This course a literature survey class that focuses on reading, discussing, and writing on the key issues and themes found in the literature of Alaska and theYukon. The literature of Alaska and the Yukon is derived from several sources. The first source is the rich oral traditional of the first Alaskans, in which attitudes toward nature, the wilderness, and the world beyond are related. The second is the concept of the frontier as a “land of opportunity” or as a “great experiment.” The third influence on Alaskan and Yukon literature is the literary type - the Western altered to show the geographical and cultural phenomena of Alaska. In this course students will explore examples of novels, short stories, myths, legends, and non-fiction narratives. In addition to their reading, students will analyze pieces of literature in order to develop and define main themes, plot, setting, and characters as well as to identify main literary devices such as personification, simile, metaphor, flashback, hyperbole, onomatopoeia, and others. Students will also write short stories patterned upon one of the styles studied.

Outcome 1 Students demonstrate many forms of communication (e.g. reading, writing, and speaking in English, Yupik and other languages).
Outcome 2 Students understand, accept, and appreciate their own language and culture and the cultures of others.
Outcome 3 Students demonstrate skills and attitudes that will enable them to achieve post high school education.
Outcome 4 Students use technology for adapting to and initiating productive change.
 

CONTENT

Major Units of Study

A. Speaking and Writing

Alaska Content Standard(s): Standard A: English/Language Arts
(A student should be able to speak and write well for a variety of purposes and audiences)

Key Elements: Student will know about, understand, and demonstrate the ability to
1. Develop mechanically correct sentences and paragraphs.
A. Write clear, proper sentences (subject/verb, complete thought, capital letter, end
punctuation).
B. Develop a complete paragraph containing connected sentences that express a main
idea.
C. Use proper transitions to connect ideas, sentences, and paragraphs (therefore,
furthermore, however, subsequently, etc.).
D. Apply correct mechanics (spelling, punctuation, capitalization, format).

2. Word process a variety of written forms for a variety of purposes and
audiences.
A. Gather relevant, accurate information from media center/library, Internet, field,
and interview sources.
B. Produce short stories using the six trait rubric for assessment.
C. Prepare short stories for publication for a specific audience by thoroughly
editing and properly formatting them.
D. Use personal style and an appropriate organizational pattern (short story) to achieve
different purposes (persuade, entertain, inform, inspire).
E. Enhance writing with relevant, high quality graphics assessed by rubric.

3. Compose a variety of quality multi-part written forms.
A. When composing, divide a piece of writing correctly into subordinate parts, such as
paragraphs, stanzas, scenes, introduction, conclusion, etc.
B. Produce quality examples of many of the following forms meeting the specific
purposes and standards of each: essays, notes, logs, and journals.
C. Write without plagiarism and with appropriate creativity, personal style, tone, and
point of view.
D. Match the topic, language, organization, content, and use of visuals to specific
audiences and purposes (ex: an essay on a piece of literature should not include
excessive slang).

4. Participate meaningfully in a discussion of a given work of literature.
A. Demonstrate proper social courtesies in a free-flowing discussion.
B. Respond directly to specific questions clearly and briefly with appropriate
textual references.
C. Ask questions of other students which are clear, specific, and relevant.
D. Appropriately challenge and respond to the challenges of other students.
E. Prepare for and lead a discussion.

5. Relate literature to self and the real world.
A. Clearly, briefly, and precisely state the emotional and intellectual impact of a particular
literary selection on self.
B. Clearly, briefly, and precisely state the relationship of a particular literary selection to the
real world.
C. Identify specific text which elicits the response or shows the relationship.

B.Reading, Listening, and Viewing

Alaska Content Standard(s): Standard B: English/Language Arts
(A student should be a competent and thoughtful reader, listener, and viewer of literature,
technical materials, and a variety of other information.)

