1011S English I: Sheltered for Emergent Bilinguals; LPAC approval required; see page 136. Students will be required to take the English I STAAR EOC exam. In English I, students increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Reading and writing are studied and practiced in an integrated manner as students read, analyze, and synthesize increasingly complex texts and apply literary and rhetorical techniques in their own writing. Writing assignments utilize the writing processes (prewriting, drafting, revising, editing, and publishing) to develop students as writers who are self-aware of craft choices made in writing for genre, purpose, effect, and audience. Students read extensively in multiple genres, learn about various literary and rhetorical forms, analyze texts for author’s craft, participate in research activities, speak effectively and with purpose, listen attentively, and refine their grammar skills.

Only recent immigrant students with limited English proficiency may enroll; students will be required to take the English I STAAR EOC exam; see page 136. In English I for Speakers of Other Languages (ESOL I), EB students receive intensive instruction in listening, speaking, reading, writing, and comprehending English, with a focus on the TEKS in English using strategies and methodologies appropriate for Emergent Bilinguals. These students increase and refine communication skills, practice all types of writing, and are exposed to a variety of genres. Within this course, students also learn about various literary forms and terms, build their vocabulary, participate in research activities, and refine their grammar skills. Students develop competence in English, preparing them to be successful in all academic subjects.

Students will be required to take the English I STAAR EOC exam. English I (Honors/GT) is an advanced-level course that encompasses and extends upon all the concepts and skills included in the English I curriculum, integrating strategies and practices designed to prepare students for success in Advanced Placement (AP) English courses. Honors students will be expected to interact with more complex texts and apply increasingly sophisticated thinking, reading, writing, research, listening, and speaking skills (including presentations and class discussions).

Prerequisite(s): Identified as GT in CCISD. Included in Class Ranking GPA: Yes Notes: Students will be required to take the English I STAAR EOC exam. English I Leadership (GT) is a fast-paced, rigorous course that encompasses and extends upon all the concepts and skills included in the English I curriculum, integrating strategies and practices designed to prepare GT students for success in Advanced Placement (AP) English courses. Leadership students will be expected to interact with more complex texts and apply increasingly sophisticated thinking, reading, writing, research, listening, and speaking skills (including presentations and class discussions). Some aspects of this course may be taught through the lens of leadership, as students explore real world applications for their language arts skills. 1111S English II: Sheltered for Emergent Bilinguals; LPAC approval required; see page 136. Students will be required to take the English II STAAR EOC exam. In English II, students increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Reading and writing are studied and practiced in an integrated manner as students read, analyze, and synthesize increasingly complex texts and apply literary and rhetorical techniques in their own writing. Writing assignments utilize the writing processes (prewriting, drafting, revising, editing, and publishing) to develop students as writers who are self-aware of craft choices made in writing for genre, purpose, effect, and audience. Students read extensively in multiple genres, learn about various literary and rhetorical forms, analyze texts for author’s craft, participate in research activities, speak effectively and with purpose, listen attentively, and refine their grammar skills. Only recent immigrant students with limited English proficiency may enroll; students will be required to take the English II STAAR EOC exam; see page 136. 1111ESL English II for Speakers of Other Languages (ESOL II), 1 credit (state) Prerequisite(s): English I. NCAA Approved Core Course: Yes Notes: Students will be required to take the English II STAAR EOC exam. In English II for Speakers of Other Languages (ESOL I), Emergent Bilingual (EB) students continue to receive intensive instruction in listening, speaking, reading, writing, and comprehending English, with a focus on the TEKS in English using strategies and methodologies appropriate for EB students. These students increase and refine communication skills, practice all types of writing, and are exposed to a variety of genres. Within this course, students also learn about various literary forms and terms, build their vocabulary, participate in research activities, and refine their grammar skills. Students continue to develop competence in English, preparing them to be successful in all academic subjects.

