The student will:

• Use a range of strategies for pre-writing, drafting, revising, editing, and proofreading written work (e.g., plan writing through discussion with others and by making notes, lists, or diagrams; attempt to rearrange sections of text to improve organization of ideas; use a checklist to guide proofreading; redraft for readability and needs of readers; review writing to ensure that content and features are consistent with purpose). (R) (E4b)
• Use self-evaluation and/or direct feedback from peers to revise compositions for such elements as word choice, appropriate organization, consistent point of view, transitional devices and cohesion. (M) (E4b)
• Discover (with teacher guidance) personal writing strengths and weaknesses and use strategies to enhance strengths and overcome weaknesses. (R) (E4a, E4b)
• Write compositions that follow conventions of grammar, usage, spelling, punctuation and capitalization. (A) (E4a, E4b)
• Write compositions that accurately spell frequently used words and have few significant errors in the spelling of commonly misspelled and rare words. (A) (E4a, E4b)

The student will:

• Demonstrate competence in writing narrative essays to:
• clearly narrate a sequence of events
• evaluate the significance of the incident
• locate scenes and incidents in specific places
• provide supporting descriptive detail: specific names for people, objects, places; visual detail of people, objects, or places; descriptions of sounds, smells, specific actions, movements, and gestures; the interior monologue or feelings of characters
• effectively pace the actions to accommodate time or mood changes. (M) (E2c, E2d)

• Demonstrate competence in writing reflective essays which:
• use personal experience as a basis for reflection on some aspect of life
• draw comparisons between the specific incident and abstract concepts
• maintain a balance between describing the incident and relating it to more general ideas that illustrate the writer’s important beliefs
• move from specific examples to generalizations about life. (R) (E2f, E5a)

• Demonstrate competence in writing expository essays which:
• synthesize, organize, and document information from primary and secondary sources, including books, magazines, computer data banks, and the community
• select appropriate techniques to develop the main idea
• compare or contrast subject with something
• examine the history of a subject
• cite an anecdote to provide an example
• illustrate through a scenario
• provide interesting facts about the subject. (A) (E5a)

• Demonstrates competence in writing persuasive essays which:
• clearly articulate a position through the use of a thesis statement
• anticipate and deal with counter arguments
• back up assertions using and documenting data commonly accepted in the field
• use a variety of specific rhetorical devices; appeal to emotion through connotative language or through figurative language that engages the emotion; appeal to ethical beliefs; rhetorical question; personal anecdote, case study, analogy or domino effect
• develop arguments using a variety of methods, such as: examples and details; commonly accepted beliefs; expert opinion; quotations of lines or passages from literature; cause and effect reasoning; comparison-contrast reasoning; hypothetical situations; logical syllogisms. (M) (E2e, E5a)

• Use research skills to produce an oral or written research project which employs authentic and suitable documentation according to the most recent MLA guidelines. (M) (E2a, E2b)
• Demonstrate competence in writing literary analyses which use accurate and relevant specific textual references to support assertions. (M) (E2a, E2b, E5a)
• Use a variety of techniques to provide supportive detail (e.g., analogies, anecdotes, quotations, restatements, paraphrases, examples, comparisons). (R) (E2a, E5a)
• Understands that acceptable language usage may vary depending on the situation. (R)
• Write for a variety of purposes (e.g., to inform, explain, analyze, persuade, entertain) and a variety of audiences. (R) (E6b, E7b)

The student will:

• Approach reading as a gradual process of constructing meaning and making revisions of initial understandings and reactions. (R)
• Read aloud for oral interpretation. (R)
• Apply appropriate reading strategies to a variety of texts. (A) (E1a, E6a, E7a)
• Understand that a single text will elicit a wide variety of responses, each of which is valid from a personal, subjective perspective. (A) (E6a, E7a)
• Accurately identify author’s purpose and analyze the effects of that purpose on the text. (M) (E1b)
• Identify and analyze the philosophical assumptions and basic beliefs underlying an author’s work. (M) (E1b)
• Identify the literary and rhetorical devices that an author is using to persuade readers, and critique the effectiveness of the use of those devices. (M) (E1a, E1b)
• Analyze how the time period in which a work is written is reflected in the text. (M) (E1b)

The student will:

• Effectively use indexes, appendixes, glossaries, and table of contents. (A)
• Scan a passage to determine whether a text contains relevant information. (A) (E1b)
• Recognize how the new information gleaned from a text has changed one’s personal knowledge base. (A) (E1c)
• Use discussions with peers as a way of understanding information. (A) (E3b)
• Understand graphically presented information. (A) (E7a)

