complete high school language arts curriculum creative writing course

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Robertson, Diane

Complete High School Language Arts Curriculum Creative Writing Course

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This is a complete language arts course for the high school level. It focuses on creative writing. It begins with lessons on how to write several different poems of varying difficulty to help the student focus on word choice and imagery and packing a lot of meaning into a few words before moving on to how to create and write short stories. Poetry is a good beginning to learn how to write anything because it makes the writer give serious consideration to each word written and how each word relates to the next. 

This course contains 32 lessons on writing as well as several creative writing devices that are rare to find taught at the high school level.  It also contains 32 weeks of spelling and vocabulary lessons. It has 32 grammar lessons at the high school level. A decent understanding of grammar will be necessary to understand these lessons. The book also contains 32 lessons on literary devices, and 32 reading lessons that focus on analyzing and understanding complex and classical writings. 

This course is a full language arts course and would work for English 9, 10, 11, or 12 for one credit on homeschool transcripts. This course contains college prep material. 

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A Comprehensive High School Writing Curriculum Guide

In this comprehensive high school writing curriculum guide, I explain necessary components of planning a writing for a year. 

Writing is an essential skill that students need to develop in high school. Part of teaching this essential skill is encouraging, inspiring, and mentoring.

However, not all writing curriculums are created equal. A well-structured writing curriculum can help students understand the fundamentals of writing, improve their skills, and explore their creativity.

High School Writing Curriculum: A Comprehensive Guide

Honesty time: I do not suggest one entire curriculum but rather, pieces from several sources. Many tools can get you to meeting standards, encouraging young writers, and working through common struggles. However, as someone who has taught in various capacities for over twenty years, one set curriculum will probably not work. You will need to incorporate pieces of your own to address the learners in front of you and modify it each semester.

Therefore, in this blog post, I’ll explore the components, considerations, and requirements for high school students.

Why are you writing about a high school writing curriculum?

If you have followed me for a few years, you were with me while I finished my second master’s degree, one in English Literature . Now, I teach dual-credit writing courses at my high school in coordination with a local community college. Many of my subscribers teach a similar class for high school credit.

The previous seven years, I taught freshmen and worked with those standards. Therefore, my teaching load focuses on standards for seniors, a shift for me.

As I create and build my high school writing curriculum, these considerations come into play.

Understanding the Essentials of a High School Writing Curriculum

A comprehensive high school writing curriculum will address students’ writing skills and grammatical knowledge. Meeting language skills alongside the writing standards can happen naturally.

A well-rounded high school writing course will also address essential aspects such as argumentative writing (sometimes referenced as persuasive writing), informative, and creative/narrative writing, providing students with a holistic understanding of the writing process.

Here is my teacher’s guide to incorporate all these factors.

Importance of a Structured Approach to Writing

A structured approach to writing is essential in a writing curriculum. In my teaching career, I have taught several semester-long courses like public speaking, creative writing, and English 101. My #1 learned lesson: Have an overarching project that builds community in classes. For public speaking, speakers set goals for public speaking. In creative writing, writers compile a journal with writing prompts.

In a standard writing class, we use images to write about mentor sentences and fun topics . Images help young writers envision their responses, and the images work as a form of scaffolding. An ongoing activity, a habit, allows writers to reflect on their writing process, figurative language use, and sentence structure. Take time to reflect with students.

Diverse Writing Assignments

Instilling excellence in writing skills and grammar instruction is essential for an effective writing curriculum. One research paper and one narrative alongside “drill and kill” grammar will not produce an engaging high school writing curriculum.

A few of my favorite writing assignments for high school:

• Mini-memoirs (narrative standards)
• Response to informational text (an assortment of standards)
• Argumentative RAFT (argumentative standard)
• Researched famous events (expository standards)

If you look at the mentor texts (below) and provide excerpts to your classes, you will also create diverse writing assignments from those inspired pieces.

Calendar of Writing

Map out your calendar of dates. No amount of researching and organizing will help us creators of a high school writing curriculum: We must sit down with a calendar.

My high school writing curriculum contains two large-ish type assignments, one due about six weeks into the semester and another at about fourteen weeks. I space them out so that students understand my expectations and feedback, so that we have worked through our standards together, and so that large assignments are not due when students are already overwhelmed. Spacing out assignments in this manner also provides me time to provide meaningful feedback.

