C. High School
§110.41. Skills
for English Language Arts and Reading, High School.
The provisions of this written shall be implemented beginning
September 1,1997 .
§110.42. English
I (One Credit).
(a) Introduction.
(1) Students enrolled in English I continue to increase and
refine their communication skills. High school students
are expected to plan, draft, and complete written
compositions on a regular basis. Students edit their
papers for clarity, engaging language, and the correct
use of the conventions and mechanics of written English
and produce final, error-free drafts. In English I,
students practice all forms of writing. An emphasis is
placed on organizing logical arguments with clearly
expressed related definitions, theses, and evidence.
Students write to persuade and to report and describe.
English I students read extensively in multiple genres
from world literature such as reading selected stories,
dramas, novels, and poetry originally written in
English or translated to English from oriental,
classical Greek, European, African, South American, and
North American cultures. Students learn literary forms
and terms associated with selections being read.
Students interpret the possible influences of the
historical context on a literary work.
(2) For students enrolled in English I whose first language
is not English, the students' native language serves as
a foundation for English language acquisition.
(3) The essential knowledge and skills as well as the
student expectations for English I are described in
subsection (b) of this section.
(4) The students will demonstrate exemplary performance
in the reading and writing of the English language.
Students will accomplish the essential knowledge and
skills as well as the student expectations in English I
as described in subsection (b) of this section.
(5) This written curriculum shall foster the continuation
of the tradition of teaching United States and states'
history and the free enterprise system in regular
subject matter and in reading courses and in the
adoption of textbooks. Students will be provided oral
and written narratives as well as other informational
texts that can help them to become thoughtful, active
citizens who appreciate the basic democratic values of
our state and nation.
(b) Knowledge and skills.
(1) Writing/purposes. The student writes in a variety of
forms, including business, personal, literary, and
persuasive texts, for various audiences and purposes.
The student is expected to:
(A) write in a variety of forms using effective word
choice, structure, and sentence forms with
emphasis on organizing logical arguments with
clearly related definitions, theses, and evidence;
write persuasively; write to report and describe;
and write poems, plays, and stories;
(B) write in a voice and style appropriate to audience
and purpose; and
(C) organize ideas in writing to ensure coherence,
logical progression, and support for ideas.
(2) Writing/writing processes. The student uses recursive
writing processes when appropriate. The student is
expected to:
(A) use prewriting strategies to generate ideas,
develop voice, and plan;
(B) develop drafts, alone and collaboratively, by
organizing and reorganizing content and by
refining style to suit occasion, audience, and
purpose;
(C) proofread writing for appropriateness of
organization, content, style, and conventions;
(D) refine selected pieces frequently to publish for
general and specific audiences; and
(E) use technology for aspects of creating, revising,
editing, and publishing.
(3) Writing/grammar/usage/conventions/spelling. The student
relies increasingly on the conventions and mechanics of
written English, including the rules of grammar and
usage, to write clearly and effectively. The student is
expected to:
(A) produce legible work that shows accurate spelling
and correct use of the conventions of punctuation
and capitalization such as italics and ellipses;
(B) demonstrate control over grammatical elements such
as subject-verb agreement, pronoun-antecedent
agreement, verb forms, and parallelism;
(C) compose increasingly more involved sentences that
contain gerunds, participles, and infinitives in
their various functions; and
(D) produce error-free writing in the final draft.
(4) Writing/inquiry/research. The student uses writing as a
tool for learning. The student is expected to:
(A) use writing to formulate questions, refine topics,
and clarify ideas;
(B) use writing to discover, organize, and support
what is known and what needs to be learned about a
topic;
(C) compile information from primary and secondary
sources in systematic ways using available
technology;
(D) represent information in a variety of ways such as
graphics, conceptual maps, and learning logs;
(E) use writing as a study tool to clarify and
remember information;
(F) compile written ideas and representations into
reports, summaries, or other formats and draw
conclusions; and
(G) analyze strategies that writers in different
fields use to compose.
(5) Writing/evaluation. The student evaluates his/her own
writing and the writings of others. The student is
expected to:
(A) evaluate writing for both mechanics and content;
and
(B) respond productively to peer review of his/her own
work.
