English Department
Goals and Standards
100 | English I | 105 | Oral Comm Honors |
110 | Senior English Self Directed |
118, 119 |
Hon AP Eng Comp I, II |
129 | Broadcast Journalism |
101 | Honors English I | 106 | Honors Senior Eng I |
111 | World Literature | 120 | Reading & Writing |
130 | Adv. Broad. Journalism |
102 | English II Written Comp |
107 | Honors Senior Eng II |
112, 113 |
Am Lit I & II | 121, 122 |
Humanities I, II | 132 | Public Speaking |
103 | Oral Communications |
108 | Honors/AP English |
114, 115 |
Hon Am Lit I & II | 126 | Creative Writing |
||
104 | English II Honors |
109 | Sen Eng Teacher Dir |
116, 117 |
Eng Lit & Comp I, II |
128 | Print Journalism |
100 – English I
- Apply word analysis and vocabulary skills to comprehend selections.
- Apply reading strategies to improve understanding and fluency.
- Comprehend a broad range of reading materials.
- Understand how literary elements and techniques are used to convey meaning.
- Read and interpret a variety of literary works.
- Use correct grammar, spelling, punctuation, capitalization, and structure.
- Compose well-organized and coherent writing for specific purposes and audiences.
- Communicate ideas in writing to accomplish a variety of purposes.
- Listen effectively in formal and informal situations.
- Speak effectively using language appropriate to the situation and audience.
- Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
- Analyze and evaluate information acquired from various sources.
- Apply acquired information, concepts and ideas to communicate in a variety of formats.
to develop topics in terms of purpose and focus. As a result of their English I class, students will be able to do the following:
- Identify the central idea main topic of a straightforward piece of writing.
organize information in a unified and coherent manner. As a result of their English I class, students will be able to do the following:
- Add a sentence that introduces a simple paragraph (topic sentence).
- Ensure that a verb agrees with its subject when there is some text between the two.
- Use commas to set of simple parenthetical phrases.(appositives, interjections, etc.).
- Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives.
- Locate important details in uncomplicated passages
- Order simple sequences of events in uncomplicated literary narratives.
- Identify clear relationships between people, ideas, and so on in uncomplicated passages.
- Draw generalizations and conclusions about people, ideas, and so on in un- complicated passages
- Draw simple generalizations and conclusions using details that support the main points of more challenging passages.
LOCAL LEARNER OUTCOMES:
- Read a variety of texts, decipher some words in context, discuss the relationship between ideas presented, and draw conclusions or make generalizations that can be backed up with details from the text.
- Write for a variety of prompts or audiences, using good grammar; outlines will be used for paragraph and essay work, with an emphasis on sentences and paragraphs.
- Identify a variety of literary techniques used in texts, and be able to interpret these texts in the classroom; put events into sequence, identify character relationships, and explain cause-effect relationships.
- Listen and take notes during lectures and discussions, and make presentation to the class as required.
- Do basic research on a topic, locating information, taking notes, then producing a paragraph, paper or presentation based on that information.
- Write a simple introduction, a well-developed paragraph, and use proofreading to improve their writing.
- Present a power point presentation sometime during the year, and use the internet to evaluate various web sites.
101 – Honors English I
- Apply word analysis and vocabulary skills to comprehend selections.
- Apply reading strategies to improve understanding and fluency.
- Comprehend a broad range of reading materials
- Understand how literary elements and techniques are used to convey meaning
- Read and interpret a variety of literary works
State Goal #3 is for all students to write to communicate for a variety of purposes. As a result of their English I class, students will be able to do the following:
- Use correct grammar, spelling, punctuation, capitalization, and structure
- Compose well-organized and coherent writing for specific purposes and audiences
- Communicate ideas in writing to accomplish a variety of purposes
- Listen effectively in formal and informal situations
- Speak effectively using language appropriate to the situation and audience
- Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
- Analyze and evaluate information acquired from various sources
- Apply acquired information, concepts and ideas to communicate in a variety of formats.
