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Course of StudyPart III: Curriculum AreasEnglish Language
Arts
ENG-1
ENGLISH LANGUAGE ARTS
English language arts, K–12, focuses on the process by which we
use language. Students increase theircommunications abilities
through reading, writing, speaking, and listening activities that
are related to andreinforce one another. Instruction respects the
home language of students and builds from this base theEnglish
language skills needed to communicate with people from many
different backgrounds.
MAJOR GOALS
English language arts instruction is designed to enable students
to develop their command of reading,writing, spelling, handwriting,
speaking, and listening skills. The instruction is intended to help
studentsachieve the district-adopted English language arts
standards for each course in the English language
artscurriculum.
SAN DIEGO LITERACY FRAMEWORK
Students learn to read, write, and speak successfully when a
variety of instructional approaches areprovided. The following
approaches provide the framework for the implementation of San
Diego CitySchools’ literacy program.
Reading Aloud
Reading aloud introduces students to the joys of reading and the
art of listening. Reading aloud providesopportunities to model
reading strategies. Through reading aloud students understand that
the languageof books is different from spoken language, develop
understanding of the patterns and structures ofwritten language,
learn new words and ideas, and learn about and locate models of
particular genres, orforms of writing.
Independent Reading
Independent reading by students gives them opportunities to
practice the strategies they have learned inshared reading, guided
reading, read aloud, and word study. Teachers provide guidance with
bookchoices, tailor teaching to meet individual needs, and meet
with individuals to monitor progress. Booksfrom a range of levels
are available in the classroom. Students become proficient at
selecting books thatmatch their interests and reading levels.
Word Study
Word study provides students with the opportunity to become
aware of sounds in words and how theyrelate to symbols in written
language. Word study prepares students to become familiar with both
thevisual aspects of letters and words and the phonological pattern
of words. Beginning readers are taughtthe alphabet, the
relationship between sounds and letters, blending of sound-letter
links, and highfrequency words, as well as regular patterns.
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Course of StudyPart III: Curriculum AreasEnglish Language
Arts
ENG-2
Observation and Assessment
Systematic assessment, which is recorded, builds a profile of
the progress a student is making in literacy.Ongoing assessment
informs teaching and tells teachers what students can do and what
they need to donext. Teachers assess students in a variety of ways
and focus on individual students. Running records,informal
comprehension assessments, observations and writing samples are all
critical components ofpurposeful assessing. In addition to ongoing
assessment, students participate in assessments such asstandardized
testing and district assessment portfolios.
Shared Reading
Shared reading with an enlarged text or a text everyone can see
provides an opportunity for all students tosuccessfully participate
in reading. Each student, regardless of reading level, can be
engaged in thereading process. Teachers demonstrate the reading
process and strategies that successful readers use.Students and
teachers share the task of reading, supported by a safe environment
in which the entire classreads text (with the assistance of the
teacher) that might otherwise prove to be too difficult. Students
learnto interpret illustrations, diagrams, and charts. Teachers
identify and discuss with students theconventions, structures, and
language features of written texts.
Guided Reading
Guided reading provides an opportunity for students to practice
reading strategies and takeresponsibility for their reading.
Students practice for themselves the strategies that have been
introducedin shared reading. The text that is selected must match
the needs of the group of readers. Teachers usingthis approach must
be able to identify the supports and challenges in the reading
material. With someguidance, students read for themselves within
the group setting. Teachers listen in and make decisions onthe
instructional needs of each student.
Modeled Writing
Modeled writing introduces students to the joys of writing.
Teachers demonstrate the strategies ofproficient adult writers.
Teachers model the writing process and, through the process, add,
revise, askquestions and clarify the purpose of the writing.
Shared Writing
Shared writing provides an opportunity for all students to
successfully participate in the writing process.The students and
teachers share the task of writing. The writing comes from the
students’ thoughts andideas. Teachers identify and discuss with
students the conventions, structures, and language features
ofwritten text.
Guided Writing
Guided writing provides an opportunity to work with groups of
students or an individual student oneffective writing strategies as
determined through teacher observation of student behaviors and
work. Theneeded strategies and skills are demonstrated within the
context of authentic writing tasks. Guidedwriting provides an
opportunity to develop a student’s independence and ability to
self-monitor his orher own learning of writing strategies and
skills.
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Course of StudyPart III: Curriculum AreasEnglish Language
Arts
ENG-3
Independent Writing
Independent writing provides an opportunity for students to
practice using the writing strategies theyhave learned during
modeled writing, shared writing, and guided writing. Students are
encouraged towrite for authentic purposes and to use a variety of
styles. Teachers confer with students and encouragethem to publish
their work.
EVALUATION
A variety of assessment indicators are used throughout the K–12
language arts program to determinestudent performance and progress.
The charts on the pages that follow show the sequence of
languageinstruction, K–12, and list the assessment indicators used
at each grade level and course.
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Course of StudyPart III: Curriculum AreasEnglish Language
Arts
ENG-4
ENGLISH LANGUAGE ARTS STANDARDS
In January 2001, the San Diego Unified School District Board of
Education formally adopted the stateacademic standards for language
arts for use in the San Diego City Schools. The Board made its
decision toensure clear links to the state assessment and
accountability systems, the curriculum adoption process,
andstate-sponsored professional development. The state language
arts standards are available at the followingWeb site:
www.cde.ca.gov/board/
BASIC REFERENCES
Every Child a Reader: The Report of the California Reading Task
Force. Sacramento: California Department ofEducation, 12995.
Language Arts Framework (Draft): K–12. California Department of
Education, 1998.
Language Arts Standards (Draft): K–12. California Department of
Education, 1998.
San Diego Literacy Framework. San Diego City Schools, 1998.
Teaching Reading: California Advisory. Sacramento: California
Department of Education, 1996.
DIAGRAM OF COURSE SEQUENCE: INTEGRATED LANGUAGE ARTS, GRADES
K–6AGES 4–12
Age 4–7 6–9 8–12
Grade Kindergarten 1 2 3 4 5 6
Reading Learning to read.
Reading instruction includes systematic,explicit phonics and
emphasizes phonemicawareness, spelling, and
comprehensionstrategies
Reading to learn
Reading strategies focusing on comprehension
Oral/WrittenLanguage
Attention given tocommunicating ideas anddeveloping fluency
first, withform and correctness cominglater
Fluency developed with the use of the writing process and
speakingin spontaneous and structured situations
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Course of StudyPart III: Curriculum AreasEnglish Language
Arts
ENG-5
Handwriting Introduction to thecorrect formationof each
letter
Manuscriptinstruction
Mainten-ance ofmanuscript
Cursiveinstruction
Maintenance of manuscript and cursive
English 5th:GenreStudies
5th*
English 5th:LiteracyBlock 5th*
* For grade 5 students who are assigned to classes within a
secondary school scheduling environment.
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Course of StudyPart III: Curriculum AreasEnglish Language
Arts
ENG-6
DIAGRAM OF COURSE SEQUENCE: ENGLISH LANGUAGE ARTS, GRADES
6–12
Grade 61 7 8 9 10 11 12
Requirements Year course required at eachgrade level.
Two-semester course re-quired at each grade level.
Four semester creditsrequired.
Courses2 English 6th:GenreStudies 6th
English 6th:LiteracyBlock 6th
English 7th
English 7th:GenreStudies 7th
English 7th:LiteracyBlock 7th
English 8th
English 8th:GenreStudies 8th
English 8th:LiteracyBlock 8th
English 1,2(P)
English 1,2LiteracyBlock
AcceleratedLiteracyCore 1,2:GenreStudies 1,2
English 3,4(P)
LiteracyBlock 3,4:GenreStudies 3,4
1. One semester ofAmerican literaturefrom the list below:
a. American Literature1,2 (P)
b. Contemporary Voicesin Literature 1,2 (P) (ifemphasis is
onAmerican writers)
c.Ad
vancedAmericanLiterature 1,2(HP)
2. 3 additional semestersfrom the above listand/ or the list
below:
a. World Literature 1,2(P)
b. Writer’s Workshop 1,2(P)
c. Contemporary Com-munications 1,2 (SeeBus. Ed.)
1 Grade 6 middle school students only.2 Courses that appear in
boldface are currently listed by the University of California as
meeting its subject area.
requirement b for admission. Such courses must appear on the
individual UC-approved list for each districthigh school seeking
acceptance of the courses for its students.
Reading 6th (Course No. 1529), Literature 6th (Course No. 1534),
and Spelling 6th (Course No. 1533) are listed inthe District’s
official course file as a districtwide courses for grade 6
students. No descriptions of the courseswere provided for this
publication. Please consult personnel in the Literacy Programs
office for additionalinformation.
