Replacing Common Core With Something Great: An English Language Arts Curriculum Framework – by Sandra Stotsky   Leave a comment

Before Common Core began its disfiguration of the best in American education, Massachusetts had the highest standards in the nation.  Massachusetts’ students scored best in 2005, in 2007, in 2009 and in 2011 –in all four major NAEP categories.  Massachusetts senselessly dropped its high standards in order to apply for the Race to the Top.

Professor Sandra Stotsky  was the developer of those excellent, pre-common core standards for Massachusetts.  Now she has answered the question so many people have asked: “With what shall we replace Common Core?”  Professor Stotsky has written a model curriculum framework  for anyone to adopt, in lieu of Common Core ELA standards, at no cost.

If your state doesn’t decide to use Stotsky’s model curriculum,  I suggest using it as an individual teacher or parent, to help your child achieve much more than the limited Common Core.

The ELA Curriculum Framework of Dr. Stotsky is available online here and I also will post a portion of the 83 page framework here.  Forgive my imperfect formatting; pasting words from a PDF file doesn’t create perfect formatting;  I just can’t refrain from sharing the document’s highlights anyway.

 

 

An English Language Arts Curriculum Framework for American Public Schools

An English Language Arts Curriculum Framework
for American Public Schools:  A Model
For use by any state or school district without charge
Chief author: Sandra Stotsky
Professor Emerita, University of Arkansas
February 2013
An English Language Arts Curriculum Framework for American Public Schools

Table of Contents

Purpose and Sources of this Curriculum Framework   3
Guiding Principles   4

Overview of General Standards and Learning Standards:   7
1. Discussion and Group Work   10
2. Oral Presentation   12
3. Structure and Conventions of Modern English   15
4. Vocabulary and Concept Development   17
5. Formal and Informal English   21
6. Foundations of Reading and Spelling   24
7. Nonfiction   31
8. Fiction   36
9. Poetry   39
10. Drama   41
11. Myth, Legend, Traditional Narrative, and Classical Literature   43
12. The Research Process   48
13. Analytical Writing   51
14. Persuasive Writing   54
15. Personal Writing   56
Appendix A: Suggested Authors and Illustrators Who Reflect Our Common Literary and
Cultural Heritage
Appendix B: Suggested Authors and Illustrators of World Literature and Twentieth-
Century American Literature
Appendix C: Glossary of Terms
Appendix D: A Perspective on the Goals and Content of English Language Arts
Instruction in this Country
Appendix E: The Limited English Proficient Student in the English Language Arts
Classroom
Appendix F: How Literature Can Be Related to Key American Historical Documents
Appendix G: Independent Evaluative Comments
An English Language Arts Curriculum Framework for American Public Schools  3

 

 

Purpose of this Curriculum Framework

This curriculum framework provides standards designed to guide reading and English teachers in  the development of a coherent English language arts curriculum from PreK to 12. It is based on
two premises: that learning in the English language arts should be cumulative and that the reading of increasingly challenging literary and non-literary works as well as the writing of increasingly
extensive research papers are the basis for developing the independent thinking needed for selfgovernment.
The four discipline-based strands in this framework—Listening and Speaking, Language Study,  Reading and Literature, and Research and Composition—are interdependent. At all grade levels,
a sound English language arts curriculum integrates concepts and skills from all four strands.  A sound reading and literature curriculum also expects students to apply their language skills to
increasingly challenging material linked in ways that promote cumulative learning. A coherent  sequence of reading, research, and writing assignments ensures that students both broaden and
deepen their base of literary/historical knowledge. It is this broadening and deepening knowledge  base that stimulates intellectual growth and enhances their capacity for independent critical
thinking.
Sources of this Curriculum Framework