English II (Honors/GT) is an advanced-level course that encompasses and extends upon all the concepts and skills included in the English II curriculum, integrating strategies and practices designed to prepare students for success in Advanced Placement (AP) English courses. Students will be expected to interact with more complex texts and apply increasingly sophisticated thinking, reading, writing, research, listening, and speaking skills (including presentations and class discussions).

Prerequisite(s): Identified as GT in CCISD; English I. Included in Class Ranking GPA: Yes Notes: Students will be required to take the English II STAAR EOC exam. English II Leadership (GT) is a fast-paced, rigorous course that encompasses and extends upon all the concepts and skills included in the English II curriculum, integrating strategies and practices designed to prepare GT students for success in Advanced Placement (AP) English courses. Leadership students will be expected to interact with more complex texts and apply increasingly sophisticated thinking, reading, writing, research, listening, and speaking skills (including presentations and class discussions). Some aspects of this course may be taught through the lens of leadership, as students explore real world applications for their language arts skills. In English III, students continue to increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Reading and writing are studied and practiced in an integrated manner as students read, analyze, and synthesize increasingly complex texts and apply literary and rhetorical techniques in their own writing. Writing assignments utilize the writing processes (prewriting, drafting, revising, editing, and publishing) to develop students as writers who are self-aware of craft choices made in writing for genre, purpose, effect, and audience. Students read extensively in multiple genres from American literature, world literature, and historical and contemporary informational texts. They learn about various literary and rhetorical forms, participate in research, speak effectively and with purpose, listen attentively and refine their grammar skills. Additionally, this course embeds skills necessary for proficiency on college readiness exams, such as SAT, ACT, and TSIA2.

In this dual enrollment course, students strengthen their college-level reaching, writing, and critical thinking skills as they engage with public debates and the arguments that shape them. Across two writing-intensive semesters, students explore the ethics of argumentation, learn to fairly represent opposing viewpoints, analyze the claims of others, and craft well-supported arguments through research, drafting, and revision. The course’s inquiry-driven design encourages students to take an active role in constructing their learning. Students will experience a high-quality curriculum designed by the faculty at The University of Texas at Austin (UT) and delivered by Clear Creek ISD teachers. Students can earn up to six hours of transferable college credit from UT for successful course complete, based on feedback and assessment provided by UT course staff. AP English Language and Composition is a junior-level course designed by the College Board Advanced Placement Program and taught according to the standards set forth by College Board. It is an introductory college-level composition course wherein students cultivate their understanding of writing and rhetorical arguments through reading, analyzing, and writing texts as they explore topics like rhetorical situation, claims and evidence, reasoning and organization, and style. A more detailed description of the course can be found here: [https://apcentral.collegeboard.org/courses/ap-english-language-andcomposition/course](https://apcentral.collegeboard.org/courses/ap-english-language-andcomposition/course). In English IV, students continue to increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Reading and writing are studied and practiced in an integrated manner as students read, analyze, and synthesize increasingly complex texts and apply literary and rhetorical techniques in their own writing. Writing assignments utilize the writing processes (prewriting, drafting, revising, editing, and publishing) to develop students as writers who are selfaware of craft choices made in writing for genre, purpose, effect, and audience. Students in this course read extensively in multiple genres from British literature, world literature, and historical and contemporary informational texts. Students are expected to read and write daily, to research, to speak effectively and with purpose, to listen attentively, and to refine their grammar skills. Additionally, this course embeds skills necessary for proficiency on the Texas Success Initiative Assessment 2.0 (TSIA2), including, the Texas College Bridge curriculum as applicable.

AP English Literature and Composition is a senior-level course designed by the College Board Advanced Placement Program and taught according to the standards set forth by College Board. It is an introductory college-level literary analysis course wherein students cultivate their understanding of literature through reading and analyzing texts as they explore concepts like character, setting, structure, perspective, figurative language, and literary analysis in the context of literary works. A more detailed description of the course can be found here: [https://apcentral.collegeboard.org/courses/ap-english-literature-andcomposition/course](https://apcentral.collegeboard.org/courses/ap-english-literature-andcomposition/course).

This course may satisfy English IV graduation requirements but may not meet college admissions requirements for English. This course provides extra support for students who have yet to demonstrate college readiness in reading and writing and who also intend to enroll into college-level coursework beyond high school. The focus of College Prep English Language Arts will be on applying critical reading skills for organizing, analyzing, and retaining material and developing written work appropriate to the audience, purpose, situation, and length of the assignment. Students will read and analyze literary and informational texts of varying lengths and historical and cultural contexts. Students will organize, draft, revise, and edit a variety of academic essays and will compose short analytical responses to required reading.

The study of creative writing allows students to develop versatility as a writer through forms such as short stories, poetry, drama, and screenwriting. All students are expected to demonstrate an understanding of creative development, the writing process, criticism, and various means of publication. The students’ evaluation of their own writing and others ensures that students can analyze and discuss published and unpublished pieces of writing, develop peer and self-assessments for effective writing, and set their own goals as writers. Students may contribute to the literary magazine. Humanities I is an interdisciplinary course in which students recognize writing as an art form. Students read widely to understand how various authors craft compositions for various aesthetic purposes. This course includes the study of major historical and cultural movements and their relationship to literature and the other fine arts. Humanities is a rigorous course of study in which high school students respond to aesthetic elements in texts and other art forms through outlets such as discussions, journals, oral interpretations, and dramatizations. Students read widely to understand the commonalities that literature shares with the fine arts. In addition, students use written composition to show an in-depth understanding of creative achievements in the arts and literature and how these various art forms are a reflection of history. All students are expected to participate in classroom discussions and presentations that lead to an understanding, appreciation, and enjoyment of critical, creative achievements throughout history. Understanding is demonstrated through a variety of media.

Humanities II is an interdisciplinary course in which students recognize writing as an art form. Students read widely to understand how various authors craft compositions for various aesthetic purposes. This course includes the study of major historical and cultural movements and their relationship to literature and the other fine arts. Humanities is a rigorous course of study in which high school students respond to aesthetic elements in texts and other art forms through outlets such as discussions, journals, oral interpretations, and dramatizations. Students read widely to understand the commonalities that literature shares with the fine arts. In addition, students use written composition to show an in-depth understanding of creative achievements in the arts and literature and how these various art forms are a reflection of history. All students are expected to participate in classroom discussions and presentations that lead to an understanding, appreciation, and enjoyment of critical, creative achievements throughout history. Understanding is demonstrated through a variety of media.

A maximum of two (2) Literary Genre courses may be counted toward state graduation credit. This course, combined with an additional 0.5 credit of an approved English elective course, may satisfy English IV graduation requirements but may not meet college admission requirements for English. Students enrolled in Literary Genres will spend time analyzing the fictional and poetic elements of literary texts and read to appreciate the writer's craft. High school students will discover how well written literary text can serve as models for their own writing. High school students respond to oral, written, and electronic text to connect their knowledge of the world. This course is an in-depth exploration of fictional prose in which the elements of mystery play a controlling part. Students in this class examine the detective story, the gothic novel, the suspense novel, the tale of espionage, and the crime story. Reading selections are a combination of classic and modern works suitable for the high school classroom. A maximum of two (2) Literary Genre courses may be counted toward state graduation credit. This course, combined with an additional 0.5 credit of an approved English elective course, may satisfy English IV graduation requirements but may not meet college admission requirements for English. Students enrolled in Literary Genres will spend time analyzing the fictional and poetic elements of literary texts and read to appreciate the writer's craft. High school students will discover how well written literary text can serve as models for their own writing. High school students respond to oral, written, and electronic text to connect their knowledge of the world. This class examines myths from various cultures. In the first nine weeks, students focus on the mythology of Ancient Greece and Rome; in the second part of the course, they concentrate on Norse, Scandinavian, African, Aztec, and Mayan mythology. From this study, participants develop an appreciation of each culture’s mythological history and gain insight into the beliefs and ideologies established in each of these cultures.