If you are interested in looking at my outline for a creative writing course, you can make a copy on Canva (for free).

Grammar Excellence

If you have floated around my blog for a bit, you’ll realize that my preference is not to teach grammar with worksheets. A grammar workbook and worksheets have their place, sure. But once classes understand the basics of language, I branch into additional resources.

For instance, with my high school grammar activities , students use interactive pieces to practice punctuations, to add types of clauses to sentences, and to experiment with difficult concepts. The pieces allow writers to take their own writing and implement lessons. In doing so, they are experimenting with language.

Another addition to any writing program will be addressing grammatical errors . My suggestion is to assign paragraph writing and while grading, note common errors. Then, provide direct instruction and practice correcting the errors.

Any grammar curriculum will connect grammar to writing. One of my goals is to approach language in a positive way so that my brave writers feel empowered instead of crushed by grammar rules.

Meeting Standards with Writing

Writing standards define the expectations for what students should be able to do at each grade level. These standards aim to develop clarity, coherence, and effective communication through writing.

However, meeting these standards can sometimes be a challenge for both students and teachers. Below, I explain what helps me as my students and I work to meet writing standards.

Importance of Writing Standards

Writing standards are guidelines that outline the skills and knowledge students should acquire in writing. They provide a common framework for teaching writing skills, ensuring consistency across classrooms and grade levels.

Be prepared to breakdown standards with students in sensible ways. For instance, in my creative writing activities, I break down pieces like implementing pacing and external conflicts into smaller lessons. With those smaller activities, we can dive deep into the standards.

Overall, writing standards promote clarity, coherence, and effective communication, which are essential skills in the 21st century.

Implementation of Standards

The more you build your writing curriculum, the more engrained and natural the standards will be.

To start, align writing activities with specific standards. By doing so, you ensure that the writing skills targeted are directly tied to the standards. This alignment helps reinforce the skills and knowledge necessary for students to meet the standards effectively.

Additionally, incorporating a wide range of writing skills into lesson plans allows you to address multiple standards simultaneously, providing a comprehensive writing instruction experience for students. In the example above, pacing and external conflicts will occur in smaller activities and then implemented into larger one.

Don’t fear breaking down a standard with students. (Some teachers call this process “unpacking the standards”). The more you discuss writing expectations that derive from the standards, the more meaningful discussions you and your students will have.

Considering mentor texts.

Mentor texts are simply example texts that work well for providing example of structure, vocabulary, language use, and any other piece of writing. Below, I have included books from which I pull pieces. Included are explanations of ways I use the excerpts.

Plus, university writing courses often use excerpts, so using them is a great way to prepare classes. If you read a publication like the New York Times, keep your eyes open to pieces you can add.

All of these affiliate links will take you to Amazon. You can read my disclosures about affiliate links.

This book might be the most loaned book from my classroom library. Dashka Slater is a journalist who wrote The 57 Bus , a story told from two perspectives of what became a hate crime.

Five Little Indians

Michelle Good’s novel portrays the lives of residential school survivors. The uses for Five Little Indians is diverse. Dialogue, setting, and pacing shine through in this story.

The Forgotten Girls

Monica Potts’ memoir weaves research into a narrative. The story covers rural women and their limited options. When older students write narratives, I encourage them to add research and use Potts’ memoir as a mentor text.

The Sun Does Shine

I’ve written about The Sun Does Shine before. Pieces from Anthony Ray Hinton’s story have been in my American literature class too. For a writing class, chapter two, “All American,” works well for modeling background and flashback.

Chapter twenty-seven, “The Symbols of Caste” works as a model for comparing two situations. Isabel Wilkerson compares America’s response to slavery to Germany’s response to the Holocaust. Her pacing and transitions serve as strong examples.

Slavery by Another Name

Douglas A. Blackmon’s book provides examples of incorporating primary sources into research. The end to the chapter, “New South Rising” has a short piece to analyze with writers.

The chapter, “Took Over the OxyContin Belt” serves as a mentor text for narrative nonfiction. From its hook to its powerful concluding paragraph, this short chapter helps me to model narratives.

Patient H.M.

Patient H. M. is about lobotomies, written by the grandson of a famous doctor who performed them decades ago. Luke Dittrich incorporates interviews into research. You can also use excerpts to model writing about delicate topics.

