1. art and entertainment
2. books and literature
3. poetry

ENGLISH I
(9)
Communication Arts Curriculum
PROGRAM GOALS—The learner
 HAS KNOWLEDGE BASE and KNOWS HOW to ACCESS INFORMATION.
 is a CONFIDENT, PROFICIENT, and SENSITIVE COMMUNICATOR.
 APPRECIATES and ENJOYS the ART OF COMMUNICATION.
 is a CRITICAL INTERPRETER.
VOCABULARY
alliteration
allusion
analogy
archaic (see p. 733)
aside
blank verse
characterization
comic relief
dialogue (see language link,
p. 243)
diction
elision
epic
essay
euphemism (see language link,
p. 459)
exposition
foil
free verse
heroism
hyperbole
iambic pentameter
idiom
imagery
initiation (coming of age)
irony (verbal, situational,
dramatic)
metaphor
meter
mood (see atmosphere)
onomatopoeia
oxymoron (see p. T742 side
note)
paradox
personification
point of view
prologue
prose
pun
resolution (see p. 33)
rhyme scheme
rhythm
satire
simile
soliloquy
sonnet
stanza
symbol
theme
tone
tragedy
verse
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A.1 Understand effective strategies to
S.A.1 Observe that prefixes, suffixes, and
achieve purposes in reading Standard ELAroots alter the meaning of words
A.12.1
S.A.1 Identify the origin of abbreviations and
acronyms
S.A.5, B.1-2 Use dictionary, thesaurus, and
electronic sources to enhance meaning
S.A.1, A.4, B.1 Determine word meaning
from context as well as connotative and
denotative meaning
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K.A.2 Know how to read, interpret, and
critically analyze literature Standard ELAA.12.2
S.A.4, B.1, B.4 Identify setting, plot,
character, conflict, point of view (first-,
second-, third-person, objective, limited, or
omniscient) in short stories, novels, and
drama
S.A.4, B.1, B.4 Identify rudimentary poetic
devices, metaphor, simile, alliteration,
personification, allusion, imagery, meter, and
rhyme scheme
S.A.4, B.4 Identify and express the universal
themes of initiation and heroism
S.A.2-4, A.6, B.1, B.4 Defend personal
interpretation of literature with textual
support
S.A.2-4, B.1, B.4 Demonstrate interpretative
reading of poetry
S.A.4, B.1, B.4 Compare personal experience
and perspective to literary and nonliterary
texts
S.A.4, B.1, B.3-4 Apply test of logic and
reasoning (resource credibility) to
informational and persuasive texts (i.e.,
propaganda and language)
S.A.2, A.4, B.1, B.4 Compose and publish
analytic and reflective writing that conveys
knowledge, experience, insights, and opinions
to an intended audience
S.A.2, A.4-5, B.1-4 Write in a variety of
situations (impromptu, over time, in
collaboration or alone) and adapt strategies,
technology, and the use of reference
materials, to the situation
S.A.2, B.1 Compose one or more timed
handwritten compositions, producing a welldeveloped, well-organized, clearly-written
response in effective language and a voice
appropriate for audience and purpose (WKCE
preparation)
S.A.2-4, A.6, B.1 Develop a composition
through a series of drafts, using a revision
strategy based on purpose and audience,
personal style, self-awareness of strengths
and weaknesses as a writer, and feedback
from peers and teachers
K.A.3 Understand human experience
Standard ELA-A.12.3
K.A.4 Recognize credible sources and
persuasive rhetoric Standard ELA-A.12.4
K.B.2 Know and use the writing process
Standard ELA-B.12.1-2
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K.B.3 Know the 6 Traits Standard ELAB.12.2
S.A.2 Use transitional words or phrases
between sentences and paragraphs
S.A.2-4, B.1-4 Demonstrate the capacity to
communicate knowledge, opinions, and
insights to an intended audience according to
the 6 Traits, through descriptive, expository,
narrative, and analytical writing
S.A.2, B.1 Use words, phrases, and clauses,
including interrelated clauses in complex
sentences
S.A.2 Use correct tenses, including
conditionals, to indicate the relative order and
relationship of events
S.A.2 Employ principles of agreement,
including subject-verb, pronoun-noun, and
preposition-pronoun
S.A.2 Punctuate compound, complex, and
compound-complex sentences correctly,
including appropriate use of dialogue,
citations, colons, hyphens, dashes, ellipses,
underlining, quotes, apostrophes, and italics
S.A.1-2, A.4, B.1 Spell frequently used
words correctly, use strategies for spelling
unfamiliar words, and capitalize appropriately
S.A.1, A.4, A.6, B.4 Attend to both
denotative and connotative meanings
S.A.4, A.6, B.1, B.4 Distinguish fact from
opinion, evaluate logic, and identify
manipulative techniques
S.A.4, A.6, B.1-4 Analyze messages for their
accuracy and usefulness distinguishing
between relevant and irrelevant information
S.A.4, A.6 Relate a speaker’s ideas and
information to prior knowledge and
experience
S.A.4, A.6 Respond to instructions
considering the specific situation and current
conditions
S.A.4, A.6, B.1, B.4 Detect and evaluate a
speaker’s bias and consider the ideas and
opinions of other speakers before responding
S.A.4, A.6, B.1, B.4 Add relevant
information or ask pertinent questions
S.A.4, B.1, B.4 Evaluate the validity and
adequacy of ideas, arguments, hypotheses,
and evidence
K.B.3 Understand the function of various
forms, structures, and punctuation marks of
Standard American English Standard ELAB.12.3
K.C Know the qualities of a good listener
Standard ELA-C.12.2
K.C.3 Know how to appropriately extend a
discussion Standard ELA-C.12.3
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S.A.3, A.4, A.6, B.1 Control counterproductive emotional responses to a speaker
or ideas conveyed in a discussion
S.A.3-6, B.1-4 Explain and advance opinions
by citing and referring to authoritative
sources
S.A.3, A.4, A.6, B.1, B.4 Employ strategies
such as summarizing main ideas or
identifying areas of agreement to solve
problems, resolve conflicts, and conclude
discussions
S.A.2, A.4, B.1 Avoid clichés, tired verbs,
common overused words, idioms, passive
voice when speaking and writing, especially
when revising written work
S.A.1, A.4-5, B.2 Examine the origin,
history, denotation, connotation, and usage of
English words and phrases by consulting
dictionaries, thesauruses, handbooks, and
other sources of information about the
language
S.A.5, B.2 Use on-line sources to access
information
S.A.5, B.2 Use word processing program to
create an outline using the appropriate format
S.A.2, A.5, B.1, B.4 Formulate questions
addressing issues or problems that can be
answered through a well defined and focused
investigation
S.A.4-5, B.1-4 Use research tools found in
libraries, take notes, collect and classify
sources, and develop strategies for finding
and recording information
S.A.4-5, B.1-4 Use computers and traditional
resources to investigate self-selected or
assigned topics, issues, or problems
S.A.2, A.4-5, B.1-4 Maintain a note card
system that includes summary, paraphrase,
and quoted material
S.A.4-5, B.1-4 Evaluate the information
conveyed in a text or obtained from on-line
sources, by applying tests of evidence,
including bias, position, expertise, adequacy,
validity, reliability, and date
K.D.1 Recognize and exercise options in
modes of expression and choice of words
Standard ELA-D.12.1
K.E.1-3 Understand the importance of media
and technology to acquire information and
communicate (TL) Standard ELA-F.12.1
K.F.1-2 Know the research process Standard
ELA-F.12.1
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S.A.3, B.1-4 Use an appropriate form to
communicate findings
RESOURCES (Parentheses following selections refer to the text’s literary element and grammar or
language focus.)
Text: Elements of Literature: Third Course, Holt, Rinehart, and Winston, c2003
Elements of Literature: Text
Plot: “Hooking” Your Reader’s Curiosity,” John Leggett
Character: “Revealing Human Nature,” John Leggett
Setting: “Putting Us There,” John Leggett
Irony: “Twists and Surprises,” John Leggett
Point of View: “Who’s Talking?”, John Leggett
Theme: “What Does Mean?” John Leggett
Essays: “Thoughts About a Subject,” Janet Burroway
Imagery: “Seeing Things Freshly,” John Malcolm Brinnin
Figures of Speech: “Seeing Connections,” John Malcolm Brinnin
“The Sounds of Poetry: You’ve Got Rhythm” and
“Rhyme and Other Sound Effects,” John Malcolm Brinnin
“Tone: It’s an Attitude,” John Malcolm Brinnin
“Elements of Drama,” Robert Anderson
Short Stories: Text
Core:
“The Sniper,” Liam O’Flaherty (introduction, dialoguing)
“The Most Dangerous Game,” Richard Connell (conflict; Powerful Verbs)
“Harrison Bergeron,” Kurt Vonnegut (satire; Misplaced Modifiers)
“The Gift of the Magi,” O. Henry (situational irony; Diction) or
“The Necklace,” Guy de Maupassant (third-person limited; Pronoun Problems)
“The Cask of Amontillado,” Edgar Allan Poe (unreliable narrator; Dialogue)
“Helen on Eighty-Sixth Street,” Wendi Kaufman (theme; Coordinating
Conjunctions)
“The Scarlet Ibis,” James Hurst (symbol; Figurative Language)
“A Man Called Horse,” Dorothy M. Johnson (H) (setting; Vivid Modifiers)
Optional: “Poison,” Roald Dahl (suspense; Subject/Verb Agreement)
“The Interlopers,” Saki (surprise ending; Transitions)
“A Christmas Memory,” Truman Capote (indirect characterization; Figures of
Speech)
Nonfiction:
Core:
“The Talk,” Gary Soto (exaggeration/hyperbole)
“Misspelling,” Charles Kuralt (H) (humor as persuasion; Homonyms)
“The Best Gift of My Life,” Cynthia Rylant (H) (subjective v objective writing)
“The Round Walls of Home,” Diane Ackerman (H) (exposition; Using Commas)
“Romeo and Juliet in Bosnia,” Bob Herbert
Optional: “Claiming Breath,” Diane Glancy
“Darkness at Noon,” Harold Krents (anecdote; Euphemisms)
“Star Wars: A Modern Odyssey” (photo essay)
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Poetry: Text (Featured Poet: Robert Frost)
Core:
“Fog,” Carl Sandburg (extended metaphor)
“in Just-,” E.E. Cummings (cliché v fresh images)
“I Wandered Lonely as a Cloud,” William Wordsworth (personification)
“Fire and Ice,” Robert Frost (implied metaphor)
“Fifteen,” William Stafford (internal/external conflict)
“The Road Not Taken,” Robert Frost (verbal irony)
Optional: (These selections connect with other literary works in the text.)