- Identify the central idea main topic of a straightforward piece of writing
- Determine relevancy when presented with a variety of sentence-level details.
- Use conjunctive adverbs or phrases to express straightforward logical relationships (e.g., first, afterward, in response).
- Add a sentence that introduces a simple paragraph (topic sentence).
- Determine the clearest and most logical conjunction to link clauses.
- Ensure that a verb agrees with its subject when there is some text between the two.
- Use commas to set of simple parenthetical phrases (e.g., appositives, inter-jections, etc.).
- Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives
- Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages
- Locate important details in uncomplicated passages
- Make simple inferences about how details are used in passages
- Order simple sequences of events in uncomplicated literary narratives
- Identify clear relationships between people, ideas, and so on in uncomplicated passages.
- Identify clear cause-effect relationships in uncomplicated passages
- Use context to determine the appropriate meaning of some figurative and non figurative words, phrases, and statements in uncomplicated passages
- Draw generalizations and conclusions about people, ideas, and so on in un-complicated passages
- Draw simple generalizations and conclusions using details that support the main points of more challenging passages
LOCAL LEARNER OUTCOMES:
Students will be taught in a positive, safe environment that stresses a work ethic. To pass, a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a way as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love of reading and an exploration and discussion of ideas. As a result of having taken this class, students will be able to:
- Read a variety of texts, decipher words in context, discuss the relationship between ideas presented, and draw conclusions or make generalizations that can be backed up with details from the text
- Write for a variety of prompts or audiences, using good grammar; outlines will be used for paragraph and essay work, with an emphasis on sentences, paragraphs, and simple introductions/conclusions.
- Identify a variety of literary techniques used in texts, and be able to interpret these texts in the classroom; put events into sequence, identify character relationships, and explain cause-effect relationships.
- Listen and take notes during lectures and discussions, and even make a presentation to the class as required.
- Do basic research on a topic, locating information, taking notes, then producing a paragraph, paper or presentation based on that information
- Identify theses, write a simple introduction and conclusion, and use proofreading to improve their writing.
- Handle grammatical problems with growing ease.
- Present a power point presentation sometime during the year, work oncreating a web site, and use the internet to evaluate various web sites.
English II – Written Composition
- Apply word analysis and vocabulary skills to comprehend selections.
- Apply reading strategies to improve understanding and fluency.
- Comprehend a broad range of reading materials.
- Use correct grammar, spelling, punctuation, capitalization and structure.
- Compose well-organized and coherent writing for specific purposes and audiences.
- Communicate ideas in writing to accomplish a variety of purposes.
- Locate, organize and use information from various sources to answer questions, solve problems, and communicate ideas.
- Analyze and evaluate information acquired from various sources.
- Apply acquired information, concepts and ideas to communicate in a variety of formats.
- Identify the central idea main topic of a straightforward piece of writing
- Determine relevancy when presented with a variety of sentence level details
- Use conjunctive adverbs or phrases to express straightforward logical relationships (e.g., first, afterward, in response)
- Decide the most logical place to add a sentence in an essay
- Add a sentence that introduces a simple paragraph
do the following:
- Delete redundant material when information is repeated in different parts of speech (e.g., “alarmingly startled”)
- Determine the clearest and most logical conjunction to link clauses
to do the following:
- Recognize and correct marked disturbances of sentence flow and structure (e.g., participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers)
- Use idiomatically appropriate prepositions, especially in combination with verbs (e.g., long for, appeal to)
- Ensure that a verb agrees with its subject when there is some text between the two.
observe the conventions of punctuation. As a result of their sophomore Written Composition class, students will be able to
do the following:
- Use commas to set off simple parenthetical phrases
- Delete unnecessary commas when an incorrect reading of the sentence suggests a pause that should be punctuated (e.g,, between verb and direct object clause)
the following:
uncomplicated literary narratives
locate and understand supporting details.
do the following:
A. Locate important details in uncomplicated passages
to identify and understand sequential, comparative and cause-effect relationships.
do the following:
uncomplicated passages
do the following:
nonfigurative words, phrases, and statements in uncomplicated passages
make generalizations and draw conclusions.
do the following:
in uncomplicated passages.B. Draw simple generalizations and conclusions using details that support the
LOCAL LEARNER OUTCOMES:
Students will be taught in a positive, safe environment that stresses a work ethic.