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Course of StudyPart III: Curriculum AreasEnglish Language
Arts
ENG-7
d. APEnglishLanguageandComposition 1,2(HP)
e. EnglishLiterature 1,2 (P)
f. AP English Literatureand Composition 1,2(HP)
LiteracyBlock 5,6:GenreStudies 5,6
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Course of StudyPart III: Curriculum AreasEnglish Language
Arts
ENG-8
Grade 63 7 8 9 10 11 12
English as a Second Language. Credit for ESL courses counts
toward the English andLanguage Arts credits required for high
school graduation.
Publications Yearbook 9th–12th
Journalism 6th–8th Journalism 1,2
Journalism 3,4
Journalism5,6
Special Educa-tion Courses
Functional Language Arts 6th–8th (SPED) Functional Language Arts
9th–12th (SPED)
Applied English 7th–8th(SPED)
Applied ReadingDevelopment/Improvement 7th–8th (SPED)
Applied English 9th–10th(SPED)
Applied English 11th–12th(SPED)
Multilevel English 7th–8th(SPED)
MultilevelEnglish 1,2(SPED)
Multilevel English 3,4(SPED)
Multilevel English 5,6(SPED)
3 Grade 6 middle school students only.
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Course of Study Integrated Language Arts, Grade KPart III:
Curriculum AreasEnglish Language Arts
ENG-9
INTEGRATED LANGUAGE ARTS, Grade K
Reading; Writing; and Speaking, Listening, and Viewing
This level of instruction is intended to help students meet
district-adopted English language artsstandards.
BASIC TEXTS ANDTEACHING GUIDES
For English language arts and English language arts for English
language learners:
Signatures, Harcourt Brace, 1997; or
Invitations to Literacy, Houghton Mifflin, 1997; or
Spotlight on Literacy, Macmillan, 1997; or
Literacy Place, Scholastic, 1996; or
Literature Works, Silver Burdett, 1997.
For Spanish language arts for English language learners:
Invitaciones, Houghton Mifflin, 1997; or
Cuentecuentos/Cuentamundos, Macmillan, 1997; or
Solares, Scholastic, 1996.
Supplemental reading materials in English also are part of the
curriculum.
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Course of Study Integrated Language Arts, Grade 1Part III:
Curriculum AreasEnglish Language Arts
ENG-10
INTEGRATED LANGUAGE ARTS, Grade 1
Reading; Writing; and Speaking, Listening, and Viewing
This level of instruction is intended to help students meet
district-adopted English language artsstandards.
BASIC TEXTS ANDTEACHING GUIDES
For English language arts and English language arts for English
language learners:
Signatures, Harcourt Brace, 1997; or
Invitations to Literacy, Houghton Mifflin, 1997; or
Spotlight on Literacy, Macmillan, 1997; or
Literacy Place, Scholastic, 1996; or
Literature Works, Silver Burdett, 1997.
For Spanish language arts for English language learners:
Invitaciones, Houghton Mifflin, 1997; or
Cuentecuentos/Cuentamundos, Macmillan, 1997; or
Solares, Scholastic, 1996.
Supplemental reading materials in English also are part of the
curriculum.
-
Course of Study Integrated Language Arts, Grade 2Part III:
Curriculum AreasEnglish Language Arts
ENG-11
INTEGRATED LANGUAGE ARTS, Grade 2
Reading; Writing; and Speaking, Listening, and Viewing
This level of instruction is intended to help students meet
district-adopted English language artsstandards.
BASIC TEXTS ANDTEACHING GUIDES
For English language arts and English language arts for English
language learners:
Signatures, Harcourt Brace, 1997; or
Invitations to Literacy, Houghton Mifflin, 1997; or
Spotlight on Literacy, Macmillan, 1997; or
Literacy Place, Scholastic, 1996; or
Literature Works, Silver Burdett, 1997.
For Spanish language arts for English language learners:
Invitaciones, Houghton Mifflin, 1997; or
Cuentecuentos/Cuentamundos, Macmillan, 1997; or
Solares, Scholastic, 1996.
Supplemental reading materials in English also are part of the
curriculum.
-
Course of Study Integrated Language Arts, Grade 3Part III:
Curriculum AreasEnglish Language Arts
ENG-12
INTEGRATED LANGUAGE ARTS, Grade 3
Reading; Writing; and Speaking, Listening, and Viewing
This level of instruction is intended to help students meet
district-adopted English language artsstandards.
BASIC TEXTS ANDTEACHING GUIDES
For English language arts and English language arts for English
language learners:
Signatures, Harcourt Brace, 1997; or
Invitations to Literacy, Houghton Mifflin, 1997; or
Spotlight on Literacy, Macmillan, 1997; or
Literacy Place, Scholastic, 1996; or
Literature Works, Silver Burdett, 1997.
For Spanish language arts for English language learners:
Invitaciones, Houghton Mifflin, 1997; or
Cuentecuentos/Cuentamundos, Macmillan, 1997; or
Solares, Scholastic, 1996.
Supplemental reading materials in English also are part of the
curriculum.
-
Course of Study Integrated Language Arts, Grade 4Part III:
Curriculum AreasEnglish Language Arts
ENG-13
INTEGRATED LANGUAGE ARTS, Grade 4
Reading; Writing; and Speaking, Listening, and Viewing
This level of instruction is intended to help students meet
district-adopted English language artsstandards.
BASIC TEXTS ANDTEACHING GUIDES
For English language arts and English language arts for English
language learners:
Signatures, Harcourt Brace, 1997; or
Invitations to Literacy, Houghton Mifflin, 1997; or
Spotlight on Literacy, Macmillan, 1997; or
Literacy Place, Scholastic, 1996; or
Literature Works, Silver Burdett, 1997.
For Spanish language arts for English language learners:
Invitaciones, Houghton Mifflin, 1997; or
Cuentecuentos/Cuentamundos, Macmillan, 1997; or
Solares, Scholastic, 1996.
Supplemental reading materials in English also are part of the
curriculum.
-
Course of Study Integrated Language Arts, Grade 5Part III:
Curriculum AreasEnglish Language Arts
ENG-14
INTEGRATED LANGUAGE ARTS, Grade 5
Reading; Writing; and Speaking, Listening, and Viewing
This level of instruction is intended to help students meet
district-adopted English language artsstandards.
BASIC TEXTS ANDTEACHING GUIDES
For English language arts and English language arts for English
language learners:
Signatures, Harcourt Brace, 1997; or
Invitations to Literacy, Houghton Mifflin, 1997; or
Spotlight on Literacy, Macmillan, 1997; or
Literacy Place, Scholastic, 1996; or
Literature Works, Silver Burdett, 1997.
For Spanish language arts for English language learners:
Invitaciones, Houghton Mifflin, 1997; or
Cuentecuentos/Cuentamundos, Macmillan, 1997; or
Solares, Scholastic, 1996.
Supplemental reading materials in English also are part of the
curriculum.
-
Course of Study Integrated Language Arts, Grade 6Part III:
Curriculum AreasEnglish Language Arts
ENG-15
INTEGRATED LANGUAGE ARTS, Grade 6
Reading; Writing; and Speaking, Listening, and Viewing
This level of instruction is intended to help students meet
district-adopted English language artsstandards.
BASIC TEXTS ANDTEACHING GUIDES
For English language arts and English language arts for English
language learners:
Signatures, Harcourt Brace, 1997; or
Invitations to Literacy, Houghton Mifflin, 1997; or
Literacy Place, Scholastic, 1996; or
Literature Works, Silver Burdett, 1997.
For Spanish language arts for English language learners:
Invitaciones, Houghton Mifflin, 1997; or
Solares, Scholastic, 1996.
Supplemental reading materials in English also are part of the
curriculum.
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Course of Study English 5th: Genre Studies 5thPart III:
Curriculum AreasEnglish Language Arts
ENG-16
ENGLISH 5TH: GENRE STUDIES 5TH (1605)(Districtwide Pilot
Course)
COURSEDESCRIPTION
Two-period, year-length course; multiple credit allowed—grade 5.
Prerequisite:None. This course may be taught in the regular
education setting as well as inseminar and cluster settings.
English 5th: Genre Studies 5th is a two-period literacy workshop
currentlyintended for grade 5 students at Wilson Middle School. The
course providesstudents opportunities to improve reading and
writing by reading and writingmemoirs, poetry, short stories,
historical fiction, etc. It is designed to providerigorous,
standards-focused literacy instruction, using English content at a
rangeof reading levels. Using a rich variety of literacy approaches
and strategies, e.g.,Reader’s and Writer’s Workshop, Guided
Reading, Literature Circles, and WordStudy, students engage in
standards-based lessons that are scaffolded to meet arange of
reading levels. Woven into the fabric of the course are the
district’slanguage arts standards, the Principles of Learning, and
Cambourne’s Conditionsfor Learning.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
For English language arts and English language arts for English
language learners:
Signatures, Harcourt Brace, 1997; or
Invitations to Literacy, Houghton Mifflin, 1997; or
Spotlight on Literacy, Macmillan, 1997; or
Literacy Place, Scholastic, 1996; or
Literature Works, Silver Burdett, 1997.
