zilongwang/ReadingBank huggingface dataset:
WT : Met – Arg – Phe – Thr….. Mutant 1: Met – Ile – Phe – Thr ….. Mutant 2: Met – Ser – Ile - Tyr….. 5 An Escherichia coli mutant auxotroph for tryptophan (Trp-) has an amino acid substitution in tryptophan-synthetase: glycine in position 210 is replaced by an arginine. On the basis of the genetic code, individuate which kind of mutation (on the DNA) you think has caused the amino acid replacement. 6 - In Escherichia coli metA gene a base substitution occurred. Because of this mutation, in the mRNA a UAA codon is present inside the gene. - Which consequences will have this mutation on protein synthesis? 7 - The primary transcript of chicken ovalbumin RNA is composed by 7 introns (white) and 8 exons (black): - If the Ovoalbumin DNA is isolated, denaturated and hybridized with its cytoplasmatic mRNA, which kind of structure we expect? - if a deletion of a base pair occurs in the middle of the second intron, which will be the likely effects on the resulting polypeptide? - if a deletion of a base pair occurs in the middle of the first exon, which will be the likely effects on the resulting polypeptide?
KENDRIYA VIDYALAYA SANGATHAN (For Summer Station Kendriya Vidyalayas) SPLIT-UP SYLLABUS SESSION 2018-19 NCERT TEXT BOOKS: HONEY COMB AN ALIEN HAND CLASS: VII SUBJECT: ENGLISH S.NO Name of the Examination CHAPTER TENTATIVE NO OF PERIODS REQUIRED TENTATIVE NO OF WORKING DAYS AVAILABLE MONTH 1 PART – I Periodic Test 1 PROSE:1 POEM: 1 PROSE: 2 SUPPLEMENTARY: 1 THREE QUESTIONS THE SQUIRREL A GIFT OF CHAPPALS THE TINY TEACHER WRITING: NOTICE (LOST AND FOUND) MESSAGE 5 2 6 3 2 2 23 APRIL 2 POEM:2 THE REBEL WRITING: LETTER WRITING: FORMAL AND INFORMAL MESSAGE 3 4 2 10 MAY/JUNE 3 PROSE: 3 POEM: 3 SUPPLEMENTARY: 2 SUPPLEMENTARY:3 GOPAL AND THE HILSA FISH THE SHED BRINGING UP KARI THE DESERT WRITING: STORY WRITING GRAMMAR: REPORTED SPEECH 6 3 3 4 4 3 25 JULY 4 PART – II Half Yearly Examination (Cumulative) PROSE: 4 POEM:4 SUPPLEMENTARY:4 THE ASHES THAT MADE THE TREES BLOOM CHIVVY THE COP AND THE ANTHEM WRITING: PARAGRAPH WRITING GRAMMAR: USE OF TENSES SPEAKING: ROLE PLAY 6 2 2 4 3 4 24 AUGUST 5 PROSE:5 POEM:5 SUPPLEMENTARY: 5 QUALITY TREES GOLU GROWS HIS NOSE WRITING: BIO SKETCH LISTENING ACTIVITY INTEGRATED GRAMMAR EXERCISES ( EDITING, SENTENCE REORDERING, GAP FILLING) 6 2 2 2 3 3 5 23 SEPTEMBER
6 PART – III Periodic Test 2 SUPPLEMENTARY: 6 I WANT SOMETHING IN A CAGE 6 4 18 OCTOBER 7 PROSE:6 POEM: 6 PROSE: 7 POEM: 7 SUPPLEMENTARY: 7 EXPERT DETECTIVES MYSTERY OF TALKING FAN INVENTION OF VITA WONK DAD AND THE CAT AND THE TREE CHANDNI GRAMMAR: WRITING RECIPES WRITING: PARAGRAPH WRITING 4 1 6 3 3 2 2 22 NOVEMBER 8 PROSE: 8 POEM: 8 SUPPLEMENTARY:8 FIRE: FRIEND AND FOE MEADOW SURPRISES THE BEAR STORY WRITING: LETTER WRITING(FORMAL & INFORMAL) GRAMMAR: GAP FILLING 5 3 3 4 2 18 DECEMBER 9 PART – IV Session Ending Examination (Cumulative) PROSE: 9 POEM: 9 SUPPLEMENTARY: 9 SUPPLEMENTARY: 10 A BICYCLE IN GOOD REPAIR GARDEN SNAKE A TIGER IN THE HOUSE AN ALIEN HAND WRITING: STORY WRITING SPEAKING NAD LISTENING ACTIVITY 7 2 3 3 2 4 22 JANUARY 10 PROSE: 10 THE STORY OF CRICKET WRITING: MESSAGE GRAMMAR: DIALOGUE COMPLETION INTEGRATED GRAMMAR ACTIVITIES (EDITING, GAP FILLING, SENTENCE REORDERING) 6 2 4 4 7 23 FEBRUARY Session Ending Exam March
KENDRIYA VIDYALAYA SANGATHAN (For Summer Station Kendriya Vidyalayas) SPLIT-UP SYLLABUS SESSION 2018-19 NCERT TEXT BOOKS: HONEY DEW IT SO HAPPENED CLASS: VIII SUBJECT: ENGLISH S.NO Name of the Examination CHAPTER TENTATIVE NO OF PERIODS REQUIRED TENTATIVE NO OF WORKING DAYS AVAILABLE MONTH 1 PART – I Periodic Test 1 PROSE: 1. POEM: 1. PROSE: 2. SUPPLEMENTARY: 1. THE BEST CHRISTMAS PRESENT IN THE WORLD THE ANT AND THE CRICKET TSUNAMI HOW THE CAMEL GOT HIS HUMP WRITING: NOTICE MESSAGE GRAMMAR: VERB FORMS 5 3 4 3 3 2 2 23 APRIL 2 POEM:2. SUPPLEMENTARY: 2. GEOGRAPHY LESSON CHILDREN AT WORK WRITING: STORY WRITING 2 3 3 10 MAY/JUNE 3 PROSE: 3. POEM: 3. SUPPLEMENTARY: 3. PROSE: 4. POEM: 4. GLIMPSES OF THE PAST MACAVITY THE MYSTERY CAT THE SELFISH GIANT BIPIN CHOWDHARY’S LAPSE OF MEMORY THE LAST BARGAIN WRITING: ARTICLE WRITING GRAMMAR: ACTIVE/ PASSIVE VOICE 5 3 2 6 2 4 2 25 JULY 4 PART – II Half Yearly Examination (Cumulative) PROSE: 5. POEM:5. SUPPLEMENTARY: 4. THE SUMMIT WITHIN THE SCHOOL BOY THE TREASURE WITHIN WRITING: BIO SKETCH LETTER TO THE EDITOR SPEAKING: EXTEMPORE/ DEBATE GRAMMAR:REPORTED SPEECH 6 2 2 3 3 4 3 24 AUGUST 5 PROSE: 6. POEM: 6. SUPPLEMENTARY: 5. THIS IS JODY’S FAWN THE DUCK AND THE KANGAROO PRINCESS SEPTEMBER LISTENING ACTIVITY INTEGRATED GRAMMAR EXERCISES ( EDITING, SENTENCE REORDERING, GAP FILLING) 6 2 2 2 3 5 23 SEPTEMBER
Plot All movies, stories, novels have a plot: It’s what happens in the story. Plots all share the following details: Introduction: The situation of the story is introduced, along with the setting and characters. Complicating Incident: Every story develops around a problem or conflict that must be dealt with and /or solved; this is an early incident, which significantly develops the main conflict. Rising Action – The events that show the development of incidents, crises, and characters that lead to the Climax. Climax - The turning point in the action of the story – the part with the greatest dramatic tension. Denouement / Falling Action - The unraveling or clarification of details that were hidden, or missed, or thought unimportant. Resolution / Conclusion - The opening crisis is resolved, settled, or is found to be irresolvable. There are other elements that may or may not be in your story: Foreshadowing: Hints or warning of important events to come, especially the climax. Crisis: A moment of intense conflict (emotional or physical struggle) but NOT the climax Suspense: Uncertainty, important information withheld Flashback: sudden switch in the story from the present to the past, used to illustrate an important point of to aid in revealing more about the characters Dilemma: Two undesirable choices 31. In point form notes, construct a plot line for what happens in your movie. 32. What is the conclusion of the movie? What could be an alternate ending you would like to see?