“The Lesson of the Moth,” Don Marquis (“Harrison Bergeron”)
“The Ballad of Birmingham,” Dudley Randall (nonfiction)
“The Seven Ages of Man,” William Shakespeare (drama)
“Calypso,” Suzanne Vega and “Ithaca,” C.P. Cavafy (The Odyssey)
Drama: Text
Core:
Romeo and Juliet, William Shakespeare
Optional: “A Christmas Memory,” Truman Capote
Novel:
Core:
To Kill a Mockingbird, Harper Lee
Epic: Text
Core:
The Odyssey selections, Homer
(preface with “The Odyssey, An Introduction” by David Adams Leemig)
Film:
Core:
Dances with Wolves (H)
Romeo and Juliet (Franco Zefferelli or Baz Luhrman version or West Side Story)
To Kill a Mockingbird
Optional: The Mythology of Star Wars
Star Wars
The Odyssey (various)
O Brother, Where Art Thou?
A Christmas Memory
A Man Called Horse
The Most Dangerous Game
The Necklace
The Gift of the Magi
The Outsiders
Note: Selections with (H) designations are honors level curriculum, additional to all other listed
selections.
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ENGLISH II
(10)
Communication Arts Curriculum
PROGRAM GOALS—The learner
 HAS KNOWLEDGE BASE and KNOWS HOW to ACCESS INFORMATION.
 is a CONFIDENT, PROFICIENT, and SENSITIVE COMMUNICATOR.
 APPRECIATES and ENJOYS the ART OF COMMUNICATION.
 is a CRITICAL INTERPRETER.
VOCABULARY
American Dream
assonance
ballad
chivalric code
chivalry
complication
consonance
courtly love
cover letter
extended metaphor
feudalism
frame story
Frietag’s pyramid
implied metaphor
letter of introduction
microcosm
narrative look
parallelism
resume
satire
verisimilitude
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A.1 Know purposeful reading strategies
S.A.1, A.4 Use effective strategies to read,
Standard ELA-A.12.1
interpret, and critically analyze literature
S.A.1, A.4 Differentiate between connotation
and denotation of words
S.A.4-5 Use dictionary, thesaurus, and
electronic sources to understand literature
S.A.4 Analyze various styles of nonfiction
essays
S.A.4-5 Read to acquire information by
integrating information from multiple sources
K.A.2 Recognize and understand basic
S.A.1, A.4 Identify and utilize basic literary
literary terms Standard ELA-A.12.2
terms: plot, setting, character, irony, theme,
symbol, tone, allusion, imagery, and mood
K.A.3-4 Understand human experience
S.A.1, A.4 Read and comprehend a variety of
broadening to community and world
literary and nonliterary texts
perspective Standard ELA-A.12.3
S.A.4 Identify universal concepts such as
love, duty, heroism, appearance vs. reality,
etc.
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S.B.1, B.4 Critique the devices authors use to
influence readers recognizing propaganda and
faulty reasoning
S.A.2 Produce one-two self-edited timed
writings from prompt to prepare for WKCE
(first quarter)
S.A.2, A.4, B.4 Compose and publish
analytic and reflective writing that conveys
knowledge, experience, insights, and opinions
to an intended audience
S.A.4, B.4 Write essays (as well as short test
responses) that communicate knowledge,
opinions, and insights to an intended audience
through a clear thesis and effective
organization of supporting ideas
S.A.2, B.1, B.4 Develop compositions
through a series of drafts, using a revision
strategy based on purpose and audience,
personal style, self-awareness of strengths
and weaknesses as a writer, and feedback
from peers and teachers
S.A.2 Demonstrate appropriate use of
Standard American English in written
communication
S.A.2-3, B.1 Prepare and publish
technical/business writing such as
applications, letters, and resumes for various
audiences, attending to details of layout and
format as appropriate to purpose
S.A.2-3, B.1 Compile and publish a career
portfolio which includes business and
personal writing
S.A.3, A.6, B.1 Demonstrate confidence and
poise during presentations, interacting
effectively with the audience, and selecting
language and gestures mindful of their effect
(portfolio interview)
S.A.3 Speak fluently with varied inflection
and effective eye contact, enunciating clearly
at an appropriate rate and volume (portfolio
interview)
S.A.3, A.6 Participate effectively in
question-and-answer sessions following
presentations
K.B.2 Know the writing process Standard
ELA-B12.1
K.B.3 Know the 6 Traits as a tool for
assessing writing Standard ELA-B.12.2
K.B.2 Understand the requirements of a
Career Portfolio (m) Standard ELA-B.12.1
K.C.1 Know how to conduct a portfolio
presentation (m) Standard ELA-C.12.1
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S.A.3, A.6 Observe the appropriate etiquette
when expressing thanks and receiving praise
(portfolio interview)
S.A.3-4 Consider the ideas and opinions of
other speakers before responding
S.B.1 Evaluate the validity and adequacy of
ideas, arguments, hypotheses, and evidence
S.B.1 Convey criticism in a respectful and
supportive way
S.A.3 Explain and advance opinions by
citing evidence and referring to authoritative
sources
S.A.6, B.1, B.4 Evaluate a speaker’s use of
diction, tone, syntax, rhetorical structure, and
conventions of language considering the
purpose and context of the communication (“I
Have a Dream”)
S.A.6, B.1 Relate a speaker’s ideas and
information to prior knowledge and
experience
S.A.2-3, B.1, B.4 Exercise options in modes
of expression and choice of words (avoid
clichés, tired verbs, common overused words,
idioms, passive voice) when speaking and
writing, especially when revising written
work
S.A.2-4, B.1, B.4 Analyze and explain how
immediate context and broader social,
cultural, regional, and professional variables
influence the use of language, citing
characteristics such as level of formality,
slang, jargon, and emotional impact
(portfolio, Of Mice and Men)
S.A.2-3, A.5, B.1-4 Use computers to
acquire, organize, analyze, and communicate
information
S.A.2-3 Design, format, produce attractive
word-processed documents (portfolio) for
various purposes
S.A.1, A.4, A.6, B.1, B.4 Analyze the effect
of media production techniques, such as
music, camera angles, fade-outs, and lighting,
on different audiences (movie viewing of Of
Mice and Men)
K.C.3 Understand effective discussion
strategies Standard ELA-C.12.3
K.C.1 Know the qualities of an effective
speaker Standard ELA-C.12.1
K.D.1-2 Recognize the importance of
vocabulary choices in effective
communication Standards ELA-D.12.1,
D.12.2
K.E.1 Understand the value of technology in
improving communication (TL) Standard
ELA-E12.1
K.E.2 Understand how film can be used to
interpret literature Standard ELA-E12.5
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K.F.1-2 Know the research process Standard
ELA-F.12.1
S.A.4-5, B.4 Use research tools found in
school and college libraries, take notes,
collect and classify sources, and develop
strategies for finding and recording
information
S.A.5 Conduct research and inquiry on selfselected or assigned topics, issues, or
problems and use an appropriate form to
communicate their findings
S.A.4-5, B.1-4 Evaluate the usefulness and
credibility of data and sources by applying
tests of evidence, including bias, position,
expertise, adequacy, validity, reliability, and
date
S.A.2, A.4-5, B.2-3 Organize research
materials and data, maintaining a note-taking
system that includes summary, paraphrase,
and quoted material
S.A.2-5 Integrate researched information into
a report with appropriate acknowledgement of
sources
RESOURCES
Text:
Elements of Literature Fourth Course, Holt, Rinehart, Winston, c2003
Novels:
Core: Of Mice and Men, John Steinbeck*
Optional: The Pearl, John Steinbeck*
Great Expectations, Charles Dickens*
The Red Pony, John Steinbeck*
Jane Eyre, Charlotte Bronke*
Animal Farm, George Orwell*
Brave New World, Aldous Huxley*
A Tale of Two Cities, Charles Dickens*
Legends: Excerpts from the Le Morte d’ Arthur, Sir Thomas Mallory
Short Stories: Text
Core: “The Cold Equations,” Tom Godwin
“Everyday Use,” Alice Walker
“Where Have You Gone, Charming Billy,” Tim O’Brien
Optional: “The Pit and the Pendulum,” Edgar Allen Poe
“The Devil and Daniel Webster”
“The Red-Headed League,” Sir Arthur Conan Doyle
“Two Kinds,” Amy Tan
“Life is Sweet at Kumansenu,” Abioseh Nicol
“The Bet,” Anton Chekov
“Through the Tunnel,” Doris Lessing
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Nonfiction:
Core:
“I Have a Dream,” Martin Luther King, Jr. (speech)
Optional: “Child’s Christmas in Wales,” Dylan Thomas*
R.M.S. Titanic, Hanson W. Baldwin
No News from Auschwitz, A.M. Rosenthal
The Lowest Animal, Mark Twain
Now You Take Bambi…, Stephen King
Poetry: Text
Core: “Ex-Basketball Player,” John Updike
“Mending Wall,” Robert Frost
“Shall I Compare Thee to a Summer’s Day,” William Shakespeare
“Mother to Son,” Langston Hughes
Optional Poetry: any selections from the HRW text
Drama:
Core: Cyrano de Bergerac, Edmond Rostand*
Optional: Julius Caesar, William Shakespeare
Film:
Core:
A Midsummer Night’s Dream
Optional: Of Mice and Men
Great Expectations
Camelot
The Magnificent Seven
Child’s Christmas in Wales
Roxanne
Cyrano de Bergerac
Discovery Channel Great Books, Le Morte d’Arthur
* Tradebook
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ENGLISH III
(11)
Communication Arts Curriculum
PROGRAM GOALS—The learner
 HAS KNOWLEDGE BASE and KNOWS HOW to ACCESS INFORMATION.
