Planned Course Documents

Course:   Reading and English Language Arts - Kindergarten

Standards: This course is aligned to all standards within the PA Core Academic Standards for English Language Arts Grades PreK-5:

1.1 Foundational Skills

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening       

Course Description: Our Kindergarten curriculum serves as our entry point into literacy guided by the five pillars of early literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension. Through a structured literacy framework rooted in the science of reading, students will be able to identify and manipulate sounds, read and write using spelling patterns, practice most common words, and develop fluency. These skills will ultimately lead to comprehension. Our curriculum utilizes multisensory experiences to engage students and cater to diverse learning styles. By the end of the course, students will have built a strong foundation in the pillars of early literacy, setting them on a path to lifelong literacy success.

Related courses: n/a

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Kindergarten English Language Arts. Reading Horizons Scope and Sequence

Units:

1.       Alphabet and Sound Wall- Introduction

2.       Letter Groups- Chapter 1

3.       Digraphs, Blends, Double L, Glued Sounds- Chapter 2

4.       Short and Long Vowels Phonetic Skills- Chapter 3

Instructional Strategies:

• Below is a list of suggested strategies for high-quality instruction English Language Arts
• Orton Gillingham based multi-sensory approach to Foundational Literacy
• Gradual Release Model – I Do, We Do, You Do
• Explicit, systematic instruction daily
• Review, Practice, Transfer

§  Part 1: Phonemic Awareness (Warm up tasks)

§  Part 2: Phonics and Spelling (Review, Instruction, Guided Dictation)

§  Part 3: Whole Class Transfer (Whole class transfer card, decodable passage)

§  Part 4: Extended Transfer (Differentiated groups and centers)

• Instructional Components outlined in the Framework for Teaching by Charlotte Danielson

Forms of Assessment to Measure Attainment of Course Objectives:

• Curriculum-based measures
• Benchmark assessments
• Formative assessments
• Summative assessments
• Universal screener- DIBELS
• Diagnostic assessments

Estimated Instructional Time: 120 minutes a day

Resources:

Reading Horizons Discovery Version 9

Teacher Materials

• Print essentials kit classroom kit for all regular ed classrooms

o   7 Wall Posters

o   Set of Decodable Books (6 per title) 25 titles for Kinder

o   Set of 45 Phoneme cards

o   Set of 45 Sound Wall cards

• Reading Horizons Discovery Online Unlimited software
• Hard copy of teacher edition books

 Student Materials

• Student transfer books
• Access to Reading Horizons Discovery Online Platform

Technology: Reading Horizons Discovery

Other Resources:

White board, marker, and eraser

Teacher selected texts for read alouds

Approved by School Board October 23, 2025

Course:   Reading and English Language Arts – First Grade

Standards: This course is aligned to all standards within the PA Core Academic Standards for English Language Arts Grades PreK-5:

1.1 Foundational Skills

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening        

Course Description:

Our first-grade curriculum is guided by the five pillars of early literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension. Through a structured literacy framework rooted in the science of reading, students will be able to identify and manipulate sounds, read, and write using spelling patterns, practice most common words, and develop fluency. These skills will ultimately lead to comprehension. Students will engage in authentic literature, participate in collaborative conversations, and write on a regular basis. Our curriculum utilizes multisensory experiences to engage students and cater to diverse learning styles.  By the end of the course, students will have built a strong foundation in the pillars of early literacy, setting them on a path to lifelong literacy success.

Related courses: n/a

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Kindergarten English Language Arts.

Reading Horizons Scope and Sequence

• Phonological/Phonemic Awareness, Phonics, Spelling, Handwriting, Structural Analysis, and fluency will be taught through Reading Horizons

Wonders Scope and Sequence  

• Phonological/Phonemic Awareness, Phonics, Spelling, Handwriting, Structural Analysis will be omitted from the Wonders scope and sequence as they are taught through Reading Horizons
• Interactive Read Aloud, Shared Read, Vocabulary, Fluency, Comprehension, Writing and Grammar will be taught through Wonders

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction English Language Arts

• Orton Gillingham based multi-sensory approach to Foundational Literacy
• Gradual Release Model – I Do, We Do, You Do
• Explicit, systematic instruction daily
• Review, Practice, Transfer

§  Part 1: Phonemic Awareness (Warm up tasks)

§  Part 2: Phonics and Spelling (Review, Instruction, Guided Dictation)

§  Part 3: Whole Class Transfer (Whole class transfer card, decodable passage)

§  Part 4: Extended Transfer (Differentiated groups and centers)

• Instructional Components outlined in the Framework for Teaching by Charlotte Danielson

Forms of Assessment to Measure Attainment of Course Objectives:

• Curriculum-based measures
• Benchmark assessments
• Formative assessments
• Summative assessments
• Universal screener DIBELS
• Diagnostic assessments

Estimated Instructional Time: 125 minutes daily

Resources:

Reading Horizons Discovery Version 9

Teacher Materials:

• Print essentials kit classroom kit for all regular ed classrooms:

Wall Posters, Decodable Books, Phoneme cards, Sound Wall cards

• Reading Horizons Discovery Online Unlimited software
• Hard copy of teacher edition books

Student Materials: Student transfer books and Access to Reading Horizons Discovery Online Platform

McGraw Hill Wonders 2023

Teacher Materials

• Teacher Edition, Teacher workspace (platform), Instructional Routines Handbook
• National Practice book, teaching posters
• Wonders Center Activity cards
• Cards – High frequency words, interactive read aloud, retelling, visual vocabulary, sound spelling small cards, sound spelling large cards, Wonderworks letter cards small
• Assessments – National Progress Monitoring, National Unit, National Progress Monitoring, Placement and Diagnostic
• ELL Teacher Edition, Language Transfer handbook,
• Newcomers – English Learners Teacher guide, cards,
•  Readers for all regular ed classrooms including leveled reader lesson cards, Decodable readers, ELL Leveled Readers,  Wonders Classroom trade book library 24 separate titles
• Newcomers

o    English Learners Newcomer Teacher Guide K-2

o    English Learners Newcomer Cards Grades K-2

o    Photo cards Grade K-2

Technology: Reading Horizons Discovery platform, McGraw Hill Wonders teacher workspace

Other Resources: White board, marker, and eraser

Course:   Reading and English Language Arts – Second Grade

Standards: This course is aligned to all standards within the PA Core Academic Standards for English Language Arts Grades PreK-5:

1.1 Foundational Skills

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening        

Course Description:

Our second-grade curriculum is guided by the five pillars of early literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension. Through a structured literacy framework rooted in the science of reading, students will be able to identify and manipulate sounds, read and write using spelling patterns, practice most common words, and develop fluency. These skills will ultimately lead to comprehension. Students will engage in authentic literature, participate in collaborative conversations, and write on a regular basis. Our curriculum utilizes multisensory experiences to engage students and cater to diverse learning styles.  By the end of the course, students will have built a strong foundation in the pillars of early literacy, setting them on a path to lifelong literacy success.

Related courses: n/a

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Kindergarten English Language Arts.

Reading Horizons Scope and Sequence

• Phonological/Phonemic Awareness, Phonics, Spelling, Handwriting, Structural Analysis, and fluency will be taught through Reading Horizons

Wonders Scope and Sequence  

• Phonological/Phonemic Awareness, Phonics, Spelling, Handwriting, Structural Analysis will be omitted from the Wonders scope and sequence as they are taught through Reading Horizons
• Interactive Read Aloud, Shared Read, Vocabulary, Fluency, Comprehension, Writing and Grammar will be taught through Wonders

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction English Language Arts

• Orton Gillingham based multi-sensory approach to Foundational Literacy
• Gradual Release Model – I Do, We Do, You Do
• Explicit, systematic instruction daily
• Review, Practice, Transfer

§  Part 1: Phonemic Awareness (Warm up tasks)

§  Part 2: Phonics and Spelling (Review, Instruction, Guided Dictation)

§  Part 3: Whole Class Transfer (Whole class transfer card, decodable passage)

§  Part 4: Extended Transfer (Differentiated groups and centers)

• Instructional Components outlined in the Framework for Teaching by Charlotte Danielson

Forms of Assessment to Measure Attainment of Course Objectives:

• Curriculum-based measures
• Benchmark assessments
• Formative assessments
• Summative assessments
• Universal screener- DIBELS
• Diagnostic assessments

Estimated Instructional Time: 125 minutes daily

Resources:

Reading Horizons Discovery Version 9

Student Materials: Student transfer books, Access to Reading Horizons Discovery Online Platform

McGraw Hill Wonders 2023

Teacher Materials:

• Print essentials kit classroom kit for all regular ed classrooms

o   Wall Posters, Decodable Books, Phoneme cards, Sound Wall cards

• Reading Horizons Discovery Online Unlimited software 
• Teacher Edition, Teacher workspace (platform), Instructional Routines Handbook
• National Practice book, teaching posters
• Wonders Center Activity cards
• Cards – High frequency words, interactive read aloud, retelling, visual vocabulary, sound spelling small cards, sound spelling large cards, Wonderworks letter cards small
• Assessments – National Progress Monitoring, National Unit, National Progress Monitoring, Placement and Diagnostic
• ELL Teacher Edition, Language Transfer handbook,
• Newcomers – English Learners Teacher guide
  • Readers for all regular ed classrooms including leveled reader lesson cards
  • Decodable leveled readers,
  • ELL Leveled Reader
  • Wonders Classroom trade book library
  • English Learners Newcomer Cards Grades K-2
  • Photo cards Grade K-2

Technology: Reading Horizons Discovery platform, McGraw Hill Wonders teacher workspace

Other Resources: White board, marker, and eraser

Course:   Reading and English Language Arts – Third Grade

Standards: This course is aligned to all standards within the PA Core Academic Standards for English Language Arts Grades PreK-5:

1.1 Foundational Skills

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening      

Course Description:

Our third- grade curriculum is guided by the five pillars of early literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension. Through a structured literacy framework rooted in the science of reading, students will be able to identify and manipulate sounds, read and write using spelling patterns, practice most common words, and develop fluency. These skills will ultimately lead to comprehension. Students will engage in authentic literature, participate in collaborative conversations, and write on a regular basis. Our curriculum utilizes multisensory experiences to engage students and cater to diverse learning styles.  By the end of the course, students will have built a strong foundation in the pillars of early literacy, setting them on a path to lifelong literacy success.

