English I is designed to follow the Texas Essential Knowledge and Skills (TEKS) for English language arts and reading emphasize the interconnected nature of listening, speaking, reading, writing, and thinking through seven integrated strands, including foundational language skills, comprehension, response, multiple genres, author's purpose and craft, composition, and inquiry and research. The goal is to ensure literacy in Keller ISD by focusing on oral expression, authentic reading, and reflective writing. These strands are integrated and progressive, helping students develop critical thinking skills and adapt to language and literacy changes. They cover language domains, accelerate language skill acquisition, foster social and academic language proficiency, and encourage daily academic engagement, with text complexity increasing as students' progress, enabling them to apply earlier standards to more complex texts and become self-directed, critical learners.

In addition to the English I course expectations, students in English I Honors will build a foundation in additional skills in preparation for an Advanced English Courses such as AP Language, AP Literature, or Dual Credit. These additional skills may include analysis of a variety of literary and nonfiction texts with particular attention to the writer’s style, diction, syntax, argumentation, and logic. Furthermore, these skills should deepen and expand their understanding of how written language functions rhetorically: to communicate writers’ intentions and elicit readers’ responses in particular situations.

English II is designed to build upon the skills of English I by applying the Texas Essential Knowledge and Skills (TEKS) for English language arts and reading emphasize the interconnected nature of listening, speaking, reading, writing, and thinking through seven integrated strands, including foundational language skills, comprehension, response, multiple genres, author's purpose and craft, composition, and inquiry and research. The goal is to ensure literacy in Keller ISD by focusing on oral expression, authentic reading, and reflective writing. These strands are integrated and progressive, helping students develop critical thinking skills and adapt to language and literacy changes. They cover language domains, accelerate language skill acquisition, foster social and academic language proficiency, and encourage daily academic engagement, with text complexity increasing as students’ progress, enabling them to apply earlier standards to more complex texts and become self-directed, critical learners.

In addition to the English II course expectations, students in English II Honors will build a foundation in additional skills in preparation for an Advanced English Courses such as AP Language, AP Literature, or Dual Credit. These additional skills may include analysis of a variety of literary and nonfiction texts with particular attention to the writer’s style, diction, syntax, argumentation, and logic. Furthermore, these skills should deepen and expand their understanding of how written language functions rhetorically: to communicate writers’ intentions and elicit readers’ responses in particular situations.

English III is designed to build upon the skills of English II with a focus on American Literature by applying the Texas Essential Knowledge and Skills (TEKS) for English language arts and reading emphasize the interconnected nature of listening, speaking, reading, writing, and thinking through seven integrated strands, including foundational language skills, comprehension, response, multiple genres, author's purpose and craft, composition, and inquiry and research. The goal is to ensure literacy in Keller ISD by focusing on oral expression, authentic reading, and reflective writing. These strands are integrated and progressive, helping students develop critical thinking skills and adapt to language and literacy changes. They cover language domains, accelerate language skill acquisition, foster social and academic language proficiency, and encourage daily academic engagement, with text complexity increasing as students’ progress, enabling them to apply earlier standards to more complex texts and become self-directed, critical learners.

AP Language and Composition emphasize the analysis of a variety of literary and nonfiction texts with particular attention to the writer’s style, diction, syntax, argumentation, and logic. Students reflect this analysis in compositions that use sophisticated syntax and vocabulary, effective use of proof, and control of the conventions of language. Emphasis is on wide reading and analytic response in timed essays in preparation for the Advanced Placement Exam in Language and Composition. A qualifying score on the AP test may enable students to be exempt from the composition class that many colleges require. AP students prepare to take the Advanced Placement Exam in May for possible college credit.

A prerequisite to English 1302, the course introduces students to a variety of different characteristics of writing for academic contexts. Students in English 1301 write about ideas, in particular responding analytically and critically to written sources. The course helps students become familiar with academic audiences, situations, purposes, genres, and some primary conventions (style, arrangement) of those genres. Moreover, students work to develop their own composing processes, particularly for ways of inventing ideas, planning, and revising their texts. Enrollment requires registration with Tarleton State University. Students who successfully complete this course will receive high school credit and, if accepted, 3 college credit hours of Communications Core. \*Paired with ENGL 2326 for a year-long offering with high school Junior English

English IV is designed to build upon the skills of English III with a focus on British Literature by applying the Texas Essential Knowledge and Skills (TEKS) for English language arts and reading emphasize the interconnected nature of listening, speaking, reading, writing, and thinking through seven integrated strands, including foundational language skills, comprehension, response, multiple genres, author's purpose and craft, composition, and inquiry and research. The goal is to ensure literacy in Keller ISD by focusing on oral expression, authentic reading, and reflective writing. These strands are integrated and progressive, helping students develop critical thinking skills and adapt to language and literacy changes. They cover language domains, accelerate language skill acquisition, foster social and academic language proficiency, and encourage daily academic engagement, with text complexity increasing as students’ progress, enabling them to apply earlier standards to more complex texts and become self-directed, critical learners.

An AP English Language and Composition course cultivates the reading and writing skills that students need for college success and for intellectually responsible civic engagement. The course guides students in becoming curious, critical, and responsive readers of diverse texts and becoming flexible, reflective writers of texts addressed to diverse audiences for diverse purposes. The reading and writing students do in the course should deepen and expand their understanding of how written language functions rhetorically: to communicate writers’ intentions and elicit readers’ responses in particular situations. AP students prepare to take the Advanced Placement Exam in May for possible college credit.

A sequel to English 1301, this course introduces students to research in academic contexts. Students address questions such as "What is it for? What are its limitations? What are some of its shapes? How does one go about it?” The course introduces students to various research methods, systems of documentation, contemporary library resources, and research genres. Among other writing tasks for the course, each student is expected to carry out his/her own research study for possible publication in The Tarleton Freshman Writer. Enrollment requires registration with Tarleton State University. Students who successfully complete this course will receive high school credit and, if accepted, 3 college credit hours of Communications Core. \*Paired with ENGL 2321 for a year-long pairing with high school Senior English.

Enrollment is limited to Emergent Bilingual students indicated as English learners in 9th-12th grades. Placement in Sheltered English I-IV will be determined through language proficiency tests and LPAC recommendations. Sheltered English courses align with the state and district requirements for English I-IV. Sheltered classes may substitute for the required English credits.

This course uses modified English I content to meet the individual learning requirements of students. The focus is on integrated language arts study in language/writing, literature/reading, speaking/listening, and view representing. Students will integrate correct language skills within the reading and writing processes; plan, draft, and complete written compositions from all writing forms on a regular basis; read and respond to multiple genres from world literature translated into English from various cultures; understand basic literary concepts. Some variation in course content/emphasis may occur on campus depending on the students' individual learning needs.