Excerpts from larger books provide authentic texts for young writers and if they are interested, you can loan them the book. Incorporating mentor texts into your high school writing curriculum provides young writers with inspiration and examples.

For those readers who are designing a homeschool writing curriculum, you can ask your local librarian for suggestions regarding books of varying genres.

In conclusion, a high school writing curriculum should provide a structured approach to writing that covers key components such as grammar, vocabulary, and essay writing. It should also offer options that cater to different learning styles and preferences.

While most writing curriculums have their merits, it is important to incorporate creative elements to engage and inspire today’s high schoolers with your own touch. By tailoring the curriculum to your student’s needs and interests, you can make the learning experience more enjoyable and effective.

Replace a student workbook with excerpts, webinars, and audio pieces to diversity the curriculum.

Remember, the goal is to equip them with the necessary skills to express themselves confidently and effectively in various writing formats. You can see details of my high school writing curriculum as a foundation for your classes.

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Complete high school language arts curriculum creative writing course - softcover, robertson, diane.

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• About this edition
• Publisher Independently published
• Publication date 2020
• ISBN 13  9798668166138
• Binding Paperback
• Number of pages 285

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Complete Homeschool High School Language Arts Curriculum

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When I dream about my ideal homeschool high school language arts curriculum I want something that:

• Is personalized to include books my high schoolers will enjoy
• Has a mix of classic novels and modern literature
• Includes literary elements, grammar, vocabulary, and writing
• Sprinkles in a bit of fun
• Bonus – Someone else does most of the teaching

For many years I put together a plan like this myself for my high school students. It takes quite a bit of time to put together a comprehensive high school language arts curriculum!

Thankfully, we don’t have to create this dream language arts curriculum on our own. Literary Adventures for Kids has done the work for us with the Society for Literary Adventurers!

The Society for Literary Adventurers (aka the Society) is a high school language arts program that offers:

• A variety of online courses
• Monthly interactive book club
• Instructor feedback
• Workshops for homeschool parents

It is a comprehensive English course that combines easy-to-follow lessons, online resources, rabbit trails, and magic dust to teach reading, spelling, grammar, vocabulary, and writing. It is a win-win! Teens actually enjoy the lessons so they learn the material. Parents don’t have to fight with their students and most of the teaching is done for them.

At the end of the year, the student will have earned one high school language arts credit.

Variety of Online Courses

Poetry and a Movie

My daughter took this course when she was in 9th grade. I really liked that this course taught poetry better than I ever could. It provided just the right amount of literary instruction while still being enjoyable.

Each month she focused on one poet. She read and analyzed their poetry. At the end of the month, she watched a movie that either paired well with a poet or used a poem as inspiration.

The poets include:

• Samuel Taylor Coleridge
• William Blake
• Edgar Allen Poe
• Walt Whitman
• Lord Alfred Tennyson
• Langston Hughes
• William Wordsworth
• William Butler Yeats
• Dylan Thomas
• Robert Frost

American Literature

The American Literature course focuses on American literary classics. Each month students read one novel. Through that novel, they study grammar, vocabulary, and literary elements. There is also a writing project to accompany each novel. Every month, and book, wraps up with a little celebration. Many of these books pair well with an American history course.

The American literature books included are:

• Up From Slavery
• The Great Gatsby
• To Kill a Mockingbird
• The Scarlet Letter
• The Call of the Wild
• Of Mice and Men
• Little Women
• The Outsiders
• Slaughterhouse-Five
• Fahrenheit 451

British Literature

The British literature course structure is similar to the American literature course structure. I like that the formats are similar because that makes things flow well from year to year.

Each month students will read one novel. They will learn grammar, vocabulary, and literary elements while reading the book. There is also a writing project to accompany each novel so teens can work on their writing skills.

The books can be read in any order that the students prefer.

The British literature titles include:

• Murder on the Orient Express
• The Eagle of the Ninth
• The Hound of the Baskervilles
• Sir Gawain and the Green Knight
• Animal Farm
• Frankenstein
• Alice in Wonderland
• A Tale of Two Cities
• A Midsummer’s Night Dream

World Literature

The World literature course follows the same format as the American literature and British literature courses. It would pair very nicely with a World history course. Students will learn grammar and vocabulary as they work their way through the novels. Each month includes a writing activity.

