HIGH
SCHOOL
HIGH SCHOOL ENGLISH/LANGUAGE ARTS
OVERVIEW
The goal of this curriculum is to prepare students to meet and exceed identified state standards and skills. In addition, the aim is to provide continuity of instruction between schools and grades, while allowing site‐based decision making at each school. As such, the emphasis is on identifying skills at each grade level towards which all students are working for mastery. Mastery of these skills can be accomplished in many ways, and each school will address the specific approach needed to best serve their student population. Although different courses are available to students at various schools in the district, depending on student and staffing needs, all students receive comparable instruction on specific skills and ideas as well as read core literature from identified grade level lists. Reading, writing, speaking, and listening occurs at all levels and in all classes, including elective courses. Although site‐based decisions are imperative to best meet the needs of students, we realize that continuity between schools benefits both students and teachers. As such, minimum expectations for assignments and assessments are identified, as well as a common list of literature. Literature is assigned to each grade level after considering criteria such as literary quality, reading level, subject maturity, student interest, relation to other curricula, thematic connections, and suitability for teaching the state standards. These titles have been through the FNSBSD approval process. Electives: One core belief with this curriculum is that every English course must be academically rigorous and contain both reading and writing objectives. This is especially true of electives. Students are encouraged to choose electives based upon their own academic needs, personal interests, and future academic/career goals. It is understood that available elective offerings will be different at each school, as determined by student and staffing needs. Grades 9 and 10: This curriculum is based upon yearlong courses integrating reading, writing, speaking, and listening skills. Writing elements have been identified as core objectives at each grade level. This allows students to focus on developing specific skills they can build on each year. Students read a variety of texts of various genres, as selected by each school from the approved lists. In tenth grade, the curriculum emphasizes expository writing as well as nonfiction, to help better prepare students for the High School Graduation Qualifying Examination. Grades 11 and 12: In eleventh grade all students complete one semester of an American Literature course and one semester of an elective course. At schools which consistently offer electives, one of the electives must be writing intensive. In twelfth grade students complete one semester of British or World Literature and one semester of an elective course. Although students may meet the American/British/World Literature requirements through different courses, all students will be expected to demonstrate the same skills and essential learnings. Fairbanks North Star Borough School District English/Language Arts Curriculum 132 High School Overview Adopted March 22, 2011 FNSBSD ENGLISH/LANGUAGE ARTS
High School English Graduation Requirements
Four (4) English/Language Arts credits are required for graduation 



English 9 Options English 10 Options English 11 Options English 12 Options (2 semesters required) (2 semesters required) (1 semester required) (1 semester required) English 9 Classics (year ‐long) English 9 ELL (year‐long) English 9 (year‐long) English 9 Honors (year‐long) 




English 10 Classics (year‐long) English 10 ELL (year‐long) English 10 (year‐long) English 10 Honors (year‐long) College Preparatory Composition (teacher recommendation)  Analysis of Literature (teacher recommendation)  AP European History/Literature (year‐ long) 








Early American Literature Early American Literature Honors Modern American Literature Modern American Literature Honors American Writers American Writers Honors American Literature Classics American Literature ELL AP English Language & American Literature (year‐long) 










Early British Literature Early British Literature Honors Modern British Literature Modern British Literature Honors Survey of British Literature Survey of British Literature Honors World Literature World Literature ELL World Literature Honors Shakespeare Classics AP Literature & Composition (year long) High School English Electives ~ 2 semesters required All electives are one semester unless otherwise noted  Electives may be chosen from the above required course list or electives listed below. Schools may require a designated writing course as an English elective (see individual school planners).  Electives offered will depend upon each school’s resources and may differ between schools.  Only 2 semesters of Workshops or Tutorials may be counted toward English/Language Arts graduation requirements.
Native American Literature 11‐12 Newcomer English I 9‐12 (Beginner Low through Intermediate Low) Newcomer English II 9‐12 (Beginner High through Intermediate High) Philosophy & Language 11‐12 Popular Novels 11‐12 Reading for Meaning 9‐12 Reading/Writing Skill Development 11‐12 (Writing Intensive) Research and Inquiry 12 (Writing Intensive) Speech & Debate 11‐12 Sports Literature 11‐12 Technical Drama/Theatre 9‐12 Technical Writing 11‐12 (Writing Intensive) Theatre Performance I 9‐12 Theatre Performance II 10‐12 Vocabulary Development 11‐12 Advanced Composition 11‐12 (Writing Intensive) AP Language & Composition 11‐12 (year‐long) (Writing Intensive) Advanced Reading and Writing for English Language Learners 10‐12 African American Literature 11‐12 Analysis of Literature 11‐12 (Writing Intensive) College Preparatory Composition 11‐12 (Writing Intensive) Composition 11‐12 (Writing Intensive) Composition & Media Analysis 11‐12 (Writing Intensive) Creative Writing 11‐12 (Writing Intensive) English Workshop 9 English Workshop 10 English Workshop 11 English Workshop 12 Holocaust Studies 11‐12 Journalism 10‐12 (Beginning, Intermediate or Advanced) (Writing Intensive) Media Literacy 11‐12 Fairbanks North Star Borough School District English/Language Arts Curriculum 133 High School English Graduation Requirements Adopted March 22, 2011 High School English/Language Arts
Ongoing Learner Goals
High school students use language to extend personal understandings and refine critical thinking skills. Literary works widen students' experiences, making students aware of other individuals, issues, cultures, and viewpoints. Collaborative learning and critical response allow students to communicate their ideas to the world in a repertoire of writing, reading, and media. Writing
As writers, students will:  use steps of the writing process:  prewrite  draft  respond (including peer and teacher comments)  revise  edit for correctness (including grammar, agreement, punctuation, syntax, spelling, and usage)  publish  use standardized rubrics as a reflective and evaluative tool  compose a variety of writings:  personal  critical  technical  conduct research using a variety of media resources with formal documentation to gather and synthesize information  understand the effects of the media:  consumerism  violence  stereotyping  lifestyle choices  complete projects independently and collaboratively Reading
As readers, students will:  read a wide variety of literature  participate in group discussions responding to literature  respond critically to literature  demonstrate individual responses and critical analysis  interpret meaning, tone, and effect:  newspaper/magazines  Internet (i.e., email, social media, blogs)  multimedia  entertainment  music  advertisements  print materials Speaking / Listening
As speakers and listeners, students will:  speak and listen appropriately in a variety of situations to a classroom‐sized audience:  oral presentation  performance  debate  information  participate in a variety of group discussion formats including collaboration on projects Fairbanks North Star Borough School District English Language Arts Curriculum 134 High School Ongoing Learner Goals Adopted March 22, 2011
English 9
Grade: 9 Length: Year‐long Prerequisite: Some courses required teacher recommendation.
Overview English 9 Classics: English 9 Classics is for students identified by their 8th grade English teachers as needing extra skill development in reading, composition, and academic language. The course provides a variety of writing experiences and responses to literature studied. Introduction to cloze reading, library, test‐taking, and research skills, grammar, mechanics and usage, and vocabulary are also included. Students complete a short research project second semester. Teacher recommendation is required. English 9 ELL: English 9 ELL is for students who have been identified as limited English proficient, needing extra skill development in reading, composition, vocabulary, academic language, and are eligible for ELL services. This integrated course provides a variety of writing experiences and responses to literature, as well as an emphasis on library and research skills, grammar, mechanics and usage, and vocabulary development. Students complete a short research paper or project second semester. Teacher recommendation is required. The course fulfills two semesters of the English 9 requirement. All classes taught exclusively to English Language Learners must be taught by a teacher with a Bilingual/Multicultural, ELL, or TESOL endorsement. English 9: English 9 introduces the genres of literature and the writing process through a combination of composition, literature, and speech experiences. The course provides a variety of writing experiences including on‐demand and process writing, and essays in response to literature studied. Introduction to literary analysis, library and research skills, grammar, mechanics and usage, and vocabulary are also included. Students complete a short research paper or project second semester. English 9 Honors: This course is designed for advanced readers and writers capable of in‐depth analysis and who are motivated to take this challenge. Through a combination of composition, literature and speaking experiences, the course provides an in‐depth study of the genres of literature, and a variety of writing experiences, including on‐demand and process writing, and essays in response to literature studied. Introduction to literary analysis, library research skills, grammar, mechanics and usage, and vocabulary development are also included. Students complete a short research paper or project in the second semester. Teacher recommendation is required. Fairbanks North Star Borough School District English/Language Arts Curriculum 135 English 9 Adopted March 22, 2011 ENGLISH 9: Reading FNSBSD Expectations
Alaska Content Standards and
(Alaska GLEs in addition to the following)
Grade Level Expectations (GLEs)
Students will:
Speaking and Listening ● E/LA.A.3 In speaking, demonstrate skills in volume, intonation, and clarity ● E/LA.A.6 When appropriate, use visual techniques to communicate ideas; these techniques may include role playing, body language, mime, sign language, graphics, Braille, art, and dance ● E/LA.A.8 Evaluate the student’s own speaking and writing and that of others using high standards The student reads texts aloud by ● [9] 3.2.1 Rehearsing and reading aloud with expression from a variety of genres to an audience*(L) ● [9] 3.2.2 Giving an oral formal presentation (e.g., research reports, literature responses)*(L) The student uses strategies to decode or comprehend the meaning of words in text by ● [9] 4.1.1 Determining meanings of unfamiliar words in context using knowledge of sounds, syllables, derivational roots and affixes, including cultural derivations (e.g., the root of photography and photosynthesis, kayak) ● [9] 4.1.2 Determining meanings of unfamiliar words by utilizing context clues, literary allusions, syntax, or semantics in  dialectical English (e.g., Huck Finn)  other languages adopted into English (e.g., pie a la mode)  idiomatic expressions (e.g., “it drives me up a wall”) ● [9] 4.1.3 Identifying complex relationships among words including synonyms, antonyms, homonyms/homophones, [shades of meaning L], analogies* ● [9] 4.1.4 Determining the meaning of words in context including [connotation/denotation L], use of precise or technical vocabulary, content‐
● Develop ease in speaking and participate actively and appropriately in large and small groups ● Communicate appropriately for specific purposes with specific audiences in the classroom ● Learn strategies for memorization ● Demonstrate basic speaking techniques (for example: breath control, vocal inflection, pitch, projection, phrasing, eye contact, and pace) ● Present a formal speech ● Learn strategies for rehearsal, preparation, time management, and use of notes ● Develop extemporaneous speaking skills ● Demonstrate appropriate audience participation and behavior ● Practice strategies to organize verbal information ● Practice active listening skills such as body language, facial expression, and eye contact ● Give a prepared presentation smoothly and with expression (e.g., has obviously rehearsed, does not fumble with note cards) ● Rehearse and read aloud smoothly and with expression, giving attention to end marks, quotation marks (quotes inside quotes), commas, capital letters, bolded, italicized, underlined text, hyphens, etc., and to mood (humorous, serious, etc.) of piece ● Determine the figurative and connotative meaning of words and phrases as they are used in literature ● Analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone) ● Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence Fairbanks North Star Borough School District 136 English 9 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. specific vocabulary (symbiosis, suffrage, apartheid), or multiple meanings (e.g., Raven as a character in a myth and also representative of Native Alaskan notion of “trickster”) ● [9] 4.1.5 Self‐monitoring and self‐correcting while reading (e.g., rereading, adjusting reading pace, sub‐vocalizing, consulting resources, questioning, flexible note taking/mapping, skimming, scanning, etc.)* (L)
