Purpose/ Overview	The North Carolina curriculum for English Language Arts, grades 9-12, should promote growth in students’ use of language within certain contexts crucial for responsible citizenship, for a fulfilling cultural life, and for economic productivity. The curriculum defines these contexts as communication environments, settings for exchanging information that all of us enter when we need to communicate with clarity, purpose, and care. By teaching specific aptitudes that each environment requires from users of oral language, written language, and media and technology, the curriculum strives to involve itself as deeply as possible in the world beyond the classroom. During grades 9-12, students are guided through a sequence of studies that move from emphasizing relatively familiar, concrete experience to focusing on more generalizable and abstract ideas. The curriculum does not assume, however, that ninth graders should avoid generalizing or that twelfth graders should not continually seek to discern the personal relevance of their studies. Indeed the curriculum seeks to give all students at all levels as full an experience as possible with the most rewarding uses of language. A communication environment includes the following: a message sender, a message, a message receiver, and a social setting with relevant subject matter. To become proficient and skillful users of language, students should understand and demonstrate control of these elements of communication and employ language for different purposes, to different audiences, and in different contexts (why, to whom, and in what situations). They also should develop sophisticated understanding and control of how to communicate by the following strands: oral language (speaking/listening), written language (reading/writing), other media and technology. Because language is the means by which we construe and communicate most of what is significant in our lives, the curriculum encourages study of language itself as it functions in the communicative environments. Students need to learn about, and develop increasing control of, their language and its conventions as they read, write, speak, and listen; they need to become aware of how different language conventions are used in different contexts.
Competency Goals And Objectives	The high school English Language Arts program is based on the following goals, all of which bring together oral language, written language, and using media and technology. These goals and objectives build upon the sound foundation created by the middle school English Language Arts curriculum, which introduces students to these different types of communication by purpose, audience, and context. *Expressive* communication involves exploring and sharing personal experiences and insights. The writer/speaker of expressive text addresses the reader/listener as a confidante, a friendly, though not necessarily personally known, audience who is interested in how thoughtful people respond to life. As authors, students write, speak and use media for expressive purposes; as readers and listeners, they learn to appreciate the experiences of others. Expressive communication is stressed in English I and reinforced in English II, III, and IV. Expressive communication can include personal responses, anecdotes, memoirs, autobiographies, diaries, friendly letters, and monologues. *Informational/explanatory* communication involves giving information to explain realities or ideas, to teach people who want to know what the writer or speaker knows. The writer/speaker of informational text should be knowledgeable and should communicate so that the audience may gain the knowledge as well as circumstances required. Informational texts often depend on the traditional prompts of who, what, when, where, and how, and can include definitions, instructions, histories, directions, business letters, reports, and research. English I introduces informational communication, English II stresses it, and English III and IV reinforce the concepts. *Argumentative* communication involves defining issues and proposing reasonable resolutions. The writer/speaker is an advocate who discerns the grounds of an issue and convincingly supports a claim to resolve it. The reader/listener is considered to be a skeptic who may become another advocate as a result of the communication. Argumentative texts include advertisements, debates, letters of complaint, editorials, sermons, speeches, letters to the editor, and the senior project. English I, II, and III establish the building blocks for sophisticated argumentation, and English IV focuses upon them. *Critical* communication involves interpreting, proposing, evaluating, and judging. The critic approaches the reader/listener as an independent consumer who is interested in thinking more keenly about the subject. The critic may establish and apply criteria and may offer new ways of discerning how the subject is meaningful. Critical texts include media or book reviews and essays that provide critical analysis of literature, media, ideas, people, or language. English III stresses critical communication after sufficient background has been built in English I and II, and critique is reinforced in English IV. The study of *literature, which includes print and non-print texts, is extremely important in the English Language Arts curriculum. Students should develop a deep appreciation for literature, understand its personal, cultural, and historical significance, and learn how to understand and analyze its meaning and relevance. As Robert Probst, in "Five Kinds of Literary Knowing" (1992), has observed, knowing about literature involves different kinds of knowing: knowing about self, concentrating on how and why one personally responds to literary texts. knowing about others, their experiences, and their ideas through literature and literary responses. knowing about texts, especially elements, structure, and characteristics of literature. knowing about contexts and how the personal and cultural experiences of the reader influence the reading of the text as well as how the personal and cultural experiences of the author influenced the composing of the text. knowing about processes of making meaning, including raising questions, remembering other texts, connecting ideas, hypothesizing, prioritizing relevant information, rereading, and interpreting and