To pass, a student must demonstrate improvement, or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a
way as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love
of reading and an exploration and discussion of ideas.
As a result of having taken this class, students will be able to:
make generalizations that can be backed up with details from the text.
Students should be able to discuss the relationship between the ideas
presented.
will be used for all work, with an emphasis on sound structure.
producing an essay with footnotes based on that information.
and organization of an essay.
103 – Oral Communication
situations.
the following:
A. Listen effectively in formal and informal situations.
following:
questions, solve problems and communicate ideas.
B. Analyze and evaluate information acquired from various sources.
of formats.
ACT English Standards for Transition state that [all] students should be able
to develop topics in terms of purpose and focus.
following:A. Identify the central idea main topic of a straightforward piece of writing.
observe the conventions of punctuation.
do the following:
A. Use commas to set off simple parenthetical phrases
sentence suggests a pause that should be punctuated (e.g,, between
verb and direct object clause)
to do the following:
in uncomplicated literary narratives
(e.g., point Of view, kinds of evidence used) in uncomplicated passages
As a result of their sophomore Oral Communications class, students will be able to do the following:
A. Locate important details in uncomplicated passages
As a result of their sophomore Oral Communications class, students will be able to do the following:
passages
As a result of their sophomore Oral Communications class, students will be able to do the following:
the following:
complicated passages.
pass, a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a
way as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a
love of reading and an exploration and discussion of ideas.
As a result of having taken this class, students will be able to:
104 – Honors Written Composition
A. Apply word analysis and vocabulary skills to comprehend selections.
B. Apply reading strategies to improve understanding and fluency.
State Goal #3 is for all students to write to communicate for a variety of purposes.
As a result of their sophomore Written Composition class, students will be able to do the following:
A. Use correct grammar, spelling, punctuation, capitalization and structure.
B. Compose well-organized and coherent writing for specific purposes and audiences.
As a result of their sophomore Written Composition class, students will be able to do the following:
A. Locate, organize and use information from various sources to answer questions, solve problems, and communicate ideas.
ACT English Standards for Transition state that [all] students should be able to develop
As a result of their sophomore Written Composition class, students will be able to do the following:
A. Identify the central idea main topic of a straightforward piece of writing
As a result of their sophomore Written Composition class, students will be able to do the following:
ships (e.g., first, afterward, in response)
B. Decide the most logical place to add a sentence in an essay
the following:
of speech (e.g., “alarmingly startled”B. Use the word or phrase most consistent with the style and tone of a fairly straightforward essay
As a result of their sophomore Written Composition class, students will be able to do the following:
As a result of their sophomore Written Composition class, students will be able to do the following:
verbs (e.g., long for, appeal to)
As a result of their sophomore Written Composition class, students will be able to do the following:
A. Use commas to set off simple parenthetical phrases
As a result of their sophomore Written Composition class, students will be able to do the following:
plicated literary narratives
As a result of their sophomore Written Composition class, students will be able to do the following:
A. Locate important details in uncomplicated passages
identify and understand sequential, comparative and cause-effect relationships.
As a result of their sophomore Written Composition class, students will be able to do the following:
passages
As a result of their sophomore Written Composition class, students will be able to do the following:
non figurative words, phrases, and statements in uncomplicated passages
make generalizations and draw conclusions.
As a result of their sophomore Written Composition class, students will be able to do the following:
complicated passages.
LOCAL LEARNER OUTCOMES:
a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a
way as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love
of reading and an exploration and discussion of ideas.
As a result of having taken this class, students will be able to:
make generalizations that can be backed up with details from the text.
Students should be able to discuss the relationship between the ideas presented.
be used for all work, with an emphasis on sound structure.
an essay with footnotes based on that information.
and organization of an essay.