The student restates/summarizes and connects information by ● [9] 4.2.2 Connecting information by making inferences and/or drawing conclusions within a text (e.g., why is the information in the chart included), across texts or other summarized information The student demonstrates understanding of main ideas/arguments by ● [9] 4.3.1 Identifying or explaining the main ideas in various types of texts (i.e., recognizing or developing appropriate titles, generalizations, assertions)* ● [9] 4.3.2 Locating information in narrative and informative text to answer questions related to main ideas or key details* ● [9] 4.3.3 Comparing/contrasting the main ideas or concepts between related texts* ● [9] 4.3.4 Explaining connections among main ideas/concepts (text to self, text to text, text to world)* (L) ● [9] 4.3.5 Locating and using evidence from texts to assess the validity of an author’s main ideas (e.g., is the reasoning logical) and adequacy of support (e.g., is there enough supporting evidence)* ● [9] 4.3.6 Using evidence from the text to evaluate the power, logic, reasonableness, and audience appeal of arguments (e.g., identifies bias and propaganda techniques, emotional effect of specific word choices and sentence structures, well‐supported logical arguments)*
The student follows multi‐step directions by ● [9] 4.4.1 Reading, understanding, and applying multi‐step directions to perform complex procedures and tasks (e.g., filling out a catalog order) ● [9] 4.4.2 Identifying the sequence of steps in a list of directions (e.g., design a science experiment) The student analyzes and evaluates conventions and techniques of genres by ● [9] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* ● [9] 4.5.2 Analyzing the use of literary devices appropriate to genre (i.e., dialogue, simile, metaphor, personification, foreshadowing, time sequence, imagery, repetition, allusion or symbolism) to analyze literary works and nonfiction ● [9] 4.5.3 Evaluating the intended effects of the author’s use of conventions and techniques of genres on the reader (e.g., making inferences and judgments about ironic or hyperbolic statements, identifying impact of rich imagery, identifying multiple levels of meaning) ● Read and comprehend grade level literary nonfiction Fairbanks North Star Borough School District 137 English 9 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. The student analyzes and evaluates literary elements and devises by ● [9] 4.6.1 Identifying or describing or making logical predictions about (citing evidence and support from text) plot, setting, character, point of view, theme, and tone ● [9] 4.6.2 Comparing and contrasting literary elements and devices in a variety of works by a variety of authors* ● [9] 4.6.3 Analyzing and evaluating the importance to the story of plot, setting, character, point of view, and theme* ● [9] 4.6.4 Citing evidence from the text to analyze and evaluate the author’s intent for utilizing literary elements and devices and tone
The student expresses opinion/differentiates fact from opinion/critiques the effectiveness of text by ● [9] 4.7.2 Analyzing author’s purpose (e.g. to narrate, inform, entertain, explain, persuade) by citing textual evidence* The student connects themes by ● [9] 4.8.1 Analyzing and evaluating evidence within the text to identify an author’s message, theme, or purpose ● [9] 4.8.2 Analyzing and evaluating textual evidence to make thematic connections between texts ● [9] 4.8.3 Analyzing and evaluating thematic connections between texts related to personal experiences, the experience of others, prior knowledge, and the broader world of ideas (L) ● Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots) and manipulate time (e.g., pacing flashbacks) create such effects as mystery, tension, or surprise ● Read and comprehend grade level literature, including stories, dramas, and poems ● Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia) determining which details are emphasized in each account ● Honors: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details ● Honors: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme ● Honors: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature The student connects and evaluates cultural influences/events by ● [9] 4.9.1 Comparing and contrasting cultural events, ideas, settings, and influences in one story or text across other similar stories or texts in other cultures (e.g., mythology, colonialism; Western/Eastern medicine) (L) ● [9] 4.9.2 Analyzing the effects of historical or cultural influences/events on texts* (L) Fairbanks North Star Borough School District 138 English 9 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. ENGLISH 9: Writing Alaska Grade Level Expectations (GLEs)
FNSBSD Expectations
(Alaska GLEs in addition to the following)
Students will:
The student writes about a topic by: ● Use 6+1 Traits to focus on organization, sentence fluency, and conventions ● [9] 4.1.1 Incorporating the thesis statement, which identifies the focus or ● Engage and orient the reader by setting out a problem, situation, or observation, controlling idea for the entire composition, into an introductory paragraph (the establishing one or multiple point(s) of view, and introducing a narrator and/or introductory paragraph may include a lead or hook, such as an anecdote, startling characters; create a smooth progression of experiences or events statistic or quotation) ● Use appropriate and varied transitions to link the major sections of the text, ● [9] 4.1.2 Writing in paragraphs that include relevant details and evidence that create cohesion, and clarify the relationships among complex ideas and concepts support the main idea of the paragraph and thesis statement, grouping ideas logically within the paragraph, placing paragraph breaks logically ● [9] 4.1.3 Organizing ideas using appropriate structure to maintain the unity of the composition (e.g., chronology order, order of importance, comparison and contrast, cause and effect, classification and definition), using a variety of transitional words and phrases ● [9] 4.1.4 Writing a concluding paragraph that connects concluding elements to the introductory elements ● Write in a variety of genres to include fiction, non‐fiction, and poetry
The student writes for a variety of purposes and audiences by: ● [9] 4.2.1 Writing a narrative using elements of fiction to advance the plot (L) ● Establish and maintain a formal style and objective tone while attending to the ● [9] 4.2.2 Writing in a variety of nonfiction forms (e.g., letter, report, biography, norms and conventions of the discipline in which they are writing autobiography, and/or essay) to inform, describe or persuade ● Conduct short research projects to answer a question (including a self‐generated ● [9] 4.2.3 Writing expressively when producing or responding to texts (e.g., question) or solve a problem; narrow or broaden the inquiry when appropriate; poetry, journals, editorials, drama, reflective essays, and/or newsletters)*(L) synthesize multiple sources on the subject ● [9] 4.2.4 Using research‐based information and/or analysis in research projects or ● Demonstrate an understanding of the subject under investigation. Gather extended reports*(L) relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation The student writes and edits using conventions of standard English by:
● Demonstrate appropriate first and third person point of view
● [9] 4.3.1 Varying beginnings, lengths, and patterns of sentences to improve flow and to enhance meaning and style of writing* ● [9] 4.3.2 Applying rules of spelling (e.g., homophones, irregular plurals, and contractions)* ● [9] 4.3.3 Applying rules of punctuation (i.e., comma, quotation marks, apostrophes, semicolons, colons, hyphens, and parentheses) ● [9] 4.3.4 Applying rules of capitalization (e.g., titles and proper nouns)* ● [9] 4.3.5 Applying rules of usage (i.e., verb tense, subject/verb agreement, possessives, pronouns, adjectives, adverbs, and sentence structure)*
Fairbanks North Star Borough School District 139 English 9 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. The student revises writing by: ● [9] 4.4.1 Reviewing content and organization and making appropriate changes to improve clarity and logical progression of ideas (e.g., increasing elaboration or support for ideas/thesis, providing relevant details, examples, definitions, narrative anecdotes, illustrative scenarios, or counterarguments appropriate to the genre) ● [9] 4.4.2 Giving/receiving appropriate feedback and evaluating writing based on established criteria (e.g., self‐created checklists, peer conference formats, scoring guides or rubrics)*(L) ● [9] 4.4.3 Combining sentences for fluency, using precise and descriptive words and/or eliminating irrelevant details to improve quality and effectiveness of writing* ● [9] 4.4.4 Clarifying thesis statement and/or topic sentence and adding details to support main ideas, if needed* ● [9] 4.4.5 Making style, diction, and voice or persona more consistent with form (e.g., organizational structure or writing genre) and the perspective conveyed ● [9] 4.4.6 Using resources throughout the writing process (e.g., dictionary, thesaurus, peer conference, scoring guide, genre exemplars, style manual, rubric, word processor) (L) The student documents sources by: ● [9] 4.5.1 Giving credit for others’ ideas, images, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources using a standard method of documentation (e.g., MLA or APA style) (L)
The students uses resources by: ● [9] 3.6.1 Correcting misspellings using available software programs, including choosing the correct spelling option among several choices*(L) ● [9] 3.6.2 Using thesaurus to locate and choose effective synonyms for common words or to avoid redundancy (L) ● [9] 3.6.3 Selecting and using formatting features to produce final draft (e.g., centering title, choosing appropriate font size and style, indentation, pagination, and line spacing)*(L) ● [9] 3.6.4 Selecting correct choice when using grammar‐checking software (e.g., accepts suggested change or disregards inappropriate suggested change) (L)
● Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience ● Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically Fairbanks North Star Borough School District 140 English 9 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. Required Reading
English 9 Classics and English 9‐ELL 1st
Semester
 The Iliad and The Odyssey (selections from Homer)  Alaska Native Literature and myths (suggested readings: Roots of Ticasuk: An Eskimo Woman’s Family Story; Bird Girl; Last New Land)  Myths, legends, creation stories, and folklore  Supplemental short stories, poetry, and non‐
fiction  Selections from the textbook 2nd
English 9 1st
Semester
 To Kill A Mockingbird or a novel from the Ninth Grade Choice List  Romeo and Juliet  Supplemental poetry, short stories, and non‐
fiction
2nd
Semester
 The Iliad and The Odyssey (selections from Homer)  Alaska Native Literature and myths (suggested readings: Roots of Ticasuk: An Eskimo Woman’s Family Story; Bird Girl; Last New Land)  Myths, legends, creation stories, and folklore  Supplemental short stories, poetry, and non‐fiction  Selections from the textbook English 9 Honors Semester
 To Kill A Mockingbird  Romeo and Juliet  Supplemental poetry, short stories, and non‐
fiction  Selections from the textbook  At least 2 choices from the Ninth Grade Choice List: Semester designations site‐based 1st
Semester
A summer reading list may be required prior to the course 2nd Semester
 To Kill A Mockingbird  Romeo and Juliet  Supplemental poetry, short stories, and non‐
fiction  Selections from the textbook  The Iliad and The Odyssey (selections from Homer)  Alaska Native Literature and myths (suggested readings: Roots of Ticasuk: An Eskimo Woman’s Family Story; Bird Girl; Last New Land)  Myths, legends, creation stories, and folklore  Supplemental short stories, poetry, and non‐fiction  Selections from the textbook
 At least 4 choices from the Ninth Grade Choice List: Semester designations site‐based Ninth Grade Choice List
For additional site-based options, see supplemental book list
Fiction













Non-Fiction
 Having Our Say: The Delany Sisters’ First 100 Years (Delany)
 Life Is So Good (Dawson & Glaubman)  Shadows on the Koyukuk: An Alaskan Native’s Life Along the River (Huntington & Reardon)  On the Edge of Nowhere (Huntington)  Thura’s Diary (Al‐Windawi) * The House on Mango Street (Cisneros) * A Separate Peace (Knowles) The Martian Chronicles (Bradbury) I Heard the Owl Call My Name (Craven) A Day No Pigs Would Die (Peck) The Miracle Worker (play) (Gibson) Touching Spirit Bear (Mikaelsen) Speak (Anderson) A Christmas Carol (Dickens) Bird Girl (Wallis) A Single Shard (Park) * A Step From Heaven (Na) * House of the Scorpion (Farmer) Fairbanks North Star Borough School District English/Language Arts Curriculum *ELL Friendly 141 English 9 Adopted March 22, 2011 Required Writing
English 9 Classics English 9 English 9 Honors First Semester At least:  1 piece of on‐demand writing  1 narrative or descriptive essay  Daily informal writing to include responses to literature, personal connections, short fiction exercises, and poetry First Semester At least:  2 pieces of on‐demand writing  1 narrative or descriptive essay  1 analytical essay  Weekly writing experimenting with multiple genres including poetry, letters, and fiction First Semester At least:  3 pieces of on‐demand writing  1 narrative or descriptive essay  2 analytical essays  Daily analytical practice through journals, informal responses, short fiction and poetry exercises, and thesis generation on demand Second Semester At least:  1 research project  Daily informal writing to include responses to literature, personal connections, short fiction exercises, and poetry English 9 ELL First Semester At least:  1 analytical essay  1 expository, narrative, or descriptive essay  Frequent on‐demand writing to include responses to literature, personal connections, short fiction exercies, and poetry Second Semester At least:  2 pieces of on‐demand writing  1 analytical essay  1 persuasive research project with citations and text references in a standardized format (paraphrases, summaries, quotations)  Weekly writing experimenting with multiple genres including poetry, letters, and fiction Second Semester At least:  3 pieces of on‐demand writing  2 analytical essays  1 persuasive research project with citations and text references in a standardized format (paraphrases, summaries, quotations)  Daily analytical practice through journals, informal responses, short fiction and poetry exercises, and thesis generation on demand Second Semester At least:  1 analytical essay  1 expository, narrative, or descriptive essay  1 research project with citations and text references in a standardized format (paraphrases and summaries)  Frequent on‐demand writing to include responses to literature, personal connections, short fiction exercises, and poetry Fairbanks North Star Borough School District English/Language Arts Curriculum 142 English 9 Adopted March 22, 2011 English 10
Overview Grade: 10 Length: Year‐long: English 10/Classics/ELL/Honors, and AP European History/Literature; Semester long: College Prep Composition/ Analysis of Literature Prerequisite: Successful completion of English 9. Some courses require teacher recommendation.
