GRADE SEVEN
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
Language
adjective (comparative/superlative)
clause (intro, dependent, independent)
conjunction (coordinating, subordinating)
etymology
format
object (direct/indirect)
parallelism
paraphrase
phrase
relative pronoun
Literature
audience
character (main, minor, static, dynamic)
character traits
cliché
figurative language
genre
hyperbole
metaphor
mood
onomatopoeia
plot (exposition, rising action, climax, falling
action, resolution/denouement)
point of view
purpose
reader-response
setting
short story
slang
theme
tone
transition
(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 Recognize that reading can be
S.A.2 Read to find information, to
used for different purposes Standard ELAunderstand diverse viewpoints, to make
A.8.1
decisions, and to enjoy texts
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S.B.4 Select, summarize, paraphrase,
analyze, and evaluate, orally and in writing,
passages of texts chosen for specific purposes
S.B.4 Read, analyze, and interpret literature
and informational texts in relation to self
S.B.4 Make predictions and hypothesize
(e.g., if situation were extended)
S.A.2 Identify elements of a plot
S.A.2 Create a plot line
K.A.3 Know active reading strategies (see
Appendix) Standard ELA-A.8.1
K.A.2 Know elements of plot (exposition,
rising action, climax, resolution (see
Appendix) Standard ELA-A.8.2
K.A.2 Know literary terms: character, plot,
setting, figurative language, topic, style,
purpose, point of view Standard ELA-A.8.2
K.A.4 Recognize author’s purpose in relation
to the audience Standard ELA-A.8.2
S.B.4 Identify characters, plot, setting,
language, theme, and point of view within a
literature selection
S.B.4 Read a wide variety of fiction and
nonfiction to identify and analyze author’s
purpose and audience
S.B.4 Read, analyze, and discuss core
literature for relationships and important life
themes (i.e., Where the Red Fern Grows, No
Promises in the Wind, “Thank You, M’am”)
S.A.4 Interpret graphic organizers such as
maps, charts, graphs, timelines, tables, and
schedules
S.B.3 Evaluate accuracy and credibility of
informational text (valid, reliable, authentic)
S.A.2 Write for a variety of readers including
peers, teachers, and other adults, while
adapting content, style, and structure to
audience and situation (i.e., timed writing,
reader response)
S.A.2 Write a narrative based on experience,
using descriptive language and detail
effectively
S.A.2 Write a persuasive business letter that
includes clear positions, sufficient evidence to
support assertions, and coherent arguments
S.A.2 Use words, phrases, and clauses in a
sentence effectively, including coordinating
and subordinating conjunctions, relative
pronouns, and comparative adjectives
S.A.2 Punctuate compound, complex, and
compound-complex sentences correctly
S.A.2 Identify and maintain the same verb
tense in a paragraph (parallelism)
K.A.3 Know some important life themes
found in literature (e.g., tolerance, love,
survival) (HGD) Standard ELA-A.8.3
K.A.4 Know how to extract information from
graphic organizers in texts Standard ELAA.8.4
K.A.2 Know the qualities of a credible text
Standard ELA-A.8.4
K.B.1-3 Know that all writing has a specific
purpose, audience, and format; the 6 Traits,
writing process, and Standard American
English spelling Standard ELA-B.8.1- 2
K.B.1 Know qualities of descriptive
language Standard ELA-B.8.1
K.B.2 Know the qualities of persuasion:
position, supportive evidence, assertions, and
coherent arguments Standard ELA-B.8.1
K.B.3 Know the function of words, phrases
and clauses in a sentence Standard ELAB.8.3
K.B.3 Know verb form should be
constant within a written selection
Standard ELA-B.8.3
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K.B.3 Know that verbs show relationship to
chronology Standard ELA-B.8.3
S.B.4. Use correct tenses to indicate the
relative order of events (i.e., present, past,
future, present participle, and past participle)
S.A.2 Employ principles of agreement,
including subject-verb, pronoun-noun, and
preposition-pronoun
S.A.2 Apply Standard American English
spelling to schoolwork, required lists, and
district spelling test
S.A.2 Employ the conventions of
capitalization (include, geographic locations
[West, East, etc.], proper adjectives, and titles
of books, papers, music, arts, and film)
S.A.3 Present a two-four minute persuasive
speech from notes or outline (see Appendix
for criteria relating to speech contest)
S.A.3 Perform expressive oral readings of
prose, poetry, and drama with a focus on
expression, gestures, volume, posture,
enunciation, and proper ending
S.A.3 Use punctuation cues for expressive
reading: inflection, pitch, volume, pause,
intensity, etc.
