English

Developing and implementing focused student learning objectives that emphasize the skills necessary for success in reading, writing, and researching in ELA and across the curriculum is the foundation for this course. Students should expect engaging, bell-to-bell instruction, purposeful and focused activities, authentic skills-based formative and summative assessments, research strategies, study skills, and test-taking skills modeled after high school standardized assessments. Much of the workload for English I is focused in the classroom where the expectation is to come prepared to meet the goals of the days' lessons through active engagement and participation. Students will receive homework based upon the need to further practice the concepts and/or skills as indicated through the learning objectives. Selected texts and excerpts may include; The Pact, Of Mice and Men, 12 Angry Men, Just Mercy, To Kill a Mockingbird, and companion informational texts. It is highly recommended for students to also enroll in World 9 History General to best compliment the reading and writing expectations and rigor.

Students who elect to take English I CP are provided with similar focused student learning objectives as in other levels of ELA; however, students in CP classes are expected to learn how to think more independently to make connections and develop understanding, specifically transferring the skills and concepts introduced and taught by the teacher to higher-order applications and scenarios. Students need to embrace more individual responsibilities in the classroom, as well as at home when homework is assigned to further assess and foster student progress. Assigned texts will be more rigorous and challenging than in English I, but assigned readings and assignments will be manageable to complete independently because of newly acquired skills practice and frequent checks for understanding throughout the learning process. Selected texts and excerpts may include; The Pact, Of Mice and Men, Brown Girl Dreaming, 12 Angry Men, Just Mercy, To Kill a Mockingbird, and companion informational texts. It is highly recommended for students to also enroll in World 9 History CP to best compliment the reading and writing expectations and rigor.

English I Honors is designed for highly-motivated students who demonstrate the passion and intellect for a more complex use of the English language and the texts and writings that exemplify these complexities. The English I Honors course is the most rigorous program of 9th grade ELA, placing greater demands on outside, independent reading, critical analysis, research, and written expression. The environment of the honors course is largely student-led and student-centered. Students who enter this course should expect to read and reflect on their reading via extensive discussions and writing. Students who perform well in an honors sequence are determined, inquisitive, capable of constructing and evaluating arguments using evidence, and are able to master new concepts quickly. In addition, an honors student is expected to consistently contribute to purposeful class discussions and cooperative learning situations. Selected texts may include: Brown Girl Dreaming, To Kill a Mockingbird, Just Mercy, Of Mice and Men, The Pact, 12 Angry Men, and companion informational texts. It is highly recommended for students to also enroll in World 9 History Honors to best compliment the reading and writing expectations and rigor.

Developing and implementing focused student learning objectives that emphasize the skills necessary for success in reading, writing, and researching in ELA and across the curriculum is the foundation for this course. Students should expect engaging, bell-to-bell instruction, purposeful and focused activities, authentic skills-based formative and summative assessments, research strategies, study skills and test-taking skills modeled after high school standardized assessments. Much of the workload for English II is focused in the classroom where the expectation is to come prepared to meet the goals of the days' lessons through active engagement and participation. Students will receive homework based upon the need to further practice the concepts and/or skills as indicated through the learning objectives and Learning Intentions. Selected texts and excerpts may include: Animal Farm, Night, The House on Mango Street, A Long Way Gone and companion informational texts. It is highly recommended for students to also enroll in US History I General to best compliment the reading and writing expectations and rigor.

Students who elect to take English II CP are provided with similar focused student learning objectives as in other levels of ELA; however, students in CP classes are expected to learn how to think more independently to make connections and develop understanding, specifically utilizing the skills and concepts that have been taught by the teacher. Students need to embrace more individual responsibilities in the classroom, as well as at home when homework is assigned to further assess student progress. Assigned texts will be more rigorous and challenging, but assigned readings and assignments will be manageable to complete independently after skills are learned and checked for understanding through classroom instruction. Selected texts may include: Macbeth, 1984, Lord of the Flies, Funny in Farsi, The House on Mango Street, All the Light We Cannot See, Animal Farm, A Raisin in the Sun and companion informational texts. It is highly recommended for students to also enroll in US History I CP to best compliment the reading and writing expectations and rigor.

