Teacher: _________________________ Academic Year:	Strands and Connections
	Oral Language	Written Language	Other Media
English I checklist
Expressive
o Narrating experiences	□	□	□
o Responding reflectively to text	□	□	□
Informational/Explanatory
o Explaining meaning	□	□	□
o Describing processes	□	□	□
o Answering research questions	□	□	□
Argumentative
o Studying argumentation	□	□	□
o Making and supporting informed opinions	□	□	□
Critical
o Creating and using standards	□	□	□
o Critiquing communication	□	□	□
Literary
o Understanding genres, concepts, terms	□	□	□
o Increasing reading comprehension	□	□	□
Grammar and Usage
o NC DPI line items o Vocabulary o Parts of Speech o Sentence boundaries o Apostrophes o Semicolons o Subject-verb agreement	□ □ □	□ □ □ □ □ □ □	□ □ □ □ □ □ □
Core Texts
o The Odyssey o Romeo and Juliet o Much Ado About Nothing o 1984 o Oedipus Rex o Raisin in the Sun o House on Mango Street o Christmas Carol o Lord of the Flies o The Norton Sampler

Teacher: _________________________ Academic Year:	Strands and Connections
	Oral Language	Written Language	Other Media
English II Checklist
Expressive
o Producing reminiscences	□	□	□
o Responding reflectively to texts	□	□	□
Informational/Explanatory
o Evaluating problems	□	□	□
o Examining relationships	□	□	□
o Posing and answering research questions	□	□	□
Argumentative
o Examine Controversial issues	□	□	□
o Produce editorials	□	□	□
o Respond to issues	□	□	□
Critical
o Interpret world events	□	□	□
o Analyze thematic connections	□	□	□
o Analyze the ideas of others	□	□	□
o Evaluate explanations of others	□	□	□
Literary
o Interpreting world literature	□	□	□
o Increasing comprehension of world literature	□	□	□
Grammar and Usage
o NC DPI line items o Vocabulary o Commas o Quotations o Pronouns o Numbers	□ □ □	□ □ □ □ □ □	□ □ □ □ □ □
Core Texts
Advanced o Nectar and the Sieve o Things Fall Apart o Siddhartha o A Doll’s House o All Quiet on the Western Front o Macbeth o Night o The Norton Sampler o The Necklace o Cyrano de Bergerac Enriched o A Day in the Life of Ivan Denisovich o Things Fall Apart o Les Misérables o A Doll’s House o Six Characters in Search of an Author o All Quiet on the Western Front o Macbeth o Candide o Night o Kafka short story (see “Dubieties”) o The Norton Sampler

Teacher: _________________________ Academic Year:	Strands and Connections
	Oral Language	Written Language	Other Media
English III Checklist
Expressive
o Creating memoirs	□	□	□
o `Responding expressively to texts	□	□	□
Informational/Explanatory
o Researching and explaining insights into US language and culture	□	□	□
Argumentative
o Researching and defining issues	□	□	□
o Using argument effectively	□	□	□
Critical
o Interpreting and critically analyzing texts	□	□	□
o Interpreting meaning	□	□	□
o Making thematic connections	□	□	□
Literary
o Interpreting US literature	□	□	□
o Understanding American traditions	□	□	□
Grammar and Usage
o NC DPI line items o Vocabulary o Passive Voice o Active Verbs o Parallelism o Dashes o Colons o Parenthesis	□ □ □ □ □	□ □ □ □ □ □ □ □	□ □ □ □ □ □ □ □
Core Texts
Advanced o Scarlet letter o The Tempest o Ethan Frome o The Great Gatsby o Their Eyes Were Watching God o Death of a Salesman o “Diversity” selection[1] o The Norton Sampler AP o Scarlet letter o King Lear o Ethan Frome o The Great Gatsby o Their Eyes Were Watching God o As I Lay Dying o Death of a Salesman o “Diversity” selection[2] o The Norton Sampler

Teacher: _________________________ Academic Year:	Strands and Connections
	Oral Language	Written Language	Other Media
English IV Checklist
Expressive
o Composing reflective essays	□	□	□
o Responding expressively to texts	□	□	□
Informational/Explanatory
o Researching and explaining complex principles	□	□	□
o Analyze general principles at work in life and literature	□	□	□
o Compose texts (in print and non-print media) that help the audience understand a principle or theory	□	□	□
Argumentative
o Research and define issues of public concern	□	□	□
o Organize and deliver an argument so that an intended audience respects it	□	□	□
Critical
o Develop critiques that enable an audience to judge claims and arguments	□	□	□
o Develop critiques that promote appreciation and understanding	□	□	□
Literary
o Exploring British literature	□	□	□
o Analyzing selected works of British literature	□	□	□
Grammar and Usage
o NC DPI line items o Vocabulary o Precision o Modifier Placement o Wordiness o Coordination and Subordination o Sentence Variety	□ □ □ □ □ □ □	□ □ □ □ □ □ □	□ □ □ □ □ □ □
Core Texts
Advanced o Hamlet o Dubliners o Canterbury Tales o Brave New World o Time Machine (Adv) o Importance of Being Earnest o 100 Best-Loved Poems (Anthology) o Pride and Prejudice) o The Norton Sampler AP o As You Like It o Heart of Darkness (AP) o Dubliners o Hamlet o Canterbury Tales o Pride and Prejudice (regular school year) o A Dickens work (AP only prob Tale of Two Cities or Great Expectations) o Mrs Dalloway (AP) o Importance of Being Earnest o 100 Best-Loved Poems (Anthology) o Shaw (AP) o The Norton Sampler

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[1] We could not reach a consensus on a selection for adding greater diversity to our American literature reading list, so we decided, for this year at least, to mandate a core work that adds diversity to the list without specifying the work. Individual teachers therefore can use their discretion here and we’ll revisit the list next year.

[2] We could not reach a consensus on a selection for adding greater diversity to our American literature reading list, so we decided, for this year at least, to mandate a core work that adds diversity to the list without specifying the work. Individual teachers therefore can use their discretion here and we’ll revisit the list next year.