For Spanish language arts for English language learners:
Invitaciones, Houghton Mifflin, 1997; or
Cuentecuentos/Cuentamundos, Macmillan, 1997; or
Solares, Scholastic, 1996.
Supplemental reading materials in English also are part of the
curriculum.
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Course of Study English 5th: Literacy Block 5thPart III:
Curriculum AreasEnglish Language Arts
ENG-17
ENGLISH 5TH: LITERACY BLOCK 5TH (1606)(Districtwide Pilot
Course)
COURSEDESCRIPTION
Two-period, year-length course; multiple credit allowed—grade 5.
Prerequisite:None. This course may be taught in the regular
education setting as well as in abiliteracy setting (ELD Literacy
Block 5th: 1606L).
English 5th: Literacy Block 5th is a two-period literacy
workshop intended forgrade 5 students below or significantly below
grade level, as measured by theStanford Diagnostic Reading
Test.
The course provides students opportunities to improve reading
and writing byreading and writing memoirs, poetry, short stories,
historical fiction, etc. It isdesigned to provide rigorous,
standards-focused literacy instruction, using Englishcontent at a
range of reading levels. Using a rich variety of literacy
approaches andstrategies, e.g., Reader’s and Writer’s Workshop,
Guided Reading, LiteratureCircles, and Word Study, students engage
in standards-based lessons that arescaffolded to meet a range of
reading levels. Woven into the fabric of the course arethe
district’s language arts standards, the Principles of Learning,
andCambourne’s Conditions for Learning.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
For English language arts and English language arts for English
language learners:
Signatures, Harcourt Brace, 1997; or
Invitations to Literacy, Houghton Mifflin, 1997; or
Spotlight on Literacy, Macmillan, 1997; or
Literacy Place, Scholastic, 1996; or
Literature Works, Silver Burdett, 1997.
For Spanish language arts for English language learners:
Invitaciones, Houghton Mifflin, 1997; or
Cuentecuentos/Cuentamundos, Macmillan, 1997; or
Solares, Scholastic, 1996.
Supplemental reading materials in English also are part of the
curriculum.
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Course of Study English 6th: Genre Studies 6thPart III:
Curriculum AreasEnglish Language Arts
ENG-18
ENGLISH 6TH: GENRE STUDIES 6TH (1550)(Districtwide Pilot
Course)
COURSEDESCRIPTION
Two-period, year-length course—grade 6 in middle-level schools.
Prerequisite:None. This course may be taught in the regular
education setting as well asseminar and cluster settings.
(Note: To permit printing semester grade reports, English 6th is
assigned coursenumber 1519 and Genre Studies 6th is assigned course
number 1560. As notedabove, the official course number for this
two-hour block course is 1550.)
English 6th: Genre Studies 6th is a two-period literacy workshop
required for allgrade 6 middle school students. The course provides
students opportunities toimprove reading and writing by reading and
writing memoirs, poetry, short stories,historical fiction, etc. It
is designed to provide rigorous, standards-focused
literacyinstruction, using English content at a range of reading
levels. Using a rich varietyof literacy approaches and strategies,
e.g., Reader’s and Writer’s Workshop,Guided Reading, Literature
Circles, and Word Study, students engage instandards-based lessons
that are scaffolded to meet a range of reading levels.Woven into
the fabric of the course are the district’s language arts
standards, thePrinciples of Learning, and Cambourne’s Conditions
for Learning.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Options include various combinations of the following:
Applebee, The Language of Literature, Grade 6, McDougal Littell,
1997.
Probst, Elements of Literature, Holt, Rinehart & Winston,
1997.
A selection of State-approved reading materials.
Supplemental reading materials are also part of the
curriculum.
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Course of Study English 6th: Literacy Block 6thPart III:
Curriculum AreasEnglish Language Arts
ENG-19
ENGLISH 6TH: LITERACY BLOCK 6TH (1542)(Districtwide Pilot
Course)
COURSEDESCRIPTION
Two-period, year-length course; multiple credit allowed—grade 6
in middle levelschools. Prerequisite: None. This course may be
taught in the regular educationsetting as well as in a biliteracy
setting (ELD Literacy Block 6th: 1542L).
English 6th: Literacy Block 6th is a two-period literacy
workshop required forgrade 6 middle school students reading below
or significantly below grade level asmeasured by the Stanford
Diagnostic Reading Test. The course provides studentsopportunities
to improve reading and writing by reading and writing
memoirs,poetry, short stories, historical fiction, etc. It is
designed to provide rigorous,standards-focused literacy
instruction, using English content at a range of readinglevels.
Using a rich variety of literacy approaches and strategies, e.g.,
Reader’s andWriter’s Workshop, Guided Reading, Literature Circles,
and Word Study, studentsengage in standards-based lessons that are
scaffolded to meet a range of readinglevels. Woven into the fabric
of the course are the district’s language artsstandards, the
Principles of Learning, and Cambourne’s Conditions for
Learning.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Options include various combinations of the following:
Applebee, The Language of Literature, Grade 6, McDougal Littell,
1997.
Probst, Elements of Literature, Holt, Rinehart & Winston,
1997.
A selection of State-approved reading materials.
Supplemental reading materials are also part of the
curriculum.
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Course of Study English 7thPart III: Curriculum AreasEnglish
Language Arts
ENG-20
ENGLISH 7TH (1501)
COURSEDESCRIPTION
Year course—grade 7 in middle level school; multiple credit
allowed. Prerequisite:None.
This course is required of all students in grade 7, with the
exception of thoseenrolled in the English 7th: Genre Studies 7th or
the English 7th: Literacy Block 7thcourses. It consists of the
interrelated study of literature, writing, and oralcommunication.
The standard forms of American English, which include
spelling,vocabulary, grammar, and usage, are taught through the
study of literature. Theliterature may be taught by types (short
stories, drama, nonfiction, poetry, fable,myth, legend, novel), by
theme, or in interdisciplinary units. This course may betaught in
the regular education setting as well as in seminar and cluster
settings.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
English 7th—Options include various combinations of the
following:
Applebee, The Language of Literature, Grade 7, McDougal Littell,
1997.
Probst, Elements of Literature, Holt, Rinehart & Winston,
1997.
A selection of State-approved reading materials.
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Course of Study English 7th: Genre Studies 7thPart III:
Curriculum AreasEnglish Language Arts
ENG-21
ENGLISH 7TH: GENRE STUDIES 7TH (1551)(Districtwide Pilot
Course)
COURSEDESCRIPTION
Two-period, year-length course—grade 7 in schools with
entry-level grade 7;multiple credit allowed. Prerequisite: None.
This course may be taught in theregular education setting as well
as in seminar and cluster settings.
(Note: To permit printing semester grade reports, English 7th is
assigned coursenumber 1501 and Genre Studies 7th is assigned course
number 1561. As notedabove, the official course number for this
two-hour block course is 1551.)
English 7th: Genre Studies 7th is a two-period literacy workshop
for students inschools with entry-level grade 7 who read at or
above grade level measured by theStanford Diagnostic Reading Test.
The course provides students opportunities toimprove reading and
writing by reading and writing memoirs, poetry, short
stories,historical fiction, etc. It is designed to provide
rigorous, standards-focused literacyinstruction, using English
content at a range of reading levels. Using a rich varietyof
literacy approaches and strategies, e.g., Reader’s and Writer’s
Workshop,Guided Reading, Literature Circles, and Word Study,
students engage instandards-based lessons that are scaffolded to
meet a range of reading levels.Woven into the fabric of the course
are the district’s language arts standards, thePrinciples of
Learning, and Cambourne’s Conditions for Learning.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Options include various combinations of the following:
Applebee, The Language of Literature, Grade 7, McDougal Littell,
1997.
Probst, Elements of Literature, Holt, Rinehart & Winston,
1997.
A selection of State-approved reading materials.
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Course of Study English 7th: Literacy Block 7thPart III:
Curriculum AreasEnglish Language Arts
ENG-22
ENGLISH 7TH: LITERACY BLOCK 7TH (1543)(Districtwide Pilot
Course)
COURSEDESCRIPTION
Two-period, year-length course; multiple credit allowed—grade 8.
Prerequisite:None. This course may be taught in the regular
education setting as well as in abiliteracy setting (ELD Literacy
Block 7th: 1543L).
English 7th: Literacy Block 7th is a two-period literacy
workshop required forstudents who are reading below or
significantly below grade level as measured bythe Stanford
Diagnostic Reading Test. The course provides students
opportunitiesto improve reading and writing by reading and writing
memoirs, poetry, shortstories, historical fiction, etc. It is
designed to provide rigorous, standards-focusedliteracy
instruction, using English content at a range of reading levels.
Using a richvariety of literacy approaches and strategies, e.g.,
Reader’s and Writer’s Workshop,Guided Reading, Literature Circles,
and Word Study, students engage instandards-based lessons that are
scaffolded to meet a range of reading levels.Woven into the fabric
of the course are the district’s language arts standards,
thePrinciples of Learning, and Cambourne’s Conditions for
Learning.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Options include various combinations of the following:
Applebee, The Language of Literature, Grade 7, McDougal Littell,
1997.