 is a CONFIDENT, PROFICIENT, and SENSITIVE COMMUNICATOR.
 APPRECIATES and ENJOYS the ART OF COMMUNICATION.
 is a CRITICAL INTERPRETER.
VOCABULARY
American Renaissance
colloquialism
cynicism
derivative
dialect
dichotomy
idiomatic
imagism
juxtaposition
modernism
naturalism
non-standard
paradox
realism
regionalism
romanticism
slang
stream of consciousness
transcendentalism
usage
Utopia
vernacular
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A Know purposeful reading strategies
S.A.4 Use effective strategies to achieve
Standard ELA-A.12.1
purpose in reading
S.A.4 Apply terms (i.e., realism, regionalism,
transcendentalism) and historical context to
the analysis of literature
S.A.4-5 Access supplementary sources (i.e.,
dictionary, Cliff’s Notes, Barren Notes,
Monarch Notes) to enhance understanding of
literature
S.A Comprehend slang, idiom, and
colloquialism in context
S.B.1 Analyze period-specific essays and
documents
K.A.3-4 Understand the American
S.A.4 Identify themes of death and rebirth,
perspective in selected texts, identifying
man vs. nature, and man vs. society
philosophical assumptions and basic beliefs
S.B.1 Explain and defend professional
Standard ELA-A.12.3
interpretations of literature
S.B.1 Critique and evaluate merit of
literature
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S.B.1 Identify and critique effectiveness of
devices an author uses to influence readers
S.A.2 Plan, revise, edit, and publish clear and
effective writing
S.A.2 Produce a well-developed, wellorganized, clearly written response in
effective language and a voice appropriate for
audience and purpose using the 6 Traits
S.A.2 Understand the function of various
forms, structures, capitalization, and
punctuation marks of Standard American
English and use them appropriately in written
communications
S.A.2 Understand the form and function of
words, phrases, and clauses, including
interrelated clauses in complex sentences, and
use them effectively
S.A.2 Use correct tenses, including
conditional, to indicate the relative order and
relationship of events
S.A.2 Understand the form and function of
words, phrases, and clauses, including
interrelated clauses in complex sentences, and
use them effectively
S.A.2 Employ principles of agreement,
including subject-verb, pronoun-noun, and
prepositional-pronoun
S.A.2 Punctuate compound, complex, and
compound-complex sentences correctly,
including appropriate use of dialogue,
citations, colons, hyphens, dashes, ellipses,
and italics
S.A.2 Compose a literary analysis with
textual support
S.A.2 Compose analytic and reflective
writing that conveys knowledge, experience,
insights, and opinions to an intended audience
S.A.2 Write summaries from complex
information integrating appropriate details
into reviews, reports, or essays, with correct
citations
K.B.2 Know the writing process Standard
ELA-B.12.1
K.B.3 Know the 6 Traits Standard ELAB.12.2
K.B.1 Know the difference between
impromptu, timed, and formal writing
Standard ELA-B.12.1
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K.B.1 Understand the criteria for writing
expository, persuasive, and research
papers Standard ELA-C.12.1
S.A.2 Compose coherent argumentation/
persuasive paper that takes a position,
accurately summarizes an opposing position,
refutes that position, and cites persuasive
evidence with parenthetical documentation
S.A.2, A.5 Complete a research paper that
meets class-established criteria
S.A.3 Deliver formal oral presentations
appropriate to specific purposes and
audiences
S.B.1 Interpret literary works orally,
attending to both literal and figurative
meanings, and citing textual support of
assertions
S.B.3 Explain and advance opinions by citing
evidence and referring to authoritative
sources
S.A.6 Connect a speaker’s ideas to prior
knowledge and experience
S.B.1 Distinguish fact from opinion, relevant
and irrelevant information, evaluate logic, and
identify manipulative techniques
S.A.6 Participate effectively in question-andanswer sessions following presentations
S.B.1 Consider the ideas and opinions of
other speakers before responding; evaluate
the validity and adequacy of ideas,
arguments, hypotheses, and evidence; convey
criticism in a respectful and supportive way
(discussion)
S.B.1 Demonstrate the ability to extend a
discussion by adding relevant information or
asking pertinent questions
S.B.1 Employ discussion strategies such as
summarizing main ideas or identifying areas
of agreement to solve problems, resolve
conflicts, and conclude discussions
S.D.2 Evaluate the effects of different types
of language in communications designed to
narrate, inform, explain, persuade, and
entertain (types such as literary and technical,
formal and informal)
K.C.1 Know how to effectively communicate
verbally and nonverbally Standard ELAC.12.1
K.C.2 Understand appropriate listening
behaviors Standard ELA-C.12.2
K.C.3 Understand effective discussion
strategies Standard ELA-C.12.3
K.D.2 Know how immediate context and
broader social, cultural, regional, and
professional variables influence the use of
language, citing characteristics such as
level of formality, slang, jargon, and
emotional impact (Twain) Standard ELAD.12.2
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K.D.1 Recognize differences in tone and
diction Standard ELA-D.12.1
S.B.1 Exercise options in modes of
expression and choice of words (clichés, tired
verbs, common overuse words, idioms,
passive voice) when speaking and writing,
especially when revising written work
S.A.2, A.4 Expand vocabulary and ability to
use words, phrases, idioms, and various
grammatical structures as a means of
improving communication
S.A.4, B.1 Acquire, organize, analyze, and
communicate information using technology
K.D.1 Recognize the importance of
vocabulary choices in effective
communication Standard ELA-D.12.1
K.E.1 Understand how to apply media and
technology in completing a research project
(TL) Standard ELA-E.12.1
K.E.2 Understand how film can be used to
interpret literature Standard ELA-E.12.5
K.F.1-2 Know the research process
Standard ELA-F.12.1
S.B.1 Analyze media work as appropriate to
purpose and audience (Crucible)
S.A.5 Conduct research and inquiry on selfselected or assigned topics, issues, or
problems and use an appropriate form to
communicate findings
S.A.2 Formulate questions addressing issues
or problems that can be answered through a
well-defined and focused investigation
S.B.1 Use research tools, take notes, classify
sources, develop strategies for finding and
recording information
S.A.2 Organize research materials and data,
maintaining a note-taking system that
includes summary, paraphrase, and quoted
material (perhaps conducting interviews)
S.B.3 Evaluate the usefulness and credibility
of data and sources by applying tests of
evidence, including bias, position, expertise,
adequacy, validity, reliability, and date
S.B.1 Analyze, synthesize, and integrate
data, drafting a reasoned report that supports
and appropriately illustrates inferences and
conclusions drawn from research
S.A.2-3 Present findings in oral and written
reports, correctly citing sources
K.F.2 Recognize valid and appropriate
sources Standard ELA-F.12.1
K.F.1 Incorporate research findings in
communication products Standard ELAF.12.1
RESOURCES
Novel:
Core: The Adventures of Huckleberry Finn, Mark Twain* OR Montana, 1948, Larry
Watson
Optional: The Red Badge of Courage, Stephen Crane*
The Great Gatsby, Scott F. Fitzgerald*
Ishmael, Daniel Quinn*
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The Things They Carried (H), Tim O’Brien*
Winesburg, Ohio, Sherwood Anderson*
As I Lay Dying, William Faulkner*
The Color Purple, Alice Walker*
Montana 1948, Larry Watson*
The Scarlet Letter, Nathaniel Hawthorne*
The Catcher in the Rye (H), J.D. Salinger*
O Pioneers, Willa Cather*
Drama:
Core: The Crucible, Arthur Miller
Death of a Salesman, Arthur Miller*
Short Stories:
Core: “Occurrence at Owl Creek Bridge,” Ambrose Bierce
“A Rose for Emily,” William Faulkner
“Rip Van Winkle,” Washington Irving
“Winter Dreams,” F. Scott Fitzgerald
“Rules of the Game,” Amy Tan
“Granny Weatherall,” Catherine Anne Porter
“The Fall of the House of Usher,” Edgar Allen Poe
Optional: “The Boarded Window,” Ambrose Bierce
Poetry:
Featured Poet: Two each from Whitman/Dickinson
Core: “The Raven,” Edgar Allen Poe
“Birches,” Robert Frost
“Thanatopsis,” William Cullen Bryant
Nonfiction:
Core: “Civil Disobedience,” Henry David Thoreau
Optional: “The Gettysburg Address” Abraham Lincoln
“Speech in the Virginia Convention” Patrick Henry
“American Scholar (H),” Emerson
“Sinners in the Hands of an Angry God” Jonathan Edwards
Excerpts from Emerson in text
Film: The Crucible
Billy Budd (Herman Melville)
The Great Gatsby
Death of a Salesman
Occurrence at Owl Creek Bridge (30 minutes)
The Boarded Window (15 minutes)
The Red Badge of Courage
* Tradebook
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CLASSICAL & ENGLISH LITERATURE
(12)
Communication Arts Curriculum
PROGRAM GOALS—The learner
 HAS KNOWLEDGE BASE and KNOWS HOW to ACCESS INFORMATION.
 is a CONFIDENT, PROFICIENT, and SENSITIVE COMMUNICATOR.