English II Honors is designed for highly-motivated students who demonstrate the passion and intellect for a more complex use of the English language and the texts and writings that exemplify these complexities. The English II Honors course is the most rigorous program of 10th grade ELA, placing greater demands on outside, independent reading, critical analysis, research, and written expression. The environment of the honors course is largely student-led and student-centered. Students who enter this course should expect to read and reflect on their reading via extensive discussions and writing. Students who perform well in an honors sequence are determined, inquisitive, capable of constructing and evaluating arguments using evidence, and are able to master new concepts quickly. In addition, an honors student is expected to consistently contribute to purposeful class discussions and cooperative learning situations. Selected texts may include: The House on Mango Street, Funny in Farsi, Lord of the Flies, Animal Farm, A Long Way Gone, A Raisin in the Sun + companion informational texts. It is highly recommended for students to also enroll in US History I Honors to best compliment the reading and writing expectations and rigor.

  Developing and implementing focused student learning objectives that emphasize the skills necessary for success in reading, writing, and research in ELA and across the curriculum is the foundation for this course. Students should expect engaging, bell-to-bell instruction, purposeful and focused activities, authentic skills-based formative and summative assessments, research strategies, study skills, and test-taking skills modeled after high school standardized assessments. Much of the workload for English III is focused in the classroom where the expectation is to come prepared to meet the goals of the days' lessons through active engagement and participation. Students will receive homework based upon the need to further practice the concepts and/or skills as indicated through the learning objectives. Selected texts may include: The Curious Incident of the Dog in the Nighttime, The Catcher in the Rye, The Odyssey, The Taming of the Shrew, The Hitchhiker's Guide to the Galaxy, and companion fictional and informational texts. It is highly recommended for students to also enroll in US History II General to best compliment the reading and writing expectations and rigor.

Students who elect to take English III CP are provided with similar focused student learning objectives as in other levels of ELA; however, students in the CP classes are expected to learn how to think more independently to make connections and develop understanding, specifically utilizing the skills and concepts that have been taught by the teacher. Students need to embrace more individual responsibilities in the classroom, as well as at home when homework is assigned to further assess student progress. Assigned texts will be more rigorous and challenging, but assigned readings and assignments will be manageable to complete independently after skills are learned and checked for understanding through classroom instruction. Selected texts may include: The Curious Incident of the Dog in the Nighttime, The Catcher in the Rye, The Odyssey, The Crucible, and companion informational texts. Students will also get an opportunity to compose a personal narrative/college essay. It is highly recommended for students to also enroll in US History II CP to best compliment the reading and writing expectations and rigor.

English III Honors is designed for highly-motivated students who demonstrate the passion and intellect for a more complex use of the English language and the texts and writings that exemplify these complexities.  The English III Honors course is the most rigorous program of 11th grade ELA, placing greater demands on outside, independent reading, critical analysis, research, and written expression. The environment of the honors course is largely student-led and student-centered.  Students who enter this course should expect to read and reflect on their reading via extensive discussions and writing.  Students who perform well in an honors sequence are determined, inquisitive, capable of constructing and evaluating arguments using evidence, and are able to master new concepts quickly.  In addition, an honor student is expected to consistently contribute to purposeful class discussions and cooperative learning situations.  Selected texts may include: Into the Wild, "The Yellow Wallpaper," Alias Grace, The Catcher in the Rye, The Taming of the Shrew, The Odyssey, The Hitchhiker's Guide to the Galaxy, Atonement as well as student-autobiography (with a focus on the college essay) or memoir + companion informational texts.  It is highly recommended for students to also enroll in US History II Honors to best compliment the reading and writing expectations and rigor.

 This course is designed to help highly motivated and talented individuals become skilled writers of prose written in a variety of periods, disciplines, and rhetorical contexts and to become skilled writers who can compose for a variety of purposes.  By extensive reading and frequent writing in this course, students will become aware of the interactions among a writer's purposes, audience expectations, and subjects, as well as the way generic conventions and the resources of language contribute to effective writing.  Grammar is reviewed through daily language exercises and vocabulary is studied and used in both exercises and the students' own writing.  Research skills will be improved and the writing of several researched essays using MLA format are mandatory.  Although the course aims to prepare the students to successfully complete the Advanced Placement Language and Composition Test, the main objectives are to read complex texts with understanding and be able to write effectively and confidently in all curricular areas and professional and personal lives. Course Expectations published by the College Board.  For more information, visit www.collegeboard.com

Developing and implementing focused student learning objectives that emphasize the skills necessary for success in reading, writing, and researching in ELA and across the curriculum is the foundation for this course. Students should expect engaging, bell-to-bell instruction, purposeful and focused activities, authentic skills-based formative and summative assessments, and opportunities for student-centered learning to hone research skills and strategies to promote independent learning. Much of the workload for English IV is focused in the classroom where the expectation is to come prepared to meet the goals of the days' lessons through active engagement, participation, reflection, and analysis, thus exemplifying traits and skills needed for college and career readiness. Students will receive homework based upon the need to further practice the concepts and/or skills as indicated through the learning objectives. Selected texts may include: The Color of Water, In the Country We Love, The Glass Castle + companion informational texts and TedTalks.