Probst, Elements of Literature, Holt, Rinehart & Winston,
1997.
A selection of State-approved reading materials.
-
Course of Study English 8thPart III: Curriculum AreasEnglish
Language Arts
ENG-23
ENGLISH 8TH (1520)
COURSEDESCRIPTION
Year course—grade 8. Prerequisite: None.
This course, required of all students in grade 8, consists of
interrelated study ofliterature, writing and oral communication.
The standard forms of AmericanEnglish, which include spelling,
vocabulary, grammar and usage, are taughtthrough the study of
literature. The literature may be taught by types (short
stories,drama, nonfiction, poetry, myth, legend, folk tale, novel),
by theme, or ininterdisciplinary units. This course may be taught
in the regular education settingas well as in cluster and seminar
settings.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
English 8th—Options include various combinations of the
following:
Applebee, The Language of Literature, Grade 8, McDougal Littell,
1997.
Probst, Elements of Literature, Holt, Rinehart & Winston,
1997.
A selection of State-approved reading materials.
-
Course of Study English 8th: Genre Studies 8thPart III:
Curriculum AreasEnglish Language Arts
ENG-24
ENGLISH 8TH: GENRE STUDIES 8TH (1559)(Districtwide Pilot
Course)
COURSEDESCRIPTION
Two-period year course—grade 8. Prerequisite: None. This course
may be taught inthe regular education setting as well as in seminar
and cluster settings.
(Note: To permit printing semester grade reports, English 8th is
assigned coursenumber 1520 and Genre Studies 8th is assigned course
number 1569. As notedabove, the official course number for this
two-hour block course is 1559.)
English 8th: Genre Studies 8th is a two-period literacy workshop
for students whoread at or above grade level as measured by the
Stanford Diagnostic Reading Test.The course provides students
opportunities to improve reading and writing byreading and writing
memoirs, poetry, short stories, historical fiction, etc. It
isdesigned to provide rigorous, standards-focused literacy
instruction, using Englishcontent at a range of reading levels.
Using a rich variety of literacy approaches andstrategies, e.g.,
Reader’s and Writer’s Workshop, Guided Reading, LiteratureCircles,
and Word Study, students engage in standards-based lessons that
arescaffolded to meet a range of reading levels. Woven into the
fabric of the course arethe district’s language arts standards, the
Principles of Learning, andCambourne’s Conditions for Learning.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
English 8th—Options include various combinations of the
following:
Applebee, The Language of Literature, Grade 8, McDougal Littell,
1997.
Probst, Elements of Literature, Holt, Rinehart & Winston,
1997.
A selection of State-approved reading materials.
Additional supplementary materials are used.
-
Course of Study English 8th: Literacy Block 8thPart III:
Curriculum AreasEnglish Language Arts
ENG-25
ENGLISH 8TH: LITERACY BLOCK 8TH (1544)(Districtwide Pilot
Course)
COURSEDESCRIPTION
Two-period year-length course; multiple credit allowed—grade 8.
Prerequisite:None. This course may be taught in the regular
education setting as well as in abiliteracy setting (ELD Literacy
Block 8th: 1544L).
English 8th: Literacy Block 8th is a two-period literacy
workshop required forstudents who read below or significantly below
grade level as measured by theStanford Diagnostic Reading Test in
schools whose entry level is grade 7. Thecourse provides students
opportunities to improve reading and writing by readingand writing
memoirs, poetry, short stories, historical fiction, etc. It is
designed toprovide rigorous, standards-focused literacy
instruction, using English content at arange of reading levels.
Using a rich variety of literacy approaches and strategies,e.g.,
Reader’s and Writer’s Workshop, Guided Reading, Literature Circles,
andWord Study, students engage in standards-based lessons that are
scaffolded tomeet a range of reading levels. Woven into the fabric
of the course are the district’slanguage arts standards, the
Principles of Learning, and Cambourne’s Conditionsfor Learning.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
English 8th—Options include various combinations of the
following:
Applebee, The Language of Literature, Grade 8, McDougal Littell,
1997.
Probst, Elements of Literature, Holt, Rinehart & Winston,
1997.
A selection of State-approved reading materials.
Additional supplementary materials are used.
-
Course of Study Journalism 6th–8thPart III: Curriculum
AreasEnglish Language Arts
ENG-26
JOURNALISM 6TH–8TH (1524)
COURSEDESCRIPTION
Two-semester course—grades 6–8. Prerequisite: None.
This course introduces the basic techniques and skills of
journalistic writing andprepares the junior high school student for
participation in school publications.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Each site selects its own resources from available
publications.
-
Course of Study English 1,2Part III: Curriculum AreasEnglish
Language Arts
ENG-27
ENGLISH 1,2 (1540, 1541)
COURSEDESCRIPTION
Two-semester course—grade 9 (P). Prerequisite: None. Credit for
this course countstoward the English and Language Arts credits
required for high schoolgraduation.
This course is required of all students in grade 9, with the
exception of thoseenrolled in the English 1,2: Genre Studies 1,2
course. It is a one-period Reader’sand Writer’s Workshop. The
course content includes units of study in major genreareas: short
story, nonfiction, poetry, drama, and the novel. Activities in each
unitinterrelate reading, writing, oral communication, and language
study, whichincludes grammar, usage, and standard forms of American
English. A variety ofgenre in writing are emphasized in each unit.
This course may be taught in theregular education setting as well
as in cluster and seminar settings.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Anderson, Elements of Literature, Third Course, Holt, Rinehart
& Winston, 1993.
Applebee, Literature and Language (Orange Level), McDougal,
Littell & Co., 1994.
Sebranek, Writer’s Inc., Write Source, 1992.
English 1,2 (Literature), San Diego City Schools, 1997–1998,
Stock No. 41-E-5945.
-
Course of Study English 1,2 Literacy BlockPart III: Curriculum
AreasEnglish Language Arts
ENG-28
ENGLISH 1,2 LITERACY BLOCK (1552, 1553)(Districtwide Pilot
Course)
COURSEDESCRIPTION
Two-period, two-semester course—grade 9. Prerequisite: None.
This course may betaught in the regular education setting as well
as in a biliteracy setting (ELDLiteracy Block 1,2: Genre Studies
1,2: 1552L, 1553L). Students may earn oneEnglish and Language Arts
credit per semester and one elective credit per semester,both of
which count toward the credits required for high school
graduation.
(Note: To permit printing semester grade reports, English 1 is
assigned coursenumber 1540, Genre Studies 1 is assigned course
number 1562, English 2 isassigned course number 1541, and Genre
Studies 2 is assigned course number1563. As noted above, the
official course numbers for this two-hour block courseare 1552 and
1553.)
Literacy Block 1,2: Genre Studies 1,2 is a two-period literacy
workshop for grade 9students reading below grade level as measured
by the Stanford DiagnosticReading Test. The course provides
students opportunities to improve reading andwriting by reading and
writing memoirs, poetry, short stories, historical fiction, etc.It
is designed to provide rigorous, standards-focused literacy
instruction, usingEnglish content at a range of reading levels.
Using a rich variety of literacyapproaches and strategies, e.g.,
Reader’s and Writer’s Workshop, Guided Reading,Literature Circles,
and Word Study, students engage in standards-based lessonsthat are
scaffolded to meet a range of reading levels. Woven into the fabric
of thecourse are the district-adopted English language arts
standards, the Principles ofLearning, and Cambourne’s Conditions
for Learning.
BASIC TEXTS ANDTEACHING GUIDES
Anderson, Elements of Literature, Third Course, Holt, Rinehart
& Winston, 1993.
Applebee, Literature and Language (Orange Level), McDougal,
Littell & Co., 1994.
Sebranek, Writer’s Inc., Write Source, 1992.
English 1,2 (Literature), San Diego City Schools, 1997–1998,
Stock No. 41-E-5945.
Supplemental material is used.
-
Course of Study Accelerated Literacy Core 1,2: Genre Studies
1,2Part III: Curriculum AreasEnglish Language Arts
ENG-29
ACCELERATED LITERACY CORE 1,2: GENRE STUDIES 1,2 (1545,
1546)
COURSEDESCRIPTION
Three-period two-semester course—grade 9. Prerequisite: None.
This course maybe taught in the regular education setting as well
as in a biliteracy setting (ELDLiteracy Core 1,2: Genre Studies
1,2: 1545L, 1546L). Credit for this course countstoward the English
and Language Arts credits required for high school graduation.
(Note: To permit printing semester grade reports, English 1 is
assigned coursenumber 1540, Genre Studies 1 is assigned course
number 1562, Literacy 1 isassigned course number 1595, English 2 is
assigned course number 1541, GenreStudies 2 is assigned course
number 1563, and Literacy 2 is assigned coursenumber 1596. As noted
above, the official course numbers for this two-hour blockcourse
are 1552 and 1553.)