reinterpreting. Literary study should revolve around meaningful and significant conversations about the texts students are reading. Students should learn to participate in, not merely learn about, literary discussions (Applebee, 1996). Written and oral conversation provides students a way to explore, analyze, and develop ideas and concepts of literature. Through conversation, students gain control of their own interpretations, the language and vocabulary of the discipline, and the concepts and conventions of literary analysis. Finally, the study of literature should involve the following: making connections between literature and personal experiences. making connections between features of different pieces of literature. connecting themes and ideas in literature. making connections between literature and historical and cultural significance. Literary study in high school focuses on building understanding as the students progress through the courses. English I provides a foundation for literary analysis. Students develop an understanding of literary concepts, elements, genres, and terms as a foundation for further study of world, American, and British literature. In English II, students learn about both classical and contemporary world literature (excluding British and United States authors). They build upon their understanding of literary concepts, elements, genres, and terms and apply those understandings to the interpretation of world literature. They examine literary works in a cultural time and context to appreciate the diversity and complexity of world issues. They learn how literature can grow from historical and cultural contexts, including oral traditions and political conditions. They also connect global ideas to their own experiences. In English III, students study U. S. literature, including how the literature reflects the culture and history of our nation. In addition to studying a literary work as being situated in a cultural time and place, English III students also study the connections of themes, ideas, and movements in United States literature across* time. The study of United States literature may be organized by literary and historical periods or by a thematic approach, but students should read and understand representative works from the colonial, romantic, realistic, modern, and contemporary eras. In English IV, students study British literature, including how the literature of Great Britain has influenced the literature of the United States. English IV students also study the connections of themes, ideas, and movements in British literature. Study of British literature may be organized by literary and historical periods or by a thematic approach, but students are expected to read representative works from various eras. In English I, II, III, and IV, students learn different approaches to literary criticism. Students should learn many approaches to the interpretation of literature, since no single approach is "privileged." Instead, they understand how different approaches use different perspectives (e.g., historical, cultural, psychological, philosophical, aesthetic, linguistic) to analyze and interpret literature differently. *Grammar and Language Usage* is a goal that focuses on students’ developing increasing proficiency in the understanding and control of their language, including vocabulary development, word choice and syntax, and oral and written communication. Students should learn how to use effective and interesting language including: standard English for clarity. technical language for specificity. informal usage for effect. Students should also continue to develop increasing control over grammatical conventions, including sentence formation, conventional usage, punctuation, capitalization, and spelling. Most students do not learn grammatical conventions efficiently through memorizing the parts of speech and practicing correct usage and mechanics only through drills and exercises, with the assumption that students will transfer what they learn in grammar study to their own writing and speaking. Grammar conventions are most efficiently learned when they are learned as part of a practical, functional grammar that: is concerned with how the language works in context to achieve a particular purpose with a specified audience. uses a minimum number of grammatical terms and a maximum number of examples. The goals of each course specify the important terminology which students should know. focuses on grammatical components that relate to meaningful sentences in speaking and writing. teaches both correct, standard usage and effective sentence sense and style (e.g., the power of dialects in literature and film, the conventions of technical writing). teaches appropriate usage in the context of the students’ writing and speaking, through: — focused, short lessons based on the demonstrated needs of the students. — discussions of the syntax of student-generated sentences. — activities such as sentence combining, sentence imitating, sentence expanding. — self-editing, peer editing and teacher conferences.
Strands	In all types of communication—expressive, informational, critical, argumentative, literary, and in language usage—students will use the strands of oral language, written language, and media and technology. As students become more sophisticated communicators with oral language, written language, and media and technology, they should also become more self-directed learners, more collaborative workers, and more complex thinkers. The ultimate purpose of the English Language Arts curriculum is to teach students the language abilities they need to communicate effectively, in all three strands, as individuals and as members of society. High school students need continued instruction and extended guided practice in the skills of oral language for formal and informal speaking situations, including public, small group, and personal settings; they should identify and use effective strategies to articulate ideas clearly, precisely, accurately, and appropriately. They need to learn and practice conventional language usage in their speech. They also need to use different listening skills in diverse situations and for different purposes; they should demonstrate a willingness as well as an ability to listen thoughtfully, carefully, and respectfully. They should understand the connections between oral and written