high school electives - k12northstar.org arts curriculum adopted march 22, 2011

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Fairbanks North Star Borough School District 170 Advanced Composition English/Language Arts Curriculum Adopted March 22, 2011

Advanced Composition Grade: 11‐12 (elective) Overview: This course is a rigorous experience in writing the various forms of exposition with emphasis on research,

synthesis, and critical analysis. It is recommended for students with better than average ability, especially those who plan to attend college.

Length: Semester

Prerequisites: Completion of

English 10 Honors or equivalent WRITING INTENSIVE

Alaska Content Standards

FNSBSD Expectations Students will:

Reading AK Content Standards: E/LA.B.1‐3 Performance: R4.1‐9 Cultural: CS.E.3

Use reading to make connections of style and literary elements between pieces

Use readings to examine writing styles and purpose

Use readings to better understand “how” a writer writes Develop an awareness of and ability to detect bias in writing

Writing AK Content Standards: E/LA.A.1‐8, B.2, D.3, C.1‐3 Performance: W4.1‐5

Synthesize information toward the formulation of a conclusion or opinion

Use peer editing as a standard practice

Speaking / Listening AK Content Standards: E/LA.D.1‐4 Cultural: CS.A.5,7

Articulate their opinions or points‐of‐view with clear points of support in such a way that the audience is kept interested

Incorporate or integrate the points of others into their own contributions during discussions

Required Activities

Reading Writing Speaking/Listening

Nonfiction selections from Seagull Reader, Norton Sampler, or 40 Model Essays

One book‐length work from an approved list

Drafts applying specific rhetorical strategies 1 formal, revised, researched essay

1 formal, revised, persuasive essay

3 on‐demand essays

Informal responses analyzing writing process and prose models

Oral presentation of 1 revised essay

Orally present at least one of the research pieces Discussion

Fairbanks North Star Borough School District 171 AP Language and Composition English/Language Arts Curriculum Adopted March 22, 2011

AP Language and Composition Grade: 11‐12 (elective) Overview: Advanced Placement Language and Composition focuses on effective writing and critical reading. It is

designed to provide a learning opportunity for those students capable of doing college level work and the possibility of gaining advanced placement and/or credit in college English upon successful completion of the AP English Language and Composition Examination. This challenging course provides an intensive experience in analyzing and applying rhetorical strategies and stylistic devices across the standard modes of discourse: narration, exposition, and argumentation.

Length: 2 semesters


English 10 Honors or equivalent and third year standing

WRITING INTENSIVE




Read a variety of materials, with a focus on nonfiction selections, aligned with the recommended reading list as provided by the College Board

Writing AK Content Standards: E/LA.A.1‐8, B.2, D.3, C.1‐3 Performance: W4.1‐5

Refine skills of the writing process, both as writers and as response partners Develop a sophisticated writing style in narrative, expository, and argumentative essays

Refine analytical skills introduced in previous composition courses through the writing of analytical essays

Apply the principles of logic and rhetorical strategies in persuasive essays Apply technical and analytical skills through the writing of timed in‐class essays in preparation for the national advanced placement English language and composition examination


Continue development of presentation skills

Required Activities


See the publications of the College Board for recommended reading list

Individual writing requirements outlined in instructor’s syllabus and subject to approval by the College Board

A variety of speech and presentation experiences

Fairbanks North Star Borough School District 172 Advanced Reading and Writing for English Language Learners English/Language Arts Curriculum Adopted March 22, 2011

Advanced Reading and Writing for English Language Learners Grade: 10‐12 (elective) Overview: This course is designed to prepare the English Language Learner (ELL) for the reading and writing sections of

standardized tests in a small‐group environment. Students will concentrate on improving reading and spelling skills, learning vocabulary meanings through context clues and inference, recognizing and using synonyms and antonyms to strengthen reading comprehension and writing, learning base/root words, prefixes and suffixes, and reviewing characteristics of dictionaries and thesauruses.

Length: Semester or year as

needed Prerequisites: Students must

be a part of the ELL Program, have sophomore standing, and teacher recommendation



Reading Alaska English Language Proficiency (ELP) Standards

Comprehend meaning of grade‐level words in grade‐level text (RPH. 9‐12.1)

Use phonetic knowledge and structural analysis to decode regularly spelled multi‐syllable words when reading text (RIH. 9‐12.2)

Demonstrate comprehension of grade‐level text (e.g., main idea, conflict, lesson/message, resolution, supporting details, tone, classify data, point of view, evaluate, critical analysis, identifying evidence, relationships) (RPH. 9‐12.2)

Writing Alaska English Language Proficiency (ELP) Standards

Write a variety of sentence types using grade‐level vocabulary and conventions of Standard English (e.g., correct parts of speech, quotation marks, clauses) (WPL. 9‐12.1)

Write paragraphs with topic sentences and supporting details (e.g., brochures, opinion, persuasive, observations, reports, essays) (WPL. 9‐12.2)

Revise and/or edit own writing using qualities of good writing (e.g., fluency, ideas, organization, voice, word choice, supporting details, giving and receiving appropriate feedback, and using established criteria to review own and others’ written work (WPL. 9‐12.3)

Required Activities


Vocabulary journal, practice reading/decoding various text and test formats, comparing and contrasting

Vocabulary study

Summarize text; write response journals; organize writing using graphic organizers such as Thinking

Maps; write for specific audiences and purposes; revise and edit; write narratives, business letters, essays, resumes, etc.

Discuss concept development prior to, during, and after reading

Use verbal cooperative learning structures

Fairbanks North Star Borough School District 173 African American Literature English/Language Arts Curriculum Adopted March 22, 2011

African American Literature Grade: 11‐12 (elective) Overview: This course is a thematic approach to the study of African American literature. Students respond to the

literature orally, in writing, and in classroom presentations. Students will gain an understanding of the African American culture and its relationships and contributions to the mosaic of cultures that make up our world. Students will learn appreciation for, and tolerance of, their own and others’ cultures.

Length: Semester

Prerequisites: Third year standing and successful completion of English 10



Reading AK Content Standards: E/LA.B.1‐3 Performance: R4.2,5,8,9 Cultural: E/LA.B.1‐4, D.1, E.1‐8

Enhance their understanding of the African American culture

Recognize traditions of African American culture

Evaluate the interrelationship between history, literature, and cultural identity Recognize literary elements, archetypes, and motifs found in African American literature

Writing AK Content Standards: E/LA.A.1‐8, B.1‐2 Performance: W4.1‐5

Build on writing concepts developed in previous grades Use self and peer editing to correct common errors in writing Write arguments to support claims about substantive topics or text using valid reasoning and relevant and sufficient evidence

Speaking / Listening AK Content Standards: E/LA.B.1‐3 Cultural: E/LA.B.1, E.3,7‐8; L/IL.E.1,3‐4

Recognize and evaluate the ways in which culture and historical periods affect speech

Required Activities


Selections from essays, short stories, poetry, and nonfiction from well known and important African American writers whose works are appropriate for high school students:

Suggested authors Maya Angelou Ernest Gaines

Countee Cullen Langston Hughes Sarah Louise Delany Condoleeza Rice Frederick Douglass Toni Morrison Rita Dove Richard A. Wright Paul Laurence Dunbar August Wilson Ralph Ellison

At least 3 pieces of writing, chosen from the following list: a fully developed narrative essay a fully developed essay incorporating a variety

of rhetorical strategies a researched essay or project an on‐demand essay in response to literature formal literary analysis

Informal responses reflecting on class texts

A variety of speech and presentation experiences Practice speaking/listening skills included in group discussion

Fairbanks North Star Borough School District 174 Analysis of Literature English/Language Arts Curriculum Adopted March 22, 2011

Analysis of Literature Grade: 10 (11‐12 Elective) Overview: Analysis of Literature is a challenging literature course emphasizing development and application of analytical skills to the

genres of fiction. The course requires extensive reading of all genres of fiction, as well as composition and discussion. Analysis of Literature is considered an honors level course for sophomores and is highly recommended for juniors and seniors who plan to

continue a post‐high school education. This course fulfills one semester of the English 10 requirement, or a required English elective for grades 11‐12.

Length: Semester

Prerequisites: Teacher recommendation

WRITING INTENSIVE



Reading AK Content Standards: E/LA.B.1‐3, E.1‐4; L/IL.B.1‐3, D.1,2, E.1‐4 Performance: R3.2, R4.1‐4, 7‐11 Cultural: CS.B.1‐2, C.4, E.1,3‐8

Understand connotation and denotation Analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (including Shakespeare as well as other authors)

Analyze and compare the use of literary devices including plot, setting, character, theme, point of view, tone, irony and allegory

Cite textual evidence to support assertions about literary elements, devices, and tone Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g. setting, how action is ordered, character introduction, and development)

Evaluate multiple interpretations of a story, drama, or poem (e.g. recorded or live productions) against the original source text

Demonstrate the ability to distinguish what is directly stated in a text from the intended meaning or point of view (e.g. satire, irony, or understatement)

Writing AK Content Standards: E/LA.A.1‐5, 7,8, C.1‐4, D.1‐5 Performance: W4.1‐4

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively; assess the strengths and limitations of sources in terms of task, purpose, and audience

Write analysis of a substantive topic or text using valid reasoning and relevant and sufficient evidence Cite sources using MLA or APA format as appropriate for the assignment

Speaking / Listening AK Content Standards: E/LA.A.1,3,6,8, B.1‐3, D.4 Cultural: CS A.3, E.3, 6‐8

Communicate appropriately for specific purposes with specific audiences Develop techniques for logical, persuasive oral arguments Demonstrate active listening skills including non‐verbal communication

Required Activities


A variety of short stories, poetry, novels and drama

Oedipus Rex (Sophocles) A minimum of four pieces of on‐demand writing

2 analytical essays A minimum of one formal presentation

Engage in debate, either formal or informal, with

Fairbanks North Star Borough School District 175 Analysis of Literature English/Language Arts Curriculum Adopted March 22, 2011

Antigone (Sophocles) One Shakespeare play chosen from the list below: Julius Caesar, Twelfth Night, Much Ado About Nothing, The Tempest

Analysis of at least two class novels chosen from the Tenth Grade Choice List

Analysis of at least three additional readings chosen from the Supplemental Literature List

1 persuasive essay Daily analytical writing practice including journals, informal responses, poetry exercises, and short constructed response

classmates demonstrating logical arguments and response

Practice speaking and listening skills

Fairbanks North Star Borough School District 176 College Prep Composition English/Language Arts Curriculum Adopted March 22, 2011

College Preparatory Composition Grade: 10 (11‐12 Elective) Overview: College Preparatory Composition prepares students for college‐level writing, with an emphasis on formal

expository writing using non‐fiction models. Students are provided with diverse writing experiences, including a formal research paper. College Preparatory Composition is considered an honors level course for sophomores and is highly recommended for juniors and seniors who plan to continue a post‐high school education. This course fulfills one semester of the English 10 requirement, or a required English elective for grades 11‐12.