Literacy Core 1,2: Genre Studies 1,2 is a three-period literacy
workshop for grade 9students reading significantly below grade
level as measured by the StanfordDiagnostic Reading Test. The
course provides students opportunities to improvereading and
writing by reading and writing memoirs, poetry, short
stories,historical fiction, etc. It is designed to provide
rigorous, standards-focused literacyinstruction, using English
content at a range of reading levels. Using a rich varietyof
literacy approaches and strategies, e.g., Reader’s and Writer’s
Workshop,Guided Reading, Literature Circles, and Word Study,
students engage instandards-based lessons that are scaffolded to
meet a range of reading levels.Woven into the fabric of the course
are the district-adopted English language artsstandards, the
Principles of Learning, and Cambourne’s Conditions for
Learning.
BASIC TEXTS ANDTEACHING GUIDES
Anderson, Elements of Literature, Third Course, Holt, Rinehart
& Winston, 1993.
Applebee, Literature and Language (Orange Level), McDougal,
Littell & Co., 1994.
Sebranek, Writer’s Inc., Write Source, 1992.
English 1,2 (Literature), San Diego City Schools, 1997–1998,
Stock No. 41-E-5945.
Supplemental material is used.
-
Course of Study English 3,4Part III: Curriculum AreasEnglish
Language Arts
ENG-30
ENGLISH 3,4 (1570, 1571)
COURSEDESCRIPTION
Two-semester course—grade 10 (P). Prerequisite: None. Credit for
this coursecounts toward the English and Language Arts credits
required for high schoolgraduation.
English 3,4 is required of all students in grade 10 except
students electing AdvancedEnglish 3,4 and students enrolled in
English 3,4: Genre Studies 3,4. The courseemphasizes different
themes and modes of communication, as well as the study ofthe short
story, nonfiction, poetry, drama, and the novel. The curriculum is
inalignment with the California English Language Arts Framework,
which calls for astandards-based curriculum integrating reading,
writing, speaking, listening, andviewing skills. Increased use of
multicultural literature, and works by writers of colorand women is
encouraged. Some schools have interdisciplinary teams,
oftencombinations of English and social studies, occasionally with
team members fromthe fine arts.
Teaching suggestions should encourage personal response to the
literature andsmall group discussion activities. Writing types
include: response to literature,narrative account, report, and
reflective essay.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Anderson, Elements of Literature, Fourth Course, Holt, Rinehart
& Winston, Inc., 1995.
Applebee, Literature and Language (Blue Level), McDougal,
Littell & Co., 1994.
Sebranek, Writer’s Inc., D.C. Heath & Co., 1992.
English 3,4 (Literature), San Diego City Schools, 1997–1998,
Stock No. 41-E-5946.
-
Course of Study Literacy Block 3,4: Genre Studies 3,4Part III:
Curriculum AreasEnglish Language Arts
ENG-31
LITERACY BLOCK 3,4: GENRE STUDIES 3,4 (1554, 1555)(Districtwide
Pilot Course)
COURSEDESCRIPTION
Two period, two-semester course—grade 10 in schools with
entry-level grade 10.Prerequisite: None. This course may be taught
in the regular education setting aswell as in a biliteracy setting
(ELD Literacy Block 3,4: Genre Studies 3,4: 1554L,1555L). Students
may earn one English and Language Arts credit per semester andone
elective credit per semester, both of which count toward the
credits required forhigh school graduation.
(Note: To permit printing semester grade reports, English 3 is
assigned coursenumber 1570, Genre Studies 3 is assigned course
number 1564, English 4 isassigned course number 1571, and Genre
Studies 4 is assigned course number1565. As noted above, the
official course numbers for this two-hour block courseare 1554 and
1555.)
Literacy Block 3,4: Genre Studies 3,4 is a two-period literacy
workshop required forall students in schools with entry-level grade
10 who read below or significantlybelow grade level as measured by
the Stanford Diagnostic Reading Test. Thecourse provides students
opportunities to improve reading and writing by readingand writing
memoirs, poetry, short stories, historical fiction, etc. It is
designed toprovide rigorous, standards-focused literacy
instruction, using English content at arange of reading levels.
Using a rich variety of literacy approaches and strategies,e.g.,
Reader’s and Writer’s Workshop, Guided Reading, Literature Circles,
andWord Study, students engage in standards-based lessons that are
scaffolded tomeet a range of reading levels. Woven into the fabric
of the course are the district’slanguage arts standards, the
Principles of Learning, and Cambourne’s Conditionsfor Learning.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Anderson, Elements of Literature, Fourth Course, Holt, Rinehart
& Winston, Inc., 1995.
Applebee, Literature and Language (Blue Level), McDougal,
Littell & Co., 1994.
Sebranek, Writer’s Inc., D.C. Heath & Co., 1992.
English 3,4 (Literature), San Diego City Schools, 1997–1998,
Stock No. 41-E-5946.
-
Course of Study American Literature 1,2Part III: Curriculum
AreasEnglish Language Arts
ENG-32
AMERICAN LITERATURE 1,2 (1583, 1584)
COURSEDESCRIPTION
Two-semester course—grades 11–12 (P). Prerequisite: None. Credit
for this coursecounts toward the English and Language Arts credits
required for high schoolgraduation.
This optional course for grades 11–12 enables students to
understand thatAmerican literature reflects social, political, and
moral issues in the United States.In addition, students develop
proficiencies in reading, writing, speaking, andlistening; in
expressing their ideas on significant problems of American life;
and instudying the communication techniques used by writers and
national leaders indescribing the American scene of both the past
and the present. The course mayfocus on a chronological or a
thematic approach. It may be taught in the regulareducation setting
as well as in a sheltered setting.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Bernstein, Literature and Language: American Literature,
McDougal, Littell & Co., 1992.
Anderson, Elements of Literature, 5th Course, Holt, Rinehart
& Winston, Inc., 1993.
West, Developing Writing Skills, Prentice Hall, 1980.
-
Course of Study Literacy Block 5,6: Genre Studies 5,6Part III:
Curriculum AreasEnglish Language Arts
ENG-33
LITERACY BLOCK 5,6: GENRE STUDIES 5,6 (1615, 1616)(Districtwide
Pilot Course)
COURSEDESCRIPTION
Two-period, two-semester course—grade 11. Prerequisite: None.
This course maybe taught in the regular education setting as well
as in a biliteracy setting (ELDLiteracy Block 5,6: Genre Studies
5,6: 1615L, 1616L). Students may earn oneEnglish and Language Arts
credit per semester and one elective credit persemester, both of
which count toward the credits required for high
schoolgraduation.
(Note: To permit printing semester grade reports, American
Literature 1 is assignedcourse number 1583, Genre Studies 5 is
assigned course number 1548, AmericanLiterature 2 is assigned
course number 1584, and Genre Studies 6 is assignedcourse number
1549. As noted above, the official course numbers for this
two-hourblock course are 1615 and 1616.)
Literacy Block 5,6: Genre Studies 5,6 is a two-period literacy
workshop required forall students reading below or significantly
below grade level as measured by theStanford Diagnostic Reading
Test. The course provides students opportunities toimprove reading
and writing by reading and writing memoirs, poetry, short
stories,historical fiction, etc. It is designed to provide
rigorous, standards-focused literacyinstruction, using English
content at a range of reading levels. Using a rich varietyof
literacy approaches and strategies, e.g., Reader’s and Writer’s
Workshop,Guided Reading, Literature Circles, and Word Study,
students engage instandards-based lessons that are scaffolded to
meet a range of reading levels.Woven into the fabric of the course
are the district’s language arts standards, thePrinciples of
Learning, and Cambourne’s Conditions for Learning.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Bernstein, Literature and Language: American Literature,
McDougal, Littell & Co., 1992.
Anderson, Elements of Literature, 5th Course, Holt, Rinehart
& Winston, Inc., 1993.
West, Developing Writing Skills, Prentice Hall, 1980.
-
Course of Study Advanced American Literature 1,2Part III:
Curriculum AreasEnglish Language Arts
ENG-34
ADVANCED AMERICAN LITERATURE 1,2 (1589, 1590)
COURSEDESCRIPTION
Two-semester course—grade 11 (HP). Prerequisite: Upper quartile
in academicachievement (GPA) or previous English teacher’s
recommendation. Credit forthis course counts toward the English and
Language Arts credits required forhigh school graduation.
This course corresponds with American Literature 1,2, but
emphasizes greaterdepth. In addition, attention is given to the
development of skills measured by theAdvanced Placement
examinations in English. This course meets the require-mentsfor the
Diploma with Academic Distinction. The course may be taught in
theregular education setting as well as in cluster and seminar
settings.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
McMichael, Concise Anthology of American Literature, Macmillan
Publishing Co.,College Division, 1993.
Anderson, Elements of Literature, 5th Course, Holt, Rinehart
& Winston, Inc., 1993.
Perkins, American Tradition (Short Version), Glencoe, 1990.