(6) Reading/word identification/vocabulary development. The
student uses a variety of strategies to read unfamiliar
words and to build vocabulary. The student is expected
to:
(A) expand vocabulary through wide reading, listening,
and discussing;
(B) rely on context to determine meanings of words and
phrases such as figurative language, idioms,
multiple meaning words, and technical vocabulary;
(C) apply meanings of prefixes, roots, and suffixes in
order to comprehend;
(D) research word origins, including Anglo-Saxon,
Latin, and Greek words;
(E) use reference material such as glossary,
dictionary, thesaurus, and available technology to
determine precise meanings and usage; and
(F) identify the relation of word meanings in
analogies, homonyms, synonyms/antonyms, and
connotation/denotation.
(7) Reading/comprehension. The student comprehends
selections using a variety of strategies. The student
is expected to:
(A) establish a purpose for reading such as to
discover, interpret, and enjoy;
(B) draw upon his/her own background to provide
connection to texts;
(C) monitor reading strategies and modify them when
understanding breaks down such as rereading, using
resources, and questioning;
(D) construct images such as graphic organizers based
on text descriptions and text structures;
(E) analyze text structures such as compare and
contrast, cause and effect, and chronological
ordering;
(F) identify main ideas and their supporting details;
(G) summarize texts;
(H) draw inferences such as conclusions,
generalizations, and predictions and support them
from text;
(I) use study strategies such as skimming and
scanning, note taking, outlining, and using study-
guide questions to better understand texts; and
(J) read silently with comprehension for a sustained
period of time.
(8) Reading/variety of texts. The student reads extensively
and intensively for different purposes in varied
sources, including world literature. The student is
expected to:
(A) read to be entertained, to appreciate a writer's
craft, to be informed, to take action, and to
discover models to use in his/her own writing;
(B) read in such varied sources as diaries, journals,
textbooks, maps, newspapers, letters, speeches,
memoranda, electronic texts, and other media;
(C) read world literature, including classic and
contemporary works; and
(D) interpret the possible influences of the
historical context on a literary work.
(9) Reading/culture. The student reads widely, including
world literature, to increase knowledge of his/her own
culture, the culture of others, and the common elements
across cultures. The student is expected to:
(A) recognize distinctive and shared characteristics
of cultures through reading; and
(B) compare text events with his/her own and other
readers' experiences.
(10) Reading/literary response. The student expresses and
supports responses to various types of texts. The
student is expected to:
(A) respond to informational and aesthetic elements in
texts such as discussions, journals, oral
interpretations, and dramatizations;
(B) use elements of text to defend his/her own
responses and interpretations; and
(C) compare reviews of literature, film, and
performance with his/her own responses.
(11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in
literary texts. The student is expected to:
(A) recognize the theme (general observation about
life or human nature) within a text;
(B) analyze the relevance of setting and time frame to
text's meaning;
(C) analyze characters and identify time and point of
view;
(D) identify basic conflicts;
(E) analyze the development of plot in narrative text;
(F) recognize and interpret important symbols;
(G) recognize and interpret poetic elements like
metaphor, simile, personification, and the effect
of sound on meaning; and
(H) understand literary forms and terms such as
author, drama, biography, autobiography, myth,
tall tale, dialogue, tragedy and comedy, structure
in poetry, epic, ballad, protagonist, antagonist,
paradox, analogy, dialect, and comic relief as
appropriate to the selections being read.
(12) Reading/analysis/evaluation. The student reads
critically to evaluate texts. The student is expected
to:
(A) analyze characteristics of text, including its
structure, word choices, and intended audience;
(B) evaluate the credibility of information sources
and determine the writer's motives;
(C) analyze text to evaluate the logical argument and
to determine the mode of reasoning used such as
induction and deduction; and
(D) analyze texts such as editorials, documentaries,
and advertisements for bias and use of common
persuasive techniques.
(13) Reading/inquiry/research. The student reads in order to
research self-selected and assigned topics. The student
is expected to:
(A) generate relevant, interesting, and researchable
questions;
(B) locate appropriate print and non-print information
using texts and technical resources, periodicals
and book indices, including databases and the
Internet;
(C) organize and convert information into different
forms such as charts, graphs, and drawings;
(D) adapt researched material for presentation to
different audiences and for different purposes,
and cite sources completely; and
(E) draw conclusions from information gathered.
(14) Listening/speaking/critical listening. The student
listens attentively for a variety of purposes. The
student is expected to:
(A) focus attention on the speaker's message;
(B) use knowledge of language and develop vocabulary
to interpret accurately the speaker's message;
(C) monitor speaker's message for clarity and
understanding such as asking relevant questions to
clarify understanding; and
(D) formulate and provide effective verbal and
nonverbal feedback.