S.A.5 Evaluate and employ an appropriate
style of speaking, adjusting language and
vocabulary to audience and purpose
S.A.6 Take notes from an oral presentation
that demonstrate understanding of main idea
S.A.2 Maintain facial expressions, body
language, and other response cues that
indicate respect for and attention to the
speaker
S.A.6 Participate in and summarize the main
points of a discussion, specifying areas of
agreement or disagreement and paraphrasing
contributions
S.B.1 Distinguish between supported and
unsupported statements in discussion
S.A.3 Use words and gestures associated
with sequencing and transitioning: first,
second, next, therefore however, also, etc.
S.B.1 Locate examples of author’s word
choice and figurative language from literature
that are intended to achieve specific effects
within social, cultural, and regional contexts
(i.e., instant messaging vs. classical literature)
K.B.3 Understand principles of agreement,
including subject-verb, pronoun-noun, and
preposition-pronoun Standard ELA-B.8.3
K.B.3 Know Standard American English
spelling Standard ELA-B.8.3
K.B.3 Know the rules for capitalization
Standard ELA-B.8.3
K.C.1 Know the traits of a quality speech:
clear purpose, audience awareness,
organization (catchy introduction, strong
support, powerful conclusion), effective
visuals, presentation technique Standard
ELA-C.8.1
K.C.1 Know when formal or informal
language contexts are appropriate
Standard ELA-C.8.1
K.C.2 Know the attributes of an active
listener Standard ELA-C.8.2
K.C.3 Know the strategies of quality
discussion: active listening, staying on topic,
connecting to the previous thought,
supporting opinion, maintaining appropriate
demeanor Standard ELA-C.8.3
K.D.2 Know why authors and speakers
choose certain words and figurative language
Standard ELA-D.8.1
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S.B.4 Analyze for author’s intended meaning
specific to word choice and figurative
language
S.B.4 Identify the parts of a sentence: nouns,
pronouns, adjectives, verbs, adverbs,
prepositions, conjunctions, and interjections
S.B.4 Identify adjectives and adverbs, both
comparative and superlative
S.B.4 Label conjunctions, both coordinating
and subordinating
S.B.2 Place correct conventions within
sentences specifically for phrases and clauses
(commas, semicolons, colons)
S.B.4 Identify the four types of sentences:
declarative, imperative, interrogative, and
exclamatory
S.B.4 Divide sentences into basic sentence
parts (subject/predicate)
S.B.4 Define the differences and distinguish
between types of clauses and phrases
(introductory, dependent, independent,
appositive, prepositional: adverbial and
adjective)
S.B.2 Distinguish between simple compound
and complex sentences and use conventions
that apply to each
S.B.2 Collect information from various online sources (.com, .edu, .gov) such as web
pages, news groups, and Badger Link
S.A.7 Analyze, organize, and communicate
information using computers
S.B.2 Create media product (i.e., school
events, sports events)
K.D.3 Know grammatical terms and related
conventions Standard ELA-D.8.2
K.D.3 Know the types, and structures of
sentences and their related conventions
Standard ELA-D.8.2
K.E.1 Know where to locate information
using computer technology (TL) Standard
ELA-E.8.1
K.E.1 Know the components (purpose,
format, audience, content) of a promotion or
campaign that involves media production and
distribution Standard ELA-E.8.1
K.F.1 Know how to conduct simple research
Standard ELA-F.8.1
S.A.2 Formulate research questions and
focus investigation on relevant and accessible
sources of information
S.B.3 Evaluate information from a variety of
sources; select information appropriate to
topic; in your own words (to avoid
plagiarism) take notes, and record sources
K.F.2 Know the steps in gathering material