language, for example how purpose and audience must be considered in speaking and listening as well as in reading and writing. Since effective communication grows from understanding the context, purpose, and audience of the communication, oral language instruction and practice should be infused with instruction in written language and using media/ and technology in all environments. For example, as students learn about and practice communicating individual experiences to a friendly audience through a personal narrative, they employ reading, writing, speaking, listening, and using media and technology to explore personal expression. In written language instruction and practice, students should make connections between their reading and their writing. They need to write so that they consider the reader who will read their writing, and they need to read so that they consider the author who wrote what they are reading. Students need to read and write frequently. They need to read a variety of types of text, and they need to use different types of writing for a variety of audiences and purposes. Students should read widely and deeply in all environments, in all genres and in diverse traditions; they should read for different purposes, including entertainment, and they should be allowed to choose their own texts at least some of the time. In their reading, students should become more insightful as they progress from course to course. They should develop increasing control of how and when to use strategies before, during, and after their reading. High school students should read extensively in all content areas, using a variety of media and texts. Likewise, students need to learn how to use writing processes in all environments. While no one writing process is used by every writer in every piece of writing, students need to understand how to write purposefully and strategically. They need to learn how to generate ideas; to organize and prioritize; to rethink and revise language and ideas; and to edit their own work. They should learn how to use a range of strategies (e.g., elaborating, classifying, describing, noting similarities and differences, constructing scenarios and vignettes) to create a final product. They should provide a sense of organization, movement, and closure. Students should also learn how to present their written work in one-to-one interactions, group meetings, forums, and panel discussions. The focus of technology in the English Language Arts curriculum should be upon learning with technology, rather than learning about technology as a subject area. Students not only are consumers and viewers, but are also active users and creators of media and technology. Communication media and technology can include television, videotapes, radio, film, and computers. Students can access and use a full range of electronic media that can enrich the other communication strands—reading/literature, writing, speaking/listening. For example, students can access Internet and CD-ROM technology in reading and research; they can construct and incorporate visual and audio enrichment such as multi-media presentations, charts, graphs, videoclips, audioclips, and photographs into their written and oral communications. They can construct web pages, produce documentaries, or participate in video/audio conferences with peers or experts in other states, even other countries. Students should learn how to evaluate media and technology. They should also be able to create and use media and technology themselves. Learning how to use media and technology thoughtfully is best accomplished by integrating the use of media with reading, writing, and speaking/listening so that students learn how effective communication constantly incorporates media for specific purposes and effects. Once again, students will create and evaluate media/technology in all environments—expressive, informational, critical, argumentative, literary, and language usage.
Connections	While the goals of communication differ in their social context (purposes, audiences), there are elements that overlap. For example, in an editorial that presents an argument, a writer may illustrate a point by relating a personal experience; or a critic interpreting a television show may, for part of the essay, take an informational stance to give the reader some factual background. Thus, the high school English Language Arts curriculum is a spiraling program that is based on strong connections. The interrelationships include: the study of the expressive, explanatory, critical, argumentative, and literary environments. the study of language and the conventions of grammar, which both undergird and permeate the entire study of English Language Arts. the strands of oral language, written language, and using media and technology. The high school English Language Arts curriculum also strives to involve itself as deeply as possible in the world beyond the classroom. It provides a solid foundation for communicating effectively in diverse contexts for multiple purposes and roles in life—as a life-long learner, a responsible citizen, a concerned parent, and a productive worker. Finally, all goals and objectives are written to include all the strands. For example, in producing narratives, students will need to have read and reflected on narratives written by published authors. Narratives can be oral as well as written; thus students should have opportunities to tell their stories orally as well as listen to the narratives of peers. They may also incorporate media and technology in numerous ways, for example using clip art, interactive media, videotaping, audiotaping, or creating a web page. Teachers should build on the connections and overlapping areas of the curriculum, asking students to find insightful connections, revisit significant concepts, participate in meaningful conversations, and develop knowledge and skills in the context of use. The chart on the following page demonstrates the competencies which high school students should master as they progress through the program. Applebee, Arthur. Curriculum as Conversation: Transforming Traditions of Teaching and Learning: Chicago: University of Chicago Press, 1996. Probst, Robert E. "Five Kinds of Literary Knowing." In Judith Langer (Ed.) Literature Instruction: A Focus on Student Response. Urbana, IL: National Council of Teachers of English, 1992.

