It was the purpose of this study to design a secondary school curriculum in narrative and dramatic literature which would reflect the growth of structures of thought and behavior in early and middle adolescence. Based on Jean Piaget's theory of intellectual development which begins in the student's experiences and works toward hypothetico-deductive thought, the curriculum is developed in seven stages which move from "self-assertive" student activities in creating literary experiences to "self-transcending" observations that can be made by interpreting literary works. The first two stages deal with the identification and analysis of individual critical elements; the next two stages center on the analysis and synthesis of elements in literary modes; stage five begins the study of typological interpretation; stage six is problem solving; and stage seven uses evaluation to strengthen and support perception and interpretation. (Author/JB)