and Speaking Strategies 1.7, 1.9)

Unit Objectives

Upon completion of this Unit, the student will be able to:

  • Develop their reading skills through independent reading.
  • Acquire and implement strategies for reading.
  • Develop their vocabulary strategies and skills.
  • Improve reading speed.
  • Demonstrate their understanding of reading selections through retellings, essay writing, and answering questions.
  • Develop understanding of the meaning of idiomatic expressions.
  • Deliver an oral presentation of a fairy tale.
  • Compare and contrast tales for a variety of characteristics.
  • Create original Cinderella cartoon.

Unit 4 - Informational Texts

California Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.1, 1.2)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal. (Reading Comprehension 2.1, 2.3, 2.5, 2.6, 2.7, 2.8)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. (Literary Response and Analysis 3.7, 3.12)

Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose. Students progress through the stages of the writing process as needed. (Writing Strategies 1.1, 1.2, 1.4, 1.9)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.5, 2.6)

Students write and speak with a command of standard English conventions. (Written and Oral English Language Conventions 1.1, 1.2, 1.3, 1.4)

Unit Objectives

Upon completion of this Unit, the student will be able to:

  • Develop their reading skills through independent reading.
  • Acquire and implement strategies for reading.
  • Develop their vocabulary strategies and skills.
  • Improve reading speed.
  • Develop strategies for reading informational texts.
  • Demonstrate comprehension of informational, functional, and technical text through multiple choice, short essay response, and creating a poster.
  • Study grammar.
  • Write a business letter, an advertisement, and a set of technical directions.

Unit 5 - The Novel

California Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.1, 1.2)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal. (Reading Comprehension 2.1, 2.5, 2.8)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. (Literary Response and Analysis 3.3, 3.4, 3.7, 3.8, 3.9, 3.11, 3.12)

Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose. Students progress through the stages of the writing process as needed. (Writing Strategies 1.1, 1.2, 1.3, 1.4)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.1, 2.2, 2.4)

Students write and speak with a command of standard English conventions. (Written and Oral English Language Conventions 1.1, 1.2, 1.3, 1.4)

Unit Objectives

Upon completion of this Unit, the student will be able to:

  • Develop their reading skills through independent reading.
  • Acquire and implement strategies for reading.
  • Develop their vocabulary strategies and skills.
  • Improve reading speed.
  • Practice grammar and mechanics skills.
  • Perform background building for reading Dance Hall of the Dead
  • Demonstrate understanding of literature, literary devices, and characters’ motives through responding to multiple choice and short essay questions.
  • Read and understand Dance Hall of the Dead and demonstrate their understanding through various activities and writing assignments.