Length: Semester


English 10 or teacher recommendation

WRITING INTENSIVE



Reading AK Content Standards: E/LA.A.1,3,6,8; B.1‐3; D.4 Performance: R4.1‐9 Cultural: CS.E.3

Analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (include Shakespeare as well as other authors)

Use reading to make connections between meaning and rhetorical devices

Use readings to examine writing styles and purpose

Use readings to better understand a writer’s craft Develop an awareness of and ability to detect bias in writing

Writing AK Content Standards: E/LA.A.1‐8; B.2; D.3; C.1‐3 Performance: W4.1.5

Generate own topics as well as writing on assigned topics Move introductions from specific experiences, illustrations, statistics, or anecdotes to the general thesis

Apply appropriate rhetorical devices to serve the purpose of an individual piece Write an effective conclusion

Apply revision process based on peer, instructor, and self‐evaluation Speaking / Listening AK Content Standards: E/LA.D.1‐4 Cultural: CS.A.5,7

Articulate clear support for opinions Acknowledge and incorporate others’ viewpoints and observations during discussion

Required Activities


A variety of non‐fiction essays, articles, and critical analysis

At least 1 selection from the Tenth Grade Choice List

A minimum of 5 essays, including a formal research paper

On‐demand essays

Process and response writing Summaries

Present a formal speech

Fairbanks North Star Borough School District 177 Composition English/Language Arts Curriculum Adopted March 22, 2011

Composition Grade: 11‐12 (elective) Overview: Composition is a course designed to improve basic writing skills with a focus on "real world" writing. Students

will be given a wide variety of workplace writing experiences to include business letters, communication in the workplace both written and verbal, interviewing, report writing, and resumes.

Length: Semester


English 10 WRITING INTENSIVE



Reading AK Content Standards: E/LA.B.2, C.1‐4 Performance: R3.2,4; R.4.1,2,4,5

Synthesize information from multiple sources

Utilize reading strategies to determine meaning from unfamiliar text

Writing AK Content Standards: E/LA.A.1‐5,7,8, C.4 Performance: W4.1‐4

Use 6+1 Traits and other standardized rubrics

Build on concepts developed in 10th grade and below: ‐ demonstrate timed or on‐demand writing ‐ demonstrate a mastery of standard conventions in all writing to include pronoun‐antecedent agreement ‐ demonstrate an understanding of the connection between text and self through expository writing

Through self‐evaluating and self‐editing, revise written work demonstrating competency and independence in writing

Speaking / Listening AK Content Standards: E/LA.A.3,6

Demonstrate extemporaneous speaking skills as they apply to oral reporting

Independently practice active listening Recognize and develop appropriate personal verbal response to direct questions Practice interviewing skills

Required Activities


A variety of non‐fiction such as news articles and essays (Purdue Online Writing Lab suggested)

Reading for information (sources include manuals, guides, instructions, memos, and letters)

Analyze tone and audience in workplace texts Understand word meanings in context, including jargon and technical vocabulary

Critical evaluation of print and visual media sources

Revised written product due every two weeks Daily writing exercises Select four genres or forms from the list below:

Business letters (of complaint, request, appreciation or commendation); persuasive letters to the editor; reports with citations; workplace memos and emails; resumes and cover letters; abstracts; meeting minutes; white papers

Demonstration speeches

Listen for information (sources include interviews, conference calls, meetings, debates)

Fairbanks North Star Borough School District 178 Composition & Media Analysis English/Language Arts Curriculum Adopted March 22, 2011

Composition & Media Analysis Grade: 11‐12 (elective) Overview: This course will analyze various types of media through expository and argumentative writing. Students will research and

study various types of media. Emphasis will be on the implications of the social and economic aspects of the media including advertising and propaganda. Additionally, students will write compositions about social issues. This course provides a common sense approach to a media‐rich society.

Length: Semester

Prerequisites: English 10, junior standing, or teacher recommendation

WRITING INTENSIVE




Use reading and research skills to complete an in‐depth research project Read a variety of essays about the media and other pieces of media‐based literature Cite textual evidence to support analysis of what the work conveys explicitly, what the work implies, and what the work leaves uncertain

Writing AK Content Standards: E/LA.A.1‐8; B.2; C.1‐3; D.3 Performance: W4.1‐5

Analyze the validity, objectivity, reliability, and quality of information read, heard, and seen, including understanding the fundamental differences between a documentary and propaganda in a well‐written essay

Analyze the media products (such as commercials, ads, movies, music, websites, etc.) in order to identify and examine the cultural practices, values, and ideas contained in them in a well‐written essay

Demonstrate refined grammatical and analytical skills in the writing process when responding to a prompt Write expository pieces to examine and convey complex ideas and information clearly and accurately through effective selection, organization, and analysis of content

Write for a variety of audiences and purposes


Develop the skills, knowledge, and attitudes necessary to interpret the ways in which auditory media actively affects society

Develop an awareness of the social, cultural, political, and economic implications of media constructions and their persuasive messages

Understand, develop, and utilize appropriate classroom discussion and debate

Required Activities

Reading Writing Speaking/Listening Read a variety of essays that analyze the media Read newspapers, magazines, and Internet sites

At least 3 formal papers including 1 persuasive essay and 1 researched and documented essay

At least 1 annotated bibliography Informal or personal essays exploring various media‐related (teacher or student chosen) topics

Multiple media logs or response journals Produce various kinds of print, electronic, and video/audio media

At least 1 researched, formal presentation Class discussions based upon media related topics

Fairbanks North Star Borough School District 179 Creative Writing English/Language Arts Curriculum Adopted March 22, 2011

Creative Writing Grade: 11‐12 (elective) Overview: This course emphasizes the development of a creative writer’s “toolbox” of techniques based on evaluating

published models of creative nonfiction, poetry, fiction, and drama. Students will practice strategies for finding inspiration, drafting in various genres, accepting and offering meaningful critical feedback, and revising toward a publishable product.

Length: Semester

Prerequisites: Third year standing or teacher recommendation

WRITING INTENSIVE



Reading AK Content Standards: E/LA.B.1‐3, D.1‐2, E.1‐4; L/IL.B.1‐3, D.1‐2, E.1‐4 Performance: R4.5 Cultural: CS.B.1‐2, E.3‐4,6‐8

Understand the structural evolution of various genres over time (nonfiction, poetry, fiction, and drama)

Writing AK Content Standards: E/LA.A.1,2,4,5, 8, B.1‐3, C.1‐5, D.1‐4, E.1,2; L/IL.A.1‐5, B.2‐3, D.1‐4, E.1‐2 Performance: W4.1‐5 Cultural: CS.A.3, E.3,6‐8

Recognize and use various types of figurative language Utilize a variety of narrative voices Through self and peer editing, recognize and correct common errors in writing

Build on writing concepts developed in previous grades Utilize reading strategies to find models of effective writing

Speaking / Listening AK Content Standards: E/LA.A.1,3,4,6,8, B.1‐3, C.1‐5, D.4; L/IL.A.1,3‐4,6,8, B.2‐3, C.1‐5, D4 Cultural: CS.A.3, E.3,6‐8

Accept and respond appropriately to peer critiques of their work Critique, in proper form, another person’s work

Required Activities


Culturally diverse authors as writing models Revised written product due every two weeks Daily writing exercises Write in two of the four literary genres: creative nonfiction, poetry, fiction, and drama

Oral interpretation or presentation of a literary work

Fairbanks North Star Borough School District 180 English 9 Workshop English/Language Arts Curriculum Adopted March 22, 2011

English 9 Workshop Grade: 9 Overview: This course provides an English elective for students who need supplemental instruction for any of the English

9 courses. The small class size will provide more individualized instruction, which will allow the students more success in the required English 9 course. Along with providing students support for the English 9 course, students will also perform supplemental skill‐based activities and assignments to further expand their understanding of the English 9 coursework, as well as help prepare students for “real‐world” applications of reading and writing.

Length: Two semesters

Prerequisites: Teacher recommendation and concurrent enrollment in an English 9 course



Reading AK. Content Standards: E/LA.B.1‐3, D.1‐2, E.1‐4; L/IL.B.1‐3, D.1‐2, E.1‐4 Performance: R3.2; R4.1‐8 Cultural: CS.B.1‐2, E.3‐4, 6‐8

Develop increased reading comprehension for specific texts in English 9, as well as in Workshop assigned readings (focusing on non‐fiction pieces)

Writing AK. Content Standards: E/LA.A.1,2,4,5,7,8, B.1‐3, C.1‐5, D.1‐4, E.1,2; L/IL.A.1‐5, B.1‐6, D.1‐5, E.1‐4 Performance: W4.1‐4 Cultural: CS.A.3, E.3,6‐8

Practice all steps in the writing process for English 9 writing assignments

Practice additional writing pieces, such as: narratives, expository pieces, letters, cover letters, resumes, literary responses, etc.

