100 10035
120 English III (ACP/SCP/GEN) 131, 132, 133
130 Critical Viewing and Listening
140 
150 11
160 
170 4
180 
210 23.1 Language Arts - Reading and Responding
211 1.9.2
212 1.9.5
213 1.9.6
214 2.9.1
215 2.9.2.
216 2.9.4
220 23.1 Language Arts - Reading and Responding
221 2.9.5
222 2.9.6
223 4.9.1
224 4.9.2
225 
226 
230 23.2 Language Arts - Explore and Respond to Liter
231 1.9.3
232 
233 
234 
235 
236 
240 01.4 The Arts - Visual Art
241 1.0.2
242 2.0.1
243 2.9.1
244 6.0.2
245 
246 
250 01.3 The Arts - Theatre
251 6.0.4
252 7.0.3
253 
254 
255 
256 
300 
300 What are the elements necessary for effective visual communication?
300 What are effective strategies for reading and understanding visual communication?
300 What are appropriate decorum and responses as a member of an audience?
400 
400 English 3 focuses on critical interpretation and analysis, emphasizes academic/expository writing, and investigates career aptitudes and options.
400 
400 Literature study emphasizes analysis of complex elements, such as symbolism, style, tone, structure, and theme. Students are encouraged to examine, discuss, research, and write about the relevance of selected literary works to past and present American society. Life-long reading is encouraged through self-selected literary projects.
400 
400 Writing instruction focuses on the effective use of the essay form as applicable to tests and other types of critical response to literature. The use and integration of literary criticism will be introduced.  Writing experiences include teacher- and self-directed journal entries, essay test questions, persuasive arguments, critical/thematic essays, and a researched paper.
400 
400 
400 
400 
500 
500 Students in Junior English will develop the ability to:
500 -- Evaluate live performances of a variety of visual experiences (i.e. plays, films, field trips, concerts, galleries),
500 -- Demonstrate appropriate decorum and response as a member of an audience,
500 -- Analyze and judge the aesthetic value of a film,
500 -- Compare and evaluate print and visual interpretations of a text,
500 -- Recognize bias in the media,
500 -- Identify the relevance of visual texts to the students' life experiences. 
600 
600 All students will:
600 -- View a live visual "performance" (i.e. plays, films, field trips, concerts, galleries),
600 -- Be instructed (as needed) on the skills and strategies necessary for interpreting, analyzing, and evaluating a visual communication,
600 -- Be instructed on audience decorum and appropriate responses (as needed).
700 
700 Critical viewing of films and plays may be incorporated into the curriculum; they may be assessed using any of the following activities:   journals, criterion-referenced essays, examinations, compositions, discussion circles, Socratic seminars, oral and written responses to viewings, student- and teacher-generated questioning, and discussion.  
700 
700 Audience behavior may or may not be formally assessed, or may be incorporated into a class participation grade. 
700 
800 
800 Teachers may use film to compare to literature.  
800 
800 Teachers will, to the best of their abilities, and with consideration of appropriate and effective use of class time, attempt to arrange a fieldtrip for students.