Reading, Writing, Grammar--and Thinking!
WHICH FITS BEST?
While each class does have a minimum grade delineation, students learn at different rates and in different ways, so more than age or grade comes into play when choosing courses.
A baseline of assumed incoming knowledge helps create a starting point.
ENGLISH 1
minimum assumed knowledge
Grammar
Incoming E1 students should be able to identify the eight parts of speech both in isolation and when used in context.
For example: I went for a run. vs. I run up the hill.
In the first sentence, run functions as a noun. In the second, it is a verb. Students should be able to recognize usages like this most of the time.
Students should be able to identify the subject and verb in a given sentence.
Some exposure to dependent and independent clauses is helpful as well.
They should be comfortable with basic mechanics like ending punctuation and basic comma usage.
Composition
Students should have some experience in writing a thesis statement, although this need not be mastered.
Students should be able to write a clear fact-based, rather than narrative, paragraph consisting of a topic sentence, supporting details, and a concluding sentence. Ideally, they have experience putting two or three of these paragraphs together in a quasi-essay.
Students should have some experience with the writing process, including drafting and revision based on constructive critique.
Literature
Students should be able to comprehend literature whether read or listened to at an 8th-10th grade level.
Independence
Students should be growing in independence and able to read and apply assignment documents with multi-step directions with some parental involvement.
ENGLISH 2
minimum assumed knowledge
Grammar
Incoming English 2 students should be very familiar and comfortable with the 8 parts of speech, parts of a sentence, and elements of sentence patterns. Being able to easily recognize linking structures in their own writing is ideal.
Students should be able to identify and compose dependent and independent clauses.
Students should correctly use punctuation mechanics most of the time, although some uses of more complex elements like semicolons or dashes may still be a bit hazy.
Composition
Students should have experience with the 5-paragraph academic essay and know how to write a three-point thesis.
Students should have experience writing 6-10 sentence introduction and conclusion paragraphs that logically connect to and from the body paragraphs.
Students should have some familiarity with revision for more effective word choice as well as sentence starter and sentence structure variety.
Literature
Students should be able to comprehend literature whether read or listened to at a high school level.
Student should have some experience discussing theme and literary elements like tone, foreshadowing, and the like.
Independence
Students should be able to read and apply assignment documents with multi-step directions with little parental involvement.
ENGLISH 3
minimum assumed knowledge
Grammar
Incoming E3 students should have a thorough understanding of grammar as connected to composition: complete and sophisticated sentence structures, identification and revision of linking structures, close to mastery of punctuation and mechanics.
Composition
Students should be able to compose a 5-paragraph academic essay through multiple drafts without teacher feedback in two weeks' time.
Students should have some experience with literary analysis writing, offering text evidence to support evaluation of an author’s purpose or methods in crafting his or her message.
Students should have some experience with revision for a sophisticated voice, including choosing words for rhetorical effect and avoiding linking structures and purposeless repetition.
Literature
Students should be able to comprehend advanced texts (like Shakespeare!) whether read or listened to.
Student should be familiar and comfortable discussing personal applications to texts, as well as theme and literary elements.
Independence
Students should be able to read and apply assignment documents with multi-step directions with no parental involvement.
GOALS
Baseball player Yogi Berra famously said, "If you don't know where you're going, you'll wind up someplace else!" Knowing the aim of each course, then, can help determine if that matches your goals, too.
ENGLISH 1
By the end of the year, students will be able to...
effectively identify and utilize parts of speech and parts of a sentence to build correctly punctuated clauses for various sentence constructions.
diagram simple, compound, complex, and compound-complex sentences in order to understand the functions of the elements of those sentences.
write an expository 5-paragraph academic essay that fully develops a three-point thesis with extensive teacher oversight.
apply required paragraph patterns appropriate to the paragraph type (body, intro, conclusion) with growing confidence.
begin to write with intentionality of word choice, sentence beginnings, structures, and voice.
incorporate source material into written work with in-text citations and a Works Cited page with some fluency.
discuss story events to demonstrate comprehension as well as to go deeper into some literary analysis, biblical worldview, and themes of the texts.
ENGLISH 2
By the end of the year, students will be able to...
apply grammatical principles of clauses and phrases to add sophistication to sentence structures.
incorporate and apply advanced techniques to limit linking verb structures and add rhetorical appeal with word choice, enhanced transitional devices, and author’s tools like repetition and parallel structure.
write an expository 5-7 paragraph academic essay that fully develops a three-point or general thesis with significant teacher oversight.
apply and vary known paragraph patterns with confidence.
compose single literary analysis paragraphs in an academic voice according to a teacher-directed pattern and incorporating correctly cited text evidence.
incorporate source material into written work with in-text citations and a Works Cited page with added fluency.
discuss a variety of literature to demonstrate comprehension as well as to make literary, personal, and biblical applications.
demonstrate an in-depth understanding of poetry based on extensive reading and writing of the genre.
ENGLISH 3
By the end of the year, students will be able to...
compose with sophistication and appropriate voice, intentionally limiting linking verb structures and adding rhetorical appeal with word choice, enhanced transitional devices, and author’s tools like repetition and parallel structure with little teacher oversight.
with confidence, write expository 5-7 paragraph academic essays that fully develop a three-point or general thesis in either literary response or literary analysis styles.
correctly cite text evidence in MLA style both in-text and Work Cited.
integrate source material into written work with fluency, accurately incorporating in-text citations and a Works Cited page.
read and evaluate several books of the Bible as literature
analyze poetry utilizing various tools in order to understand form, structure, literary elements, theme, and application
discuss a variety of literature to demonstrate critical thinking as well as to make literary, personal, and biblical applications.
demonstrate broad application of Latin and Greek word roots to build vocabulary