Related courses: n/a

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Grade 3 English Language Arts.

Wonders Scope and Sequence  

• Phonological/Phonemic Awareness, Phonics, Spelling, Handwriting, Structural Analysis will be omitted from the Wonders scope and sequence as they are taught through Reading Horizons
• Interactive Read Aloud, Shared Read, Vocabulary, Fluency, Comprehension, Writing and Grammar will be taught through Wonders

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction English Language Arts

• Gradual Release Model – I Do, We Do, You Do
• Instructional Components outlined in the Framework for Teaching by Charlotte Danielson

Forms of Assessment to Measure Attainment of Course Objectives:

• Curriculum-based measures
• Benchmark assessments
• Formative assessments
• Summative assessments
• Universal screener- DIBELS
• Diagnostic assessments

Estimated Instructional Time: 125 minutes daily

McGraw Hill Wonders 2023

Teacher Materials:

• Teacher Edition, Teacher workspace (platform), Instructional Routines Handbook
• National Practice book, teaching posters
• Wonders Center Activity cards
• Cards – High frequency words, interactive read aloud, retelling, visual vocabulary, sound spelling small cards, sound spelling large cards, Wonderworks letter cards small
• Assessments – National Progress Monitoring, National Unit, National Progress Monitoring, Placement and Diagnostic
• ELL Teacher Edition, Language Transfer handbook,
• Newcomers – English Learners Teacher guide, cards,
• Readers for all regular ed classrooms including leveled reader lesson cards and Wonders Classroom trade book library

Technology: McGraw Hill Wonders teacher workspace

Other Resources: White board, marker, and eraser

 

Course:   Reading and English Language Arts – Fourth Grade

Standards: This course is aligned to all standards within the PA Core Academic Standards for English Language Arts Grades PreK-5:

1.1 Foundational Skills

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening         

Course Description:

Our fourth-grade curriculum is guided by the five pillars of early literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension. Through a structured literacy framework rooted in the science of reading, students will be able to identify and manipulate sounds, read and write using spelling patterns, practice most common words, and develop fluency. These skills will ultimately lead to comprehension. Students will engage in authentic literature, participate in collaborative conversations, and write on a regular basis. Our curriculum utilizes multisensory experiences to engage students and cater to diverse learning styles.  By the end of the course, students will have built a strong foundation in the pillars of early literacy, setting them on a path to lifelong literacy success.

Related courses:

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Fourth Grade English Language Arts.

Wonders Scope and Sequence  

• Phonological/Phonemic Awareness, Phonics, Spelling, Handwriting, Structural Analysis will be omitted from the Wonders scope and sequence as they are taught through Reading Horizons
• Interactive Read Aloud, Shared Read, Vocabulary, Fluency, Comprehension, Writing and Grammar will be taught through Wonders

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction English Language Arts

• Gradual Release Model – I Do, We Do, You Do
• Instructional Components outlined in the Framework for Teaching by Charlotte Danielson

Forms of Assessment to Measure Attainment of Course Objectives:

• Curriculum-based measures
• Benchmark assessments
• Formative assessments
• Summative assessments
• Universal screener- DIBELS
• Diagnostic assessments

Estimated Instructional Time: 125 minutes daily

McGraw Hill Wonders 2023

Teacher Materials:

• Teacher Edition, Teacher workspace (platform), Instructional Routines Handbook
• National Practice book, teaching posters
• Wonders Center Activity cards
• Cards – High frequency words, interactive read aloud, retelling, visual vocabulary, sound spelling small cards, sound spelling large cards, Wonderworks letter cards small
• Assessments – National Progress Monitoring, National Unit, National Progress Monitoring, Placement and Diagnostic
• ELL Teacher Edition, Language Transfer handbook,
• Newcomers – English Learners Teacher guide, cards,
• Readers for all regular ed classrooms including leveled reader lesson cards and Wonders Classroom trade book library

Technology: McGraw Hill Wonders teacher workspace

Other Resources: White board, marker, and eraser

Course:   Reading and English Language Arts – Fifth Grade

Standards: This course is aligned to all standards within the PA Core Academic Standards for English Language Arts Grades PreK-5:

1.1 Foundational Skills

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening        

Course Description:

Our fifth-grade curriculum is guided by the five pillars of early literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension. Through a structured literacy framework rooted in the science of reading, students will be able to identify and manipulate sounds, read, and write using spelling patterns, practice most common words, and develop fluency. These skills will ultimately lead to comprehension. Students will engage in authentic literature, participate in collaborative conversations, and write on a regular basis. Our curriculum utilizes multisensory experiences to engage students and cater to diverse learning styles.  By the end of the course, students will have built a strong foundation in the pillars of early literacy, setting them on a path to lifelong literacy success.

Related courses: n/a

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Fifth Grade English Language Arts.

Wonders Scope and Sequence  

• Phonological/Phonemic Awareness, Phonics, Spelling, Handwriting, Structural Analysis
• Interactive Read Aloud, Shared Read, Vocabulary, Fluency, Comprehension, Writing and Grammar

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction English Language Arts

• Gradual Release Model – I Do, We Do, You Do
• Instructional Components outlined in the Framework for Teaching by Charlotte Danielson

Forms of Assessment to Measure Attainment of Course Objectives:

• Curriculum-based measures
• Benchmark assessments
• Formative assessments
• Summative assessments
• Universal screener- DIBELS
• Diagnostic assessments

Estimated Instructional Time: 125 minutes daily

McGraw Hill Wonders 2023

Teacher Materials:

• Teacher Edition, Teacher workspace (platform), Instructional Routines Handbook
• National Practice book, teaching posters
• Wonders Center Activity cards
• Cards – High frequency words, interactive read aloud, retelling, visual vocabulary, sound spelling small cards, sound spelling large cards, Wonderworks letter cards small
• Assessments – National Progress Monitoring, National Unit, National Progress Monitoring, Placement and Diagnostic
• ELL Teacher Edition, Language Transfer handbook,
• Newcomers – English Learners Teacher guide, cards,
• Readers for all regular ed classrooms including leveled reader lesson cards and Wonders Classroom trade book library

Technology: McGraw Hill Wonders teacher workspace

Other Resources: White board, marker, and eraser

Course:   Reading and English Language Arts – Sixth Grade

Standards: This course is aligned to all standards within the PA Core Academic Standards for English Language Arts Grades PreK-5:

1.1 Foundational Skills

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

Our sixth- grade curriculum is guided by the five pillars of early literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension. Through a structured literacy framework rooted in the science of reading, students will be able to identify and manipulate sounds, read and write using spelling patterns, practice most common words, and develop fluency. These skills will ultimately lead to comprehension. Students will engage in authentic literature, participate in collaborative conversations, and write on a regular basis. Our curriculum utilizes multisensory experiences to engage students and cater to diverse learning styles.  By the end of the course, students will have built a strong foundation in the pillars of early literacy, setting them on a path to lifelong literacy success.

Related courses: n/a

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Sixth Grade English Language Arts.

Wonders Scope and Sequence  

• Phonological/Phonemic Awareness, Phonics, Spelling, Handwriting, Structural Analysis
• Interactive Read Aloud, Shared Read, Vocabulary, Fluency, Comprehension, Writing and Grammar

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction English Language Arts

• Gradual Release Model – I Do, We Do, You Do
• Instructional Components outlined in the Framework for Teaching by Charlotte Danielson

Forms of Assessment to Measure Attainment of Course Objectives:

• Curriculum-based measures
• Benchmark assessments
• Formative assessments
• Summative assessments
• Universal Screener- DIBELS
• Diagnostic assessments

Estimated Instructional Time: 125 minutes daily

McGraw Hill Wonders 2023

Teacher Materials:

• Teacher Edition, Teacher workspace (platform), Instructional Routines Handbook
• National Practice book, teaching posters
• Wonders Center Activity cards
• Cards – High frequency words, interactive read aloud, retelling, visual vocabulary, sound spelling small cards, sound spelling large cards, Wonderworks letter cards small
• Assessments – National Progress Monitoring, National Unit, National Progress Monitoring, Placement and Diagnostic
• ELL Teacher Edition, Language Transfer handbook,
• Newcomers – English Learners Teacher guide, cards,
• Readers for all regular ed classrooms including leveled reader lesson cards and Wonders Classroom trade book library

Technology: McGraw Hill Wonders teacher workspace

Other Resources: White board, marker, and eraser

Course:   English 7

Standards: This course is aligned to all standards within the follow the Academic Standards for English Language Arts grades 6-12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:  

This course integrates reading, composing, listening, speaking, viewing and researching, and builds upon communication skills. To support students' achievement of the ELA Standards, students read plays, short stories, and novels, write consistently throughout the year, and learn vocabulary through their literature experiences. This course provides the opportunity for the continued study of grammar, usage, and conventions and emphasizes the application of these skills.