appropriate for research topic Standard ELAF.8.1
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K.F.3 Know the format for presenting welldocumented research Standard ELA-F.8.1
S.B.1-3 Produce organized research in oral
and/or written form that presents and reflects
on findings, gives proper credit to sources,
and draws sound conclusions
WKCE-CRT Assessment Framework
RESOURCES
Novel:
Core:
No Promises in the Wind, Irene Hunt (Historical Fiction/Growing up during the
Great Depression Era/Midwest/Male Protagonist) AND/OR
Roll of Thunder, Hear My Cry, Mildred D. Taylor (Historical Fiction/Southern
Racism during the Great Depression Era/Mississippi/Female Protagonist)
Where the Red Fern Grows, Wilson Rawls (Adventurous Fiction/Early
1900’s/Ozarks in Oklahoma/Male Protagonist)
Optional: Across Five Aprils, Irene Hunt
April and the Dragon Lady, Lensey Namioka
Freak the Mighty, Rodman Philbrick
My Side of the Mountain, Jean Craighead George
Tangerine, Edward Bloor
Waiting for the Rain, Sheila Gordon
The River, Gary Paulson
Hatchet, Gary Paulson
Old Yeller, Fred Gipson
Dicey’s Song, Cynthia Voigt
Julie of the Wolves, Jean Craighead George
My Side of the Mountain, Jean Craighead George
Farewell to Manzanar, Jeanne Wakatsuki Houston and James Houston
Rumble Fish, S.E. Hinton
Words by Heart, Ouida Sebestyen
The Pinballs, Betsey Byars
Short Story:
Core:
“Rikki-tikki-tavi,” Rudyard Kipling
“Thank You, M’am,” Langston Hughes
Optional: “America Street,” Anne Mazer, ed. (Multicultural Anthology of Short Stories)
“Connections,” Donald Gallo, ed. (Collection of Short Stories by Outstanding
Writers for Young Adults)
“Somehow Tenderness Survives,” Hazel Rochman, ed. (Stories of Southern
Africa, some autobiographical accounts included)
“The Golden Kite,” “The Silver Wind*,” Ray Bradbury
“Dark They Were,” and “Golden-Eyed*,” Ray Bradbury
Drama:
Core:
The Monsters Are Due on Maple Street, Rod Serling
Optional: Brian’s Song (screenplay), William Blinn
A Christmas Carol, Charles Dickens (dramatized by Frederick Gaines)
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Poetry:
Core:
“Casey at the Bat,” Ernest Lawrence Thayer
“If I Can Stop One Heart from Breaking,” Emily Dickinson
Optional: “Jabberwocky,” Lewis Carroll
Nonfiction:
Core:
“Eleanor Roosevelt,” William Jay Jacobs
Optional: “Four Decades in Space*,” The Boston Globe
Literature Textbooks: The Language of Literature, McDougal Littell, c2002
Language Network, McDougal Littell, c2002
Write Source 2000, Houghton Mifflin Co.
Spelling and Vocabulary (consumable), McDougal Littell, c2002
Video List: Beware the Jabberwock, Phoenix Films
Brian’s Song, William Blinn, Columbia TriStar, 1996
Electric Grandmother, Ray Bradbury, Highgate Pictures, 1981
How to Manage Your Time, Guidance Associates, 1988
How to Take Essay Tests, Guidance Associates, 1988
How to Take Notes, Guidance Associates, 1988
Jumping Frog: Adapted from the Mark Twain Story, Mark Twain, American
Broadcasting Company, 1981
King Cobra, National Geographic, 1997
My Side of the Mountain, Jean Craighead George, Paramount Pictures, 1968
Old Yeller, Fred Gipson, Walt Disney
Outsiders, S.E. Hinton, Pony Boy, Inc., 1983
Pinballs, Betsy Byars, Walt Disney, 1977
Ray Bradbury, An American Icon, Great North Productions, 1996
Red Pony, John Steinbeck, Republic Pictures Corp., 1949
Something Wicked This Way Comes, Ray Bradbury, Walt Disney, 1983
Test Taking Techniques: Learning to Learn, Educational Activities, 1994
They Come in Peace: A New Democratic South Africa, United Learning, 1994
Tuck Everlasting, Natalie Babbitt, 1981
Veldt, Ray Bradbury, Bernard Wilets, 1982
Visitor, Ray Bradbury, AIMS, 1988
Where the Red Fern Grows, Wilson Rawls, Doty-Dayton Productions
Zero Hour, Ray Bradbury, Bernard Wilets, 1982
* These are works related to/written by one of the textbook’s featured authors, Ray Bradbury.