The four discipline-based areas reflected in the 15 General Standards are broad statements of  what students should know and be able to do in the English language arts. They are then broken
down into Learning Standards for each grade from PreK to 12. These General Standards and Learning Standards come from a long-planned revision of the 2001 Massachusetts English
Language Arts Curriculum Framework. The final draft of the revised framework, completed in  November 2009, reduced the 27 General Standards in the 2001 framework to 15 in order to
eliminate repetition and call attention to more demanding reading and literary study in the high  school grades; expressed the 2001 Learning Standards with greater clarity; and offered additional
learning standards for beginning reading and spelling, a sequence of new standards for nonfiction  reading in the elementary and middle grades, and a richer sequence for vocabulary development.
This draft framework was never sent to the board of elementary and secondary education for a  vote to send it out for public comment. It went to the board in July 2010 only as a working draft
(http://www.doe.mass.edu/frameworks/ela/0610draft.pdf) and simply for the board’s information.  It accompanied Common Core’s final version of its English language arts standards and other
materials expressly developed to support the board’s adoption of Common Core’s standards.  The ten Guiding Principles come from the 2001 Massachusetts English Language Arts  Curriculum Framework; they articulate a set of beliefs about the teaching, learning, and assessing  of the English language arts. Appendix A is from the original, 1997 version of this framework; it  is a suggested list of authors and illustrators who reflect our common literary and cultural  heritage. Its K-8 list was reviewed, organized, and approved by the editors of The Horn Book  using, as requested in 1997, one criterion: literary quality; the 9-12 list was reviewed by literary  scholars from diverse backgrounds. Appendix B is from the 2001 curriculum framework and is a
suggested list of twentieth-century American authors and illustrators, as well as of past and  present authors from other countries and cultures. Appendix C, a glossary explaining technical
words and phrases, as well as Appendices D, E, and F, also come from the 2001 framework.  Appendix G, which contains an evaluation of the 2010 draft revision of the 2001 Curriculum
Framework, is from the Fordham Institute’s 2010 review of state standards.

An English Language Arts Curriculum Framework for American Public Schools

 Guiding Principles

The following principles are philosophical statements to guide the construction and evaluation of  English language arts curricula.

Guiding Principle 1

An effective English language arts curriculum develops thinking and language together through interactive learning. Effective language use both requires and extends thinking. As learners listen to a speech, view a documentary, discuss a poem, or write an essay, they engage in thinking. The standards in this framework specify the intellectual processes that students draw on as they use language. Students develop their ability to remember, understand, analyze, evaluate, and apply the ideas they encounter in the English language arts and in all the other disciplines when they undertake increasingly challenging assignments that require them to write or speak in response to what they are learning.
Guiding Principle 2

An effective English language arts curriculum develops students’ oral language and literacy through appropriately challenging learning. A well planned English language arts instructional program provides students with a variety of oral language activities, high-quality and appropriate reading materials, and opportunities to work with others who are reading and writing. In the primary grades, systematic phonics instruction and regular practice in applying decoding skills to decodable materials are essential elements of the school program. Reading to preschool and primary grade children plays an especially critical role in developing children’s vocabulary, their knowledge of the natural world, and their appreciation for the power of the imagination. Beyond the primary grades, students continue to refine all their language skills.

Guiding Principle 3
An effective English language arts curriculum draws on literature from many genres, time periods, and cultures, featuring works that reflect our common literary heritage.  American students need to become familiar with works that are part of a literary tradition going  back thousands of years. Thus, the curriculum should emphasize literature reflecting the literary  and civic heritage of the English-speaking world. Students also should gain exposure to works  from the many communities that make up contemporary America as well as from countries and  cultures throughout the world.  Appendix A of this framework presents a list of suggested authors and illustrators reflecting the  common literary and cultural heritage of students attending public schools in this country.
Appendix B presents lists of suggested twentieth-century American authors and illustrators, as well as past and present authors from other countries and cultures. In order to foster a love of
reading and prepare students for a meaningful high school diploma, English and reading teachers  need to encourage a great deal of independent reading outside of class. School librarians play a
key role in finding books to match students’ interests and in suggesting further resources in public  libraries.

Guiding Principle 4

An effective English language arts curriculum emphasizes writing as an essential way to develop,  clarify, and communicate ideas in expository, persuasive, narrative, and expressive discourse.
At all levels, students’ writing records their imagination and exploration. As students attempt to  write clearly and coherently about increasingly complex ideas, their writing serves to propel
intellectual growth. Through writing, students develop their ability to think, to communicate ideas, and to create worlds unseen.