(15) Listening/speaking/evaluation. The student listens to
analyze, appreciate, and evaluate oral performances and
presentations. The student is expected to:
(A) listen and respond appropriately to presentations
and performances of peers or published works such
as original essays or narratives, interpretations
of poetry, or individual or group performances of
scripts;
(B) identify and analyze the effect of artistic
elements within literary texts such as character
development, rhyme, imagery, and language;
(C) evaluate informative and persuasive presentations
of peers, public figures, and media presentations;
(D) evaluate artistic performances of peers, public
presenters, and media presentations; and
(E) use audience feedback to evaluate his/her own
effectiveness and set goals for future
presentations.
(16) Listening/speaking/purposes. The student speaks clearly
and effectively for a variety of purposes and
audiences. The student is expected to:
(A) use the conventions of oral language effectively;
(B) use informal, standard, and technical language
effectively to meet the needs of purpose,
audience, occasion, and task;
(C) prepare, organize, and present a variety of
informative messages effectively;
(D) use effective verbal and nonverbal strategies in
presenting oral messages;
(E) ask clear questions for a variety of purposes and
respond appropriately to the questions of others;
and
(F) make relevant contributions in conversations and
discussions.
(17) Listening/speaking/presentations. The student prepares,
organizes, and presents informative and persuasive oral
messages. The student is expected to:
(A) present and advance a clear thesis and support the
major thesis with logical points or arguments;
(B) choose valid evidence, proofs, or examples to
support claims;
(C) use appropriate and effective appeals to support
points or claims; and
(D) use effective verbal and nonverbal strategies such
as pitch and tone of voice, posture, and eye
contact.
(18) Listening/speaking/literary interpretation. The student
prepares, organizes, and presents literary
interpretations. The student is expected to:
(A) make valid interpretations of literary texts such
as telling stories, interpreting poems, stories,
or essays; and
(B) analyze purpose, audience, and occasion to choose
effective verbal and nonverbal strategies such as
pitch and tone of voice, posture, and eye contact.
(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to:
(A) describe how meanings are communicated through
elements of design, including shape, line, color,
and texture;
(B) analyze relationships, ideas, and cultures as
represented in various media; and
(C) distinguish the purposes of various media forms
such as informative texts, entertaining texts, and
advertisements.
(20) Viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to:
(A) investigate the source of a media presentation or
production such as who made it and why it was
made;
(B) deconstruct media to get the main idea of the
message's content;
(C) evaluate and critique the persuasive techniques of
media messages such as glittering generalities,
logical fallacies, and symbols;
(D) recognize how visual and sound techniques or
design convey messages in media such as special
effects, editing, camera angles, reaction shots,
sequencing, and music;
(E) recognize genres such as nightly news,
newsmagazines, and documentaries and identify the
unique properties of each; and
(F) compare, contrast, and critique various media
coverage of the same event such as in newspapers,
television, and on the Internet.
(21) Viewing/representing/production. The student produces
visual representations that communicate with others.
The student is expected to:
(A) examine the effect of media on constructing
his/her own perception of reality;
(B) use a variety of forms and technologies such as
videos, photographs, and web pages to communicate
specific messages;
(C) use a range of techniques to plan and create a
media text and reflect critically on the work
produced;
(D) create media products to include a billboard,
cereal box, short editorial, and a three- minute
documentary or print ad to engage specific
audiences; and
(E) create, present, test, and revise a project and
analyze a response, using data-gathering
techniques such as questionnaires, group
discussions, and feedback forms.
§110.43. English
II (One Credit).
(a) Introduction.
(1) Students enrolled in English II continue to increase
and refine their communication skills. High school
students are expected to plan, draft, and complete
written compositions on a regular basis. Students edit
their papers for clarity, engaging language, and the
correct use of the conventions and mechanics of written
English and produce final, error-free drafts. In
English II, students practice all forms of writing. An
emphasis is placed on persuasive forms of writing such
as logical arguments, expressions of opinion, and
personal forms of writing. These personal forms of
writing may include a response to literature, a
reflective essay, or an autobiographical narrative.