Directions: Read the article below, and while doing so, complete the Reading for Meaning sheet. Write a well-developed response to the author’s argument(s)—not a summary of the article—following the guidelines on the rubric below (right side). You can ignore the Reading Rubric on the left for this reading..3 AoW Scoring Rubric Reading Writing REQUIREMENTS: Write a 250+-word reflection of your thoughts or arguments--not a summary of the article. Write the article title (in quotation marks) and the author’s name on your title line (e.g. “A Better Way to Die” by Katy Butler). Begin by identifying the author’s central claim. (The general argument made by author X in her/his article, “_______________________________________,” is that _______________________________.) Using the They Say/I Say template as a guide, fully develop the author’s argument and your response. Appropriately lead into, blend, discuss, and parenthetically cite at least one quote or key fact / statistic from the article. (Identify the paragraph number for your citations.) Explain each quote and discuss your reaction to it (agree or disagree). Remember They Say/I Say. Wrap up your response with a thoughtful clincher. 250+ words (about two thirds of a typed page, double spaced, size 12 type, TNR font), with word count written at the bottom of the response NEAT (PREFERABLY TYPED), LEGIBLE, NO DISTRACTING ERRORS Total AoW Grade: ______/10
There are some other ways to describe things too: a) It’s a kind of… / a type of A Magnum is a kind of ice cream. Heineken is a kind of beer. A Honda Civic is a type of car. A victoria sponge is a kind of cake. Gaeng Kio-Wan is a type of Thai curry. Pepsi is a kind of cola. b) It looks like… When two things look similar, we use ‘It looks like…’ I look like my father. (First person) You look like a monkey. (Second person) My brother looks like our mother. (Third person singular) My sister looks like the next door neighbor. (Third person singular) My cat looks like a tiger. (Third person singular) (See Self Study Pack #4 for more explanations and links)
2 T Jan. 16 Read pp.156-168 Rebecca Jones’ “Finding the Good Argument; or, Why Bother With Logic?” (WS) Quiz on Essay Intro to Essay #1 TH Jan. 18 Read Debra Dickerson’s “Who Shot Johnny” (Wordpress) Quiz on Essay T Jan. 23 Read pp.168-179 Rebecca Jones’ “Finding the Good Argument; or, Why Bother With Logic?” (WS) Writing Task 3 TH Jan. 25 Read MLK Jr.’s “Letter from Birmingham Jail” (Wordpress) Quiz on Essay Essay #1: Outline Due 4 T Jan. 30 Prepare your rough draft! Essay #1: Peer Editing Workshop (3%) TH Feb.1 Read Rebecca Jones’ “Finding the Good Argument; or, Why Bother With Logic?” (WS) Essay #1 due (10%) Quiz on Essay Introduce Great Debate 5 6 T Feb. 6 Read Jay Heinrich’s “How to Teach a Child to Argue Work on Great Debate TH Feb. 8 Great Debate! (5%) T Feb. 13 Read Laura Bolin Carroll’s “Backpacks vs. Briefcases: Steps toward Rhetorical Analysis” (WS) Writing Task Intro Essay #2 TH Feb. 15 Read Steve Siebold’s “Every Teacher in America Should Have a Gun” and Adam Gopnik’s “The Simple Truth about Gun Control” (WP) Quiz on Essays 7 T Feb. 20 Read Stephen J. Dubner and Steven D. Levitt’s “Why Vote?” and David Sedaris’s “Undecided” (WP) Quiz on Essays TH Feb. 22 In-class Essay #2 (10%) 8 T Feb. 27 Watch Noam Chomsky, Manufacturing Consent (YouTube) Quiz on video TH Mar. 1 Intro to Sci-fi Quotation Marks
9 T Mar. 6 Intro to Philip K Dick Read PT, pp.TBA Quiz on Novel TH Mar. 8 Read PT, pp.TBA Quiz on Novel T Mar. 13 Watch a Spring Break movie (i.e. Revenge of the Nerds) No Class – Spring Break! TH Mar. 15 Watch a Spring Break movie (i.e. Spring Breakers) No Class – Spring Break! 10 T Mar. 20 Read PT, pp.TBA Quiz on Novel TH Mar. 22 Read PT, pp.TBA Quiz on Novel Essay #3: Outline Due 11 T Mar. 27 Essay #3.One-on-one Conferences (1%) TH Mar. 29 Essay #3.One-on-one Conferences (1%) 12 T April 3 MLA Citation TH April 5 Essay #3: Peer Editing Workshop (3%) Introduce Student Presentations 13 T April 10 Read LI, Preface & Intro Quiz on book Introducing Essay #4 MLA Assignment Due (3%) TH April 12 Visit from Librarian 14 T April 17 Work on your papers! NO CLASS TH April 19 Read LI, Chapters One and Two (LI, pp.xi-57) Student Presentations (5%) 15 T April 24 Read LI, Chapters Three-Six (LI, pp.58-126) Student Presentations (5%) TH April 26 Read LI, Chapters Seven-Ten (LI, pp.127-188) Student Presentations (5%) Essay #4 Proposal Due (1%) 16 T May 1 Essay #4.One-on-one Conferences (1%) Annotated Bibliography due (3%) TH May 3 Essay #4.One-on-one Conferences (1%) Annotated Bibliography due (3%)
Level: First Term English Examination Text: Ahmed Mansouri is my friend. He is 13 years old. He is Algerian. He is a pupil at . His father is a doctor. His name is Madjid, and his mother is a dentist at the hospital, too. Her name is . Ahmed has got one sister. Her name is Nawel. She is a pupil, too. She has got a nice room. PART ONE: Section One: Reading Comprehension ( 07 Pts) A) Put a tick ( √ ) in the right box ( 03 Pts) True False 1- Ahmed is thirty. 2- Nawel is his sister. 3- His father is a dentist. B) Fill in this table from the text ( 04 Pts ) C) Find opposites from the text ( 01 Pt ) horrible ≠ ………………………. brother ≠ …………………….. Section Two: Mastery of Language ( 07 Pts) A) Complete the table ( 04 Pts ) B) Fill in the gaps with: ( what – who – where ) ( 03 Pts ) A: …………….. is that? B: He is my brother. A: ……………… is he? B: He is at school. A: ……………… is his name? B: His name is Ahmed PART TWO: Integration Phase (written expression) ( 06 Pts) Fill in the gaps to get a paragraph at – journalist – mother – name – am My …….. is Nadia. I …….. a pupil …….. Ibn Badis School. My father is a …….. and my …….. is at home. Finished Page : 1 / 1 GOOD LUCK