Guiding Principle 5

An effective English language arts curriculum provides for the study of all forms of media.  Multimedia, television, radio, film, Internet, and videos are prominent modes of communication
in the modern world. Like literary genres, each of these media has its unique characteristics, and students learn to apply techniques used in the study of literature and exposition to the evaluation
of multimedia, television, radio, film, Internet sites, and video.

Guiding Principle 6

An effective English language arts curriculum provides explicit skill instruction in reading and  writing.  Explicit skill instruction can be most effective when it precedes student need. Systematic phonics  lessons, in particular decoding skills, should be taught to students before they try to use them in  their subsequent reading. Systematic instruction is especially important for those students who  have not developed phonemic awareness — the ability to pay attention to the component sounds  of language. Effective instruction can take place in small groups, individually, or on a whole class  basis. Explicit skill instruction can also be effective when it responds to specific problems in  student work. For example, a teacher should monitor students’ progress in using quotation marks  to punctuate dialogue in their stories, and then provide direct instruction when needed.

Guiding Principle 7

An effective English language arts curriculum teaches the strategies necessary for acquiring  academic knowledge, achieving common academic standards, and attaining independence in
learning.  Students need to develop a repertoire of learning strategies that they consciously practice and  apply in increasingly diverse and demanding contexts. Skills become strategies for learning when  they are internalized and applied purposefully. For example, a research skill has become a  strategy when a student formulates his own questions and initiates a plan for locating information.   A reading skill has become a strategy when a student sounds out unfamiliar words, or  automatically makes and confirms predictions while reading. A writing skill has become a
strategy when a student monitors her own writing by spontaneously asking herself, “Does this  organization work?” or “Are my punctuation and spelling correct?” When students are able to
articulate their own learning strategies, evaluate their effectiveness, and use those that work best  for them, they have become independent learners.

Guiding Principle 8

An effective English language arts curriculum builds on the language, experiences, and interests  that students bring to school.  Teachers recognize the importance of being able to respond effectively to the challenges of  linguistic and cultural differences in their classrooms. Sometimes students have learned ways of  talking, thinking, and interacting that are effective at home and in their neighborhood, but which  may not have the same meaning or usefulness in school. Teachers try to draw on these different  ways of talking and thinking as bridges to speaking and writing in Standard American English.

Guiding Principle 9

An effective English language arts curriculum develops each student’s distinctive writing or  speaking voice. A student’s writing and speaking voice is an expression of self.  Students’ voices tell us who they are, how they think, and what unique perspectives they bring to  their learning. Students’ voices develop when teachers provide opportunities for interaction,  exploration, and communication. When students discuss ideas and read one another’s writing,  they learn to distinguish between formal and informal communication. They also learn about their  classmates as unique individuals who can contribute their distinctive ideas, aspirations, and  talents to the class, the school, the community, and the nation.
Guiding Principle 10

While encouraging respect for differences in home backgrounds, an effective English language  arts curriculum nurtures students’ sense of their common ground as present or future American
citizens in order to prepare them for responsible participation in our schools and in civic life.  Teachers instruct an increasingly diverse group of students in their classrooms each year.
Students may come from any country or continent in the world. Taking advantage of this  diversity, teachers guide discussions about the extraordinary variety of beliefs and traditions
around the world. At the same time, they provide students with common ground through discussion of significant works in American cultural history to help prepare them to become selfgoverning
citizens of the United States of America. An English language arts curriculum can  serve as a unifying force in schools and society.

Appendix A: Suggested Authors and Illustrators Who Reflect Our Common Literary and Cultural Heritage

All American students must acquire knowledge of a range of literary works reflecting our common literary heritage. It is a heritage that goes back thousands of years to the ancient world. In addition, all students should become familiar with some of the outstanding works in the rich body of literature that is their particular heritage in the English-speaking world. This includes a literature that was created just for children because its authors saw childhood as a special period in life. It was also the first literature in the world created for them.

The suggestions below constitute a core list of those authors and illustrators (and a few specific works) that comprise the literary and intellectual capital drawn on by those who write in English, whether for novels, poems, newspapers, or public speeches, in this country or elsewhere. Knowledge of these authors and illustrators in their original, adapted, or revised editions will contribute significantly to a student’s ability to understand literary allusions and participate effectively in our common civic culture.