The World literature titles include:

• A Long Way Home
• Balzac and the Little Chinese Seamstress
• Crime and Punishment
• I am Malala
• Midnight’s Children
• The Alchemist
• The Book Thief
• The Boy Who Harnessed the Wind
• The Boys in the Boat

Shakespeare

The Shakespeare course is a little different than the other courses. This course only lasts one semester while the others last for a whole school year. This means it is worth 0.5 language arts credits.

It can be a great high school language arts elective or parts of it can be used to enhance one of the other courses.

The plays include:

• A Midsummer Night’s Dream
• Twelfth Night
• Romeo and Juliet

There is also a section about William Shakespeare.

Individual Book Clubs

The beauty of the Society is that you have access to all of the high school book clubs. You are not locked into the ones in any course. This means that you can create a custom language arts plan.

The book clubs work like a novel study. The student reads one each month while working through the assignments. They learn grammar, vocabulary, and literary elements just like they would in the courses.

The individual book clubs include:

Every title mentioned in the courses

• Edgar Allan Poe mini-course
• The Ballad of Songbirds and Snakes
• A Poem a Day
• A Christmas Carol

Each month there are private interactive live book clubs for the students to attend virtually if they choose. The titles and dates are announced early so you can work them into your homeschool lesson plans.

Parent Workshops

The parent workshops are a perk of being a Society member. Each month parents can hear a presentation that will help them in their role as homeschool parents. Think of it like homeschool teacher professional development.

Some of the past workshops have included sessions on planning high school courses, the importance of including certain subjects, planning workshops, and how to start a community book club.

The parent workshops are not included with the lite membership.

Membership Tiers

There are three Society membership tiers:

Lite – This tier includes only the courses and instructor feedback. It does not include the parent workshops, interactive book clubs, bonuses, or a trial.

Premium – This tier includes everything:

• All of the courses and book clubs
• Instructor feedback and live office hours via Zoom (This a great way for students or parents to get questions answered!)
• Interactive book clubs
• Monthly live poetry teatimes
• Online access to current and past workshops
• All bonuses (including how to write research papers)
• 7 Day-free trial
• Community group

Lifetime – This membership tier includes everything in the premium tier with the exception of the free trial. Pay one time and then you never have to pay again.

Personally, I like the premium tier the best because you get access to everything but are not locked in forever.

The lifetime tier makes sense though if you homeschool a lot of kids or are just beginning your homeschooling high school journey.

Society of Literary Adventurers Questions

What is the advantage of buying the Society vs individual book clubs?

The Society offers a few advantages:

• The courses combine book studies to create full-credit high school language arts courses
• Flexibility – If your teen truly hates a book you can swap it out without needing to purchase another book club
• Specifically for the high school years
• How to Write a Research Paper Course
• Book club planner
• Nature journal

How is grading handled?

The instructors can give feedback, but grading is ultimately a parent’s responsibility. It doesn’t need to be complicated though. I teach to mastery and that worked just fine for us when my daughter took the A Poet and a Movie course.

What do parents need to do?

Parents are responsible for:

• Making sure students stay on track (I give them a list of one week of assignments at a time. This is easy to see on the online platform.)
• Getting any necessary supplies

The courses take care of most of the teaching needs, but I liked to check in and make sure that my kids were understanding everything.

What if I don’t think my teen can complete all of the books in one year?

The courses recommend that a student complete a minimum of 8 books in one school year. Ultimately, you are the administrator of your homeschool and get to make the final decision on what is required in a high school language arts course. You know your student’s grade level best.

I encourage you to let your student try to meet that pacing, but I do understand that sometimes that just isn’t possible. You get to decide what is worth a high school English credit in your homeschool.

What types of instructional strategies does the Society use?

The courses are all online, with the exception of the novel. Lesson formats vary but include:

• Reading chapters in a novel
• Reading informational text online
• Watching online videos
• Online quizzes
• Writing essays and literary analysis

I definitely recommend checking out the Society of Literary Adventurers ! My husband and son plan to do a bit of international traveling this school year and I think this will be a great homeschool language arts curriculum to use while traveling.

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Welcome! My name is Jennifer. I am a teacher at heart. Before my children were born I was a public school teacher. Now, I am a homeschooling mom of two.

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Creative Writing Curriculum High School Complete Semester

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Description

If you teach high school creative writing, this is the ULTIMATE curriculum for you! It contains everything you need to teach the course from beginning to end. If you’re looking for a complete creative writing curriculum, add this to your cart NOW!