 APPRECIATES and ENJOYS the ART OF COMMUNICATION.
 is a CRITICAL INTERPRETER.
VOCABULARY
antistrophe
antithesis
aphorism/epigram
apostrophe (poetic device)
caesura
canto
catharsis
cavalier
classical
conceit (Petrarchan/
metaphysical)
dichotomy
elegy
English Renaissance
epithet
exemplum
hyperbole
imagism
in medias res
juxtaposition
kenning
metaphysical
neoclassical
oxymoron
paradigm
parody
Pastoral
pathos
pun/double entendre
romance
romanticism
sonnet (terms)
stream-of-consciousness
strophe
verisimilitude
Victorian
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A.1-2 Know purposeful reading
S.A.4, B.4 Read, interpret, and critically
strategies and understand literary and
analyze literature in terms of syntax, diction,
nonliterary texts Standards ELA-A.12.1,
rhetoric, poetics, devices, and its historical
A.12.2
context
S.A.4, B.1, B.4 Analyze the effect rhetorical
devices have in literature (allegory, allusion,
analogy, hyperbole, metaphor, simile,
symbolism, paradox, irony)
S.B.4 Analyze literature in terms of universal
and text-specific themes
S.A.4-5, B.1-3 Evaluate the usefulness and
validity of published literary criticism,
especially noting electronic sources
S.A.3-4, B.1, B.4 Develop, defend and
explain interpretations of literature
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K.A.3 Understand human experience through
reading literary and nonliterary texts
Standard ELA-A.12.3
K.B.1 Understand the writing process
Standard ELA-B.12.1
S.A.4 Read a variety of literary and
nonliterary texts in order to understand
human experience
S.A.2, B.1 Write to communicate with
different audiences for a variety of purposes
using the writing process
S.A.2, A.4, B.1, B.4 Write essays
demonstrating the capacity to communicate
knowledge, opinions, and insights to an
intended audience through a clear thesis and
effective organization or supporting ideas
S.A.2, A.4, B.4 Write an essay test in
response to literature (timed and untimed
situations)
S.A.2-3 Use computer technology and the
writing process for all untimed formal essays
S.A.2, B.1, B.4 Use various forms,
structures, capitalization, and punctuation
marks of standard American English
S.A.2, B.1, B.4 Effectively use words,
phrases, and clauses, including interrelated
clauses in complex sentences
S.A.2, B.1, B.4 Use correct tenses (see p.
T279 HRW ed.), including conditional, to
indicate the relative order and relationship of
events
S.A.2, B.1, B.4 Employ principles of
agreement, including subject-verb, pronounnoun, and preposition-pronoun
S.A.2, B.1, B.4 Punctuate dialogue and
citations, as well as compound, complex, and
compound-complex sentences correctly; use
colons, hyphens, dashes, ellipses, italics
correctly
S.A.2-6, B.1-4 Produce and critique a
researched, multi-media presentation for a
specific purpose (Senior Project)
S.A.3, A.6 Participate effectively in
question-and-answer sessions following
presentations
S.A.3-5, B.1-4 Synthesize and present results
of research, accurately summarizing and
illustrating the main ideas, using appropriate
technology and offering support for the
conclusions
K.B.3 Know the 6 Traits of Writing
Standard ELA-B.12.2
K.C.1 Know how to prepare and deliver
formal oral presentations appropriate to
specific purposes and audiences Standard
ELA-C.12.1
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S.A.3-4, B.1, B.4 Interpret literary works
orally, attending to both literal and figurative
meanings, and citing textual or authoritative
support of assertions
S. A.3-4, A.6, B.4 Employ discussion
strategies such as summarizing main ideas or
identifying areas of agreement to solve
problems, resolve conflicts, and conclude
discussions
S.A.3-4, A.6, B.1, B.4 Consider the ideas and
opinions of other speakers before responding;
evaluate the validity and adequacy of ideas,
arguments, hypotheses, and evidence; convey
criticism in a respectful and supportive way
(discussion)
S.A.4-5, B.1-4 Distinguish fact from opinion,
relevant and irrelevant information, evaluate
logic, and identify manipulative techniques
S.A.4, A.6, B.1, B.4 Attend to both
denotative and connotative meanings
S.A.4, B.1, B.4 Recognize and interpret
various uses and adaptations of language in
social, cultural, regional, and professional
situations, and learn to be flexible and
responsive in the use of English
S.A.1, A.4, B.4 Compare form and meaning
of different symbol systems (Old English,
Middle English, imported phrases from world
languages)
S.A.4-6, B.1, B.4 Expand vocabulary and
grammatical structures (avoiding clichés,
tired verbs, commonly overused words,
idioms, passive voice) when speaking and
writing
S.A.1-6, B.1-4 Create multimedia
presentations in connection with major
projects, such as research reports and
exhibitions (Senior Projects)
S.A.4, B.1, B.4 Analyze and edit media work
as appropriate to audience and purpose
S.A.4, B.1, B.4 Develop, comprehend, and
apply criteria for evaluating a variety of
media products
K.C.2-3 Understand effective discussion
strategies
K.D.2 Understand inferences about values,
attitudes, and point of view by analyzing a
writer’s or speaker’s use of English
Standard ELA-D.12.2
K.D.1, D.3 Recognize the importance of an
expanding vocabulary and appropriate
grammar in improving communication
Standards ELA-D.12.1, D.12.3
K.E.1 Understand the value of media and
technology in facilitating communication
Standards ELA-E.12.3, E.12.5
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S.A.4, B.1, B.4 Synthesize audience
feedback on the clarity, form, effectiveness,
technical achievement and aesthetic appeal of
media work (Senior Projects)
S.A.2, A.4, B.1 Formulate questions
addressing issues or problems that can be
answered through a well-defined and focused
investigation
S.A.3-6, B.1-4 Conduct research and inquiry
on self-selected or assigned topics, issues, or
problems and use an appropriate form to
communicate findings
S.A.2-5, B.1-4 Present findings in oral and
written reports, correctly citing sources
K.F.1-2 Understand research methods and
resources Standard ELA-F12.1
RESOURCES
Drama:
Core: Oedipus Rex, Sophocles, (R,H)
Antigone, Sophocles, (R,H)
Macbeth, William Shakespeare (R,H)
Optional: King Lear, William Shakespeare
Hamlet, William Shakespeare
Twelfth Night, William Shakespeare
Othello, William Shakespeare
Pygmalion, Bernard Shaw
A Doll’s House, Heinrich Ibsen
Oedipus at Colonus (H), Sophocles
Field Trip: (American Player’s Theater October offering)
Epic:
Core: The Iliad (H), Homer
The Odyssey (R), Homer
Beowulf, (R, H)
The Rape of the Lock (R, H), Alexander Pope
Poetry:
Featured Poet: Geoffrey Chaucer—From The Canterbury Tales, “The General Prologue,”
“The Pardoner’s Tale,” “The Wife of Bath’s Tale”
Core:
“A Valediction: Forbidding Mourning” (R, H), John Donne
Sonnets 18, 29, 30, 55, 73 116,130 (R, H), William Shakespeare
“Elegy Written in a Country Churchyard” (R, H), Thomas Gray
“The World is Too Much with Us,” (R, H), William Wordsworth
“The Rime of the Ancient Mariner” (R, H), Samuel Taylor Coleridge
“Le Morte D’Arthur,” “Ulysses,” Alfred Lord Tennyson
“Ode on a Grecian Urn,” John Keats
“Dover Beach” Matthew Arnold
“The Hollow Men”, T.S. Eliot
“Do Not Go Gentle Into That Good Night,” Dylan Thomas
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Optional Poetry: all selections from the HRW text (attempting to cover all styles)
Novel:
Core: Heart of Darkness (H), Joseph Conrad
Frankenstein (R, H), Mary Shelley
Short Stories:
Core: “Araby,” “The Dead” James Joyce
“The Rocking Horse Winner,” D.H. Lawrence
“My Oedipus Complex,” Frank O’Connor
“The Myth of Sisyphus,” Albert Camus
Optional: “The Lagoon” Joseph Conrad
Nonfiction:
Core: “Meditation 17,” John Donne
“A Modest Proposal,” Jonathan Swift
Optional: “The Apology” (H), Plato
“Shakespeare’s Sister,” Virginia Woolf
Film: Mary Shelley’s Frankenstein, Ken Branagh
Odyssey (Armand Assante) and “pixel clip” DVD of O Brother Where Art Thou
Macbeth, BBC, Royal Shakespeare Academy versions
Hamlet, Olivier, Zepharelli, Branagh versions
Troy, May 2004 version
Discovery Channel Great Books Series Nicholas Roeg, Director (introductions for The
Odyssey, Frankenstein, Heart of Darkness, and “Le Morte D’Arthur”)
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Communication Arts Curriculum
ENGLISH & CONTEMPORARY LITERATURE
(12)
PROGRAM GOALS—The learner
 HAS KNOWLEDGE BASE and KNOWS HOW to ACCESS INFORMATION.
 is a CONFIDENT, PROFICIENT, and SENSITIVE COMMUNICATOR.