A curriculum drawing on these suggested lists will also provide significant support for the major reason statewide learning standards were developed—to ensure equity and high academic expectations for all students. A literature curriculum should include works drawn from this list and contemporary works of similar quality, drawn from cultures around the world from many historical periods. It is then possible to assure parents and other citizens that all students will be expected to read at a high level of reading difficulty. By themselves, even the most carefully crafted learning standards cannot guarantee that expectation for all students.

Effective English language arts teachers teach all students to comprehend and analyze a variety of significant literature. To ensure that all students read challenging material, teachers may choose to present excerpts of longer works, or vary the amount of class time devoted to a specific work or cluster of works. As all English teachers know, some authors have written many works, not all of which are of equally high quality. We expect teachers to use their literary judgment as they make selections.

In planning a curriculum, it is important to balance depth with breadth. As teachers in schools and districts work with this curriculum framework to develop literature units, they will often combine works from the two lists into thematic units. Exemplary curriculum is always evolving. We urge districts to take initiative to create programs meeting the needs of their students.

The suggested lists of Appendices A and B are organized by the grade-span levels of PreK-2, 3-4, 5-8, and 9-12. A few authors are repeated in adjoining grade-spans, giving teachers the option to match individual students with the books that suit their interests and developmental levels. The decision to present a Grades 9-12 list (as opposed to Grades 9-10 and 11-12) stems from the recognition that teachers should be free to choose selections that challenge, but do not overwhelm, their students.

PreK-2*

For reading, listening, and viewing:   Mother Goose nursery rhymes, Aesop’s fables, Rudyard Kipling’s Just So Stories, Selected Grimm and Hans Christian Andersen fairy tales, Selected French fairy tales, The Bible as literature, Tales including Jonah and the whale, Daniel and the lion’s den, Noah and the Ark, Moses and the burning bush, the story of Ruth, David and Goliath

Picture book authors and illustrators: Ludwig Bemelmans, Margaret Wise Brown, John Burningham, Virginia Lee Burton, Randolph Caldecott, Edgar Parin and Ingri D’Aulaire, William Pène du Bois, Wanda Gág, Theodore Geisel (Dr. Seuss), Kate Greenaway, Shirley Hughes, Crockett Johnson, Robert Lawson, Munro Leaf, Robert McCloskey, A. A. Milne, William Nicholson, Maud and Miska Petersham, Alice and Martin Provensen, Beatrix Potter, H. A. and Margaret Rey, Maurice Sendak, Vera Williams

Poets: John Ciardi, Rachel Field, David McCord, A. A. Milne, Laura Richards

Grades 3-4*

The Bible as literature: Adam and Eve, Cain and Abel, David and Jonathan, the Prodigal Son, the visit of the Magi, well-known psalms (e.g., 23, 24, 46, 92, 121, and 150) Greek, Roman, or Norse myths; Native American myths and legends; stories about King Arthur and Robin Hood

British authors: Frances Burnett, Lewis Carroll, Kenneth Grahame, Dick King-Smith, Edith Nesbit, Mary Norton, Margery Sharp, Robert Louis Stevenson, P. L. Travers American authors and illustrators L. Frank Baum, Beverly Cleary, Elizabeth Coatsworth, Mary Mapes Dodge, Elizabeth Enright, Eleanor Estes, Jean George, Sterling North, Howard Pyle, Marjorie Kinnan Rawlings, Carl Sandburg, George Selden, Louis Slobodkin, E. B. White, Laura Ingalls Wilder

Poets: Stephen Vincent and Rosemarie Carr Benét, Lewis Carroll, John Ciardi, Rachel Field, Robert Frost, Langston Hughes, Edward Lear, Myra Cohn Livingston, David McCord, A. A. Milne, Laura Richards *Authors and titles were reviewed by the editors of The Horn Book.

