English I builds upon the skills established by the middle school English Language Arts standards. Students will practice the close reading of appropriately complex, grade-level informational and literary texts. Based upon their reading, the students will engage in class discussion and written assignments that promote analysis, the development of an argument with appropriate supporting details, and/or the synthesis of multiple texts. While reading and writing, students will analyze the author’s point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and fluency while correctly using the conventions of the English language. Students will also engage in narrative writing based on real or imagined events. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts the students read. English I teachers will base their instruction on the SpringBoard curriculum, which is approved as in alignment with ELA standards.

Honors English I builds upon the skills established by the middle school English Language Arts standards. Students will practice the close reading of appropriately complex, informational and literary texts. Based upon their reading, the students will engage in class discussion and written assignments that promote analysis, the development of an argument with appropriate supporting details, and/or the synthesis of multiple texts. While reading and writing, students will analyze the author’s point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and fluency while correctly using the conventions of the English language. Students will also engage in narrative writing based on real or imagined events. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts the students read. English I teachers will base their instruction on the SpringBoard curriculum, which is approved as in alignment with ELA standards. Learning experiences should reflect the increased rigor and depth of study appropriate for honors-level coursework.

English II builds upon the skills established by the English Language Arts standards. Students will practice the close reading of appropriately complex informational and literary texts. Based upon their reading, the students will engage in class discussion and written assignments that promote analysis, the development of an argument with appropriate supporting details, and/or the synthesis of multiple texts. While reading and writing, students will analyze the author’s point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and fluency while correctly using the conventions of the English language. Students will also engage in narrative writing based on real or imagined events. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts the students read. English II teachers will base their instruction on the SpringBoard curriculum, which is approved as in alignment with ELA standards.

Honors English II builds upon the skills established by the English Language Arts standards. Students will practice the close reading of appropriately complex informational and literary texts. Based upon their reading, the students will engage in class discussion and written assignments that promote analysis, the development of an argument with appropriate supporting details, and/or the synthesis of multiple texts. While reading and writing, students will analyze the author’s point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and fluency while correctly using the conventions of the English language. Students will also engage in narrative writing based on real or imagined events. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts the students read. English II teachers will base their instruction on the SpringBoard curriculum, which is approved as in alignment with ELA standards. Learning experiences should reflect the increased rigor and depth of study appropriate for honors-level coursework and support preparation of students for future advanced academics courses.

English III further builds upon the skills established by the English Language Arts standards. Students will practice the close reading of appropriately complex informational and literary texts. Based upon their reading, the students will engage in class discussion and written assignments that promote analysis, the development of an argument with appropriate supporting details, and/or the synthesis of multiple texts. While reading and writing, students will analyze the author’s point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and fluency while correctly using the conventions of the English language. Students will also engage in narrative writing based on real or imagined events. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts the students read. English III teachers will base their instruction on the SpringBoard curriculum, which is approved as in alignment with ELA standards.

English IV is the summative course aligned to the English Language Arts standards. Students will practice the close reading of appropriately complex, informational and literary texts. Based upon their reading, the students will engage in class discussion and written assignments that promote analysis, the development of an argument with appropriate supporting details, and/or the synthesis of multiple texts. While reading and writing, students will analyze the author’s point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and fluency while correctly using the conventions of the English language. Students will also engage in narrative writing based on real or imagined events. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts the students read. English IV teachers will base their instruction on the SpringBoard curriculum, which is approved by as in alignment with ELA standards. Upon the completion of English IV, students should be prepared for postsecondary learning opportunities or the workforce.

Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. SPED teachers who are endorsed in the subject or have proven content knowledge in English via Praxis may serve as teacher of record and give English I credit.

Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. SPED teachers who are endorsed in the subject or have proven content knowledge in English via Praxis may serve as teacher of record and give English Il credit.

Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. SPED teachers who are endorsed in the subject or have proven content knowledge in English via Praxis may serve as teacher of record and give English Ill credit.

Students with qualifying disabilities as documented in the IEP shall be eligible to take this course. SPED teachers who are highly qualified in English may serve as teacher of record and give English 4 credit.

The language A: language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.

In Creative Writing, students will be given the opportunity to develop a creative outlet through additional writing experiences in fiction and nonfiction. Creative writing allows students to practice self-expression, to explore various writing styles, and to strive for variety in diction, sentence structure, and format.