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2004 English Language Arts the goals of secondary (6-12) English Language Arts, with students involved in different communication environments, based on purpose, audience, and context. (For more information about the philosophy underlying the High School English Language...
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2004 English Language Arts the goals of secondary (6-12) English Language Arts, with students involved in different communication environments, based on purpose, audience, and context. (For more information about the philosophy underlying the High School English Language Arts Program, please see pp. 7-16 and pp. 71-80 of the North Carolina English Language Arts Standard Course of Study or visit http://www.ncpublicschools.org/curriculum/languagearts/indexa.html ). Options for Implementatio n Currently
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=112
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
communication differ <span class="highlight">in</span> their social context (purposes, audiences), there are elements that overlap. <span class="highlight">For</span> example, <span class="highlight">in</span> an editorial that presents an argument, <span class="highlight">a</span> writer may illustrate <span class="highlight">a</span> point by relating <span class="highlight">a</span> personal experience; or <span class="highlight">a</span> critic interpreting <span class="highlight">a</span> television show may, <span class="highlight">for</span> part of the essay, take an informational stance to give the reader some factual background. Thus, the high school English Language Arts curriculum is <span class="highlight">a</span> spiraling program that is <span class="highlight">based</span> on strong connections. The interrelationships include: • the
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=142
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts arguments by: • establishing and applying clear, credible criteria <span class="highlight">for</span> evaluation. • substantiating assessments with reasons and evidence. 4.02 Develop critiques that give an audience: • an appreciation of how themes relate among texts. • an understanding of how authors’ assumptions, cultural backgrounds, and social values affect texts. • an understanding of how more than one critical <span class="highlight">approach</span> affects interpretation. 4.03 Demonstrate the ability to read, listen to and view <span class="highlight">a</span>
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=145
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
School English Language Arts Program, these courses promote an integrated <span class="highlight">approach</span> to the strands of oral language, written language, and other media/technology. Moreover, the courses are aligned to the goals of secondary (6-12) English Language Arts, with students involved <span class="highlight">in</span> different communication <span class="highlight">environments</span>, <span class="highlight">based</span> on purpose, audience, and context. (<span class="highlight">For</span> more information about the philosophy underlying the High School English Language Arts Program, please see pp. 7-16 and pp. 71-80 of the North Carolina
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=146
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts the goals of secondary (6-12) English Language Arts, with students involved <span class="highlight">in</span> different communication <span class="highlight">environments</span>, <span class="highlight">based</span> on purpose, audience, and context. (<span class="highlight">For</span> more information about the philosophy underlying the High School English Language Arts Program, please see pp. 7-16 and pp. 71-80 of the North Carolina English Language Arts Standard Course of Study or visit http://www.ncpublicschools.org/curriculum/languagearts/indexa.html ). Options <span class="highlight">for</span> Implementatio n Currently
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=193
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 170 English Language Arts Fantasy and science fiction • Characters or settings depart Reading fantasy nurtures the imagination and from what is realistic or can help young students come to grips with the expected. differences between reality and truth. <span class="highlight">For</span> • The author makes the impossible older students, fantasy and science fiction can believable through logical be useful vehicles <span class="highlight">for</span> examining issues related framework and consistency, to human survival <span class="highlight">in</span> an <span class="highlight">uncertain</span> future. characters’ acceptance
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