ANALYSIS CHART (cont.) Conflict/Problems: (list and explain) Climax: Resolution: Themes: (list and describe all important themes in the novel) Connections/Conclusions: (how does this story relate to your life and experiences?) Pg. 2
Level: Second Term English Examination Text: Oscar has got a very funny and colourful bicycle. The saddle is red and the handlebar yellow. The wheels have different colours too: one is green and the other is blue. Even the brake is of a strange colour, it's pink. It's a very slowly bicycle but Oscar is very proud of it. PART ONE: Section One: Reading Comprehension ( 07 Pts) A) Answer the questions ( 03 Pts) 1- What has Oscar got? 2- Is his bicycle colourful? 3- Are the wheels green and red? B) Choose the correct answer ( 02 Pts ) 1- Oscar is very ………….. of his bicycle. ( sad – happy – proud ) 2- The wheels are blue and ……………… ( green – red – white ) 3- The brake is ………………………….. ( yellow – red – pink ) 4- Oscar has got ………………………… ( a bus – a bicycle – a plane ) C) Find in the text words that are opposite to: ( 02 Pts ) same ≠ ………………………… quickly ≠ …………………………. Section Two: Mastery of Language ( 07 Pts) A) Cross the odd one out ( 04 Pts ) 1- wrote – ate – given – spent 2- shirt – car – bus – bicycle 3- go – to write – to be – to have 4- funny – red – proud – strange B) Choose the correct verb ( 01.5 Pts ) 1- I didn't ……………. Peter in the party, last Friday. ( saw – see – seen ) 2- They do not ……………… play in the school yard. ( plays – play – played ) 3- Next week, Ali will ……………… the bus. ( drove – drive – drives ) C) Classify the following words according to the pronunciation of the final "ED" (1.5 Pts) looked – rained – participated PART TWO: Integration Phase (written expression) ( 06 Pts) Reorder the following dialogue 1- I am doing my project. 2- It's about Ahmed Yacine. 3- What are you doing? 4- Who is it about? 5- No, it is not. 6- Is it about Louis? Finished Page : 1 / 1 GOOD LUCK
Week: Topic Resource Skill Assessment 2 Introduction of AP Literature and Composition Exam Pre-Course Reading Princeton Review power point Released Exams AP Essays The Awakening, The Metamorphosis, Cry, The Beloved Country, “Story of an Hour” Literary Terms Handouts: theme, character, setting, etc. Share with students various types of sample AP essays AP essay callibration Close Characterization Setting Plot Theme Style Diction Imagery Details Figurative Language Pre-Course Reading Exam WA- dialectical journals on due WA- FINAL DRAFT on PERSONAL ESSAY DUE 3-4 Pre-Course Reading and Critical Reading Strategies The Awakening, The Metamorphosis, Cry, The Beloved Country, and Bedford Analysis: Critical Reading Strategies using Bedford’s Intro to Literature -RA Bedford Ch 51 -quiz on Ch 51 -quiz on literary terms Pre-Course Reading work WA: Diagnostic Essays on Pre-Course -Begin thinking of literary criticism based research topics over the Pre-Course . . .use the reader for sample literary analysis research papers 5-9 Introduction to Fiction and the Short Story Bedford Handouts on DIDLS, Tone, Theme Word lists Analysis of: Characterization Setting Plot Theme Point of View Symbolism Style Tone Irony -RA Close reading of selected short stories from the Bedford and Perrine WA- Dialectical journals, Introductions, using quotes effectively (LTF) handouts -ongoing quizzes -WA Practice Timed Writings 10-12 Research Process: Literary Criticism A Guide to MLA Documentation Bedford’s Intro to Literature Ch 53 Pre-Course Readings or Short Stories Critical Essays on Readings or Short Stories Thesis Statements Summaries, Paraphrasing, & Direct Quotes Citations Proofreading for Grammar Evaluating Sources, -WA-Rough Drafts on Research Process -WA Final Research Paper
Student Name Module and Task C1 C2 C3 C4 C5 C6 C7 M1 Oral Presentation Date Set| Date Presented| Criterion Element/s AC Content Rating M1 Analytical Response Date Set| Date Received| Criterion Element/s AC Content Rating M1 Imaginative Response Date Set| Date Received| Criterion Element/s AC Content Rating M2 Comparative Response Date Set| Date Received| Criterion Element/s AC Content Rating M2 Imaginative Multi Modal Response Date Set| Date Presented| Criterion Element/s AC Content Rating M3 Seminar Presentation Date Set| Date Presented| Criterion Element/s AC Content Rating M3 Interpretive Response Date Set| Date Received| Criterion Element/s AC Content Rating
M4 Written Proposal and Record of Progress Date Set| Date Received| Criterion Element/s AC Content Rating M4 Analytical Response Date Set| Date Received| Criterion Element/s AC Content Rating M4 Response Interpretive/Persuasive/Imaginative Date Set| Date Received| Criterion Element/s AC Content Rating