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GRADE EIGHT
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
VOCABULARY
Language
active/passive voice
appositive
audience/purpose/format
bias
clauses: introductory, dependent (subordinate),
independent
comparative/superlative adjectives
conjunctions: subordinating/coordinating
direct/indirect object
ellipsis
etymology
euphemism
extended metaphor
fallacy
figurative language: allusion, assonance,
consonance, imagery, onomatopoeia
jargon/slang, colloquialism
over generalization
plagiarism
prejudice
propaganda
relative pronouns
Standard American English
stereotyping
style
Literature
analyze
antagonist
fate
genre
human condition
literary allusion
literary merit
protagonist
tone/theme/mood
universal themes: implied/state
(A) ATTITUDES
A.1 Confidence
A.2 Quality of work
A.3 Resourcefulness
A.4 Accuracy
A.5 Attention to detail
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(K) KEY KNOWLEDGE (competencies in bold) (S) SKILLS & APPLICATIONS
K.A.1 Know active reading strategies
S.A.4 Read, analyze, and discuss core
(see Appendix) Standard ELA-A.8.1
literature and informational texts
S.B.4 Interpret literary content and support
with textual evidence
K.A.1 Know word meaning strategies
S.A.4 Use context clues, knowledge of word
Standard ELA-A.8.1
structure (root, affixes), and etymology to
arrive at meanings of words or phrases
S.B.2 Relate words to one another using
etymology/word origins/roots/other language
affixes (i.e., etymology: etymon=true sense of
a word, -ology=the study of)
S.A.5 Define words using reference materials
K.A.2 Know elements of plot (exposition,
S.B.4 Analyze a literary work by defining the
rising action, climax, falling action,
plot
resolution/denouement (see Appendix)
S.B.4 Extract major and minor conflicts
Standard ELA-A.8.2
S.B.1 Classify internal and external conflicts:
man vs. man, man vs. nature, man vs. self,
man vs. universe/society
S.A.3 Create a plot diagram or other graphic
organizer for understanding text
K.A.3 Recognize that literature of literary
S.B.1 Detect the universal theme intended by
merit conveys universal themes about the
an author (love, man’s inhumanity to man,
human condition Standard ELA-A.8.2
tolerance, prejudice, friendship, survival, rite
of passage)
S.A.3 Defend opinions regarding literary
merit either agreeing or disagreeing with
content, author’s intent, author’s motivation,
or author’s beliefs
K.A.2 Know literary terms: character
S.A.3 Discuss a work of literature using
(static, dynamic), plot, setting (time, place
literary terms.
and social conditions), mood, universal
S.A.3 Discuss the language in a work of
themes, style (authors’/genre similarities and
literature using rhetorical terms: allusion,
differences), and rhetorical terms Standard
assonance, consonance, imagery, and
ELA-A.8.2
onomatopoeia, jargon/slang, colloquialism
K.A.2 Know the terms related to various
S.A.2 Determine the point of view of literary
points of view
work: objective, omniscient, limited
omniscient
K.B.1 Know the components of narrative
S.A.2 Write a narrative based on experience
writing Standard ELA-B.8.1
that uses descriptive language and detail
effectively, presents a sequence of events, and
reveals an intended theme
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K.B.1-3 Know the writing process a how to
apply the 6 Traits Standards ELA-B.8.1,
B.8.2, B.8.3
S.A.2 Write in a variety of situations (during
an exam, in a computer lab) and adapt the
writing process to the situation producing
multiple drafts including finished pieces that
demonstrate 6 Traits effectively
S.A.2 Write for a variety of readers,
including peers, teachers, and other adults,
adapting content, style, and structure to
audience and situation
S.B.2 Produce a well-developed, wellorganized and effective response in Standard
American English given a writing assignment
to be completed in thirty minutes
S.A.2 Punctuate phrases (appositive,
parenthetical) and clauses: introductory,
dependent (subordinate), and independent
S.A.2 Use correct tenses to indicate the
relative order of events (i.e., present, past,
future, present and past participle)
S.A.2 Use principles of agreement, including
subject-verb, pronoun-antecedent, and
pronoun as object
S.A.2 Employ the conventions of
capitalization (include countries, holidays,
documents)
S.A.2, A.5 Employ the conventions and
format for writing dialogue
S.A.2 Apply Standard American English
spelling to schoolwork, required lists, and
district spelling lists
S.B.2 Use effective strategies for spelling
unfamiliar words
S.A.3 Present from notes or outline
a two-three minute persuasive or informative
speech with eye contact, clear articulation,
proper volume, rate, posture, and enthusiasm
with little reliance on notes
S.A.3 Perform expressive oral readings of
prose, poetry, and drama with a focus on
expression, gestures, volume, posture,
enunciation, and proper ending
S.A.3 Use punctuation cues in verbal
expression (rising inflection, volume, pitch,
pause, intensity, etc.)
K.B.3 Understand the function of words,
phrases, and clauses in a sentence Standard
ELA-B.8.3
K.B.3 Know verb forms Standard ELAB.8.3
K.B.3 Know the relationship between
subject-verb, pronoun-antecedent, and
pronoun as object Standard ELA-B.8.3
K.B.3 Know the conventions of writing
Standard ELA-B.8.3
K.B.3 Know Standard American English
spelling Standard ELA-B.8.3
K.C.1 Know the qualities of a good
speaker Standard ELA-C.8.1
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K.C.1 Know the traits of a quality speech:
clear purpose, audience awareness,
organization (catchy introduction, strong
support, powerful conclusion), effective
visuals, presentation technique Standard
ELA-C.8.1
K.C.1-2 Know the qualities of a good listener
Standard ELA-C.8.2
S.B.1, A.4, A.6 Evaluate peer speeches using
the rubric for a quality speech
S.A.4-6, B.1, B.4 Evaluate the content and
reliability of material presented
S.A.6 Listen to a speech, respond
appropriately by taking notes, maintaining
facial expression, body language, and other
response cues that indicate respect for and
attention to the speaker
S.B.4 Evaluate self attention to the speaker
and respond with an evaluative comment
S.A.4, A.6 Summarize and explain
information conveyed in an oral
communication; key ideas, structure, and the
relationship of parts to the whole (i.e., class
log, peer critique via rubric)
S.A.3 Develop awareness of signal words
and gestures associated with sequencing and
transitioning for notetaking purposes
S.A.3, A.6, B.2 Introduce oneself and
another person to the class
S.A.6 Use appropriate etiquette when
expressing thanks, receiving praise, and
making requests
S.A.4, A.6, B.1-4 Take notes, restate
remarks, and attend and contribute to content
