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English 4B
   

Course Description

This course is designed to introduce students to various concepts regarding the study of the English language and literature.  Reading material includes American literature, letters, drama, poetry, editorials, novels, fiction, nonfiction, and works like Hamlet, A Bintel Brief, and The Light in the Forest.  Students will demonstrate an understanding of the major topics such as drama, fiction, and nonfiction, literary devices, the origin of the English language and language families, rhetorical devices, oral presentations, interviewing techniques, Internet and library research, and develop the ability to compare and contrast works across genres.  The course also focuses on advanced writing strategies and the elements of discourse (purpose, form, voice, tone, rhetoric, point of view, etc.).

Credits: 5


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

Course Content

Unit 6 - The Origin of Language and Writing Letters

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. (Reading Comprehension 2.1, 2.2, 2.3, 2.4, 2.5)

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process. (Writing Strategies 1.5, 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 1.1, 1.2, 1.3)

Unit Objectives

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

  • Read and understand the letters presented in this Unit and write original personal and business letters.
  • Understand and explore the history of the English language and successfully use the Internet or other research sources to find the origins of targeted words.
  • Complete the independent reading requirement, as determined by reading logs and conferences with the teacher and increase reading speed and fluency through practice with fluency exercises.
  • 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.

Unit 7 - Writing

California Curriculum Standards

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. (Reading Comprehension 2.1, 2.4, 2.5, 2.6)

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process. (Writing Strategies 1.1, 1.2, 1.3, 1.5, 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 1.1, 1.2, 1.3)

Unit Objectives

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

  • Demonstrate an understanding of the Writing Process and use appropriate writing strategies, following the lessons in this Unit and demonstrating knowledge through the writing assignments.
  • Use the dictionary and thesaurus as needed, select appropriate words for the writing activities and independently use the words in an effective manner, as determined by teacher judgment.
  • Complete the independent reading requirement, as determined by reading logs and conferences with the teacher.
    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 8 - The Immigrant Experience

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. (Reading Comprehension 2.1, 2.3, 2.4, 2.5, 2.6)

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process. (Writing Strategies 1.1, 1.3, 1.4, 1.5, 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)

Unit Objectives

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

  • Demonstrate an understanding of the literature by achieving at least 70% accuracy in the appropriate activities.
  • Use the dictionary and thesaurus as needed, work with selected words from the literature selections and independently use the words in an effective manner.
  • Complete the independent reading requirement, as determined by reading logs and conferences with the teacher.
    Use appropriate reading and writing strategies, following the lessons in this unit and demonstrating knowledge through the assignments.
  • 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 9 - Drama: Hamlet

California Curriculum Standards

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. (Reading Comprehension 2.3)

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 themes. (Literary Response and Analysis 3.1, 3.2, 3.3, 3.7, 3.9)

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process. (Writing Strategies 1.1, 1.2, 1.3, 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 2.4)

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

Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose. (Listening and Speaking Strategies 1.4, 1.7, 1.8, 1.9, 1.10)

Students deliver polished formal and extemporaneous presentations that combine 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)

Unit Objectives

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

  • Complete the prereading, reading journal, and ongoing comprehension and vocabulary activities.
  • Use the dictionary and books notes as needed, be able to gather information for the vocabulary activities and independently define the words in an effective manner, as determined by teacher judgment.
  • Complete the independent reading requirement, as determined by reading logs and conferences with the teacher.
  • Effectively express in writing understanding of the issues examined in the drama selections, as determined by teacher judgment 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.
  • Demonstrate comprehension of the specific reading strategies necessary for dramatic literature.
    Demonstrate an understanding of the historical connections to the dramatic literature.
  • Write an essay in response to reading Hamlet and deliver two oral responses to the drama.

Unit 10 - A Historical Novel: The Light in the Forest

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 1.3)

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. (Reading Comprehension 2.2, 2.3, 2.5, 2.6)

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 themes. (Literary Response and Analysis 3.1, 3.2, 3.3, 3.5, 3.8, 3.9)

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process. (Writing Strategies 1.1, 1.2, 1.3, 1.5, 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 2.1, 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)

Unit Objectives

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

  • Analyze events in history as presented through literature selections that address individual rights and the human condition.
  • Compare and contrast political and social issues presented through literature to similar issues in today’s world.
    Respond to historically and culturally significant works of literature through the perspective of history and social studies.
  • 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.
  • Complete the independent reading requirement, as determined by reading logs and conferences with the teacher.
    Effectively express in writing understanding of the issues examined in the novel 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.
  • Demonstrate comprehension of the specific reading strategies necessary for reading novels.
    Demonstrate understanding of the historical connections to the novel.