Use a variety of comprehension strategies (examples include activating prior knowledge, making predictions, setting a purpose, making connections, asking questions, previewing written text, making inferences, drawing conclusions, using context clues) before, during, and after reading, listening, or viewing to deepen understanding of text Consider different purposes, audiences, and perspectives in exploring texts Apply a variety of thinking skills (self-monitoring, reflecting, goal setting) to gain meaning from texts Identify how differences in context, perspectives, and voice influence meaning in texts Recognize the role of language in personal, social, and cultural identity Use personal experience and knowledge to connect to text and deepen understanding of self, community, and world Respond to text in personal and creative ways (expressing reactions and opinions, providing support for those, giving reasons for choice of favourite text) Recognize how literary elements, techniques, and devices enhance meaning in texts Show an increasing understanding of the role of organization in meaning (the use of paragraphing, chronological order, and order of importance to convey meaning in texts) Demonstrate awareness of the oral tradition in First Peoples cultures (Among First Peoples, oral web pages, advertisements) can be a source of creativity and joy. Exploring stories and other texts helps us understand ourselves and make connections to others and to the world. Texts can be understood from different perspectives Using language in creative and playful ways help us understand how language works. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. oral language strategies (focusing on the speaker, asking questions to clarify, listening for specifics, expressing opinions, speaking with expression, staying on topic, taking turns) metacognitive strategies (talking and thinking about learning (e.g., through reflecting, questioning, goal setting, self-evaluating) to develop awareness of self as a reader and as a writer) writing processes (may include revising, editing, considering audience) Language features, structures, and conventions features of oral language (including tone, volume, inflection, pace, gestures) paragraph structure (use of a topic sentence and supporting details) sentence structure and grammar (parts of speech; past, present, and future tenses; subject-verb agreement) conventions (common practices in punctuation, such as use of the comma,
reflexive pronoun homophone • Identify possessive nouns as singular or plural • Use possessive pronouns in sentences • Identify reflexive pronouns and the subjects they rename • Differentiate reflexive pronouns used as direct objects and reflexive pronouns used as objects of a preposition • Use homophones correctly in sentences 90 Cumulative Review 206–7 173–74 60–61 Bridge: Evangelizing Australia and New Zealand 208 175 62 Chapter 10: Writing a Book Review Lesson Topic TE Pages Worktext Teacher’s Toolkit CD Materials to Gather Vocabulary Objectives Bridge: Linking Literature to Writing 209 176 opinion reason transitional words and phrases characters setting plot T-chart theme introduction main events supporting details visual aid conclusion recommendation Writing Process planning drafting revising proofreading publishing • Express opinions clearly • Identify reasons for an opinion • Place transitional words and phrases in an opinion paragraph • Distinguish between positive and negative opinions • Evaluate a book • List both positive and negative aspects of a book • Formulate an overall opinion of a book • Recognize the structure of the book review • Plan a book review using a planning chart • Identify characteristics of good beginnings and endings • Draft, revise, proofread, and orally publish a book review • Use a thesaurus to find more interesting or exact words • Participate in a writing conference • Recall the correct way to write book titles • Recognize errors using a Proofreading Checklist • Prepare a “book bag” for the oral publishing stage • Identify and practice good speaking and listening skills • Use visual aids effectively 91 Expressing Your Opinion 212–13 177–78 92 Evaluating Your Book 214–15 179 • Each student’s chosen book 93 Book Review: Planning 216–17 180–81 • Each student’s chosen book 94 Book Review: Drafting 218–19 182 • Each student’s chosen book 95 Book Review: Revising 220–21 183–84 96 Book Review: Proofreading 222–23 185–86 97 Preparing for Oral Publishing 224–25 • Teachers’ magazine, newsletter, or journal that contains children’s book reviews • Drawing paper for each student • White paper lunch bag for each student 98 Book Review: Oral Publishing 226–27 187–88 • Small object you can use to demonstrate the use of visual aids • Each student’s book bag, containing two or three items related to his book 99 Chapter 10 Review 228–29 189–90 60–61 100 Cumulative Review 230–31 191–92 Chapter 11: More Verbs
English IV 2014-2015 Common Syllabus Instructor: Mr. Chavez The following syllabus is a guideline for teaching English IV. Instructors will vary their lessons using the Holt McDougal textbook and other supplemental resources. The research project will also vary due to availability of the library and other resources on campus. 1-9 Weeks Exploring British Literature Introduction to Class, review SISD and school rules, use of agenda’s and classroom etiquette. Syllabus and Parent/Student Letter New Rules and Procedures Writing Project: The Greatest Book I Read Expressing Ideas in Writing, Research Projects and MLA Unit 1: Anglo Saxon & Medieval Periods 449-1485 - and The Epic Tradition Collaborative Groups/Report, Presentations on introductory section. Epic Stories, Reflection on Common Life, Themes across Cultures Reading Assignments: Beowulf, Grendel, and other epic stories Geoffrey Chaucer - “The Canterbury Tales: Prologue, Wife of Bath, and Pardoner’s Tale” *Evaluating Poetry Across Time Other Selections may vary by instructor 2-9 Weeks Evaluating Drama across Time (Research Projects: ) Unit 2: The Renaissance William Shakespeare – The Tragedy of Macbeth *Evaluating Poetry Across Time (scheduled for 1-9 weeks may be covered by instructors in 1-9 or at end of 2-9 week) Analyzing Techniques in Literary Nonfiction Writing a Timed Essay – Writing, editing, and revision - in class/MLA Fiction Selection (optional) 3-9 Weeks Synthesizing Informational Text (Research Projects) (Research Projects: ) Expository and Procedural Texts, MLA Format Resources for research, Thesis, Interpretation, Perspective, Plagiarism Evidence, Credibility, and Source Citations Writing, editing and revision
