English I students will study literature; informational texts; poetry; drama; biographical works; influential documents of historical and literary significance and art from all genres to gain knowledge of global cultures, diverse identities, current events, and themselves. They will gain the reading and writing skills necessary to write, analyze and evaluate detailed texts. By the end of English I, students are expected to read and understand increasingly complex texts at the upper end of the ninth grade reading range.

English II students will study literature; informational texts; poetry; drama; biographical works; influential documents of historical and literary significance; and art from varied communities and identities. Texts include selections from the Americas (Caribbean, Central, South, and North), Africa, Eastern Europe, Asia, Oceania, and the Middle East to guide students as they develop an understanding of world cultures, contemporary issues, and their world. They will fine tune the reading and writing skills necessary to write, analyze and evaluate detailed arguments. By the end of English II, students are expected to read and understand increasingly complex texts at the upper end of the tenth grade reading range. Students are required to take the North Carolina English II Ready EOC. Must be taken by the end of Grade 10.

English III students will study literature; historical documents; informational texts; poetry; drama; biographical works; and art to deepen their understanding of the intertwined influences of history, literature, and culture. Students will read and write to interrogate both classic and contemporary texts for their treatment of individuals, peoples, power, and identity. Students will build the complex literacy skills necessary to compile information from sources into meaningful and well written original texts. By the end of English III, students are expected to read and understand increasingly complex texts at the high end of the 11th grade reading range. $^ { \\star } A P$ Language & Composition may also be used to fulfill the English III graduation requirement.

Part of the English department at Durham School of the Arts.

English IV students will study literature; historical documents; informational texts; poetry; drama; biographical works; influential documents of historical and literary significance; and art from people, communities, and cultures around the globe. By exploring works of colonized peoples and colonizers through critical discourse analysis, students will master the complex literacy skills necessary to gather and evaluate information for use in their own argument, narrative, and informational writing. By the end of English IV, students are expected to read and understand increasingly complex texts at the upper end of the twelfth-grade reading range.

This course will prepare students to become effective speakers in a variety of situations from personal to professional. By preparing several different types of speeches and presenting them to live audiences, students will gain confidence in their public speaking abilities.

This course continues work begun in level I with a further emphasis on meeting specific goals, setting and keeping time limits, selecting meaningful topics, and setting personal goals for improvement. Students will develop greater fluency, learn to respond to their audience, and learn the art of giving constructive feedback to classmates. Creative Writing I Creative Writing I Honors Prerequisite: English I Creative Writing II Creative Writing II Honors Prerequisite: Creative Writing I Creative Writing III Creative Writing III Honors Prerequisite: Creative Writing II Creative Writing IV Creative Writing IV Honors Students will look below the page's surface and dig into the ways that creative writing can convey multiple meanings. Students will learn how the choice of words and the use of imagination can evoke hidden themes that will capture the reader’s interest. Journal writing, poetry, and short story assignments will give students a variety of writing experiences. Writing the Critical Literary Analysis III Honors Prerequisite: English II

As members of the Yearbook production staff, students learn leadership and develop high level skills in copywriting and editing, layout design, journalistic photography, marketing, and advanced desktop publishing. Students design specific yearbook pages and are graded on the product.

(After-school time is required.) Students take full responsibility for the leadership aspect of publishing the school’s yearbook including copy writing, layout design, editing, journalistic photography, advanced desktop publishing, business planning, advertising, marketing, and distribution of the book.

This course introduces the history and jargon of newspaper journalism. Students will learn to write various types of articles such as news, sports, and editorials. They will study the function and style of newspapers, laws that regulate the press, and the language skills needed for quality newspaper writing. Newspaper Journalism II (10322) Newspaper Journalism II Honors (10325) Newspaper Journalism III (10332) Newspaper Journalism IV (10342) Students comprise the staff of the school newspaper and are expected to master the skills required to write and edit stories, compose a page, design layouts, sell ads, and distribute the paper.

(After-school time is required.) Students master newspaper production including article conception, story/art/photo assignment, reporting, writing/editing/proofreading, layout, desktop publishing, communication with the printer, business planning, advertising, and distribution of the newspaper. | | | | | --- | --- | --- | | MATHEMATICS | | Students earn 1 unit of credit for each successfully completed course. | | | | All courses use the North Carolina Standard Course of Study for Mathematics | | | | | | | | Honors courses require students to manage greater complexity and apply mathematics concepts more | | | | deeply than in standard-level courses, thus are weighted +0.5 in the calculation of GPA. | | | | AP/ courses require students to master college level material, skills, and pacing. Students are epecte to take the AP/IB exam. AP/IB courses are weighted +1.0 in the calculation of GPA. | | | | All high school level mathematics courses will require the use of graphing technology. Students should | | | | have online access to graphing technology viahttps:/www.desmos.com/testing/northcarolina/graphing. | | | | Students can expect a deliberate focus on the mathematical practices to facilitate their learning of rigorous content: | | | | make sense of problems and persevere in solving them | | | | | | | 2. | reason abstractly and quantitatively | | | 3. | construct viable arguments and critique the reasoning of others | | | 4. | model with mathematics | | | 5. | use appropriate tools strategically | | | | attend to precision | | | | look for and make use of structure | | | | 8look for and express regularity in repeated reasoning. |

Recommended for some students prior, but in the same school year as, to NC Math 1. Students learn basic skills and concepts that are prerequisites for success in high school mathematics, such as basic statistics, computation, and algebraic manipulation. Instruction is provided in building fluency and mathematical representations such as graphing. This is not a required course for any student.