English II students read extensively in multiple genres
from world literature such as reading selected stories,
dramas, novels, and poetry originally written in
English or translated to English from oriental,
classical Greek, European, African, South American, and
North American cultures. Students learn literary forms
and terms associated with selections being read.
Students interpret the possible influences of the
historical context on a literary work.
(2) For students enrolled in English II whose first
language is not English, the students' native language
serves as a foundation for English language
acquisition.
(3) The essential knowledge and skills as well as the
student expectations for English II are described in
subsection (b) of this section.
(4) Students will demonstrate exemplary performance
in the reading and writing of the English language,"
students will accomplish the essential knowledge and
skills as well as the student expectations in English
II as described in subsection (b) of this section.
(5) This written curriculum shall foster the continuation
of the tradition of teaching United States and states'
history and the free enterprise system in regular
subject matter and in reading courses and in the
adoption of textbooks," students will be provided oral
and written narratives as well as other informational
texts that can help them to become thoughtful, active
citizens who appreciate the basic democratic values of
our state and nation.
(b) Knowledge and skills.
(1) Writing/purposes. The student writes in a variety of
forms, including business, personal, literary, and
persuasive texts, for various audiences and purposes.
The student is expected to:
(A) write in a variety of forms with an emphasis on
persuasive forms such as logical argument and
expression of opinion, personal forms such as
response to literature, reflective essay, and
autobiographical narrative, and literary forms
such as poems, plays, and stories;
(B) write in a voice and a style appropriate to
audience and purpose; and
(C) organize ideas in writing to ensure coherence,
logical progression, and support for ideas.
(2) Writing/writing processes. The student uses recursive
writing processes when appropriate. The student is
expected to:
(A) use prewriting strategies to generate ideas,
develop voice, and plan;
(B) develop drafts both alone and collaboratively by
organizing and reorganizing content and by
refining style to suit occasion, audience, and
purpose;
(C) proofread writing for appropriateness of
organization, content, style, and conventions;
(D) refine selected pieces frequently to publish for
general and specific audiences; and
(E) use technology for aspects of creating, revising,
editing, and publishing texts.
(3) Writing/grammar/usage/conventions/spelling. The student
relies increasingly on the conventions and mechanics of
written English, including the rules of usage and
grammar, to write clearly and effectively. The student
is expected to:
(A) produce legible work that shows accurate spelling
and correct use of the conventions of punctuation
and capitalization such as italics and ellipses;
(B) demonstrate control over grammatical elements such
as subject-verb agreement, pronoun-antecedent
agreement, verb forms, and parallelism;
(C) compose increasingly more involved sentences that
contain gerunds, participles, and infinitives in
their various functions; and
(D) produce error-free writing in the final draft.
(4) Writing/inquiry/research. The student uses writing as a
tool for learning. The student is expected to:
(A) use writing to formulate questions, refine topics,
and clarify ideas;
(B) use writing to discover, organize, and support
what is known and what needs to be learned about a
topic;
(C) compile information from primary and secondary
sources in systematic ways using available
technology;
(D) represent information in a variety of ways such as
graphics, conceptual maps, and learning logs;
(E) use writing as a study tool to clarify and
remember information;
(F) compile written ideas and representations into
reports, summaries, or other formats and draw
conclusions; and
(G) analyze strategies that writers in different
fields use to compose.
(5) Writing/evaluation. The student evaluates his/her own
writing and the writings of others. The student is
expected to:
(A) evaluate writing for both mechanics and content;
and
(B) respond productively to peer review of his/her own
work.
(6) Reading/word identification/vocabulary development. The
student acquires an extensive vocabulary through
reading and systematic word study. The student is
expected to:
(A) expand vocabulary through wide reading, listening,
and discussing;
(B) rely on context to determine meanings of words and
phrases such as figurative language, idioms,
multiple meaning words, and technical vocabulary;
(C) apply meanings of prefixes, roots, and suffixes in
order to comprehend;
(D) research word origins as an aid to understanding
meanings, derivations, and spellings as well as
influences on the English language;
(E) use reference material such as glossary,
dictionary, thesaurus, and available technology to
determine precise meanings and usage;
(F) discriminate between connotative and denotative
meanings and interpret the connotative power of
words; and
(G) read and understand analogies.
