1. The student will communicate orally written texts, using sources of information and visual aids, to unknown audiences, about different topics and will be able to discuss and debate about them.
 2. The student will formulate, expand, organize and polish ideas of different topics in a piece of writing to convey a clear and coherent written message.
3. The student will develop literacy in the history of Ancient Cultures to understand how, when, what, why and where do we come from and to notice the importance of taking care of our planet in every aspect.

The evaluation will be the result of the development of abilities and skill that will be assessed using several tools. These are:
2.Ongoing evaluation consisting of daily class participation, homework, speech program (research, written and oral tasks, visuals) and projects  that will be done during the year.
3.Period exams to be given throughout the year monitoring student progress during that time.
4.Speech Evaluation that will focus on the research, first and second draft, power point presentations, and delivery in front of an audience.
5. Self-assessment during the school year and at the end of the project. The evidences of this project will be part of the student´s portfolio.
The percentage of the evaluations will vary according to the development of skills and abilities during the learning process that will take place during each period and during the school year.
.

Along the course, most of the assessment will be based on the following criteria:

EXAM
Reading Evaluation:
- Use of Reading Strategies
-Connect ideas in the selection
-Understand, identify and evaluate any given literary aspect
Writing section:
-organisation and stating of ideas
-give examples and details to support your statements
                                  
SPEAKING AND LISTENING
-SPEAK IN ENGLISH AT ALL TIMES
-Class participation, discussion and class contribution
-Attentive listening
-Staying on task during group activities
-Cooperation with other group members during class activities.  

NOTEBOOK
-Notes completeness
-Organisation
-Neatness
-Readiness

MONTHLY PROJECTS
-Purpose
-Treatment of the subject
-Resources used
-Group Project
-Product, model or exhibition
-Presentation
-Self-assessment

CLASS MATERIAL
You must have all your class material (Language of Literature, notebook, pen) ready at all times.

INSTRUCTIONS FOLLOWING-UP
There is always a consequence when instructions (oral and/or written) are not followed.  

1st PERIOD (August – September) How to read a novel  

2nd PERIOD (October) Learning the Language of Nonfiction: Patterns of Organization
I Have a Dream Speech written by Martin Luther King
Glory and Hope speech written by Nelson Mandela
How to read a novel: Response to literature based on a literary element.
TEXT: Dracula  by Bram Stocker  

3rd Period (November) LEARNING HOW TO READ FICTION I
The Cask of Amontillado Short story by Edgar Allan Poe
Letter to Maria Clemn Letter by Edgar Allan Poe
Annabel Lee Poem by Edgar Allan Poe
The Bells Poem by Edgar Allan Poe
How to read a novel: Response to literature based on a literary element.
TEXT: Dracula  by Bram Stocker  

4th PERIOD (December) LEARNING HOW TO READ DETECTIVE STORIES
The Devil and Daniel Webster Drama by Stephen Vincent Benèt
How to read a novel: Response to literature based on a literary element.
TEXT: Dracula  by Bram Stocker  

5th PERIOD (January) LEARNING HOW TO READ POETRY I
“O What Is That Sound” Poetry by W. H. Auden (pp. 141-145)
“Incident in a Rose Garden” Poetry by Donald Justice (pp.146-150)
“Lineage” by Margaret Walker & “The Courage That My Mother Had” Poetry by Edna St. Vincent M.
 (pp. 608-612)
“My Papa’s Waltz” Poetry by Theodore Roethke & “Grape Sherbet” Poetry by Rita Dove (pp. 613-617)
“Beware: Do Not Read This Poem” Poetry by Ishmael Reed (pp.845-848)
“Young” Poetry by Anne Sexton & “Hanging Fire” by Audre Lorde (pp. 343-347
How to read a novel: Response to literature based on a literary element.
TEXT: A tale of two cities -  by Charles Dickens  

6th PERIOD (February) LEARNING HOW TO READ POETRY II
 “O What Is That Sound” Poetry by W. H. Auden (pp. 141-145)
“Incident in a Rose Garden” Poetry by Donald Justice (pp.146-150)
“Lineage” by Margaret Walker & “The Courage That My Mother Had” Poetry by Edna St. Vincent M.
 (pp. 608-612)
“My Papa’s Waltz” Poetry by Theodore Roethke & “Grape Sherbet” Poetry by Rita Dove (pp. 613-617)
“Beware: Do Not Read This Poem” Poetry by Ishmael Reed (pp.845-848)
“Young” Poetry by Anne Sexton & “Hanging Fire” by Audre Lorde (pp. 343-347
How to read a novel: Response to literature based on a literary element.
TEXT: A tale of two cities  by Charles Dickens  

7th PERIOD (March – April) THE CLASSIC TRADITION I – Learning how to read epic literature
From The Odyssey Epic poem by Homer (pp. 890-972) Focus on the epic hero
How to read a novel: Response to literature based on a literary element.
TEXT: A tale of two cities by Charles Dickens  

8th PERIOD (May) THE CLASSIC TRADITION II – Learning how to read Shakespeare
From The Tragedy of Romeo and Juliet Acts I and  IVFocus on the use of blank verse
How to read a novel: Response to literature based on a literary element.
TEXT: A tale of two cities by Charles Dickens  

9th PERIOD (JUNE) General Review