English Language Arts Curriculum

Approved: 1999

English I

Students in English I explore the ways that audience, purpose, and context shape oral communication, written communication, and media and technology. While emphasis is placed on communicating for purposes of personal expression, students also engage in meaningful communication for expressive, expository, argumentative, and literary purposes. In English I, students will:

Express reflections and reactions to literature and to personal experience.
Explain meaning, describe processes, and answer research questions.
Evaluate communication and critique texts.
Make and support an informed opinion.
Participate in conversations about and written analysis of literary genres, elements, and traditions.
Use knowledge of language and standard grammatical conventions.

Strands: Oral Language, Written Language, and Other Media/Technology

Competency Goal 1	The learner will express reflections and reactions to print and non-print text and personal experiences.
	1.01 Narrate personal experiences that offer an audience: scenes and incidents located effectively in time and place. vivid impressions of being in a setting and a sense of engagement in the events occurring. appreciation for the significance of the account. a sense of the narrator’s personal voice. 1.02 Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues, personal responses) in a way that offers an audience: an understanding of the student’s personal reaction to the text. a sense of how the reaction results from a careful consideration of the text. an awareness of how personal and cultural influences affect the response.
Competency Goal 2	The learner will explain meaning, describe processes, and answer research questions to inform an audience.
	2.01 Demonstrate the ability to read and listen to explanatory texts by: using appropriate preparation, engagement, and reflection strategies. demonstrating comprehension of main ideas. summarizing major steps. determining clarity and accuracy of the text. 2.02 Explain commonly used terms and concepts that: clearly state the subject to be defined. classify the terms and identify distinguishing characteristics. organize ideas and details effectively. use description, comparison, figurative language, and other appropriate strategies purposefully to elaborate ideas. demonstrate a clear sense of audience and purpose. 2.03 Instruct an audience in how to perform specific operations or procedures by: considering the audience’s degree of knowledge or understanding. providing complete and accurate information. using visuals and media to make presentations/products effective. using layout and design elements to enhance presentation/product. 2.04 Form and refine a question for investigation, using a topic of personal choice, and answer that question by: deciding upon and using appropriate methods such as interviews with experts, observations, finding print and non-print sources, and using interactive technology or media. prioritizing and organizing the information. incorporating effective media and technology to inform or explain. report (in written and/or presentational form) the research in an appropriate form for a specified audience.
Competency Goal 3	The learner will examine argumentation and develop informed opinions.
	3.01 Study argument by: examining relevant reasons and evidence. noting the progression of ideas that substantiate the proposal. analyzing style, tone, and use of language for a particular effect. identifying and analyzing personal, social, historical, or cultural influences contexts, or biases. identifying and analyzing rhetorical strategies that support proposals. 3.02 Express an informed opinion that: states clearly a personal view. is logical and coherent. engages the reader’s interest or curiosity. 3.03 Support that informed opinion by: providing relevant and convincing reasons. using various types of evidence, such as experience or facts. using appropriate and effective language, reasons, and organizational structure for the audience and purpose. demonstrating awareness of the possible questions, concerns, or counterarguments of the audience.
Competency Goal 4	The learner will create and use standards to critique communication.
	4.01 Evaluate the effectiveness of communication by: examining the use of strategies in a presentation/product. applying a set of predetermined standards. creating an additional set of standards and applying them to the presentation/product. comparing effective strategies used in different presentations/products. making logical inferences by using criteria to critique communication. 4.02 Read and critique various genres by: using preparation, engagement, and reflection strategies appropriate for the text. identifying and using standards to evaluate aspects of the work or the work as a whole. judging the impact of different stylistic and literary devices on the work.
Competency Goal 5	The learner will demonstrate understanding of various literary genres, concepts, elements, and terms.
	5.01 Read and analyze various literary works by: using effective reading strategies for preparation, engagement, reflection. recognizing and analyzing the characteristics of literary genres, including fiction (e.g., myths, legends, short stories, novels), non-fiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy). interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, diction, and imagery. understanding the importance of tone, mood, diction, and style. explaining and interpreting archetypal characters, themes, settings. explaining how point of view is developed and its effect on literary texts. determining a character’s traits from his/her actions, speech, appearance, or what others say about him or her. explaining how the writer creates character, setting, motif, theme, and other elements. making thematic connections among literary texts and media and contemporary issues. understanding the importance of cultural and historical impact on literary texts. producing creative responses that follow the conventions of a specific genre and using appropriate literary devices for that genre. 5.02 Demonstrating increasing comprehension and ability to respond personally to texts by selecting and exploring a wide range of genres.
Competency Goal 6	The learner will apply conventions of grammar and language usage.
	6.01 Demonstrate an understanding of conventional written and spoken expression that: uses varying sentence types (e.g., simple, compound, complex, compound-complex) purposefully, correctly, and for specific effect. selects verb tense to show an appropriate sense of time. applies parts of speech to clarify and edit language. addresses clarity and style through such strategies as parallelism; appropriate coordination and subordination; variety and details; appropriate and exact words; and conciseness. analyzes the place and role of dialects and standard/nonstandard English. uses vocabulary strategies such as roots and affixes, word maps, and context clues to discern the meanings of words. 6.02 Discern and correct errors in spoken and written English by: avoiding fragments, run-ons, and comma splices. selecting correct subject-verb agreement, consistent verb tense, and appropriate verbs. using and placing modifiers correctly. editing for spelling and mechanics (punctuation and capitalization). a) The semicolon b) The apostrophe

English Language Arts Curriculum

Approved: 1999

English II

Students in English II read, discuss, and write about both classical and contemporary world literature (excluding British and American authors) through which students will identify cultural significance. They will examine pieces of world literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas to their own experiences. Students will continue to explore language for expressive, explanatory, critical, argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will:

Examine non-literary texts related to cultural studies.
Research material to use primarily in clarifying their own explanatory responses to situations and literary-based issues.
Critically interpret and evaluate experiences, literature, language, and ideas.
Use standard grammatical conventions and select features of language appropriate to purpose, audience, and context of the work.

Strands: Oral Language, Written Language, and Other Media/Technology

Competency Goal 1	The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives.
	1.01 Produce reminiscences (about a person, event, object, place, animal) that engage the audience by: using specific and sensory details with purpose. explaining the significance of the reminiscence from an objective perspective. moving effectively between past and present. recreating the mood felt by the author during the reminiscence. 1.02 Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by: relating personal knowledge to textual information or class discussion. showing an awareness of one’s own culture as well as the cultures of others. exhibiting an awareness of culture in which text is set or in which text was written. explaining how culture affects personal responses. demonstrating an understanding of media’s impact on personal responses and cultural analyses.
Competency Goal 2	The learner will evaluate problems, examine cause/effect relationships, and answer research questions to inform an audience.
	2.01 Create responses that evaluate problems and offer solutions to a reader/listener by: clearly stating the problem and relevant issues surrounding it. determining the significance of the problem. focusing on a neutral but specific audience. logically organizing the solutions for a specific audience. offering and evaluating effective solutions. creating a sense of resolution or closure. 2.02 Create responses that examine a cause/effect relationship among events by: effectively summarizing situations. showing a clear, logical connection among events. logically organizing connections by transitioning between points. developing appropriate strategies such as graphics, essays, and multi-media presentations to illustrate points. 2.03 Pose questions prompted by texts (such as the impact of imperialism on Things Fall Apart) and research answers by: accessing cultural information or explanations from print and non-print media sources. prioritizing and organizing information to construct a complete and reasonable explanation.
Competency Goal 3	The learner will defend argumentative positions on literary or nonliterary issues.
	3.01 Examine controversial issues by: sharing and evaluating initial personal response. researching and summarizing printed data. developing a framework in which to discuss the issue (creating a context). compiling personal responses and researched data to organize the argument. presenting data in such forms as a graphic, an essay, a speech, or a video. 3.02 Produce editorials or responses to editorials for a neutral audience by providing: a clearly stated position or proposed solution. relevant, reliable support. 3.03 Respond to issues in literature in such a way that: requires gathering of information to prove a particular point. effectively uses reason and evidence to prove a given point. emphasizes culturally significant events.
Competency Goal 4	The learner will critically interpret and evaluate experiences, literature, language, and ideas.