English IV Honors is designed for highly-motivated students who demonstrate the passion and intellect for a more complex use of the English language and the texts and writings that exemplify these complexities. The English IV Honors course is the most rigorous non-College Board program of 12th grade ELA, placing greater demands on outside, independent reading, critical analysis, research, and written expression. The environment of the honors course is largely student-led and student-centered. Students who enter this course should expect to read and reflect on their reading via extensive discussions and writing. Students who perform well in an honors sequence are determined, inquisitive, capable of constructing and evaluating arguments using evidence, and are able to master new concepts quickly, thus exemplifying the traits and skills needed for college and career readiness. In addition, an honors student is expected to consistently contribute to purposeful class discussions and cooperative learning situations. Selected texts may include: The Color of Water, Educated, The Great Gatsby, One Flew Over the Cuckoo's Nest, The Kite Runner, and other selected works of fiction and non-fiction.

 AP Literature and Composition engages students in the careful reading and critical analysis of a range of American, British and World literature. Through a close reading of selected texts, students will deepen their understanding of writers' use of figurative language, imagery, symbolism, and tone to develop a work's structure, style, and themes. They will also consider the social and historical context of the works.

Reading will be extensive and build upon the work done in previous English courses. Works read may include Waiting for Godot, The Great Gatsby, Death of a Salesman, A Streetcar Named Desire, One Flew Over the Cuckoo's Nest, Things Fall Apart, Slaughterhouse-five and selections from Welcome to the Monkey House, Taming of the Shrew, The Scarlet Letter, The Mayor of Casterbridge, Ethan Frome, As I Lay Dying, Wuthering Heights, The Picture of Dorian Gray, Mrs. Dalloway, The Hours, Hamlet, Snow Falling on Cedars, and The Kiterunner. In addition, the class covers dozens of short stories and poems and prose excerpts from classic and contemporary novels.

Writing assignments will mostly focus on the critical analysis of literature and will include expository, analytical, and persuasive essays, often written under time constraints consistent with the AP exam and college courses. Assessments also include an MLA-formatted research paper, multimedia and collaborative projects, and Socratic Circles and Fishbowl discussions. It is strongly recommended that students taking this course take the AP exam.
Course Expectations published by the College Board. For more information, visit www.collegeboard.com .

 This elective course is designed for students interested in the performing arts. Following a basic introduction to drama, the process of production is emphasized with practical experience in each theatrical aspect. Students learn basic acting skills and study costumes, makeup, and theatrical history. Students have numerous opportunities to perform for small audiences in pantomimes, improvisations, readings, acting scenes, and one-act plays. In addition, students learn what it means to be an active listener and audience member. Criticism and evaluations come from both the teacher and the members of the class. Reviews and reports are written and evaluated using departmental criteria.

This elective course is designed for students who are interested in diving deeper into specific areas of theatre. Students will work on acting methods, advanced scene study, dual monologues, and acting for the director. Students will take a turn at directing by analyzing scripts and creating a director's book, and working on bringing a director's vision to the stage. Students will also work on a culminating theatrical piece that will be presented to an audience outside of the classroom. In addition to receiving critiques from the teacher, students evaluate and review their own performances, as well as the performances of fellow classmates. The course also includes viewing professional and amateur productions to broaden students' experiences and perceptions.

Theatre 3 is an advanced theatre course focusing on Theatrical Production. Students will have an opportunity to produce theatre in the areas of directing, staging, lighting design, sound design, set design, and costume design. Students will also have an opportunity to perform in the production. The production, built from the bottom up and designed by the students, will culminate in a performance for the community. Students will also have an opportunity to participate in competitions such as a drama festival and teen arts competition.

AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in research-based written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments.

AP Research allows students to deeply explore an academic topic, problem, or issue of individual interest. Through this exploration, students design, plan, and conduct a yearlong mentored, research-based investigation to address a research question.