English 10 Classics: English 10 Classics is for students identified by their 9th grade English teachers as needing extra skill development in reading, composition, and academic language. Students will further develop reading, writing, speaking, and listening skills. Students will use reading strategies to expand personal vocabulary, summarize, infer, and compare/contrast main ideas. Using the writing process and the 6 +1 Traits rubric, students will write essays and a short research paper. Students will also participate in class discussions, oral presentations, and group projects. Teacher recommendation is required. This year‐long course fulfills two semesters of the English 10 requirement.
English 10 ELL: English 10 ELL is for students who have been identified as limited English proficient, needing extra skill development in reading, composition, vocabulary, academic language, and are eligible for ELL services. Students will further develop reading, writing, speaking, and listening skills. Students will use strategies to expand personal vocabulary, summarize, infer, and compare/contrast main ideas. Using the writing process and the 6 + 1 Traits rubric, students will write essays and complete a short research paper. Students will also participate in class discussions, oral presentations, and group projects. Teacher recommendation is required. This year‐long course fulfills two semesters of the English 10 requirement. All classes taught exclusively to English Language Learners must be taught by a teacher with a Bilingual/Multicultural, ELL, or TESOL endorsement. English 10: This course is a continuation of English 9 and uses literature to further develop reading, writing, speaking, and listening skills. Students will use reading strategies to expand their personal vocabulary, summarize, infer, compare/contrast main ideas, and use textual facts to support text analysis. Using the writing process and the 6+1 Traits rubric, students will write for a variety of audiences, practice the steps in writing a research paper, and utilize a standard writing handbook. Students will also participate in class discussions, oral presentations, and group projects. This year‐long course fulfills two semesters of the English 10 requirement. English 10 Honors: This course, a continuation of English 9 Honors, is designed for recommended sophomores who are reading and writing above grade level, capable of in‐depth analysis, and motivated to take this challenging course. Students will use literature and reading strategies to expand vocabulary, summarize, infer, compare/contrast main ideas, and use textual facts to support text analysis. Using the writing process and the 6+1 Traits rubric, students will write for a variety of audiences, produce a research paper, and utilize standard writing resources. Students will also participate in class discussions, oral presentations, and group projects. This year‐long course fulfills two semesters of the English 10 requirement.
College Preparatory Composition: College Preparatory Composition prepares students for college‐level writing, with an emphasis on formal expository writing using non‐fiction models. Students are provided with diverse writing experiences, including a formal research paper. College Preparatory Composition is considered an honors level course for sophomores and is highly recommended for juniors and seniors who plan to continue a post‐high school education. This course fulfills one semester of the English 10 requirement, or a required English elective for grades 11‐12.
Analysis of Literature: Analysis of Literature is a challenging literature course emphasizing development and application of analytical skills to the genres of fiction. The course requires extensive reading of all genres of fiction, as well as composition and discussion. Analysis of Literature is considered an honors level course for sophomores and is highly recommended for juniors and seniors who plan to continue a post‐high school education. This course fulfills one semester of the English 10 requirement, or a required English elective for grades 11‐12.
Advanced Placement European History/Literature: This two period course combines the course work of World History (Honors) with the study of primary literature relevant to a review of European history, including skills studied at the English 10 Honors level. Students meet all the objectives of English 10 Honors for writing and literature. In addition, students will be prepared for the AP European History exam. Teacher recommendation is required. This year‐long course fulfills two semesters of the English 10 requirement and two semesters of the World Studies (Social Studies) requirement. Fairbanks North Star Borough School District English/Language Arts Curriculum 143 English 10 Adopted March 22, 2011 ENGLISH 10: Reading
FNSBSD Expectations
Alaska Content Standards and
(Alaska GLEs in addition to the following)
Grade Level Expectations (GLEs)
Students will: Speaking and Listening ● E/LA.A.1 Apply elements of effective writing and speaking; these elements include ideas, organization, vocabulary, sentence structure, and personal style ● E/LA.A.3 In speaking, demonstrate skills in volume, intonation, and clarity ● E/LA.A.6 When appropriate, use visual techniques to communicate ideas; these techniques may include role playing, body language, mime, sign language, graphics, Braille, art, and dance ● E/LA.A.8 Evaluate the student’s own speaking and writing and that of others using high standards ● E/LA.B.1 Comprehend meaning from written text and oral and visual information by applying a variety of reading, listening, and viewing strategies, these strategies include phonic, context, and vocabulary cues in reading, critical viewing, and active listening ● E/LA.B.2 Reflect on, analyze, and evaluate a variety of oral, written, and visual information and experiences, including discussions, lectures, art, movies, television, technical materials, and literature ● E/LA.B.3 Relate what the student views, reads, and hears to practical purposes in the student’s own life, to the world outside, and to other texts and experiences ● E/LA.D.4 Explain and defend a position orally, in writing, and with visual aids as appropriate The student uses strategies to decode or comprehend the meaning of words in text by ● [10] 4.1.1 Determining meanings of unfamiliar words in context using knowledge of sounds, syllables, derivational roots and affixes, including cultural derivations (e.g., the root of photography and photosynthesis, kayak)* ● [10] 4.1.2 Determining meanings of unfamiliar words by utilizing context clues, literary allusions, syntax, or semantics in  dialectical English (e.g., Huck Finn)  other languages adopted into English (e.g., pie á la mode)  idiomatic expressions (e.g., “it drives me up a wall”)* ● [10] 4.1.3 Identifying complex relationships among words including synonyms, antonyms, homonyms/homophones, [shades of meaning L], analogies*
The student reads texts aloud by ● [10] 3.2.1 Rehearsing and reading aloud with expression from a variety of genres to an audience * (L) ● [10] 3.2.2 Giving an oral formal presentation (e.g., research reports, literature responses)* (L) ● Communicate appropriately for specific purposes with specific audiences in the classroom including interview skills ● Develop techniques for logical, persuasive oral arguments ● Utilize audio/visual aids to enhance oral presentations ● Apply research skills to speech preparation ● Present a formal speech ● Restate and summarize information presented orally  Understand connotation and denotation ENGLISH 10 HONORS ● Analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (include Shakespeare as well as other authors) Fairbanks North Star Borough School District 144 English 10 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. The student demonstrates understanding of main ideas/arguments by ● [10] 4.3.1 Identifying or explaining the main ideas in various types of texts (i.e., recognizing or developing appropriate titles, generalizations, assertions)* ● [10] 4.3.2 Locating information in narrative and informative text to answer questions related to main ideas or key details* ● [10] 4.3.3 Comparing/contrasting the main ideas or concepts between related texts* ● [10] 4.3.4 Explaining connections among main ideas/concepts (text to self, text to text, text to world)* (L) ● [10] 4.3.5 Locating and using evidence from texts to assess the validity of an author’s main ideas (e.g., is the reasoning logical) and adequacy of support (e.g., is there enough supporting evidence)* ● [10] 4.3.6 Using evidence from the text to evaluate the power, logic, reasonableness, and audience appeal of arguments (e.g., identifies bias and propaganda techniques, emotional effect of specific word choices and sentence structures, well‐supported logical arguments)*
The student follows multi‐step directions by ● [10] 4.4.1 Reading, understanding, and applying multi‐step directions to perform complex procedures and tasks (e.g., filling out a sample income tax return or permanent fund dividend application) ● [10] 4.4.2 Identifying the sequence of steps in a list of directions (e.g., design a science experiment)* The student analyzes and evaluates conventions and techniques of techniques of genres by ● [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* ● [10] 4.5.3 Evaluating the intended effects of the author’s use of conventions and techniques of genres on the reader (e.g., making inferences and judgments about ironic or hyperbolic statements, identifying impact of rich imagery, identifying multiple levels of meaning)* The student analyzes and literary elements and devices by ● [10] 4.6.1 Identifying or describing or making logical predictions about (citing evidence and support from text) plot, setting, character, point of view, theme, and tone* ● [10] 4.6.2 Comparing and contrasting literary elements and devices in a variety of works by a variety of authors* ● [10] 4.6.3 Analyzing and evaluating the importance to the story plot, setting, character, point of view, theme, and tone ● [10] 4.6.4 Citing evidence from the text to analyze and evaluate the author’s intent for utilizing literary elements and devices and tone*
● Make inferences and draw conclusions within a text
● Analyze text to differentiate between opinion and fact ENGLISH 10 HONORS ● Cite strong and thorough textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain ● Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed) ● Analyze and compare use of literary devices including plot, setting, character, point of view, theme, tone, irony, and allegory ● Cite evidence from a text to support assertions about literary elements, devices, and tone ENGLISH 10 HONORS ● Analyze a case in which grasping the point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) ● Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text Fairbanks North Star Borough School District 145 English 10 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. ENGLISH 10: Writing
FNSBSD Expectations
Alaska Grade Level Expectations (GLEs)
(Alaska GLEs in addition to the following)
The student writes about a topic by: ● [10] 4.1.1 Incorporating the thesis statement, which identifies the focus or controlling idea for the entire composition, into an introductory paragraph (the introductory paragraph may include a lead or hook, such as an anecdote, startling statistic or quotation)* ● [10] 4.1.2 Writing in paragraphs that include relevant details and evidence that support the main idea of the paragraph and thesis statement, grouping ideas logically within the paragraph, placing paragraph breaks logically* ● [10] 4.1.3 Organizing ideas using appropriate structure to maintain the unity of the composition (e.g., chronology order, order of importance, comparison and contrast, cause and effect, classification and definition) using a variety of transitional words and phrases* ● [10] 4.1.4 Writing a conclusion that ties it to the introduction
The student writes for a variety of purposes and audiences by: ● [10] 4.2.1 Writing a narrative using elements of fiction to advance the plot * (L) ● [10] 4.2.2 Writing in a variety of nonfiction forms (e.g., letter, report, biography, autobiography, and/or essay) to inform, describe or persuade* ● [10] 4.2.3 Writing expressively when producing or responding to texts (e.g., poetry, journals, editorials, drama, reflective essays, and/or newsletters)* (L) ● [10] 4.2.4 Using research‐based information and/or analysis in research projects or extended reports*(L) The student writes and edits using conventions of standard English by: ● [10] 4.3.1 Varying beginnings, lengths, and patterns of sentences to improve flow and to enhance meaning and style of writing * ● [10] 4.3.2 Applying rules of spelling (e.g., homophones, irregular plurals, and contractions)* ● [10] 4.3.3 Applying rules of punctuation (i.e., comma, quotation marks, apostrophes, semicolons, colons, hyphens, and parentheses)* ● [10] 4.3.4 Applying rules of capitalization (e.g., titles and proper nouns)* ● [10] 4.3.5 Applying rules of usage (i.e., verb tense, subject/verb agreement, possessives, pronouns, adjectives, adverbs, and sentence structure)*