Grades 5-8*

Selections from Grimm’s fairy tales, French fairy tales, Tales by Hans Christian Andersen and Rudyard Kipling, Aesop’s fables, Greek, Roman, or Norse myths, Native American myths and legends, Stories about King Arthur, Robin Hood, Beowulf and Grendel, St. George and the Dragon

The Bible as literature: Old Testament: Genesis, Ten Commandments, Psalms and Proverbs New Testament: Sermon on the Mount; Parables British and European authors or illustrators James Barrie, Frances Burnett, Lucy Boston, Lewis Carroll, Carlo Collodi, Charles Dickens, Arthur Conan Doyle, Daniel Defoe, Leon Garfield, Kenneth Grahame, C. S. Lewis, George MacDonald, Edith Nesbit, Mary Norton, Philippa Pearce, Arthur Rackham, Anna Sewell, William Shakespeare, Johanna Spyri, Robert Louis Stevenson, Jonathan Swift, J. R. R. Tolkien, P. L. Travers, T.H.White

American authors or illustrators: Louisa May Alcott, Lloyd Alexander, Natalie Babbitt, L.Frank Baum, Nathaniel Benchley, Carol Ryrie Brink, Elizabeth Coatsworth, Esther Forbes, Paula Fox, Jean George, Virginia Hamilton, Bret Harte, Irene Hunt, Washington Irving, Sterling North, Scott O’Dell, Maxfield Parrish, Howard Pyle, Edgar Allan Poe, Ellen Raskin, Marjorie Kinnan Rawlings, Elizabeth Speare, Anna Sewell, Booth Tarkington, Mark Twain, James Thurber, E. B. White, Laura Ingalls Wilder, N. C. Wyeth

Poets: Stephen Vincent and Rosemarie Carr Benét, Lewis Carroll, John Ciardi, Rachel Field, Robert Frost, Langston Hughes, Edward Lear, Henry Wadsworth Longfellow, David McCord, Ogden Nash

Grades 9-12: American Literature

Historical documents of literary and philosophical significance: Abraham Lincoln’s Gettysburg Address, The Declaration of Independence, Martin Luther King Jr.’s “I Have a Dream” speech, John F. Kennedy’s inaugural speech, William Faulkner’s Nobel Prize Lecture

Major writers of the 18th and 19th centuries: James Fenimore Cooper, Stephen Crane, Emily Dickinson, Frederick Douglass, Ralph Waldo Emerson, Benjamin Franklin, Nathaniel Hawthorne, Henry James, Thomas Jefferson, Herman Melville, Edgar Allan Poe, Henry David Thoreau, Mark Twain, Phillis Wheatley, Walt Whitman

Major writers of the early-to-mid 20th century: Henry Adams, James Baldwin, Arna Bontemps, Willa Cather, Kate Chopin, Countee Cullen, Ralph Ellison, William Faulkner, Jessie Fauset, F. Scott Fitzgerald, Charlotte Gilman, James Weldon Johnson, Ernest Hemingway, O. Henry, Langston Hughes, Zora Neale Hurston, Sarah Orne Jewett, Flannery O’Connor, Ayn Rand, Gertrude Stein,  John Steinbeck, James Thurber, Jean Toomer, Booker T. Washington, Edith Wharton, Richard Wright

Playwrights: Lorraine Hansberry, Lillian Hellman, Arthur Miller, Eugene O’Neill, Thornton Wilder, Tennessee Williams, August Wilson

Major poets: Elizabeth Bishop, e e cummings, Emily Dickinson, Robert Frost, T. S. Eliot, Robinson Jeffers, Amy Lowell, Robert Lowell, Edgar Lee Masters, Edna St. Vincent Millay, Marianne Moore, Sylvia Plath, Ezra Pound, John Ransom, Edward Arlington Robinson, Theodore Roethke, Wallace Stevens, Alan Tate, Sara Teasdale, William Carlos Williams

The European, Asian, Caribbean, Central American and South American immigrant experience (e.g., Ole Rolvaag, Younghill Kang, Abraham Cahan), the experiences of Native Americans, and slave narratives ( e.g., Harriet Jacobs)

Grades 9-12: British and European Literature

The Bible as literature: Genesis, Ten Commandments, Psalms and Proverbs, Job, Sermon on the Mount, Parables

A higher level rereading of Greek mythology

Selections from Chaucer’s Canterbury Tales

Major poets: Homer

Epic poets: Dante and John Milton

Sonnets: William Shakespeare, John Milton, Edmund Spenser

Metaphysical poets: John Donne, George Herbert, Andrew Marvell

Romantic poets: William Blake, Lord Byron, Samuel Taylor Coleridge, John Keats, Percy Bysshe Shelley, William Wordsworth