105 – Honors Oral Communications
A. Apply word analysis and vocabulary skills to comprehend sections
B. Apply reading strategies to improve understanding and fluency
State Goal #4 is for all students to listen and speak effectively in a variety of situations.
A. Listen effectively in formal and informal situations
State Goal #5 is for all students to use the language arts to acquire, assess and communicate information.
questions, solve problems and communicate ideas.
B. Analyze and evaluate information acquired from various sources
ACT English Standards for Transition state that [all] students should be able to develop
A. Identify the central idea main topic of a straightforward piece of writing
ACT Reading Standards for Transition state that [all] students should be able to
A. Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives
ACT Reading Standards for Transition state that [all] students should be able to locate
A. Locate important details in uncomplicated passages
A. Order simple sequences of events in uncomplicated literary narratives
passages.
generalizations and draw conclusions.
complicated passages
LOCAL LEARNER OUTCOMES:
a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a
way as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love
of reading and an exploration and discussion of ideas.
view on various topics.
essays, videos, reports, etc.) that show organization, use good grammar,
make effective use of supporting details, etc.
106 – Honors Senior English I
State Goal #3 states that all students should write to communicate for a variety of purposes.
State Goal #5 states that all students should be able to use the language arts to acquire, assess and communicate information.
As a result of taking Senior English SD and TD, a student should be able to:
able to:
that sharpens that focus or to determine if an essay has met a specified goal
a given statement
clause or sentence
used verbs and form present-perfect verbs by using have rather than of
ACT Reading Standards for Transition states that all students should be able to locate
a text’s main ideas and determine the author’s approach.
ACT Reading Standards for Transition states that all students should be able to locate
supporting details in a text.
ACT Reading Standards for Transition states that all students should be able to under-
stand sequential, comparative and cause-effect relationships in a text.
ACT Reading Standards for Transition states that all students should be able to
decipher the meaning of words in context.
ACT Reading Standards for Transition states that all students should be able to
make generalizations and draw conclusions from a variety of texts.
able to:
view, kinds of evidence used) in more challenging passages
challenging literary narratives
or statement in uncomplicated passages
· Draw generalizations and conclusions about people, ideas, and so on in more challenging passages
LOCAL LEARNER OUTCOMES:
a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a
way as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love
of reading and an exploration and discussion of ideas.
As a result of having taken this class, students will be able to:
intellectual development.
two or more novels, plays, short stories or poems by a single author.
interested in pursuing, including a job shadowing element.
on time available.
107 – Honors Senior English II
State Goal #3 states that all students should write to communicate for a variety of purposes.
State Goal #5 states that all students should be able to use the language arts to acquire, assess and communicate information.
As a result of taking Senior English SD and TD, a student should be able to:
ACT Reading Standards for Transition states that all students should be able to locate
a text’s main ideas and determine the author’s approach.
ACT Reading Standards for Transition states that all students should be able to locate
supporting details in a text.
ACT Reading Standards for Transition states that all students should be able to under-
stand sequential, comparative and cause-effect relationships in a text.
ACT Reading Standards for Transition states that all students should be able to
decipher the meaning of words in context.
ACT Reading Standards for Transition states that all students should be able to
make generalizations and draw conclusions from a variety of texts.
LOCAL LEARNER OUTCOMES:
As a result of having taken this class, students will be able to:
108 – Honors / AP English
As a result of taking AP Seminar, a student should be able to:
ACT Reading Standards for Transition states that all students should be able to locate
a text’s main ideas and determine the author’s approach.
ACT Reading Standards for Transition states that all students should be able to locate
supporting details in a text.
ACT Reading Standards for Transition states that all students should be able to under-
stand sequential, comparative and cause-effect relationships in a text.
ACT Reading Standards for Transition states that all students should be able to
decipher the meaning of words in context.
ACT Reading Standards for Transition states that all students should be able to
make generalizations and draw conclusions from a variety of texts.