Key Elements: Student will know about, understand, and demonstrate the ability to
1. Understand various examples of Alaska and Yukon literature and be able to
analyze theme, story elements, and literary devices.
A. Define novel, short story, novella, essay, and poem; relate various forms
of literature to each other, and explain own interest in a particular form of literature.
B. Explain the cultural and historical importance of certain specific pieces of literature (see
course resources and materials).
C. Define, identify, and critique story elements (plot/conflict, setting, characterization, point of
view/narration).
D. Define, identify, and critique literary devices (flashback, foreshadowing, symbolism,
imagery, allusions, etc.).
E. Determine by reading and research author's purpose for writing and intended meaning.
F. State the theme briefly and clearly with specific textual references.
G. Be able to summarize and recall significant details.
2. Relate specific works to self, its time and place of writing, the author's life,
current events, and significant literature.
A. Do background research on different works, authors, and conditions and attitudes when
written and relate gathered information to the works.
B. Identify various purposes for writing and reading novels and apply to specific works.
C. Compare and contrast specific examples of Alaskan and Yukon literature with other
works of literature.
D. Relate selections to your past, present, and future and to current events.
E. Summarize your intellectual and emotional response to works studied.

3. Read/view various forms of literature to gain understanding and to
critique/analyze the purpose, structure, tone, mood, and point of view.
A. Understand, analyze and critique the purpose, tone, mood, and point of view of
authors.
B. Explain the supporting evidence for the author's purpose, theme, or thesis
statement, tone, and point of view.
C. Demonstrate understanding of what you have read by summarizing, asking
questions, and recalling information.

4. Compare and contrast printed works of literature with movie and broadcast
versions.
A. Identify differences and similarities and evaluate reasons for the changes.
B. Orally present quality critiques of visual versions of a work.
 

C. Completing Independent and Cooperative Projects

Alaska Content Standards: Standard C: English/Language Arts
(A student should be able to identify and select from multiple strategies in order to complete
projects independently and cooperatively.)

Key Elements: Student will know about, understand, and demonstrate the ability to
1. Make choices (format, length, narrowing the topic) about a project after examining a
range of possibilities.
2. Organize a project by:
A. understanding directions (oral and written).
B. making and keeping deadlines.
C. seeking, selecting, and using relevant resources.
3. Select and use appropriate decision-making processes (brainstorming, T-chart,
pro-con lists, diagrams, etc.).
4. Set high standards for project quality (with specific criteria defined by project
rubric).
5. Work on a collaborative project (with specific criteria defined by cooperative group
work rubric).
A. take responsibility for individual contributions to the project.
B. share ideas and workloads.
C. incorporate individual talents and perspectives.
D. work effectively with others as an active participant and as a responsive audience.
E. evaluate the processes and work of self and of others.

Alaska Content Standards: Standard D: English/Language Arts
(A student should understand and respect the perspectives of others in order to communicate
effectively.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. Use information and literature (local legends and myths, etc.), both oral and
written, from many cultures to help understand self and others.
2. Evaluate ideas from the speaker's or author's point of view.
3. Recognize bias in different forms of communication (written, oral, electronic,
mass media, etc.).
4. Recognize the communication styles (verbal, nonverbal, interpersonal) of
different cultures and their possible effects on others.
 

SKILLS

Major Categories of Skills

A. Cross-curricular and/or Integrative Skills
Key Elements: Student will know about, understand, and demonstrate the ability to
1. effectively communicate (listen, observe, read, write, discuss, present, explain, defend)
2. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing,
classifying, synthesizing, evaluating,inferring, generalizing)
3. set and achieve goals (brainstorm, plan, research, manage time, persist, complete)
4. produce quality products (plan, organize, draft, evaluate, revise, persist,
complete)

B. Technological Skills
Key Elements:Student will know about, understand, and demonstrate the ability to
1. apply basic computer applications (word processing, spreadsheet, database, graphics,
desktop publishing, Internet, e-mail) to produce quality products, including short stories
related to English Language Arts