Victorian poets:  Matthew Arnold, Elizabeth Barrett Browning, Robert Browning, Dante Gabriel Rossetti, Alfred Lord Tennyson

Modern poets: W. H. Auden, A. E. Housman, Dylan Thomas, William Butler Yeats

Playwrights: Classical Greek dramatists, William Shakespeare, Anton Chekhov, Henrik Ibsen, George Bernard Shaw, Oscar Wilde

Essayists:

British: Joseph Addison, Sir Francis Bacon, Samuel Johnson in “The Rambler,” Charles Lamb, George Orwell, Leonard Woolf, Virginia Woolf

From the Enlightenment: Voltaire, Diderot, and other Encyclopédistes, Jean Jacques Rousseau

Fiction: Selections from early novels: La Vida de Lazarillo de Tormes, Don Quixote, Joseph Andrews, The Vicar of Wakefield, Selections from Pilgrim’s Progress

Selections from satire and mock epic, verse, or prose: Lord Byron, Alexander Pope, Jonathan Swift

19th century novels: Jane Austen, Emily Brontë, Joseph Conrad, Charles Dickens, Fyodor Dostoyevsky, George Eliot, Thomas Hardy, Victor Hugo, Mary Shelley, Leo Tolstoy

20th century novels: Albert Camus, André Gide, James Joyce, Franz Kafka, D. H. Lawrence, Jean Paul Sartre, Virginia Woolf

Appendix B: Suggested Authors and Illustrators of Twentieth Century American Literature and of World Literature

…As all English teachers know, some authors have written many works, not all of which are of equally high quality. We expect teachers to use their literary judgment in selecting any particular work. It is hoped that teachers will find here many authors with whose works they are already familiar, and will be introduced to yet others. A comprehensive literature curriculum balances these authors and illustrators with those found in Appendix A.

Grades PreK-2

Aliki, Mitsumasa Anno, Edward Ardizzone, Molly Bang, Paulette Bourgeois, Jan Brett, Norman Bridwell, Raymond Briggs, Marc Brown, Marcia Brown, Margaret Wise Brown, Eve Bunting, Ashley Bryan, Eric Carle, Lucille Clifton, Joanna Cole, Barbara Cooney, Joy Cowley, Donald Crews,Tomie dePaola, Leo and Diane Dillon, Tom Feelings, Mem Fox, Don Freeman, Gail Gibbons, Eloise Greenfield, Helen Griffith, Donald Hall, Russell and Lillian Hoban, Tana Hoban, Thacher Hurd, Gloria Huston, Trina Schart Hyman, Ezra Jack Keats, Steven Kellogg, Reeve Lindberg, Leo Lionni, Arnold Lobel, Gerald McDermott, Patricia McKissack, James Marshall, Bill Martin, Mercer Mayer, David McPhail, Else Holmelund Minarik, Robert Munsch, Jerry Pinkney, Patricia Polacco, Jack Prelutsky, Faith Ringgold, Glen Rounds, Cynthia Rylant, Allen Say, Marcia Sewall, Marjorie Sharmat, Peter Spieg, William Steig, John Steptoe, Tomi Ungerer, Chris Van Allsburg, Jean van Leeuwen, Judith Viorst, Rosemary Wells, Vera Williams, Ed Young, Margot and Harve Zemach, Charlotte Zolotow

Grades 3–4

Joan Aiken, Lynne Reid Banks, Raymond Bial, Judy Blume, Eve Bunting, Joseph Bruchac, Ashley Bryan, Betsy Byars , Ann Cameron, Andrew Clements. Shirley Climo, Eleanor Coerr, Paula Danziger,Walter Farley, John Fitzgerald, Louise Fitzhugh, Paul Fleischman, Sid Fleischman, Mem Fox, Jean Fritz, John Reynolds Gardiner, James Giblin, Patricia Reilly Giff, Jamie Gilson, Paul Goble, Marguerite Henry, Johanna Hurwitz, Peg Kehret, Jane Langton, Kathryn Lasky, Jacob Lawrence, Patricia Laube, Julius Lester, Gail Levine, David Macaulay, Patricia MacLachlan, Mary Mahy, Barry Moser, Patricia Polacco, Daniel Pinkwater, Jack Prelutsky, Louis Sachar, Alvin Schwartz, John Scieszka, Shel Silverstein, Seymour Simon, Mildred Taylor, Ann Warren Turner, Mildred Pitts Walter

