An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. The purpose of the AP English Language and Composition course is to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers.

An AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide 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.

In African-American Literature, students will engage in grade level Common Core State Standards (CCSS) aligned reading and writing practices through a wide range of literary and informational texts that builds upon English I and English II. Students will evaluate the multiple vantage points of the African-American experience, issues of representation, and the cultural and historical context of African-American literature. Students will express themselves in multiple writing formats including narratives, investigative reports, literary analyses, and research papers. Across all writing formats, students will write in the conventions of the CCSS writing modes. Students will employ academic English in discussion that align to the CCSS for Speaking & Listening.

This course is a survey of Asian American literature. Students will explore major works from the late 19th century to the present, with a focus on classic and contemporary literature. While reading and writing, students will identify the writers’ recurring themes, as well as examine the social and political contexts of select written or oral pieces. The course will concentrate on the immigrant experience as it relates to the following significant themes of identity, memory, alienation, assimilation, solidarity, and resistance. The course focuses on prose (the novel, short stories, and autobiography), poetry, drama, and film. In addition, students will discuss what lies ahead for Asian Americans and all Americans in a multicultural world. Preparation for service learning, SAT and high stakes tests is incorporated during the year through the application of critical thinking skills in class discussions and assignments, as well as through assessments using standardized test formats.

Creative writing will support the development of narrative writing as identified in the CCSS. The course will focus on the fundamentals of writing fiction, e.g. short stories, plays, personal narratives, screenplays, poetry, etc. Students will delve into the craft of writing technique, tone, style, and voice as they draft, revise, and provide and receive feedback from peers and teacher.

Composition Development of critical and analytical skills in writing and reading of expository prose. Writing assignments, as appropriate to the discipline, are part of the course.

Composition Continuation of English 101. Introduces methods of research and writing of investigative papers. Writing assignments, as appropriate to the discipline, are part of the course. ENGLISH I In English I students will engage in grade level Common Core State Standards (CCSS) aligned reading and writing practices, through a wide range of literary and informational texts to bridge their learning from middle school to high school. Students will engage in practices to support their emerging mastery of the CCSS for Writing in their grade band, and express themselves in multiple writing formats including narratives, investigative reports, literary analyses, and research papers. Across all writing formats, students will write in the conventions of the CCSS writing modes. Students in English I will employ academic English in discussion that align to CCSS for Speaking & Listening ENGLISH II

This mandatory two-period course is designed for English learners at the Entering - Emerging Levels of English language proficiency, as defined in the World-Class Instructional Design and Assessment (WIDA) English Language Proficiency Performance Definitions adopted by the Illinois State Board of Education (ISBE). ESL I focus is on the development of students’ communication skills for social and instructional purposes, as well as their ability to communicate information, ideas, and concepts necessary for academic success in all core subject areas. It is designed as a two-period course to comprehensively provide sequential language development in listening, speaking, reading, and writing skills. ESL I is based on intentional instruction with consistent exposure to complex texts.

This course is designed for English Learners at the Beginning - Developing Levels of English language proficiency. ESL II focus is on the development of students’ communication skills for social and instructional purposes, as well as their ability to communicate information, ideas, and concepts necessary for academic success in all core subject areas. It provides sequential language development in listening, speaking, reading, and writing skills. ESL II – Two Period is based on intentional instruction with consistent exposure to complex texts, high levels of analytical thinking, exposure to the history and culture of the United States, and differentiated to meet the language needs of students.

This course is designed for English learners at the Expanding Level of English language proficiency. ESL III focuses on the development of students’ communication skills for social and instructional purposes, as well as their ability to communicate information, ideas, and concepts necessary for academic success in all core subject areas.

In English I students will engage in grade level Common Core State Standards (CCSS) aligned reading and writing practices, through a wide range of literary and informational texts to bridge their learning from middle school to high school. Students will engage in practices to support their emerging mastery of the CCSS for Writing in their grade band, and express themselves in multiple writing formats including narratives, investigative reports, literary analyses, and research papers. Across all writing formats, students will write in the conventions of the CCSS writing modes. Students in English I will employ academic English in discussion that align to CCSS for Speaking & Listening. In an honors class students will be expected to meet the standards with less teacher scaffolding and more collaborative and independent practice. Although students at all levels of learning will have access to rigorous texts and grade level appropriate experiences, honors level courses may include advanced expectations in the following areas: text complexity, complexity of tasks and responses, and pacing. Students in English I honors will engage in practices that will prepare them for future honors and AP coursework as well as participate in a summer reading project. Honors courses are weighted.

In English II, students will engage in grade level Common Core State Standards (CCSS) aligned reading and writing practices, through a wide range of literary and informational texts that will build upon English I. Students will engage in practices to support their mastery of the CCSS for Writing in their grade band, and express themselves in multiple writing formats including narratives, investigative reports, literary analyses, and research papers. Across all writing formats, students will write in the conventions of the CCSS writing modes. Students in English II will employ academic English in discussion that align to CCSS for Speaking & Listening. In an honors class students will be expected to meet the standards with less teacher scaffolding and more collaborative and independent practice. Although students at all levels of learning will have access to rigorous texts and grade level appropriate experiences, honors level courses may include advanced expectations in the following areas: text complexity, complexity of tasks and responses, and pacing. Students in English II honors will engage in practices that will prepare them for future honors and AP coursework as well as participate in a summer reading project. Honors courses are weighted.