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English 1B
   

Course Description

English 1B introduces students to a variety of topics related to the study of English.  Students will gain experience with fiction, nonfiction, short stories, drama, the research process, historical literature, speeches, and oral communication. Students will read and demonstrate their understanding of significant literary works like Farewell to Manzanar, Romeo and Juliet, and West Side Story.  Major topics include characteristics of fiction, nonfiction, and drama, literary devices, interviewing techniques, evaluating and delivering speeches, media literacy, and Internet and library research culminating in a research project.  There is a focus on the development of writing and vocabulary skills—students study The Writing Process and write responses to literature, utilize expository, personal, and narrative writing, and produce thesis-driven essays. 

Credits: 5


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

Course Content

Unit 6 - Farewell to Manzanar

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 3.2, 3.3, 3.4, 3.5, 3.6, 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, 1.6, 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)

Students write and speak with a command of standard English conventions. (Written and Oral English Language Conventions 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 Applications 2.3)

Unit Objectives

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

  • Complete prereading, reading journal, and ongoing comprehension activities surrounding Farewell to Manzanar.
  • Develop reading and vocabulary strategies.
  • Practice independent reading and build reading speed.
  • Develop their writing skills and use a variety of sentence patterns while completing the activities accompanying each lesson; correctly elaborate and revise sentences to create more interesting and understandable text.
  • Understand current events regarding the incarceration of the Japanese during World War II.
    Understand the immigrant experience by reading different genres of literature and analyzing the feelings and attitudes of those who have written of or about this experience.
  • Understand that much of America’s strength comes from the assimilation of human, moral, and cultural values from people who have immigrated from all parts of the world.
  • Write a Response to Literature and Character Sketch after reading Farewell to Manzanar.

Unit 7 - Oral Communication and Media Analysis

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, 2.6, 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 3.2, 3.12, 3.7)

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, 1.5, 1.6)

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 2.2)

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

Students deliver polished formal and extemporaneous presentations that combine the traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. (Speaking Applications 2.5, 2.6)

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 1.1, 1.2, 1.3, 1.4, 1.5, 1.5, 1.6, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14)

Unit Objectives

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

  • Develop reading and vocabulary strategies.
  • Practice independent reading and build reading speed.
  • Develop their writing skills and use a variety of sentence patterns while completing the activities accompanying each lesson; correctly elaborate and revise sentences to create more interesting and understandable text.
  • Read the speeches and information on media literacy, complete the prereading and ongoing comprehension activities.
  • Write speeches, following suggested patterns and guidelines, using the  published speeches as models.
    Successfully deliver an oral presentation.

Unit 8 - Drama

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, 1.3)

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)

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, 3.6, 3.7, 3.8, 3.9, 3.10, 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, 1.6, 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 2.2)

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

Students deliver polished formal and extemporaneous presentations that combine the traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. (Speaking Applications 2.1)

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 1.4, 1.7, 1.8)

Unit Objectives

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

  • Complete prereading, reading journal, and ongoing comprehension activities surrounding the drama selections.
  • Develop reading and vocabulary strategies.
  • Practice independent reading and build reading speed.
  • Develop their writing skills and use a variety of sentence patterns while completing the activities accompanying each lesson; correctly elaborate and revise sentences to create more interesting and understandable text.
  • Use the dictionary and thesaurus as needed, be able to gather information for the vocabulary activities and independently define the words in an effective manner.
  • Effectively express in writing understanding of the issues examined in the drama selections.
  • Demonstrate comprehension of the specific reading strategies necessary for dramatic literature.
  • Demonstrate understanding of the historical connections to the dramatic literature.
  • Read and respond to The Tragedy of Romeo and Juliet and West Side Story.
  • Deliver a narrative presentation on a scene from either drama.

Unit 9 - Writing

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 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, 3.9)

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, 1.6, 1.8, 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 2.2)

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, 1.5)

Unit Objectives

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

  • Develop reading and vocabulary strategies.
  • Practice independent reading and build reading speed.
  • Develop their writing skills and use a variety of sentence patterns while completing the activities accompanying each lesson; correctly elaborate and revise sentences to create more interesting and understandable text.
  • Use the dictionary and thesaurus as needed, be able to gather information for the vocabulary activities and independently define the words in an effective manner.
  • Demonstrate an understanding of the Writing Process and complete each writing task, achieving a score of at least 4 on the assigned rubric.
  • Demonstrate an understanding of the importance of fluency and building reading speed to the appropriate reading rate, as shown in increase in Words Per Minute towards a goal of at least 250 WPM.

Unit 10 - Research Skills

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 2.2, 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 3.3, 3.4, 3.9)

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, 1.5, 1.6, 1.7, 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 2.3)

Students write and speak with a command of standard English conventions. (Written and Oral English Language Conventions 1.2, 1.3, 1.4, 1.5)

Students deliver polished formal and extemporaneous presentations that combine the traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. (Speaking Applications 2.2)

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 1.3, 1.4, 1.6, 1.7, 1.8, 1.9)

Unit Objectives

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

  • Develop reading and vocabulary strategies.
  • Practice independent reading and build reading speed.
  • Develop their writing skills and use a variety of sentence patterns while completing the activities accompanying each lesson; correctly elaborate and revise sentences to create more interesting and understandable text.
  • Use the dictionary and thesaurus as needed, be able to gather information for the vocabulary activities and independently define the words in an effective manner.
  • Demonstrate an understanding of the Writing Process and complete each writing task.
    Demonstrate an understanding of the importance of fluency and building reading speed to the appropriate reading rate, as shown in increase in Words Per Minute towards a goal of at least 250 WPM.
  • Demonstrate an understanding of the research process.