In the AP Research course, students further their skills acquired in the AP Seminar course by understanding research methods; employing ethical research practices; and accessing, analyzing, and synthesizing information as they address a research question. The course culminates in an academic thesis paper of approximately 5,000 words and a presentation, performance, or exhibition with an oral defense.

Students will be introduced to view written from a diverse, perspective by authors of various cultures, religions, and backgrounds from African American authors. Through works of fiction, prose, plays and poetry, students will gain a greater understanding of the experience of the African American author.

Possible texts: Their Eyes Were Watching God, Beloved, Passing, The Auto Biography of Malcolm X

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements 

This semester-long course focuses on nonfiction reading and writing with a goal of increasing a student's ability to read, analyze, draw conclusions, and create their own point of view. Other areas of focus will include building up writing and grammar fundamentals, reading critically for bias using a variety of mediums, and creating strong arguments to convey a clear and concise message. Students in this class are given an opportunity to work closely with post-secondary curriculum to create an authentic college experience that will aid in the transition from high school. Ultimately this course will help shape students to be stronger readers, writers, and informed citizens prepared for the next step in their educational journey.

Possible texts: Models for Writers by Alfred Rosa and Paul Eschholz

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

This course offers an innovative approach to Public Speaking for the 21st Century!  In this revised Public Speaking course, students will be given hands-on and interactive opportunities to improve their communication and presentation skills.  The highlight of this course is the real-life, scenario-based presentations that students will create and deliver.  Whether working in groups or independently, students will be "on their feet" learning how to stand and face an audience with poise and confidence, how to use technology to support presentations, how to prepare for an interview, deliver persuasive and informative speeches. Whether you hope to pursue a career in business, theater, education, law or any public relations field, you will need to possess effective public speaking skills.

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

This semester-long course introduces students to the fundamentals of creative writing, allowing them to discover their voices as they write in a range of styles for diverse audiences.  Students will fully engage with the writing workshop process, focusing heavily on the constructing, compiling, revising, and editing of their pieces.  Writings will cover numerous genres, including fiction, short stories, and vignettes; dramatic scenes and monologues; memoir and personal writing, poetry, and spoken word pieces.  Students will engage in the use of digital media to create, share and evaluate their work, as well as the work of their peers.  Each assignment will be part of a larger process, involving multiple revisions that incorporate and rely upon self-reflection, peer review, evaluation of exemplary texts, and comparative analyses.  Students will spend the entirety of the course creating and developing digital portfolios showcasing their mastery of the writers' craft as well as their creative growth.  Budding writers will develop a clear understanding that for an author to put words on paper or in a virtual world is to ensure one's life, emotions and legacy shall live on forever.

This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements OR this course may be taken as an elective for any 9-12^th grade students.

This semester-long course allows students to explore literature through film. Students will be making comparisons to how a film portrays the literature versus how the novels depict the characters, genre, etc. Students will also rewrite novels into films creating soundtracks, new settings, etc.

Possible texts: The Great Gatsby, The Crucible, Little Women, Pride and Prejudice, Grease, The Wizard of Oz/Wicked, Schindler's List, The Accidental Billionaires, A Streetcar Named Desire, Twilight/Hunger Games, Fairytales

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

Students will study the unique genre of graphic novels. Conversations and analysis will center around the history of the graphic novel and its counterpart: the comic book. Students will analysis the structure, artwork, and extraordinary stories told in this genre. 

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

This semester-long course introduces students to a worldview written from the Hispanic perspective by authors from around the world. Through the works of literature penned by Hispanic authors, students will gain a greater understanding of the unique voice and perspective of these authors. The course will focus on both fiction and nonfiction texts from a variety of authors.

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

This course will introduce students to the conventions, themes, and techniques of suspense, mystery, and horror fiction. Students will analyze poems, short stories, novels, and/or film to determine how authors build suspense and bring our worst nightmares to life.

Possible texts: Shirley Jackson's I Have Always Lived in the Castle, Stephen King's The Mist and The Long Walk, Shelley's Frankenstein, Poe's poetry and short stories, Richard Matheson's I Am Legend, Bradbury's Something Wicked This Way Comes and short stories, Cormac McCarthy's The Road, Josh Malerman's Bird Box, and  Agatha Christie's And Then There Were None.

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

This semester-long course introduces students to a worldview written from the unique experiences of the immigrant. Students will study fiction and nonfiction in an effort to study the voices of these individuals who have helped shape American culture. An analysis will be conducted of the obstacles and roadblocks that immigrants faced when trying to create a life in a new home. 