(7) Reading/comprehension. The student comprehends
selections using a variety of strategies. The student
is expected to:
(A) establish a purpose for reading such as to
discover, interpret, and enjoy;
(B) draw upon his/her own background to provide
connection with texts;
(C) monitor his/her own reading strategies and make
modifications when understanding breaks down such
as by rereading, using resources, and questioning;
(D) construct images such as graphic organizers based
on text descriptions and text structures;
(E) analyze text structures such as compare and
contrast, cause and effect, and chronological
ordering for how they influence understanding;
(F) produce summaries of texts by identifying main
ideas and their supporting details;
(G) draw inferences such as conclusions,
generalizations, and predictions and support them
with text evidence and experience;
(H) use study strategies such as skimming and
scanning, note taking, outlining, and using study-
guide questions to better understand texts; and
(I) read silently with comprehension for a sustained
period of time.
(8) Reading/variety of texts. The student reads extensively
and intensively for different purposes in varied
sources, including world literature. The student is
expected to:
(A) read to be entertained, to appreciate a writer's
craft, to be informed, to take action, and to
discover models to use in his/her own writing;
(B) read in varied sources such as diaries, journals,
textbooks, maps, newspapers, letters, speeches,
memoranda, electronic texts, and other media;
(C) read world literature, including classic and
contemporary works; and
(D) interpret the possible influences of the
historical context on a literary work.
(9) Reading/culture. The student reads widely, including
world literature, to increase knowledge of his/her own
culture, the culture of others, and the common elements
across cultures. The student is expected to:
(A) recognize distinctive and shared characteristics
of cultures through reading; and
(B) compare text events with his/her own and other
readers' experiences.
(10) Reading/literary response. The student expresses and
supports responses to various types of texts. The
student is expected to:
(A) respond to informational and aesthetic elements in
texts such as discussions, journals, oral
interpretations, and enactments;
(B) use elements of text to defend his/her own
responses and interpretations; and
(C) compare reviews of literature, film, and
performance with his/her own responses.
(11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in
literary texts. The student is expected to:
(A) compare and contrast varying aspects of texts such
as themes, conflicts, and allusions;
(B) analyze relevance of setting and time frame to
text's meaning;
(C) describe and analyze the development of plot and
identify conflicts and how they are addressed and
resolved;
(D) analyze the melodies of literary language,
including its use of evocative words and rhythms;
(E) connect literature to historical contexts, current
events, and his/her own experiences; and
(F) understand literary forms and terms such as
author, drama, biography, autobiography, myth,
tall tale, dialogue, tragedy and comedy, structure
in poetry, epic, ballad, protagonist, antagonist,
paradox, analogy, dialect, and comic relief as
appropriate to the selections being read.
(12) Reading/analysis/evaluation. The student reads
critically to evaluate texts and the authority of
sources. The student is expected to:
(A) analyze the characteristics of clearly written
texts, including the patterns of organization,
syntax, and word choice;
(B) evaluate the credibility of information sources,
including how the writer's motivation may affect
that credibility; and
(C) recognize logical, deceptive, and/or faulty modes
of persuasion in texts.
(13) Reading/inquiry/research. The student reads in order to
research self-selected and assigned topics. The student
is expected to:
(A) generate relevant, interesting, and researchable
questions;
(B) locate appropriate print and non-print information
using text and technical resources, including
databases and the Internet;
(C) use text organizers such as overviews, headings,
and graphic features to locate and categorize
information;
(D) produce reports and research projects in varying
forms for audiences; and
(E) draw conclusions from information gathered.
(14) Listening/speaking/critical listening. The student
listens attentively for a variety of purposes. The
student is expected to:
(A) focus attention, interpret, respond, and evaluate
speaker's message; and
(B) engage in critical, empathic, appreciative, and
reflective listening.
(15) Listening/speaking/evaluation. The student listens to
analyze, appreciate, and evaluate oral performance and
presentations. The student is expected to:
(A) listen and respond appropriately to presentations
and performances of peers or published works such
as original essays or narratives, interpretations
of poetry, and individual or group performances of
scripts;
(B) identify and analyze the effect of artistic
elements within literary texts such as character
development, rhyme, imagery, and language;
(C) evaluate informative and persuasive presentations
of peers, public figures, and media presentations;
(D) evaluate artistic performances of peers, public
presenters, and media presentations; and
(E) use feedback to evaluate his/her own effectiveness
and set goals for future presentations.