 APPRECIATES and ENJOYS the ART OF COMMUNICATION.
 is a CRITICAL INTERPRETER.
VOCABULARY
apostrophe
Caesura
carpe diem
cavalier
conceit
dramatic monologue
elegy
epigram
epitaph
exemplum
framed story
kenning
lyric poetry
metaphysical
mock epic
Neoclassicism
octave
Pastoral
Petrarchan (Italian sonnet)
quatrain
Romance
Romanticism
sestet
Shakespearean (English sonnet)
sonnet
Spenserian (English sonnet)
(turn) volta
verisimilitude
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A.1-2 Know purposeful reading
S.A.4, B.4 Read, interpret, and critically
strategies and understand literary and
analyze literature in terms of syntax, diction,
nonliterary texts Standards ELA-A.12.1,
rhetoric, poetics, devices, and its historical
A.12.2
context
S.A.4, B.1, B.4 Analyze the effect rhetorical
devices have in literature (allegory, allusion,
analogy, hyperbole, metaphor, simile,
symbolism, paradox, irony)
S.B.4 Analyze literature in terms of universal
and text-specific themes
S.A.4-5, B.1-3 Evaluate the usefulness and
validity of published literary criticism,
especially noting electronic sources
S.A.3-4, B.1, B.4 Develop, defend and
explain interpretations of literature
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K.A.3 Understand human experience through
reading literary and nonliterary texts
Standard ELA-A.12.3
K.B.1 Understand the writing process
Standard ELA-B.12.1
S.A.4 Read a variety of literary and
nonliterary texts in order to understand
human experience
S.A.2, B.1 Write to communicate with
different audiences for a variety of purposes
using the writing process
S.A.2, A.4, B.1, B.4 Write essays
demonstrating the capacity to communicate
knowledge, opinions, and insights to an
intended audience through a clear thesis and
effective organization or supporting ideas
S.A.2, A.4, B.4 Write an essay test in
response to literature (timed and untimed
situations)
S.A.2-3 Use computer technology and the
writing process for all untimed formal essays
S.A.2, B.1, B.4 Correctly use various forms,
structures, capitalization, and punctuation
marks of Standard American English
S.A.2, B.1, B.4 Effectively use words,
phrases, and clauses, including interrelated
clauses in complex sentences
S.A.2, B.1, B.4 Use correct tenses (see p.
T279 HRW ed.), including conditional, to
indicate the relative order and relationship of
events
S.A.2, B.1, B.4 Employ principles of
agreement, including subject-verb, pronounnoun, and preposition-pronoun
S.A.2, B.1, B.4 Punctuate dialogue and
citations, as well as compound, complex, and
compound-complex sentences correctly; use
colons, hyphens, dashes, ellipses, italics
correctly
S.A.2-6, B.1-4 Produce and critique a
researched, multi-media presentation for a
specific purpose (Senior Project)
S.A.3, A.6 Participate effectively in
question-and-answer sessions following
presentations
S.A.3-5, B.1-4 Synthesize and present results
of research, accurately summarizing and
illustrating the main ideas, using appropriate
technology and offering support for the
conclusions
K.B.3 Know the 6 Traits of writing Standard
ELA-B.12.2
K.C.1 Know how to prepare and deliver
formal oral presentations appropriate to
specific purposes and audiences Standard
ELA-C.12.1
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S.A.3-4, B.1, B.4 Interpret literary works
orally, attending to both literal and figurative
meanings, and citing textual or authoritative
support of assertions
S.A.3-4, A.6, B.4 Employ discussion
strategies such as summarizing main ideas or
identifying areas of agreement to solve
problems, resolve conflicts, and conclude
discussions
S.A.3-4, A.6, B.1, B.4 Consider the ideas and
opinions of other speakers before responding;
evaluate the validity and adequacy of ideas,
arguments, hypotheses, and evidence; convey
criticism in a respectful and supportive way
(discussion)
S.A.4-5, B.1-4 Distinguish fact from opinion,
relevant and irrelevant information, evaluate
logic, and identify manipulative techniques
S.A.4. A.6, B.1, B.4 Attend to both
denotative and connotative meanings
S.A.4, B.1, B.4 Recognize and interpret
various uses and adaptations of language in
social, cultural, regional, and professional
situations, and learn to be flexible and
responsive in the use of English
S.A.1, A.4, B.4 Compare form and meaning
of different symbol systems (Old English,
Middle English, imported phrases from world
languages)
S.A.4-6, B.1, B.4 Expand vocabulary and
grammatical structures (avoiding clichés,
tired verbs, commonly overused words,
idioms, passive voice) when speaking and
writing
S.A.1-6, B.1-4 Create multimedia
presentations in connection with major
projects, such as research reports and
exhibitions (Senior Projects)
S.A.4, B.1, B.4 Analyze and edit media work
as appropriate to audience and purpose
S.A.4, B.1, B.4 Develop, comprehend, and
apply criteria for evaluating a variety of
media products
K.C.2-3 Understand effective discussion
strategies
K.D.2 Understand inferences about values,
attitudes, and point of view by analyzing a
writer’s or speaker’s use of English
Standard ELA-D.12.2
K.D.1, D.3 Recognize the importance of an
expanding vocabulary and appropriate
grammar in improving communication
Standards ELA-D.12.1, D.12.3
K.E.1 Understand the value of media and
technology in facilitating communication
Standards ELA-E.12.3, E.12.5
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S.A.4, B.1, B.4 Synthesize audience
feedback on the clarity, form, effectiveness,
technical achievement and aesthetic appeal of
media work (Senior Projects)
S.A.2-4, B.1 Formulate questions addressing
issues or problems that can be answered
through a well-defined and focused
investigation
S.A.3-6, B.1-4 Conduct research and inquiry
on self-selected or assigned topics, issues, or
problems and use an appropriate form to
communicate findings
S.A.2-5, B.1-4 Present findings in oral and
written reports, correctly citing sources
K.F.1-2 Understand research methods and
resources Standard ELA-F12.1
RESOURCES
Text:
Elements of Literature, Sixth Course, Holt, Rinehart, Winston, c2003
Gwynn’s Pocket Poetry Anthology, Tradebook Novels
Athletic Shorts Chris Crutcher
Drama:
Core:
Macbeth, William Shakespeare
Optional: Much Ado About Nothing, William Shakespeare
Hamlet, William Shakespeare
A Midsummer Night’s Dream, William Shakespeare
True West, Sam Shepherd
A Streetcar Named Desire, Tennessee Williams
Talley’s Folly, Lanford Wilson
Talley and Son, Lanford Wilson
Lost In Yonkers
Poetry: Poetry of England: ballads, epic, sonnets, odes, etc. from 449 to current decade.
Core: The Rime of the Ancient Mariner, Taylor Coleridge
Optional: Any poems in the HRW Text and these additional poems from other sources
“Bonnie Barbara Allen,” Anonymous
“The Ballad of Sir Patrick Spens,” Anonymous
“The Wife of Usher’s Well” Anonymous
Shakespeare’s Sonnets 30, 55
Philip Sydney’s Sonnets 1 and 31
A Song for St. Cecilia’s Day, John Dryden
“How Soon Hath Time,” John Milton
Novel:
Core:
One Flew Over the Cuckoo’s Nest, Ken Kesey
Optional: Fried Green Tomatoes at the Whistle Stop Café, Fannie Flagg
Patriot Games, Tom Clancy
Dance Hall of the Dead Tony Hillerman
And Then There Were None, Agatha Christie
A Time to Kill, The Client, Pelican Brief, Bleachers John Grisham
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The Red Dragon, Thomas Harris
Silence of the Lambs, Thomas Harris
Where are the Children?, Mary Higgins Clark
The Color Purple, Alice Walker
We All Fall Down, Robert Cormier
Cruel and Unusual, Patricia Cornwell
The Notebook, Nicholas Sparks
Plainsong, R. Haruff
Where the Heart Is, Billie Letts
The Kitchen God’s Wife, Amy Tan
Laughing Boy
Local Girls
Jurassic Park Michael Crichton
Lord of the Flies, William Golding
Brave New World, Aldous Huxley
Film: Mary Shelley’s Frankenstein, Ken Branagh
One Flew Over the Cuckoo’s Nest
Macbeth, BBC and Roman Polanski
Hamlet, Zepharelli, Olivier, Branagh
A Knight’s Tale
Monte Python’s Holy Grail
Discovery Channel Great Book Series—Frankenstein: The Making of the Monster, Le
Morte D’Arthur
Merlin
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Communication Arts Curriculum
AP ENGLISH LANGUAGE & COMPOSITION
(11-12)
PROGRAM GOALS—The learner
 HAS KNOWLEDGE BASE and KNOWS HOW to ACCESS INFORMATION.
 is a CONFIDENT, PROFICIENT, and SENSITIVE COMMUNICATOR.