Related courses:

Language Arts Honors English

Language Arts English 7 LRC -This course is designed to implement the goals of the IEP and parallels the curriculum of the Academic Language Arts - English 7 Program.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Grade 7 English.

Instructional Strategies: Below is a list of strategies for high-quality instruction English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Curriculum-based measures
• Benchmark assessments
• Formative assessments
• Summative assessments
• PSSA

Estimated Instructional Time: 46 minutes per day

Text Resources:

Novels- 

• A Corner of the Universe- Martin
• A Wrinkle in Time – by Madeleine L’Engle
• Growing Up in Coal Country; 1996 by Susan Campbell Bartoletti
• One for the Murphys by Linda Mullaly Hunt
• Rascal by Sterling North
• Redwall by Brian Jacques
• Restart by Gordon Korman
• Roll of Thunder, Hear My Cry by Mildred Taylor
• Snowbound by Harry Mazer
• Sounder by William H. Armstrong
• Sourland by Joyce Carol Oates
• Stand Tall by Joan Bauer
• Tangerine by Edward Bloor
• The Adventures of Tom Sawyer by Mark Twain
• The Adventures of Ulysses by Homer, retold by Bernard Evslin
• The Crossover by Kwame Alexander
• The Giver by Lois Lowry
• The Hobbit by J. R. R. Tolkien
• The Incredible Journey by Sheila Burnford
• The Miracle Worker by William Gibson
• The True Confessions of Charlotte Doyle by Avi
• The Wednesday Wars by Gary D. Schmidt
• The Westing Game by Ellen Raskin
• Treasure Island- Robert Louis Stevenson
• Where the Red Fern Grows by Wilson Rawls
• Witness by Karen Hesse

Textbooks

• Into Literature Grade 7, Houghton Mifflin Harcourt, 2020.
• Crossroads; Scott Foresman and Company; 1995
• Elements of Language; Holt, Rinehart, Winston; 2009
• Glencoe Literature: The Reader’s Choice - Course 2
• Into Literature; Houghton-Mifflin-Harcourt; 2019
• McDougall Little – Bridges to Literature
• Prentice Hall Literature: Common Core Edition, 2012

Technology:

Into Literature Grade 7, Houghton Mifflin Harcourt, 2020.

District approved websites and applications

Other Resources:

Teacher created resources and Supplemental materials approved by District

Course:   Literacy Learning 7

Standards: This course is aligned to all standards within the follow the Academic Standards for English Language Arts grades 6-12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:  

This course focuses on helping students develop literacy competencies in reading, writing, communicating, and researching. Instruction will focus on various strategies that will be used across the curriculum to support learning. Students will read for multiple purposes and from a variety of texts. Students will learn critical and creative thinking and problem-solving techniques to construct meaning from the texts. Learning to read independently will be fostered through exposure to the works of various authors. Vocabulary, spelling, and study skills are integral components of the program.

Related courses:

Language Arts- Literacy Skills 7

Language Arts- Literacy Skills 7 LRC

Language Arts – Reading for English Learners

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Grade 7 Literacy.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Curriculum-based measures
• Benchmark assessments
• Formative assessments
• Summative assessments
• PSSA

Estimated Instructional Time: 46 minutes per day

Resources:

Text Resources:

Into Literature; Houghton-Mifflin-Harcourt; 2019

Technology:

Into Literature Grade 7, Houghton Mifflin Harcourt, 2020.

District approved websites and applications

Other Resources:

Teacher created resources

Supplemental materials approved by District

 

Course:   English 8

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6-12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:  

This course further develops students’ communication skills. Students read a variety of novels, plays and short stories. Writing, spelling, grammar and vocabulary are emphasized throughout the year. A written and oral research project is required of all students in this course.

Related courses:

Language Arts – Honors English 8

This course focuses on the analysis of more complicated themes in literature. Extensive, independent reading as well as interpretive, analytical, and creative writing is required. Writing is an integral part of the course. Vocabulary and spelling reflect the literature studied. A written and oral research project is required. Students must have a command of grammar, usage and mechanics. The writing component of the course requires facility with the application of grammar, usage, and conventions.

Language Arts LRC 8- This course is designed to implement the goals of the IEP and parallels the curriculum of Academic Language Arts - English 8.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Grade 8 English.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Curriculum-based measures
• Benchmark assessments
• Formative assessments
• Summative assessments
• PSSA

Estimated Instructional Time: 46 minutes per day

Text Resources:

Novels

• A Midsummer Night’s Dream by William Shakespeare
• Anne Frank: The Diary of a Young Girl by Anne Frank
• Blizzard’s Wake by Phyllis Naylor        
• Chasing Lincoln’s Killer by James L. Swanson
• Dandelion Wine by Ray Bradbury
• Deathwatch by Robb White
• Gentlehands by M. E. Kerr 
• Great Expectations by Charles Dickens
• I Heard the Owl Call My Name by Margaret Craven
• Night – Elie Wiesel
• Nightjohn by Gary Paulsen
• Notes from the Midnight Driver by Jordan Sonnenblick
• Shane by Jack Schaefer
• Summer of My German Soldier by Bette Greene
• The Dark is Rising by Susan Cooper
• Fever 1793 by Laurie Hals Anderson    
• I am Malala by Malala Yousafzai and Christina Lamb
• I am Malala by Malala Yousafzai and Patricia McCormick
• Jacob Have I Loved by Katherine Paterson
• That Was Then, This is Now by S. E. Hinton
• The Call of the Wild by Jack London
• The Dark is Rising by Susan Cooper
• The Light in the Forest by Conrad Richter
• The Running Dream by Wendelin Van Draanen
• The Witch of Blackbird Pond by Elizabeth George Speare         
• Whirligig by Paul Fleischman  
• Drama-  Inherit the Wind by Jerome Lawrence and Robert E. Lee

Textbooks

Glencoe Literature: The Reader’s Choice - Course 3

Into Literature; Houghton-Mifflin-Harcourt; 2019

McDougall Little – Bridges to Literature

Technology: Into Literature Grade 8, Houghton Mifflin Harcourt, 2020.                                                        District approved websites and applications

Course:   Literacy Skills 8

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:  

This course provides intensive literacy and study skills instruction to help students develop as learners. Literacy Skills 8, an intervention program, provides differentiated learning experiences to help students to read effectively across the curriculum. This is a required course for those students who have been recommended.

Related courses:

Language Arts- Literacy Skills 8 LRC This course is designed to implement the goals of the IEP and parallels the curriculum of the Language Arts – Literacy Skills 8 Program

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Grade 8 Literacy.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Curriculum-based measures
• Benchmark assessments
• Formative assessments
• Summative assessments
• PSSA

Estimated Instructional Time: 46 minutes per day

Resources:

Text Resources:

Into Literature; Houghton-Mifflin-Harcourt; 2019

Technology:

Into Literature Grade 8, Houghton Mifflin Harcourt, 2020.

District approved websites and applications

Other Resources:

Teacher created resources

Supplemental materials approved by District

 

Course:   Grade 9 English

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This full-year course is designed to assist students in continuing their growth in reading, writing, listening, speaking, and research skills. Students will use strategies to refine critical reading skills in both fiction and nonfiction. They will learn to write for multiple purposes for various audiences. A written research report is required of all students. Written pieces are assessed using the five domains of writing. In addition, formal vocabulary and grammar studies are key components of the course. Teachers also work with students to develop time management and independent study skills needed for a successful high school career. Students will begin preparing for the Keystone Literature test, which will be given in the spring of 10th grade.

Related courses:

English 9: Reading and Writing Workshop

Honors English 9

Honors Study of English 9

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Grade 9 English.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time:  55 minutes per day

Resources:

Novels

• And Then There Were None by Agatha Christie
• Animal Farm by George Orwell
• Frankenstein by Mary Shelley
• Haroun and the Sea of Stories by Salman Rushdie
• Into Thin Air by Jon Krakauer
• The Illustrated Man by Ray Bradbury
• Jamaica Inn by Daphne DuMaurier
• Kindred by Octavia E. Butler
• The Pearl by John Steinbeck
• The Picture of Dorian Gray by Oscar Wilde
• To Be a Slave by Julius Lester
• To Kill a Mockingbird by Harper Lee
• Jane Eyre by Charlotte Bronte

Drama

• A Raisin in the Sun by Lorraine Hansberry
• Romeo and Juliet by William Shakespeare
• Arsenic and Old Lace by Joseph Kesselring

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Course:   Grade 9 English: Reading and Writing Workshop

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This full-year course is designed to assist students in continuing their growth in reading, writing, listening, speaking, and research skills. In small classes, students will use strategies to refine critical reading skills in both fiction and nonfiction. Utilizing a writing lab component, they will learn to write for multiple purposes for various audiences. A written research report is required of all students. Written pieces are assessed using the five domains of writing. In addition, formal vocabulary and grammar studies are key components of the course. Teachers also work with students to develop time management and independent study skills needed for a successful high school career. Students will begin preparing for the Keystone Literature test, which will be given in the spring of 10th grade. The high school Reading Specialist determines appropriate placement in this class.

Related courses:

English 9, Honors English 9, Honors Study of English 9

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Grade 9 English: Reading and Writing Workshop.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time:  55 minutes per day

Resources:

Novels

• And Then There Were None by Agatha Christie
• Animal Farm by George Orwell
• Frankenstein by Mary Shelley
• Haroun and the Sea of Stories by Salman Rushdie
• Into Thin Air by Jon Krakauer
• The Illustrated Man by Ray Bradbury
• Jamaica Inn by Daphne DuMaurier
• Kindred by Octavia E. Butler
• The Pearl by John Steinbeck
• The Picture of Dorian Gray by Oscar Wilde
• To Be a Slave by Julius Lester
• To Kill a Mockingbird by Harper Lee
• Jane Eyre by Charlotte Bronte

Drama

• A Raisin in the Sun by Lorraine Hansberry
• Romeo and Juliet by William Shakespeare
• Arsenic and Old Lace by Joseph Kesselring

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

 

Course:   Honors English 9

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This rigorous full-year course introduces students to critical reading and writing. It differs from English 9 in that it requires extensive out-of-class preparation time, significant independent reading, demonstrated competency in both reading and writing, proficiency in composition conventions, and independent motivation. Literature studies include selections that lend themselves to in-depth study, using a variety of critical approaches. Students will receive direct instruction for reading informational/nonfiction texts. Writing pieces vary in length and complexity; modes of writing include some narrative and reflective, but informational and argumentation and persuasive modes are emphasized. Written pieces are assessed using the five domains of writing. The research component of the course is required of all students. Formal vocabulary and grammar studies are included in the course. Students will begin preparing for the Keystone Literature test, which will be administered in the spring of 10^th grade.

Related courses:

English 9: Reading and Writing Workshop

Honors Study of English 9

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Honors English 9.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time:  55 minutes per day

Resources:

Novels

• And Then There Were None by Agatha Christie
• Animal Farm by George Orwell
• Frankenstein by Mary Shelley
• Haroun and the Sea of Stories by Salman Rushdie
• Into Thin Air by Jon Krakauer
• The Illustrated Man by Ray Bradbury
• Jamaica Inn by Daphne DuMaurier
• Kindred by Octavia E. Butler
• The Pearl by John Steinbeck
• The Picture of Dorian Gray by Oscar Wilde
• To Be a Slave by Julius Lester
• To Kill a Mockingbird by Harper Lee
• Jane Eyre by Charlotte Bronte

Drama

• A Raisin in the Sun by Lorraine Hansberry
• Romeo and Juliet by William Shakespeare
• Arsenic and Old Lace by Joseph Kesselring

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Course:   Honors Study of English 9

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This rigorous full-year course introduces students to critical reading and writing. Extensive out of class preparation time and significant independent reading is required. This course is designed for students identified as gifted and will develop GIEP goals throughout the course. Various literary works will be used to teach reading, writing and analysis. Students will write in a variety of modes including some narrative and reflective, but informational, argumentation, and persuasive modes will be emphasized. Research, vocabulary, and grammar are other components of this course. Students will be expected to engage in seminar style discussions and to use critical thinking skills daily in this course.

Related courses:

Grade 9 English

English 9: Reading and Writing Workshop

Honors English 9  

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Grade 9 English.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time:  55 minutes per day

Resources:

Novels

• And Then There Were None by Agatha Christie
• Animal Farm by George Orwell
• Frankenstein by Mary Shelley
• Haroun and the Sea of Stories by Salman Rushdie
• Into Thin Air by Jon Krakauer
• The Illustrated Man by Ray Bradbury
• Jamaica Inn by Daphne DuMaurier
• Kindred by Octavia E. Butler
• The Pearl by John Steinbeck
• The Picture of Dorian Gray by Oscar Wilde
• To Be a Slave by Julius Lester
• To Kill a Mockingbird by Harper Lee
• Jane Eyre by Charlotte Bronte

Drama

• A Raisin in the Sun by Lorraine Hansberry
• Romeo and Juliet by William Shakespeare
• Arsenic and Old Lace by Joseph Kesselring

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Course:   Grade 10 English

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6-12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This full-year course is designed to assist students in continuing their growth in reading, writing, listening, speaking, and research skills. This program affords students the opportunity to become more proficient in communication skills. Students will use strategies to refine critical reading and writing skills to analyze a variety of literary and informational/nonfiction genres and to write effectively. There are several writing assignments per marking period, which emphasize informational and persuasive/argumentative modes. Vocabulary development and grammar usage are integrated into the course. The research process, introduced in grade nine, is continued. Students are assessed via tests, quizzes, projects, class participation, and homework. Written pieces are assessed using the five domains of writing. Students will continue preparing for the Keystone Literature test, which will be administered in the spring of 10th grade.

Related courses:

English 10: Reading and Writing

Accelerated English 10

Honors English 10

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Grade 10 English.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time: 55 minutes per day

Resources:

Novels

• A Tale of Two Cities by Charles Dickens
• Between the World and Me by Ta-Nehisi Coates
• Cry, the Beloved Country by Alan Paton
• Ender's Game by Orson Scott Card
• Ethan Frome by Edith Wharton
• Fahrenheit 451 by Ray Bradbury
• Into Thin Air by Jon Krakauer
• My, Antonia by Willa Cather
• The Catcher in the Rye by J.D. Salinger
• The House on Mango Street by Sandra Cisneros
• The Martian Chronicles by Ray Baradbury
• The Old Man and the Sea by Ernest Hemmingway
• The Once and Future King by T.H. White
• The Other Wes Moore by Wes Moore
• The Red Badge of Courage by Stephen Crane
• Tuesdays with Morrie by Mitch Albom
• Watership Down by Richard Adams

Drama

• Antigone by Sophocles
• All My Sons by Arthur Miller
• Julius Caesar - by William Shakespeare
• Oedipus the King by Sophocles
• Oedipus at Colonus by Sophocles
• The Merchant of Venice by William Shakespeare

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Course:   Accelerated English 10

Standards: This course is aligned to all standards within the following Pennsylvania Academic Standards for English Language Arts grades 6-12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This full-year course is designed for strongly motivated students who wish to develop their critical thinking, reading, and writing skills. It affords enthusiastic readers who have mastered most of the basic grammar, mechanics, spelling, and writing skills the opportunity to learn and become more proficient in communication skills. Students will use strategies and skills to read independently a variety of literary and nonfiction/informational genres for multiple purposes, use strategies and skills to communicate effectively in writing, actively and effectively speak and listen for an intended message, and effectively use research skills. Vocabulary development and grammar usage are integrated into the course. It differs from Honors English 10 and English 10 in two ways: first, the literature portion demands the comprehensive reader to master the most challenging of the English 10 works, while including choice selections from the Honors 10 curriculum; secondly, the pace of the class will directly coincide with its demand for independent motivation. Students will continue preparing for the Keystone Literature test, which will be administered in the spring of 10th grade.

Related courses:

Grade 10 English

English 10: Reading and Writing Workshop

Honors English 10

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Accelerated English 10.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time: 55 minutes per day

Resources:

Novels

• A Tale of Two Cities by Charles Dickens
• Between the World and Me by Ta-Nehisi Coates
• Cry, the Beloved Country by Alan Paton
• Ender's Game by Orson Scott Card
• Ethan Frome by Edith Wharton
• Fahrenheit 451 by Ray Bradbury
• Into Thin Air by Jon Krakauer
• My, Antonia by Willa Cather
• The Catcher in the Rye by J.D. Salinger
• The House on Mango Street by Sandra Cisneros
• The Martian Chronicles by Ray Bradbury
• The Old Man and the Sea by Ernest Hemmingway
• The Once and Future King by T.H. White
• The Other Wes Moore by Wes Moore
• The Red Badge of Courage by Stephen Crane
• Tuesdays with Morrie by Mitch Albom
• Watership Down by Richard Adams

Drama

• Antigone by Sophocles
• All My Sons by Arthur Miller
• Julius Caesar - by William Shakespeare
• Oedipus the King by Sophocles
• Oedipus at Colonus by Sophocles
• The Merchant of Venice by William Shakespeare

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Other Resources:

• Teacher created resources
• District approved supplemental resources

Course:   Honors English 10

Standards: This course is aligned to all standards within the follow Domains of the PA Core Standards:

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This full-year course introduces the student to in-depth critical reading and writing preparation for college level study. Out-of-class preparation time, superior reading comprehension, a coherent writing style, and mastery of composition conventions are required for success. Literary and informational/nonfiction texts include challenging selections in a variety of genres from different cultures and historic periods. Some critical commentary about the selections will be introduced. Writing pieces vary in length and complexity; modes of writing are primarily reflective, informational, argumentative, and persuasive. The research component of the course is a documented I-Search paper. Lengthy reading assignments and intensive vocabulary study are included, and the conventions of standard written and spoken English are reviewed. Students are assessed via quizzes, tests, writing assignments, and oral participation. Written pieces are assessed using the five domains of writing rubric. Students will continue preparing for the Keystone Literature test, which will be administered in the spring of 10th grade.

Related courses:

Grade 10 English

English 10: Reading and Writing Workshop

Accelerated English 10

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Honors English 10.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time: 55 minutes per day

Resources:

Novels

• A Tale of Two Cities by Charles Dickens
• Between the World and Me by Ta-Nehisi Coates
• Cry, the Beloved Country by Alan Paton
• Ender's Game by Orson Scott Card
• Ethan Frome by Edith Wharton
• Fahrenheit 451 by Ray Bradbury
• Into Thin Air by Jon Krakauer
• My, Antonia by Willa Cather
• The Catcher in the Rye by J.D. Salinger
• The House on Mango Street by Sandra Cisneros
• The Martian Chronicles by Ray Bradbury
• The Old Man and the Sea by Ernest Hemmingway
• The Once and Future King by T.H. White
• The Other Wes Moore by Wes Moore
• The Red Badge of Courage by Stephen Crane
• Tuesdays with Morrie by Mitch Albom
• Watership Down by Richard Adams

Drama

• Antigone by Sophocles
• All My Sons by Arthur Miller
• Julius Caesar - by William Shakespeare
• Oedipus the King by Sophocles
• Oedipus at Colonus by Sophocles
• The Merchant of Venice by William Shakespeare

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Other Resources:

• Teacher created resources
• District approved supplemental resources

 

Course:   English 11: Reading and Writing Workshop

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This full-year, college preparatory course is designed to assist students in continuing their growth in critical reading, writing, listening, speaking, and research skills. Using small classes, literature discussion includes many novels, plays, and selected short stories and poetry. Students will also read nonfiction and informational texts. Much of the reading is done independently. Utilizing a writing lab component, writing—including both in class and out-of-class papers—focuses primarily on informational and persuasive/argumentative modes. These compositions include short papers, extended five-paragraph essays, and a literary research paper with documentation. Vocabulary is assigned and tested regularly. Grammar, usage, sentence structure, paragraph development, and mechanics are reviewed or taught as needed. Students are assessed through quizzes, writing assignments, and homework. Written pieces are assessed using the five domains of writing. The course includes SAT preparation. The high school Reading Specialist determines appropriate placement in this class.

Related courses:

Grade 11 English

Accelerated English 11

Honors English 11

Honors Study of English 11

Advanced Placement English Language and Composition

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined the Scope and Sequence for English 11: Reading and Writing Workshop.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time: 55 minutes per day

Resources:

Novels

• 1984 by George Orwell
• A Farewell to Arms by Ernest Hemingway
• A Separate Peace by John Knowles
• A Stranger is Watching by Mary Higgins Clarke
• Adventures of Huckleberry Finn by Mark Twain
• Childhood’s End by Arthur C. Clarke
• Chronicle of a Death Fortold by Gabriel Garcia Marquez
• Cry the Beloved Country by Alan Paton
• Everything I Never Told You by Celeste Ng
• Extremely Loud and Incredibly Close by Jonathan Safran Foer
• Funny in Farsi by Firoozeh Dumas
• Into Thin Air by Jonathan Krakour
• Man in the High Castle by Philip K. Dick
• Of Mice and Men by John Steinbeck
• Reading Lolita in Tehran by Azar Nafisi
• Speak by Laurie Halse Anderson
• The Fixer by Bernard Malamud
• The Freedom Writers Diary by Erin Gruwell
• The Grapes of Wrath by John Steinbeck
• The Great Gatsby by F. Scott Fitzgerald
• The House on Mango Street by Sandra Cisneros
• The Immortal Life of Henrietta Lacks by Rebecca Skloot
• The Joy Luck Club by Amy Tan
• The Man in the High Castle by Philip K. Dick
• The Natural by Bernard Malamud
• The Nickel Boys by Colson Whitehead
• The Old Man and the Sea by Ernest Hemmingway
• The Outsiders by S.E. Hinton
• The Scarlet Letter by Nathaniel Hawthorne
• The Sun Also Rises by Ernest Hemingway

Drama

• A Streetcar Named Desire by Tennessee Williams
• Death of a Salesman by Arthur Miller
• Othello by William Shakespeare
• Much Ado About Nothing by William Shakespeare
• The Crucible by Arthur Miller
• The Glass Menagerie by Tennessee Williams
• The Taming of the Shrew by William Shakespeare

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Other Resources:

• Teacher created resources
• District approved supplemental resources

Course:   Grade 11 English

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

 Course Description:

This full-year, college preparatory course is designed to assist students in continuing their growth in critical reading, writing, listening, speaking, and research skills. Literature includes many novels, plays, and selected short stories and poetry. Students will also read nonfiction and informational texts. Most of the reading is done independently. Writing, including both in-class and out-of-class papers, focuses primarily on informational and persuasive/argumentative modes. These compositions include short papers, extended five paragraph essays, and a literary research paper with documentation. Vocabulary is assigned and tested regularly. Grammar, usage, sentence structure, paragraph development, and mechanics are reviewed or taught as needed. Students are assessed through quizzes, writing assignments, and homework. Written pieces are assessed using the five domains of writing. The course includes SAT preparation

Related courses:

English 11: Reading and Writing Workshop

Accelerated English 11

Honors English 11

Honors Study of English 11

Advanced Placement English Language and Composition

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Grade 11 English.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time: 55 minutes per day

Resources:

Novels

• 1984 by George Orwell
• A Farewell to Arms by Ernest Hemingway
• A Separate Peace by John Knowles
• A Stranger is Watching by Mary Higgins Clarke
• Adventures of Huckleberry Finn by Mark Twain
• Childhood’s End by Arthur C. Clarke
• Chronicle of a Death Fortold by Gabriel Garcia Marquez
• Cry the Beloved Country by Alan Paton
• Everything I Never Told You by Celeste Ng
• Extremely Loud and Incredibly Close by Jonathan Safran Foer
• Funny in Farsi by Firoozeh Dumas
• Into Thin Air by Jonathan Krakour
• Man in the High Castle by Philip K. Dick
• Of Mice and Men by John Steinbeck
• Reading Lolita in Tehran by Azar Nafisi
• Speak by Laurie Halse Anderson
• The Fixer by Bernard Malamud
• The Freedom Writers Diary by Erin Gruwell
• The Grapes of Wrath by John Steinbeck
• The Great Gatsby by F. Scott Fitzgerald
• The House on Mango Street by Sandra Cisneros
• The Immortal Life of Henrietta Lacks by Rebecca Skloot
• The Joy Luck Club by Amy Tan
• The Man in the High Castle by Philip K. Dick
• The Natural by Bernard Malamud
• The Nickel Boys by Colson Whitehead
• The Old Man and the Sea by Ernest Hemmingway
• The Outsiders by S.E. Hinton
• The Scarlet Letter by Nathaniel Hawthorne
• The Sun Also Rises by Ernest Hemingway

Drama

• A Streetcar Named Desire by Tennessee Williams
• Death of a Salesman by Arthur Miller
• Othello by William Shakespeare
• Much Ado About Nothing by William Shakespeare
• The Crucible by Arthur Miller
• The Glass Menagerie by Tennessee Williams
• The Taming of the Shrew by William Shakespeare

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Other Resources:

• Teacher created resources
• District approved supplemental resources

Course:   Advanced Placement English Language and Composition

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12 and the Big Ideas and Enduring Understandings from the College Board Advanced Placement Language and Composition Course and Exam Description Fall 2020 manual.

PA Academic Standards:

            1.2 Reading Informational Text

            1.3 Reading Literature

            1.4 Writing

            1.5 Speaking and Listening

College Board Big Ideas and Enduring Understandings:

·       RHETORICAL SITUATION (RHS) Enduring Understanding RHS-1: Individuals write within a particular situation and make strategic writing choices based on that situation.

·       CLAIMS AND EVIDENCE (CLE) Enduring Understanding CLE-1: Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.

·       REASONING AND ORGANIZATION (REO) Enduring Understanding REO-1: Writer’s guide understanding of a text’s lines of reasoning and claims through that text’s organization and integration of evidence.

·       STYLE (STL) Enduring Understanding STL-1: The rhetorical situation informs the strategic stylistic choices that writers make

 Course Description:

This full-year, college-level course is designed for students with considerable writing skill. The Advanced Placement course in English Language and Composition engages students in becoming skilled readers of both fiction and nonfiction, written in a variety of periods, disciplines, and rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writings and their readings will make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to the effectiveness in writing. This course focuses on rhetorical writing skills required for the college level. Student writing will develop the use of the elements of style, tone, persuasion, imagery, theme, metaphor, satire, and a variety of other rhetorical elements. In addition, extensive out-of-class reading (including novels, short stories, poetry, and essays) is required. Additional literary selections, including critical material, are read in and out of class. Vocabulary is assigned regularly, and grammar, usage, and mechanics are reviewed. SAT practice is provided. The material included in the AP test will be addressed in class. Students will be eligible to take the Advanced Placement examination for exemption from freshman college English and for credit for graduation. Summer reading is required.

Related courses:

English 11: Reading and Writing Workshop

English 11

Accelerated English 11

Honors English 11

Honors Study of English

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in the Scope and Sequence for Advanced Placement English Language and Composition.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time: 55 minutes per day

Resources:

Novels

• 1984 by George Orwell
• A Farewell to Arms by Ernest Hemingway
• A Separate Peace by John Knowles
• A Stranger is Watching by Mary Higgins Clarke
• Adventures of Huckleberry Finn by Mark Twain
• Childhood’s End by Arthur C. Clarke
• Chronicle of a Death Fortold by Gabriel Garcia Marquez
• Cry the Beloved Country by Alan Paton
• Everything I Never Told You by Celeste Ng
• Extremely Loud and Incredibly Close by Jonathan Safran Foer
• Funny in Farsi by Firoozeh Dumas
• Into Thin Air by Jonathan Krakour
• Man in the High Castle by Philip K. Dick
• Of Mice and Men by John Steinbeck
• Reading Lolita in Tehran by Azar Nafisi
• Speak by Laurie Halse Anderson
• The Fixer by Bernard Malamud
• The Freedom Writers Diary by Erin Gruwell
• The Grapes of Wrath by John Steinbeck
• The Great Gatsby by F. Scott Fitzgerald
• The House on Mango Street by Sandra Cisneros
• The Immortal Life of Henrietta Lacks by Rebecca Skloot
• The Joy Luck Club by Amy Tan
• The Man in the High Castle by Philip K. Dick
• The Natural by Bernard Malamud
• The Nickel Boys by Colson Whitehead
• The Old Man and the Sea by Ernest Hemmingway
• The Outsiders by S.E. Hinton
• The Scarlet Letter by Nathaniel Hawthorne
• The Sun Also Rises by Ernest Hemingway

Drama

• A Streetcar Named Desire by Tennessee Williams
• Death of a Salesman by Arthur Miller
• Othello by William Shakespeare
• Much Ado About Nothing by William Shakespeare
• The Crucible by Arthur Miller
• The Glass Menagerie by Tennessee Williams
• The Taming of the Shrew by William Shakespeare

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Other Resources:

• Teacher created resources
• District approved supplemental resources

Course:   English 12: Reading and Writing Workshop

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This semester course is designed to prepare students for post-secondary education and to support competence in writing and reading skills, including basic literary analysis. Using small classes, critical thinking will be developed to ensure comprehension, application, and interpretation of key concepts. Literature selections emphasize world authors. A required Shakespearean text will be supplemented with novels, plays or a short story unit. Students will also read literary nonfiction and informational texts. Utilizing a writing lab component, students will continue to study vocabulary and to review grammar, usage, and conventions. The high school Reading Specialist determines appropriate placement in this class.

Related courses:

English 12

Accelerated English 12

Honors English 12

Advanced Placement English Literature and Composition

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Academic Standards for English Language Arts as outlined in the Scope and Sequence for English 12: Reading and Writing Workshop.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time: 55 minutes per day

Resources:

Novels

• Anthem by Ayn Rand
• 1984 by George Orwell
• A Clockwork Orange by Anthony Burgess
• Beowulf
• Brave New World by Aldous Huxley
• The Canterbury Tales by Geoffrey Chaucer
• Catch 22 by Joseph Heller
• Cat’s Cradle by Kurt Vonnegut
• Chronicle of a Death Fortold by  by Gabriel Garcia Marquez
• Heart of Darkness by Joseph Conrad
• In the Time of the Butterflies by Julia Alvarez
• Lord of the Flies by William Golding
• Metamorphosis by Franz Kafka
• Miss Lonelyhearts & the Day of the Locust by Nathanael West
• The Odyssey by Homer
• One Flew Over the Cuckoo’s Nest by Ken Kesey
• Sir Gawain & Green Knight
• Slaughterhouse Five by Kurt Vonnegut
• Song of Solomon by Toni Morrison
• The Sound and the Fury by William Faulkner
• The Stranger by Albert Camus
• The Fountainhead by Ayn Rand
• Things Fall Apart by Chinua Achebe
• Tex by S.E. Hinton

Drama

• Hamlet by William Shakespeare
• King Lear by William Shaespeare
• No Exit by Jean-Paul Sartre
• Macbeth by William Shakespeare
• The Elephant Man by Bernard Pomerance
• Who’s Afraid of Virginia Woolf by Edward Albee
• The Zoo Story by Edward Albee

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Other Resources:

• Teacher created resources
• District approved supplemental resources

Course:   Accelerated English 12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

 Course Description:

This full-year course requires students to have competent reading and proficient writing skills. Literature selections emphasize world authors. Required reading includes an early classic, an existential work, a Shakespearean play, a 20th century novel, short stories, and poems. Students will also read nonfiction/informational texts. In addition to writing a researched literary analysis, students will compose essays in a variety of writing modes: informational, persuasive/argumentative, descriptive, and personal. Vocabulary will be an integral component, and much of the reading, writing, and study will require self-direction and independence.

Related courses:

English 12: Reading and Writing Workshop

English 12

Honors English 12

Advanced Placement: English Literature and Composition

Language Arts for the English Learner Grades 9-12

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Academic Standards for English Language Arts as outlined in the Scope and Sequence for Accelerated English 12.

 Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time: 55 minutes per day

Resources:

Novels

• Anthem by Ayn Rand
• 1984 by George Orwell
• A Clockwork Orange by Anthony Burgess
• Beowulf
• Brave New World by Aldous Huxley
• The Canterbury Tales by Geoffrey Chaucer
• Catch 22 by Joseph Heller
• Cat’s Cradle by Kurt Vonnegut
• Chronicle of a Death Foretold  by Gabriel Garcia Marquez
• Heart of Darkness by Joseph Conrad
• In the Time of the Butterflies by Julia Alvarez
• Lord of the Flies by William Golding
• Metamorphosis by Franz Kafka
• Miss Lonelyhearts & the Day of the Locust by Nathanael West
• The Odyssey by Homer
• One Flew Over the Cuckoo’s Nest by Ken Kesey
• Sir Gawain & Green Knight
• Slaughterhouse Five by Kurt Vonnegut
• Song of Solomon by Toni Morrison
• The Sound and the Fury by William Faulkner
• The Stranger by Albert Camus
• The Fountainhead by Ayn Rand
• Things Fall Apart by Chinua Achebe
• Tex by S.E. Hinton

Drama

• Hamlet by William Shakespeare
• King Lear by William Shaespeare
• No Exit by Jean-Paul Sartre
• Macbeth by William Shakespeare
• The Elephant Man by Bernard Pomerance
• Who’s Afraid of Virginia Woolf by Edward Albee
• The Zoo Story by Edward Albee

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Other Resources:

• Teacher created resources
• District approved supplemental resources

Course:   Honors English 12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This rigorous full-year course provides a thorough and advanced study of key concepts derived from world literature. Informational, persuasive/argumentative modes will be the emphasis in writing and will require application, analysis, synthesis, and evaluation of complex course material. This course also requires the reading of a self-selected novel (from an approved reading list) that results in a researched literary analysis. Extensive reading and research of novels, plays, short stories, and poetry requires collaboration, self-direction, and independence. Students will also read nonfiction/informational texts. Intuitive, creative, and critical thinking are essential to understand, interpret, and apply abstract and complex concepts in the areas of reading, writing, vocabulary, and grammar. Summer reading is required.

Related courses:

English 12: Reading and Writing Workshop

English 12

Accelerated English

Advanced Placement English Literature and Composition

Language Arts for English Learners Grades 9-12

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Academic Standards for English Language Arts as outlined in the Scope and Sequence for Honors English 12.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time: 55 minutes per day

Resources:

Text Resources:

Novels

• Anthem by Ayn Rand
• 1984 by George Orwell
• A Clockwork Orange by Anthony Burgess
• Beowulf
• Brave New World by Aldous Huxley
• The Canterbury Tales by Geoffrey Chaucer
• Catch 22 by Joseph Heller
• Cat’s Cradle by Kurt Vonnegut
• Chronicle of a Death Fortold by  by Gabriel Garcia Marquez
• Heart of Darkness by Joseph Conrad
• In the Time of the Butterflies by Julia Alvarez
• Lord of the Flies by William Golding
• Metamorphosis by Franz Kafka
• Miss Lonelyhearts & the Day of the Locust by Nathanael West
• The Odyssey by Homer
• One Flew Over the Cuckoo’s Nest by Ken Kesey
• Sir Gawain & Green Knight
• Slaughterhouse Five by Kurt Vonnegut
• Song of Solomon by Toni Morrison
• The Sound and the Fury by William Faulkner
• The Stranger by Albert Camus
• The Fountainhead by Ayn Rand
• Things Fall Apart by Chinua Achebe
• Tex by S.E. Hinton

Drama

• Hamlet by William Shakespeare
• King Lear by William Shakespeare
• No Exit by Jean-Paul Sartre
• Macbeth by William Shakespeare
• The Elephant Man by Bernard Pomerance
• Who’s Afraid of Virginia Woolf by Edward Albee
• The Zoo Story by Edward Albee

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Other Resources:

• Teacher created resources
• District approved supplemental resources

Course:   Advanced Placement English Literature and Composition

This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12 and the Big Ideas and Enduring Understandings from the College Board Advanced Placement English Literature and Composition Course and Exam Description Fall 2020.

PA Academic Standards:

            1.2 Reading Informational Text

            1.3 Reading Literature

            1.4 Writing

            1.5 Speaking and Listening

College Board Big Ideas and Enduring Understandings:

• CHARACTER (CHR) Enduring Understanding CHR-1: Characters in literature allow readers to study and explore a range of values, beliefs, assumptions, biases, and cultural norms represented by those characters.
• SETTING (SET) Enduring Understanding SET-1: Setting and the details associated with it not only depict a time and place, but also convey values associated with that setting.
• STRUCTURE (STR) Enduring Understanding STR-1: The arrangement of the parts and sections of a text, the relationship of the parts to each other, and the sequence in which the text reveals information are all structural choices made by a writer that contribute to the reader’s interpretation of a text.
• NARRATION (NAR) Enduring Understanding NAR-1: A narrator’s or speaker’s perspective controls the details and emphases that affect how readers experience and interpret a text

Course Description:

This full-year, college-level course is designed to prepare students to take the Advanced Placement examination for exemption from freshman college English. The material included in the AP test will be addressed in class. Many challenging novels, plays, and poems will be studied in-depth, utilizing a variety of critical approaches to literature. Reading outside of class is extensive. Evaluation will focus on critical essays, researched essays, creative efforts, and objective tests. Literary terms will be emphasized. Grammar and standard usage will be addressed. Writing will be assessed using Advanced Placement descriptors. Summer reading is required. Students enrolling in this course should have achieved at least a B average in either Honors English 11 or AP 11 Language and Composition as well or teacher recommendation.

Related courses:

English 12: Reading and Writing Workshop

English 12

Accelerated English 12

Honors English 12

Language Arts for English Grades 9-12

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Academic Standards for English Language Arts and the College Board Course Description as outlined in the Scope and Sequence for Advanced Placement English Literature and Composition.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time: 55 minutes per day

Resources:

Novels

• Anthem by Ayn Rand
• 1984 by George Orwell
• A Clockwork Orange by Anthony Burgess
• Beowulf
• Brave New World by Aldous Huxley
• The Canterbury Tales by Geoffrey Chaucer
• Catch 22 by Joseph Heller
• Cat’s Cradle by Kurt Vonnegut
• Chronicle of a Death Fortold by  by Gabriel Garcia Marquez
• Heart of Darkness by Joseph Conrad
• In the Time of the Butterflies by Julia Alvarez
• Lord of the Flies by William Golding
• Metamorphosis by Franz Kafka
• Miss Lonelyhearts & the Day of the Locust by Nathanael West
• The Odyssey by Homer
• One Flew Over the Cuckoo’s Nest by Ken Kesey
• Sir Gawain & Green Knight
• Slaughterhouse Five by Kurt Vonnegut
• Song of Solomon by Toni Morrison
• The Sound and the Fury by William Faulkner
• The Stranger by Albert Camus
• The Fountainhead by Ayn Rand
• Things Fall Apart by Chinua Achebe
• Tex by S.E. Hinton

Drama

• Hamlet by William Shakespeare
• King Lear by William Shakespeare
• No Exit by Jean-Paul Sartre
• Macbeth by William Shakespeare
• The Elephant Man by Bernard Pomerance
• Who’s Afraid of Virginia Woolf by Edward Albee
• The Zoo Story by Edward Albee

Textbooks

Technology:

• Actively Learn
• Membean
• Turnitin.com
• District approved websites and applications

Other Resources:

• Teacher created resources
• District approved supplemental resources

Course:   Accelerated Composition- Grades 10-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This writing course teaches the student to plan, draft, revise, and edit various kinds of college writing. In a supportive, workshop atmosphere, the student learns to write by writing. Students participate in many informal writing experiences, including brainstorming, journal writing, free writing, and group processing. Mist of these informal writings are preludes or responses to the ten major writing assignments. Students use the internet to research materials for papers and to access college and university websites addressing all aspects of writing. Writing is assessed using writing rubrics, conferences, checklists, portfolios, and criteria presented at the beginning of each writing assignment.

Related courses: This course is an elective.

Other courses offered: Creative Writing, Expository Writing

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Accelerated Composition.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time:  55 minutes per day, alternate days

Resources:

Textbooks

Technology:

Course:   Acting 1 and Acting 2- Grades 9-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

Acting 1 is an alternate day elective course that serves as an introduction to theater. The course is activity-oriented and requires students to be involved at all times. Exercise, theater games, and experimental theater are critical components of the course. Some out-of-class rehearsal time is required. Characterization is emphasized through selecting, rehearsing, and performing scenes from published plays. The course emphasizes ensemble work, mime, movement, voice, and performing before an audience. Assessment is based on the observations and evaluations of attitude, effort, preparation, and performance.

Related courses:

Acting 2 is an alternate day elective course that serves as an intermediate experience in theater. The course is activity-oriented and requires students to be involved at all times. Exercises, theater games, and experimental theater are critical components of the course. Out-of-class rehearsal time is required. Characterization is emphasized through selecting, rehearsing, and performing scenes from published plays. The course emphasizes ensemble work, mime, movement, voice, and performing before an audience. Assessment based on the observations and evaluations of attitude, effort, preparation, and performance. Acting 2 students will be provided with further opportunities to explore and expand more sophisticated techniques in their craft.

Prerequisite: students must complete Acting 1.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Acting 1 and Acting 2.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

●        Establishing a supportive, exciting learning environment that remains a safe space for student performers

●        Watching and analyzing expert performances, both recorded and live

●        Setting clear goals and expectations for each stage of performance

●        Establishing a comfortable, predictable routine of several practice runs with peer/teacher feedback

●        Collaborating with peers who possess awide variety of theatrical experience

●        Providing immediate, respectful, useful feedback on each performance, encouraging each performer’s growth

●        Differentiating expectations based on each student’s level of experience and ability

Forms of Assessment to Measure Attainment of Course Objectives:

●        Formative assessments: selecting appropriate pieces for performance each marking period; performing multiple practice runs of each selected piece; gradually moving from “on-book” performances to “off-book” performances; providing peer feedback

●        Summative assessments: final performance of each selected piece including two monologues and two scenes

●        In-class activities: theater warmups; improvisation; mime; team-building activities; performance analysis

●        Final exam: monologue
Estimated Instructional Time:  55 minutes per day, alternate days

Resources:

Textbooks: The Stage and the School, Glencoe/McGraw-Hill School Publisher; 8th edition

Technology: Internet access for research purposes, selecting online scripts, viewing professional actors’ performances and their commentary on the acting pro

Course:   Ancient Mythology- Grades 10-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This semester course explores various themes in mythology of the Ancient Greek, Roman, and Norse cultures through reading, writing about, and discussion a variety of myths and legends. Discussion of various themes is based on the assigned texts. Writing assignments include original myths, short essays, and reaction/journals. Class discussions, annotations, and assessment tasks are important components of this class.

Related courses: This course is an elective.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Ancient Mythology.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments include, but are not limited to:

o   Discussion posts

o   Annotations

o   Sketch notes

o   Reflections

o   One paragraph and multi-paragraph responses

o   Quizzes

• Summative assessments include, but are not limited to:

o   Original Myth

o   Projects include, but are not limited to:

§  Deities Expert Project

§  Love Stories Thematic Questions and Answers

§  The Art of Love

§  The Playlist of the Gods

§  Norse Gods and Goddesses Expert Assignment

o   Tests

o   In-class essays

o   Presentations include, but are not limited to:

§  Creation Myth Presentation

• Final exam

Estimated Instructional Time:  55 minutes per day, alternate days

Resources:

Textbooks: The Adventures of Ulysses; Retold Classic Myths Volumes 1 & 2; Folklore, Myths, & Legends; Classical & World Mythology; and Myths of the Norsemen.   

Technology: Actively Learn, Kami, Ted Talks/Ted Ed Vid

Course:   Communications/Media- Grades 9-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This semester course is designed to provide in-depth understanding of broadcasting and its impact on the media. The course is intended for students who have a serious interest in media and communications and are looking to further pursue the medium. Strong emphasis will be placed upon the history of television along with related terms, network and affiliate structure, violence and the media, the First Amendment and Freedom of Speech, and television advertising. As available, operation of technical equipment (audio and video), scripting, directing, and on-camera performances will be explored. At least one major writing assignment per marking period is required. Communications/Media is a prerequisite for TV Production.

Related courses: This course is an elective.

TV/Video Production- Grades 10-12

 This course is designed for students who have a serious interest in further study of media and communication. It provides in-depth understanding of television and its impact of other media. Heavy emphasis will be placed on writing, staging, and acting using production techniques learned in the course. Producing, directing, lighting, editing, and engineering operations highlight the programming elements of this course.

Independent TV/Video Production -Grades 11-12

Students need to successfully complete Communications/Media and TV/Video Production in order to register for this course. This course provides individualized participation in creating television productions used by Council Rock School District. Personal experiences and encouragement of creative talents are of primary importance in this course. The role of the student as a producer-director is emphasized, with students supported by faculty supervision. Students will be assessed in other areas such as reliability, cooperation, creativity, responsibility, and accepting constructive criticism.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Communications/Media, TV/Video Production, Independent TV/Video Production.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time:  55 minutes per day, alternate days

Resources:

Textbooks: No required textbook.  Supplemental reading materials as needed. 

Technology: Cameras, film (as available), videotape, studio cameras, editing software including We Video, studio equipment, lighting, microphones (wireless and hardwired), streaming software. 

Course:   Creative Writing- Grades 10-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This semester or alternate day course teaches the student to plan, draft, revise, and edit various types of creative writing. In a supportive workshop atmosphere, the student learns and practices the creative process. Students participate in many informal writing experiences, including brainstorming journal writing, free writing, and group processing. Most of these informal writings act a s a springboard for major projects: two major short stories, fifteen to twenty poems, and a one-act play. Students critique and model fiction writers and poets to enrich their literary repertoire. Writing is assessed using rubrics, conference, checklists, portfolios, and criteria presented at the start of each major writing assignment.

Related courses: This course is an elective.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Creative Writing.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts:

• Direct instruction of literary techniques and genres
• Analysis of professional samples at the sentence and essay/story level
• Modeling (or imitation) of these samples
• Use of video tutorials
• Worksheets for planning and generating ideas
• Free writes
• Journaling
• Emphasis placed on process and revision

Forms of Assessment to Measure Attainment of Course Objectives:

• Checklists
• Teacher conferences
• Self-reflection
• Drafting
• Portfolios with multiple drafts and a selection of revised work
• Rubrics including literary techniques and adherence to audience, purpose, tone, and voice

Estimated Instructional Time:  55 minutes per day, alternate days

 Resources:

Textbooks

Technology:

Course:   Critical Viewing, Grades 11-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This course is open to 11^th and 12^th grade students only and requires a signed Parental Permission form. Students with an interest in film criticism, filmmaking, or communications will benefit from this course. Approximately 14 films are shown for analysis and discussion on thematic topics such as comedy, human drama, sports, and war. Students will learn basic filmmaking terminology and will be introduced to key concepts relating to filmmaking techniques. Students may also study notable directors including Hitchcock, Coppola, and Spielberg. Assessments will include quizzes, film logs, unit tests, compositions, and class participation. Good attendance is a must to be successful in this course. R-rated films from approved lists may be shown in this class. Parents will be informed about specific R-rated titles.