Fiction Selection (optional) 4-9 Weeks Inquiry and Synthesis through Research (Research Projects: ) Research Project Evaluating Merits of Argument Fiction Selection (optional) Selection of Media/Film: will vary according to instructors English IV Novel Selections 2014-15: Frankenstein, Mary Shelley Like Water for Chocolate, Laura Esquivel Brave New World, Aldous Huxley Lovely Bones, Alice Sebold Dracula, Brian Stoker *Crime and Punishment, Fyodor Dostoyevsky The Stranger, Albert Camus *Jane Eyre, Charlotte Brontë , Emily Brontë Heart of Darkness, Joseph Conrad Oedipus Plays of Sophocles, Sophocles * Lost, John Milton Secret Life of Bees, Sue Monk Kid *Indicates Advance Placement Selection Note: This syllabus is subject to change. The sequence will depend on the availability of resources such as the library and computer labs.
Synthesize ideas from a variety of sources to build understanding Consider different purposes, audiences, and perspectives in exploring texts Apply a variety of thinking skills (exploring new ideas; determining the relative importance of ideas and information; considering alternative viewpoints; developing explanations; making and explaining connections; summarizing, analyzing, and synthesizing) to gain meaning from texts Identify how differences in context, perspectives, and voice influence meaning in texts Explain the role of language in personal, social, and cultural identity Use personal experience and knowledge to connect to text and deepen understanding of self, community, and world Respond to text in personal and creative ways (beginning to question the author’s viewpoint and intent; stating opinions with supporting reasons and explanations; using a variety of methods to respond (e.g., in writing, orally, and through drama)) Recognize how literary elements, techniques, and devices enhance meaning (explaining how literary devices contribute to meaning (sound devices, figurative language) in texts Show an increasing understanding of the role of organization (in texts, the use of paragraphing, chronological order, and order of importance) in meaning web pages, advertisements) can be a source of creativity and joy. Exploring stories (narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers.) and other texts helps us understand ourselves and make connections to others and to the world. Texts can be understood from asking questions to clarify, listening for specifics, expressing opinions, speaking with expression, staying on topic, taking turns) metacognitive strategies (talking and thinking about learning (e.g., through reflecting, questioning, goal setting, self-evaluating) to develop awareness of self as a reader and as a writer) writing processes (may include revising, editing, considering audience) Language features, structures, and conventions features of oral language (including tone, volume, inflection, pace, gestures) paragraphing (development of paragraphs that have a topic sentence and supporting details) sentence structure and grammar (parts of speech; past, present, and future tenses; subject-verb agreement) conventions (common practices in punctuation (uses of the comma, quotation marks for dialogue, uses of the
drafting revising proofreading publishing • Participate in a writing conference • Revise, proofread, and publish historical fiction • Recognize errors using the Proofreading Checklist 95 Historical Fiction: Drafting 222–23 187–88 96 Historical Fiction: Revising 224–25 189–90 97 Historical Fiction: Proofreading 226–27 191–92 98 Historical Fiction: Publishing 228–29 • Two sheets of blank drawing paper for each student • Two sheets of construction paper for each student • Brass fasteners or yarn for each student • Samples of published historical fiction books 99 Chapter 10 Review 230–31 193–94 59–60 • Computer and Internet access for each student for optional Computer Connection 100 Cumulative Review 232–33 195–96 Chapter 11: More About Verbs Lesson Topic TE Pages Worktext Teacher’s Toolkit CD Materials to Gather Vocabulary Objectives 101 Principal Parts 236–37 197–98 61 verb verb tense present-tense verb past-tense verb future-tense verb present-perfect tense past-perfect tense future-perfect tense regular verb irregular verb contraction present principal part past principal part past-participle principal part prefix suffix • Distinguish between the three principal parts and use the correct principal part to form verb tenses • Identify verbs as present, past, or future tense and write them in sentences • Identify sentence patterns: S V, S V DO, S V IO DO, S LV PA, and S LV PN • Identify verbs as present-, past-, or future-perfect tense and write them in sentences • Distinguish between regular and irregular verbs • Form contractions correctly and use them in sentences • Correct double negatives in sentences that contain contractions • Identify prefixes, suffixes, and their meanings • Use prefixes and suffixes correctly in sentences 102 Simple Verb Tenses 238–39 199–200 62 103 Perfect Tenses 240–41, S27 201–2 63 104 More About Perfect Tenses 242–43, S28 203–4 64 105 Irregular Verbs 244–45, S27 205–6 65 106 More Irregular Verbs 246–47, S29 207–8 66 107 Contractions 248–49 209–10 67 108 Language Link: (Vocabulary) Prefixes & Suffixes 250–51 211–12 68 109 Chapter 11 Review 252–53 213–14 69–70 • Materials for optional Art Connection 110 Cumulative Review 254–55 215–16 Bridge: Studying the Transportation Industry 256 217 Chapter 12: Writing a Compare-Contrast Essay