Speaking / Listening AK. Content Standards: E/LA.A.1,3,4,6,8, B.1‐3, C.1‐5, D.4, E.1‐4; L/IL.C.2, E.1 Cultural: CS.A.3, E.3,6‐8

Perform speeches and presentations that will aid their understanding of English 9 coursework View literature critically by engaging in classroom and small group discussion, presentations, and written pieces

Engage in cross‐age tutoring when possible

Required Activities


Texts from the concurrent English 9 courses Individual attention to develop/improve reading skills, as well as responses to texts

Supplemental texts chosen and assigned by the Workshop teacher

Writing assignments from the concurrent English 9 courses

Supplemental written assignments to aid in writing skill development

Individual attention from the teacher with written assignments

Assignments from the concurrent English 9 course Individual attention to help students develop organizational skills

Supplemental work in speaking and listening


English 10 Workshop Grade: 10 Overview: This course provides an English elective for students who need supplemental instruction for any of the English

10 courses. The small class size will provide more individualized instruction, which will allow the students more success in the required English 10 course. Along with providing students support for the English 10 course, students will also perform supplemental skill‐based activities and assignments to further expand their understanding of the English 10 coursework, as well as help prepare students for “real‐world” applications of reading and writing.

Length: Two semesters

Prerequisites: Teacher recommendation and concurrent enrollment in an English 10 course



Reading AK Content Standards: E/LA.B.1‐3; D.1‐2 Performance: R3.2; R4.1‐8 Cultural: CS.B.1‐2, E.3‐4, 6‐8








Required Activities


Texts from the concurrent English 10 courses Individual attention to develop/improve reading skills, as well as responses to texts


Writing assignments from the concurrent English 10 courses



Assignments from the concurrent English10 course Individual attention to help students develop organizational skills



English 11 Workshop Grade: 11 Overview: This course provides an English elective for students who need supplemental instruction for any of the

American Literature courses. The small class size will provide more individualized instruction, which will allow the students more success in the required American Literature course. Along with providing students support for the American Literature course, students will also perform supplemental skill‐based activities and assignments to further expand their understanding of the American Literature coursework, as well as help prepare students for “real‐world” applications of reading and writing.

Length: Semester

Prerequisites: Teacher recommendation and concurrent enrollment in an American Literature course



Reading AK Content Standards: E/LA.B.1‐3; D.1‐2, E.1‐4; L/IL.B.1‐3, D.1‐2, E.1‐4 Performance: R3.2; R4.1‐8 Cultural: CS.B.1‐2, E.3‐4,6‐8








Required Activities


Texts from the concurrent American Literature courses

Individual attention to develop/improve reading skills, as well as responses to texts


Writing assignments from the concurrent American Literature courses



Assignments from the concurrent American Literature course

Individual attention to help students develop organizational skills



English 12 Workshop Grade: 12 Overview: This course provides an English elective for students who need supplemental instruction for any of the

British/World Literature courses. The small class size will provide more individualized instruction, which will allow the students more success in the required British/World Literature course. Along with providing students support for the British/World Literature course, students will also perform supplemental skill‐based activities and assignments to further expand their understanding of the British/World Literature coursework, as well as help prepare students for “real‐world” applications of reading and writing.

Length: Semester

Prerequisites: Teacher recommendation and concurrent enrollment in a British Literature course



Reading AK Content Standards: E/LA.B.1‐3, D.1‐2, E.1‐4; L/IL.B.1‐3, D.1‐2, E.1‐4 Performance: R3.2; R4.1‐8

Cultural: CS.B.1‐2, E.3‐4,6‐8

Develop increased reading comprehension for specific texts in British/World Literature, as well as in Workshop assigned readings (focusing on non‐fiction pieces)


Practice all steps in the writing process for British/World Literature writing assignments



Perform speeches and presentations that will aid their understanding of British/World Literature coursework View literature critically by engaging in classroom and small group discussion, presentations, and written pieces


Required Activities


Texts from the concurrent British/World Literature courses

Individual attention to develop/improve reading skills, as well as responses to texts


Writing assignments from the concurrent British/World Literature courses



Assignments from the concurrent British/World Literature course

Individual attention to help students develop organizational skills


Fairbanks North Star Borough School District 184 Holocaust Studies English/Language Arts Curriculum Adopted March 22, 2011

Holocaust Studies Grade: 11‐12 Overview: This course is a thematic approach that challenges students to pull lessons that connect our contemporary era

to the history of the Holocaust, teaching awareness and tolerance for other cultures internationally, as well as within our own communities. The course continues to build on historic and literary foundations through activities that involve critical thinking and analysis. Students focus on individual stories and historic content that connect a variety of experiences allowing students to ‘own’ their study of the Holocaust. In giving historical content to literature it provides clarity, and builds better foundations for reference points, thus making a meaningful connection for all learners.

Length: Semester




Reading AK. Content Standards: E/LA.A.1‐3, 5‐7; T.A.1‐3, B.1‐3 Performance: R4.1‐4, 5a, 6, 8, 10, 11 Cultural: E/LA.D.1‐4, E.1‐8

Enhance their understanding of the history and literature that surrounded and resulted from the watershed event of the Holocaust

Recognize the traditions of the Jewish religion’s culture Evaluate the interrelationship between history, literature, and cultural identity Recognize literary elements, archetypes, and motifs that impacted this history

Writing AK. Content Standards: E/LA.A.1‐8, B.1‐2; T.D.1‐3 Performance: W4.1‐5


Speaking / Listening AK. Content Standards: E/LA.B.1‐3 Cultural: CS.A.1‐7, E.1‐8

Utilize class discussion techniques Demonstrate appropriate response skills Recognize and evaluate ways in which culture and historical periods affect speech

Required Activities

Reading Writing Speaking/Listening Selections from important writers whose works are appropriate for high school students in 11th and 12th grades:

Suggested readings: All But My Life (Weissmann‐Klein) Alicia, My Story (Applemann‐Jurman) Night (Wiesal) Maus I & II (Spiegleman) The Diary of David Sierakowiak (Sierakowiak) The Diary of Anne Frank (Frank)

Selections from: Echoes and Reflections (ADL, USC Shoah Foundation, Yad Vashem)

One Survivor Remembers (Teaching Tolerance)


of rhetorical strategies a researched essay or project an on‐demand essay in response to literature formal literary analysis

Informal responses reflecting on class texts

Practice speaking/listening skills included in group discussion

Analyze oral discussion, speakers and presentations

Fairbanks North Star Borough School District 185 Journalism‐Beginning English/Language Arts Curriculum Adopted March 22, 2011

Journalism-Beginning Grade: 10‐12 (elective) Overview: This course serves as an introduction to newspaper writing conventions and technology. Students learn the

basics of newspaper journalism including news gathering, research, interviewing, and the role of journalism in society. Students write various types of news stories and design layout pages.

Length: Semester

Prerequisites: Successful completion of English 9 or its equivalent



Reading AK. Content Standards: E/LA.B.1‐3, D.1‐4, E.1‐4; L/IL.B.3,4, D.1‐5 Performance: R4.1‐3 Cultural: CS.B.1, D.4,5, E.8

Read and analyze newspapers Understand the role of news in society Increase vocabulary to include basic newspaper terminology

Writing AK. Content Standards: E/LA.A.1,2,4‐8, C.1‐5, E.1‐4; L/IL.E.1‐4 Performance: W4.1‐5

Write four types of news stories: news, feature, sports, and editorial

Practice independent and peer editing Apply research skills to news writing Assist in publishing the school newspaper Recognize and avoid libel, slander, and plagiarism

Speaking / Listening AK. Content Standards: E/LA.A.3,4,6‐8, D.1‐4; L/IL.B.1,4‐6 Performance: R4.1‐3 Cultural: CS.D.4

Practice interview skills

Required Activities


Newspapers News Stories news features sports editorials

Peer and self editing

Practice interview skills

Fairbanks North Star Borough School District 186 Journalism‐Intermediate English/Language Arts Curriculum Adopted March 22, 2011

Journalism-Intermediate Grade: 10‐12 (elective) Overview: This course is a continuation of Beginning Journalism, with a focus on newspaper writing conventions and

technology. Students write stories for publication in the school newspaper, as well as complete other necessary production requirements including: photography, page layout, editing, column writing, and other artistic elements. Students develop and conduct interviews and complete other reporting tasks independently, while working with other students to coordinate and produce the school newspaper.

Length: Semester

Prerequisites: Successful completion of Beginning Journalism




Read and analyze newspapers Understand the role of news in society Increase vocabulary to include basic newspaper terminology


Write news, feature, sports, and editorial stories, as well as columns, headlines, and cutlines

Edit their own work and the work of others Apply research skills to news writing Assist in publishing the school newspaper Recognize and avoid libel, slander, and plagiarism


Practice interview skills Communicate with other newspaper staff members about stories and deadlines

Required Activities


Newspapers News Stories news features sports editorials


Conduct interviews Participate in production of a newspaper

Fairbanks North Star Borough School District 187 Journalism‐A&B Advanced English/Language Arts Curriculum Adopted March 22, 2011

Journalism-Advanced A&B Grade: 10‐12 (elective) Overview: These courses are designed to produce a school newspaper. News writing, organization, layout, and

leadership skills are emphasized. Advanced Journalism B may be repeated for credit with teacher recommendation. Length: Semester

Prerequisites: Intermediate Journalism or teacher recommendation




Read and analyze newspapers Understand the role of news in society


Write news, feature, sports, and editorial stories, as well as columns, headlines, and cutlines

Edit their own work and the work of others Apply research skills to news writing Assist in publishing the school newspaper Recognize and avoid libel, slander, and plagiarism


Practice interview skills Communicate with other newspaper staff members about stories and deadlines

Demonstrate independent reporting

Required Activities


Newspapers Research background information for news stories

News Stories news features sports editorials

Participate in layout of paper, including headlines and cutlines


Conduct interviews Participate in production of a newspaper

Fairbanks North Star Borough School District 188 Media Literacy English/Language Arts Curriculum Adopted March 22, 2011

Media Literacy Grade: 11‐12 (elective) Overview: This course is designed to improve student’s ability to analyze various types of media, while improving their

expository and argumentative writing skills. Students will hone research and critical thinking skills, as well as identify and analyze a variety of media including newspapers, magazines, essays, music, television, movies, radio, and the Internet, and the techniques used to persuade. Additionally, students will analyze the implications of the social, economic, and political aspects of the media.