Students will: ● Use 6+1 Traits to focus writing on ideas/content and word choice ● Identify the five components that comprise plot ● Journal on demand for various topics ● Practice paraphrasing ENGLISH 10 HONORS ● Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation using valid reasoning and relevant and sufficient evidence ● Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence ● Build vocabulary skills Fairbanks North Star Borough School District 146 English 10 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. The student revises writing by: ● [10] 4.4.1 Reviewing content and organization and making appropriate changes to improve clarity and logical progression of ideas (e.g., increasing elaboration or support for ideas/thesis, providing relevant details, examples, definitions, narrative anecdotes, illustrative scenarios, or counterarguments appropriate to the genre)* ● [10] 4.4.2 Giving/receiving appropriate feedback and evaluating writing based on established criteria (e.g., self‐created checklists, peer conference formats, scoring
guides or rubrics)* (L) ● [10] 4.4.3 Combining sentences for fluency, using precise and descriptive words and/or eliminating irrelevant details to improve quality and effectiveness of writing)* ● [10] 4.4.4 Clarifying thesis statement and/or topic sentence and adding details to support main ideas, if needed* ● [10] 4.4.5 Making style, diction, and voice or persona more consistent with form (e.g., organizational structure or writing genre) and the perspective conveyed* ● [10] 4.4.6 Using resources throughout the writing process (e.g. dictionary, thesaurus, peer conference, scoring guide, genre exemplars, style manual, rubric, word processor)* (L) The student documents sources by: ● [10] 4.5.1 Giving credit for others’ ideas, images, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources using a standard method of documentation (e.g., MLA or APA style)* (L)
The students uses resources by: ● [10] 3.6.1 Correcting misspellings using available software programs, including choosing the correct spelling option among several choices* (L) ● [10] 3.6.2 Using thesaurus to locate and choose effective synonyms for common words or to avoid redundancy* (L) ● [10] 3.6.3 Selecting and using formatting features to produce final draft (e.g., centering title, choosing appropriate font size and style, indentation, pagination, and line spacing)* (L) ● [10] 3.6.4 Selecting correct choice when using grammar‐checking software (e.g., accepts suggested change or disregards inappropriate suggested change)* (L)
● Utilize the entire writing process to develop formal essays ● Peer edit using standardized marks ● Self edit with guidance and independently to avoid plagiarism and demonstrate mastery of concepts ENGLISH 10 HONORS ● Analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful ● Identify and implement primary and secondary sources in writing ● Utilize standard MLA or APA format as appropriate for assignment Fairbanks North Star Borough School District 147 English 10 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. Required Reading
English 10 Classics and English 10 ELL 1st Semester
English 10 2nd Semester
 Oedipus Rex, Antigone  1 non‐fiction piece from English 10 reading list or  Supplemental short Tenth Grade stories, poetry and non‐
Choice List fiction  Selections from textbook  Supplemental poetry, short Choose 1 of the following stories, and non‐
Shakespeare plays: fiction  Much Ado About Nothing  Twelfth Night  Julius Caesar  The Tempest  The Taming of the Shrew (selections from Sophocles) 1st Semester
2nd Semester
 Oedipus Rex, Antigone (selections from Sophocles)  Supplemental short stories, poetry and non‐
fiction  Selections from textbook Choose 1 of the following Shakespeare plays:  Much Ado About Nothing  Twelfth Night  Julius Caesar  The Tempest  The Taming of the Shrew  Supplemental short stories, poetry and non‐fiction  Selections from textbook  Choose 1 non‐fiction book‐length piece from the Tenth Grade Choice List  Read at least 2 choices from the Tenth Grade Choice List either semester AP European History/Literature  See the publication of the College Board for recommended reading list English 10 Honors 1st Semester
2nd Semester
 Supplemental short stories,  Oedipus Rex, Antigone poetry and non‐
(selections from Sophocles) fiction  Supplemental short  Selections from stories, poetry and non‐
textbook fiction  Choose 1 non‐
 Selections from textbook fiction book‐
length piece Choose 1 of the following from the Tenth Shakespeare plays: Grade Choice  Much Ado About List Nothing  Twelfth Night  Julius Caesar  The Tempest  The Taming of the Shrew  Read at least 4 choices from the Tenth Grade Choice List either semester  Independently analyze literature
A summer reading list may be required prior to the course Tenth Grade Choice List
Fiction










Non-Fiction








Fahrenheit 451 (Bradbury) The Great Train Robbery (Crichton) Les Miserables (Hugo) Johnny Got His Gun (Trumbo) The Joy Luck Club (Tan) Lord of the Flies (Golding) All Quiet on the Western Front (Remarque) A Lesson Before Dying (Gaines) The Secret Life of Bees (Kidd) Bless Me, Ultima (Anaya) Fairbanks North Star Borough School District English/Language Arts Curriculum 148 Winterdance (Paulsen) Night (Wiesel) The Color of Water: A Black Man’s Tribute to His White Mother (McBride) Into the Wild (Krakauer) The Broken Cord (Dorris) The Devil in the White City (Larson) In Cold Blood (Capote)
Into Thin Air (Krakauer)
English 10 Adopted March 22, 2011 Required Writing
English 10 Classics English 10 English 10 Honors First Semester At least:  1 piece of on‐demand writing  1 persuasive essay  Daily informal writing to include responses to literature, personal connections, short fiction exercises, and poetry First Semester At least:  2 pieces of on‐demand writing  1 persuasive essay  1 analytical essay  Weekly writing experimenting with multiple genres including poetry, letters, and fiction First Semester At least:  3 pieces of on‐demand writing  1 persuasive essay  2 analytical essays  Daily analytical practice through journals, informal responses, short fiction and poetry exercises, and thesis generation on demand Second Semester At least:  1 piece of on‐demand writing  1 research project  Daily informal writing to include responses to literature, personal connections, short fiction exercises, and poetry English 10 ELL First Semester At least:  1 expository or analytical essay  1 persuasive essay  Frequent on‐demand writing to include responses to literature, personal connections, short fiction exercises, and poetry Second Semester At least:  2 pieces of on‐demand writing  1 analytical essay  1 research paper with citations and text references in a standardized format (paraphrases, summaries, quotations)  Weekly writing experimenting with multiple genres including poetry, letters, and fiction AP European History/Literature  Individual writing requirements outlined in instructor’s syllabus and subject to approval by the College Board Second Semester At least:  1 analytical essay  1 research paper with citations and text references in a standardized format (paraphrases, summaries, quotations)  Frequent on‐demand writing to include responses to literature, personal connections, short fiction exercises, and poetry Fairbanks North Star Borough School District English/Language Arts Curriculum Second Semester At least:  3 pieces of on‐demand writing  2 analytical essays  1 research paper with citations and text references in a standardized format (paraphrases, summaries, quotations)  Daily analytical practice through journals, informal responses, short fiction and poetry exercises, and thesis generation on demand 149 English 10 Adopted March 22, 2011 College Preparatory Composition
Grade: 10 (11‐12 Elective) Length: Semester Prerequisites: Completion of Overview: College Preparatory Composition prepares students for college‐level writing, with an emphasis on formal English 10 or teacher recommendation expository writing using non‐fiction models. Students are provided with diverse writing experiences, including a formal research paper. College Preparatory Composition is considered an honors level course for sophomores and is highly recommended for juniors and seniors who plan to continue a post‐high school education. This course fulfills one semester of the English 10 requirement, or a required English elective for grades 11‐12. WRITING INTENSIVE Alaska Content
Standards
Reading FNSBSD Expectations
Students will: AK Content Standards: E/LA.A.1,3,6,8; B.1‐3; D.4 Performance: R4.1‐9 Cultural: CS.E.3 Writing AK Content Standards: E/LA.A.1‐8; B.2; D.3; C.1‐3 Performance: W4.1.5 Speaking / Listening AK Content Standards: E/LA.D.1‐4 Cultural: CS.A.5,7  Analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful  Use reading to make connections between meaning and rhetorical devices  Use readings to examine writing styles and purpose  Use readings to better understand a writer’s craft  Develop an awareness of and ability to detect bias in writing
 Generate own topics as well as writing on assigned topics  Move introductions from specific experiences, illustrations, statistics, or anecdotes to the general thesis  Apply appropriate rhetorical devices to serve the purpose of an individual piece  Write an effective conclusion  Apply revision process based on peer, instructor, and self‐evaluation
 Articulate clear support for opinions  Acknowledge and incorporate others’ viewpoints and observations during discussion
Required Activities
Reading  A variety of non‐fiction essays, articles, and critical analyses  At least 1 selection from the Tenth Grade Choice List Fairbanks North Star Borough School District English/Language Arts Curriculum Writing  A minimum of 5 essays, including a formal research paper  On‐demand essays  Process and response writing  Summaries
150 Speaking/Listening  Present a formal speech College Preparatory Composition Adopted March 22, 2011 Analysis of Literature
Grade: 10 (11‐12 Elective) Length: Semester Prerequisites: Teacher recommendation WRITING INTENSIVE Overview: Analysis of Literature is a challenging literature course emphasizing development and application of analytical skills to the genres of fiction. The course requires extensive reading of all genres of fiction, as well as composition and discussion. Analysis of Literature is considered an honors level course for sophomores and is highly recommended for juniors and seniors who plan to continue a post‐high school education. This course fulfills one semester of the English 10 requirement, or a required English elective for grades 11‐12. Alaska Content
Standards
Reading FNSBSD Expectations
Students will: AK Content Standards: E/LA.B.1‐3, E.1‐4; L/IL.B.1‐
3, D.1,2, E.1‐4 Performance: R3.2, R4.1‐4, 7‐11 Cultural: CS.B.1‐2, C.4, E.1,3‐8 Writing AK Content Standards: E/LA.A.1‐5, 7,8, C.1‐4, D.1‐
5 Performance: W4.1‐4 Speaking / Listening AK Content Standards: E/LA.A.1,3,6,8, B.1‐3, D.4 Cultural: CS A.3, E.3, 6‐8  Understand connotation and denotation  Analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (including Shakespeare as well as other authors)  Analyze and compare the use of literary devices including plot, setting, character, theme, point of view, tone, irony and allegory  Cite textual evidence to support assertions about literary elements, devices, and tone  Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain  Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g. setting, how action is ordered, character introduction, and development)  Evaluate multiple interpretations of a story, drama, or poem (e.g. recorded or live productions) against the original source text  Demonstrate the ability to distinguish what is directly stated in a text from the intended meaning or point of view (e.g. satire, irony, or understatement)
 Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively; assess the strengths and limitations of sources in terms of task, purpose, and audience  Write analysis of a substantive topic or text using valid reasoning and relevant and sufficient evidence  Cite sources using MLA or APA format as appropriate for the assignment
 Communicate appropriately for specific purposes with specific audiences  Develop techniques for logical, persuasive oral arguments  Demonstrate active listening skills including non‐verbal communication
Required Activities