English Standard is designed for all students to increase their expertise in English and consolidate their English literacy skills in order to enhance their personal, social, educational and vocational lives. The students learn to respond to and compose a wide variety of texts in a range of situations in order to be effective, creative and confident communicators. English Advanced is designed for students to undertake the challenge of higher-order thinking to enhance their personal, social, educational and vocational lives. These students apply critical and creative skills in their composition of and response to texts in order to develop their academic achievement through understanding the nature and function of complex texts. English EAL/D is designed for students from diverse non-English speaking, Aboriginal or Torres Strait Islander backgrounds as designated by the course entry requirements. The students engage in a variety of language learning experiences to develop and consolidate their use, understanding and appreciation of Standard Australian English to enhance their personal, social, educational and vocational lives. The students learn to respond to and compose a wide variety of texts in a range of situations in order to be effective, creative and confident communicators. English Extension is designed for students undertaking English Advanced who choose to study at a more intensive level in diverse but specific areas. They enjoy engaging with complex levels of conceptualisation and seek the opportunity to work in increasingly independent ways. Aim The study of English in Stage 6 enables students to understand and use language effectively. They appreciate, enjoy and reflect on the English language and make meaning in ways that are imaginative, creative, interpretive, critical and powerful. Students value the English language in its various textual forms to become thoughtful and effective communicators in a diverse global world. Objectives Knowledge, Understanding and Skills Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: communicate through speaking, listening, reading, writing, viewing and representing use language to shape and make meaning according to purpose, audience and context think in ways that are imaginative, creative, interpretive and critical express themselves and their relationships with others and their world learn and reflect on their learning through their study of English. Values and Attitudes Students will value and appreciate: the importance of the English language as a key to learning the personal enrichment to be gained from a love of English, literature and learning the power of language to explore and express views of themselves as well as the social, cultural, ethical, moral, spiritual and aesthetic dimensions of human experiences
Clear Falls HS English III English IV The Awakening by Kate Chopin Things Fall Apart by Chinua Achebe Pilgrim at Tinker Creek by Annie Dillard Mansfield Park by Jane Austen An American Tragedy by Theodore Dreiser The Cherry Orchard by Anton Pavlovich Chekhov As I Lay Dying by William Faulkner Lord Jim by Joseph Conrad A Lesson Before Dying by Ernest Gaines Great Expectations by Charles Dickens Here Is New York by E.B. White Brothers Karamazov by Fyodor Dostoevsky Song of Solomon by Toni Morrison Catch-22 by Joseph Heller The Things They Carried by Tim O’Brien One Flew Over the Cuckoo’s Nest by Ken Kesey Sophie’s Choice OR Reading My Father: A Memoir by William Styron 1984 by George Orwell The Color Purple by Alice Walker The Shipping News by Annie Proulx Empire Falls by Russo Richard Candide by Voltaire
Native Son by Richard Wright The House of Mirth by Edith Wharton The Picture of Dorian Gray by Oscar Wilde Clear Horizons Early College High School English III Things Fall Apart by Chinua Achebe One Hundred Years of Solitude by Gabriel García Márquez Waiting for Godot by Samuel Beckett The Sound and the Fury by William Faulkner As I Lay Dying by William Faulkner Candide by Voltaire Madame Bovary by Gustave Flaubert Enduring Love by Ian McEwan A Doll’s House by Henrik Ibsen On Beauty by Zadie Smith The Metamorphosis by Franz Kafka The Stranger by Albert Camus The Kite Runner by Khaled Hosseini Invisible Man by Ralph Ellison The Picture of Dorian Gray by Oscar Wilde Like Water for Chocolate by Laura Esquivel Enduring Love by Ian McEwan
Sample Assessment Schedule (B) English Advanced – Year 11 Sample for implementation for Year 11 from 2018 Task number Task 1 Task 2 Task 3 Nature of task Multimodal presentation Reading to Write Critical response Critical Study of Literature Imaginative task Narratives that Shape our World Timing Term 1, Week 9 Term 2, Week 9 Term 3, Weeks 7–8 Outcomes assessed EA11-3, EA11-5, EA11-9 EA11-1, EA11-3, EA11-5, EA11-8 EA11-3, EA11-5, EA11-6, EA11-7, EA11-9 Components Weighting % Knowledge and understanding of course content 15 15 20 50 Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes 15 15 20 50 Total % 30 30 40 100
EA11-9 reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to develop as an independent learner Students: reflect on and discuss personal preferences and insights gained from engagement with an increasingly wide repertoire of complex texts articulate and discuss the pleasures and difficulties, successes and challenges experienced in independent and collaborative work, and establish improved practices Student reflection and evaluation Students reflect on learning by answering the following questions: What reading experience have you enjoyed most in this unit of work? Why did you enjoy it? What writing experience have you enjoyed most in this unit of work? Why did you enjoy it? What did you learn about reading in this unit of work? What did you learn about writing in this unit of work? Students evaluation their learning by answering the following questions: In what aspects of reading have you improved in this unit of work? In what aspects of writing have you improved in this unit of work? What will you do to further improve your reading? What will you do to further improve your writing?
