The Intellectually Gifted and Talented English I program is designed to provide high achieving students the opportunity to further develop skills in higher-level thinking, traditional and creative research, group discussion, public speaking, creativity, and independent study. Students are expected to grasp quickly the principles of grammar, composition, and vocabulary appropriate for this grade level, thereby providing time for an expanded course of study in which their creative and analytical thinking and writing skills are enhanced. Teaching strategies for the gifted are incorporated into the language arts curriculum and are implemented through the in-depth study of traditional and contemporary literature, current events, and selected mini-studies that are coordinated by the teaching sta

The AP English Language and Composition course engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students 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 effectiveness in writing. Students choosing AP Language and Composition should be interested in studying and writing various kinds of analytical or persuasive essays on literary topics. The course allows students to write in a variety of forms (narrative, exploratory, expository, argumenta- tive) and on a variety of subjects f

The AP English Literature and Composition course engage students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected text, students deepen their understanding of the ways writers use language to pro- vide both meaning and pleasure for their readers. As they read, students consider a work s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. Writing assignments focus on the critical analysis of literature and include expository, analytical and argumentative essays. Students choosing AP Literature and Composition should be interested in studying literature of various periods and genres and using this wide reading knowledge in discussions of literary topic

This course will emphasize career choices, study skills, and tutoring. Academic Counseling is designed to be a first step in guiding students into choosing a career to prepare for and to engage them in an advisor/advisee role equivalent to a college level environment. # Dual Enrollment Academic Seminar

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 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 pre

AP Research, the second course in the AP Capstone experience, allows students to deeply explore an academic topic, problem, issue, or idea of individual interest. Students design, plan, and implement a yearlong investigation to address a research question. Through this inquiry, they further the skills they acquired in the AP Seminar course by learning research methodology, employing ethical research practices, and accessing, analyzing, and synthesizing information. Students reflect on their skill development, document their processes, and curate the artifacts of their scholarly work through a process and reflection portfolio. The course culminates in an academic paper of 4,000–5,000 words (accompanied by a performance, exhibit, or product where applicable) and a presentation with an oral d

\*Course code dependent on grade level AND English class enrollment The English as a Second Language (ESL) Program is a transitional program designed to support students with English language acquisition. ELs have been screened/ tested with the state-mandated English Language Proficiency Assessment (ACCESS for ELLs) and have scored less than English proficient on the speaking, listening, reading or writing subtests. The courses offered through this program address the WIDA English Language Development Standards Framework in alignment with Tennessee Academic Content Standards. This course is designed for students who have a composite score of 2.5 and above on WIDA ACCESS, and still need dedicated ESL classroom time. The curricular focus will follow the MSCS reading prescriptions for English

ELs must take End-of-Course examinations when enrolled in English I and English II. The state requires that ELs participate in at least one English EOC. This course is the approved intervention course for students who score below the cutoff score on the Universal Screener and for whom language is a barrier. ELD cannot stand alone as the ESL service hour and must be coupled with the ESL Replacement ELA course as additional support. Curricular guidance will be provided by the MSCS ESL Office and will focus on English proficiency in both the school they attend and their communities. Course completion will count as an elective. # ESL Courses ESL Replacement ELA

This course is designed to create visibility for ELs receiving co-teaching services in the English classroom. Occurs when the content teacher and the ESL teacher have collaborative planning time to prepare lessons and materials together and provide instruction with equal presence. This course can serve as the primary ESL service hour for qualified ELs. MATHEMATICS # MATHEMATICS The content of each of the Memphis-Shelby County Schools’ mathematics courses is outlined in the Shelby County Schools Mathematics Curriculum Maps. These maps provide for District-wide consistency in the mathematics content that is taught and in the instructional sequencing and pacing of each course. Implementation of these maps results in a comprehensive SCS mathematics program that is designed to prepare all stude

Geometry is the branch of mathematics that emphasizes similarity, right triangle trigonometry, congruence, and modeling geometry concepts in real life situations. Students build upon previous knowledge of similarity, congruence, and triangles to prove theorems and reason mathematically. This course also introduces students to geometric constructions and circles. Students show a progression of mastery and understanding of the use and application of surface area and volume. Graphing calculators, computers with Cabri software, or other technology should be used in this course to give students dynamic visualizations of geometric relationships. # Geometry+(S1) Geometry+(S2)

Applications and modeling using mathematics are the primary foci of this course. Throughout the course, students explore mathematical content in the context of applications to the real-world. Topics will build upon previous knowledge requiring students to reason, solve, and represent mathematical concepts in multiple ways to encourage the use of math to answer problems students will encounter in life. This course is best intended for students who are planning to attend a College of Applied Technology, military service, or enter the workforce immediately following graduation. Note: This course is intended to replace G02H42 Applied Mathematical Concepts # SAILS Bridge Math

and Geometry Pre-Calculus is designed to prepare students for college level STEM focused courses. Students extend their knowledge of the Pre-Calculus is designed to prepare students for college level STEM focused courses. Students extend their knowledge of the complex number system to use complex numbers in polynomial identities and equations. Topics include vectors and matrix quantities, sequences and series, parametric equations, and conic sections. Students use previous knowledge to continue progressing in their understanding of trigonometric functions and using regression equations to model quantitative data. Pre-Calculus should provide engaging and challenging opportunities for student collaboration to investigate and model real-world problems and to become prepared for calculus and o