(16) Listening/speaking/purposes. The student speaks clearly
and effectively for a variety of purposes and
audiences. The student is expected to:
(A) use the conventions of oral language effectively;
(B) use informal, standard, and technical language
effectively to meet the needs of purpose,
audience, occasion, and task;
(C) prepare, organize, and present a variety of
informative and persuasive messages effectively
with an emphasis on persuasion;
(D) use effective verbal and nonverbal strategies in
presenting oral messages;
(E) ask clear questions for a variety of purposes and
respond appropriately to the questions of others;
and
(F) make relevant contributions in conversations and
discussions.
(17) Listening/speaking/presentations. The student prepares
and presents informative and persuasive messages. The
student is expected to:
(A) present and advance a clear thesis and logical
points, claims, or arguments to support messages;
(B) choose valid proofs from reliable sources to
support claims;
(C) use appropriate appeals to support claims and
arguments;
(D) use language and rhetorical strategies skillfully
in informative and persuasive messages;
(E) use effective nonverbal strategies such as pitch
and tone of voice, posture, and eye contact; and
(F) make informed, accurate, truthful, and ethical
presentations.
(18) Listening/speaking/literary interpretations. The
student prepares, organizes, plans, and presents
literary interpretations. The student is expected to:
(A) make valid interpretations of a variety of
literary texts;
(B) justify the choice of verbal and nonverbal
performance techniques by referring to the
analysis and interpretations of the text; and
(C) present interpretations by telling stories,
performing original works, and interpreting poems
and stories for a variety of audiences.
(19) Viewing/representing/interpretation. The student
understands and interprets visual representations. The
student is expected to:
(A) describe how meanings are communicated through
elements of design such as shape, line, color, and
texture;
(B) analyze relationships, ideas, and cultures as
represented in various media; and
(C) distinguish the purposes of various media forms
such as informative texts, entertaining texts, and
advertisements.
(20) Viewing/representing/analysis. The student analyzes and
critiques the significance of visual representations.
The student is expected to:
(A) investigate the source of a media presentation or
production such as who made it and why it was
made;
(B) deconstruct media to get the main idea of the
message's content;
(C) evaluate and critique the persuasive techniques of
media messages such as glittering generalities,
logical fallacies, and symbols;
(D) recognize how visual and sound techniques or
design convey messages in media such as special
effects, editing, camera angles, reaction shots,
sequencing, and music;
(E) recognize genres such as nightly news,
newsmagazines, and documentaries and identify the
unique properties of each; and
(F) compare, contrast, and critique various media
coverage of the same event such as in newspapers,
television, and on the Internet.
(21) Viewing/representing/production. The student produces
visual representations that communicate with others.
The student is expected to:
(A) examine the effect of media on constructing
his/her own perception of reality;
(B) use a variety of forms and technologies such as
videos, photographs, and web pages to communicate
specific messages;
(C) use a range of techniques to plan and create a
media text and reflect critically on the work
produced;
(D) create media products to include a five- to six-
minute documentary, a print ad, an editorial, a
flier, a movie critique, or an illustrated
children's book to engage specific audiences; and
(E) create, present, test, and revise a project and
analyze a response using data-gathering techniques
such as questionnaires, group discussions, and
feedback forms.
§110.44. English
III (One Credit).
(a) Introduction.
(1) Students enrolled in English III continue to increase
and refine their communication skills. High school
students are expected to plan, draft, and complete
written compositions on a regular basis. Students edit
their papers for clarity, engaging language, and the
correct use of the conventions and mechanics of written
English and produce final, error-free drafts. In
English III, students practice all forms of writing. An
emphasis is placed on business forms of writing such as
the report, the business memo, the narrative of a
procedure, the summary or abstract, and the resumé.
English III students read extensively in multiple
genres from American literature and other world
literature. Periods from American literature may
include the pre-colonial period, colonial and
revolutionary periods, romanticism and idealism,
realism and naturalism, early 20th century, and late
20th century. Students learn literary forms and terms
associated with selections being read. Students
interpret the possible influences of the historical
context on a literary work.
(2) For students enrolled in English III whose first
language is not English, the students' native language
serves as a foundation for English language
acquisition.
(3) The essential knowledge and skills as well as the
student expectations for English III are described in
subsection (b) of this section.
(4) Students will demonstrate exemplary performance
in the reading and writing of the English language,"
students will accomplish the essential knowledge and
skills as well as the student expectations in English
III as described in subsection (b) of this section.