The student will:

• Make connections between one’s own life and the characters, events, motives, and causes of conflict in texts. (A) (E1c)
• Analyze the effectiveness of elements of plot (e.g., setting, major events, problems, conflicts, resolutions). (M) (E1b, E5a)
• Identify the relationships (e.g., internal/external conflicts) between major and minor characters. (A) (E1b)
• Understand dialogues and analyze the effect of those dialogues on a story. (M) (E1b, E5a)
• Analyze the effects of literary devices on the overall quality of a work (e.g., foreshadowing, time manipulation, point of view, figurative language, persuasion techniques, style). (M) (E1b, E5a)
• Understand defining features and structure of humor at this developmental level (e.g., satire, irony, wit and parodies. (R) (E1a, E5a)
• Recognize the different stylistic techniques and themes present in the literature of different cultures and historical periods. (R) (E1a)
• Understand the characteristics of major types of drama through elements of student and professional performance (e.g., elements of character, setting, plot, mood, theme; dramatic conventions or devices used by playwrights; use of monologue and soliloquy; use of verbal and dramatic irony; and their effect on the audience. (M) (E1b, E5a)
• Understand the defining features of biographies and autobiographies at this developmental level. (A) (E1a, E1b, E5a)
• Understand the defining features and structure of letters and diaries at this developmental level. (A) (E1a, E1b, E5a)
• Understand the defining features and structure of myths and literary allusions at this developmental level. (A) (E1a, E1b, E5a)
• Analyze poetry for form’s contribution to content (e.g., ways in which poets inspire the reader to share emotions and ideas; use of sound, such as rhyme, rhythm, repetition, alliteration; use of imagery and figures of speech, such as personification, simile, metaphor). (A) (E1a, E1b, E5a)

The student will:

• Use oral communication skills in a variety of settings that are appropriate at this developmental level (e.g., interviews, group presentations, formal presentations, extemporaneous and impromptu situations). (R) (E3a, E3b, E3c)
• Ask questions to help clear up personal confusion while exhibiting sensitivity to the effects of those questions on the learning and well being of others. (A) (E3a, E3b, E3e)
• Evaluate personal effectiveness in group discussions and make corrections as necessary. (A) (E3b, E3e)
• Have a clear main point which is developed in a unified manner. (A) (E3c, E3d)
• Inform, demonstrate, or persuade in a manner that is appropriate for the needs of the audience and the purpose of the speaker. (R) (E3c, E3d)
• Adapt the content to the audience and the occasion. (R) (E3c)
• Develop and sustain a line of argument and provide appropriate support (e.g., factual, emotional). (A) (E3c, E3d)
• Use effective delivery techniques which promote civil discourse (e.g., avoid sarcasm, condescension and cynicism; use eye contact, vocal expression, clarity, variety and body language) and demonstrates poise. (M) (E3b, E3c, E3d)
• Organize a formal speech using an effective introduction, body and conclusion with smooth, logical transitions and well-integrated evidence. (A) (E3c, E3d)
• Appropriately incorporate material (e.g., quotes, paraphrases) from a wide range of outside sources (e.g., newspapers, magazines, interviews, technical publications, books. (A) (E3c, E3d)
• Prepare a detailed outline for an oral presentation. (A) (E3c)
• Use a variety of evidential and rhetorical strategies (e.g., anecdotes, examples, statistics, scenarios, quotations, figurative language). (R) (E3c)
• Use notes and scripts effectively when speaking before an audience. (R) (E3c)
• Use visual aids appropriately. (M) (E3c)

The student will:

• Identify the speaker’s purpose, motive, and meaning. (M) (E3e)
• Identify emotionally charged statements, bias, prejudice, or propaganda in oral messages and presentations. (A) (E3e)
• Critique the accuracy, relevance, and organization of evidence in a presentation. (M) (E3e)
• Practice active and reflective listening (e.g., summarizing, paraphrasing, questioning). (M) (E3e)
• Determine when more information is needed and ask appropriate questions to gain information. (A) (E3e)
• Take accurate notes while listening. (M) (E3e)
• Recognize the significance of non-verbal cues. (M) (E3e)

The following works of literature will be used in the High School English Curriculum in the grades indicated. Titles from one grade level may not be used by any other grade level.

Grade 11

The following works of literature will be assigned as supplemental reading in the grades indicated. Titles listed for each grade level are reserved for that grade level and may not be used as part of the language arts curriculum in another grade level.

Grade 11

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