How to learn High school: English language arts

Georgia academic standards: English language arts, High school

0 of 24 concepts ready to learn · Markdown, for your AI

1. Standards for Employability Skills

Speaking Formally and Giving Presentations: Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience

2. Examine the role of film in a societal, cultural, and historical contexts.

Understanding drama and performance: Understand how dramatists communicate meaning through performance — including staging, direction, set design, lighting, and actors' choices — and how different productions can interpret the same script differently

3. Explore how writing for film, television, and theatre connects to careers and the entertainment industry.

Writing Across Genres: Write for a range of purposes and audiences beyond narrative — including scripts, poetry, personal and formal letters, notes for talks, and other forms — selecting the appropriate form, register, and conventions for each

4. Connect film, television, and theatre literature to its dramaturgical contexts and other disciplines

Research & Source Evaluation: Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail

5. Evaluate various aspects of dramatic arts literature using appropriate supporting evidence.

Critical comparison across texts: Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures
Analysing Text Structure: Analyse how a text's structure — including its overall organisation, use of chapters, stanzas, scenes, paragraphs, or sections — contributes to its meaning, style, and development of ideas
Figurative Language and Literary Devices: Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony

6. Analyze and create characters in dramatic arts literature from the perspective of an actor/performer.

Writing Character & Dialogue: Write narratives that develop real or imagined experiences using effective technique — including establishing context and point of view, developing characters through dialogue, pacing, and description, using varied transitions, and providing a reflective conclusion
Performing Scripts & Poetry: Improvise, rehearse, and perform play scripts and poetry — using role, intonation, tone, volume, mood, silence, stillness, and action to generate language, explore meaning, and add impact to performance

7. Produce clear and concise writing that includes the conventions of standard English grammar and usage.

Cohesion and Transitions Across Writing: Use varied transitions, cohesive devices, and paragraph-linking strategies to create coherence across a whole piece of writing — including temporal transitions, causal connectives, and techniques for signalling shifts in argument, time, or setting
Developed Informational and Explanatory Writing: Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary
Planning, Revising and Editing Writing: Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar
Persuasive Writing: Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement

8. English language arts

Phrases & Clauses: Understand and analyse the function of phrases (noun, verb, adjectival, adverbial, prepositional) and clauses (main, subordinate, relative) in general and in specific sentences, including recognising and correcting misplaced and dangling modifiers
Literary and Language Terminology: Discuss reading, writing, and spoken language with precise and confident use of linguistic and literary terminology — including terms for word classes, sentence types, clause types, literary devices, and text-level features
Verb Voice and Mood: Understand and use active and passive voice deliberately, and recognise verb moods (indicative, imperative, subjunctive, conditional) and their effects — choosing the appropriate voice and mood for purpose and audience
Advanced Punctuation for Clarity: Use punctuation confidently and accurately for effect and clarity — including semicolons to link related clauses, colons to introduce lists or explanations, dashes and parentheses for parenthetical information, ellipsis for omission or suspense, and commas for coordinate adjectives and nonrestrictive elements
Using and Evaluating Textual Evidence: Cite specific textual evidence to support analysis of what a text says explicitly and what can be inferred, distinguishing between strong and weak evidence and explaining how the evidence supports a point
Types of Sentences: Choose among and construct simple, compound, complex, and compound-complex sentences to signal different relationships among ideas, varying sentence patterns deliberately for meaning, interest, and style

9. Texts (T) Students grow in their learning as they purposefully engage with texts. · Argumentative Techniques Evaluate and apply argumentative techniques to enhance text’s appeal to audiences or achiev

Writing Techniques for Effect: Apply growing knowledge of vocabulary, grammar, and text structure to writing — drawing on literary and rhetorical devices from reading (e.g., rhetorical questions, tricolon, anaphora, contrast) to enhance impact

10. Texts (T) Students grow in their learning as they purposefully engage with texts. · Craft Analyze, evaluate, and craft language to produce intended effects in a wide variety of texts.

Academic Vocabulary: Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects

11. Texts (T) Students grow in their learning as they purposefully engage with texts. · Authors & Speakers Evaluate how authors’ and/or speakers’ perspectives influence texts and how circumstances shape t

Narrative Perspective and Unreliable Narrators: Analyse point of view and narrative perspective — including first person, third person limited and omniscient, and unreliable narrator — and how the author's or narrator's perspective shapes the reader's understanding and creates effects such as suspense, irony, or humour

12. Texts (T) Students grow in their learning as they purposefully engage with texts. · Purposes & Audiences Analyze the impact of purpose and audience on a wide variety of texts.

Purpose, audience, and context: Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone

13. Language (L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determi

Standard English: Know and understand the differences between spoken and written language — including differences in formality, register, grammar, and vocabulary — and between Standard English and other varieties of English, using Standard English confidently in writing and speech