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

This semester-long course is a survey of short stories, plays, poetry, music, fiction, and non-fiction celebrating LGBTQ+ voices. We will focus on American literature from the Stonewall Riots to today and will examine some of the major concepts and issues that shape gay, lesbian, bisexual, transgender, and queer experiences through literature, art, and film. The course is designed with all students in mind, functioning under the idea that literature can be both a window to the experiences of others as well as a mirror of our own experience. Students should expect frequent class discussion, opportunities for many different types of writing, as well as a wide variety of reading.

Possible texts: Aristotle & Dante, The Laramie Project, Orlando, The Picture of Dorian Gray, and many more poems, songs, and excerpts from longer pieces.

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

This semester-long course is designed to build empathy and introspection as we learn about ourselves by reading about others. In addition to reading the works of others, students will have the opportunity to pen several short personal memoirs that will be compiled into a final portfolio. This is a workshop class, meaning students will have many opportunities to share their insights on the readings, as well as to confer with peers and the teacher as they revise and edit their own writing.

Possible texts: The Meaning of Matthew, Why is Everyone Hanging Out Without Me, When They Call You A Terrorist, The Glass Castle, and excerpts from several other works

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

To be a poet, an author must be a master of both the written word and one's own imagination.  Figurative language, literary devices, diction, tone, structure, syntax, rhyme and meter are all tools that the poetic architect utilizes to visualize and construct a poetic masterpiece. In this semester course students will experience and analyze the work of classic and contemporary poets and model and connect to these inspirational compositions in the process of their own writing.  Students will study the forms, styles, methods, experiences, influences, and messages captured in a range of poetic forms. Through the study of exemplar works and consistent practice with the written word, students will develop their knowledge, understanding, creativity, craft and the quality of the various poetic forms.  In addition, they will engage in the revision process: evaluating, improving and editing their own work and the creations of their peers.  Students' poetry work will be showcased through individual writing portfolios, as well as the creation of chapbooks and collections in both the online and print worlds.

This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements OR this course may be taken as an elective for any 10-12^th grade students.

This course is intended for students who plan to take the College Entrance Examination Board's SAT.  The course will focus on test-taking strategies and materials utilized by the Kaplan Review Program blended with a proven Language Arts curriculum. The use of "Virtual Reality SAT Testing" with Kaplan's individual feedback will help students track their progress.  Students are also provided with additional materials to enhance their study and practice at home.

This semester-long course will examine Shakespeare's work and influence in several different ways. The Elizabethan language and culture will first be explored to set up the historical context. Students will then decipher and analyze the literature, the poetic language, and the overarching themes of a select group of plays (tragedies and comedies). The third facet will be the exploration of Shakespeare’s impact on modern culture and how his work has shaped literature and the arts throughout the ages.

Possible texts: Twelfth Night, Othello, Merchant of Venice, various Sonnets

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

This semester-long course allows students to take a critical look at the genres as well as their roles in society. It will dive into speculative fiction that deals with both imaginative and futuristic concepts as well as magical and supernatural elements. Through the study of this literature, students will explore how it can create fantastical and metaphorical worlds and how those narratives can be used as a conduit for real human emotion and experience.

Possible texts: Scythe, Hunger Games, Fahrenheit 451, Hitchhiker's Guide to the Galaxy, Lord of the Rings/Hobbit

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

This semester-long course studies how disability is represented in literature through fiction and authentic writings from people with disabilities. It also has students take a critical lens into the intersection of these representations in fiction, nonfiction, and other media.

Possible texts: And They Dance Real Slow in Jackson; Dear Evan Hansen; Running with Scissors; Look Me in the Eye; nonfiction from Susan Baglieri's book on disability studies

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

This semester-long course allows students to look at how literature and music, contemporary and historical, have informed each other. Students will also look at the historical and social impact of musical lyrics.

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements

This semester-long course introduces students to a worldview written from the female perspective by female authors from around the world. Through the works of literature penned by female authors that span a variety of social and cultural time periods throughout The United States and the world, students will gain a greater understanding of the impact literature by female authors has had on cultural awareness, societal influence, and gender equality.

Possible texts: We Should All Be Feminists, Trifles, The Bluest Eye, The Gilded Hour, Angel in the House, assorted poems and short stories

*This course is eligible as a replacement for any one (1) semester of an English IV standard course for students who have thus far met all graduation requirements