“How Private Is Your Private Life?” (p 680ff) “The Privacy Debate: One Size Doesn’t Fit All” (p 688ff) For more selections see L: pp FM37; pp 654-736 Other materials selected by teacher/student E04 – Epic Literature (The Odyssey) L: pp 1202-1238 Other materials selected by teacher/student (including poetry) E05 – Poetry Teacher should consider the following, but is not limited to (see L): “The Raven” (p 144ff) “Incident in a Rose Garden” (p 151ff) “My Heart Leaps Up” (p 503ff) “Spring is like a perhaps hand” (p 756ff) “I Am Offering This Poem” (p 746ff) For more selections see L: pp FM37 Other materials selected by teacher/student E06 – Classic Drama (Pre 1900’s) One reading level appropriate play selected by teacher/student Suggested titles include: William Shakespeare’s Romeo and Juliet (see L: pp 1034-1130) William Shakespeare’s Taming of the Shrew William Shakespeare’s Twelfth Night Sophocles’ Oedipus Rex Anton Chekhov’s The Bear The teacher cannot choose Julius Caesar, Macbeth and Hamlet Selective Units: S01 – Vocabulary Acquisition Sections of L that deal with vocabulary development For a list of vocabulary terms in L, see pp R121-R131 See also Wordlywise3000.com Other materials selected by teacher/student S02 – The Short Story II Other materials selected by teacher/student not used previously for E01 S03 – The Novel II Other materials selected by teacher/student not used previously for E02 S04 – Rhetoric II Other materials selected by teacher/student not used previously for E03 S05 – Poetry II Other materials selected by teacher/student not used previously for E05 S06 – Modern Drama (Post 1900’s) Neil Simon’s The Sneeze (L: p 880ff)
Stephen King’s Sorry, Right Number (L: p 154ff) Reginald Rose’s Twelve Angry Men Leonard Wibberley’s The Mouse That Roared Other dramas selected by teacher/student S07 – Film as Text Suggested titles include: Disney’s Robin Hood (1973) Robin Hood (2010) The Parent Trap (1961) It Takes Two (1995) “Austin Stevens, Snakemaster” series Disney’s Megamind (2010) BBC documentaries Disney’s Beauty and the Beast (1991) Beautician and The Beast (1997) Other materials selected by teacher/student S08 – Sustained Silent Reading Long form literary work(s) of the student’s choosing with the teacher’s guidance from home, library, classroom collection, or other source S09 – Thematic Study Works selected by teacher/student from L or library S10 – Author Study Beginning with an author’s work(s) from the text, collect and study other online and library materials on the author. Suggested Authors: Ray Bradbury, Nikki Giovanni, Edgar Allan Poe Other authors selected by the teacher/student S11 – Detective Stories Suggested titles include: Sherlock Holmes’ “The Hound of the Baskervilles” Agatha Christie’s “Double Sin” Stewart H. Holbrook’s “Murder at Harvard” Harlan Jacobs’ “Four Months in a Haunted House” Fulton Oursler’s “The Shadow of a Doubt” James F. Johnson, as told to Floyd Miller “The Man Who Sold the Eiffel Tower”, Louis K. Anspacher’s “The Case of Lord Dufferin” Octavus Roy Cohen’s “Detectives Holiday” David Redstone’s “Love and the Lie Detector” Other materials selected by teacher/student S12 – Rhetoric II-Advanced Other materials selected by teacher/student not used previously for E03 and S04 S13 – Poetry II-Advanced Other materials selected by teacher/student not used previously for E05 and S05
Analysis Substantial evidence of analysis. Most work includes analysis. Several statements indicate successful generalized, interpreted, tested, or synthesized specific information. Moderate evidence of analysis. A central portion of the work contains analysis. Several indicate successful generalized, interpreted, tested, or synthesized specific information. Some or no evidence of analysis. A small, but not central portion of the work includes analysis. Some output may show successful generalized, interpreted, tested, or synthesized specific information. Literary Concepts Literary concepts used to organize, explain, interpret, summarize, and extend the meaning and significance of otherwise discrete pieces of information. The use of ideas illustrates exemplary understanding. Literary concepts used to organize, explain, interpret, summarize, and extend the meaning and significance of otherwise discrete pieces of information. The use of ideas is somewhat limited yet should show no flaws in understanding. Literary concepts may be included, but their use is significantly limited and/or shows significant flaws in understanding. Written Substantial and accurate elaboration provided for important statements. The details, qualifications, and nuances are expressed within an overall coherent framework intended for the reader, and relevant to the topic. The response is so rich as to be worthy of display as an outstanding example of presentation. Some elaboration provided for important statements. The details, qualifications, and nuances are expressed within an overall coherent framework intended for the reader, and relevant to the topic, and without major inaccuracies. Virtually no information provided or only disjointed details provided. OR, discrete claims, broad generalizations, slogans, or conclusions provided, but none are elaborated.