Grades 5–8

Isaac Asimov, Avi, James Berry, Nancy Bond, Ray Bradbury, Bruce Brooks, Joseph Bruchac, Alice Childress, Vera and Bill Cleaver, James and Christopher Collier, Caroline Coman, Susan Cooper, Robert Cormier, Bruce Coville, Sharon Creech, Chris Crutcher, Christopher Paul Curtis, Karen Cushman, Michael Dorris, Paul Fleischman, Russell Freedman, Jack Gantos, Sheila Gordon, Bette Greene, Rosa Guy, Mary Downing Hahn, Joyce Hansen, James Herriot, Karen Hesse, S. E. Hinton, Felice Holman, Irene Hunt, Paul Janeczko, Angela Johnson, Diana Wynne Jones, Norton Juster, M. E. Kerr, E. L. Konigsburg, Kathryn Lasky, Madeleine L’Engle, Ursula LeGuin, Robert Lipsyte, Lois Lowry, Anne McCaffrey, Robin McKinley, Patricia McKissack, Margaret Mahy, Albert Marrin, Milton Meltzer, Jim Murphy, Phyllis Reynolds Naylor, Naomi Nye, Richard Peck, Daniel Pinkwater, Philip Pullman, Ellen Raskin, J. K. Rowling, Cynthia Rylant, Louis Sachar, Isaac Bashevis Singer, Gary Soto, Mildred Taylor, Theodore Taylor, Yoshiko Uchida, Cynthia Voigt, Yoko Kawashima Watkins, Janet Wong, Laurence Yep, Jane Yolen, Paul Zindel

Grades 9–12:

Twentieth-Century American Literature

Fiction: James Agee, Maya Angelou, Saul Bellow, Pearl Buck, Raymond Carver, John Cheever Sandra Cisneros, Arthur C. Clarke, E. L. Doctorow, Louise Erdrich, Nicholas Gage, Ernest K. Gaines, Alex Haley, Joseph Heller, William Hoffman, John Irving, William Kennedy, Ken Kesey, Jamaica Kincaid, Maxine Hong Kingston, Jon Krakauer, Harper Lee, Bernard Malamud, Carson McCullers, Toni Morrison, Joyce Carol Oates, Tim O’Brien, Edwin O’Connor, Cynthia Ozick, Chaim Potok, Reynolds Price, Annie Proulx, Richard Rodrigues, Leo Rosten, J. D. Salinger, William Saroyan, May Sarton, Jane Smiley, Betty Smith, Wallace Stegner, Amy Tan, Anne Tyler, John Updike, Kurt Vonnegut, Jr., Alice Walker, Robert Penn Warren, Eudora Welty, Thomas Wolfe, Tobias Wolff, Anzia Yezierska

Poetry: Claribel Alegria, Julia Alvarez, A. R. Ammons, Maya Angelou, John Ashberry, Jimmy Santiago Baca, Amirai Baraka (LeRoi Jones), Elizabeth Bishop, Robert Bly, Louise Bogan, Gwendolyn Brooks, Sterling Brown, Hayden Carruth, J. V. Cunningham, Rita Dove, Alan Dugan, Richard Eberhart, Martin Espada, Allen Ginsberg, Louise Gluck, John Haines, Donald Hall, Robert Hayden, Anthony Hecht, Randall Jarrell, June Jordan, Galway Kinnell, Stanley Kunitz, Philip Levine, Audrey Lord, Amy Lowell, Robert Lowell, Louis MacNeice, James Merrill, Mary Tall Mountain, Sylvia Plath, Anna Quindlen, Ishmael Reed, Adrienne Rich, Theodore Roethke, Anne Sexton, Karl Shapiro, Gary Snyder, William Stafford, Mark Strand, May Swenson, Margaret Walker, Richard Wilbur, Charles Wright, Elinor Wylie

Essays/Nonfiction (contemporary and historical)