LOCAL LEARNER OUTCOMES: Students will be taught in a positive, safe environment that stresses a work ethic. To pass, a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a way as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love of reading and an exploration and discussion of ideas.
109 – Senior English Teacher-Directed
State Goal #1 states that all students should read with understanding and fluency.
State Goal #5 states that all students should be able to use the language arts to acquire,
assess and communicate information.
As a result of taking Senior English TD, a student should be able to:
ACT English Standards for Transition states that all students should be able to organize
ACT English Standards for Transition states that all students should be able to use
ACT English Standards for Transition states that all students should be able to handle
ACT English Standards for Transition states that all students should be able to handle
· Draw generalizations and conclusions about people, ideas, and so on in more challenging passages.
LOCAL LEARNER OUTCOMES:
110 – Senior English Self-Directed
State Goal #3 states that all students should write to communicate for a variety of purposes.
State Goal #5 states that all students should be able to use the language arts to acquire, assess and communicate information.
a topic in terms of purpose and focus.
that sharpens that focus or to
determine if an essay has met a specified goal.
stand sequential, comparative and cause-effect relationships in a text.
As a result of taking Senior English Self-Directed, students should be able to:
in more challenging passages.
points in more challenging passages.
uncomplicated passages.
statements in more challenging passages.
LOCAL LEARNER OUTCOMES:
111 – World Literature I-II
A. Apply reading strategies to improve understanding and fluency.
State Goal #2 is for all students to read and understand literature representative of various societies, eras and ideas.
State Goal #3 is for all students to write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization and structure.
audiences.
A. Listen effectively in formal and informal situations.
A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
B. Analyze and evaluate information acquired from various sources.
C. Apply acquired information, concepts and ideas to communicate in a variety of formats.
As a result of their World Literature class, students should be able to do the following:
A. Identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus or to determine if an essay has met a specified goal.
As a result of their World Literature class, students should be able to do the following:
A. Determine the need for conjunctive adverbs or phrases to create subtle logical connections between sentences (e.g., therefore, however, in addition).
B. Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic.
As a result of their World Literature class, students should be able to do the following:
A. Revise a phrase that is redundant in terms of meaning and logic of the entire sentence.
As a result of their World Literature class, students should be able to do the following:
As a result of their World Literature class, students should be able to do the following:
A. Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences.
As a result of their World Literature class, students should be able to do the following:
A. Use punctuation to set off complex parenthetical phrases.
B. Use apostrophes to indicate simple possessive nouns.
As a result of their World Literature class, students should be able to do the following:
A. Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages.
B. Infer the main idea or purpose of straightforward paragraphs in more challenging passages.
A. Locate important details in more challenging passages.
B. Locate and interpret minor or subtly stated details in uncomplicated passages.
As a result of their World Literature class, students should be able to do the following:
A. Order sequences of events in uncomplicated passages.
B. Understand the relationships between people, ideas, and so on in uncomplicated passages.
C. Identify clear relationships between characters, ideas, and so on in more challenging literary narratives.
D. Understand implied or subtly stated cause-effect relationships in uncomplicated passages.
As a result of their World Literature class, students should be able to do the following:
A. Use context to determine the appropriate meaning of virtually any word, phrase, or statement in uncomplicated passages.
As a result of their World Literature class, students should be able to do the following:
on in uncomplicated literary narratives.
LOCAL LEARNER OUTCOMES:
a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a
way as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love
of reading and an exploration and discussion of ideas.
As a result of having taken this class, students will be able to:
influence of the eras on the
content of the texts.
be required for all essays, with an emphasis on sound structure.
use of commentary to create collegiate-style writing.
112 – 113 – American Literature I-II
A. Apply reading strategies to improve understanding and fluency.
State Goal #2 is for all students to read and understand literature representative of various societies, eras and ideas.
A. Understand how literary elements and techniques are used to convey meaning.
B. Read and interpret a variety of literary works.
State Goal #3 is for all students to write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization and structure.
B. Compose well-organized and coherent writing for specific purposes and audiences.
A. Listen effectively in formal and informal situations.
A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
B. Analyze and evaluate information acquired from various sources.
topic in terms of purpose and focus.
a given statement.
A. Revise a phrase that is redundant in terms of meaning and logic of the entire sentence.
clause or sentence.
A. Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences.
used verbs and form present-perfect verbs by using have rather than of.
B. Use apostrophes to indicate simple possessive nouns.
A. Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages.
B. Infer the main idea or purpose of straightforward paragraphs in more challenging passages.
A. Locate important details in more challenging passages.
A. Order sequences of events in uncomplicated passages.
B. Understand the relationships between people, ideas, and so on in uncomplicated passages.
C. Identify clear relationships between characters, ideas, and so on in more challenging literary narratives.
D. Understand implied or subtly stated cause-effect relationships in uncomplicated passages.
A. Use context to determine the appropriate meaning of virtually any word, phrase, or statement in uncomplicated passages.
A. Draw subtle generalizations and conclusions about characters, ideas, and so on in uncomplicated literary narratives.
LOCAL LEARNER OUTCOMES:
a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a
way as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love
of reading and an exploration and discussion of ideas.
114-115 – Honors American Literature I-II
to do the following:
A. Apply reading strategies to improve understanding and fluency.
State Goal #2 is for all students to read and understand literature representative of various societies, eras and ideas.
to do the following:
A. Understand how literary elements and techniques are used to convey meaning.
State Goal #3 is for all students to write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization and structure.
C. Communicate ideas in writing to accomplish a variety of purposes.
As a result of having taken this Honors American Literature class, students should be able to do the following:
A. Listen effectively in formal and informal situations.
A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
B. Analyze and evaluate information acquired from various sources.
ACT English Standards for Transition state that [all] students should be able develop a topic in terms of purpose and focus.
A. Identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus or to determine if an essay has met a specified goal.
B. Delete material primarily because it disturbs the flow and development of a paragraph.
a given statement.
ACT English Standards for Transition state that [all] students should be able to organize information in a unified and coherent manner.
A. Determine the need for conjunctive adverbs or phrases to create subtle logical connections between sentences (e.g., therefore, however, in addition).
B. Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic.
ACT English Standards for Transition state that [all] students should be able to make
As a result of their Honors American Literature class, students should be able to do the following:
A. Revise a phrase that is redundant in terms of meaning and logic of the entire sentence.
ACT English Standards for Transition state that [all] students should be able to write
clause or sentence.
A. Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences.
ACT English Standards for Transition state that [all] students should be able to observe the conventions of punctuation.
A. Use punctuation to set off complex parenthetical phrases.
ACT Reading Standards for Transition state that [all] students should be able to
ascertain the main idea and the author’s approach.
A. Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages.
B. Infer the main idea or purpose of straightforward paragraphs in more challenging passages.
C. Summarize basic events and ideas in more challenging passages.
A. Locate important details in more challenging passages.
B. Locate and interpret minor or subtly stated details in uncomplicated passages.
a passage, support important points in more challenging passage.
A. Order sequences of events in uncomplicated passages.
B. Understand the relationships between people, ideas, and so on in uncomplicated passages.
C. Identify clear relationships between characters, ideas, and so on in more challenging literary narratives.
D. Understand implied or subtly stated cause-effect relationships in uncomplicated passages.
A. Use context to determine the appropriate meaning of virtually any word, phrase, or statement in uncomplicated passages.
As a result of their Honors American Literature class, students should be able to do the following:A. Draw subtle generalizations and conclusions about characters, ideas, and so on complicated literary narratives.
LOCAL LEARNER OUTCOMES:
an exploration and discussion of ideas.
116-117 – English Literature & Composition
A. Apply reading strategies to improve understanding and fluency.
various societies, eras and ideas.
the following:
A. Use correct grammar, spelling, punctuation, capitalization and structure.
A. Listen effectively in formal and informal situations.
A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
B. Analyze and evaluate information acquired from various sources.
ACT English Standards for Transition state that [all] students should be able develop a topic in terms of purpose and focus.
A. Identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus or to determine if an essay has met a specified goal.
a given statement.
A. Determine the need for conjunctive adverbs or phrases to create subtle logical connections between sentences (e.g., therefore, however, in addition).
B. Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic.
A. Revise a phrase that is redundant in terms of meaning and logic of the entire sentence.
clause or sentence.
A. Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences.
used verbs and form present-perfect verbs by using have rather than of.
A. Use punctuation to set off complex parenthetical phrases.
B. Use apostrophes to indicate simple possessive nouns.
A. Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages.
B. Infer the main idea or purpose of straightforward paragraphs in more challenging passages.
A. Locate important details in more challenging passages.
B. Locate and interpret minor or subtly stated details in uncomplicated passages.
B. Understand the relationships between people, ideas, and so on in uncomplicated passages.
C. Identify clear relationships between characters, ideas, and so on in more challenging literary narratives.
D. Understand implied or subtly stated cause-effect relationships in uncomplicated passages.
B. Draw generalizations and conclusions about people, ideas, and so on in more challenging passages.
LOCAL LEARNER OUTCOMES:
118-119 – Honors / AP English Literature & Composition
A. Use correct grammar, spelling, punctuation, capitalization and structure.
B. Compose well-organized and coherent writing for specific purposes and audiences.
A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
A. Identify the focus of a simple essay, applying that knowledge to add a sentence that sharpens that focus or to determine if an essay has met a specified goal.
B. Delete material primarily because it disturbs the flow and development of a paragraph.
a given statement.
A. Determine the need for conjunctive adverbs or phrases to create subtle logical connections between sentences (e.g., therefore, however, in addition).
B. Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic.
wise word choice [diction] in terms of style, tone, clarity and economy.
A. Revise a phrase that is redundant in terms of meaning and logic of the entire sentence.
clause or sentence.
A. Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences.
used verbs and form present-perfect verbs by using have rather than of.
ascertain the main idea and the author’s approach.
a passage, support important points in more challenging passage.
A. Use context to determine the appropriate meaning of virtually any word, phrase, or statement in uncomplicated passages.
in uncomplicated literary narratives.
LOCAL LEARNER OUTCOMES:
a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a way
as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love of reading
and an exploration and discussion of ideas.
120 – Reading and Writing
State Goal #2 is for all students to read and understand literature representative of various societies, eras and ideas.
A. Use correct grammar, spelling, punctuation, capitalization and structure.
ACT English Standards for Transition state that [all] students should be able develop
As a result of their Reading and Writing class, students should be able to do the following:
ACT English Standards for Transition state that [all] students should be able to write
clause or sentence.
ACT English Standards for Transition state that [all] students should be able to observe
ACT English Standards for Transition state that [all] students should be able to observe
A. Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages.
ACT Reading Standards for Transition state that [all] students should be able to locate
As a result of their Reading and Writing class, students should be able to do the following:
As a result of their Reading and Writing class, students should be able to do the following:
A. Order sequences of events in uncomplicated passages.
B. Understand the relationships between people, ideas, and so on in uncomplicated passages.
LOCAL LEARNER OUTCOMES:
121-122 – Humanities I-II
State Goal #2 states that all students should be able to read and understand literature representative of various societies, eras and ideas.
State Goal #3 states that all students should be able to write to communicate for a variety of purposes.
State Goal #16 states that all students should be able to understand events, trends, individuals and movements shaping the history of Illinois, the United States, and other nations.
State Goal #17 states that all students should be able to understand world geography and the effects of geography on society.
State Goal #18 states that all students should be able to understand social systems, with an emphasis on the United States.
State Goal #25 states that all students should be able to know the language of the arts.
State Goal #26 states that all students should be able, through creating and performing,
to understand how works of art are produced.
State Goal #27 states that all students should be able to understand the role of the arts in civilizations, past and present.
- Comprehend a broad range of reading materials.