(5) This written curriculum shall foster the continuation
of the tradition of teaching United States and states'
history and the free enterprise system in regular
subject matter and in reading courses and in the
adoption of textbooks," students will be provided oral
and written narratives as well as other informational
texts that can help them to become thoughtful, active
citizens who appreciate the basic democratic values of
our state and nation.
(b) Knowledge and skills.
(1) Writing/purposes. The student writes in a variety of
forms, including business, personal, literary, and
persuasive texts, for various audiences and purposes.
The student is expected to:
(A) write in various forms with particular emphasis on
business forms such as a report, memo, narrative
or procedure, summary/abstract, and resumé;
(B) write in a voice and style appropriate to audience
and purpose; and
(C) organize ideas in writing to ensure coherence,
logical progression, and support for ideas.
(2) Writing/writing processes. The student uses recursive
writing processes when appropriate. The student is
expected to:
(A) use prewriting strategies to generate ideas,
develop voice, and plan;
(B) develop drafts both alone and collaboratively by
organizing and reorganizing content and by
refining style to suit occasion, audience, and
purpose;
(C) proofread writing for appropriateness of
organization, content, style, and conventions;
(D) frequently refine selected pieces to publish for
general and specific audiences; and
(E) use technology for aspects of creating, revising,
editing, and publishing texts.
(3) Writing/grammar/usage/conventions/spelling. The student
relies increasingly on the conventions and mechanics of
written English, including the rules of usage and
grammar, to write clearly and effectively. The student
is expected to:
(A) produce legible work that shows accurate spelling
and correct use of the conventions of punctuation
and capitalization such as italics and ellipses;
(B) demonstrate control over grammatical elements such
as subject-verb agreement, pronoun-antecedent
agreement, verb forms, and parallelism;
(C) compose increasingly more involved sentences that
contain gerunds, participles, and infinitives in
their various functions;
(D) produce error-free writing in the final draft; and
(E) use a manual of style such as Modern Language
Association (MLA), American Psychological
Association (APA), and The Chicago Manual of Style
(CMS).
(4) Writing/inquiry/research. The student uses writing as a
tool for learning. The student is expected to:
(A) use writing to formulate questions, refine topics,
and clarify ideas;
(B) use writing to discover, organize, and support
what is known and what needs to be learned about a
topic;
(C) compile information from primary and secondary
sources in systematic ways using available
technology;
(D) represent information in a variety of ways such as
graphics, conceptual maps, and learning logs;
(E) use writing as a study tool to clarify and
remember information;
(F) compile written ideas and representations into
reports, summaries, or other formats and draw
conclusions; and
(G) analyze strategies that writers in different
fields use to compose.
(5) Writing/evaluation. The student evaluates his/her own
writing and the writings of others. The student is
expected to:
(A) evaluate writing for both mechanics and content;
and
(B) respond productively to peer review of his/her own
work.
(6) Reading/word identification/vocabulary development. The
student acquires an extensive vocabulary through
reading and systematic word study. The student is
expected to:
(A) expand vocabulary through wide reading, listening,
and discussing;
(B) rely on context to determine meanings of words and
phrases such as figurative language, connotation
and denotation of words, analogies, idioms, and
technical vocabulary;
(C) apply meanings of prefixes, roots, and suffixes in
order to comprehend;
(D) research word origins as an aid to understanding
meanings, derivations, and spellings as well as
influences on the English language;
(E) use reference material such as glossary,
dictionary, thesaurus, and available technology to
determine precise meaning and usage;
(F) discriminate between connotative and denotative
meanings and interpret the connotative power of
words; and
(G) read and understand analogies.
(7) Reading/comprehension. The student comprehends
selections using a variety of strategies. The student
is expected to:
(A) establish and adjust purpose for reading such as
to find out, to understand, to interpret, to
enjoy, and to solve problems;
(B) draw upon his/her own background to provide
connection to texts;
(C) monitor his/her own reading strategies and make
modifications when understanding breaks down such
as by rereading, using resources, and questioning;
(D) construct images such as graphic organizers based
on text descriptions and text structures;
(E) analyze text structures such as compare/contrast,
cause/effect, and chronological order for how they
influence understanding;
(F) produce summaries of texts by identifying main
ideas and their supporting details;
(G) draw inferences such as conclusions,
generalizations, and predictions and support them
with text evidence and experience;
(H) use study strategies such as note taking,
outlining, and using study-guide questions to
better understand texts; and
(I) read silently with comprehension for a sustained
period of time.
