Standard+Course+of+Study

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 * ~ Competency Goal 1 ||~ The learner will express reflections and reactions to print and non-print text as well as to personal experience. ||
 * || **1.01** Compose reflective texts that give the audience: * an understanding of complex thoughts and feelings.
 * a sense of significance (social, political, or philosophical implications).
 * a sense of encouragement to reflect on his or her own ideas.
 * 1.02** Respond to texts so that the audience will: * empathize with the voice of the text.
 * make connections between the learner's life and the text reflect on how cultural or historical perspectives may have influenced these responses.
 * examine the learner's own response in light of peers' responses recognize features of the author's use of language and how the learner relates these features to his/her own writing.
 * 1.03** Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by: * selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
 * identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
 * providing textual evidence to support understanding of and reader's response to text.
 * demonstrating comprehension of main idea and supporting details.
 * summarizing key events and/or points from text.
 * making inferences, predicting, and drawing conclusions based on text.
 * identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
 * making connections between works, self and related topics.
 * analyzing and evaluating the effects of author's craft and style.
 * analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
 * identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context. ||
 * ~ Competency Goal 2 ||~ The learner will inform an audience by exploring general principles at work in life and literature. ||
 * || **2.01** Locate, process, and comprehend texts that explain principles, issues, and concepts at work in the world in order to: * relate complex issues from a variety of critical stances.
 * discern significant differences and similarities among texts that propose different ideas related to similar concepts.
 * 2.02** Analyze general principles at work in life and literature by: * discovering and defining principles at work in personal experience and in literature.
 * predicting what is likely to happen in the future on the basis of those principles.
 * 2.03** Compose texts (in print and non-print media) that help the audience understand a principle or theory by: * researching experience for relevant principles that relate to themes in literature and life.
 * presenting a thesis, supporting it, and considering alternative perspectives on the topic.
 * adjusting the diction, tone, language, and method of presentation to the audience.
 * 2.04** Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by: * selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
 * identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
 * providing textual evidence to support understanding of and reader's response to text.
 * demonstrating comprehension of main idea and supporting details.
 * summarizing key events and/or points from text.
 * making inferences, predicting, and drawing conclusions based on text.
 * identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
 * making connections between works, self and related topics.
 * analyzing and evaluating the effects of author's craft and style.
 * analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
 * identifying and analyzing elements of informational environment found in text in light of purpose, audience, and context. ||
 * ~ Competency Goal 3 ||~ The learner will be prepared to enter issues of public concern as an advocate. ||
 * || **3.01** Research and define issues of public concern by: * using a variety of resources such as the media center, on-line resources, interviews, and personal reflection.
 * specifying the nature of an issue, including the various claims made and the reasoning that supports these claims.
 * 3.02** Organize and deliver an argument so that an intended audience respects it by: * wording the claim clearly.
 * specifying reasons in support of the claim that are likely to be convincing.
 * adopting an appropriate tone and stance toward the issue.
 * 3.03** Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative texts appropriate to grade level and course literary focus, by: * selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
 * identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
 * providing textual evidence to support understanding of and reader's response to text.
 * demonstrating comprehension of main idea and supporting details.
 * summarizing key events and/or points from text.
 * making inferences, predicting, and drawing conclusions based on text.
 * identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
 * making connections between works, self and related topics.
 * analyzing and evaluating the effects of author's craft and style.
 * analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
 * identifying and analyzing elements of argumentative environment found in text in light of purpose, audience, and context. ||
 * ~ Competency Goal 4 ||~ The learner will analyze and critique texts from various perspectives and approaches. ||
 * || **4.01** Develop critiques that enable an audience to judge claims and arguments by: * establishing and applying clear, credible criteria for evaluation.
 * substantiating assessments with reasons and evidence.
 * 4.02** Develop critiques that give an audience: * an appreciation of how themes relate among texts.
 * an understanding of how authors' assumptions, cultural backgrounds, and social values affect texts.
 * an understanding of how more than one critical approach affects interpretation.
 * 4.03** Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by: * selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
 * identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
 * providing textual evidence to support understanding of and reader's response to text.
 * demonstrating comprehension of main idea and supporting details.
 * summarizing key events and/or points from text.
 * making inferences, predicting, and drawing conclusions based on text.
 * identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
 * making connections between works, self and related topics.
 * analyzing and evaluating the effects of author's craft and style.
 * analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
 * identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context. ||
 * ~ Competency Goal 5 ||~ The learner will deepen understanding of British literature through exploration and extended engagement. ||
 * || **5.01** Explore British literature by: * recognizing common themes that run through works, using evidence from the texts to substantiate ideas.
 * relating the cultural and historical contexts to the literature and identifying perceived ambiguities, prejudices, and complexities.
 * making associations between historical and current viewpoints.
 * understanding how literary movements influence writers.
 * 5.02** Extend engagement with selected works of British literature by: * observing how the imaginative experience of literature broadens and enriches real life.
 * relating style, meaning, and genre (including fiction, non-fiction, drama, and poetry).
 * applying literary, grammatical, and rhetorical terms of literature.
 * demonstrating in various print and non-print media the significance of works.
 * discerning the effect of interpreting literature from various critical perspectives.
 * 5.03** Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus, by: * selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
 * identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
 * providing textual evidence to support understanding of and reader's response to text.
 * demonstrating comprehension of main idea and supporting details.
 * summarizing key events and/or points from text.
 * making inferences, predicting, and drawing conclusions based on text.
 * identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
 * making connections between works, self and related topics.
 * analyzing and evaluating the effects of author's craft and style.
 * analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
 * identifying and analyzing elements of literary environment found in text in light of purpose, audience, and context. ||
 * ~ Competency Goal 6 ||~ The learner will apply conventions of grammar and language usage. ||
 * || **6.01** Apply knowledge of literary terms, grammar, and rhetoric in order to write clearly, succinctly, and accurately by: * using vocabulary strategies such as context clues, resources, and structural analysis (roots, prefixes, etc.) to determine meaning of words and phrases.
 * understanding how to use and apply grammatical, metaphorical, or rhetorical devices.
 * recognizing how to use different language conventions (such as loose or periodic sentences, effective use of passive voice, or the importance of strong verbs).
 * revising writing to enhance voice and style, sentence variety, subtlety of meaning, and tone in considerations of questions being addressed, purpose, audience, and genres.
 * contrasting use of language conventions of authors in different time periods of British literature.
 * analyzing the power of standard usage over nonstandard usage in formal settings such a job interviews, academic presentations, or public speaking events.
 * 6.02** Discern and correct errors in speaking and writing by: * reviewing and refining purposeful use of various sentence types.
 * editing for correct punctuation, spelling, mechanics, and standard edited American English.
 * using appropriate transitional words and phrases. ||