12.1          When discussing literature, students will become familiar with and be able to identify with ease: plot, setting, conflict, symbolism, theme, mood, allegory, satire, irony, exposition, resolution, etc. 

12.2          They will not only be able to discuss these elements, but explain their importance in the work.

12.3          Know the difference between universal and contextual symbols and understand the term archetype. 

12.4          Able to find themes, create thematic statements, and relate themes to symbols. 

12.5          Understand how setting acts as a mirror of mood, a mold of character.

12.6          Break apart stories to analyze and give examples of literary elements and identify literary devices that are used in stories to use as models for their own writing.

12.7          Students will be able to identify and discuss the importance of symbolism, irony, allusion, personification, alliteration, assonance, hyperbole, oxymoron, onomatopoeia, metaphor, simile, tone and imagery in a poem.

12.8          They will learn to how to extensively annotate a poem, working with the SSTDSS method that the class of ’07 developed. This method pays particular attention to summary, structure, theme, diction, sound and sensory imagery.

12.9          They will study, for the most part, contemporary poetry and music lyrics, as an introduction to the analysis of sound and imagery.

12.10      Know and be able to recognize different poetic meters. 

12.11      Write a poetry explication. 

12.12      Annotate a poem.

12.13      Identify meter, beats, rhyme schemes, subject, tone, speaker, diction, poetry structure and vocabulary.

12.2.1    Students will be exposed to all four Regents style essays and given “formulas” for writing each one. 

12.2.2    Emphasis in 10th grade will be on the organization of an essay, starting with the development of a thesis statement through clues given by the question on the Regents, to the breakdown of body paragraphs by using the information given in each passage.

12.2.3    The students will have practiced the listening and graph essays many times by the end of sophomore English and will have practiced at least two compare/contrast essays. 

12.2.4    All essays will be parallel tasks, relevant to the themes of the literature the students are reading. 

12.2.5    The use of graphic organizers in formulating an essay will also be required, stressing the importance of organization

12.2.6    Students will master essays 3 & 4 (Regents)

12.2.7    Generate essays beyond the Regents level and add personal critique, a unique sense of voice, and personal style to their writing.

12.3.1    Vocabulary from the literature will be used

12.3.2    Students will be exposed to daily review in order to learn the words

12.3.3    Working with the words is an important component of vocabulary instruction. This includes synonyms, antonyms, word puzzles, magic squares, writing sentences, stories, graffiti, posters, etc.

12.3.4    Write context sentences for vocabulary words using vocabulary word as correct part of speech.

12.3.5    Students will be required to write at least one 4-5 page research paper, based on an outside reading.

12.3.7    Proper use of citations will be included

12.3.8    Works Cited, MLA outline format, note cards, etc. will be required

12.3.9    Analyse reliable sources

12.3.10Discuss what constitutes plagiarism

12.3.11 Know the step-by-step process of putting together a research paper

12.3.12Learn correct MLA documentation. Students will use correct long quote format. Students will do an annotated bibliography, MLA formatted outline and write a 5-7 page paper.

12.3.16 Think critically about things in the novel (no plot summary) and then to reflect on those ideas, creating personal connections.

12.3.17Use context to identify new vocabulary, to gain meaning and understanding from material read, to be able to read and take notes for varied purposes, to read for information, pleasure, and critical analysis.

12.3.18Students will write personal narratives

12.3.19They will understand how to write dialogue

12.3.20They will learn to use imagery in their writing

12.3.21They will be required to write some poetry, expressing their thoughts in a short, highly descriptive manner

12.3.22They will also write scenes from a play (their own version of Othello)

12.3.23They will write sample newspapers based on a novel they have read in class, learning the difference between news articles, feature articles and editorials.

12.3.24Memoir Writing. Writing Dialogue. (One creative writing assignment for each unit)

12.3.25Write poetry using different forms and structures, a short story, a one-act play or TV script, develop different styles of essay writing, injecting different tones and voice, and be able to write on demand in a proficient manner.

12.3.26Students will have to give presentations using Microsoft Publisher, Powerpoint and Word.  

12.3.27They will be required to do research using Internet sources as well as EBSCO, PROQUEST, etc.

12.3.28 Utilize Power Point, Internet Research, Discussion Board

12.3.29Be proficient in keyboarding, e-mailing, and power point presentation.

12.3.30For each unit (novel, play, etc.), students will work in groups to present a project.

12.3.33Improve public speaking and presentation skills

12.3.34Comfortable speaking to an audience of both their peers and community members.

12.3.35Students will be required to read two outside novels a semester. 

12.3.36They will be required to complete a research paper on the first

12.3.37They will complete a project on the second (CD, newspaper, book review folder, etc.)

12.3.382 outside reading novels (1 fiction, 1 non-fiction)

12.3.39Required to read at least one adult piece of literature outside of class with a minimum of 190 pages each quarter for research and/or pleasure.