Edward Abbey, Susan B. Anthony, Russell Baker, Ambrose Bierce, Carol Bly, Dee Brown, Art Buchwald, William F. Buckley, Rachel Carson, Margaret Cheney, Marilyn Chin, Stanley Crouch, Joan Didion, Annie Dillard, W. E. B. Du Bois, Gretel Ehrlich, Loren Eiseley, Henry Louis Gates, Jr., Doris Goodwin, Stephen Jay Gould, John Gunther, John Hersey, Edward Hoagland, Helen Keller, William Least Heat Moon, Barry Lopez, J. Anthony Lukas, Mary McCarthy, Edward McClanahan, David McCullough, John McPhee, William Manchester, H. L. Menken, N. Scott Momaday, Samuel Eliot Morison, Lance Morrow, Bill Moyers, John Muir, Anna Quindlen, Chet Raymo, Richard Rodriguez, Eleanor Roosevelt, Franklin D. Roosevelt, Theodore Roosevelt, Carl Sagan, William Shirer, Shelby Steele, Lewis Thomas, Walter Muir Whitehill. Malcolm X

Drama

Edward Albee, Robert Bolt, Jerome Lawrence and Robert E. Lee, Archibald MacLeish, David Mamet, Terrence Rattigan, Ntozake Shange, Neil Simon, Orson Welles

Grades 9–12: Historical and Contemporary World Literature

Fiction

Chinua Achebe, S. Y. Agnon, Ilse Aichinger, Isabel Allende, Jerzy Andrzejewski, Margaret Atwood, Isaac Babel, James Berry, Heinrich Boll, Jorge Luis Borges, Mikhail Bulgakov, Dino Buzzati, S. Byatt, Italo Calvino, Karl Capek, Carlo Cassola, Camillo Jose Cela, Julio Cortazar, Isak Dinesen, E. M. Forster, Gabriel Garcia Marquez, Nikolai Gogol, William Golding, Robert Graves, Hermann Hesse, Wolfgang Hildesheimer, Aldous Huxley, Kazuo Ishiguro, Yuri Kazakov, Milan Kundera, Stanislaw Lem, Primo Levi, Jacov Lind, Clarice Lispector, Naguib Mahfouz, Thomas Mann, Alberto Moravia, Mordechi Richler, Alice Munro, Vladimir Nabokov, V. S. Naipaul, Alan Paton, Cesar Pavese, Santha Rama Rau, Rainer Maria Rilke, Ignazio Silone, Isaac Bashevis Singer, Alexander Solshenitsyn, Niccolo Tucci, Mario Vargas-Llosa, Elie Wiesel, Emile Zola

Poetry

Bella Akhmadulina, Anna Akhmatova, Rafael Alberti, Josif Brodsky, Constantine Cavafis, Odysseus Elytis, Federico García Lorca, Seamus Heaney, Ted Hughes, Philip Larkin, Czeslaw Milosz, Gabriela Mistral, Pablo Neruda, Octavio Paz, Jacques Prévert, Alexander Pushkin, Salvatore Cuasimodo, Juan Ramon Ramirez, Arthur Rimbaud, Pierre de Ronsard, George Seferis, Léopold Sédar Senghor, Wole Soyinka, Marina Tsvetaeva, Paul Verlaine, Andrei Voznesensky, Derek Walcott, Yevgeny Yevtushenko

Essays/Nonfiction

Winston Churchill, Mahatma Gandhi, Steven Hawking, Arthur Koestler, Margaret Laurence, Michel de Montaigne, Shiva Naipaul, Octavio Paz, Jean Jacques Rousseau, Alexis de Tocqueville, Voltaire, Rebecca West, Marguerite Yourcenar

Drama:  Jean Anouilh, Fernando Arrabal, Samuel Beckett, Bertolt Brecht, Albert Camus, Jean  Cocteau, Athol Fugard, Jean Giraudoux, Eugene Ionesco, Molière, John Mortimer, Sean O’Casey, John Osborne, Harold Pinter, Luigi Pirandello, Racine, Jean-Paul Sartre, Tom Stoppard, John Millington Synge

Religious Literature:  Analects of Confucius. Bhagavad-Gita, Koran, Tao Te Ching, Book of the Hopi, Zen parables, Buddhist scripture

About these ads

Comments are welcome here.

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Follow

Get every new post delivered to your Inbox.

Join 1,945 other followers

%d bloggers like this: