Language Arts - Course Offerings

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Language Arts 9th Grade (UEN Core Standards):

Course Description

The needs of ninth grade students transitioning to high school are a fundamental concern to middle-level language arts teachers. Teachers attempt to meet the unique needs of these students by using curriculum concepts such as thematic organization, appropriate grouping, and interdisciplinary efforts. At the ninth grade level, we focus on reading and writing experiences that are developmentally appropriate: vocabulary instruction that compares connotation with denotation and identifies word meanings using sentence structure (grammar), reading instruction that focuses on inference and the difference between interesting and important information in informational text, and character development and more complex figurative language in narrative and poetry. Writing focuses on comparing multiple ideas and perspectives to extend thinking through writing, and concentrates on persuasive writing. Skills in analytical evaluation and assessment of writing become more nuanced, and editing skills are specific and clearly delineated. Inquiry skills are focused on questioning as a research technique and evaluating sources of information.

Course Standards

Standard 1 (Reading): Students will use vocabulary development and an understanding of text elements and structures to comprehend literary and informational grade level text.

Standard 2 (Writing): Students will write informational and literary text to reflect on and recreate experiences, report observations, and persuade others.

Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of seeking and giving information in conversations, group discussions, written reports, and oral presentations.

Language Arts 10th Grade (UEN Core Standards):

Course Description

The needs of ninth grade students transitioning to high school are a fundamental concern to middle-level language arts teachers. Teachers attempt to meet the unique needs of these students by using curriculum concepts such as thematic organization, appropriate grouping, and interdisciplinary efforts. At the ninth grade level, we focus on reading and writing experiences that are developmentally appropriate: vocabulary instruction that compares connotation with denotation and identifies word meanings using sentence structure (grammar), reading instruction that focuses on inference and the difference between interesting and important information in informational text, and character development and more complex figurative language in narrative and poetry. Writing focuses on comparing multiple ideas and perspectives to extend thinking through writing, and concentrates on persuasive writing. Skills in analytical evaluation and assessment of writing become more nuanced, and editing skills are specific and clearly delineated. Inquiry skills are focused on questioning as a research technique and evaluating sources of information.

Course Standards

Standard 1 (Reading): Students will use vocabulary development and an understanding of text elements and structures to comprehend literary and informational grade level text.

Standard 2 (Writing): Students will write informational and literary text to reflect on and recreate experiences, report observations, and persuade others.

Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of seeking and giving information in conversations, group discussions, written reports, and oral presentations

Language Arts 11th Grade (UEN Core Standards)

Course Description

Eleventh graders are seeking greater and greater independence. Where they are demanding more autonomy and respect as adults, they are still maturing and reaching for adulthood. Language arts teachers attempt to meet the needs of these students by using a curriculum that connects academic learning to real-life situations, helps them prepare for their post-high school lives, and respects their growing maturity. At the eleventh grade level, we focus on reading and writing experiences that are developmentally appropriate. Vocabulary instruction looks at the cultural and contextual meanings of words. Reading instruction continues to offer young adults opportunities for improvement through growing sophistication in interaction with a variety of texts. Writing moves to analysis and interpretation of multiple ideas and perspectives to extend thinking and demands synthesizing of ideas to form conclusions and recommend actions. Analytical evaluation and assessment of writing are further nuanced, and editing skills are more sophisticated and specifically and clearly delineated. Inquiry skills are focused on synthesizing information in preparation for presenting research results.

Core Standards

Standard 1 (Reading): Students will use vocabulary development and an understanding of text elements and structures to comprehend literary and informational grade level text.

Standard 2 (Writing): Students will write informational and literary text to reflect on and recreate experiences, report observations, and persuade others.

Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of seeking and giving information in conversations, group discussions, written reports, and oral presentations.

Language Arts 12th Grade (UEN Core Standards)

Course Description

The twelfth grade language arts course of study is for young adults who are preparing to enter the world of work, further training, or higher education. Vocabulary study focuses on word etymologies, and the incendiary nature of gender biased and racially/religiously/culturally biased language. The study of roots and affixes centers on Latin-based vocabulary. Reading continues to be taught, emphasizing literary analysis/criticism, historical commentary, political statements, and culturally and historically significant literary works. Writing to learn emphasizes cause and effect, analysis and refutation of opposing opinions, and important text connections. Revision and editing in written work are further refined, and inquiry becomes more meaningful as students approach graduation from school and entrance into the adult phase of their lives.

Core Standards

Standard 1 (Reading): Students will use voc abulary development and an understanding of text elements and structures to comprehend literary and informational grade level text.

Standard 2 (Writing): Students will write inform ational and literary text to reflect on and recreate experiences, report observations, and persuade others.

Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of seeking and giving information in conversations, group discussions, written reports, and oral presentations.

Intended Learning Outcomes for Language Arts (UEN Core)

Intended Learning Outcomes (ILOs)

The overarching intent of language arts instruction in grades 9-12 is for students to value, appreciate, and demonstrate literacy through expressive and receptive language skills, and to understand and investigate the self, others, the culture, and the environment. The Intended Learning Outcomes (ILOs) describe the goals for language arts skills and attitudes. They are an integral part of the Core, and should be included as part of instruction. Process skills in language arts domains are critical to the development of high levels of literacy and lead to understanding and internalizing ILOs.

Demonstrate a Positive Attitude Toward Language Arts Skills and Processes

• Develop confidence in the ability to access text.
• Enjoy the processes and outcomes of reading and writing.
• Develop confidence in the ability to express ideas, emotions, and experiences.

Demonstrate Appreciation for the Role of Language Arts

• Recognize that the study of themes and values in texts is preparation for responsible participation in society.
• Use language arts skills and strategies to think critically, communicate with others, and understand our culture and common heritage.
• Develop thinking and language acquisition together through interactive learning.
• Recognize that in studying language arts students will learn the strategies necessary for acquiring academic knowledge, achieving common academic standards, and learning independently.
  

Demonstrate Understanding of the Nature of Language

• Understand that language enhances and identifies human beings as meaning makers.
• Understand that language is the vehicle for constructing knowledge, acquiring skills, and developing habits of mind.
• Understand that language captures and records human aspirations and imagination.
• Understand that language is continuously evolving as a reflection of human evolution.
• Understand that language acquisition is not a matter of refining skills, but of increasing confidence, insight, and discernment.
• Understand that language conveys the depth of human experience, evoking both emotion and reason.

Understand and Use Receptive and Expressive Oral Language Skills to Communicate

• Give and seek information in conversations, in group discussions, and in oral presentations.
• Use questioning techniques to gain information.
• Participate in and report on small group learning activities.
• Develop and deliver individual presentations.
• Plan, present, and critique the oral delivery of information and persuasive argument.
• Plan, present, and critique dramatic readings of literary selections.

Use the Skills, Strategies, and Processes of Reading

• Develop an enjoyment for reading as a lifelong way to learn.
• Access background knowledge to prepare to read and enjoy texts.
• Use meta-cognition strategies during reading to monitor comprehension.
• Improve comprehension by using strategies when meaning breaks down.
• Retain information from and respond to text after reading.

Use the Skills, Strategies, and Processes of Writing

• Develop a distinctive writing voice.
• Understand that writing is a process of skills, strategies, and practices for creating, revising, and editing a variety of texts.
• Develop reflective abilities and meta-awareness about writing.
• Use writing to discover and explore ideas.
• Develop collaborative writing skills to prepare for workplace writing.
• Understand that writing is a tool for thinking: solving problems, exploring issues, constructing questions, addressing inquiry.
• Understand that reading and writing are interrelated: writers approach new reading experiences with enhanced appreciation for the text.
• Appreciate the value of personal writing and writing-to-learn in daily applications of knowledge.