Related courses: This course is an elective.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Critical Viewing.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time:  55 minutes per day, alternate days

Resources:

Textbooks

Technology:

 

Course:   Directing 1 and Directing 2, Grades 11-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

Directing 1 is an alternate day elective course that is designed for students who have completed Acting 1 and Acting 2. Much of the classwork will include individualized projects. Each student will be required to direct a major scene or one act play; students must be prepared to work each day after school during the rehearsal period of their play.

Prerequisite: students must complete Acting 1 and Acting 2.

Related courses:

Directing 2 will continue to work from individual levels of competency after completion of Directing 1. Much of the class work will include individualized projects. Each student will be required to direct a one act play; students must be prepared to work each day after school during the rehearsal period of their play. The final project will require each student to direct a theater piece with the goal of public performance.

Prerequisite: students must complete Directing 1.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Directing 1 and Directing 2.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

●        Establishing a supportive, exciting learning environment that remains a safe space for student performers

●        Watching and analyzing expert performances, both recorded and live

●        Setting clear goals and expectations for each stage of performance

●        Establishing a comfortable, predictable routine of several practice runs with peer/teacher feedback

●      Collaborating with peers who possess a wide variety of theatrical experience

●        Providing immediate, respectful, useful feedback on each performance, encouraging each performer’s growth

●        Differentiating expectations based on each student’s level of experience and ability

Forms of Assessment to Measure Attainment of Course Objectives:

●        Formative assessments: selecting appropriate pieces each marking period; performing multiple practice runs of each selected piece; “on-book” performances; “off-book” performances; peer feedback

●        Summative assessments: final performance of four pieces; Directing Project (including audition materials; ground plan; production schedule; publicity package; production journal)

●        In-class activities: theater warmups; improvisation; mime; team-building activities; performance analysis

●        Final exam: monologue

Estimated Instructional Time:  55 minutes per day, alternate days

Resources:

Textbooks: The Stage and the School, Glencoe/McGraw-Hill School Publisher; 8th edition

Technology: Internet access for research purposes, selecting online scripts, viewing professional actors’ performances and their commentary on the acting process

 

Course:   Expository Writing- Grades 10-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This course emphasizes improvement in writing skills. Essays written in several rhetorical modes go through various stages of the writing process. Students learn to utilize and implement prewriting, drafting, revising, and editing (both peer and teacher) in preparation for final draft submission of essay assignments. The maintenance of a daily journal and a writing portfolio are required components for this semester/alternate day class. Independent functioning in writer’s workshop atmosphere is a requirement of the course. All student writing is done in class. Because of the workshop nature of the class, regular attendance is mandatory. Writing is assessed using the five domains of writing and other methods of assessment: teacher conferencing, portfolio submission, and/or rhetorical mode criteria as per assignment.

Related courses: This course is an elective.

Also offered: Creative Writing, Accelerated Composition

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Expository Writing.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Writing warm-up activities to include keeping a daily journal
• Pre-writing activities to include the following:  brainstorms, outlines, peer conferences, and teacher conferences
• In-class essays which cover the following modes of writing:  writing from recall (personal narrative), writing from observation, writing from an interview, persuasive/argumentative writing, cause and effect writing, classification writing, writing from imagination (creative writing), writing to provide definition, writing to explain a process
• Final Exam (in-class essay on one selected mode of writing from above)

Forms of Assessment to Measure Attainment of Course Objectives:

• Student portfolio of writing pieces
• End of course reflection of writing portfolio
• Presentations- formal and informal
• Daily journal entries (informal writing)
• Process pieces (formal writing)

Estimated Instructional Time:  55 minutes per day, alternate days

Resources:

Textbooks- There are no textbooks used in the course.  Sample essays (some from previous students with their approval) are to provide a framework for the students

Technology: Canvas, Google tools (specifically Docs), Actively Learn, EdPuzzle

Course:   Filmmaking 1- Grades 10-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This semester or alternate day course takes the student through the filmmaking process from development through postproduction. It is designed for any student interested in learning how to make movies or films, whether it be a home movie, highlight video, or a major motion picture. All of the practical aspects of film are introduced in this course. Students are assessed through class participation, projects (including preproduction and development) and tests and quizzes each marking period. Upon completion of this course, the project becomes the property of the student.

Related courses: This course is an elective.

Accelerated Filmmaking 2- Grades 11-12

This alternate day course will allow students to continue to develop their visual storytelling through advanced methods and techniques. Earning students ½ English credit, this course enables students to create and produce extended videos/films with the intention to submit their work to area and national film festivals and media showcases. Building on components in Filmmaking 1 (available grades 10-12), editing, camera instruction, and lighting will be the cornerstone of this course. Script (story) development, storyboarding, oral pitch sessions, and revisions will continue to blend together English and Communications skills. This course is designed for students who plan to go into a digital/media field in college or career as well as those who utilize Filmmaking 1 skills to enhance their multimedia presentations throughout their curricular endeavors.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Filmmaking 1 and Accelerated Filmmaking 2.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Original, student produced films
• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time:  55 minutes per day, alternate days or daily as a semester course

Resources:

Textbooks:  No assigned textbooks; handouts and supplemental reading materials as needed 

Technology: microphones, cameras, film, videotape, editing software including WeVideo 

Course:   Multicultural Literature- Grades 11-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This course will focus on literature from diverse races and cultures as well as literature from other countries. It will also have a special focus on literature written by women around the world. The literature will not be about the experiences these raves and cultures have had in America, but the poems, short stories, memoirs, and essays will be by authors of these diverse backgrounds. The primary focus of this course is to expose students to varied voices of which they might not otherwise know. Students in this course will hear/read about the varied experiences by multicultural lineage to help create a solid educational foundation.

Related courses: This course is an elective.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Multicultural Literature.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time:  55 minutes per day, alternate days

Resources:

Textbooks

Technology:

Course:   Public Speaking- Grades 10-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This alternate day or semester course introduces public speaking. Students will become acquainted with aspects of the public speaking process by taking part in various activities. Students will compose and present 8-10 speeches of various types, as well as provide encouragement and feedback to peers. Each speech will be accompanied by skill development activities, and students should be ready and willing to speak regularly in front of their peers. Because the class becomes an audience for the speaker, listening skills are an integral component of the course. Each speech will be assessed by the teacher according to predetermined criteria and will be accompanied by student feedback. Because skill development occurs in class, regular attendance is of the utmost importance. The final assessment will include both a written and an oral component.

Related courses: This course is an elective.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for Public Speaking.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time:  55 minutes per day, alternate days

Resources:

Textbooks

Technology:

 

Course:   TV/Video Production and Independent TV/Video Production, Grades 11-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This semester course is designed for students who have a serious interest in the further study of media and communication. It provides an in-depth understanding of television production and its impact on other media. Heavy emphasis will be placed on editing and development including writing, staging, acting, while incorporating production techniques learned from this course. Producing, directing, lighting, editing, and engineering operations highlight the programming and production elements of this course.

Independent TV/Video Production may be selected as a course after the successful completion of TV/Video Production. This full-year course provides individualized participation in creating television productions used by Council Rock School District. Personal experiences and encouragement of creative talents are of primary importance in his course. The role of student as producer-director is emphasized, with students supported by faculty supervision. Students will be assessed in other areas, such as reliability, cooperation, creativity, responsibility, and accepting constructive criticism.

Related courses: Media/Communications (pre-requisite) and Ind. TV/Video Production

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for TV/Video Production.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching through demonstration and tutorials
• Set clear goals, deadlines, and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

Formative assessments can include but are not limited to: Pre-production elements including pitches, proposals, storyboarding, assemble edits, rough cuts, interviewing, etc.

Summative assessments can include but are not limited to: Morning Show and related segments, Promos (internal and external) and school related videos, live events, and various other projects.

Estimated Instructional Time:  55 minutes per day, semester/full-year (Independent)

Resources:

Equipment: Apple iMacs, Video Cameras, Microphones, lighting equipment, various accessories for video, audio, and lighting, communication devices, etc.

Technology: Digital editing systems such as Final Cut Pro and/ or Adobe Premiere, online teleprompter, digital switcher system (ie. Blackmagic Design ATEM), graphic generators, etc.

 

Course:   World Mythology, Legends, and Fables- Grades 11-12

Standards: This course is aligned to all standards within the Pennsylvania Academic Standards for English Language Arts grades 6 -12.

1.2 Reading Informational Text

1.3 Reading Literature

1.4 Writing

1.5 Speaking and Listening

Course Description:

This course explores themes in the myths, legends, and fables of various world cultures. This will be accomplished through the discussion of the assigned texts. Requirements also include reading, writing about, and discussing a variety of myths, heroic tales, legends, and fairy tales. Required writing assignments include original myths/fables/legends, short essays, and reactions/journals. Participation in class discussions and completion of assessment tasks are also required of the course.

Related courses: This course is an elective.

Measurable objectives to be attained by students:

Specific objectives for this course are aligned to the Pennsylvania Core Standards for English Language Arts as outlined in Scope and Sequence for World Mythology, Legends, and Fables.

Instructional Strategies: Below is a list of suggested strategies for high-quality instruction in English Language Arts

• Instructional components outlined in the Framework for Teaching by Charlotte Danielson
• Explicit Teaching
• Set clear goals and expectations
• Establish routines
• Collaborative learning experiences
• Provide feedback that is timely, specific, and actionable
• Differentiated teaching

Forms of Assessment to Measure Attainment of Course Objectives:

• Formative assessments
• Summative assessments
• Projects
• Quizzes
• Tests
• In-class essays
• Presentations
• Final exam

Estimated Instructional Time:  55 minutes per day, alternate days

Resources:

Textbooks

Technology: