GRADE 12

SECONDARY ENGLISH LANGUAGE ARTS

MULTICULTURAL PERSPECTIVES

Secondary English language arts at the senior level focuses on themes of multicultural perspectives and global concerns through diverse time periods. English language arts offers opportunities to explore, analyze, write about and celebrate international diversity and commonality.

Goal 1: The student will integrate the critical components of language arts for a variety of purposes and audiences and in a diversity of forms.

The students will

A. explore the theme of multicultural perspectives through the language arts by

1. examining multicultural experiences in diverse times and places.
2. addressing global concerns in diverse times and places.
3. identifying sources of diverse values and cultural differences.

B. express thoughts and ideas on multicultural perspectives through the language arts by

1. describing multiple perspectives in time and place.
2. discussing diverse origins of ideas.
3. articulating others' points of view.
4. imagining future perspectives of a global culture.

C. recognize the variety of purposes for exploring multicultural perspectives through the language arts by

1. understanding roles and responsibilities of global citizens.
2. defining the development of multicultural perspectives in diverse times and place.
3. communicating with multicultural, national and ethnic communities.

D. develop language arts skills relating to multicultural perspectives by

1. reading and writing argumentation, persuasion, editorials, or position papers.
2. reading and writing science fiction, speculative, or historical fiction.
3. reading and writing journals, letters, or diaries.
4. reading and writing formal research papers.
5. taking down and writing oral histories.
6. conducting and recording interviews.
7. attending and participating in debates and panel discussions.
8. reading and writing literary analyses.
9. reading and writing stories, poems, song verses, vignettes, jokes and advertisements.
10. viewing and producing videos, dramatic scenes, slide presentations, and multimedia performances.
11. viewing and producing art, graphics, and photography.
12. reading and writing travel brochures and advertisements.

Goal 2: The student will develop increasing awareness of the origin and use of the conventions in written and spoken language.

Objective:
The students will

A. analyze and experiment with language by

1. recognizing changes in language over time.
2. identifying contributions of vocabulary from one language to another.
3. identifying slang, jargon, in-group vocabulary, nuances.
4. recognizing idioms.
5. identifying discrepancies in translations.
6. recognizing changes in standard English over time.

B. apply the conventions of standard English by

1. inferring tone, meaning, and mood through word choice and sentence structure.
2. editing for correct punctuation, usage, and spelling in final drafts and formal presentations.
3. revising to clarify meaning.
4. using language which is appropriate for the audience and purpose.

C. explore the origins and evolution of language by studying

1. the relationship among languages.
2. changing usage.

Goal 3: The student will have experience with and exposure to literature in a variety of forms and styles.

Objectives:
The students will

A. compare written and visual literature from diverse backgrounds, traditions, and time periods by studying

1. western literature often included in anthologies.
2. eastern literature that represents Near and Far East.
3. emerging voices from the Third World.
4. the literature of diverse ethnic groups. 5. literature which addresses gender, class, and racial perspectives.
6. literature which represents contemporary and traditional voices and viewpoints.

B. develop strategies to locate, select, and evaluate multicultural, multi-national influences through

1. consulting primary and secondary sources.
2. studying world literature.
3. conducting library research.
4. investigating oral and visual traditions.
5. using electronic historical databases.
6. identifying national and international resources.
7. evaluating the credibility of sources.

C. express opinions on multicultural perspectives and literature through

1. class discussions.
2. visual presentations.
3. response logs.
4. formal or mixed-media presentations.
5. panel discussions.

D. demonstrate understanding of the interrelationships among elements of form, style, voice, and meaning in written and visual literature by

1. recognizing form, style, and voice in literature.
2. analyzing how form, style, and voice operate to achieve certain effects.
3. evaluating the relationships among style, form, and voice to produce meaning.
4. applying this knowledge in original work.

E. demonstrate an awareness of various forms and styles of multicultural, multinational literature through

1. reading and writing essays, short fiction, novels, poetry, and drama.
2. reading and writing biographies.
3. reading and writing historical and speculative fiction.
4. reading and writing letters.
5. reading and writing journals.
6. reading and writing political essays.
7. reading and writing historical documents.
8. reading and writing magazines.
9. reading and writing screenplays.
10. viewing and producing media presentations.

F. compare international issues with issues posed in diverse time periods and cultures through studying

1. myths.
2. legends.
3. fairy tales.
4. folk tales.
5. parables.
6. classical literature.

Goal 4. The student will write in a variety of forms for a variety of purposes and audiences.

Objectives:
The students will

A. write about multicultural, multi-national unity and diversity using the following forms:

1. fully developed research paper.
2. historical and speculative fiction.
3. advertisements and travel brochures.
4. descriptions of landscapes (local, regional, national, international).
5. folk tales, tall tales, fables, myths, and legends.
6. speeches.
7. historical journals.

B. write about multicultural, multi-national unity and diversity for a variety of purposes by

1. informing.
2. persuading.
3. explaining.
4. entertaining.
5. describing.
6. directing.
7. evaluating.
8. reflecting.
9. recording.
10. accepting/rejecting.

C. write about multicultural, multi-national unity and diversity for a variety of audiences including

1. school.
2. community.
3. regional publications.
4. elementary and junior high students.
5. international figures (movie, television, and music stars, politicians, business leaders, sports figures, royalty, radio and television hosts and announcers, etc.).
6. national publications (Scholastic Magazine. Literary Cavalcades, etc.; see current Writer's Guide).