Your students will enjoy the writing process with contemporary mentor texts, engaging brainstorming and practice activities, and step-by-step writing instructions to guide them from beginning to end. Detailed daily lesson plans, rubrics, and answer keys make this a low prep, low stress resource for you!

All of these activities have been successfully used in a high school classroom during my many years of teaching creative writing. This resource will provide you with 35 weeks of materials, so you can customize each unit to fit the needs of your students.

WHAT’S INCLUDED:

• Semester calendar /pacing guide for easy planning
• Interest survey allows you to get to know students’ writing habits and preferences at the beginning of the course
• Bell ringers with 90 prompts for daily writing warm-ups
• Brainstorming unit provides 45 activities to avoid writer’s block all semester
• Fiction unit includes dozens of activities on short story elements, instruction in writing a full-length short story, flash fiction mini unit, & pick-a-path adventure story project
• Poetry unit uses modern, diverse poetry to teach 8 poetic devices, 7 poetic forms, & 50+ poetry prompts
• Course reflection lets students self-assess their growth & can be used with a semester-ending portfolio project or as a final exam
• Editable PowerPoint slides with definitions and examples of literary terms
• Student handouts with tips to write more effectively
• Mentor texts and discussion questions with answer keys
• Warm-ups, brainstorming, and practice activities to generate ideas for writing
• Detailed writing instruction sheets for students
• Single-point rubrics for easy assessment
• Detailed lesson plans & teacher tips
• Printable PDF and Google Slides versions 
• Due to copyright laws, copies of mentor texts are NOT included in this resource. Links to online versions are included for you to use with your students.
• The Google Slides versions contains text boxes for student responses. Due to copyright laws, the content is NOT editable for teachers.

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High School Language Arts

How the Course Works

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We suggest that high school students complete the following courses for language arts (to be taken in any order):

All Three Classes from the Following List: • High School Language Arts 1 (1 credit) • High School Language Arts 2 (1 credit) • High School Language Arts 3 (1 credit)

Any Two Classes from the Following Electives List: • British Literature (.5 credits) (future course) • American Literature (.5 credits) (future course) • Creative Writing (.5 credits) (future course) • Editing & Writing for College Prep (.5 credits) (future course)

Please Note: Original plans were to have a High School Language Arts 1, 2, 3, and 4. However, to allow students time to complete language arts elective courses, we have decided to include all needed concepts in just 3 courses, rather than 4. There will no longer be a High School 4 Language Arts course.

Some students will be able to complete the high school courses and complete Honors Book Studies/Literature classes.

No. We do not have any plans to update the units at this time. 

Each high school language course (1-3) is

• 1 credit of English Literature, Language, and Composition
• ½ credit of art history and art instruction
• ½ credit of geography.

These future release courses are 1/2 credit courses: British Literature, American Literature, Creative Writing, and Editing & Writing for College Prep.

If you are required to keep track of hours and find your student is going through the course too quickly, add more time reading literature from the course reading challenge, or have the student complete High School Honors Book Studies.

The student chooses a daily amount of time to spend on the course each day and does it consistently.

• If you are doing school four days a week, each unit should be completed in 12 school days, spending 45–60 minutes a day + time spent on reading challenge for a 4-day school week (determined by the student and teacher, usually an average of 15-20 minutes a day)
• If you are doing school five days a week, each unit should be completed in 15 school days, spending 35–50 minutes a day + time spent on reading challenge for a 5-day school week (determined by the student and teacher, usually an average of 10-15 minutes a day)

If the student can finish the units in less time than stated above, the student will have time to complete one or more High School Honors Book Studies and should be advanced enough to complete them. Advanced readers will naturally go through the courses more quickly. Those with a strong background in language arts will naturally go through the courses more quickly because they will complete assignments faster and will not need to watch the many optional videos that give extra help to those who need it.

No. Greenleaf High School is for those who are not seeking accredited classes, and accreditation is not necessary for admittance to most colleges and universities.

The course is a good combination of review and more complex concepts. Advanced students will move quickly through the review concepts (which is needed for cementing learning) and will also learn more complex concepts. The literature integrated with the course is challenging and of very high literary value. Also, advanced students should feel motivated to complete the course early in order to complete the fun and more challenging Honors Book Studies.

The course is designed to be completed very early by advanced students, giving all students without learning disabilities plenty of time to finish the course in one school year. Students should find our optional, easy-to-understand videos very helpful, and they can be re-watched as many times as needed.

The high school language arts curriculum is set up in a way that it can work to take the courses in any order. However, not going in consecutive order will occasionally require students to watch videos or study foundational grammar principles upon which other principles are built. In these rare cases, the course will say something like the following sentence: “Foundational Concept Needed: To understand run-on sentences, you must first understand what makes a complete sentence. If needed, watch the video titled ‘ A Sentence Needs Three Things’  on www.goodandbeautiful.com/videos before proceeding.” Because review and practice is vital to cementing principles, there is a lot of review in the courses, making it more feasible to take the courses out of order when needed.

If the student is starting 10th grade:  It is recommended that the student complete High School Language Arts 1, 2, and 3 and skip the high school language arts electives if they are unable to fit them into their schedule.

If the student is starting 11th grade: It is recommended that the student tries to complete High School 1, 2, and 3 in 11th and 12th grade, if possible, by eliminating the reading challenges and art projects. However, if the three courses cannot be taken, it is recommended that the student take High School 1 and Editing & Writing for College Prep (future course).

If the student is starting 12th grade:  If the student starts our high school courses in 12th grade, it is recommended that the student complete Editing & Writing for College Prep and another language arts course of his or her choice.

Because the focus, reading speed, and experience of each students is hugely different, the time needed to be spent each day varies widely. The average student will need to spend

• 45–60 minutes a day + time spent on the High School 1 Reading Challenge for a 4-day school week (determined by the student and teacher, usually an average of 15-20 minutes a day)
• 35–50 minutes a day + time spent on the High School 1 Reading Challenge for a 5-day school week (determined by the student and teacher, usually an average of 10-15 minutes a day)

Advanced students should be able to finish the course in less than one school year by spending the times listed above. However, students that are slower but still want to complete Honors Units Studies can simply spend more time each day.

Average advanced students that spend the maximum time listed above are expected to finish High School 1 in 1/2 a school year. Average advanced students that spend the minimum time listed above are expected to finish the course in 2/3 of a school year.

We suggest that you purchase all the required reading books from The Good and the Beautiful for these reasons:

• You will end up with a beautiful, matching set of books (they are all the same size and have the same format on the spines, etc.) for your home library.
• They are almost always the same price or less than can be found elsewhere if purchasing new.
• We do not abridge books, but we do remove things such as profanity, taking God’s name in vain, and culturally insensitive comments.

However, you do not need to purchase the versions published by The Good and the Beautiful, unless they are compilations published only by The Good and the Beautiful. Some of the books have Kindle versions, and they will work, but consider #3 above.

It is up to the parent. Our suggestion is that students who are slow readers and need to speed up the course listen to every other chapter of a book through Audible, or the student listens to 1-2 of the required reading books for each course and reads the other books.

Greenleaf High School Language Arts is recommended for students in 8th or 9th grade and above. 

Art history and appreciation and geography are thorough and designed to not need supplementation. One art project is included for each unit, for a total of 10 art projects during each course. Students interested in pursuing more than basic skills will likely want to supplement with extra art courses.

Pencil drawing is taught in each level. The other mediums taught for each level are as follows:

High School 1—Watercolor

High School 2—Watercolor Pencils & Charcoal

No. The creators of this curriculum see huge benefits in learning to diagram sentences for certain concepts, but not for others. Steps 1-15 cover everything we feel is needed with sentence diagramming. All these steps are reviewed and cemented in the high school courses.

Yes, even the High School Cards, which contain poetry that is faith-based.

No. The goal of The Good and the Beautiful curriculum is not to teach doctrines specific to a particular Christian sect, but to teach general principles of moral character such as honesty and kindness. The King James Version of the Bible is used when quoting Bible verses.

You will have to use your best judgment, especially taking into consideration the child’s handwriting and writing abilities. The biggest struggle for younger children in higher levels is usually the writing assignments. In addition to this, our placement tests are limited and cannot test all grammar principles; consequently, there may be gaps in learning if younger children start at a high level. It is recommended that you do not start any child more than one level above his or her corresponding grade level (allowing the child to move through the levels as quickly as he or she is able).

Our curriculum does not follow Common Core standards, but it does match or exceed most national public school standards. The academic spine of our curriculum was developed by compiling national state standards and then determining which ones match Good and Beautiful moral standards and the abilities of our pilot families. We believe that children who work on The Good and the Beautiful curriculum consistently each day will find that they are far above public school standards.

We plan to offer resources in our high school language arts program to study Shakespeare. As this project is still in the development stage, we do not have further details at this time.

Answer Keys and Unit Checks for High School 1, High School 2 and High School 3 can be purchased separately by parents for $0.99. They can be found at the links below. The Answer Key and Unit Checks come free with purchase of either the course set or the unit booklets.

High School 1 Answer Key and Unit Checks

High School 2 Answer Key and Unit Checks

High School 3 Answer Key and Unit Checks

You are leaving The Good and the Beautiful to visit Toolboxes for Teaching, which is not owned or run by The Good and the Beautiful. The Good and the Beautiful does not handle any fulfillment or customer support for Toolboxes for Teaching.

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IELTS Exam Preparation: Free IELTS Tips, 2024

• elektrostal'

Take IELTS test in or nearby Elektrostal'

There is no IELTS test center listed for Elektrostal' but you may be able to take your test in an alternative test center nearby. Please choose an appropriate test center that is closer to you or is most suitable for your test depending upon location or availability of test.

Closest test centers are:

Make sure to prepare for the IELTS exam using our Free IELTS practice tests .

Moscow, Russia

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An Overview of the IELTS

The International English Language Testing System (IELTS) is designed to measure English proficiency for educational, vocational and immigration purposes. The IELTS measures an individual's ability to communicate in English across four areas of language: listening , reading , writing and speaking . The IELTS is administered jointly by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment at over 1,100 test centres and 140 countries. These test centres supervise the local administration of the test and recruit, train and monitor IELTS examiners.

IELTS tests are available on 48 fixed dates each year, usually Saturdays and sometimes Thursdays, and may be offered up to four times a month at any test centre, including Elektrostal' depending on local needs. Go to IELTS test locations to find a test centre in or nearby Elektrostal' and to check for upcoming test dates at your test centre.

Test results are available online 13 days after your test date. You can either receive your Test Report Form by post or collect it from the Test Centre. You will normally only receive one copy of the Test Report Form, though you may ask for a second copy if you are applying to the UK or Canada for immigration purposes - be sure to specify this when you register for IELTS. You may ask for up to 5 copies of your Test Report Form to be sent directly to other organisations, such as universities.

There are no restrictions on re-sitting the IELTS. However, you would need to allow sufficient time to complete the registration procedures again and find a suitable test date.

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The reading, writing and listening practice tests on this website have been designed to resemble the format of the IELTS test as closely as possible. They are not, however, real IELTS tests; they are designed to practise exam technique to help students to face the IELTS test with confidence and to perform to the best of their ability.

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635th Anti-Aircraft Missile Regiment

635-й зенитно-ракетный полк

Military Unit: 86646

Activated 1953 in Stepanshchino, Moscow Oblast - initially as the 1945th Anti-Aircraft Artillery Regiment for Special Use and from 1955 as the 635th Anti-Aircraft Missile Regiment for Special Use.

1953 to 1984 equipped with 60 S-25 (SA-1) launchers:

• Launch area: 55 15 43N, 38 32 13E (US designation: Moscow SAM site E14-1)
• Support area: 55 16 50N, 38 32 28E
• Guidance area: 55 16 31N, 38 30 38E

1984 converted to the S-300PT (SA-10) with three independent battalions:

• 1st independent Anti-Aircraft Missile Battalion (Bessonovo, Moscow Oblast) - 55 09 34N, 38 22 26E
• 2nd independent Anti-Aircraft Missile Battalion and HQ (Stepanshchino, Moscow Oblast) - 55 15 31N, 38 32 23E
• 3rd independent Anti-Aircraft Missile Battalion (Shcherbovo, Moscow Oblast) - 55 22 32N, 38 43 33E

Disbanded 1.5.98.

Subordination:

• 1st Special Air Defence Corps , 1953 - 1.6.88
• 86th Air Defence Division , 1.6.88 - 1.10.94
• 86th Air Defence Brigade , 1.10.94 - 1.10.95
• 86th Air Defence Division , 1.10.95 - 1.5.98