Length: Semester




Reading AK. Content Standards: E/LA.B.1‐3 Performance: R4.1‐9 Cultural: CS.E3

Cite textual evidence to support analysis of what the text says explicitly, implicitly, and ambiguously

Analyze the development of themes over the course of the text

Analyze the impact of specific word choices on meaning and tone, including words with multiple meanings

Analyze and evaluate multiple interpretations of a single text

Analyze how style and content contribute to the impact of a text

Delineate and evaluate the reasoning in argumentative texts

Evaluate the interrelationship between history and cultural identityWriting AK. Content Standards: E/LA.A.1‐8, B.2, C.1‐3, D.3 Performance: W4.1‐5

Build on writing concepts developed in previous grades Use self and peer editing to correct common errors in writing

Write arguments to support claims about substantive topics or texts using valid reasoning and relevant and sufficient evidence

Speaking / Listening AK. Content Standards: E/LA.D.1‐4 Cultural: CS.A.5,7

Develop the skills, knowledge, and attitudes necessary to interpret the ways in which auditory media actively affects society

Develop an awareness of the social, cultural, political, and economic implications of media constructions and their persuasive messages

Understand, develop, and utilize appropriate classroom discussion and debate

Required Activities


Suggested Resources Center for Media Literacy Media Education Foundation Media Literacy (Potter) Center for Media Education Children Now Citizens for Media Literacy

At least 3 pieces of writing chosen from the following list: a fully developed narrative essay a fully developed essay incorporating a variety

of rhetorical strategies a researched essay or project an on‐demand essay in response to literature

A variety of speech and presentation experiences

Fairbanks North Star Borough School District 189 Media Literacy English/Language Arts Curriculum Adopted March 22, 2011

Media Watch Mediascope National Association for Family and Community

Education National Telemedia Council Parents’ Choice Adbusters Children’s Advertising Review Unit Fairness and Accuracy in Reporting Classification and Rating Administration OKTV (Alternative TV Ratings) TV Parental Guidelines

formal literary analysis informal responses reflecting on class texts

Media logs/ journals

Produce various kinds of print, electronic, and video/audio media

Fairbanks North Star Borough School District 190 Native American Literature English/Language Arts Curriculum Adopted March 22, 2011

Native American Literature Grade: 11‐12 (elective) Overview: This course is a thematic approach to the study of Native American literature. Students respond to the

literature orally, in writing, and in classroom presentations. Students will gain an understanding of the Native American culture and its role in, and contribution to, the mosaic of all cultures that make up our world. Students will learn appreciation for, and tolerance of, their own and others’ cultures.

Length: Semester




Reading AK. Content Standards: E/LA.B.1‐3 Performance: R4.2,5,8,9 Cultural: CS.B.1‐4, D.1, E.1‐8

Enhance their understanding of the Native American culture

Recognize traditions of Native American culture

Evaluate the interrelationship between history, literature, and cultural identity Recognize literary elements, archetypes, and motifs found in Native American literature

Writing AK. Content Standards: E/LA.A.1‐8, B.1‐2 Performance: W4.1‐5


Speaking / Listening AK. Content Standards: E/LA.B.1‐3 Cultural: CS.B.1, E.3,7‐8; L/IL.E.1,3‐4

Recognize and evaluate the ways in which culture and historical periods affect speech

Required Activities


Suggested readings: (This list does not preclude other well‐known and important Native American authors. Teachers may use books from the Suggested Supplemental Literature List if the book is not currently being taught at their school). Native American Literature: An Anthology (ed.

Lawana Trout)

Reinventing the Enemy’s Language: Contemporary Native Women’s Writings of North America (ed. Joy Harjo & Gloria Bird)

Spiderwoman’s Granddaughters: Traditional Tales and Contemporary Writing by Native American


of rhetorical strategies a researched essay or project an on‐demand essay in response to literature formal literary analysis informal responses reflecting on class texts

A variety of speech and presentation experiences Practice speaking/ listening skills included in group discussion

Fairbanks North Star Borough School District 191 Native American Literature English/Language Arts Curriculum Adopted March 22, 2011

Women (ed. Paula Gunn Allen) Growing up Native American: An Anthology (ed.

Patricia Riley)

Earth Song, Sky Spirit, (ed. Clifford E. Trafzer) She Had Some Horses (Harjo) In Mad Love and War (Harjo) The Woman Who Fell from the Sky: Poems (Harjo) In the Presence of the Sun: Stories and Poems

(Momaday)

Storyteller (Silko) Ceremony (Silko) Mountain Windsong: A Novel of the Trail of Tears

(Conley) The Way to Rainy Mountain (Momaday)

My Own Trail (Luke) Raising Ourselves (Wallis) The Lone Ranger and Tonto Fistfight in Heaven

(Alexie)

Fairbanks North Star Borough School District 192 Newcomer English I Grades 9‐12 English/Language Arts Curriculum Adopted March 22, 2011 Key: The examples provided correlate directly to the Grade Level Expectations (GLE) and are not exhausted in this document. It is strongly recommended that the teacher become familiar with all GLEs when working with the ELP Standards. (L) Local Assessment identifies indicators which are not intended for the statewide assessment but should be addressed at the local level.

Newcomer English I This course may fulfill two semesters of required English credits for Beginner or Intermediate level students as determined by the Alaska State English Language Proficiency Assessment

Grade: 9‐12 Overview: This course is designed to be taken simultaneously by different levels of students. Teacher differentiation using SIOP, Kagan, and other appropriate research‐based strategies for language acquisition will address and meet the needs of various English Language Learner (ELL) development levels. Students will work towards proficiency in Cognitive Academic Language Proficiency (CALP). The main focus of this course is to increase English vocabulary for academic and social situations through an increase in reading/listening comprehension, an improvement in student ability to express thoughts through writing, an expansion of student resources and tools that will ensure academic excellence and independence, and an ability to actively participate in various cultural environments. All classes taught exclusively to English Language Learners must be taught by a teacher with a Bilingual/Multicultural, ESL or TESOL endorsement.

Length: Semester or year long

Prerequisites: Students must

be a part of the ELL Program, at Beginner Low through Intermediate Low proficiency level and have teacher recommendation (see Appendix)

SKILL AREAS CORE LEARNER OBJECTIVES Students will:

Reading Comprehend written English in personal, social, and academic contexts from print and non‐print materials within the school setting. (Alaska English/Language Arts Content Standards: A.6, B.1, B.2, B.3, D.1, D.2, D.4, E.1, E.2, E.3, E.4)

Writing Communicate in appropriate written English in a variety of personal, social, and academic contexts within the school setting. (Alaska English/Language Arts Content Standards: A.1, A.2, A.4, A.5, A.8, C.5, D.4)

Listening Comprehend spoken English in a variety of personal, social, and academic contexts within the school setting (Alaska English/Language Arts Content Standards: B.1, B.2, B.3, C.5, D.2, E.2)

Speaking Communicate in appropriate spoken English in a variety of personal, social, and academic contexts within the school setting (Alaska English/Language Arts Content Standards: A.6, A.7, A.8, C.5, D.4, E.3, E.4)

Alaska English Language Proficiency (ELP) Standards

FNSBSD Expectations

● RIL.9‐12.1 Recognize and/or use in context some high‐frequency words● RIL.9‐12.2 Use phonetic knowledge and structural analysis to decode regularly spelled multi‐syllable words when reading simple text (e.g., roots, suffixes, prefixes, verb tenses)

● RIL.9‐12.3 Demonstrate comprehension of simple text (e.g., charts, predictions, story problems)

● Read both script and cursive manuscripts● Identify parts of speech, especially nouns, verbs, adjectives, and adverbs, and use this knowledge to inform meaning

● Engage in intensive vocabulary study

● WIL.9‐12.1 Write some high‐frequency words ● WIL.9‐12.2 Write simple sentences using conventions of Standard English with modeling (e.g., ending punctuation, contractions, comma usage)

● WIL.9‐12.3 Revise and/or edit own writing (e.g., use editing checklist, sentence variety, correct spelling, improved handwriting)

● Use simple present, present continuous, simple past, and simple future tenses● Express oneself in writing (at the sentence and rudimentary paragraph level) ● Begin familiarity with the concepts of topic sentences, details, and transition words

● Use Thinking Maps to organize ideas

Fairbanks North Star Borough School District 193 Newcomer English I Grades 9‐12 English/Language Arts Curriculum Adopted March 22, 2011 Key: The examples provided correlate directly to the Grade Level Expectations (GLE) and are not exhausted in this document. It is strongly recommended that the teacher become familiar with all GLEs when working with the ELP Standards. (L) Local Assessment identifies indicators which are not intended for the statewide assessment but should be addressed at the local level.

Additional Life Skills Navigate the school setting and available resources to promote academic success (e.g., library, counseling office, etc.)

Begin familiarization with basic cultural literacy (e.g., the 50 U.S. states, the 5 regional climates, influential U.S. presidents, significant dates and events in U.S. history, significant events in Alaska history, etc.)

Use technology to promote academic success (e.g., PowerSchool, online library resources and catalog, formatting and typing papers, PowerPoint presentations, iMovies, evaluating Internet resources for integrity)

Demonstrate appropriate response to emergency situations

Advocate for self and demonstrate pride in cultural heritage

Required Activities● Demonstrate comprehension of simple text and environmental print● Identify main points of a simple text such as an informational pamphlet or flyer that includes pictorial support ● Write a personal letter ● Ask and respond to essential information (name, address, phone number, etc.) ● Produce orally and answer in writing basic “wh” questions ● Give and receive basic directions (map)

● SIL.9‐12.1 Use high‐frequency words (e.g., transitional words) and phrases to ask/respond to questions and/or express own ideas (e.g., informal class presentation, differentiate opinions/facts)

● SIL.9‐12.2 Speak with increased coherence and/or sufficient fluency to convey ideas; approximate pronunciation, rhythm, stress, and intonation of English

● SIL.9‐12.3 Describe and/or name objects/actions, symbols, and numbers (e.g., square root, Celsius, graphs)

● SIL.9‐12.4 Restate, summarize, and/or describe stories, information, and events using simple words and limited detail (e.g., main idea, characters, supporting details, data display, math operations)

● Communicate essential personal details for both safety and social purposes, and engage in basic social communication

● Develop ease in speaking within small groups

● LIL.9‐12.1 Listen and respond appropriately to conversations● LIL.9‐12.2 Respond appropriately to multi‐step directions/instructions with prompting (e.g., illustrated images of steps or directions)

● LIL.9‐12.3 Demonstrate comprehension of simplified academic vocabulary and concepts (e.g., herbivore, carnivore, hypothesis)

● LIL.9‐12.4 Identify a few key elements of oral presentations, text, and/or lectures (e.g., main idea, characters, supporting details, cause/effect)

● Demonstrate comprehension of announcements and bulletins given during the school day

● Respond appropriately to various school safety drills

Fairbanks North Star Borough School District 194 Newcomer English II Grades 9‐12 English/Language Arts Curriculum Adopted March 22, 2011 Key: The examples provided correlate directly to the Grade Level Expectations (GLE) and are not exhausted in this document. It is strongly recommended that the teacher become familiar with all GLEs when working with the ELP Standards. (L) Local Assessment identifies indicators which are not intended for the statewide assessment but should be addressed at the local level.

Newcomer English II This course may fulfill two semesters of required English credits for Beginner or Intermediate level students as determined by the Alaska State English Language Proficiency Assessment

Grade: 9‐12 Overview: This course is designed to be taken simultaneously by different levels of students. Teacher differentiation using SIOP, Kagan, and other appropriate research‐based strategies for language acquisition will address and meet the needs of various English Language Learner (ELL) development levels. Students will work towards proficiency in Cognitive Academic Language Proficiency (CALP). The main focus of this course is to increase English vocabulary for academic and social situations through an increase in reading/listening comprehension, an improvement in student ability to express thoughts through writing, an expansion of student resources and tools that will ensure academic excellence and independence, and an ability to actively participate in various cultural environments. All classes taught exclusively to English Language Learners must be taught by a teacher with a Bilingual/Multicultural, ESL or TESOL endorsement.

Length: Semester or year long

Prerequisites: Students must

be a part of the ELL Program, at Beginner High through Intermediate High proficiency level and have teacher recommendation (see Appendix).

SKILL AREAS CORE LEARNER OBJECTIVES Students will:

Reading Comprehend written English in personal, social, and academic contexts from print and non‐print materials within the school setting. (Alaska English/Language Arts Content Standards: A.6, B.1, B.2, B.3, D.1, D.2, D.4, E.1, E.2, E.3, E.4)

Writing Communicate in appropriate written English in a variety of personal, social, and academic contexts within the school setting. (Alaska English/Language Arts Content Standards: A.1, A.2, A.4, A.5, A.8, C.5, D.4)

Listening Comprehend spoken English in a variety of personal, social, and academic contexts within the school setting (Alaska English/Language Arts Content Standards: B.1, B.2, B.3, C.5, D.2, E.2)

Speaking Communicate in appropriate spoken English in a variety of personal, social, and academic contexts within the school setting (Alaska English/Language Arts Content Standards: A.6, A.7, A.8, C.5, D.4, E.3, E.4)

Alaska English Language Proficiency (ELP) Standards

FNSBSD Expectations

● RP.9‐12.1 Comprehend meaning of most grade‐level words in text (e.g., dependent variable)

● RP.9‐12.2 Demonstrate comprehension of most grade‐level text (e.g., plot, evaluate, classify, interpret data, figurative language, facts)

● Demonstrate comprehension of increasingly complex text● Identify all parts of speech and use this knowledge to inform meaning ● Identify and discuss literary elements with increasing complexity as appropriate ● Begin to understand connotative elements of text

● WP.9‐12.1 Write a variety of sentence types using grade‐level vocabulary and conventions of Standard English (e.g., correct parts of speech, quotation marks, clauses)

● WP.9‐12.2 Write paragraphs with topic sentences and supporting details (e.g., opinion, persuasive, observations, brochures, reports, essays)

● WP.9‐12.3 Revise and/or edit own writing using the qualities of good writing

● Express oneself with increasing complexity in writing, demonstrating the ability to negotiate multi‐paragraph pieces

● Expand repertoire of simple present, simple past, and future tenses, and become familiar with present perfect tenses and modals

● Use the writing process

Fairbanks North Star Borough School District 195 Newcomer English II Grades 9‐12 English/Language Arts Curriculum Adopted March 22, 2011 Key: The examples provided correlate directly to the Grade Level Expectations (GLE) and are not exhausted in this document. It is strongly recommended that the teacher become familiar with all GLEs when working with the ELP Standards. (L) Local Assessment identifies indicators which are not intended for the statewide assessment but should be addressed at the local level.

(e.g., fluency, ideas, organization, voice, word choice, supporting details, giving and receiving appropriate feedback, and using established criteria to review own and others’ written work) (L)

● SP.9‐12.1 Use most conventions of Standard English (e.g., appositives, clauses) and grade‐level vocabulary to ask/respond to questions and/or express own ideas (e.g., figurative language, formal classroom presentations, interview, persuade)

● SP.9‐12.2 Speak clearly with flow and some hesitation ● SP.9‐12.3 Restate, summarize and describe most key elements of events, stories, and academic information (e.g., main idea, literary elements compare/contrast, predictions, hypothesis, draw conclusion, interdependence)

● Develop greater ease in speaking within large and small groups

● LP.9‐12.1 Listen and respond appropriately to conversations (including social L) and academic discussions using grade‐level vocabulary

● LP.9‐12.2 Respond appropriately to some multi‐step academic directions/instructions when grade‐level vocabulary is used

● LP.9‐12.3 Demonstrate comprehension of most academic vocabulary (e.g., protons, neutrons, thermal, electromagnetic)

● LP.9‐12.4 Identify most key elements of oral presentations, text, and lectures (e.g., main idea, characters, supporting details)

Additional Life Skills Navigate the school setting and available resources to promote academic success (e.g., library, counseling office, etc.)

Begin familiarization with basic cultural literacy (e.g., the 50 U.S. states, the 5 regional climates, influential U.S. presidents, significant dates and events in U.S. history, significant events in Alaska history, etc.)

Use technology to promote academic success (e.g., PowerSchool, online library resources and catalog, formatting and typing papers, PowerPoint presentations, iMovies, evaluating Internet resources for integrity)

Advocate for self and demonstrate pride in cultural heritage

Required Activities● Write a formal letter ● Identify each of the following and write a multi‐paragraph text of at least two of the following: narrative, expository, persuasive, literary analysis, and comparison

● Independently use appropriate Thinking Maps for manipulating and graphically representing various literary elements ● Complete a research project (focus on process)

Fairbanks North Star Borough School District 196 Philosophy and Language English/Language Arts Curriculum Adopted March 22, 2011

Philosophy and Language Grade: 11‐12 (elective) Overview: This course will provide a brief introduction into the various components of Western philosophy, along with an

analysis of the literary writings of key Western philosophers, organized in a chronological / thematic order, to introduce students to the history of ideas that have shaped Western thinking. A brief introduction into comparative philosophy will give students great understanding of ideas outside of Western thinking, and an appreciation of how different traditions may complement, rather than contradict one another.

Length: Semester




Reading AK Content Standards: E/LA.D.1‐4; L/IL.1‐3 Performance: R4.1‐9 Cultural: CS.A.1,3, D.5, E.3‐8

Analyze and evaluate the interrelationship between history, philosophy and cultural identity Recognize literary elements and archetypes found in philosophical literature

Analyze rhetorical and logical strategies used in argument

Writing AK Content Standards: E/LA.1‐8, B.2, C.1‐5 Performance: W4.1‐5 Cultural: CS.A.1,3, D.5, E.3‐8

Build upon writing skills developed in 10th grade and below Practice argumentative writing

Speaking / Listening Utilize class discussion techniques Incorporate or integrate the points of others into their own contributions during discussions Demonstrate appropriate response skills

Required Activities Reading Writing Speaking/Listening

Suggested readings Dialogues of Plato Think (Blackburn) Candide (Voltaire) Philosophy for Beginners (Osburn) The Metamorphosis (Kafka) Siddartha (Hesse) A Hunger Artist (Kafka) Waiting for Godot (Beckett) The Stranger (Camus) Ishael (Quinn) The Analects (Confucius) Great Issues in Philosophy (Fieser) Tao Te Ching (Lao Tze) The Presocratics (Wheelwright)

Fully developed essays incorporating a variety of rhetorical strategies

Formal and informal responses to class texts


Explain and defend a position orally Analyze oral arguments for effectiveness

Fairbanks North Star Borough School District 197 Popular Novels English/Language Arts Curriculum Adopted March 22, 2011

Popular Novels Grade: 11‐12 (elective) Overview: This course is designed for students who enjoy reading for pleasure and discussing current novels with other

readers. The class is structured around current popular novels of merit. Students will be required to read at least six novels from a variety of genres. The teacher will assign at least one novel.

Length: Semester

Prerequisites: Successful completion of English 10 or teacher recommendation



Reading AK. Content Standards: E/LA.B.1‐3, D.2, E.1‐4 Performance: R4.2,5,8,9 Cultural: CS. B.1‐2, E.1,3‐8

Read and analyze various types of novels

Writing AK. Content Standards: E/LA.A.1‐2,8, C.1, D.1,3‐4 Performance: W4.1‐5


Speaking / Listening AK. Content Standards: E/LA.A.3‐4,6, D.1,4

Utilize class discussion techniques Demonstrate appropriate response skills

Required Activities Reading Writing Speaking/Listening

Students will read a minimum of six novels Study various genres of novels such as initiation, fantasy, western, science fiction, detective/mystery, and social/psychological


of rhetorical strategies a researched essay or project an on‐demand essay in response to literature formal literary analysis informal responses reflecting on class texts

Practice speaking/ listening skills included in group discussion

Fairbanks North Star Borough School District 198 Popular Novels English/Language Arts Curriculum Adopted March 22, 2011

Suggested ReadingsNot all works are appropriate for all grades and all readers

Western:

Little Big Man (Berger) The Haunted Mesa, Last of the Breed (L’Amour)

Lonesome Dove (McMurty)

True Grit (Portis)

Fantasy:

Watership Down (Adams)

The Mammoth Hunters, The Clan of the Cave Bear (Auel) Magic Kingdom for Sale – Sold!, The Black Unicorn (Brooks) The Princess Bride (Goldman) Crystal Singer (McCaffrey)

Beauty (McKinley)

Interview With A Vampire (Rice) The Hollow Hills, The Last Enchantment, The Crystal Cave (Stewart) The Hobbit (Tolkien)

Detective/Mystery:

The Cardinal of the Kremlin, Clear and Present Danger, Without Remorse, The Hunt For Red October, Patriot Games (Clancy)

The Firm, The Client, The Chamber, The Pelican Brief (Grisham) Dance Hall of the Dead, Coyote Waits, A Thief of Time (Hillerman)

Initiation:

The Great Santini (Conroy) The Power of One (Courtenay) Animal Dreams (Kingsolver) A River Runs Through It (Maclean)

Social/Psychological:

Ordinary People (Guest) The Kitchen God’s Wife (Tan)

Science Fiction:

The Hitchhiker’s Guide to the Galaxy (Adams) Sphere, Jurassic Park, Congo (Crichton) Stranger in a Strange Land (Heinlein) Dune (Herbert)

Fairbanks North Star Borough School District 199 Reading For Meaning English/Language Arts Curriculum Adopted March 22, 2011

Reading For Meaning Grade: 9‐12 (elective) Overview: The course is designed to help students develop strategies to effectively read and comprehend literature,

content area texts, and other non‐fiction to become successful participants in the classroom as well as the community in which they live. Through guided instruction students will develop and apply effective reading strategies to increase reading and, consequently, writing skills. This is a progressive skills class that may be repeated for credit with teacher recommendation.

Length: Semester




Reading AK. Content Standards: E/LA.B.1‐3 Performance: R4.1,5,6 Cultural: CS.E.8

Comprehend and demonstrate meaning from text by applying a variety of reading, listening, and viewing strategies (e.g., cloze reading, double entry journal, paraphrasing, summary notes, problem/solution organizer, etc.)

Increase vocabulary acquisition through context clues, vocabulary journal, study/note cards, concept maps, etc. Become familiar with and master reading test formats and practice effective analysis of test items in multiple choice formats including online programs

Writing AK. Content Standards: E/LA.A.1,2,4,5,8, B.1,2, C.2,4, D.1,3 Cultural: W4.2‐5

Paraphrase and summarize content area selections Demonstrate, through expository writing, increased understanding of reading content by making authentic connections to self

Demonstrate a variety of note taking strategies (e.g., two‐column, listing, outline, Thinking Maps)

Speaking / Listening AK. Content Standards: E/LA.3‐4,8 Cultural: L/IL.E.1,3‐4

Practice reading orally to increase fluency and understanding Practice reading with an emphasis on decoding words and developing strategies to make connections between oral and sight word recognition to aid in comprehension

Practice listening skills through group discussions and retelling or restating of important ideas or concepts. These discussions will focus on content areas as well as literature analysis (theme, plot, character and appropriate literary applications) to complement required core subjects

Required Activities


Analysis of textbook elements: chapter previews, indexes, special features, study questions, and the use of color and font size to scaffold content

Practice close reading through: marking text, highlighting, sticky notes, asking critical questions about text, writing notes, clarifying, reacting and connecting, visualizing, and predicting

Annotating and note taking Journal responses Expository writing

Practice speaking/listening skills including group discussion

Fairbanks North Star Borough School District 200 Reading & Writing Skill Development English/Language Arts Curriculum Adopted March 22, 2011

Reading & Writing Skill Development Grade: 11‐12 (elective) Overview: Students enrolling in this course will benefit from individual attention and additional instructional assistance

in order to successfully pass standardized tests. Length: Semester

Prerequisites: Teacher recommendation WRITING INTENSIVE



Reading AK. Content Standards: E/LA.B.1‐3, E.1‐4 Performance: R4.1,4,9 Cultural: CS.B.1,2

Comprehend and demonstrate meaning from text by applying a variety of reading strategies

Become familiar with and practice test taking strategies for multiple choice reading assessment formats Become familiar with and master reading test formats and practice effective analysis of test items in multiple choice formats through technological online programs

Practice reading orally to increase fluency and understanding, with an emphasis on decoding words and developing strategies to make connections between oral and sight word recognition to aid in comprehension

Writing AK. Content Standards: E/LA.A.1,2,4,5,7,8 Performance: W4.2‐4

Objectives based on individual student needs

Speaking / Listening AK. Content Standards: E/LA.A.1,3,4,6,8, B.1‐3, E.1‐4 Cultural: CS.B.1,2

Practice listening skills through group discussions and retelling or restating important ideas or concepts. These discussions will focus on content areas as well as literature analysis (theme, plot, character and appropriate literary applications) to complement required core subjects

Required Activities


Individual attention as needed for developing/improving skills as identified by standardized testing scores

Fairbanks North Star Borough School District 201 Research and Inquiry English/Language Arts Curriculum Adopted March 22, 2011

Research and Inquiry Grade: 12 (elective) Overview: The senior project is an integral part of a student’s final year of high school. It integrates knowledge, skills and

concepts from the student’s program of study into one culminating project that benefits the school community, or the community at large. Individual projects are preferred, but group projects may be appropriate if each student in the group has specific and unique responsibilities. Although the final product may be a joint effort, each presentation must be done separately.

Length: Semester

Prerequisites: Fourth year standing

WRITING INTENSIVE



Reading AK. Content Standards: E/LA. C.1‐4, D.2

Evaluate primary sources to include author’s intent and reliability

Independently practice all previous grade level additional expectations Increase vocabulary to include technical, precise, and content specific words

Writing AK. Content Standards: E/LA. A.2, A.5, A.8; C.1‐4, D.3

Identify reliable primary sources from a variety of resources

Cite sources appropriately using a standard format

Explore multiple avenues for resources for research including: job shadow, Internet, interview, technical manuals

Paraphrase and summarize complex texts effectively

Practice business forms and letter format

Speaking / Listening AK. Content Standards: E/LA. A.1, A.7‐8 Cultural: CS. 3‐4, 7‐8

Utilize class discussion techniques Practice and develop effective speaking skills Perform both informal and formal presentations

Required Activities


A variety of nonfiction such as news articles, journals, and technical manuals

Reading for technical information

Critical evaluation of print and media sources

A formal research paper encourages students to develop and demonstrate proficiency in conducting research and writing about a chosen topic

A Senior Project Board will set parameters for length, format, sources, writing style, and other characteristics

Evaluate work according to an evaluation rubric

Present impromptu and informally to peers

Presentation Will consist of a formal oral presentation of the

project before a panel of judges Must consist of professional presentation

demonstrating the progress of the project throughout the year, utilizing technology (i.e. PowerPoint, iMovie, etc.)

Consists of: a speech; an explanation of how learning was applied in developing the product; and a discussion of lessons learned


Fairbanks North Star Borough School District 202 Research and Inquiry English/Language Arts Curriculum Adopted March 22, 2011

Required Activities

Technology

The portfolio is a developmental representation of the student’s progress throughout the senior project consists of an online webpage that follows a very structured template will house attached documents such as resume, letter of intent, job shadow forms, research paper, etc., to be graded at the end of the year by the teacher will be composed mainly of pictures and video documenting progress throughout the year as the student works on senior project. It will serve as the visual

presentation tool to demonstrate the project to the panel at the end of the year


Fairbanks North Star Borough School District 203 Speech and Debate English/Language Arts Curriculum Adopted March 22, 2011

Speech and Debate Grade: 11‐12 (elective) Overview: In this course students will learn to prepare debate cases in addition to learning the speech skills taught in the

required English courses. Emphasis will be on argumentation skills and logical organization. Length: Semester




Reading AK. Content Standards: E/LA.A.1‐4,6‐8, D.1‐5, E.1‐4 Performance: R4.1‐4 Cultural: CS.A.1,3, D.5, E.3‐8

Analyze written and published speeches for logos, pathos, and ethos Increase vocabulary to participate appropriately, utilizing and applying debate terminology and concepts

Writing AK. Content Standards: E/LA.A.1‐8, D.1‐4 Performance: W4.2‐5

Utilize research skills developed in previous grades, with emphasis on organization and effective word choice

Create and support a position Develop and practice effective rhetorical strategies in argumentation or persuasive speeches

Identify pros and cons in an argument and evaluate and utilize research materials to refute or defend an argument effectively

Speaking / Listening AK. Content Standards: E/LA.B.1‐3, C.1‐5, D.1‐4 Cultural: CS.A.1,3, D.5, E.3‐8

Explore and practice a variety of speech experiences Practice and develop effective speaking skills including the “mechanics” of vocal projection, diction, and varied tone to speak persuasively

Recognize five major types of speeches (impromptu, informative, interpretive, demonstrative and persuasive) and apply this knowledge to the performance of speeches

Understand debate format and terminology

Analyze oral arguments for effectiveness recognizing language that denotes logos, pathos, and ethos

Understand formal debate formats such as Lincoln‐Douglas and cross examination

Understand and apply Roberts Rules of Order and parliamentary procedure

Explain and defend a position orally

Fairbanks North Star Borough School District 204 Speech and Debate English/Language Arts Curriculum Adopted March 22, 2011

Required Activities


Research debate topics Evaluate sample speeches

Online resources: Opposing viewpoints: access through school

library online http://www.americanrhetoric.com/speechbank.htm

http://www.history.com/speeches

http://www.roch.edu/dept/spchcom/spam/activities.htm

Create written and visual aids for use in speech presentations

Write original speeches in the informative, demonstrative, and persuasive modes

An original interpretive speech may be required as instructor determines

Independently practice respectful audience behavior/active listening

Develop ease in speaking before large and small groups

Demonstrate increased mastery of basic speaking and presentation techniques introduced in 9th and 10th grades

Present at least one speech with a partner or a group

Apply a rubric in evaluating and critiquing peer speeches

Deliver at least one ten minute speech or presentation

Engage in at least one debate both independently and with a partner (this requires writing and reading in preparation for performance)

Use technology in delivery of at least one speech (document camera, projector, laptop, video camera, Internet, etc.)