Cakes & Pastries Chocolate Cake £2.50 Lemon Drizzle (gf) £2.50 Coffee & Walnut £2.50 Carrot Cake £2.50 Tunisian Orange Cake (df) £2.50 Cake Special £2.50 Rainbow Cake £2.95 Raspberry Almond Blondie £2.95 Chocolate Brownie (gf) £2.95 Fruit Tarts £2.95 Fruit Meringues (gf) £2.95 Bakewell £2.95 Apple or Apricot Danish £2.50 Toasted Teacakes £2.50 Cake Taster Plate £3.95 Chocolate Orange Cobble (gf) £2.95 Pecan Caramel Shortbread £2.95 Cakes are homemade in our kitchen
4.5 Report student progress Teachers will provide ESL students with A to E grades in subjects in line with the s (Transition to Year 9 and Years 10-12). Teachers will report student progress in Standard Australian English learning development to parents using the ACARA EAL/D Phases and will include a specific comment on the students’ progress in Standard Australian English language acquisition. Teachers and support staff will: have regular formal and informal opportunities to discuss progress with parents provide ESL students with A to E or equivalent five point scale reports for English, Mathematics and other learning areas that they have studied determine the students’ ACARA EAL/D Phases of learning using the ACARA EAL/D Learning Progression include a specific Standard Australian English language learning comment on the students’ progress in the report to parents of ESL students enlist the services of interpreters and translators when reporting to parents of ESL students where required. Systemic ESL student data in ACARA EAL/D Phases and NTCF ESL Levels can be accessed through the (staff access only). Managing student transition from Intensive English units to mainstream classes This transitioning information is relevant only for schools implementing Intensive English classes for students newly arrived in Australia. Students are eligible to remain in Intensive English classes for a period of one year. If insufficient English language progress has been made, look for developmental causes other than ESL learning needs. Consult flow chart for additional information. Transition from Intensive English classes to mainstream classes requires students to be working well within the following NTCF ESL Levels if they are to succeed with the curriculum demands in mainstream classes: Primary NTCF ESL Level 3 Reading and Listening Secondary NTCF ESL Level 4 Reading and Listening. NB – reading and listening are receptive language skills, usually developed in advance of the productive language skills of writing and speaking. Transition to mainstream classes within the same school is recommended to be a gradual process into certain learning areas for students once they are working within the levels above. Schools will establish a transition plan which is implemented systematically and reviewed every year. Further information is located in the fact sheets. Schools with Intensive English classes provide ESL support in these mainstream classes for newly transitioned students. ESL support can be in the form of ESL training for the mainstream teacher or team teaching (the class teacher and ESL teacher, where available, together responsible for the class) in order to meet the needs of the newly exited Intensive English students. Performance Review
(oral/written) to written/visual texts 25% 5% Week 2 Task 2: Explore the topic of immigration by listening to, reading and viewing discussions about people’s experiences of migration to Australia. Respond to a variety of texts about immigration by answering multiple-choice questions and completing cloze activities. Formal 7.5% Semester 1 Week 13–15 Context 3: Accessing community services Task 7: Read and view a range of texts related to accessing services in Australia – health care, transport and financial services. Complete comprehension activities in response. Informal 5% Semester 2 Week 11–13 Context 5: Australian cultural events and people Task 14: Explore different Australian cultural events and celebrations and complete comprehension activities in response. Formal 7.5% Semester 2 Week 17–19 Context 5: Australian Cultural events and people Task 16: Read a short biography about a famous Australian person and complete extended writing activities in response. Production (written) 25% Informal 5% Semester 1 Week 4–6 Context 1: Coming to Australia Task 4: Write a letter to a friend or relative in your home country telling them about your school life and environment. Formal 7.5% Semester 1 Week 16–19 Context 3: Accessing community services Task 8: Produce a brochure for people who are newly arrived in Australia to give them basic information about accessing services in Australia. Informal 5% Semester 2 Week 2–4 Context 4: The Australian environment Task 10: Write a letter to a friend describing what you learnt from the guest speaker and encouraging the friend to take action to help look after the environment. Formal 7.5% Semester 2 Week 8–10 Context 4: The Australian environment Task 12: Write a letter to the principal of your school making suggestions about what your school could do to help look after the environment better. Total 100%
Sample assessment outline English as an Additional Language or Dialect – General Year 11 Unit 1 – Cross cultural perspectives and Unit 2 – Life experiences Assessment type (from syllabus) Assessment task weighting Week due Description of assessment task Investigation 20% 10% Semester 1 Week 13 Task 5: Write a report on an issue related to food such as obesity, junk food, vegetarian diets, anorexia or bulimia. 10% Semester 2 Week 10 Task 11: Write a report on the art/music/dance traditions of a particular culture. Response 25% 5% Semester 1 Week 2 Task 1: Listening comprehension: write responses to a range of aural texts. 7.5 % Semester 1 Week 10 Task 4: Reading and viewing comprehension: write short and extended responses to previously unseen visual and print texts. 5% Semester 2 Week 2 Task 8: Write a response to a multimodal text that has some artistic or aesthetic quality. 7.5% Semester 2 Week 13 Task 12: Reading and viewing comprehension: write responses to texts. Production (written) 30% 7.5% Semester 1 Week 7 Task 3: Create a brochure or webpage promoting the eating of a healthy diet. 7.5% Semester 1 Week 18 Task 7: Write an essay on attitudes to food preparation and eating as represented in a feature film that you have viewed. 7.5% Semester 2 Week 7 Task 10: Convert song lyrics or a narrative poem to prose narrative or a play script. 7.5% Semester 2 Week 16 Task 13: Write an essay on one of a range of unseen general topics linked to the role of the arts in telling stories within a culture. Production (oral) 25% 5% Semester 1 Week 4 Task 2: Conduct an interview with a classmate, if possible from another culture, about diet and cooking practices. 7.5% Semester 1 Week 16 Task 6: Give an oral presentation on the cuisine of a particular culture. 12.5% Semester 2 Week 5 Task 9: Present a tutorial (in pairs) on a particular song or piece of music, artwork or dance. Total 100%
