Students focus on improving reading, writing, language, grammar, and research skills necessary for academic success in English I. This class is taught in a yearlong format paired with English I (Foundations of English I in the fall, English I in the spring). Students finish with two full credits towards graduation. This class is recommended for 9th graders looking to solidify their skills in foundational English I concepts to allow them greater success in 9th grade English 1. Students who receive a level 1 or 2 on their 7th & 8th grade ELA EOGs are recommended for Foundations of English I.

With a strong emphasis on analyzing informational and literary texts, students activate critical thinking beyond basic comprehension, analytical and evaluative decision-making skills, and the opportunity to connect to the global environment.  Students will utilize a variety of academic approaches to text analysis, such as close reading and annotation, discourse, and various modes of composition. Study focuses on building literacy, including reading, writing, acquiring vocabulary, and applying grammar. Assignments are designed to develop a higher level of competence with a declining level of teacher assistance. Curriculum objectives follow the Standard Course of Study established by the NC Dept. of Public Instruction. This class is offered at the standard and honors levels. Honors students are expected to work at a  greater pace, depth, and level of complexity.

Students read, analyze and respond to selections from World Literature. Units of study focus on Greek, African, Middle Eastern, Italian, and Holocaust literature. A wide variety of texts are studied, including novels, essays, short stories, informational texts, satire, and poetry. Students engage in discussion and activities that relate texts across many cultures and time periods to 21st century issues, while challenging students to think beyond stereotypes and cultural barriers. Writing, analytical thinking, grammar, vocabulary, and language skills are emphasized in order to prepare students for higher education and careers. This class is offered at the standard and honors levels. Honors classes are designed to appeal to students who are highly motivated and enjoy a challenge. Honors students are expected to work at a greater pace, depth, and level of complexity. Students engage in discussion and activities that relate texts across many cultures and time periods to 21st century issue

English III students will read, write, and respond to American Literature. Curriculum objectives follow the Standard Course of Study established by the NC Department of Public Instruction. Students read a variety of texts, including novels, historical essays, poetry, argumentative pieces, and short stories. The selected texts reflect an overview from each area in American Literature and, as much as possible, offer a multicultural and diverse perspective of the same. Writing, critical thinking, vocabulary, and language skills are emphasized. Additionally, in order to prepare students for college and career readiness, a research paper is conducted during the junior year. This class is offered at the standard and honors levels. Honors English III is for students who are highly motivated and enjoy a challenge. The course covers more topics and digs deeper into the curriculum; thus, students should be able to work at a high level independently. Students may read more novels in Honors. Stud

This course covers the development of British literature. This is a survey course which covers the span of British history from the Anglo-Saxons through the modern era. We will examine the way that literature is a reflection of a people's values and experiences, shaped by the time period in which they live. We will examine major historical events and cultural developments, linking them to values and worldviews expressed in literature. We will also examine the way that the values and literature of one time period is often a reaction to the values and literature of preceding time periods. Students will examine language as it is used to inform, persuade, and express ideas, while investigating the author’s purpose, style, intended audience, and context. Students will study grammatical conventions as they make choices in their own writing. This class is offered at the standard and honors levels. Students in Honors English IV will be expected to work more independently and at a faster pace,

The AP Language and Composition course aligns to an introductory college-level rhetoric and writing curriculum which requires students to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts. Students evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects in non-fiction texts, including graphic images as forms of text, from many disciplines and historical periods. Prerequisite: English II (preferably Honors). Teachers recommend that sophomores considering AP Language and Composition should maintain an “A” or “B” average throughout English II Honors.  AP Lang is not a literature course.  It is a writing intensive class.  Students can expect as many as five essays per unit with many of those essays being timed, in-class essays.This course will ch

This course is designed to teach high school students to thoroughly analyze and emulate works of “literary merit” at the college level through extensive reading, writing, and discussion-based initiatives. We will talk every day about some vital aspect of literature as it relates to writing, including: rhetorical devices, disposition or structure, and style (diction, syntax, figurative language, mechanics). Study and discussion in this fashion prepares students for the AP exam, which focuses on higher-level multiple choice questions and compositions on poetry, short prose, and novels. The kinds of writings in this course are varied, but include writing to understand, writing to explain, and writing to evaluate. This class will function as a true workshop; therefore, you will write a good deal (including in-class timed writings), and you will revise certain pieces of your writing into polished final drafts. You will also produce a final writing portfolio. In the process of these workshop

AP Capstone™ is a diploma program based on two AP courses: AP Seminar and AP Research. These yearlong courses focus on developing the critical thinking, research, collaboration, time management, and presentation skills you need for college-level work. The Capstone program is interdisciplinary and is great for first-time AP students and those wanting to develop a collegiate-level academic skill set that can be used to succeed in other AP courses.

In this course, you’ll learn to consider an issue from multiple perspectives, identify credible sources, evaluate strengths and weaknesses of arguments, and make logical, evidence-based recommendations. You’ll investigate a variety of topics through various viewpoints of your choice. During the course, you’ll complete a team project and an individual paper and presentation, as well as take a written end-of-course exam. These components contribute to the overall AP Seminar score.

In AP Research, you’ll explore various research methods and complete an independent research project. Your project can build on a topic, problem, or issue you covered in AP Seminar or on a brand new topic of your own choosing. At the end of the project, you’ll submit your academic paper and present and defend your research findings. These components contribute to the overall AP Research score. There is no end-of-course exam. Prerequisite: AP Seminar

This class is recommended for novice students whose English proficiency levels cause them to struggle in their content-area classes. PACE promotes academic achievement for English Learners by providing grade-level, content-area concepts while developing English language proficiency. Language and grammar are taught through units in ELA, History, and Science. Prerequisite: Teacher Placement

These courses are designed for newcomer/novice-level English learners who will need to pass their grade level English. Similar to a Foundations English course, students begin with the English Language Development course in the fall and then continue with the co-taught English course in the spring semester. This provides time for them to develop their English skills and acclimate to a new environment before taking a state English exam. Students practice speaking, listening, reading, and writing. Project-based units help students develop social and academic language. Prerequisite: Teacher Placement # Mathematics