Fairbanks North Star Borough School District 205 Sports Literature English/Language Arts Curriculum Adopted March 22, 2011

Sports Literature Grade: 11‐12 (elective): NCAA approved

Overview: Using reading, writing, and discussion, students will analyze sports literature as a catalyst for examining culture and the influence of sports on our society. Students will critically analyze a variety of nonfiction, fiction, and contemporary media related to sports. Students will practice both informal and formal speaking and writing skills. Length: Semester




Reading AK. Content Standards: E/LA.B.1‐3 Performance: R4.2,5,8,9 Cultural: CS.E.3,7,8

Cite textual evidence to support analysis of what the text says explicitly, what the text implies, and what the text leaves uncertain

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex synthesis


Distinguish what is directly stated from what is really meant in a piece of satire


Analyze how an author uses and refines the meaning of a key term or terms over the course of a text

Analyze how style and content contribute to the power, persuasiveness, or beauty of a text Delineate and evaluate the reasoning in argumentative texts

Evaluate the interrelationship between history and cultural identity Writing AK. Content Standards: E/LA.B.1‐8, B.1,2 Performance: W4.1‐5 Cultural: CS.E.3,7,8


Required Activities

Reading Writing Speaking/Listening Biographies/Autobiographies by sports figures Contemporary nonfiction articles and essays connected to sports

Analysis of at least 3 of the following recommended texts: Friday Night Lights: A Town, A Team, and a Dream

(Bissinger)


of rhetorical strategies a researched essay or project


Fairbanks North Star Borough School District 206 Sports Literature English/Language Arts Curriculum Adopted March 22, 2011

Coach (Blauner) My Losing Season (Conroy) Sports Stories (edited by Alan Durant) Into Thin Air (Krakauer) The Natural (Malamud) Winterdance (Paulsen) Paper Lion (Plimpton) Show Me A Hero (edited by Jeanne Shinto) Beyond the Game (Smith) Million Dollar Baby (Toole) Coach (Lewis) Blades of Glory (Rosengren) Perfect Once Removed (Hoose) Eagle Blue (MD’Orso) A Season on the Brink (Feinstein) No Excuses (Maynard) Once a Runner (Parker) It’s Not About the Bike (Armstrong) Season of Life (Max) Ball Four (Bouton) Beyond Basketball (Krzyzewski)

an on‐demand essay in response to literature formal literary analysis informal responses reflecting on class texts

Fairbanks North Star Borough School District 207 Technical Drama/Theatre English/Language Arts Curriculum Adopted March 22, 2011

Technical Drama/Theatre Grade: 9‐12 Overview: This course is designed to introduce students to the technical aspects of performance: costuming, scenery,

lighting, sound and stage design, stage management, house management, and publicity. Length: Semester




Reading AK. Content Standards: E/LA.B.1‐3 Performance: R4.1‐9 Cultural: CS.E.3 Arts: A.3,4,7, C.1–3

Read complete plays which encompass conflict, cause and effect sequences, protagonists, and antagonists

Analyze a play for design and identify given circumstances

Understand aristotle’s elements of drama

Understand the principals and elements of design

Learn basic technical theatre terminology

Be familiar with design and implementation in at least three areas: costumes, scenic, lighting, props, sound, makeup/hair

Be familiar with one of the business areas: stage management, house management, publicity

Be familiar with available career fields in technical theatre

Writing AK. Content Standards: E/LA.A.1‐8, B.2, D.3, C.1‐3 Performance: W4.1‐5

Learn to write critical analyses of theatrical writings and presentations from a design and technical standpoint

Write a manual for a theatre process or piece of equipment

Write a design proposal for one technical area based on analysis of the script

Speaking / Listening AK. Content Standards: E/LA.D.1‐4 Cultural: CS.A.5,7

Present and defend a design proposal Prepare scenes for effective performance

Investigate music’s impact on design

Provide written and/or verbal feedback for performers

Watch and critique at least one live performance

Required Activities


Recommended books include: The Backstage Handbook: An Illustrated Almanac of

Technical Information (Carter) Technical Theater for Nontechnical People (Campbell)

Supplemental: Careers in Technical Theater (Lawler) The Perfect Stage Crew: The Complete Technical

Write a manual for a process or piece of theatre equipment

Written critique of the technical aspects of a performance

Write and present for one of the following: technical theatre career field design proposal for a play

Present a constructed/created item from one of the design areas: (set piece, painting finish, costume, makeup, soundscape, light plot, etc.)

Verbal response to presentations Oral presentations

Fairbanks North Star Borough School District 208 Technical Drama/Theatre English/Language Arts Curriculum Adopted March 22, 2011

Guide for High School, College, and Community Theater (Kaluta)

Play Directing: Analysis, Communication, and Style(Hodge)

Read and design such plays or musicals as: Trifles (Glaspell) A Midsummer Night’s Dream (Shakespeare)

Into the Woods (Sondheim)

The Mousetrap (Christie) Once on This Island (Ahrens/Flaherty) A Raisin in the Sun (Hansberry) The Importance of Being Earnest (Wilde)

Endgame (Beckett) Antigone (Anouilh)

and other plays used in Theatre Production I & II

Article for a theatre magazine

Fairbanks North Star Borough School District 209 English/Language Arts Curriculum

Non-Fiction Writing Technical Writing Adopted March 22, 2011

Technical Writing NON-FICTION WRITING Grade: 11‐12 (elective) Overview: This challenging course focuses on written communication skills as they relate to the world of business and

technology. Communication and teamwork are emphasized. Technical writing skills include business correspondence, gathering and presenting data, technical documents, and reports.

Length: Semester




Writing AK. Content Standards: E/LA.A.1,4,7, B.1‐2; L/IL.C.1‐5 Performance: R4.1‐9

Identify characteristics of technical writing including style, format, graphics, audience, purpose, and subject matter

Understand the stages and processes of technical writing including audience analysis, outlining for organization,writing formal, informational and expanded definitions, and writing appropriately for a variety of audiences

Compose and format memos, emails, and business letters that request, respond, and persuade

Compose and format a variety of informational reports, scientific reports, policy statements, proposals, and minutes ofmeetings

Compose and format process and mechanical descriptions, instructions, training manuals, media releases, newsletters,and advertising copy

Speaking / Listening AK. Content Standards: E/LA.A.7‐8; L/IL.B.1‐3 Cultural: CS.3,4,7,8

Recognize that communication in the workplace differs from communication at school or home

Understand the listening process, barriers to listening, and practice active listening

Required Activities

Reading Not all works are appropriate for all grades and all readers

Writing Speaking/Listening

A variety of non‐fiction such as news articles,journals, and technical manuals

Reading for information

Critical evaluation of print and media sources

Produce, through the editing process: a final draft memo in response to a simulated

job assignment a process essay

Conduct an interview with a content specialist(apply results with process essay)

Communicate ideas utilizing varied tools ofelectronic technology

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Fairbanks North Star Borough School District 210 Theatre Performance I English/Language Arts Curriculum Adopted March 22, 2011

Theatre Performance I Grade: 9‐12 (elective) Overview: This is a performance‐based class designed to introduce students to the use of performance to express

Theatre Literature. Students should be aware that some colleges may not accept this course as an English course. Length: Semester

Prerequisites: None

Alaska Content and National Theatre

Standards


Reading AK. Content Standards: E/LA. B.1‐3 Performance: R3.2; R4.1,4‐6,9 Cultural: CS.B.1, E.1,3‐8

Read complete plays which encompass conflict, cause‐and‐effect sequences, protagonists, and antagonists

Understand Aristotle’s characteristics of the tragic form and the importance of unity of place, time, and action

Be familiar with major periods of theatre history

Be familiar with at least one major theory of acting: Stanislavski, Hagen, or Meisner

Be familiar with styles of theatre performance: comedy and tragedy and their appropriate sub‐headings

Learn basic theatre terminology: specific terms as they apply to the physical parts of the theatre as well as terminology applicable to the actor, director playwright, and designers in the physical staging, interpretation, and performance of the text

Writing National Standards of Theatre Education 9‐12 Proficient

Content Standard 1: Script writing by improvising, writing, and refining scripts based on personal experience and heritage, imagination, literature, and history.

Performance: W4.1‐5 Cultural: CS.A.1‐5 C.1‐5 E.1,3‐8

Learn to write critical analyses of theatrical writings and presentations Experiment with writing a comedic or tragic monologue or scene

Learn character analysis including, but not limited to, the following elements: motivation, effect of setting and time, action within the play, effect on other characters, description of the character, props or other items associated with the character, interpreting the subtext in the character’s dialogue, author’s attitude toward the character

Achievement Standard

Construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience

Speaking / Listening AK. Content Standards: E/LA.A.6‐8

National Standards of Theatre Education 9‐12 Proficient

Content Standard 2: Acting by developing, communicating, and sustaining characters in improvisations and informal or formal productions.

Content Standard 7: Analyzing, critiquing, and

Learn and apply techniques of dramatic interpretation and performance

Learn how to read a play aloud using playwright’s notes, stage directions, etc. Perform from professional scripts

Learn basics of improvisation as a method of warming up

Learn appropriate audience protocol Provide written and/or verbal feedback for any performances seen

Achievement Standards Analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genre and media


constructing meanings from informal and formal theatre, film, television, and electronic media productions.

Content Standard 8: Understanding context by analyzing the role of theater, film, television, and electronic media in the past and the present.

Performance: R3.2; R4.1,4‐6,9 Cultural: CS.A.6‐8. E.1,3‐8

Compare and demonstrate various classical and contemporary acting techniques and methods

in an ensemble, create and sustain characters that communicate with audiences

Construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate to current personal, national, and international issues

Articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compare perceived artistic intent with the final aesthetic achievement

Analyze and critique the whole and the parts of dramatic performances, taking into account the context, and constructively suggest alternative artistic choices

Constructively evaluate their own and others' collaborative efforts and artistic choices in informal and formal productions

Compare how similar themes are treated in drama from various cultures and historical periods, illustrate with informal performances, and discuss how theatre can reveal universal concepts

Identify and compare the lives, works, and influence of representative theatre artists in various cultures and historical periods

Identify cultural and historical sources of American theatre and musical theatre

Analyze the effect of their own cultural experiences on their dramatic work

Required Activities

Reading Not all works are appropriate for all grades and all readers

Writing Speaking/Listening

At least 3 from the list below: A Book of Plays (Holt, Rinehart and Winston) includes :

The Glass Menagerie (Williams) Our Town (Wilder) Trifles (Glaspell) The Bear (Chekhov) Sorry Wrong Number (Fletcher) Twelve Angry Men (Rose) Thunder on Sycamore Street (Rose) Riders to the Sea (Synge) The Mousetrap (Christie) Arsenic and Old Lace (Kesselring) The Importance of Being Earnest (Wilde)

See film suggestions in Theater Performance II

Write detailed observations of settings, people, etc. as appropriate for acting exercises

Write subtext for character’s dialogue

Write and present for one of the following: ‐ theatre history ‐ theatre performance styles

Verbal response to presentations Oral presentations Perform scenes, monologues, experimental pieces, and children’s theatre

Practice voice and articulation skills as well as projection

Develop and practice physical movement on stage, including identifying appropriate areas of the stage

Learning, applying, and notating on script (if applicable) stage directions to stage movement as it relates to exits, entrances, and dialogue driven movement (crossing upstage/downstage etc.)