Prentice Hall Literature: The American Experience, Prentice
Hall, 1994.
-
Course of Study Contemporary Voices in Literature 1,2Part III:
Curriculum AreasEnglish Language Arts
ENG-35
CONTEMPORARY VOICES IN LITERATURE 1,2 (1612, 1613)
COURSEDESCRIPTION
Two-semester course—grades 11–12 (P). Prerequisite: None. This
course may betaught in the regular education setting as well as in
a biliteracy setting (ELDContemporary Voices in Literature 1,2:
1612L, 1613L). Credit for this course countstoward the English and
Language Arts credits required for high schoolgraduation.
This is an optional course for grades 11–12. Students explore
issues presented bycontemporary American and world writers from
diverse cultural and ethnicbackgrounds. Students write for various
purposes and audiences, includingworkplace writing. They work to
understand how changes in technology haveaffected the uses of
language. The units of study integrate all aspects of
literacy:reading, writing, speaking, listening, and viewing.
Students interpret and evaluatethe media and graphic information.
This course may be taught in the regulareducation setting as well
as in a cluster setting.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Blau, Writer’s Craft, Purple Level, McDougal Littell, 1995.
Dove, Multicultural Voices, Scott Foresman, 1995.
Kincaid, World Writers Today, Scott Foresman, 1995.
Sebranek, Writers, Inc: School to Work, D. C. Heath, 1996.
-
Course of Study English Literature 1,2Part III: Curriculum
AreasEnglish Language Arts
ENG-36
ENGLISH LITERATURE 1,2 (1641, 1642)
COURSEDESCRIPTION
Two-semester course—grade 12 (P). Prerequisite: “A” or “B” grade
in grade 11English or previous English teacher’s recommendation.
Credit for this coursecounts toward the English and Language Arts
credits required for high schoolgraduation.
English Literature is a course for students who are conscious of
their goals for theirsenior year: the ability to read for
implications and to read classics withappreciation; the ability to
use new words and old words with new meanings; andthe ability to
use varying types of writing. The material read is that produced in
theBritish Isles during the last 1,000 years. Key writers and types
are emphasized. Thiscourse meets the requirements for the Diploma
with Academic Distinction. Thecourse may be taught in the regular
education setting as well as in a cluster setting.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Literature:
Probst et al., Elements of Literature: Literature of Britain,
Holt, Rinehart & Winston,2000.
Or
Applebee et al., The Language of Literature: British Literature,
McDougal Littell, 2000.
Language/Writing:
Raimes, Keys for Writers: A Brief Handbook, Houghton Mifflin,
1999.
Blau et al., The Writer’s Craft, Purple Level, Houghton Mifflin,
1999.
-
Course of Study Advanced Placement English Literature and
Composition 1,2Part III: Curriculum AreasEnglish Language Arts
ENG-37
ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION 1,2(1653,
1654)
COURSEDESCRIPTION
Two-semester course—grades 11–12 (HP). Prerequisites: Grade of
“A” or “B” inAdvanced American Literature 1,2 and recommendation of
English teachers.(Students who do not meet these criteria but who
believe they are qualified mayconsult an appropriate advanced
placement teacher, counselor, or vice principal.)Credit for this
course counts toward the English and Language Arts creditsrequired
for high school graduation. This course also may be taught in a
seminarsetting.
This Advanced Placement English course is designed to provide
more challengingand effective instruction for the highest achieving
eight to 10 percent of the grade12 students. Students are involved
in both the study and practice of writing andthe study of
literature. They learn to use the characteristic modes of discourse
andto recognize the assumptions underlying various rhetorical
strategies. Throughspeaking, listening and reading, but chiefly
through the experience of their ownwriting, students become more
aware of the resources of language. AdvancedPlacement English
Literature and Composition 1,2 is not a survey course; it
is,rather, a course to help students develop critical judgment and
expressive skill.Students are encouraged to read analytically and
sensitively a few carefully chosenhigh-quality selections, to
develop personal communicative styles, and to reflecthonesty and
precision in the use of the language. The course prepares students
forthe Advanced Placement Examination in Literature and
Composition, and also meets therequirements for the Diploma with
Academic Distinction.
This course is intended to help students meet district-adopted
English languagearts standards.
-
Course of Study Advanced Placement English Literature and
Composition 1,2Part III: Curriculum AreasEnglish Language Arts
ENG-38
BASIC TEXTS ANDTEACHING GUIDES
Literature:
Perrine’s Literature: Structure, Sound and Sense, Harcourt
Brace, 1998.
Or
Kennedy et al., Literature: An Introduction to Fiction, Poetry
and Drama, Longman,1999.
Or
Landy et al., Heath Introduction to Literature, McDougal
Littell, 1996.
Language/Writing:
Trimmer et al., Riverside Reader, Houghton Mifflin, 1999.
Or
McMahan et al., Literature and the Writing Process, Prentice
Hall, 1999.
Morner et al., NTC’s Dictionary of Language Terms, NTC
Publishing Group. 1991.
-
Course of Study Advanced Placement English Language and
Composition 1,2Part III: Curriculum AreasEnglish Language Arts
ENG-39
ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION 1,2(1655,
1656)
COURSEDESCRIPTION
Two-semester course—grade 11 (HP). Prerequisites: Grade of “A”
or “B” inAdvanced English 3,4 and recommendation of English
teachers. (Students who donot meet these criteria but who believe
they are qualified may consult anappropriate advanced placement
teacher, counselor, or vice principal.) Credit forthis course
counts toward the English and Language Arts credits required for
highschool graduation. This course also may be taught in a seminar
setting.
This Advanced Placement English course is designed to help
students becomemore skilled readers of prose written in a variety
of periods, disciplines, andrhetorical contexts and to become
skilled writers who can compose for a variety ofpurposes. By their
writing and reading in this course, students should becomeaware of
the interactions among a writer’s purposes, audience, expectations,
andsubjects, as well as the way generic conventions and the
resources of languagecontribute to effective writing. The overall
purpose of the AP Language andComposition course, then, is to
enable students to read complex texts withunderstanding and to
write prose that is rich enough and complex enough formature
readers.
The course prepares students for the Advanced Placement
Examination in Languageand Composition and also meets the
requirements for the Diploma with AcademicDistinction.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Barnet, Literature for Composition: Essays, Fiction, Poetry,
Drama, Scott, Foresman &Co., 1992.
Axelrod, St. Martin’s Guide to Writing: 3rd Edition, St.
Martin’s Press, 1991.
Di Yanni, Literature: Reading Fiction, Poetry, Drama and the
Essay, McGraw-Hill,1992.
Kennedy, Literature: An Introduction to Fiction, Poetry and
Drama, Scott, Foresman &Co., 1992.
Muller, The Short Prose Reader, Glencoe, 1991.
-
Course of Study World Literature 1,2Part III: Curriculum
AreasEnglish Language Arts
ENG-40
WORLD LITERATURE 1,2 (1705, 1706)
COURSEDESCRIPTION
Two-semester course—grades 11–12 (P). Prerequisite: None. This
course may betaught in the regular education setting as well as in
a biliteracy setting (ELD WorldLiterature 1,2: 1705L, 1706L).
Credit for this course counts toward the English andLanguage Arts
credits required for high school graduation.
This is an optional course for grades 11–12. Literature
selections that are drawnfrom all genres range from early world
literature to contemporary works by writersfrom diverse cultural
and ethnic backgrounds. Students reflect in writing on whatthey
have read; they also write for other purposes and various
audiences. Workingindependently or in groups, students refine their
use of language and understandthe effects that changes in
technology have made on the uses of language. Theunits of study
integrate all aspects of literacy: reading, writing, speaking,
listening,and viewing. The course may be taught in the regular
education setting as well asin a sheltered setting.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Blau, Writer’s Craft, Purple Level, McDougal Littell, 1995.
Holt, World Literature, Holt Rinehart, 1993.
Camus, The Stranger, McGraw-Hill, Inc., 1954.
Shakespeare (any Shakespearean play).
-
Course of Study Writer’s Workshop 1,2Part III: Curriculum
AreasEnglish Language Arts
ENG-41
WRITER’S WORKSHOP 1,2 (1745N, 1746N)
COURSEDESCRIPTION
Two-semester course—grades 11–12 (P). Prerequisite: None. Credit
for this coursecounts toward the English and Language Arts credits
required for high schoolgraduation.
This optional course provides students both instruction and
practice in writing fordifferent audiences and purposes. Pieces by
professional writers promptdiscussion and serve as models for
further writing. Working independently and ingroups, students
refine their use of language. Students also learn to interpret
andevaluate writing in the media as well as information conveyed by
graphics. Theunits of study integrate all aspects of literacy:
reading, writing, speaking, andlistening. Students collect their
work—and reflections—in portfolios.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Blau, Writer’s Craft, Yellow Level, McDougal Littell, 1995.
Rosa/Escholz, Models for Writing, 5th ed., St. Martin’s Press,
1995.