Reading  A variety of short stories, poetry, novels and drama Fairbanks North Star Borough School District English/Language Arts Curriculum Writing  A minimum of four pieces of on‐demand writing 151 Speaking/Listening  A minimum of one formal presentation Analysis of Literature Adopted March 22, 2011  Oedipus Rex (Sophocles)  Antigone (Sophocles)  One Shakespeare play chosen from the list below: Julius Caesar, Twelfth Night, Much Ado About Nothing, The Tempest  Analysis of at least two class novels chosen from the Tenth Grade Choice List  Analysis of at least three additional readings chosen from the Supplemental Literature List Fairbanks North Star Borough School District English/Language Arts Curriculum  2 analytical essays  1 persuasive essay  Daily analytical writing practice including journals, informal responses, poetry exercises, and short constructed response
152  Engage in debate, either formal or informal, with classmates demonstrating logical arguments and response  Practice speaking and listening skills Analysis of Literature Adopted March 22, 2011 English 11
Grade: 11 Length: One semester Prerequisite: Third year standing and completion of English 10. Some courses require teacher recommendation. English 11: Early American Literature: This integrated course combines a survey of early American and other related authors with composition. American prose, poetry, and drama are used as vehicles for examining American culture and improving writing skills. Formal literary analysis is required, as well as a variety of other writing experiences. Overview English 11: Modern American Literature: This integrated course combines a survey of both early and modern American authors with composition. American prose, poetry, and drama are used as vehicles for examining American culture and improving writing skills. Formal literary analysis is required, as well as a variety of other writing experiences. English 11: American Writers: This integrated course combines a survey of both early and modern American authors with composition. American prose, poetry, and drama are used as vehicles for examining American culture and improving writing skills. Formal literary analysis is required, as well as a variety of other writing experiences. (May not be taken if the student is taking or will be taking Early or Modern American Literature) English 11: American Literature Classics: American Literature Classics is for students identified by their English teachers as needing extra skill development in reading, composition, and academic language. It combines a survey of American authors with composition. The course uses American prose, poetry, and drama as a vehicle for examining American culture and improving writing skills. Teacher recommendation is required. English 11: American Literature ELL: American Literature ELL is for students who have been identified as limited English proficient, needing extra skill development in reading, composition, vocabulary, academic language, and are eligible for ELL services. It combines a survey of American authors with composition. The course uses American prose, poetry, and drama as a vehicle for examining American culture and improving writing skills. Teacher recommendation is required. All classes taught exclusively to English Language Learners must be taught by a teacher with a Bilingual/Multicultural, ELL, or TESOL endorsement. English 11: Early American Literature Honors, Modern American Literature Honors, American Writers Honors: These courses are designed for accelerated juniors who have demonstrated advanced proficiency in reading and writing, in‐depth analysis, and who are motivated to take this challenging course. Students cover the requirements for Early American Literature, Modern American Literature, American Writers, and at least one more additional text. Teacher recommendation is required. Advanced Placement English Language and American Literature: This is an accelerated year‐long course challenging advanced students to integrate ideas in American literature with writing and composition. American prose, poetry, and drama are used as vehicles for examining American culture and improving writing skills. Required composition and speeches are challenging and varied, including organized study of the structures of sentences, paragraphs, and larger discursive patterns in preparation for the AP English Language and Composition Examination. This course is designed to provide a learning opportunity for those students capable of doing college level work and the possibility of gaining advanced placement and/or credit in college English. Teacher recommendation is required. The first semester of this course fulfills the English 11 requirement. The other semester fulfills the 11th grade English elective. Fairbanks North Star Borough School District English/Language Arts Curriculum 153 English 11 Adopted March 22, 2011 ENGLISH 11: READING FNSBSD Expectations
Alaska Content Standards and
(Alaska GLEs in addition to the following)
Grade Level Expectations (GLEs)
Students will:
Speaking and Listening ● E/LA.A.1 Apply elements of effective writing and speaking; these elements include ideas, organization, vocabulary, sentence structure, and personal style ● E/LA.A.3 In speaking, demonstrate skills in volume, intonation, and clarity ● E/LA.A.6 When appropriate, use visual techniques to communicate ideas; these techniques may include role playing, body language, mime, sign language, graphics, Braille, art, and dance ● E/LA.A.8 Evaluate the student’s own speaking and writing and that of others using high standards ● E/LA.B.1 Comprehend meaning from written text and oral and visual information by applying a variety of reading, listening, and viewing strategies, these strategies include phonic, context, and vocabulary cues in reading, critical viewing, and active listening ● E/LA.B.2 Reflect on, analyze, and evaluate a variety of oral, written, and visual information and experiences, including discussions, lectures, art, movies, television, technical materials, and literature ● E/LA.B.3 Relate what the student views, reads, and hears to practical purposes in the student’s own life, to the world outside, and to other texts and experiences ● E/LA.D.4 Explain and defend a position orally, in writing, and with visual aids as appropriate These 10th grade GLEs assume a variety of text and increasing complexity in the 11th and 12th grades. The student uses strategies to decode or comprehend the meaning of words in text by: ● [10] 4.1.1 Determining meanings of unfamiliar words in context using knowledge of sounds, syllables, derivational roots and affixes, including cultural derivations (e.g., the root of photography and photosynthesis, kayak)* ● [10] 4.1.2 Determining meanings of unfamiliar words by utilizing context clues, literary allusions, syntax, or semantics in  dialectical English (e.g., Huck Finn)  other languages adopted into English (e.g., pie á la mode)  idiomatic expressions (e.g., “it drives me up a wall”)* ● [10] 4.1.3 Identifying complex relationships among words including synonyms, antonyms, homonyms/homophones, [shades of meaning L], analogies* ● [10] 4.1.4 Determining the meaning of words in context including [connotation/denotation L], use of precise or technical vocabulary, content‐
● Recognize and develop appropriate personal verbal response to controversial topics ● Evaluate the ways in which culture and historical periods affect speech ● Demonstrate and apply oral interpretation techniques to literature ● Practice formal presentation ● Independently practice respectful audience behavior and active listening ● Gather information through various cyber media technologies as well as online data banks and library on‐site texts through a thematic or thesis based objective (compare/contrast, persuasive, or critical analysis) ● Cite textual evidence to support analysis of what the text says explicitly, what the text implies, and what the text leaves uncertain ● Analyze the impact of specific word choices on meaning and tone, including words with multiple meanings ● Distinguish what is directly stated from what is really meant in a piece of satire ● Analyze how an author uses and refines the meaning of a key term, or terms, over the course of a text ● Analyze how style and content contribute to the power, persuasiveness, or beauty of a text Fairbanks North Star Borough School District 154 English 11 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. specific vocabulary (symbiosis, suffrage, apartheid), or multiple meanings (e.g., the James Joyce character Stephen Dedalus‐Dedalus is a character and reference to Greek mythological figure) The student restates/summarizes and connects information by
● [10] 4.2.1 Restating and summarizing main ideas or events, in correct sequence, after reading a text (e.g., paraphrasing, constructing a topic outline, charting or mapping main ideas or events) or identifying accurate restatements and summaries of main ideas or events or generalizations of a text* ● [10] 4.2.2 Connecting information by making inferences and/or drawing conclusions within a text (e.g., why is the information in the chart included), across texts or other summarized information*
The student demonstrates an understanding of main ideas/arguments by:
● [10] 4.3.1 Identifying or explaining the main ideas in various types of texts (i.e., recognizing or developing appropriate titles, generalizations, assertions)* ● [10] 4.3.2 Locating information in narrative and informative text to answer questions related to main ideas or key details* ● [10] 4.3.3 Comparing/contrasting the main ideas or concepts between related texts* ● [10] 4.3.5 Locating and using evidence from texts to assess the validity of an author’s main ideas (e.g., is the reasoning logical) and adequacy of support (e.g., is there enough supporting evidence)* ● [10] 4.3.6 Using evidence from the text to evaluate the power, logic, reasonableness, and audience appeal of arguments (e.g., identifies bias and propaganda techniques, emotional effect of specific word choices and sentence structures, well‐supported logical arguments)*
The student follows multi=step directions by ● [10] 4.4.1 Reading, understanding, and applying multi‐step directions to perform complex procedures and tasks (e.g., filling out a sample income tax return or permanent fund dividend application) ● [10] 4.4.2 Identifying the sequence of steps in a list of directions (e.g., design a science experiment)* The student analyzes and evaluates conventions and techniques of genres by:
● [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* ● [10] 4.5.2 Analyzing the use of literary devices appropriate to genre (i.e., dialogue, simile, metaphor, foreshadowing, personification, time sequence, imagery, repetition, allusion, symbolism, or syntax) to analyze literary works and nonfiction ● [10] 4.5.3 Evaluating the intended effects of the author’s use of conventions and techniques of genres on the reader (e.g., making inferences and judgments about ironic or hyperbolic statements, identifying impact of rich imagery, identifying multiple levels of meaning)* ● Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex synthesis ● Delineate and evaluate the reasoning in argumentative texts
Fairbanks North Star Borough School District 155 English 11 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. The student analyzes and evaluates literary elements and devices by: ● [10] 4.6.1 Identifying or describing or making logical predictions about (citing evidence and support from text) plot, setting, character, point of view, theme, and tone* ● [10] 4.6.2 Comparing and contrasting literary elements and devices in a variety of works by a variety of authors* ● [10] 4.6.3 Analyzing and evaluating the importance to the story plot, setting, character, point of view, theme, and tone ● [10] 4.6.4 Citing evidence from the text to analyze and evaluate the author’s intent for utilizing literary elements and devices and tone*
The student expresses opinion/differentiates fact from opinion/critiques the effectiveness of text by: ● [10] 4.7.1 Identifying bias/propaganda by citing textual evidence* ● [10] 4.7.2 Analyzing author’s purpose (e.g., to narrate, inform, entertain, explain, persuade) by citing textual evidence* The student connects themes by: ● [10] 4.8.1 Analyzing and evaluating evidence within the text to identify an author’s message, theme, or purpose* ● [10] 4.8.2 Analyzing and evaluating textual evidence to make thematic connections between texts* ● Independently identify, analyze, and evaluate an author’s use of several literary elements as they affect theme ● Analyze and evaluate multiple interpretations of a single text
● Demonstrate knowledge of 18th, 19th, and early 20th century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics, or how the treatment of a theme or topic evolves through sequential periods ● Evaluate the interrelationship between history, literature, and cultural identity ● Identify major literary periods in America and evaluate the forces at work in the times of transition and innovation Fairbanks North Star Borough School District 156 English 11 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. ENGLISH 11‐WRITING Alaska Grade Level Expectations (GLEs)
th
These 10
grade GLEs assume a variety of text and increasing complexity in the th
11 and 12th grades. The student writes about a topic by: ● [10] 4.1.1 Incorporating the thesis statement, which identifies the focus or controlling idea for the entire composition, into an introductory paragraph (the introductory paragraph may include a lead or hook, such as an anecdote, startling statistic or quotation)* ● [10] 4.1.2 Writing in paragraphs that include relevant details and evidence that support the main idea of the paragraph and thesis statement, grouping ideas logically within the paragraph, placing paragraph breaks logically* ● [10] 4.1.3 Organizing ideas using appropriate structure to maintain the unity of the composition (e.g., chronology order, order of importance, comparison and contrast, cause and effect, classification and definition) using a variety of transitional words and phrases* ● [10] 4.1.4 Writing a conclusion that ties it to the introduction
The student writes for a variety of purposes and audiences by: ● [10] 4.2.1 Writing a narrative using elements of fiction to advance the plot * (L) ● [10] 4.2.2 Writing in a variety of nonfiction forms (e.g., letter, report, biography, autobiography, and/or essay) to inform, describe or persuade* ● [10] 4.2.3 Writing expressively when producing or responding to texts (e.g., poetry, journals, editorials, drama, reflective essays, and/or newsletters)* (L) ● [10] 4.2.4 Using research‐based information and/or analysis in research projects or extended reports*(L) FNSBSD Expectations
(Alaska GLEs in addition to the following)
Students will:
District expects the following increases in writing skill applications: ● Generate own topics ● Write expository texts to examine and convey complex ideas and information clearly and accurately through effective selection, organization, and analysis of content ● Identify and analyze the effects of common rhetorical strategies in published nonfiction:  Description  Narration  Illustration ● Apply appropriate rhetorical strategy to serve the purpose of an individual piece ● Analyze and apply argument structure to organize and persuade ● Locate and synthesize primary and secondary sources to persuade ● Write arguments to support claims about substantive topics or texts using valid reasoning and relevant and sufficient evidence ● Introduce precise, knowledgeable claim; establish the significance of the claim, distinguish the claim from alternate or opposing claims, and create an organization that logically sequences claim, counterclaims, reasons, and evidence ● Supply the most relevant evidence for each claim and counterclaim while noting strengths and limitations of both in a manner that anticipates audience knowledge level, concerns, values, and possible biases ● Write narratives to develop real or imagined experiences or events effectively employing narrative techniques such as dialogue, pacing, description, reflection, setting, point of view, and multiple plot lines Fairbanks North Star Borough School District 157 English 11 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. The student writes and edits using conventions of standard English by: ● [10] 4.3.1 Varying beginnings, lengths, and patterns of sentences to improve flow and to enhance meaning and style of writing * ● [10] 4.3.2 Applying rules of spelling (e.g., homophones, irregular plurals, and contractions)* ● [10] 4.3.3 Applying rules of punctuation (i.e., comma, quotation marks, apostrophes, semicolons, colons, hyphens, and parentheses)* ● [10] 4.3.4 Applying rules of capitalization (e.g., titles and proper nouns)* ● [10] 4.3.5 Applying rules of usage (i.e., verb tense, subject/verb agreement, possessives, pronouns, adjectives, adverbs, and sentence structure)*
The student revises writing by: ● [10] 4.4.1 Reviewing content and organization and making appropriate changes to improve clarity and logical progression of ideas (e.g., increasing elaboration or support for ideas/thesis, providing relevant details, examples, definitions, narrative anecdotes, illustrative scenarios, or counterarguments appropriate to the genre)* ● [10] 4.4.2 Giving/receiving appropriate feedback and evaluating writing based on established criteria (e.g., self‐created checklists, peer conference formats, scoring
guides or rubrics)* (L) ● [10] 4.4.3 Combining sentences for fluency, using precise and descriptive words and/or eliminating irrelevant details to improve quality and effectiveness of writing)* ● [10] 4.4.4 Clarifying thesis statement and/or topic sentence and adding details to support main ideas, if needed* ● [10] 4.4.5 Making style, diction, and voice or persona more consistent with form (e.g., organizational structure or writing genre) and the perspective conveyed* ● [10] 4.4.6 Using resources throughout the writing process (e.g. dictionary, thesaurus, peer conference, scoring guide, genre exemplars, style manual, rubric, word processor)* (L) The student documents sources by: ● [10] 4.5.1 Giving credit for others’ ideas, images, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources using a standard method of documentation (e.g., MLA or APA style)* (L)
The students uses resources by: ● [10] 3.6.1 Correcting misspellings using available software programs, including choosing the correct spelling option among several choices* (L) ● [10] 3.6.2 Using thesaurus to locate and choose effective synonyms for common words or to avoid redundancy* (L) ● [10] 3.6.3 Selecting and using formatting features to produce final draft (e.g., centering title, choosing appropriate font size and style, indentation, pagination, and line spacing)* (L) ● [10] 3.6.4 Selecting correct choice when using grammar‐checking software (e.g., accepts suggested change or disregards inappropriate suggested change)* (L)
● Identify and analyze the effects of stylistic devices that contribute to musicality and effectiveness of language (must address: alliteration, assonance, consonance) ● Identify and analyze the effects of diction and syntax on tone in published nonfiction ● Apply stylistic devices appropriate to intended audience and purpose ● Move introductions from specific experiences, illustrations, statistics, or anecdotes to the general thesis ● Identify and apply parallelism and repetition to improve effective expression and clarity ● Organize complex ideas so each new element builds on that which precedes it to create a unified whole that makes progress rather than flat‐lining ● Write routinely over extended time frames (involving research, reflection, and revision) and shorter time frames (a single sitting or a day or two) Fairbanks North Star Borough School District 158 English 11 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. Required Reading
The following literary periods will be addressed: Pre‐Colonial, Colonial / Rationalism, Romanticism, Transcendentalism, Post‐Civil War/Realism
The following literary periods will be addressed: Local Color, Realism, Naturalism, Harlem, Renaissance, Moderns, Post Moderns
The following literary periods will be addressed: Colonial, Romantic, Transcendentalists, Contemporary 20th Century
Early American Literature Modern American Literature American Writers Required Texts  The Adventures of Huckleberry Finn (Twain)  The Crucible (Miller)  Selected essays, supplemental short stories, poetry, non‐
fiction and selections from textbook Required Texts  Of Mice and Men (Steinbeck)  The Great Gatsby (Fitzgerald)  Selected essays, supplemental short stories, poetry, non‐fiction and selections from textbook, or The Best American Short Stories of the Century (Updike & Kenison) Required Texts  Selected essays, supplemental short stories, poetry, non‐fiction and selections from textbook, or The Best American Short Stories of the Century (Updike & Kenison) 1 text required from this list:  The Scarlet Letter (Hawthorne)  The Narrative of the Life of Frederick Douglass (Douglass)  The Awakening (Chopin)  My Antonia (Cather)  The Red Badge of Courage (Crane)  Incidents in the Life of a Slave Girl (Jacobs) At least 1 novel from list below:  The Grapes of Wrath (Steinbeck)  Their Eyes Were Watching God (Hurston)  The Catcher in the Rye (Salinger)  A Farewell to Arms (Hemingway)  The Old Man and the Sea (Hemingway) At least 1 play from list below:  A Streetcar Named Desire (Williams)  The Glass Menagerie (Williams)  A Raisin in the Sun (Hansberry)  Our Town (Wilder)  Death of a Salesman (Miller)  All My Sons (Miller) American Literature Classics, American Literature ELL  Of Mice and Men (Steinbeck)  The Crucible (Miller)  Various American short stories, essays, and poetry Fairbanks North Star Borough School District English/Language Arts Curriculum All Honors: Early American Literature, Modern American Literature, American Writers  Read at least 1 additional American text per semester; independent reading over break may be required
159 At least 2 novels from list below:  The Scarlet Letter (Hawthorne)  The Adventures of Huckleberry Finn (Twain)  The Narrative of the Life of Frederick Douglass (Douglass)  The Awakening (Chopin)  Incidents in the Life of a Slave Girl (Jacobs)  Their Eyes Were Watching God (Hurston)  The Great Gatsby (Fitzgerald)  My Antonia (Cather)  Of Mice and Men (Steinbeck)  The Grapes of Wrath (Steinbeck)  The Old Man and the Sea (Hemingway) At least 1 play from list below:  A Streetcar Named Desire (Williams)  The Glass Menagerie (Williams)  A Raisin in the Sun (Hansberry)  Our Town (Wilder)  Death of a Salesman (Miller)  The Crucible (Miller)  All My Sons (Miller) AP English Language and Composition, American Literature  A minimum of 4 major American literary texts  See the publications of the College Board for recommended reading list English 11 Adopted March 22, 2011 Required Writing
The following literary periods will be addressed: Local Color, Realism, Naturalism, Harlem, Renaissance, Moderns, Post Moderns
The following literary periods will be addressed: Pre‐Colonial, Colonial / Rationalism, Romanticism, Transcendentalism, Post‐Civil War/Realism
The following literary periods will be addressed: Coloniol, Romantic, Transcendentalists, Contemporary 20th Century
Early American Literature Modern American Literature American Writers  2 pieces of on‐demand writing in response to literature  2 formal literary analytical essays including in‐text citations and a works cited page  1 essay gathering multiple authoritative print and digital sources using advanced searches effectively  Informal responses reflecting on texts, historical and biographical connections, and/or the drafting process  2 pieces of on‐demand writing in response to literature  2 formal literary analytical essays including in‐
text citations and a works cited page  1 essay gathering multiple authoritative print and digital sources using advanced searches effectively  Informal responses reflecting on texts, historical and biographical connections, and/or the drafting process  2 pieces of on‐demand writing in response to literature  2 formal literary analytical essays including in‐
text citations and a works cited page  1 essay gathering multiple authoritative print and digital sources using advanced searches effectively  Informal responses reflecting on texts, historical and biographical connections, and/or the drafting process American Literature Classics All Honors: Early American Literature,
Modern American Literature, American Writers AP English Language and American Literature  1 piece of on‐demand writing in response to literature  1 literary analytical essay including in‐text citations and a works cited page  1 essay gathering multiple authoritative print and digital sources using advanced searches effectively  Informal responses reflecting on texts, historical and biographical connections, and/or the drafting process American Literature ELL  1 piece of on‐demand writing in response to literature  1 literary analytical essay including in‐text citations and a works cited page  1 essay gathering multiple authoritative print and digital sources using advanced searches effectively  On‐demand responses reflecting on texts, historical and biographical connections, and/or the drafting process
 2 pieces of on‐demand writing in response to literature  2 formal literary analytical essays including in‐
text citations and a works cited page  1 essay gathering multiple authoritative print and digital sources using advanced searches effectively  1 prepared oral presentation  Informal responses reflecting on texts, historical and biographical connections, and/or the drafting process  Individual writing requirements outlined in instructor’s syllabus and subject to approval by the College Board Additional Honors Requirements  Independent essay may be required over break Fairbanks North Star Borough School District English/Language Arts Curriculum 160 English 11 Adopted March 22, 2011 English 12
Grade: 12 Length: One semester (additional English elective required in 12th grade) Prerequisite: Fourth year standing and completion of English 11. Some courses require teacher recommendation.
