Students are expected to increase their analytical skills, reading increasingly complex texts across all genres and writing cogent, well-supported analysis and argument essays using evidence from those texts. Students at this level can trace the development of a theme or argument through a text and provide an objective summary of the text without editorial bias. Through reading and writing and the use of appropriate reference materials, the student acquires academic and other contextual vocabulary, showing independence in acquisition and usage. In the early high school years, particular focus is brought to world culture and how points of view can vary with cultural experience, as well as how interpretations can vary between artistic mediums. In Grade nine students will create more complex arguments, addressing counter-arguments and using sophisticated structures and formal manuscript styles. Their expository essays will convey increasingly complex ideas, excluding extraneous details and using graphic and digital elements to convey information. Narratives will develop personal experiences employing dialogue, pacing, description, reflection, and multiple plot lines. Students are proficient in all steps of the writing process editing effectively and using digital publishing options. Research using appropriate formats for citation and evaluating sources is routine. Through repeated exposure students will become confident presenters and participants in discourse with both peers and experts.

Honors English is a college prep course that takes a global, more thematic, approach to the study of literature and composition. This is a highly academic course that requires extensive outside reading, writing, and research and may require summer reading.

Students in grade 10 are expected to continue to increase their analytical skills, reading increasingly complex texts across all genres and writing cogent, well-supported analysis and argument essays using evidence from those texts. Students at this level can trace the development of a theme or argument through a text and provide an objective summary of the text without editorial bias. Through reading and writing and the use of appropriate reference materials, the student acquires academic and other contextual vocabulary, showing independence in acquisition and usage. In the early high school years, particular focus is brought to world culture and how points of view can vary with cultural experience, as well as how interpretations can vary between artistic mediums. In grade10 students will create more complex arguments, addressing counter- arguments and using sophisticated structures and formal manuscript styles. Their expository essays will convey increasingly complex ideas, excluding extraneous details and using graphic and digital elements to convey information. Narratives will develop personal experiences employing dialogue, pacing, description, reflection, and multiple plot lines. Students are proficient in all steps of the writing process editing effectively and using digital publishing options. Research using appropriate formats for citation and evaluating sources is routine. Through repeated exposure students will become confident presenters and participants in discourse with both peers and experts.

This college prep course emphasizes an in-depth analysis of World Literature, personal and expository compositions, vocabulary development, public speaking skills, and utilization of research skills. A variety of methods will be used to enhance students’ critical thinking skills. Extensive reading is required throughout the entire course.

Students in grade eleven are consolidating and internalizing the core skills of the CCGPS as they near the end of their high school careers, fulfilling the vision of a college- and career- ready individual with strong twenty-first century literacy skills and the ability to think critically. They undertake close, attentive reading of complex works of literature and informational texts and are able to navigate confidently through significant amounts of information in a variety of formats. Eleventh graders have developed a very broad vocabulary that includes content-specific and technical terms along with a fluent and sophisticated grasp of the English language. Their growing understanding of the nuances of language will aid them in analyzing an author’s point of view, recognizing the rhetorical elements of an argument, and in the development of tone and mood in works of literature. Students at this level of development will apply their critical thinking skills to the comparison and analysis of a variety of works in different artistic and digital mediums, and to the transformation of classical source works such as Shakespeare or Homer into modern pieces. By grade eleven students are able to identify and understand the interplay of more than one central idea within a single text, appreciating the way that ideas can build upon one another to achieve a complexity of thought. Students at this level can effectively evaluate primary and secondary source material from a variety of resources including digital resources and historic documents. Students can introduce and support arguments with valid reasoning, use accepted formatting and citation styles with ease, and convey complex ideas effectively using appropriate structures. Sustained research projects should be commonplace by grade eleven and students are comfortable presenting findings to both large and small groups in multi-modal formats.

In this college prep course students will be introduced to the American experience as shared by a diverse and select group of writers. Students will be able to study, analyze, and thoughtfully discuss (orally and in writing) literature that spans from the Puritan and pre-Puritan (Native American) eras through the 20th Century. Emphasis is on reading comprehension, study skills, and techniques for strengthening writing skills. Extensive reading is required throughout the entire course. A research paper is required. Summer reading may be required.

Advanced Placement is unique in our high school curriculum. Students undertake close, attentive reading of complex works of literature and informational texts and are able to navigate confidently through significant amounts of information in a variety of formats. Students continue to develop a very broad vocabulary that includes content-specific and technical terms along with a fluent and sophisticated grasp of the English language. Their growing understanding of the nuances of language will aid them in analyzing an author’s point of view, recognizing the rhetorical elements of an argument, and in the development of tone and mood in works of literature. Students at this level of development will apply their critical thinking skills to the comparison and analysis of a variety of works in different artistic and digital mediums, and to the transformation of classical source works such as Shakespeare or Homer into modern pieces. Students are able to identify and understand the interplay of more than one central idea within a single text, appreciating the way that ideas can build upon one another to achieve a complexity of thought. Students at this level can effectively evaluate primary and secondary source material from a variety of resources including digital resources and historic documents. Students can introduce and support arguments with valid reasoning, use accepted formatting and citation styles with ease, and convey complex ideas effectively using appropriate structures. Sustained research projects are common-place and students are comfortable presenting findings to both large and small groups in multi-modal formats.

The overall goal of this class is to interpret, analyze, evaluate, and critique British literature with a concentration on developing writing and analytical reading skills. The literary pieces studied in this course include a variety of short stories, essays, poems, plays, and novels. Students will effectively evaluate the philosophical, political, religious, ethical, and social influences of each historical/literary period. Students will demonstrate their understanding of literature through class discussion, presentations, essays, and other formats. It is a “college gateway” class that will encourage student independence, multi-tasking, and time management.

Students are consolidating and internalizing the core skills of the ELA HTLS as they near the end of their high school careers, fulfilling the vision of a college- and career-ready individual with strong twenty-first century literacy skills and the ability to think critically. They undertake close, attentive reading of complex works of literature and informational texts and are able to navigate confidently through significant amounts of information in a variety of formats. Students continue to develop a very broad vocabulary that includes content-specific and technical terms along with a fluent and sophisticated grasp of the English language. Their growing understanding of the nuances of language will aid them in analyzing an author’s point of view, recognizing the rhetorical elements of an argument, and in the development of tone and mood in works of literature. Students at this level of development will apply their critical thinking skills to the comparison and analysis of a variety of works in different artistic and digital mediums, and to the transformation of classical source works such as Shakespeare or Homer into modern pieces. Students are able to identify and understand the interplay of more than one central idea within a single text, appreciating the way that ideas can build upon one another to achieve a complexity of thought. Students at this level can effectively evaluate primary and secondary source material from a variety of resources including digital resources and historic documents. Students can introduce and support arguments with valid reasoning, use accepted formatting and citation styles with ease, and convey complex ideas effectively using appropriate structures. Sustained research projects are commonplace, and students are comfortable presenting findings to both large and small groups in multi-modal formats.

Provides fundamental skills development in all areas of English/Language Arts in a language lab setting; includes practice opportunities in writing, organizing, speaking, reading, and critical thinking. This course meets the guidelines for remedial education programming.

Enhances level-one skills in a language lab setting. Provides further application of skills in writing, organizing, speaking, reading, and critical thinking activities. This course meets the guidelines for remedial education programming. P a g e \| 59

Enhances level-two skills through an intensive small group environment. Focuses on writing, organizing, speaking, reading, and critical thinking. This course meets the guidelines for remedial education programming.