of discussion
S.A.6 Participate in and summarize the main
points of a discussion, specifying areas of
agreement or disagreement, and paraphrasing
contributions
S.B.1 Distinguish between supported and
unsupported statements in discussion
S.B.1 Locate examples of author’s word
choice and figurative language from literature
that are intended to achieve specific effects
within social, cultural, and regional contexts
(i.e., instant messaging vs. classical literature)
S.B.4 Analyze for author’s intended meaning
specific to word choice and figurative
language
K.C.1 Know the qualities of semi-formal
speaking and interviewing Standard ELAC.8.1
K.C.3 Know the strategies of a quality
discussion: active listening, staying on topic,
connecting to the previous thought,
supporting opinion, and maintaining
appropriate demeanor Standards ELA-C.8.1,
C.8.2
K.D.1-2 Recognize figurative language :
allusion, assonance, consonance, extended
metaphor, imagery, onomatopoeia,
jargon/slang, colloquialism and its
demonstrated effect on an author’s writing
and/or speaker’s presentation Standard ELAD.8.1
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S.A.2-3 Speak and write in Standard
American English, considering the purpose
and context of the communication
S.A.5, B.1-2, B.4 Choose words purposefully and evaluate the use of words in
communications (i.e., dialogue, graphic
novels)
S.A.2, B.1-2 Create a word bank of verbs to
explain dialogue interpretation
S.B.4 Identify the parts of a sentence: nouns,
pronouns, adjectives, verbs, adverbs,
prepositions, conjunctions, interjections,
clauses: introductory, dependent
(subordinate), independent comparative/
superlative adjectives conjunctions:
subordinating/coordinating direct/indirect
object
S.B.4 Place the appropriate adjectives and
adverbs, both comparative and superlative
into sentences
S.B.4 Use/insert correct conjunctions, both
coordinating and subordinating between
clauses
S.B.2 Place correct conventions within
sentences specifically for phrases and clauses
(commas, semicolons, colons)
S.A.2 Use ellipses for long pauses, to
indicate omitted or incomplete information
S.B.4 Punctuate declarative, imperative,
interrogative, exclamatory sentences
S.B.4 Define the differences and punctuate
various clauses and phrases (introductory,
dependent, independent, appositive,
prepositional: adverbial and adjective)
S.B.2 Distinguish between simple compound
and complex sentences and use conventions
that apply to each
S.A.1, A.4 Identify and discuss the use of
structural features such as: size of ad, word
choice, color, font size, music, movement,
etc.
S.A.3, B.4 Identify and discuss various
advertising formats (TV, radio, print, Internet,
billboards, T-shirts, free samples, etc.)
K.D.1 Recognize the importance of
vocabulary choices in effective
communication Standard ELA-D.8.1
K.D.3 Know grammatical terms and related
conventions Standard ELA-D.8.2
K.D.3 Know the grammar and related
conventions of sentences Standard ELAD.8.2
K.E.2 Recognize common structural features
and underlying methods of advertising
Standard ELA-E.8.2
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S.B.4 Identify and discuss the techniques
used by advertisers: repetition, association/
fame/adventure, emotional appeals, wealth,
exclusivity, etc.
S.B.4 Identify and discuss advertising
strategies and techniques aimed at teenagers
S.B.1-2, B.4 Evaluate media products and
sources for exaggeration, bias, stereotyping,
and prejudice
S.B.2 Collect information from various online sources (.com, .edu, .gov) such as web
page, news groups, and Badger Link
S.A.3 Analyze, organize, and communicate
information using computer
S.A.2 Formulate research questions and
focus investigation on relevant and accessible
sources of information
S.B.3 Evaluate information from a variety of
sources; select information appropriate to
topic; in your own words (to avoid
plagiarism) take notes, and record sources
S.B.1-3 Produce organized research in oral
and/or written form that presents and reflects
on findings, draws sound conclusions, and
gives proper credit to sources using district
bibliographic guidelines (see Appendix)
K.E.2 Recognize stereotypes and biases
found in both print and broadcasting
Standard ELA-E.8.2
K.E.1 Know where to locate information
using computer technology (TL) Standard
ELA-E.8.1
K.F.1 Know how to conduct simple research
Standard ELA-F.8.1
K.F.2 Know the steps in gathering material
appropriate for research topic Standard ELAF.8.1
K.F.3 Know the format for presenting welldocumented research Standard ELA-F.8.1
WKCE-CRT Assessment Framework
RESOURCES
Featured Author: Mark Twain
Novel:
Core: Adventures of Tom Sawyer, Mark Twain (Adventurous coming of age on the
Mississippi, male protagonist, Historical Fiction)
Optional: The Outsiders, S.E. Hinton (Coming of age in 1960’s Texas, male protagonist,
Fiction) – multiple copies available
The Moves Make the Man, Bruce Brooks (coming of age playing basketball in
the 1970’s, male protagonist, Fiction)
The Giver, Lois Lowry (coming of age in the future, male protagonist, Fiction)
– multiple copies available
The Westing Game, Ellen Raskin
The Power of One, Bryce Courtenay (SAIL)
Johnny Tremain, Ester Forbes
In the Middle of the Night, (SAIL) and The Chocolate War, Robert Cormier
Nothing But the Truth
Little Women, Louisa May Alcott
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Star Girl
That Was Then, This Is Now, S.E.Hinton
A Day No Pigs Would Die,
Growing Season, Alden Carter
Dicey’s Song
The Learning Tree, Gordon Parks
Short Story:
Core: “The Tell Tale Heart,” Edgar Allen Poe
Optional: “Ransom of Red Chief,” O Henry
“The Monkey’s Paw,” W.W. Jacobs
“A Game of Catch,” Richard Wilbur
“Flowers for Algernon,” Daniel
“The Bet,” Anton Chekov
“The Lady or the Tiger,” Frank Stockton
“The King of Mazy May,” Jack London
“To Build a Fire,” Jack London
“Stop the Sun,” Gary Paulson
“The Lottery,” or “Charles,” Shirley Jackson
“Something Wicked This Way Comes,” Ray Bradbury
Mythology:
Core:
“Mythology: Timeless Tales of Gods & Heroes,” Edith Hamilton
“Daedelus and Icarus”
“Pyramus and Thisbe”
“Cupid and Psyche”
“Phaethon”
Optional: “Perseus”
“Theseus”
“Hercules”
“Atalanta”
“Demeter & Persephone”
“Trojan War”/“Fall of Troy”
“Adventures of Odysseus”
“Quest of the Golden Fleece”
Drama/Biography:
Core:
The Diary of Anne Frank, Frances Goodrich and Albert Hackett with
permission and consultation of Otto Frank (Coming of age in World War
II, story of survival, female protagonist, dramatic adaptation of biography)
AND/OR
The Million Pound Bank Note, Mark Twain
Optional: The Hitchhiker, Lucile Fletcher
Who’s on First, Unknown
Poetry:
Core:
“Morning Grace,” Maya Angelou
“Mother to Son,” Langtson Hughes
Optional: “Who Knows if the Moon’s,” or “Age Old Sticks,” EE Cummings
“What is Success?” Ralph Waldo Emerson
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“I Stepped From Plank to Plank,” Emily Dickinson
“Paul Revere’s Ride,” Longfellow
“This Land is Your Land,” Woody Guthrie
“Oh Captain, My Captain,” Walt Whitman
“Stopping by Woods on Snowy Evening” Robert Frost
“The Cold Within”
Nonfiction:
Core:
“Birthday Ritual: A Grave Tradition,” from The Washington Times *
Optional: “Civil War Journal,” Louisa May Alcott *
“I Was Dreaming to Come to America,” Ellis Island Oral History Project
“The Story of an Eyewitness,” Jack London, first person account of fires
following San Francisco earthquake of 1906 *
“The Last Seven Months of Anne Frank,” excerpts from an interview *
“All But My Life,” excerpts from an autobiography *
“A Diary from Another World,” reprinted newspaper article *
“Who Was Anne Frank”
Textbooks: The Language of Literature, McDougal Littell, c2002
The Language Network, McDougal Littell, c2002
Cut the Deck: Stack the Deck Writing Program
The Write Source 2000,
Video List: The Tell-tale Heart
The Monkey’s Paw
The Ransom of Red Chief
The Lady or the Tiger
The Call of the Wild
White Fang
The Adventures of Tom Sawyer
Jason and the Argonauts
Clash of the Titans
Writing Persuasive Essays, Schlessinger Media
The Holocaust: In Memory of Millions, The Discovery Channel with Walter
Cronkite and Elie Wiessel
* These are works in the text are related to/written by one of the textbook’s featured authors, Anne Frank,
Edgar Allen Poe, and Mark Twain
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