	4.01 Interpret a real-world event in a way that: makes generalizations about the event supported by specific references. reflects on observation and shows how the event affected the current viewpoint. distinguishes fact from fiction and recognizes personal bias. 4.02 Analyze thematic connections among literary works by: showing an understanding of cultural context. using specific references from texts to show how a theme is universal. examining how elements such as irony and symbolism impact theme. 4.03 Analyze the ideas of others by identifying the ways in which writers: introduce and develop a main idea. choose and incorporate significant, supporting, relevant details. relate the structure/organization to the ideas. use effective word choice as a basis for coherence. achieve a sense of completeness and closure. 4.04 Evaluate the information, explanations, or ideas of others by: identifying clear, reasonable criteria for evaluation. applying those criteria using reasoning and substantiation.
Competency Goal 5	The learner will demonstrate understanding of selected world literature through interpretation and analysis.
	5.01 Read and analyze selected works of world literature by: using effective strategies for preparation, engagement, and reflection. building on prior knowledge of the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and exploring how those characteristics apply to literature of world cultures. analyzing literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature. analyzing the importance of tone and mood. analyzing archetypal characters, themes, and settings in world literature. making comparisons and connections between historical and contemporary issues. understanding the importance of cultural and historical impact on literary texts. 5.02 Demonstrate increasing comprehension and ability to respond personally to texts by: selecting and exploring a wide range of works which relate to an issue, author, or theme of world literature. documenting the reading of student-chosen works.
Competency Goal 6	The learner will apply conventions of grammar and language usage.
	6.01 Demonstrate an understanding of conventional written and spoken expression by: employing varying sentence structures (e.g., inversion, introductory phrases) and sentence types (e.g., simple, compound, complex, compound-complex). analyzing authors’ choice of words, sentence structure, and use of language. using word recognition strategies to understand vocabulary and exact word choice (Greek, Latin roots and affixes, analogies, idioms, denotation, connotation). examining textual and classroom language for elements such as idioms, denotation, and connotation to apply effectively in own writing/speaking. using correct form/format for essays, business letters, research papers, bibliographies. using language effectively to create mood and tone. 6.02 Edit for: subject-verb agreement, tense choice, pronoun usage, clear antecedents, correct case, and complete sentences. appropriate and correct mechanics (commas, italics, underlining, semicolon, colon, ~~apostrophe~~, quotation marks). a) Relative clauses b) Introductory elements 1. Adverb phrases/clauses 2. Conjunctive adverbs 3. Direct address c) Coordinate adjectives d) Unnecessary commas 1. compound predicates 2. between verb and subject 3. concluding adverb phrases/clauses parallel structure. clichés, trite expressions. spelling.

English Language Arts Curriculum

Approved: 1999

English III

Students in English III analyze United States literature as it reflects social perspective and historical significance by continuing to use language for expressive, expository, argumentative, and literary purposes. The emphasis in English III is critical analysis of texts through reading, writing, speaking, listening, and using media.

In addition, the student will:

Relate the experiences of others to their own.
Research the diversity of American experience.
Examine relationships between past and present.
Build increasing sophistication in defining issues and using argument effectively.
Create products and presentations which maintain standard conventions of written and oral language.

