English 20 & 30 Skills & Curriculum

-1

Relevant 20-1 Skill 30-1 Skills

Outcomes

Writing

- Essay structure - Write a minimum 6 paragraph

- Capably write a 5
paragraph essay
- Beginning to make
intentional choices of
formats; several
formats in toolkit to
choose from
(personal and
critical)
- Write a solid thesis in
response to a 2-prong essay
prompt
- Include quotes in written
pieces
- Demonstrate use of specific
evidence
- Demonstrate understanding
of the need to interpret/
explain evidence (ex. PEEL)
- Beginning to develop
writer’s voice
- Building and using a broader
vocabulary
- Adopting tools for editing
and proofreading
essay
- Reduced reliance on
formulas
- Organize based on
units of thought rather
than formula
- Continuing to build
toolkit of structural
choices
- Write a solid thesis in
response to a 3-prong essay
prompt
- Quoting becomes more
precise and stylistic
- Use of more nuanced and
complex evidence
- Demonstrate understanding of
the need to interpret/ explain
evidence (ex. PEEEEEEL)
- Add personal response
structures to toolkit
- Tailor personal response to
diploma expectations
- Intentional choices to reveal
writer’s voice
- Building and using a broader
vocabulary
- Adopting tools for editing and
proofreading

Reading

- Building reading - Building reading

independence and stamina
- Examining texts for
significance of:
- Symbol, metaphor,
motif
- Setting
- Characterization
- Point of view
- Narrative style
independence and stamina
- Examining texts for
significance of:
- Symbol, metaphor,
motif
- Setting
- Characterization
- Point of view
- Narrative style
 (Instead of focus on plot
Review ie. what happened)
- Notice writer’s craft and
author’s purpose
- Engage in texts that are
difficult/challenging/boring
(teach specific strategies for
this)
​(and utilize these
interpretations in written
pieces)
- Notice writer’s craft and
author’s purpose ​and evaluate
effectiveness of
- Engage in texts that are ​even
more
difficult/challenging/boring
(teach specific strategies for
this)

Planning/ Researching (GO3)

- Decipher which info is relevant to a line of inquiry

- Demonstrate competence in selecting best evidence, organizing it
and reflect on choices (meta cognition ex. Why did you include this
but leave this out?)
- Detect bias

Thinking???

-2

Relevant 20-2 Skill 30-2 Skills

Outcomes

Writing

- Strong paragraph with - Write a lit essay, letter and

evidence and interpretation
(PEEL)
- Able to produce on
demand with NO
assistance
- Focus on clear,
meaningful topic
sentence
- Familiarity with lit essay,
persuasive and thesis
statement
- Demonstrate use of
evidence
- Demonstrate understanding
of the need to interpret/
explain evidence (ex. PEEL)
- Beginning to develop
writer’s voice appropriate to
context
- Use diction appropriate to
visual response on demand
without assistance
- Write a clear thesis statement
in response to diploma-style
prompts
- Evidence becomes more
precise and substantial (more
of it)
- Interpretation of evidence and
text is more thoughtful
- Gain confidence in utilizing
own writer’s voice & diction
appropriate to context
- Increased independence in
editing and proofreading
 context
- Adopting tools for editing
and proofreading

Reading

- Building reading - Building reading

independence and stamina
- Noticing
- Symbol, metaphor
- Setting
- Examining character
development
- Identify themes in texts
(including visuals)
- Notice writer’s craft and
author’s purpose (ex.
persuasion)
- Engage in texts that are
difficult/challenging/boring
(teach specific strategies for
this)
independence and stamina
- Notice and ​comment on
specific literary devices
- Examine a​nd evaluate
character development a
- Use proper vocabulary for the
discipline
- Identify ​and elaborate on
themes in texts (including
visuals)
- Discuss the effect of text
creator’s choices
- Use strategies tailored to
specific reading challenges

Organizing/Researching (GO3)

- Decipher which info best supports an idea

- Detect bias

Thinking (GO1)

- Use strategies to form a perspective/ position and modify this to

include new perspectives