(8) Reading/variety of texts. The student reads extensively
and intensively for different purposes and in varied
sources, including American literature. The student is
expected to:
(A) read to be entertained, to appreciate a writer's
craft, to be informed, to take action, and to
discover models to use in his/her own writing;
(B) read in varied sources such as diaries, journals,
textbooks, maps, newspapers, letters, speeches,
memoranda, electronic texts, and other media;
(C) read American and other world literature,
including classic and contemporary works; and
(D) interpret the possible influences of the
historical context on literary works.
(9) Reading/culture. The student reads widely, including
American literature, to increase knowledge of his/her
own culture, the culture of others, and the common
elements across cultures. The student is expected to:
(A) recognize distinctive and shared characteristics
of cultures through reading; and
(B) compare text events with his/her own and other
readers' experiences.
(10) Reading/literary response. The student expresses and
supports responses to various types of texts. The
student is expected to:
(A) respond to informational and aesthetic elements in
texts such as discussions, journal entries, oral
interpretations, enactments, and graphic displays;
(B) use elements of text to defend, clarify, and
negotiate responses and interpretations; and
(C) analyze written reviews of literature, film, and
performance to compare with his/her own responses.
(11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in
literary texts. The student is expected to:
(A) compare and contrast aspects of texts such as
themes, conflicts, and allusions both within and
across texts;
(B) analyze relevance of setting and time frame to
text's meaning;
(C) describe the development of plot and identify
conflicts and how they are addressed and resolved;
(D) analyze the melodies of literary language,
including its use of evocative words and rhythms;
(E) connect literature to historical contexts, current
events, and his/her own experiences; and
(F) understand literary forms and terms such as
author, drama, biography, myth, tall tale,
dialogue, tragedy and comedy, structure in poetry,
epic, ballad, protagonist, antagonist, paradox,
analogy, dialect, and comic relief as appropriate
to the selections being read.
(12) Reading/analysis/evaluation. The student reads
critically to evaluate texts and the authority of
sources. The student is expected to:
(A) analyze the characteristics of clearly written
texts, including the patterns of organization,
syntax, and word choice;
(B) evaluate the credibility of information sources,
including how the writer's motivation may affect
that credibility; and
(C) recognize logical, deceptive, and/or faulty modes
of persuasion in texts.
(13) Reading/inquiry/research. The student reads in order to
research self-selected and assigned topics. The student
is expected to:
(A) generate relevant, interesting, and researchable
questions;
(B) locate appropriate print and non-print information
using text and technical resources, including
databases and the Internet;
(C) use text organizers such as overviews, headings,
and graphic features to locate and categorize
information;
(D) produce reports and research projects in varying
forms for audiences; and
(E) draw conclusions from information gathered.
(14) Listening/speaking/critical listening. The student
listens attentively for a variety of purposes. The
student is expected to:
(A) demonstrate proficiency in each aspect of the
listening process such as focusing attention,
interpreting, and responding;
(B) use effective strategies for listening such as
prepares for listening, identifies the types of
listening, and adopts appropriate strategies;
(C) demonstrate proficiency in critical, empathic,
appreciative, and reflective listening;
(D) use effective strategies to evaluate his/her own
listening such as asking questions for
clarification, comparing and contrasting
interpretations with others, and researching
points of interest or contention; and
(E) use effective listening to provide appropriate
feedback in a variety of situations such as
conversations and discussions and informative,
persuasive, or artistic presentations.
(15) Listening/speaking/purposes. The student speaks clearly
and effectively for a variety of purposes. The student
is expected to:
(A) use the conventions of oral language effectively;
(B) use informal, standard, and technical language
effectively to meet the needs of purpose,
audience, occasion, and task;
(C) communicate effectively in conversations and group
discussions while problem solving, and planning;
(D) use effective verbal and nonverbal strategies in
presenting oral messages;
(E) ask clear questions for a variety of purposes and
respond appropriately to the questions of others;
and
(F) make relevant contributions in conversations and
discussions.
(16) Listening/speaking/evaluation. The student evaluates
and critiques oral presentations and performances. The
student is expected to:
(A) apply valid criteria to analyze, evaluate, and
critique informative and persuasive messages;
(B) apply valid criteria to analyze, evaluate, and
critique literary performances;
(C) use praise and suggestions of others to improve
his/her own communication; and