Strands: Oral Language, Written Language, and Other Media/Technology

Competency Goal 1	The learner will demonstrate increasing insight and reflection to print and non-print text through personal expression.
	1.01 Create memoirs that give an audience a sense of how the past can be significant for the present by: elaborating upon a significant past episode from the student’s current perspective. projecting the student’s voice in the work through reflective interpretation of relationships to people and events. writing for a specific audience and purpose. 1.02 Reflect and respond expressively to texts so that the audience will: discover multiple perspectives. investigate connections between life and literature. explore how the student’s life experiences influence his or her response to the selection. recognize how the responses of others may be different. articulate insightful connections between life and literature. consider cultural or historical significance.
Competency Goal 2	The learner will inform an audience by using a variety of media to research and explain insights into language and culture.
	2.01 Research ideas, events, and/or movements related to United States culture by: locating facts and details for purposeful elaboration. organizing information to create a structure for purpose, audience, and context. excluding extraneous information. providing accurate documentation. 2.02 Examine and explain how culture influences language through projects such as: showing the evolution of forms of communication in the United States (e.g., the Pony Express, telegraph, telephone, fax, e-mail). tracing the development of technology in a particular area such as audio or video recordings, radio, television, and film. demonstrating proficiency in accessing and sending information electronically, using conventions appropriate to the audience. 2.03 Respond to informational texts by: using a variety of strategies for preparation, engagement, and reflection. paraphrasing main ideas and supporting details present in texts. explaining significant connections among the speaker’s/author’s purpose, tone, biases, and the message for the intended audience.
Competency Goal 3	The learner will demonstrate increasing sophistication in defining issues and using argument effectively.
	3.01 Use language persuasively in addressing a particular issue by: finding and interpreting information effectively. recognizing propaganda as a purposeful technique. establishing and defending a point of view. responding respectfully to viewpoints and biases. 3.02 Select an issue or theme and take a stance on that issue by: reflecting the viewpoint(s) of Americans of different times and places. showing sensitivity or empathy for the culture represented. supporting the argument with specific reasons. 3.03 Use argumentation for: interpreting researched information effectively. establishing and defending a point of view. addressing concerns of the opposition. using logical strategies (e.g., deductive and inductive reasoning, syllogisms, analogies) and sophisticated techniques (e.g., rhetorical devices, parallelism, irony, concrete images). developing a sense of completion.
Competency Goal 4	The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.
	4.01 Interpret meaning for an audience by: examining the functions and the effects of narrative strategies such as plot, conflict, suspense, point of view, characterization, and dialogue. interpreting the effect of figures of speech (e.g., personification, oxymoron) and the effect of devices of sound (e.g., alliteration, onomatopoeia). analyzing stylistic features such as word choice and links between sense and sound. identifying ambiguity, contradiction, irony, parody, and satire. demonstrating how literary works reflect the culture that shaped them. 4.02 Develop thematic connections among literary works by: connecting themes that occur across genres or works from different time periods. using specific references to validate connections. examining how representative elements such as mood, tone, and style impact the development of a theme. 4.03 Assess the power, validity, and truthfulness in the logic of arguments given in public and political documents by: identifying the intent and message of the author or artist. recognizing how the author addresses opposing viewpoints. articulating a personal response to the message and method of the author or artist. evaluating the historical significance of the work.
Competency Goal 5	The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States.
	5.01 Interpret the significance of literary movements as they have evolved through the literature of the United States by: analyzing the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and how the selection of genre shapes meaning. relating ideas, styles, and themes within literary movements of the United States. understanding influences that progress through the literary movements of the United States. evaluating the literary merit and/or historical significance of a work from Colonial Literature, the Romantic Era, Realism, the Modern Era, and Contemporary Literature. 5.02 Analyze the relationships among United States authors and their works by: making and supporting valid responses about the text through references to other works and authors. comparing texts to show similarities or differences in themes, characters, or ideas.
Competency Goal 6	The learner will apply conventions of grammar and language usage.
	6.01 Demonstrate an understanding of the conventions of language by: decoding vocabulary using knowledge of Anglo-Saxon, Greek, and Latin bases and affixes. discerning the relationship of word meanings between pairs of words in analogies (synonyms/antonyms, connotation/denotation). revising writing to enhance voice and style, sentence variety, subtlety of meaning, and tone in considerations of questions being addressed, purpose, audience, and genres. contrasting use of language conventions of authors in different time periods of United States literature. analyzing the power of standard usage over nonstandard usage in formal settings such a job interviews, academic environment, or public speaking events. 6.02 Discern and correct errors in speaking and writing at a level appropriate to eleventh grade by: reviewing and refining purposeful use of varying sentence types with correct punctuation. reviewing and refining correct pronoun usage, antecedents, and case. refining subject/verb agreement and choice of tense. extending effective use of phrases and clauses. discussing parts of speech as they relate to writing. editing for correct spelling and mechanics.

English Language Arts Curriculum

Approved: 1999

English IV

Students in English IV will integrate all the language arts skills gained throughout their education. The curriculum both affirms these skills and equips the students to be life-long learners. Students continue to explore expressive, expository, argumentative, and literary contexts with a focus on British Literature. The emphasis in English IV is on argumentation by developing a position of advocacy through reading, writing, speaking, listening, and using media. Students will:

Express reflections and reactions to texts.
Explain principles inspired by the curriculum.
Interpret and qualify texts.
Research and address issues of public or personal concern.
Create products and presentations which maintain standard conventions of the written and spoken language.

Strands: Oral Language, Written Language, and Other Media/Technology

Competency Goal 1	The learner will express reflections and reactions to print and non-print text as well as to personal experience.
	1.01 Compose reflective texts that give the audience: an understanding of complex thoughts and feelings. a sense of significance (social, political, or philosophical implications). a sense of encouragement to reflect on his or her own ideas. 1.02 Respond to texts so that the audience will: empathize with the voice of the text. make connections between the learner’s life and the text. reflect on how cultural or historical perspectives may have influenced these responses. examine the learner’s own response in light of peers’ responses. recognize features of the author’s use of language and how the learner relates these features to his/her own writing.
Competency Goal 2	The learner will inform an audience by exploring general principles at work in life and literature.
	2.01 Locate, process, and comprehend texts that explain principles, issues, and concepts at work in the world in order to: relate complex issues from a variety of critical stances. discern significant differences and similarities among texts that propose different ideas related to similar concepts. 2.02 Analyze general principles at work in life and literature by: discovering and defining principles at work in personal experience and in literature. predicting what is likely to happen in the future on the basis of those principles. 2.03 Compose texts (in print and non-print media) that help the audience understand a principle or theory by: researching experience for relevant principles that relate to themes in literature and life. presenting a thesis, supporting it, and considering alternative perspectives on the topic. adjusting the diction, tone, language, and method of presentation to the audience.
Competency Goal 3	The learner will be prepared to enter issues of public concern as an advocate.
	3.01 Research and define issues of public concern by: using a variety of resources such as the media center, on-line resources, interviews, and personal reflection. specifying the nature of an issue, including the various claims made and the reasoning that supports these claims. 3.02 Organize and deliver an argument so that an intended audience respects it by: wording the claim clearly. specifying reasons in support of the claim that are likely to be convincing. adopting an appropriate tone and stance toward the issue.
Competency Goal 4	The learner will analyze and critique texts from various perspectives and approaches.
	4.01 Develop critiques that enable an audience to judge claims and arguments by: establishing and applying clear, credible criteria for evaluation. substantiating assessments with reasons and evidence. 4.02 Develop critiques that give an audience: an appreciation of how themes relate among texts. an understanding of how authors’ assumptions, cultural backgrounds, and social values affect texts. an understanding of how more than one critical approach affects interpretation.
Competency Goal 5	The learner will deepen understanding of British literature through exploration and extended engagement.
	5.01 Explore British literature by: recognizing common themes that run through works, using evidence from the texts to substantiate ideas. relating the cultural and historical contexts to the literature and identifying perceived ambiguities, prejudices, and complexities. making associations between historical and current viewpoints. understanding how literary movements influence writers. 5.02 Extend engagement with selected works of British literature by: observing how the imaginative experience of literature broadens and enriches real life. relating style, meaning, and genre (including fiction, non-fiction, drama, and poetry). applying literary, grammatical, and rhetorical terms of literature. demonstrating in various print and non-print media the significance of works. discerning the effect of interpreting literature from various critical perspectives.
Competency Goal 6	The learner will apply conventions of grammar and language usage.
	6.01 Apply knowledge of literary terms, grammar, and rhetoric in order to write clearly, succinctly, and accurately by: understanding how to use and apply grammatical, metaphorical, or rhetorical devices. recognizing how to use different language conventions (such as loose or periodic sentences, effective use of passive voice, or the importance of strong verbs). revising writing to enhance voice and style, sentence variety, subtlety of meaning, and tone in considerations of questions being addressed, purpose, audience, and genres. contrasting use of language conventions of authors in different time periods of British literature. analyzing the power of standard usage over nonstandard usage in formal settings such a job interviews, academic presentations, or public speaking events. 6.02 Discern and correct errors in speaking and writing by: reviewing and refining purposeful use of various sentence types. editing for correct punctuation, spelling, mechanics, and standard edited American English. using appropriate transitional words and phrases.