This course connects listening, speaking, reading, writing, and thinking throughout the following TEKS strands: developing and sustaining foundational language skills; comprehension; response; multiple genres; author’s purpose and craft; composition; and inquiry and research. Students will engage in academic conversations, writing, and reading to facilitate critical thinking and adapt to the ever-evolving nature of language and literacy. Students will study the habits of the capable reader and the capable writer, establishing practices that will be applied to future endeavors. Students will encounter a diverse range of selfselected and assigned texts from multiple genres representing a broad range of authors, viewpoints, and literary traditions. Texts will include informational, literary, and multimodal (multimedia) texts. Students will write for a variety of purposes and study techniques appropriate to communicating their ideas with clarity and purpose.

This course focuses on the fundamental English language skills of reading, writing, speaking and listening in an effort to build a foundation for student success in high school English classes. Students practice both reading and writing as a process. Students perform an array of reading strategies as they work to become proficient in understanding and responding appropriately to a variety of texts. Students write for varied audiences and purposes and work to develop ideas, voice, word choice, fluency, and organization in their writing while applying conventions of the English language. Instruction in such skills is accommodated to meet the varying needs of students who are at different stages of English language acquisition. The strategies and methodologies of English as a Second Language are utilized throughout this program that parallels with English I.

In this course, students will continue to develop, strengthen, and broaden their literacy, communication skills, and analytical capabilities so that they become critical learners capable of both meaningful collaboration and independent thought. This course connects listening, speaking, reading, writing, and thinking throughout the following TEKS strands: developing and sustaining foundational language skills; comprehension; response; multiple A clock icon is used to designate elective courses requiring additional practice/rehearsal time outside of the regular school day. Schools will limit practice/rehearsal time to a maximum of eight hours per week, Monday through Thursday, per activity. Additional practices/rehearsals (beyond the eight hours) may be required after school on Friday and/or on Saturday. Competitions for these courses are generally scheduled on Friday and/or Saturday. Schedules for specific activities will be provided by the teacher. genres; author’s purpose and craft; composition; and inquiry and research. Students will engage in academic conversations, writing, and reading to facilitate critical thinking and adapt to the ever-evolving nature of language and literac

This course emphasizes continuing development of the fundamental English language skills of reading, writing, speaking and listening in an effort to continue to build the foundation for student success in high school English classes. Included within the study are the identification of literary themes and forms, use of effective reading strategies, and development of speaking/ listening skills. Instruction in such skills is accommodated to meet the varying needs of students who are at different stages of English language acquisition. The strategies and methodologies of English as a Second Language are utilized throughout this program that parallels with English II.

This course presents advanced work in composition and reading. Students will continue to develop, strengthen, and broaden their literacy, communication skills, and analytical capabilities so that they become critical learners capable of both meaningful collaboration and independent thought. This course connects listening, speaking, reading, writing, and thinking throughout the following TEKS strands: developing and sustaining foundational language skills; comprehension; response; multiple genres; author’s purpose and craft; composition; and inquiry and research. Students will engage in academic conversations, writing, and reading to facilitate critical thinking and adapt to the everevolving nature of language and literacy. Students will encounter a diverse range of self-selected and assigned texts from multiple genres representing a broad range of authors, viewpoints, and literary traditions. Texts will include informational, literary, and multimodal (multimedia) texts. Students will write for a variety of purposes and study techniques appropriate to communicating their ideas with clarity and purpose.

This course is designed for students previously enrolled in English I SOL and English II SOL and/or for speakers of other languages who need to develop proficiency in the use of English. The strategies and methodologies used to aid speakers of other languages in developing skills in English are utilized throughout this course. Thus, in considering the individual's oral proficiency and other academic competency skills in English, this course is accommodated to enhance the critical processes and features of second language acquisition. Focus of the course is on an overview of American literature, including samples of traditional and multiethnic selections that represent this country's cultural diversity. Writing occurs in a variety of ways as appropriate. Correct English grammar and syntax are approached through direct instruction and/or through the writing process. Research is assigned as fits the students' needs and English skills. Practice in listening and speaking occurs throughout the course. Students write for varied audiences and purposes and work to apply effective ideas, voice, word choice, fluency, organization, and conventions in their writing. Instruction in such skills i

The Literature and the Bible course is designed to provide students with knowledge of biblical content, characters, poetry, and narratives that are prerequisite to understanding contemporary society and culture, including literature, art, music, mores, and oratory. Students will become familiar with the contents and history of the Old and New testaments for the purpose of understanding the literary style and structure of eachof the testaments and their consequential influences on literature. Over the duration of the course, students will read assigned literature and engage in researching self-selected and assigned topics that examine the Bible's influence on literature. • Grades 11-12

Students enrolled in Journalism write in a variety of forms for a variety of audiences and purposes. Students are expected to plan, draft, and complete written compositions on a regular basis, carefully examining their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. Students will become analytical consumers of media and technology to enhance their communication skills. Writing, technology, visual, and electronic media are used as tools for learning as students produce effective communications. Journalism students will learn journalistic traditions, research selfselected topics, write journalistic texts, and learn the principals of publication.

In this course, students analyze the relationships between people, places, and environments. Students use problem-solving and decision-making skills to ask and answer geographic questions. A significant portion of the course will center around physical processes, places, and regions, the environment, the political, economic and social processes that shape cultural patterns, human systems such as population distribution and urbanization patterns, and the economic conditions which have led to and reinforced the developed and developing world. This course may be taken during the 9th or 10th grade to fulfill the first social studies requirement for the Foundation High School Program.

The purpose of this one-year course is to provide students with a chronological study of world history. The major emphasis of this course is on the study of significant people, events, and issues from the earliest times to the present. Students will examine historical points of reference, evaluate the causes and effects of economic imperialism, the historic origins of contemporary economic systems, trace the historical development of law, and analyze the impact of major religious and philosophical traditions. Students will analyze the connections between major developments in science and technology and the growth of industrial economics. This course may be taken during the 9th or 10th grade to fulfill the first social studies requirement for the Foundation

This course is a required one-year study of the United States from 1877 to the present. The time span of the course is divided into units such as the Progressives, Civil Rights, and the Cold War. Within each unit events are looked at from several perspectives such as geographic, political, economic, social, and international influences. Emphasis is placed on relating the effects of past events to the present. The course is enriched with various activities which help students learn social studies skills as well as historical content. • Prerequisite: World Geography or World History

The United States History AP course is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and historical resources of U.S. history. Students will learn to assess historical materials to determine the relevance of those materials to a given problem, and to evaluate the reliability and importance of selected materials. Students will develop skills necessary to make informed judgments and to present reasons and evidence clearly and persuasively in essay format. This course of study is the equivalent of a college introductory course and is available to juniors or seniors interested in taking the AP examination in American history. Prerequisite: World Geography or World History Should a student enroll in United States History AP and drop the course at the end of the first semester, the student will have to take both semesters of U.S. History. In this situation, the first semester of U.S. History AP can count as an elective.