Suggested Resources for Classroom Teachers 112 Acting Games (Gavin Levy) The Ultimate Improv Book (Edward J. Nevraumont and Nicholas P. Hanson) Theatre Games for Young Performers (Maris C. Novelly) Group Improvisation (Peter Gwinn) Improvisation Starters (Philip Bernardi) Neil Simon Monologues‐Acting Edition (edited by Roger Karshner)


Scene Study Series for Teens 2‐55 Short Scenes (Debbie Lamedman)

NCT’s Dictionary of Theatre and Drama Terms (Jonnie Patricia Mobley, Ph.D)

Theatre in the Secondary School Classroom; Methods and Strategies for the Beginning Teacher (Jim Patterson, et.al).

Websites

These web sites are free and offer a plethora of options and lesson plans that incorporate performance and writing activities. It also allows the teacher to connect technology to the resources, furthering options and engagement for the students. The lesson plans are tied to National Theatre Standards.

Creative Dramatics in the Classroom (Colleen Caine Lanning) published by the Center for Learning (Note: This publication has many handouts for vocal expression, body language and character creation that are reprintable for teacher use). http://artsedge.kennedy‐center.org/educators/lessons.aspx?facet:ArtsSubjectName=Theater&facet:GradeBandName=9‐12&facet:OtherSubjectName=Language+Arts#results

http://tedb.byu.edu/lesson

Fairbanks North Star Borough School District 213 Theatre Performance II English/Language Arts Curriculum Adopted March 22, 2011

Theatre Performance II Grade: 10‐12 (elective) Overview: Theatre Performance II is an advanced performance based class. Students will be expected to perform on a

much higher level and to study challenging theatrical materials in much more depth. Students should be aware that some colleges may not accept this course as an English course.

Length: Semester

Prerequisites: Theatre Performance I or teacher recommendation

Alaska Content and National Theatre

Standards


Reading AK. Content Standards: E/LA. B.1‐3


Content Standard 3: Designing and producing by conceptualizing and realizing artistic interpretations for informal or formal productions.

Performance: R3.2; R4.1,4‐6,9 Cultural: CS.B.1, E.1,3‐8

Read complete plays which encompass conflict, cause‐and‐effect sequences, protagonists, and antagonists

Be familiar with all major theories of acting

Experiment with major styles of theatre performance

Possible Alternate Goal(s) for the Theatre Performance II Student Achievement Standards:

Explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film, television, and electronic media productions

Collaborate with directors to develop unified production concepts that convey the metaphorical nature of the drama for informal and formal theatre, film, television, or electronic media productions

Safely construct and efficiently operate technical aspects of theatre, film, television, or electronic media productions

Create and reliably implement production schedules, stage management plans, promotional ideas, and business and front‐of‐house procedures for informal and formal theatre, film, television, or electronic media productions

Writing AK. Content Standards: E/LA.A.1‐5, C.1‐5


Content Standard 5: Researching by evaluating and synthesizing cultural and historical information to support artistic choices.

Content Standard 6: Comparing and integrating art forms by analyzing traditional theatre, dance, music, and visual arts, and new art forms.

Content Standard 7: Analyzing, critiquing, and constructing meanings from informal and formal

Learn to write critical analyses of theatrical writings and presentations Practice theatrical performance styles

Create character analysis portfolio for each character portrayed in class Achievement Standards:

Research and describe appropriate historical production designs, techniques, and performances from various cultures to assist in making artistic choices for informal and formal theatre, film, television, or electronic media productions

Compare the interpretive and expressive natures of several art forms in specific culture or historical period

Compare the unique interpretive and expressive natures and aesthetic qualities of traditional arts from various cultures and historical periods with contemporary new art forms (such as performance art)

Integrate several arts and/or media in theatre, film, television or electronic media productions

Construct personal meanings from nontraditional dramatic performances

Analyze, compare, and evaluate differing critiques of the same dramatic texts and performances

Fairbanks North Star Borough School District 214 Theatre Performance II English/Language Arts Curriculum Adopted March 22, 2011

theatre, film, television, and electronic media productions.

Performance: W4.1‐5 Cultural: CS. B.1, E.1,3‐8

Critique several dramatic works in terms of other aesthetic philosophies (such as the underlying ethos of Greek drama, French classicism with its unities of time and place, Shakespeare and romantic forms, India classical drama, Japanese Kabuki, and others)

Analyze and evaluate critical comments about personal dramatic work, explaining which points are most appropriate to inform further development of the work

Speaking / Listening AK. Content Standards: E/LA.A.1‐5, C.1‐5


Content Standard 8: Understanding context by analyzing the role of theater, film, television, and electronic media in the past and the present.

Performance: R3.2; R4.1,4‐6,9 Cultural: CS.A.6‐8, B.1, E.1,3‐8

Apply techniques of dramatic interpretation and performance

Perform from professional scripts

Read plays aloud Use applicable theatre terminology as appropriate to the circumstances

Learn appropriate audience protocol Provide written and/or verbal feedback for any performances seen (could include media, film, YouTube)

Attend at least two live performances (if possible) during the semester Achievement Standards:

Analyze the social and aesthetic impact of underrepresented theatre and film artists

Analyze the relationships among cultural values, freedom of artistic expression, ethics, and artistic choices in various cultures and historical periods

Analyze the development of dramatic forms, production practices, and theatrical traditions across cultures and historical periods, and explain influences on contemporary theatre, film, television, and electronic media productions

Required Activities


Read and perform from plays such as: The School for Scandal (Sheridan)

At least 3 from the list below: Lysistrata (Aristophanes) The Tempest (Shakespeare) Tartuffe (Moliere)

Three Sisters (Chekhov) Angels in America (Kushner) A Streetcar Named Desire (Williams) A Doll’s House (Ibsen) The Wild Duck (Ibsen) Hedda Gabler (Ibsen) The Master Builder (Ibsen) The Odd Couple (Simon) Barefoot in the Park (Simon) Pygmalion (Shaw) Video/DVD: My Fair Lady (Compare to Pygmalion)

Suggested film editions: Funny Girl, Oliver, West Side Story, Twelve Angry Men , Our Town, The Glass Menagerie, Sorry Wrong Number, Barefoot in the Park, The Odd Couple

Write observations

Write “beats” for scenes/monologues

Informal written responses and observation exercises as they relate to pantomime, stage business, character observation exercises, settings related to improvisations, character monologues, character subtext, prior life

Research paper evaluating and synthesizing cultural and historical information to support artistic choices

OPTIONAL: Maintain a drama diary (depending on the group)

Verbal response to presentations Oral presentations Perform scenes, monologues, experimental pieces, and children’s theatre

Practice voice and articulation skills Audience notes

Fairbanks North Star Borough School District 215 Vocabulary Development English/Language Arts Curriculum Adopted March 22, 2011

Vocabulary Development Grade: 11‐12 (elective) Overview: This course is designed to help students broaden their vocabulary through examination of Latin roots,

etymologies, word study, and verbal practice in a variety of contexts. Length: Semester




Reading AK. Content Standards: E/LA.B.1‐3, D.1‐2, E.1‐4; L/IL.B.1‐3, D.1‐2, E.1‐4 Performance: R4.1,2,4,9 Cultural: CS.B.1‐2, E.3‐4, 6‐8

Cite textual evidence to support analysis of what the text says explicitly, what the text implies, and what the text leaves uncertain


Distinguish what is directly stated from what is really meant in a piece of satire


Analyze how an author uses and refines the meaning of a key term or terms over the course of a text

Analyze how style and content contribute to the power, persuasiveness, or beauty of a text Delineate and evaluate the reasoning in argumentative texts

Develop an understanding of how the English language has evolved Learn how Latin affects the modern English language

Recognize and apply roots, prefixes, and suffixes Learn word etymologies

Writing AK. Content Standards: E/LA.A.1,2,4,5,8, B.1‐3, C.1‐5, D.1‐4, E.1,2; L/IL.A.1‐5, B.2‐3, D.1‐4, E.1‐2 Performance: W4.2‐4 Cultural: CS.A.3, E.3,6‐8

Build on writing concepts developed in previous grades Use self and peer editing to correct common errors in writing Through evaluation and editing, revise written work demonstrating competency and independence in writing

Speaking / Listening AK. Content Standards: E/LA.A.1,3,4,6,8, B.1‐3, C.1‐5, D.4; L/IL.A.1,3‐4,6,8, B.2‐3, C.1‐5, D4 Cultural: CS.A.3, E.3,6‐8

Correctly pronounce and use new vocabulary Be exposed to live or recorded use of challenging vocabulary Be able to discern from other speakers, correct/incorrect use of words studied

Required Activities


SAT/ACT Preparatory Manuals

Vocabulary from Latin and Greek Roots: A Study of At least 3 pieces of writing, chosen from the following list:


Fairbanks North Star Borough School District 216 Vocabulary Development English/Language Arts Curriculum Adopted March 22, 2011

Word Families Everyday Words from Classic Origins: A Vocabulary Workbook

Selections from the High School English/Language Arts Suggested Supplemental Literature List and other relevant contemporary sources

a fully developed narrative essay a fully developed essay incorporating a variety

of rhetorical strategies a researched essay or project formal essay reflecting on class texts and/or the

influence of diction on style and purpose

On‐demand essays in preparation for SAT/ACT exams

Pronounce words correctly

high school electives - k12northstar.org arts curriculum adopted march 22, 2011

Documents