 APPRECIATES and ENJOYS the ART OF COMMUNICATION.
 is a CRITICAL INTERPRETER.
VOCABULARY
ad hominem argument
anaphora
antecedent
antithesis
apostrophe
apotheosis
asyndeton
bathos
chiasmus
cognate
dichotomy
epistolary
epithet
ethos
euphemism
hyperbole
juxtaposition
logos
metonymy
parataxis
parody
pathos
polysyndeton
rhetoric
syllogism
syntax
zeugma
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A.1 Know purposeful reading strategies
S.A.4, B.4 Analyze prose passages for tone,
Standard ELA A.12.1
purpose, and effect
S.A.4 Read fiction and nonfiction works to
understand human experience
S.A.4, B.4 Analyze essays, short stories,
drama, and novels for tone, purpose, and
effect
S.A.4, B.4 Analyze rhetorical techniques in a
variety of works and evaluate effectiveness
K.B.2 Know the processes of rhetorical
S.A.2, B.1, B.4 Plan, draft, and revise critical
analysis and argumentation persuasion
analyses and persuasive essays demonstrating
Standard ELA-B.12.2
control to develop unity, fluency, and clarity
as well as discrimination when selecting
evidence
S.A.2 Use a variety of sentence structures,
including appropriate use of subordination
and coordination
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S.A.2 Develop logical organization,
enhanced by specific techniques to increase
unity and fluency (repetition, transitions, and
parallelism)
S.A.2 Balance general and illustrative detail
S.A.2 Control use of rhetoric including tone,
establishing and maintaining voice, achieving
appropriate emphasis through diction and
sentence structure
S.A.2 Produce organized and perceptive
written responses to objectives in a limited
amount of time
S.A.3, A.6 Participate effectively in
question-and-answer sessions following
presentations
S.B.1, B.4 Interpret written works orally,
explaining literal and figurative meaning, as
well as denotative meaning and connotative
nuance
S.A.3-4, A.6 Demonstrate the ability to
extend a discussion by adding relevant
information or asking pertinent questions
S.A.4, B.1, B.4 Identify and interpret various
uses and adaptations of language in social,
cultural, regional, and professional situations,
and interpret and evaluate the purpose and
effect of dialect (colloquial, vernacular, slang,
jargon, etc.)
S.A.3-4 Develop effective, appropriate
scholarly vocabulary to analyze prose
S.B.1 Improve communication skills by
eliminating clichés, overused words, idioms,
and passive voice when speaking and writing
S.A.4, B.4 Draw inferences about values,
attitudes, and point-of-view by analyzing a
writer’s or speaker’s use of English
S.A.3 Create multimedia presentations in
connection with major projects
S.B.1 Evaluate the effect of media
production techniques, such as music, camera
angles, fade-outs and lighting, on original
screenplays and on adaptations of literary
selections
K.C.3 Understand the ideas and opinions of
other speakers, integrating those ideas into
class discussions Standard ELA-C.12.3
K.D.2 Understand and evaluate stylistic
choices of author, including diction, syntax,
and rhetorical devices, as well as selection
of detail, pacing, and sequence Standard
ELA-D.12.2
K.E.1 Understand the value of technology in
improving communication Standard ELAE.12.3
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K.F.1-2 Know research methods and
resources Standard ELA-F.12.1
S.B.1, B.4, A.2 Analyze, synthesize,
evaluate, and integrate data to draft a
reasoned report that supports and
appropriately illustrates inferences and
conclusions drawn from research
S.A.1 Target the essay objective using
questions from the Advanced Placement Free
Response Examination Releases
S.A.1-2 Think critically and respond to
complex questions under timed conditions
using passages from the Advanced Placement
Multiple Choice Examination Releases
RESOURCES
Texts: Models for Writers: Short Essays for Composition, Alfred Rosa/Paul Eschholz, St.
Martin’s Press, Inc., c1998
Writer’s Inc.: Sourcebook, Patrick Sebranek/Dave Kemper/Verne Meyer, Houghton
Mifflin Co., c2001
The Elements of Style, 4th Edition, William Strunk, Jr./E.B. White, Allyn and Bacon,
c2000
Warriner’s English Grammar and Composition, John E. Warriner, Harcourt Brace,
c1986
Nonfiction:
Core:
“Speech at the Virginia Convention,” Patrick Henry
“Sinners in the Hands of an Angry God,” Jonathan Edwards
“Second Inaugural Address,” Abraham Lincoln
Optional: “Inaugural Address,” John F. Kennedy
“First Inaugural Address,” George Washington
“Fenimore Cooper’s Literacy Offences,” Mark Twain
“On Seeing England for the First Time,” Jamaica Kincaid
“St. Crispin’s Day Speech,” William Shakespeare
“Momma, the Dentist, and Me,” Maya Angelou
“Letter from a Birmingham Jail,” Martin Luther King, Jr.
Narrative of the Life of Frederick Douglass, Frederick Douglass
Working, Studs Terkel
The Devil’s Dictionary, Ambrose Bierce
Novel:
Optional: Gulliver’s Travels, Jonathan Swift
Pride and Prejudice, Jane Austen
My Antonia, Willa Cather
The Adventures of Huckleberry Finn, Mark Twain
The Scarlet Letter, Nathanial Hawthorne
The Great Gatsby, F. Scott Fitzgerald
One Flew Over the Cuckoo’s Nest, Ken Kesey (Senior novel only)
Tuesdays with Morrie, Mitch Albom
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Local Girls, Alice Hoffman
The Color Purple, Alice Walker
Fried Green Tomatoes at the Whistle Stop Café, Fannie Flagg
Short Stories: The Country of Pointed Firs and other Short Stories, Sarah Orne Jewett
The Snows of Kiliminjaro and other Short Stories, Ernest Hemingway
Twice Told Tales, Nathanial Hawthorne
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Communication Arts Curriculum
AP ENGLISH LITERATURE & COMPOSITION
(12)
PROGRAM GOALS—The learner
 HAS KNOWLEDGE BASE and KNOWS HOW to ACCESS INFORMATION.
 is a CONFIDENT, PROFICIENT, and SENSITIVE COMMUNICATOR.
 APPRECIATES and ENJOYS the ART OF COMMUNICATION.
 is a CRITICAL INTERPRETER.
VOCABULARY*
Alexandrine
epic/mock epic
alliterative verse
feminine rhyme
anaphora
juxtaposition
antithesis
kenning
Caesura
litotes
carpe diem
Malapropism
dramatic monologue
masculine rhyme
elision
metonymy
enjambment
ode
* Vocabulary from Classical English Literature not listed here.
parallel structure
pun/double entendre
scansion
sestina
stream-of-consciousness
synecdoche
synesthesia
villanelle
volta/turn
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A.1-2 Know purposeful reading
S.A.4, B.1-2 Read, interpret, and analyze
strategies to read, interpret, and analyze a
poems, short stories, nonfiction, drama,
variety of literary genres Standards ELAnovels, and other literary works from both
A.12.2, A.12.3
English and world literature
S.A.4, B.4 Read and analyze literary and
nonliterary texts in order to understand
human experience
S.A.4, B.1-2 Identify philosophical
assumptions and basic beliefs underlying
selected works
K.B.1-2 Know how to write a variety of
S.A.2 Develop a logically organized
essays: expository, compare/contrast,
compositions or essays through a series of
persuasive, and literary analysis Standard
drafts using revision strategy based on
ELA-B.12.1
purpose, audience, and personal style
enhanced by repetition, transitions, and
emphasis
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S.A.2 Prepare and publish analytic and
reflective writing that conveys knowledge,
experience, and insight with effective use of
rhetoric
S.A.2 Produce a well-developed, wellorganized, clearly written response in
effective language and a voice appropriate for
audience and purpose in a limited amount of
time
S.B.1 Recognize common errors in the use of
language and self-monitor own writing
S.A.3-4, A.6 Participate effectively in class
discussion
S.B.1, B.3-4 Interpret literary works orally,
citing textual data in support of assertions
S.B.1, B.4 Orally analyze writings for
accurate and effective use of language (peeredit)
S.A.3 Present coherent arguments and
summarize information accurately in both
formal and informal oral presentations
S.B.2 Acquire a vocabulary of words,
phrases, and idioms as a means of
understanding literary selections
S.B.1 Apply a wide-ranging vocabulary for
denotative accuracy and connotative
resourcefulness
S.A.3 Create multimedia presentations in
connection with major projects
S.B.4 Analyze the effects of media
production techniques such as music, camera
angles, fade-outs, and lighting as to their
influence on the adaptation
S.B.1, B.4 Develop and apply criteria for
evaluating media productions
S.B.4 Analyze the type of questions used on
the Advanced Placement Exam in order to
respond effectively
S.B.1, B.4 Analyze, synthesize, and integrate
data, drafting a reasoned report that supports
and appropriately illustrates inferences and
conclusions drawn from research
K.C.1-3 Understand effective interpersonal
communication skills Standards ELA-C.12.1,
C.12.2, C.12.3
K.D.1-2 Recognize the need for collegiate
level general and literary vocabulary
Standards ELA-D.12.1, D.12.2
K.E.3 Understand the value of technology in
improving communication Standard ELAE.12.3
K.F.1-2 Understand research methods and
resources Standard ELA-F12.1
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RESOURCES
Text: Elements of Literature, Sixth Course, Holt, Rinehart, Winston, c2003
Literature and Its Writers: An Intro to Fiction Poetry and Drama, Samuel Charters,
c1997
The Practical Imagination, Northrup Frye, Harper and Row Publishers, c1987
The Bedford Reader, XJ and Dorothy M. Kennedy/Jane Aaron, Bedford Books of St.
Martin’s Press, c1994
Testing: Applied Practice Exams for Frankenstein, Macbeth, Hamlet, Heart of Darkness
(manual has rationale for responses)
Advanced Placement Multiple Choice Questions for Literature and Composition,
Fifth and Sixth Editions (teacher’s manual has rationale for responses)
Advanced Placement Multiple Choice Questions for Selected Poems and Prose (no
rationale)
Nonfiction:
Core: “Of Ambition,” Francis Bacon
“Meditation 17,” John Donne
“A Modest Proposal,” Jonathan Swift
Novel:
Core: A Portrait of the Artist as a Young Man, James Joyce
Heart of Darkness, Joseph Conrad
Frankenstein, Mary Shelley
Drama:
Core: Macbeth, Shakespeare
Hamlet, Shakespeare
Oedipus Rex, Sophocles
Antigone, Sophocles
Optional: Pygmalion, George Bernard Shaw
A Doll’s House, Heinrich Ibsen
Othello, Shakespeare
Much Ado About Nothing, Shakespeare
Taming of the Shrew, Shakespeare
Twelfth Night, Shakespeare
The Cherry Orchard, Anton Chekhov
The Bear, Anton Chekhov
Field Trip: American Players Theater October offering
Epic:
Core: Beowulf or Odyssey, Homer
Rape of the Lock, Alexander Pope
Paradise Lost, John Milton excerpts
Iliad, Homer excerpts
Poetry (Core):
Middle Ages: Ballads and Chaucer
Renaissance Poets: Spenser Sonnets and Fairie Queen
“Whoso List to Hunt,” Sir Thomas Wyatt
Shakespeare Sonnets, 18, 29, 30, 55, 73, 116, and 130
“A Passionate Shepherd…,” Christopher Marlowe
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“The Nymph’s Reply,” Sir Walter Raleigh
Neoclassical/Cavalier/Metaphysical Poets:
Epigrams and Eulogies, Ben Jonson
“To Althea,” “To Lucasta,” Richard Lovelace
“The Virgins,” Robert Herrick
“To His Coy Mistress,” “Little T.C…,” Andrew Marvel
“Valediction Forbidding Mourning,” John Donne Holy Sonnets 10 & 14
John Milton Sonnets
Pre-Romantic Poets: “Elegy Written in a County Churchyard”, Thomas Gray, “To a Mouse,”
and “To a Louse,” Robert Burns, Songs of Innocence, and Songs of
Experience, (“The Chimney Sweep,” “The Tiger,” “The Lamb,”
“The Sick Rose,” “The Poison Tree,”) William Blake
Romantic Poets: George Gordon, Lord Byron
Percy Shelley
John Keats
William Wordsworth/Samuel Coleridge
Victorian Poets: A.E. Housman
Thomas Hardy
Gerard Manley Hopkins
Alfred Lord Tennyson
Robert Browning and Elizabeth Barrett Browning
Matthew Arnold
Modern Poets: William ButlerYeats
T.S. Eliot
Dylan Thomas
Seamus Heaney
Short Fiction:
Core: “The Lagoon,” Joseph Conrad
“The Rocking Horse Winner,” D.H. Lawrence
“The Yellow Wallpaper,” Charlotte Perkins Gilman
Optional: “Sweat,” Zora Neale Hurston
“A Worn Path,” Eudora Welty
“The Metamorphosis,” Franz Kafka
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BUSINESS COMMUNICATIONS
(10-12)
Communication Arts Curriculum
PROGRAM GOALS—The learner
 HAS KNOWLEDGE BASE and KNOWS HOW to ACCESS INFORMATION.
 is a CONFIDENT, PROFICIENT, and SENSITIVE COMMUNICATOR.
 APPRECIATES and ENJOYS the ART OF COMMUNICATION.
 is a CRITICAL INTERPRETER.
VOCABULARY
communication model
discrimination
feasibility study
harassment
job shadow
nonverbal communication
verbal communication
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A.1 Know how to read business
S.A.4, B.4 Read and select pertinent
documents Standard ELA-A.12.4
information from a wide variety of sources
S.A.4, B.1, B.4 Identify subtle techniques
used to influence an audience
S.B.1 Evaluate the influence of format on the
readability and meaning of various
communications
K.B.1-2 Know the writing process as it
S.A.2-3 Plan, draft, revise, edit, and publish a
applies to business Standards ELA-B.12.1,
variety of business communication in
B.12.2, BS-A.12.2
appropriate formats and styles using
technology
S.A.2-3 Prepare and present a feasibility
study (compare and contrast)
S.A.5 Access and employ information for
business applications using the Internet
S.A.2, A.5, B.3-4 Research, analyze, and
evaluate potential career opportunities by job
shadowing in a business setting,
demonstrating communication etiquette
expected in the business world (letter of
introduction, resume, interview, notetaking,
thank you letter)
S.A.2 Edit and proofread written materials
for content and conventions
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S.B.1 Evaluate persuasive messages for the
content and effectiveness for the situation.
S.A.2, A.4 Understand the function of
various forms, structures, and punctuation
marks of Standard American English and use
them appropriately in written
communications
S.A.2-3, B.1 Plan, develop, and deliver oral
presentations appropriate to a business setting
S.B.1 Demonstrate effective strategies for
oral business communication including
telephone
S.B.1 Demonstrate sensitivity in
communicating with a diverse work force
S.A.2-3 Present a revised version of the
career portfolio
S.A.6 Demonstrate successful listening
techniques
S.A.2-4, A.6 Respond to various adaptations
of language in social, cultural, regional, and
professional situations
S.A.2-3, A.5, B.1-2, B.4 Acquire, organize,
analyze and communicate information using
technology
S.A.1-2 Exchange information using on-line
sources (e-mail, etc.)
S.A.2, A.4-5, B.1-4 Incorporate information
from multiple sources into written research
reports
K.C.1 Understand effective interpersonal
business communication skills Standards
ELA-C.12.1, BS-J.12.1
K.D.1 Recognize various adaptations of
language Standards ELA-D.12.2, BSA.12.12
K.E.1 Understand the importance of
technology in business communications
Standards ELA-E.12.1, ITL-A.12.1
K.F.1 Understand the research process
Standards ELA-F.12.1, BS-A.12.1
RESOURCES
Text: Communications 2000, South-Western, c1999
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CREATIVE WRITING
(9-12)
Communication Arts Curriculum
PROGRAM GOALS—The learner
 HAS KNOWLEDGE BASE and KNOWS HOW to ACCESS INFORMATION.
 is a CONFIDENT, PROFICIENT, and SENSITIVE COMMUNICATOR.
 APPRECIATES and ENJOYS the ART OF COMMUNICATION.
 is a CRITICAL INTERPRETER.
VOCABULARY
appropriate feedback
audience
authentic voice
diction
presentation portfolio
sestina
style
syntax
technique
working portfolio
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A.1 Understand what makes effective
S.A.4 Read a wide variety of creative works
writing Standard ELA-A.12.2
by professional and amateur writers
S.A.4 Read a variety of articles and books
about writing techniques in order to develop
personal writing skills
K.B.3 Understand the function of various
S.A.2 Use various forms, structures,
forms, structures, capitalization, and
capitalization, and punctuation marks
punctuation marks of Standard American
appropriately in written communications
English Standard ELA-B.12.3
K.B.1 Understand writing criteria for various
S.A.2 Plan, revise, edit, and publish clear and
audiences and purposes
effective writing, such as poetry, short fiction,
personal narratives, character sketches, and
dialogues applying 6 Traits
K.C.1-3 Understand the criteria for effective
S.A.4, A.6 Listen to, discuss, and
oral communication Standards ELA-C12.1,
comprehend oral communications
C.12.2, C.12.3
S.A.3, A.6 Demonstrate the ability to extend
a discussion about good writing and writing
techniques by adding relevant information or
asking pertinent questions
S.A.3 Present oral interpretations of the
works of self and others
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S.A.3-4 Provide effective, oral evaluative
feedback after reading creative works of peers
and others
S.B.1, B.4 Apply knowledge of writing
techniques (presented in mini lessons) when
orally evaluating creative writing
S.A.2-3 Present an academic portfolio to
evaluate developing writing skills
S.A.2, B.1, B.4 Exercise options in modes of
expression and choice of words when writing,
especially when editing and revising
S.A.2 Expand the range of creative
expression through experimentation with a
variety of voices and styles of speech
S.A.2-3, A.5 Organize and communicate
creative writing using media and/or
technology
S.A.2-3, A.5, B.1 Create a personal
magazine/portfolio of creative writing and
original art and graphics using publishing
software
K.D.1-2 Recognize written modes of
expression and choice of words Standards
ELA-D.12.1, D.12.2
K.E.1 Understand how to apply media and
technology to complete products Standard
ELA-E.12.1
RESOURCES
Supplemental: Getting From Here to There
Poetry Magazine
Writer’s Digest
Software: WritePro
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DRAMA
(9-12)
Communication Arts Curriculum
PROGRAM GOALS—The learner
 HAS KNOWLEDGE BASE and KNOWS HOW to ACCESS INFORMATION.
 is a CONFIDENT, PROFICIENT, and SENSITIVE COMMUNICATOR.
 APPRECIATES and ENJOYS the ART OF COMMUNICATION.
 is a CRITICAL INTERPRETER.
VOCABULARY
blocking
diction
enunciation
improvisation
method
motivation
projection
props
stage direction
staging
technique
visual elements
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A.1 Understand the criteria for reading,
S.B.1 Analyze, evaluate, and create meaning
writing, and evaluating dramatic scripts
in broader social and cultural context when
Standard TH-A.12.1
reading a play
S.A.2 Write and/or refine a script (or part of
one) based on personal experience and
heritage, imagination, literature, and history
S.A.4, B.1 Explain personal meaning derived
from attending a live theatrical performance
K.B.2 Know various classical and
S.A.3 Create characters through physical
contemporary acting techniques and methods
movement, adapting movement, and making
Standard TH-B.12.5
physical choices to fit the requirements of the
scene
S.A.3 Create characters verbally, adapting
language choices and dialogue to fit
requirement of the scene
S.A.3 Use facial expressions to create
characters appropriate to the context of a
scene
S.A.3 Create characters (physically, verbally,
and facially) from scripted scenes
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S.A.3 Create a character (physically,
verbally, and facially) based upon an original
idea, playing the character for a sustained
period of time
S.A.3 Create through basic acting skills
(including physical and vocal technique) a
believable, sustained character
S.A.2-3 Articulate in written and oral form
the character's wants, needs, and basic
personality characteristics
S.A.2. B.1 Write a critical review of a live
theatrical event, its effect on the audience,
and its potential impact in a broader social
and cultural context
S.A.5 Research a play, theatre-related event
or an individual, gathering information from
multiple sources
S.B.1, A.2 Explain in writing the potential
impact of a play on society and culture
S.B.1 Identify strengths ("what worked") and
weaknesses ("what didn't work") in character
work and scenes presented in class
S.B.1 Analyze a play and determine
appropriate setting, lighting, sound, costume,
and makeup requirements
S.A.5 Research and design at least one
element of a play (sets, costumes, makeup,
lights, and/or sound)
S.A.2-2 Plan and execute the blocking
patterns of a dramatic presentation
S.A.3 Rehearse and perform the scene for an
audience
S.B.1 Analyze a theatre performance in terms
of effect on audience and societal impact
S.A.2 Create an original script that includes
the appropriate exposition, rising action,
problem, conflict, crisis, and solution
S.A.2 Script a scene using proper format
S.A.4 Organize a plan for the successful
promotion of theatre production
K.A.3 Recognize the emotional and
psychological makeup of the character
Standard TH-B.12.1
K.A.3 Understand the contribution of drama
to society/culture Standards TH-C.12.1,
C.12.2, C.12.3
K.A.3 Know what is needed to make
characters or scenes more believable
and/or understandable Standard TH-D.12.2
K.A.4 Understand the basic physical and
chemical properties of the technical aspects of
theatre (light, color, electricity, mechanics,
costumes, makeup) Standard ELA-E.12.4
K.C.1 Know how to direct a scene/play for
production Standard TH-E.12.6
K.C.1 Understand the criteria for creating a
scene/play Standards TH-E.12.1, E.12.2,
E.12.3
RESOURCES
The Stage and the School, Glencoe, 1989
Note: Theatre Standards of Wisconsin used in this course
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SPEECH
(10-12)
Communication Arts Curriculum
PROGRAM GOALS—The learner
 HAS KNOWLEDGE BASE and KNOWS HOW to ACCESS INFORMATION.
 is a CONFIDENT, PROFICIENT, and SENSITIVE COMMUNICATOR.
 APPRECIATES and ENJOYS the ART OF COMMUNICATION.
 is a CRITICAL INTERPRETER.
VOCABULARY
anecdote
articulation
audience awareness
body language
circumflex
delivery
diction
dramatic expression
enunciation
eye contact
feedback
fluency
impromptu
improvisation
intonation
monotone
nasal
oratory
pace
paraphrase
posture
rhythm
rising inflection
stance
syntax
timing
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A.2 Understand that to be convincing, an
S.A.4 Read to acquire information to be used
argument must have valid premises and
in oral presentations
effective support Standard ELA-A.12.1
S.A.4 Identify the logic of arguments, subtle
ways to slant information, and critical
assumptions underlying reasoning
S.B.1 Follow a speaker’s argument and
represent it in notes
K.B.2 Understand that the writing process
S.A.2 Create notes, outlines, and full
contributes to the creation of effective
manuscripts to serve as the basis for oral
speeches Standard ELA-B.12.2
presentations
S.B.1 Write evaluations of the oral
presentations of self and others
K.C.1 Know the process for creating and
S.A.2-3 Create an oral presentation to
delivering speeches appropriate to specific
include: a group introduction, a team audiopurposes and audiences Standard ELAvisual demonstration speech, and a dramatic
C.12.1
reading as a group of learners
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S.A.2-3 Develop and deliver a variety of
speeches and oral presentations (include
impromptu speech, narrative impromptu
speech, self-introduction vehicle speech, story
telling, current or vital speech, video
impromptu, formal information speech,
audio-visual informative speech, and formal
address) meeting established criteria for
effective speaking
S.A.4, A.6 Listen to, discuss, and
comprehend oral communications
S.A.6 Participate effectively in question-andanswer sessions following presentations
K.C.2 Understand that listening is a key
component of speech Standard ELA-C.12.2
K.C.3 Recognize that effective discussion is
an important component of speech Standard
ELA-C.12.3
K.D.2 Understand the importance of
vocabulary choices in effective speech
Standard ELA-D.12.2
K.E.3 Understand the importance of
technology in verbal presentations Standard
ELA-E.12.3
K.F.1-2 Know how to gather information
from varied sources Standard ELA-F.12.1
S.A.2, A.4 Develop vocabulary and ability to
select and use words as modes of precise and
dramatic expression when speaking
S.A.2-3 Integrate media and technology into
oral presentation to produce fluent, enhanced,
and clear communication
S.A.5, B.1-3 Conduct reliable and valid
research to gather information for oral
presentations and cite the sources
RESOURCES
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TECHNICAL WRITING
(10-12)
Communication Arts Curriculum
PROGRAM GOALS—The learner
 HAS KNOWLEDGE BASE and KNOWS HOW to ACCESS INFORMATION.
 is a CONFIDENT, PROFICIENT, and SENSITIVE COMMUNICATOR.
 APPRECIATES and ENJOYS the ART OF COMMUNICATION.
 is a CRITICAL INTERPRETER.
VOCABULARY
major/minor points
movement arrows
phantom lines
proposal
seven C’s
technical document
technical manual
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A.2 Understand variations in technical
S.A 4 Read technical documents, manuals,
documents Standard ELA-A.12.4
summaries, instructions, charts, pictures,
schematics, and textbooks
S.A.2 Determine whether to use
abbreviations, acronyms, or technical terms in
relation to the context of the task
K.B.1 Understand how graphics contribute to
S.B.2 Research and write business-specific
the effectiveness of technical documents
technical reports which incorporate graphics
Standard ELA-B.12.1
K.B.3 Recognize Standard American
S.B.2 Compare, edit, and produce executive
English and conventions and correct errors
summaries (seven C’s)
in written communication Standard ELAS.B.2 Develop a technical paper (include
B.12.3
topic, investigation, location of sources,
notetaking, editing drafts, documenting
sources) for a specific audience
S.B.2 Write a resume, application,
introduction, and appreciation
correspondence (to be included in Career
Portfolio)
K.C.1 Understand the criteria for a variety of
S.A.3 Demonstrate confidence and poise
oral presentations Standard ELA-C.12.1
during oral presentations
S.A.3 Make formal presentations using
appropriate graphics, media, and support
materials
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S.A.3 Deliver oral presentations for a variety
of purposes and audiences
S.B.1 Participate in discussion, listening
attentively, supporting the content, and
adding ideas and opinions
S.B.1 Choose language appropriate to
technical content and directed audience
S.B.1 Evaluate the effects of technical
language in communication designed to
inform or explain
S.B.1 Evaluate the choice of words,
expressions, and styles considering the
purpose and content of communication
S.A.2 Publish an operations manual which
includes safety instructions, warnings,
graphics, diagrams, and operations
procedures
S.A.2 Develop and publish a proposal to
address a specific need
S.A.3 Design, format, and produce attractive
word-processed documents for various
purposes
S.A.3 Create a multimedia presentation to
enhance oral presentations
S.A.5 Organize research materials and data
S.B.3 Evaluate the credibility of data
K.C.3 Recognize appropriate
discussion/participation skills Standard ELAC.12.3
K.D.1 Understand technical language
Standard ELA-D.12.1
K.D.2 Recognize importance of word
choice when speaking or writing Standard
ELA-D.12.2
K.E.1 Know and understand how to use
technology in technical communications
Standards ELA-E.12.1, E.12.3
K.F.1 Know how to research, evaluate, and
summarize results of inquiry Standard ELAF.12.1
RESOURCES
Textbooks: Successful Technical Writing: Documentation for Business and Industry, Bill
Wesly Brown, The Goodheart-Wilcox Company, Inc., c1993
Supplemental: The Community Connection, Marshfield Buyer’s Guide, c1997
Workplace Readiness, Agency for Instructional Technology, c1992
School District of Marshfield
R7/06
109
Communication Arts Curriculum