IMPORTANT INFORMATION This syllabus is effective from November 2016. Users of this syllabus are responsible for checking its currency. Syllabuses are formally reviewed by the School Curriculum and Standards Authority on a cyclical basis, typically every five years. Copyright © School Curriculum and Standards Authority, 2016 This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed. Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners. Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons licence.
multimodal texts – picture books, graphic novels, web pages, films, television programs, performances, advertisements, cartoons, music videos, computer games, maps digital texts – online books, websites, computer games, social networking sites, email, SMS, apps visual texts – photographs, diagrams, charts, graphs, tables, cartoons, pictures texts to support language/dialect acquisition – dictionaries, thesauruses, reading comprehension and writing skills development, vocabulary development, grammar practice and communicative activities texts Suggested text lists Texts are suggested, not prescribed. Suggested text lists can be found at Sample text list The following texts are examples of literary texts suitable for the study of the English as an Additional Language or Dialect ATAR course and are intended to stimulate thinking about teaching resources in relation to the content of the curriculum. The following examples are not meant to be prescriptive. Fiction Blueback by Tim Winton (novel) Walk in My Shoes by Alwyn Evans (novel) The China Coin by Allan Baillie (novel) Haroun and the Sea of Stories by Salman Rushdie (novel) The Whale Rider by Witi Ihimaera (novel; film directed by Niki Caro) Adaptations of Shakespeare, such as the film of Twelfth Night directed by Trevor Nunn The Black Balloon directed by Elissa Down (film) The River by Libby Hathorn and illustrated by Stanley Wong (picture book) Tales from Outer Suburbia by Shaun Tan (short stories) One Night the Moon directed by Rachel Perkins (film; also see soundtrack) Billy Elliot directed by Stephen Daldry (film) Harvey Krumpet created and directed by Adam Eliot (clay animation) Poetry The Simple Gift by Steven Herrick Oodgeroo Noonuccal At the Round Earth's Imagined Corners: A Multicultural Anthology of Contemporary Poetry edited by Ken Watson Song lyrics Robert Frost
Unit Total unit class contact hours Required (core) content Unit focus 1 55 All content is core Moving between cultures 2 55 All content is core Moving between cultures All the content descriptions for each unit are compulsory. It is recommended that teachers choose a number of the suggested contexts in which to teach the content descriptions. When deciding the contexts in which to teach the unit content and their duration, teachers need to consider: the time required to achieve the learning outcomes for each context whether extension work within the context will be covered the needs, interests and abilities of students. The language modes The processes of listening, speaking, reading, viewing and writing, also known as language modes, are interrelated. Classroom contexts that address particular content descriptions will necessarily draw from more than one of these modes in order to support students’ effective learning. To acknowledge these interrelationships, content descriptions incorporate the processes of listening, speaking, reading and viewing, and writing in an integrated and interdependent way. Language table Key language skills for English as an Additional Language or Dialect (Foundation, General and ATAR courses) The key language skills described below provide a focus for language instruction in any unit at students’ point of need and should be taught in context and if relevant. Students should be given the opportunity to develop and demonstrate these skills in a variety of contexts. This table is not an exhaustive list; rather, it is a guide to focus teachers on some essential skills that students should develop. Phonological features pronunciation, stress, rhythm, intonation and pitch for emphasis phonemes and morphemes Non-verbal language features using culturally appropriate gestures and behaviours Orthographic competence using punctuation as required, including full stops, capitalisation, commas, apostrophes, question marks, inverted commas, colons, semi-colons, brackets and exclamation marks spelling subject-specific vocabulary correctly using subject-specific abbreviations, signs and symbols understanding common logographic signs distinguishing and using print, cursive and diverse fonts
ENGLISH IV SYLLABUS ACKNOWLEDGEMENT/VIDEO PERMISSION SLIP I have read, understood, and agreed to the syllabus and the video list. I also understand that students are responsible for turning in their work on time and in the proper format, and that the students must be responsible for the grade that they earn. The policies/procedures of this class support the school’s policies. Student Name (please print)______________________________________________________ Student Signature____________________________________________ Date ___________ Parent Name (please print)_______________________________________________________ Parent/Guardian Signature ___________________________________ Date ____________ Parent Email_______________________________________________