English 12: Early British Literature: This integrated course combines a survey of early British and other related authors with composition. British prose, poetry, and drama are used as vehicles for examining culture and improving writing skills. Formal literary analysis is required, as well as a variety of other writing experiences. English 12: Modern British Literature: This integrated course combines a survey of early and modern British and world authors with composition. Prose, poetry, and drama are used as vehicles for examining culture and improving writing skills. Formal literary analysis is required, as well as a variety of other writing experiences. English 12: Survey of British Literature: This integrated course combines a survey of British authors with composition. British prose, poetry, and drama are used as vehicles for examining culture and improving writing skills. Formal literary analysis is required, as well as a variety of other writing experiences. (May not be taken if the student is taking, or will be taking, Early British Literature or Modern British Literature) Overview English 12: World Literature: This integrated course combines a survey of international authors with composition. Prose, poetry, and drama are used as vehicles for examining culture and important authors outside of our national and cultural boundaries, as well as improving writing skills. Formal literary analysis is required, as well as a variety of other writing experiences. English 12: World Literature ELL: World Literature ELL is for students who have been identified as limited English proficient, needing extra skill development in reading, composition, vocabulary, academic language, and are eligible for ELL services. This integrated course combines a survey of international authors with composition. Prose, poetry, and drama are used as vehicles for examining culture and important authors outside of our national and cultural boundaries, as well as improving writing skills. Formal literary analysis is required, as well as a variety of other writing experiences. Teacher recommendation is required. This course fulfills the English 12 requirement. All classes taught exclusively to English Language Learners must be taught by a teacher with a Bilingual/Multicultural, ELL, or TESOL endorsement. English 12: Shakespeare Classics: Shakespeare Classics is for students identified by their English teachers as needing extra skill development in reading, composition, and academic language. The course requires an in‐depth study of Shakespeare’s comedies, tragedies, and histories using both written texts and video. Teacher recommendation is required. English 12: Early British Literature Honors, Modern British Literature Honors, Survey of British Literature Honors, World Literature Honors: These final English Honors courses are designed to provide a challenge for seniors who are looking for rigor in refining their discussion and writing skills. These courses encourage students to be involved in frequent discussions about readings, to explore literature on more literal levels with regard to the reader, author’s intent, and the world perspective. On‐demand essays, formal writing, presentations, and challenging literature are regular components of these courses. Students cover the requirements for Early British Literature, Modern British Literature, Survey of British Literature, and World Literature, and at least one more additional text. Materials and focus may be more demanding intellectually, and require the dedicated and interested student. Advanced Placement Literature and Composition: This is a year‐long honors level course for students of superior work habits and a willingness to be intellectually challenged. It is designed to provide a learning opportunity for those students capable of doing college level work and the possibility of gaining advanced placement and/or credit in college English, upon successful completion of the AP English Literature and Composition examination. This course provides a comprehensive background in the analysis of literature and requires a significant amount of independent reading and writing. Teacher recommendation is required. The first semester of this course fulfills the English 12 requirement. The other semester fulfills the 12th grade English elective. Fairbanks North Star Borough School District English/Language Arts Curriculum 161 English 12 Adopted March 22, 2011 ENGLISH 12: READING FNSBSD Expectations
Alaska Content Standards and
(Alaska GLEs in addition to the following)
Grade Level Expectations (GLEs)
Students will:
Speaking and Listening ● E/LA.A.1 Apply elements of effective writing and speaking; these elements include ideas, organization, vocabulary, sentence structure, and personal style ● E/LA.A.3 In speaking, demonstrate skills in volume, intonation, and clarity ● E/LA.A.6 When appropriate, use visual techniques to communicate ideas; these techniques may include role playing, body language, mime, sign language, graphics, Braille, art, and dance ● E/LA.A.8 Evaluate the student’s own speaking and writing and that of others using high standards ● E/LA.B.1 Comprehend meaning from written text and oral and visual information by applying a variety of reading, listening, and viewing strategies, these strategies include phonic, context, and vocabulary cues in reading, critical viewing, and active listening ● E/LA.B.2 Reflect on, analyze, and evaluate a variety of oral, written, and visual information and experiences, including discussions, lectures, art, movies, television, technical materials, and literature ● E/LA.B.3 Relate what the student views, reads, and hears to practical purposes in the student’s own life, to the world outside, and to other texts and experiences ● E/LA.D.4 Explain and defend a position orally, in writing, and with visual aids as appropriate These 10th grade GLEs assume a variety of text and increasing complexity in the 11th and 12th grades. The student uses strategies to decode or comprehend the meaning of words in text by: ● [10] 4.1.1 Determining meanings of unfamiliar words in context using knowledge of sounds, syllables, derivational roots and affixes, including cultural derivations (e.g., the root of photography and photosynthesis, kayak)* ● [10] 4.1.2 Determining meanings of unfamiliar words by utilizing context clues, literary allusions, syntax, or semantics in  dialectical English (e.g., Huck Finn)  other languages adopted into English (e.g., pie á la mode)  idiomatic expressions (e.g., “it drives me up a wall”)* ● [10] 4.1.3 Identifying complex relationships among words including synonyms, antonyms, homonyms/homophones, [shades of meaning L], analogies* ● Independently practice all skills from previous grades
● Independently practice all previous grade level expectations
● Practice cloze reading by annotating texts with notes on observations, questions, connotations, allusions, comparisons, patterns, and contradictions ● Analyze the impact of specific word choices on meaning and tone, including words with multiple meanings Fairbanks North Star Borough School District 162 English 12 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. ● [10] 4.1.4 Determining the meaning of words in context including [connotation/denotation L], use of precise or technical vocabulary, content‐
specific vocabulary (symbiosis, suffrage, apartheid), or multiple meanings (e.g., the James Joyce character Stephen Dedalus‐Dedalus is a character and reference to Greek mythological figure) The student restates/summarizes and connects information by: ● [10] 4.2.1 Restating and summarizing main ideas or events, in correct sequence, after reading a text (e.g., paraphrasing, constructing a topic outline, charting or mapping main ideas or events) or identifying accurate restatements and summaries of main ideas or events or generalizations of a text* ● [10] 4.2.2 Connecting information by making inferences and/or drawing conclusions within a text (e.g., why is the information in the chart included), across texts or other summarized information*
The student demonstrates understanding of main ideas/arguments by: ● [10] 4.3.1 Identifying or explaining the main ideas in various types of texts (i.e., recognizing or developing appropriate titles, generalizations, assertions)* ● [10] 4.3.2 Locating information in narrative and informative text to answer questions related to main ideas or key details* ● [10] 4.3.3 Comparing/contrasting the main ideas or concepts between related texts* ● [10] 4.3.5 Locating and using evidence from texts to assess the validity of an author’s main ideas (e.g., is the reasoning logical) and adequacy of support (e.g., is there enough supporting evidence)* ● [10] 4.3.6 Using evidence from the text to evaluate the power, logic, reasonableness, and audience appeal of arguments (e.g., identifies bias and propaganda techniques, emotional effect of specific word choices and sentence structures, well‐supported logical arguments)*
The student follows multi‐step directions by ● [10] 4.4.1 Reading, understanding, and applying multi‐step directions to perform complex procedures and tasks (e.g., filling out a sample income tax return or permanent fund dividend application) ● [10] 4.4.2 Identifying the sequence of steps in a list of directions (e.g., design a science experiment)* The student analyzes and evaluates conventions and techniques of genres by: ● [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* ● [10] 4.5.2 Analyzing the use of literary devices appropriate to genre (i.e., dialogue, simile, metaphor, foreshadowing, personification, time sequence, imagery, repetition, allusion, symbolism, or syntax) to analyze literary works and nonfiction ● [10] 4.5.3 Evaluating the intended effects of the author’s use of conventions and techniques of genres on the reader (e.g., making inferences and judgments about ● Cite strong evidence accurately to support an assertion
● Identify reliable primary sources
● Review and independently identify several elements of literary analysis such as theme, plot, character, setting, symbol, archetype, allusion, point of view, style, tone, mood, litotes, kenning, metaphor, simile, allusion, allegory, and motif ● Distinguish what is directly stated from what is really meant in a piece of satire and explain the reason for using satire instead of direct argument ● Analyze and evaluate multiple interpretations of a Shakespearean text ● Identify major periods in British and/or world literature and evaluate the forces Fairbanks North Star Borough School District 163 English 12 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. ironic or hyperbolic statements, identifying impact of rich imagery, identifying multiple levels of meaning)* The student analyzes and evaluates literary elements and devices by: ● [10] 4.6.1 Identifying or describing or making logical predictions about (citing evidence and support from text) plot, setting, character, point of view, theme, and tone* ● [10] 4.6.2 Comparing and contrasting literary elements and devices in a variety of works by a variety of authors* ● [10] 4.6.3 Analyzing and evaluating the importance to the story plot, setting, character, point of view, theme, and tone ● [10] 4.6.4 Citing evidence from the text to analyze and evaluate the author’s intent for utilizing literary elements and devices and tone*
The student expresses opinion/differentiates fact from opinion/critiques the effectiveness of text by: ● [10] 4.7.1 Identifying bias/propaganda by citing textual evidence* ● [10] 4.7.2 Analyzing author’s purpose (e.g., to narrate, inform, entertain, explain, persuade) by citing textual evidence* The student connects themes by: ● [10] 4.8.1 Analyzing and evaluating evidence within the text to identify an author’s message, theme, or purpose* ● [10] 4.8.2 Analyzing and evaluating textual evidence to make thematic connections between texts* at work in the times of transition and innovation
● Independently identify, analyze, and evaluate an author’s use of several literary elements as they affect theme ● Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed) ● Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact ● Practice research skills in exploring authors, critical resources, and time periods ● Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex synthesis ● Demonstrate knowledge of foundational works of British and/or world literature, including how two or more texts from the same period treat similar themes or topics, or how the treatment of a theme or topic evolves through sequential periods ● Evaluate the interrelationship between history, literature, and cultural identity ENGLISH 12‐WRITING Alaska Grade Level Expectations (GLEs)
th
These 10
grade GLEs assume a variety of text and increasing complexity in the th
11 and 12th grades. The student writes about a topic by: ● [10] 4.1.1 Incorporating the thesis statement, which identifies the focus or controlling idea for the entire composition, into an introductory paragraph (the introductory paragraph may include a lead or hook, such as an anecdote, startling statistic or quotation)* FNSBSD Expectations
(Alaska GLEs in addition to the following)
Students will:
● Write informal responses to connect a specific British and/or world text to a current issue or personal/contemporary experience ● Write argumentative essays about global and/or philosophical issues using specific British and/or world texts as part of the evidence available as relevant support Fairbanks North Star Borough School District 164 English 12 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. ● [10] 4.1.2 Writing in paragraphs that include relevant details and evidence that support the main idea of the paragraph and thesis statement, grouping ideas logically within the paragraph, placing paragraph breaks logically* ● [10] 4.1.3 Organizing ideas using appropriate structure to maintain the unity of the composition (e.g., chronology order, order of importance, comparison and contrast, cause and effect, classification and definition) using a variety of transitional words and phrases* ● [10] 4.1.4 Writing a conclusion that ties it to the introduction
The student writes for a variety of purposes and audiences by: ● [10] 4.2.1 Writing a narrative using elements of fiction to advance the plot * (L) ● [10] 4.2.2 Writing in a variety of nonfiction forms (e.g., letter, report, biography, autobiography, and/or essay) to inform, describe or persuade* ● [10] 4.2.3 Writing expressively when producing or responding to texts (e.g., poetry, journals, editorials, drama, reflective essays, and/or newsletters)* (L) ● [10] 4.2.4 Using research‐based information and/or analysis in research projects or extended reports*(L) The student writes and edits using conventions of standard English by: ● [10] 4.3.1 Varying beginnings, lengths, and patterns of sentences to improve flow and to enhance meaning and style of writing * ● [10] 4.3.2 Applying rules of spelling (e.g., homophones, irregular plurals, and contractions)* ● [10] 4.3.3 Applying rules of punctuation (i.e., comma, quotation marks, apostrophes, semicolons, colons, hyphens, and parentheses)* ● [10] 4.3.4 Applying rules of capitalization (e.g., titles and proper nouns)* ● [10] 4.3.5 Applying rules of usage (i.e., verb tense, subject/verb agreement, possessives, pronouns, adjectives, adverbs, and sentence structure)*
The student revises writing by: ● [10] 4.4.1 Reviewing content and organization and making appropriate changes to improve clarity and logical progression of ideas (e.g., increasing elaboration or support for ideas/thesis, providing relevant details, examples, definitions, narrative anecdotes, illustrative scenarios, or counterarguments appropriate to the genre)* ● [10] 4.4.2 Giving/receiving appropriate feedback and evaluating writing based on established criteria (e.g., self‐created checklists, peer conference formats, scoring
guides or rubrics)* (L) ● [10] 4.4.3 Combining sentences for fluency, using precise and descriptive words and/or eliminating irrelevant details to improve quality and effectiveness of writing)* ● [10] 4.4.4 Clarifying thesis statement and/or topic sentence and adding details to support main ideas, if needed* ● [10] 4.4.5 Making style, diction, and voice or persona more consistent with form (e.g., organizational structure or writing genre) and the perspective conveyed*
● Write routinely over extended time frames (involving research, reflection, and revision) and shorter time frames (a single sitting or a day or two) ● Write for a variety of audiences ● Write analytical essays to support original analyses of how the parts create the whole in a specific British and/or world text ● Use precise, discipline‐specific vocabulary to explain the complexity of the topic
● Provide a conclusion that follows from and reflects on what was observed in the course of the essay ● Apply revision suggestions from readers and editors outside the classroom Fairbanks North Star Borough School District 165 English 12 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. ● [10] 4.4.6 Using resources throughout the writing process (e.g. dictionary, thesaurus, peer conference, scoring guide, genre exemplars, style manual, rubric, word processor)* (L) The student documents sources by: ● [10] 4.5.1 Giving credit for others’ ideas, images, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources using a standard method of documentation (e.g., MLA or APA style)* (L)
The students uses resources by: ● [10] 3.6.1 Correcting misspellings using available software programs, including choosing the correct spelling option among several choices* (L) ● [10] 3.6.2 Using thesaurus to locate and choose effective synonyms for common words or to avoid redundancy* (L) ● [10] 3.6.3 Selecting and using formatting features to produce final draft (e.g., centering title, choosing appropriate font size and style, indentation, pagination, and line spacing)* (L) ● [10] 3.6.4 Selecting correct choice when using grammar‐checking software (e.g., accepts suggested change or disregards inappropriate suggested change)* (L)
● Quote and summarize outside sources, avoiding plagiarism, using a style guide for in‐text parenthetical reference and works cited page Fairbanks North Star Borough School District 166 English 12 GLE Key: *Assumes a variety of text and increasing complexity. Adopted March 22, 2011 (L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. Differences between grade levels are underlined. Required Reading
The following literary periods will be addressed: The following literary periods will be addressed: The following literary periods will be addressed: Anglo‐Saxon, Medieval, Renaissance, Restoration, Romantic Romantic, Victorian, Modern Anglo‐Saxon, Medieval, Renaissance, Romantic, Victorian, Modern
Early British Literature Modern British Literature Survey of British Literature Required texts:  Beowulf  Selections from Canterbury Tales (Chaucer)  Arthurian legends  Hamlet or King Lear (Shakespeare)  Theological selections 1 novel from list:  Frankenstein (Shelley)  Silas Marner (Eliot)  Grendel (Gardner)  The Once and Future King (White)  Emma, Mansfield Park, Pride and Prejudice, or Sense and Sensibility (Austen)  Robinson Crusoe (Defoe) Poetry Selections 1 Shakespeare play:  Macbeth  Othello  King Lear 1 play:  Pygmalion (Shaw)  The Importance of Being Earnest (Wilde)  A Doll’s House (Ibsen)  Hedda Gabler (Ibsen)  Rosencrantz and Guildenstern are Dead (Stoppard) 2 from list:  Brave New World (Huxley)  Things Fall Apart (Achebe)  1984 (Orwell)  Heart of Darkness (Conrad)  Wuthering Heights (Bronte)  Jane Eyre (Bronte)  Ulysses (Joyce)  A Room of One’s Own (Woolf)  The Three Musketeers,The Count of Monte Cristo (Dumas)  Mrs. Dalloway (Woolf)  Alice’s Adventures in Wonderland (Carroll)  The Hitchhiker’s Guide to the Galaxy:, The Restaurant at the End of the Universe (Adams) Poetry Selections
May not be taken if the student is taking, or will be taking, Early British Literature or Modern British Literature Shakespeare Classics World Literature  At least 4 Shakespeare plays, including 1 comedy  1 Shakespearean play (not already being taught by the other English teachers in the building)  Les Blancs (Hansberry)  The Cherry Orchard (Chekhov)  1 other piece from any other list that is not already being taught by other English teachers in the building  Things Fall Apart (Achebe) World Literature ELL 1 of the following:  Beowulf  Selections from Canterbury Tales (Chaucer)  Arthurian legends 1 Shakespeare play:  Hamlet  Macbeth  Othello  King Lear 1 play:  Pygmalion (Shaw)  The Importance of Being Earnest (Wilde)  Rosencrantz and Guildenstern Are Dead (Stoppard) 1 novel:  Brave New World (Huxley)  Heart of Darkness (Conrad)  1984 (Orwell)  Wuthering Heights (E. Bronte)  Jane Eyre (C. Bronte)  Frankenstein (Shelley) Poetry Selections All Honors: Early British Literature, Modern British Literature, Survey of British Literature, and World Literature  2 additional texts beyond regular requirements AP Literature  Individual reading requirements outlined in instructor’s syllabus and subject to approval by the College Board  Les Blancs (Hansberry)  Things Fall Apart (Achebe)  Selections from textbook Fairbanks North Star Borough School District English/Language Arts Curriculum 167 English 12 Adopted March 22, 2011 Required Writing
Early British Literature Modern British Literature Survey of British Literature  2 fully developed, revised essays analyzing  2 fully developed, revised essays analyzing individual texts, individual texts, 1 using at least one critical 1 using at least one critical quote relevant to the text quote relevant to the text  3 pieces of on‐demand writing (covering analysis as well as  3 pieces of on‐demand writing (covering argument in the semester) analysis as well as argument in the  Informal responses analyzing the effect of specific literary semester) elements and authorial choices on meaning, and connecting texts to personal or current experience  Informal responses analyzing the effect of specific literary elements and authorial choices on meaning, and connecting texts to personal or current experience  2 fully developed, revised essays analyzing individual texts, 1 using at least one critical quote relevant to the text  3 pieces of on‐demand writing (covering analysis as well as argument in the semester)  Informal responses analyzing the effect of specific literary elements and authorial choices on meaning, and connecting texts to personal or current experience Shakespeare Classics World Literature  2 fully developed, revised essays analyzing individual texts,  2 pieces of on‐demand writing 1 using at least one critical quote relevant to the text  1 analytical or argument essay  Daily informal writing to include responses  3 pieces of on‐demand writing (covering analysis as well as argument in the semester) to literature, personal connections, short fiction exercises, and poetry  Informal responses analyzing the effect of specific literary elements and authorial choices on meaning, and  Resume/cover letter and business connecting texts to personal or current experience letter/electronic correspondence, including e‐mail and blogs World Literature ELL  2 pieces of on‐demand writing  1 fully developed, revised essay analyzing an individual text  1 revised, researched analytical essay using at least one critical quote relevant to the text  Frequent on‐demand writing to include responses to literature, (e.g., discussion of literary elements and authorial choices), personal connections, short fiction exercises, and poetry
Fairbanks North Star Borough School District English/Language Arts Curriculum 168 All Honors: Early British Literature, Modern British Literature, Survey of British Literature, and World Literature  3 fully developed, revised drafts analyzing individual texts and using critical sources  1 formal, revised, researched essay  2 pieces of on‐demand writing (covering analysis as well as argument in the semester)  Informal responses analyzing the connection between historical period and specific text  Oral presentation of 1 researched essay with question and answer period AP Literature and Composition  Individual writing requirements outlined in instructor’s syllabus and subject to approval by the College Board English 12 Adopted March 22, 2011