- Read and interpret a variety of literary works.
- Use correct grammar, spelling, punctuation, capitalization and structure. Apply the skills of historical analysis and interpretation.
- Locate, describe and explain places, regions and features on the Earth.
- Understand the historical significance of geography.
- Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
- Understand the roles and interactions of individuals and groups in society.
- Understand how social systems form and develop over time.
- Understand the sensory elements, organizational principles and expressive qualities of the arts.
- Understand the similarities, distinctions and connections in and among the arts.
- Understand processes, traditional tools and modern technologies used in the arts.
- Apply skills and knowledge necessary to create and perform in one or more of the arts. Analyze how the arts function in history, society and everyday life.
- Understand how the arts shape and reflect history, society and everyday life.
LOCAL LEARNER OUTCOMES:
Students will be taught in a positive, safe environment that stresses a work ethic. To pass, a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a way as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love of reading and an exploration and discussion of ideas.
126 – Creative Writing
A. Use correct grammar, spelling, punctuation, capitalization and structure.
B. Compose well-organized and coherent writing for specific purposes and audiences.
A. Determine the need for conjunctive adverbs or phrases to create subtle logical connections (e.g., therefore, however, in addition)
B. Revise a phrase that is redundant in terms of the meaning and logic of the entire sentence.
C. Identify and correct ambiguous pronoun references
D. Use the word or phrase most appropriate in terms of the content of the sentence and tone of the text.
E. Maintain consistent with tense and pronoun person the basis of the preceding clause or sentence
F. Ensure that a pronoun agrees with its antecedent when the two occur in separate clauses or sentences
G. Use punctuation to set off complex parenthetical phrases
H. Use apostrophes to indicate simple possessive nouns
LOCAL LEARNER OUTCOMES:
a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a
way as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love
of reading and an exploration and discussion of ideas.
As a result of having taken this class, students will be able to:
diction, grammar, structure, and the use of literary techniques.
128 – Print Journalism
State Goal #4 states that all students should be able to listen and speak effectively in a
State Goal #5 states that all students should be able to use the language arts to acquire,
As a result of taking Senior English Teacher-Directed, students should be able to:
· Determine the need for conjunctive adverbs or phrases to create subtle logical connections between sentences (e.g., therefore, however, in addition)
· Rearrange the sentences in a fairly uncomplicated paragraph for the sake of logic
As a result of having taken the Print Journalism class, a student should be able to:
a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a
way as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love of reading and an exploration and discussion of ideas.
As a result of having taken this class, students should be able to:
are given.
129 – Broadcast Journalism
variety of situations.
State Goal #5 states that students should be able to use the language arts to acquire, assess, and communicate information.
ACT English Standards for Transition state that students should be able to develop a
piece of writing into a unified, coherent whole.
LOCAL LEARNER OUTCOMES
As a result of having taken this class, students should be able to:
130 – Advanced Broadcast Journalism
State Goal #4 states that students should be able to listen and speak effectively in a variety of situations.
State Goal #5 states that students should be able to use the language arts to acquire, assess, and communicate information.
As a result of having taken Broadcast Journalism, students should be able to:
· Apply acquired information, concepts and ideas to communicate in a variety of formats.
LOCAL LEARNER OUTCOMES
a student must demonstrate improvement or mastery of goals by completing assignments. Literature, composition and communications will be presented in such a way
as to encourage further exploration on the students’ part. The goal is to not only educate, but also to create lifelong learners. The Department hopes to encourage a love of reading
and an exploration and discussion of ideas.
As a result of having taken this class, students should be able to:
are given.
132 – Advanced Public Speaking
State Goal #1
A. Apply word analysis and vocabulary skills to comprehend sections
B. Apply reading strategies to improve understanding and fluency
B. Analyze and evaluate information acquired from various sources
As a result of their Advanced Public Speakings class, students will be able to do the following:
A. Use context to determine the appropriate meaning of virtually any word, phrase, or statement in uncomplicated passages
LOCAL LEARNER OUTCOMES: