a.  Elements of Literature Annotated Teacher's Edition

 b.  Elements of Literature Student Text

 c.  Language and Writing Skills Worksheets (grammar handouts)

 d.  Vocabulary Workshop (student worksheets)

 e.  Teaching Resources for literature collections, A and B

 f.  Integrated Performance Assessment

 g.  Portfolio Management System

 h.  Test Booklet

 i.  Videodisc Program (teacher's manual with worksheets)

 j.  Writer's Workshop (writing text)

 k.  Writer's Workshop Teacher's Manual (worksheets for planning writing)

 l.  Transparencies and Transparency Directory

 m.  Integrated Performance Assessment

 n.  Audiovisual Resources

 o.  Laser discs

 p.  Holt High School Handbook and Teacher's Guide

2.  Writing Helps: Masters for the SPJUSD Teacher

3.  Supplemental literature texts, specific to local site, to include: Hamlet, Jane Eyre, Animal Farm, Lord of the Flies, Ivanhoe, Pride and Prejudice, Oliver Twist, Great Expectations, A Christmas Carol, Frankenstein, The Iliad, The Odyssey, The Inferno, Pilgrim's Progress, The War of the Worlds

1.2  Students discuss impact of media on the political process in Government
classes.

1.3  Conduct classroom discussions on filmmaking techniques used for movies shown in conjunction with literature units: Macbeth, Hamlet,
Jane Eyre, A Christmas Carol--what is effective, what is not.

1.4  Form debate teams to discuss whether Hamlet was sane or insane.
1.13  Students use text, Internet sites, other sources to prepare arguments.
1.14  Discuss forms of persuasion and logical fallacies before students
prepare arguments.  Must include each of four types of persuasion in arguments: propositions of fact, value, problem, policy.

1.5  Students prepare speeches, completing the phrase: "What if I were..."
(something contrary to what they are: the opposite sex, taller, different race, different nationality, etc.).  In preparation for speech, students must use examples of some of the following:  parallelism, figurative language,
characterization, irony, dialogue.

1.6  1.  Define the various forms of argument: logical (inductive and deductive

1.7  reasoning, syllogisms, analogies, cause and effect), ethical, emotional.
 
2.  As students read Jane Eyre, for each reading assignment, students writing a paragraph forming a different type of argument.
 
3.  Students continue to rewrite until the argument is correctly formed.

1.8-1.11 Students practice for senior project presentation, with classroom-wide critique.

1.12  Discuss impact of delivery, as class reads plays aloud: Macbeth, Hamlet.

1.13  See 1.4 above.

1.14  See 1.4 above.

1.15  1.  Listen to Orson Welles's radio broadcast, War of the Worlds.
  2.  In classroom discussion analyze speech techniques used, evaluate  their effectiveness.

1.) Have students watch and analyze a weekly situation comedy/ drama, inclusive of commercials, using a response questionnaire. Suggested format for the questionnaire: 

Date of Program: __________ 

Title of Program: __________

Time:_____________

Rank the Program on the Scale: Outstanding (5) Good (3) Poor (1)

Reasons for Ranking: _______

Characterizations:

Plot/ Subplots: Each week there is a problem for the characters to solve. 

Watch the program; as you do, fill in the chart, noting the problems and suggested solutions. 

Character:____________ 

Problem:_____________ 

Solution:________

Advertising Analysis:____

Advertisers: ____________

Length of Commercials:______

Advertiser's Intended Audience:______________

Use of Stereotypes:_________

Persuasive Techniques:______

2.  Lanugage and Writing Skills Worksheets

3.  Vocabulary Workshop

4.  Elements of Literature text questions and writing assignments

5.  Teaching Resources A and B

6.  Writing assignments in Writing Helps notebook

7.  SPJUSD writing rubrics

8.  English Workshop writing assignments

1.) Students might work in groups to gather information on the questionnaires. Different groups would watch and analyze different programs. Students could share information in a class discussion, and then work in a group to write an original episode (10 minutes) having at least two 30 second commercials. Suggested criteria for both the episode and the commercial might be:

Lastly, students would either perform or video tape their episode to share with the entire class.