C. Life and/or Employability Skills
Key Elements:Student will know about, understand, and demonstrate the ability to
1. behave responsibly and produce quality products related to English Language Arts
• attend, be punctual, follow directions, manage time, stay on task, meet deadlines • safely, effectively, efficiently, use the work area, materials, tools, & technology
• set short and long-term goals, plan, use higher order thinking skills, seek help, persist
2. work well with others (cooperate, develop group unity, determine leadership roles,
contribute to group success, allow others to contribute, resolve group conflicts, make group
decisions)
3. use new knowledge, understanding, skills and tools to solve real life problems, make decisions
or choices, and predict logical consequences or possibilities

D. Cultural Relevance: Alaska Content Standards
Culturally Responsive Schools: Student Standards A-E
Key Elements: Student will know about, understand, and demonstrate the ability to
1. respect ones own cultural heritage, traditions, and language
• respect and live in tune with local cultural values and traditions
2. build on local knowledge and skills to achieve future success in the world at large by
• using methods from one’s own traditions to learn about the world beyond one’s village
• understanding how local culture relates to others in the area, state, nation, and world
• making appropriate choices regarding the long-term consequences of ones own actions
3. engage in family-related activities based on traditional ways of learning, including
• consistent, respectful interactions with parents and elders that show appreciation of their
roles as providers and care givers, culture bearers, and educators in the community
• self-assess ones own strengths and needs in order to make appropriate life choices
 

A. Community Resources Related to Course
• Elders (partial list)
Henry Alakayak, Sr.
John and Lillie Pauk
Wassillie Alakayak, Sr.
Gust Tugatuk, Sr.

B. Major Internet Web Site Addresses Related to Course (a tiny sample)
• Elders (partial list)
Darling’s Guide to Grammar: http://webster.commnet.edu/HP/pages/darling/grammar.htm
Common Errors in English: http://www.wsu.edu:8080/~brians/errors.html
AskERIC Lesson Plans: http://ericir.syr.edu/virtual/lessons/lang_arts/index.html
Inkspot: http://www.inkspot.com/young
Kathy Schrock’s Guide for Educators: http://www.capecod.net/schrockguide/arts/artlit.htm
Myths & Legends: http://pubpages.unh.edu/~cbsiren/myth.html
Bartleby Library: http://www.columbia.edu/acis/bartleby/bartlett
Outta Ray’s Head English Lesson Plans: http://www3.sympatico.ca/ray.saitz

C. Media Center: Southwest Region School District
• Videos Related to Course
America’s Last Frontier: Alaska
The Alaska Highway
Alaska Winter Wonder
Alaska’s Riverboat Discovery
Alaska’s King Crab Cowboys
To Build a Fire

D. Instructors’ Materials
• Videos Related to Course
Alaska at War

• CD ROMs/Software Related to Course
Encarta 97
Infopedia
Grolier’s Encyclopedia

• Text and/or Supplemental Books - Miscellaneous
Teaching Study Skills & Strategies in High School (includes activities)

• Text and/or Supplemental Books Related to Writing
Writing by Doing: Learning to Write Effectively; (Elaine Hughes)
Strategies for Writing: A Basic Approach (Healy)
Handbook of Short Story Writing: Volume II (John Updike)
The Short Story and You (Simmons & Stern)
How to Write Short Stories (Sharon Sorenson)
Teaching Language Arts withthe Internet (Classroom Connect)
 

• Text and/or Supplemental Books Related to Speaking and Listening:
Speaking by Doing: A Speaking-Listening Text (Joseph A. Quattrini)

• Text and/or Supplemental Reading Materials Related to Literature:
The Last New Land: Stories of Alaska Past and Present (ed. Wayne Mergler)
Authentic Alaska: Voices of Its Native Writers (Andrews & Creed)
Stalking the Side-Hill Salmon (Lonnie Haughton)
The Raven & The Totem (John Smelger)
Folktales of the Native American (Dee Brown)
The Best of Robert Service (Service)
Two Old Women (Velma Wallis)
Alaska: Reflections on Land and Spirit (ed. Hedin & Holthaus)
Journal of a Voyage with Bering 1741-42: Georg Wilhelm Steller (ed. O.W. Frost)
Interpreting Alaska’s History: An Anthology (ed. Mangusso & Haycox)
Klondike Women (Melanie Mayer)
Two in the Far North (Margaret Murie)
Shadows on the Koyukuk (Sidney Huntington)
Stickeen (John Muir)
Coming into the Country (John McPhee)
Travels in Alaska (John Muir)
Village Journey (Thomas R. Berger)
Yu’ya’raq (Harold Napoleon)
Letters to Howard (Bigjim & Ito-Adler)
Literature and the Language Arts: The American Tradition (EMC/Paradigm pub.)
World Mythology (Rosenberg)
World Literature (Rosenberg)

• Text and/or Supplemental Books Related to Grammar and Mechanics:
Basic English Grammar (Bonnie L. Walker)
Simple Sentence Skills (Barbara Hansen)
The Elements of Style (Strunk & White)
MLA Handbook for Writers of Research Papers (Joseph Gibaldi)
 

The primary goal of this class is to give all students an opportunity to gain essential new knowledge, comprehension, and skills. To determine if all students are actually attaining this goal, regular, in-progress assessment of student progress will be part of daily in-progress activities and final student projects.
• cooperatively develop traditional teacher-made daily/weekly quizzes, unit tests, and final trimester exams
designed to measure student knowledge and comprehension of basic course content.
• cooperatively plan and consistently apply a variety of student performance assessments (rubrics,
check-lists) to evaluate in-progress and summary student skill development.

CONTENT KNOWLEDGE TESTS
Teacher-made Tests (multiple choice, completion, true/false, matching, short essay).
• daily or weekly Quizzes should be given as part of normal, on-going classroom procedures.
• periodic reviews and subsequent summary Unit Exams will be given in every course.
• comprehensive reviews and summary Trimester Final Exams will be given in every course. • Unit and Trimester Final Exams should measure student retention and comprehension of the most
important factual content (who, what, where, when, why, how) and improvement of basic skills (recall,
reading, thinking, writing, calculating).

CRITERION-REFERENCED TESTS (CRT’s)
• Core Skills Language Arts and Mathematics teachers at the secondary level still have the duty of
teaching, testing, and accurately recording student progress on the district's standardized CRT Tests and
are accountable for accurately recording student progress on these tests.
• Note: Because all secondary teachers are members of collaborative teams, all secondary teachers are
expected to assist their team partners help all students successfully complete, at the very least, Banks 7 and
8 of the CRT's.

STUDENT PERFORMANCE RUBRICS
• Rubrics will be used to better teach and assess the development of essential Skills (listening, reading,
speaking, critical thinking,writing, cooperative group work, discussion, problem solving, decision-
making, use of technology, social behavior, employability, social behavior/citizenship) and to determine
the quality of final products
• Rubrics will be assigned at the beginning of any activity that will be assessed by rubric.

EXTRA CREDIT WORK
In order to encourage students to pursue high level performances and quality products, all students who have completed required work, including any expected revisions, will be given an opportunity and encouraged to do Extra Credit work that might increase the depth and/or breadth of their understanding.
• Note that extra does not mean in place of; rather, extra means in addition to. Students should thus be
allowed and encouraged to voluntarily complete additional, challenging tasks that might broaden or deepen
their understanding.
• Assessment of Extra Credit work will follow the same systematic guidelines and/or utilize the same type
of assessment rubrics, tests, or other techniques used to evaluate required work.

GRADING
All students will be held accountable for meeting the minimum requirements of the course and will earn grades based on their ability to demonstrate the acquisition of basic content knowledge and comprehension, and their ability to apply specific essential skills to produce quality finished products. Products and processes will be assigned point values and students grades will be computed using a raw points scale. Final Grades in the course will follow the traditional “A”, “B”, “C”, “D”, “F”, “I”, system.