Language Arts Course of Study

Grades 9 - 12

READING - STRUCTURE

The learner will

Comments/Activities

1. recognize the relationship of structure to meaning, e.g., Dickens' use of chapter endings to heighten suspense, sonnet structure;

1. Syntactic elements, structural analysis, sentence patterns, and grammatical constructions.

2. explain why there may be more than one interpretation of reading selections;

2. Students incorporate personal experiences, prior knowledge, and the text itself into their own interpretations.

3. recognize and analyze the effect of literary elements on meaning;

3. Metaphor, simile, personification, hyperbole, alliteration, symbolism.

Plot, dialogue, theme, setting, characterization, conflict, climax.

Irony, satire, allegory, onomatopoeia, etc.

4. critique a variety of literature with regard to plot, dialogue, theme, setting, characterization;

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5. develop and use an increasingly sophisticated vocabulary gained through context.

By focusing on language in context, students appreciate nuances of meaning.

READING - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. demonstrate the ability to recognize appropriate pre-reading strategies;

2. predict, recognize, interpret and analyze themes based on familiarity with author's work;

1. & 2. Develop a frame of reference before and during reading, keep a reading log, understand purpose

3. assess the effectiveness of a reading selection;

3. Consider whether the selection creates an emotion, responds to a question, supports a theme, etc.

4. support an interpretation of a text by locating and citing specific information;

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5. self-monitor and apply corrective strategies when communication has been interrupted or lost;

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6. use features of literary genre to extend meaning;

6. Irony, satire, allegory, onomatopoeia, man vs. man, nature, self, supernatural, and fate.

7. compare and contrast different forms of literature;

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8. use knowledge of literary devices, stylistic diction, and together semantic elements to clarify meaning when reading;

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9. develop a personal response to a variety of works of literature;

10. recognize diverse literary interpretations;

9. & 10. Predict, summarize, analyze, draw conclusions, make informed judgments, and make decisions.

11. engage in self-selected reading activities;

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12. use reference books to find, evaluate, and synthesize information;

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13. Be able to identify the tone of a literary work;

13. Ironic, serious, conversational, humorous.

14. Critique the validity and quality of diverse literary interpretations.

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READING - APPLICATION

The learner will

Comments/Activities

1. select and read material for personal enjoyment and information;

1. Sustained silent reading, reading logs, critiques, and reflective writing.

2. read a variety of complete, unabridged works;

2. Self-selected of assigned stories, essays, nonfiction, plays, novels, and poetry.

3. employ various reading strategies according to purpose;

3. Use strategies such as scanning, skimming, reviewing, questioning, testing, retaining.

4. participate in the selection of books, materials, and topics for literature study groups;

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5. read selections from a variety of styles and formats, recognizing that style and format influence meaning;

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6. develop and apply an understanding of the interrelationship of concepts.

6. Construct webs, graphs, and timelines.

READING - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. explain the interaction between literature and various cultural domains;

1. Social, technological, political and economic.

2. relate literature to the historical period about which or in which it was written.

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3. connect themes and ideas across the disciplines through literature;

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4. read to facilitate learning across the curriculum;

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5. read to develop an awareness of human rights and freedom.

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6. read to explore and analyze a variety of cultural elements, attitudes, beliefs, and value structures, including compassion, courtesy, tolerance, honesty, responsibility, and self-discipline;

6. Experience our diverse literary tradition, including works by men and women of many racial, ethnic, and cultural groups.

7. value the thinking and language of others;

8. participate actively in a community of learners.

WRITING - STRUCTURE

The learner will

Comments/Activities

1. select from a repertoire of organizational strategies a pattern appropriate to a topic, e.g., narration, illustration, detail, compare and contrast, classification, persuasion;

1. Organize note cards to fit an outline or web; write paper based on note cards.

2. determine patterns of organization appropriate to the writing topic;

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3. integrate information from a variety of sources to construct meaning;

4. use information from a variety of sources to develop an integrated piece of writing;

4. See Writing Process Outline Appendix I

5. evaluate and revise writing to focus on such things as audience, tone, and purpose;

6. respond to suggested revisions made by others to a piece of writing;

7. locate and correct errors in usage, spelling, and mechanics, using a variety of resources;

7. Subject-verb agreement, tense, parallel construction, pronoun reference, punctuation, capitalization, and sentence structure.

a. apply knowledge of grammar, syntax, and usage through writing.

Sentence combination techniques, varied lengths and patterns.

8.appropriately cite information gained from primary and secondary sources;

8. Learners have difficulty with the concept of plagiarism especially when using information summarized from secondary sources.

9. recognize differences between documentation and reference list styles;

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10. use style manuals or software to prepare documentation and reference lists;

MLA = Modern Language Association of America

APA = The publication manual of American Psychological Association.

11. develop writing which contains ordered, related, well-developed paragraphs with sentences of varied lengths and patterns.

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12. develop effectively organized pieces of expository writing containing strong voice, clear thesis, and well developed ideas.

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WRITING - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. demonstrate an understanding of the recursive nature of the writing process by applying it appropriately to various topics, situations, and audiences; See Writing Process outlined in Appendix I;

1. Make connections between prior knowledge and new information for writing; consult with other sources.

2. evaluate, analyze, and synthesize information for writing;

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3. develop criteria for the evaluation of writing, using scoring guides and peer/teacher assistance to clarify meaning;

3. Select piece for portfolio, use rubric/holistic scale, class developed scoring guides, primary trait scoring, etc.

Focus on content, organization, language and conventions.

4. evaluate own writing using personal and established scoring criteria;

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5. assess personal/peer revisions to a piece of writing;

5. Self-question, re-read, and revise own writing.

6. recognize and refine personal writing styles;

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7. use word processing, graphics, and publishing as aids for constructing meaning in writing;

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8. engage in self-initiated writing activities.

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WRITING - APPLICATION

The learner will

Comments/Activities

1. apply an appropriate recursive writing process as suggested by the writing task and the writer's process;

1. See Writing Process Outline Appendix I.

Recursive writing describes that start-stop-reconsider-begin again process writers engage in to produce writing; from the Latin recursio meaning a return

2. apply revising and editing strategies needed for the writing task;

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3. revise and edit papers extensively in preparation for presentation/publication;

3. Peer review, check-lists.

4. use sentence combining techniques to improve syntactic fluency and maturity;

5. vary sentence lengths and patterns;

6. demonstrate the ability to use transitions between sentences, ideas, and paragraphs in writing;

7.apply an expanding vocabulary gained through writing;

8. demonstrate, through word choice and style, an appreciation for aesthetically pleasing language;

9. write in response to prompted and self-selected topics in the technical/practical, descriptive, narrative, expository, and persuasive domains;

Technical/Practical writing gives or asks for clear information through notes, letters, reports, summaries, forms, and directions. Attention to details, accuracy, and tone are essential.

Descriptive writing draws upon all the senses to paint pictures with words. The powers of perception are focused as the ability to use precise words is enhanced.

Narrative writing tells a real or imaginary story. Sequencing, transition, suspense, and climax are essential. Fantasy, science fiction, short stories, poetry, etc.

Expository writing explains ideas with clarity, coherence, and perception. Techniques such as definition, analysis, and cause-effect are used.

Persuasive writing attempts to convince, inspire, or persuade the reader to think as the writer does through facts, reason, and emotion.

10. develop a personal voice in writing;

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11. focus writing and tone on such elements as audience, situation and purpose.

12. apply criteria for selection and development of topic;

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13. develop a variety of genre;

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14. use the writing process to clarify personal thinking and understanding;

14. Students need to be engaged in writing tasks over an extended period of time, from a few days to as much as a year-long project.

15. develop an extended piece of writing;

15. Story, narrative, poem, autobiography, novel, research paper.

16. develop topic fully and appropriately;

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17. use the writing process to write reflectively;

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18. make judicious use of reference sources, e.g., dictionary, thesaurus, on-line data base, encyclopedia.

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WRITING - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. use the writing process for learning across the curriculum;

1. Record experiences and observations related to learning across the disciplines.

2. record experiences and observations related to content learning;

3. use the writing process to demonstrate an understanding of human rights and freedom;

4. value and apply collaborative skills in the writing process;

5. write in response to reading, speaking, viewing, and listening;

6. use the communication processes in collaboration with others to develop a published piece of writing;

6. Abstracts, essays, stories, reports, etc.

7. use multidisciplinary resources in writing projects.

LISTENING/VISUAL LITERACY - STRUCTURE

The learner will

Comments/Activities

1. listen to and view a wide variety of genre;

1. Mystery, drama, poetry

2. compare authors' styles through viewing/listening to their works.

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3. expand use of correct and appropriate grammar, diction, and syntax through listening;

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4. expand vocabulary through listening/viewing varied media;

4. Recordings, films, music, news broadcasts, etc.

5. recognize the beauty of language.

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LISTENING/VISUAL LITERACY- MEANING CONSTRUCTION

The learner will

Comments/Activities

1. evaluate media and oral presentations analytically and critically;

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2. organize prior knowledge and experiences to comprehend new texts;

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3. identify rhythmic and time patterns in speech and literature to identify themes.

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4. organize and use viewing and listening materials to support written text.

4. Independent or group project.

LISTENING/VISUAL LITERACY- APPLICATION

The learner will

Comments/Activities

1. listen attentively during oral reading;

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2. use media as stimuli for learning and thinking;

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3. develop knowledge of structure through art, music, and literature;

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4. use electronic media to enhance and highlight language learning;

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5. listen and vie for entertainment and enjoyment;

5. Videos, posters, maps, graphs, T-shirts, etc.

6. use technology and other media as a means of expressing ideas.

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LISTENING/VISUAL LITERACY - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. listen and view critically to facilitate learning across the curriculum;

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2. engage in individual, small-group, and whole-group listening and viewing activities;

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3. collaboratively develop listening and viewing projects;

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4. investigate language and cultural differences through listening and viewing activities.

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ORAL COMMUNICATION - STRUCTURE

The learner will

Comments/Activities

1. refine the skills or oral communication;

1. Voice modulation, eye contact, body language, etc.

2. demonstrate an understanding of grammar, usage, and syntax and suitable vocabulary when presenting.

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3. select topics suitable to the audience, situation, and purpose;

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4. select appropriate strategies when organizing notes and ideas for speaking;

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ORAL COMMUNICATION - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. make connections between prior knowledge and new information for oral presentations;

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2. communicate orally to inform, persuade, and entertain.

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3. analyze and synthesize information gathered from a variety of sources for speaking;

3. Interviews, hypermedia, reference works, etc.

4. participate in group communication activities;

4. Debate, panel discussion, negotiation, book sharing, roundtable, cooperative/collaborative groups, etc.

5. take notes and organize them in the preparation of a speech/presentation;

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6. respond to the needs of various audiences;

7. prepare a formal speech/presentation;

8. participate in a variety of oral presentations.

8. Business meeting, parliamentary procedure.

9. interpret texts orally to illustrate meaning.

ORAL COMMUNICATION - APPLICATION

The learner will

Comments/Activities

1. apply interviewing techniques to purposeful interviews;

1. Job interviews, gathering information, etc.

2. develop and apply speaking skills for cooperative/collaborative learning;

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3. use oral communication for a variety of purposes and audiences, e.g., negotiations, book reviews, rationales;

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4. develop and apply decision-making strategies;

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5. give an oral interpretation for a specific audience;

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ORAL COMMUNICATION - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. value the thinking and language of others and self;

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2. collaboratively develop oral language projects;

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3. be involved in individual, small-group, and whole-group language activities;

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4. investigate language and cultural differences through oral language activities.

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5. participate actively in a community of learners.

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SHORT STORIES/SCIENCE FICTION/NOVEL/ADVANCED LITERATURE

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. develop and use skills to increase comprehension and interpretation of a specific literary genre;

1. Literal/Figurative interpretation, inference, attention to detail, support.

2. develop a knowledge of the specific characteristics of a particular literary genre;

2. short story, science fiction, novel

3. identify and use knowledge of literary devices for analysis;

3. Plot, setting, conflict, theme, characterization, symbol, irony, tone, mood, point of view, allusion, flashback, foreshadowing, and etc.

4. engage in reading as a process that is both pleasurable and rewarding.

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5. develop and use increased vocabulary and spelling skills;

5. Developed through drills and through context.

6. develop and use methods to develop sentence combining skills.

6. Developed through exercises and through context.

READING THE NOVEL

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. develop reading power through vocabulary growth;

1. Synonyms, antonyms context clues, words with several meanings, word parts.

2. demonstrate improvement in comprehension;

2. Literal, interpretive, and critical.

3. recognize and analyze major areas of comprehension;

3. Main ideas, supporting details, conclusions, prediction.

4. develop methods to improve study skills;

4. Skimming, scanning surveying, questioning, reading reciting, reviewing.

5. develop and apply skills to read in other content areas.

5. #4 skill plus using table of contents, index maps, charts, tables, etc.

CREATIVE WRITING I & II

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. select and use procedures for using the writing process in several genres of creative writing;

1. Poetry, short story, drama, essay, and etc.

2. actively take part in the critical editing of his/her own creations and of others' works.

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3. prepare and submit for publication finished works.

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4. study and analyze works of published authors as models for new creative pieces.

4. Frost, Poe, Browning, Hughes, Dickinson, Burns, and etc.

COMPOSITION - RESEARCH I OR II

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. locate and correct errors in usage, spelling, mechanics, and etc.;

1. Subject-verb agreement, tense, parallelism, pronoun usage, etc.

2. demonstrate proficiency in the application of the writing process;

2. Prewriting, drafting, revising, and other related functions.

3.understand and use organization methods appropriate to the topic;

3. Definition, illustration, compare/contrast, classification, process, and etc.

4. Apply revising strategies needed for the writing task.

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5. Understand and apply the basic fundamentals of the research paper;

5. Research notetaking, outlining, documentation, bibliography, and etc.

6. Evaluate and criticize the writer's own work and the work of others as part of the writing process.

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HIGH SCHOOL READING OR BASIC READING

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. develop and use reading levels consistent with his/her high school grade:

1. Reading for pleasure, information, etc.

2. develop and use comprehension skills at the literal level;

2. #3 in R the N above.

3. increase sight and auditory vocabulary;

3. #1 in R the N above.

4. develop and use word attack

4. Roots, prefix, suffix, syllabification, phonics.

5. develop and use study skills;

5. SQ3R (survey, question, read, recite, review.)

6. develop a desire to read for pleasure.

6. DRTA (directed reading thinking activities), interest surveys, book talks, etc.

PRACTICAL ENGLISH EXPRESSION OR CREATIVE EXPRESSION

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. use knowledge of the writing process to develop various types of formal and informal speeches.

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2. develop and use techniques for the presentation of formal and informal speeches;

2. Posture, eye contact, poise, and etc.

3. present formal and informal speeches in front of an audience.

3. Informative, demonstration, persuasion, debate, and etc.

SURVIVAL SKILLS

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. write proficiently the various documents that challenge a person in the real world;

1. Directions, memos, recipes, resumes, letters, speeches, ads, and etc.

2. develop and use the writing process;

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3. develop an awareness of the writing skills necessary to function competently outside of high school.

3. Bank and checking accounts, business letters, forms, and etc.

BRITISH LITERATURE

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. develop critical reading skills;

1. Authors and literature selected from Victorian period through the present in British Literature.

2. develop and use writing skills;

2. Literary response journal and personal writing journal.

3. develop and use research skills.

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4. develop critical thinking and discussion skills.

4. Socratic Seminars.

W131 (ACP)

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. develop critical reading skills;

1. Highlighting, annotations, etc.

2. develop and use skills to prepare for the demands of academic college writing;

2. Summary, synthesis, and evaluation.

3. develop and use research skills;

3. IU East library trip.

L202 (ACP)

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. develop critical reading skills;

1. Highlighting, annotations, etc.

2. develop interpretive thinking and writing skills;

2. Responsive and interpretive papers.

3. develop critical thinking and discussion skills.

3. Socratic Seminars.

FOLKLORE

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. develop critical reading skills;

1. Authors and literature selected from Americans with varied cultural ancestries and other world literature.

2. develop and use writing skills;

2. Literary response journal.

3. develop and use research skills;

3. Cultures of the authors.

4. develop critical thinking and discussion skills.

Socratic Seminars.

DRAMA, THEATER, AND SPEECH

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. refine the skills or oral communication;

1. Enunciation, eye contact, tone, body language, etc.

2. demonstrate an understanding of appropriate grammar, usage, and suitable vocabulary when presenting;

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3. select topics suitable to the audience, situation, and purpose.

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4. organize notes and ideas for speaking.

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5. communicate orally to inform, persuade, and entertain;

5. Give various types of speeches - demonstrative, informative, etc.

6. learn about the history of drama/theater.

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7. engage in reading/viewing various plays by famous playwrights;

7. A Raisin in the Sun, Death of a Salesman, Toys in the Attic.

8. study the various play forms;

8. Comedy, tragedy, musicals, etc.

9. engage in activities involving dramatic skills.

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POETRY

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. study and use various elements of poetic writing;

1. Metaphor, simile, symbol personification, etc.

2. study, analyze, and interpret works of other poets;

2. Dickinson, Cummings, Frost, etc.

3. continuously experiment with poetic writing;

3. Poetry portfolio

4. prepare and submit edited works for publication.

4. Class publication, contests, bulletin boards, etc.

CREATIVE WRITING

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. select and use procedures for using the writing process in several genres of creative writing;

1. Poetry, short story, drama, essay, etc.

2. actively take part in the critical editing of his/her own creations and of other's works;

2. Write and illustrate a children's book, take a field trip to share with elementary students.

3. prepare and submit finished works for publication;

3. Create and distribute a school literary magazine/paper with class writings.

4. evaluate and share the writer's own work and the work of others as a part of the writing process;

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5. study and discuss works of published authors as models of creative writing.

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JOURNALISM

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. recognize and use various journalistic devices.

1. Leads, inverted pyramids, five W's.

2. actively take part in the critical editing of his/her own work and of others

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3. become proficient at using interviewing techniques;

3. Research questions, use rules of courtesy, ask open-ended questions, ask probing questions.

4. develop a working knowledge of design and layout;

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5. use technology (including word processors) to produce publication.

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PUBLICATION I AND II

In general, this course follows the guidelines for Grades 9-12. Specifically, the course will focus on the following objectives:

The learner will

Comments/Activities

1. recognize and use various journalistic devices.

1. Leads, inverted pyramids, five W's, copy.

2. actively take part in the critical editing of his/her own work and of others.

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3. become proficient at using interviewing techniques:

3. Research questions, use rules of courtesy, ask open-ended questions, ask probing questions.

4. develop a working knowledge of design and layout;

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5. use technology (including word processors) to produce publication.

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6. plan and produce a school publication.

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