-
Course of Study Journalism 1,2Part III: Curriculum AreasEnglish
Language Arts
ENG-42
JOURNALISM 1,2 (1960, 1961)
COURSEDESCRIPTION
Two-semester course—grades 9–12. Prerequisite: None for
Journalism 1, butJournalism 2 must be preceded by Journalism 1.
Credit for this course countstoward the Fine and Practical Arts
credits required for high school graduation.
This course introduces the basic techniques and skills of
journalistic writing,investigates the meaning of freedom of the
press and the dependency of otherfreedoms upon an informed
citizenry, and prepares the student for participation inschool
publications.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Ferguson/Pattern, Journalism Today, 4th ed., National Textbook,
1993.
-
Course of Study Journalism 3,4Part III: Curriculum AreasEnglish
Language Arts
ENG-43
JOURNALISM 3,4 (1962, 1963)
COURSEDESCRIPTION
Two-semester course—grades 11–12. Prerequisite: Journalism 1,2.
Credit for thiscourse counts toward the Fine and Practical Arts
credits required for high schoolgraduation.
This laboratory-type course is intended to sharpen the skills
introduced inJournalism 1,2 and provide experience with a high
degree of realism andapplication to college or career journalism.
The class functions as a staff,producing the official school
newspaper. Students not involved in the day’sproduction study
journalism, perform special assignments, or work on termprojects.
There is considerable flexibility in production assignments to
providestudents with as wide a range of experiences as possible
within an orderly,efficient structure.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Adams, Presstime, Prentice Hall, 1985.
A Guide for Teaching Journalism, San Diego City Schools, 1989,
Stock No. 41-E-7998.
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Course of Study Journalism 5,6Part III: Curriculum AreasEnglish
Language Arts
ENG-44
JOURNALISM 5,6 (1964, 1965)
COURSEDESCRIPTION
Two-semester course—grade 12. Prerequisite: Journalism 3,4.
Credit for this coursecounts toward the Fine and Practical Arts
credits required for high schoolgraduation.
Students electing this course supply the leadership and hold the
key positions inthe publication of the school newspaper: the
editor-in-chief, the copy editor, theadvertising and business
manager, the managing editor, the page editors, and thecolumnists.
As advanced students, they are responsible for forming the
newspaperpolicy, presenting a balanced image of the school,
planning page composition,meeting and dealing with business people,
editing, and meeting the inevitableemergencies contingent on any
regularly scheduled publication.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
Adams, Presstime, Prentice Hall, 1985.
A Guide for Teaching Journalism, San Diego City Schools, 1989,
Stock No. 41-E-7998.
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Course of Study Functional Language Arts 6th–8thPart III:
Curriculum AreasEnglish Language Arts
ENG-45
FUNCTIONAL LANGUAGE ARTS 6TH–8TH (7162N)
COURSEDESCRIPTION
Elective credit, multisemester course—grades 6–8. Prerequisite:
None.
Students develop individualized language arts skills within the
domestic,vocational, recreation/leisure, core curriculum, and
general community focusareas. For example, within the domestic
area, a student may be expected to identifya variety of labels of
typical household goods; within the vocational area, a studentmay
be expected to participate appropriately in filling out a variety
of jobapplications; within the recreation/leisure area, a student
may be expected tochoose age-appropriate leisure reading materials;
within the general communityarea, a student may be expected to use
a restaurant menu. Within the corecurriculum, students
appropriately participate in cooperative group activities
andliterature-based thematic modules which incorporate the district
literacyframework.
BASIC TEXTS ANDTEACHING GUIDES
Thematic Modules, San Diego City Schools, 2000.
Peer Tutor Training Manual, San Diego City Schools, 1995–1996,
Stock No. 41-S-8905.
Controls and Choices for Students with Multiple Disabilities,
San Diego City Schools,1996, Stock No. 41-S-9005.
Integrated Life Skills Curriculum Guide, San Diego City Schools,
1995, Stock No.41-T-0090.
Boardmaker, Picture Communication Symbols. Mayer-Johnson,
2000.
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Course of Study Functional Language Arts 9th–12thPart III:
Curriculum AreasEnglish Language Arts
ENG-46
FUNCTIONAL LANGUAGE ARTS 9TH–12TH (7163)
COURSEDESCRIPTION
Elective credit, multisemester course—grades 9–12. Prerequisite:
None.
Students develop individualized language arts skills within the
domestic,vocational, recreation/leisure, core curriculum, and
general community focusareas. For example, within the domestic
area, a student may be expected to identifya variety of labels of
typical household goods or access a newspaper within thevocational
area, a student may be expected to participate appropriately in
fillingout a variety of job applications; within the
recreation/leisure area, a student maybe expected to choose
age-appropriate leisure reading materials; within the
generalcommunity area, a student may be expected to use a
restaurant menu. Within thecore curriculum, students appropriately
participate in cooperative group activitiesand literature-based
thematic modules which incorporate the district
literacyframework.
BASIC TEXTS ANDTEACHING GUIDES
Literature-based Thematic Units, San Diego City Schools,
2000.
Peer Tutor Training Manual, San Diego City Schools, 1995–1996,
Stock No. 41-S-8905.
Controls and Choices for Students with Multiple Disabilities,
San Diego City Schools,1996, Stock No. 41-S-9005.
Integrated Life Skills Curriculum Guide, San Diego City Schools,
1995, Stock No.41-T-0090.
Boardmaker, Picture Communication Symbols. Mayer-Johnson,
1992.
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Course of Study Applied Reading Development/Improvement
7th–8thPart III: Curriculum AreasEnglish Language Arts
ENG-47
APPLIED READING DEVELOPMENT/IMPROVEMENT 7TH–8TH (7333)
COURSEDESCRIPTION
Multisemester course—grades 7–8. Prerequisite: None.
This course provides evaluation and intervention for special
education studentsexperiencing difficulty with the reading process.
Students learn compensatorystrategies and participate in remedial
instruction in the areas of phonics, sightword acquisition, and
comprehension development.
BASIC TEXTS ANDTEACHING GUIDES
Phonology Guide, Language Circle, 1997.
Linguistics Guide, Language Circle, 1996.
Bonnie Kline Readers, Levels 1, 2, 3-1, 3-2, Language Circle
19
Goodman’s Five-Star Story Series, Jamestown, 1998.
Contemporary Readers, Volumes 1 and 2, Jamestown.
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Course of Study Applied English 7th–8thPart III: Curriculum
AreasEnglish Language Arts
ENG-48
APPLIED ENGLISH 7TH–8TH (7342)
COURSEDESCRIPTION
Elective credit course; can be taken for multiple credit in
middle or junior highschool. (The course number and elective credit
for this course can be assigned tostudents who have completed
course work, but have not mastered all proficienciesrequirements
for a parallel or identical special education English language
artscourse.) Prerequisite: None
The Applied English course series develops oral/signed and
written languageskills required for literacy, independent living,
and employment.
BASIC TEXTS ANDTEACHING GUIDES
SUPPLEMENTARYRESOURCES
AGS: Life Skills English, Teacher’s Resource Library, American
Guidance Service,1997.
AGS Life Skills English, American Guidance Service, 1997.
Classics Read-Along set (12 books, 12 audiocassettes),
Saddleback Educational, Inc.
Stack the Deck Writing Program
Core literature: Trouble River; George Washington Carver; Secret
Missions; Rocky.
Core literature: Black Beauty; Karate Kid; Pinballs; Sarah,
Plain and Tall.
Adelman, Writing and Thinking, Level 4 (Blue), Charlesbridge,
1985.
Sprint Library, Level A, Scholastic, 1989.
Vail and Papenfuss, Daily Oral Language, Levels 1 and 2,
McDougal, Littell & Co.,1989.
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Course of Study Applied English 9th–10thPart III: Curriculum
AreasEnglish Language Arts
ENG-49
APPLIED ENGLISH 9TH–10TH (7343)
COURSEDESCRIPTION
Elective credit course; can be taken for multiple credit in
junior or senior highschool. (The course number and elective credit
for this course can be assigned tostudents who have completed
course work, but have not mastered all proficienciesrequirements
for a parallel or identical special education English language
artscourse.) Prerequisite: None.
The Applied English course series develops oral/signed and
written languageskills required for literacy, independent living,
and employment.
BASIC TEXTS ANDTEACHING GUIDES
SUPPLEMENTARYRESOURCES
LifeSchool 2000 Community Resources, Globe Fearon, 1994.
Stern, World Folktales, National Textbook Co., 1994.
Toucan, Big Book Maker: Tall Tales and American Folk Heroes,
CambridgeDevelopment Lab, 1995.
Williams, The Blue Men (video), Teacher’s Discovery, 1991.
George, My Side of the Mountain (video), Teacher’s Discovery,
1968.
Twain, Adventures of Huckleberry Finn (video), Teacher’s
Discovery, 1985.
Walker, The Color Purple (video), Teacher’s Discovery, 1985.
Applied English 9–10: Teaching Activities and Resources, San
Diego City Schools,1989, Stock No. 41-S-8350.
Applied English 9–10: Core Literature Teacher’s Guide, San Diego
City Schools, 1989,Stock No. 41-S-8450.
Core literature: Journey to Jo’burg; Dracula and Other Plays of
Adventure and Suspense;Meet the Austins.
Core literature: They Led the Way: Fourteen American Women;
Space Shuttle Story;Veronica Ganz.
Adelman, Writing and Thinking, Level 5 (Tan), Charlesbridge,
1985.
Sprint Library, Levels B and D, Scholastic, 1989.
Vail and Papenfuss, Daily Oral Language, Levels 3 and 4,
McDougal, Littell and Co.,1989.
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Course of Study Applied English 11th–12thPart III: Curriculum
AreasEnglish Language Arts
ENG-50
APPLIED ENGLISH 11TH–12TH (7344)
COURSEDESCRIPTION
Elective credit course; can be taken for multiple credit in high
school. (The coursenumber and elective credit for this course can
be assigned to students who havecompleted course work, but have not
mastered all proficiencies requirements for aparallel or identical
special education English language arts course.)
Prerequisite:None
The Applied English course series develops oral/signed and
written languageskills required for literacy, independent living,
and employment.
BASIC TEXTS ANDTEACHING GUIDES
Bricker, Challenger Paperback Book and Read-Along Cassette,
Saddleback Educational,1995.
Dodge, Communication Lab 1 , LinguiSystems, 1994.
Dodge, Communication Lab 2 , LinguiSystems, 1994.
Dodge, Teachable Moments for Classroom Communication,
LinguiSystems, 1994.
Hannon et al., Life Skills Workshop, LinguiSystems, 1992.
Turnbow et al., Social Language for Teens, LinguiSystems,
1993.
Hinton, The Outsiders (video), Teacher’s Discovery, 1983.
O’Henry, Gift of Love (video), Teacher’s Discovery, 1978.
Steinbeck, The Pearl (video) Teacher’s Discovery, 1995.
Freeman, The Revolt of Mother, (video) Teacher’s Discovery,
1987.
Wright, Almos’ a Man (video), Teacher’s Discovery, 1976.
Broderbund, Where in Time Is Carmen San Diego? (software),
CambridgeDevelopment Lab, 1995.
Broderbund, Where in the World Is Carmen San Diego? (software),
CambridgeDevelopment Lab, 1995.
SUPPLEMENTARYRESOURCES
Applied English 11–12: Teaching Activities and Resources, San
Diego City Schools,1989, Stock No. 41-S-8360.
Applied English 11–12: Core Literature Teacher’s Guide, San
Diego City Schools, 1989,Stock No. 41-S-8460.
Core literature: Life and Words of Martin Luther King Jr.; If
This Is Love, I’ll TakeSpaghetti.
Core literature: Tiger Eyes; The Winner.
Adelman, Writing and Thinking, Level 5 (Tan), Charlesbridge,
1985.
Vail and Papenfuss, Daily Oral Language, Levels 5 and 6,
McDougal, Littell & Co.,1989.
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Course of Study Multilevel English 7th–8thPart III: Curriculum
AreasEnglish Language Arts
ENG-51
MULTILEVEL ENGLISH 7TH–8TH (7509)
COURSEDESCRIPTION
Multisemester course—grades 7 and 8. Prerequisite: None.
Parallel courses:English 7th and English 8th.
Multilevel English 7th-8th is the first course in a four-course
English seriesdesigned to provide special education students with
an adapted program thatparallels district curriculum. In this
course, students develop thinking, speakingand writing skills
within a context of core and extended literary works.
BASIC TEXTS ANDTEACHING GUIDES
SUPPLEMENTARYRESOURCES
Scope English Anthology, Level Z , Scholastic, Inc., 1988.
Scholastic Scope Level Z, Writing and Language, Scholastic,
Inc., 1989.
Morris, Lincoln Writing Dictionary , Harcourt Brace Jovanovich,
1989.
Multilevel English 7–8: Core Literature Teacher’s Guide, San
Diego City Schools, 1989,Stock No. 41-S-8240.
Multilevel English 7–8: Core Literature Teacher’s Guide, Volume
2, San Diego CitySchools, 1990–91, Stock No. 41-S-8241.
Multilevel English 7–8: Core Literature Teacher’s Guide and
Spelling Supplement, SanDiego City Schools, 1990–91, Stock No.
41-S-8242.
Core literature: Experiencing Poetry; Indian in the Cupboard;
Sweetwater; Dragonwings.
Core literature: Experiencing Poetry; My Brother Sam Is Dead;
Sounder; Collection:“Gettysburg Address,” “I Have a Dream,” “The
Concord Hymn.”
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Course of Study Multilevel English 1,2Part III: Curriculum
AreasEnglish Language Arts
ENG-52
MULTILEVEL ENGLISH 1,2 (7511, 7512)
COURSEDESCRIPTION
Two-semester course—grade 9. Prerequisite: None. Parallel
course: English 1,2.
This is the second course in a four-course series designed to
provide specialeducation students with an adapted program
paralleling district curriculum.Students receive instruction and
practice in reading, writing, oral communication,and language
study.
BASIC TEXTS ANDTEACHING GUIDES
SUPPLEMENTARYRESOURCES
Robinson, Scope English Anthology, Level One, Scholastic, Inc.,
1988 (includes coreliterature selection Old Yeller).
Multilevel English 1,2: Proficiency and Curriculum Guide,
Semester 1, San Diego CitySchools, 1989, Stock No. 41-S-8208.
Multilevel English 1,2: Core Literature Teacher’s Guide, San
Diego City Schools, 1989,Stock No. 41-S-8215.
Multilevel English 1,2: Proficiency and Curriculum Guide,
Semester 2, San Diego CitySchools, 1989, Stock No. 41-S-8209.
Core literature: The Outsiders; Treasure Island; Let the Circle
Be Unbroken, Old Yeller.
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Course of Study Multilevel English 3,4Part III: Curriculum
AreasEnglish Language Arts
ENG-53
MULTILEVEL ENGLISH 3,4 (7513, 7514)
COURSEDESCRIPTION
Multisemester course—grades 10 and 11. Prerequisite: Student
must read andcomprehend at the 2.5 grade level and pass Multilevel
English 1,2 proficiencies.Parallel course: English 3,4.
This is the third course in a four-course series designed to
provide specialeducation students with an adapted program
paralleling district curriculum.Students continue to expand
reading, writing, oral communication, and languagestudy skills.
BASIC TEXTS ANDTEACHING GUIDES
SUPPLEMENTARYRESOURCES
Scope English Anthology, Level 3 , Scholastic, 1988.
Multilevel English 3,4, Core Literature Teacher’s Guide, San
Diego City Schools, 1986,Stock No. 41-S-8220.
Multilevel English 3,4 Proficiencies and Curriculum Guide, San
Diego City Schools,1989, Stock No. 41-S-8210.
Core literature: Frankenstein; Edgar Allan Poe —Ten Great
Mysteries.
Core literature: To Be a Slave; The Call of the Wild; Selected
Poems.
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Course of Study Multilevel English 5,6Part III: Curriculum
AreasEnglish Language Arts
ENG-54
MULTILEVEL ENGLISH 5,6 (7515, 7516)
COURSEDESCRIPTION
Multisemester course—grades 11–12. Prerequisite: Proficiency in
MultilevelEnglish 3,4. Parallel course: English 5,6.
This is the fourth course in a four-course series designed to
provide specialeducation students with an adapted program
paralleling district curriculum.Students receive and practice basic
language skills acquired in Multilevel English1,2 and 3,4 and
develop critical judgment abilities. Students analyze and discuss
awide range of American authors.
BASIC TEXTS ANDTEACHING GUIDES
SUPPLEMENTARYRESOURCES
Scope English Anthology, Level 5 , Scholastic, 1988.
Adelman, Writing and Thinking for Young Authors, Gold Level,
Charlesbridge, 1985.
Core literature: The Pigman; Tom Sawyer.
Core literature: To Kill a Mockingbird; Arm of the Starfish.
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Course of Study Publications Yearbook 9th–12thPart III:
Curriculum Areas Publications Yearbook 6th–8thEnglish Language
Arts
ENG-55
PUBLICATIONS YEARBOOK 9TH–12TH (8421)PUBLICATIONS YEARBOOK
6TH–8TH (8420)
COURSEDESCRIPTION
One- or two-semester course—grades 9–12 (Note: Uniform Course
Code number forgrades 6–8, middle level schools only is 8420).
Prerequisite: Local option. Credit forcourse 8421 counts toward the
Fine and Practical Arts credits required for highschool
graduation.
This course provides individual specialized training and
production work inpublishing the school yearbook.
This course is intended to help students meet district-adopted
English languagearts standards.
BASIC TEXTS ANDTEACHING GUIDES
None.