English Courses

The major purpose of this course is to develop student focus and active engagement with text. Students are required to analyze, identify, define, explain, and critique with an increased emphasis on advanced forms of evaluation in expository critique and literary criticism and advanced presentations on problems and solutions. Students are required by the end of middle school to have read one million words annually on their own, including a good representation of narrative (classic and contemporary literature) and expository literature (magazines, newspapers, online articles). Sixth grade students are expected to write narrative, persuasive, and descriptive texts (responses to literature and research reports) of at least 500 to 700 words in each genre and continue to demonstrate a command of standard English.

The major purpose of this course is to provide students with the skills and content knowledge to transition from the
process of learning to read to the more advanced processes of reading to learn. Students will build academic
vocabulary, in oral and written forms, and independent reading skills to significantly improve reading
comprehension and vocabulary. An increased familiarity with models of good writing and the conventions of
writing and spelling will be developed in order to apprentice students in building proficiency in the California Common Core English-Language Arts Standards for seventh grade. Students are required by the end of middle school to have read one million words annually on their own, including a good representation of narrative (classic and contemporary literature) and expository literature (magazines, newspapers, online articles). Seventh grade students are expected to continue to develop strategies for organizing and giving focus to their writing with an increased emphasis on the documentation of support and extension of organizational strategies. Students are expected to write texts of between 500 and 700 words in the form of responses to literature, research reports, persuasive compositions, and summaries.

The major purpose of this course is to build student readiness required for successful achievement with secondary
content in grades nine through twelve and to support the culmination of curriculum activities and proficiency in the
California Common Core English-Language Arts Standards for grade eight. Students are required by the end of middle to have read one million words annually on their own, including a good representation of narrative (classic and contemporary literature) and expository literature (magazines, newspapers, online articles). Eighth grade students will continue to produce texts of 500 to 700 words in the following categories: fictional or autobiographical narratives, responses to literature, research reports, and persuasive compositions.

 

In this course, students are expected to demonstrate their ability to grapple with the treatment, scope, and
organization of ideas by finding similarities and differences among texts. They will be asked to compare an original
text with a summary to determine whether it accurately captures the main ideas, includes critical details, and
conveys the underlying meaning. They are also expected to evaluate the unity, logic, internal consistency, and
structural patterns of text. 

The major purpose of this course is to analyze literature and expository text in greater depth and produce complex
writing assignments. Students will continue to apply the knowledge and skills acquired in earlier grades with more
refinement, depth, and sophistication with grade-appropriate material. Students in the ninth grade are expected to read one and one-half million words annually on their own, including a good representation of classic and contemporary literature, magazines, newspapers, and online articles. Students will apply and refine their command of the writing process and writing conventions to produce narrative, persuasive, expository, and descriptive texts of at least 1,500 words each. 

The major purpose of this course is to emphasize analyzing literature in greater depth, analyzing expository text, and producing more complex writing assignments. Students will continue to apply the knowledge and skills acquired in earlier grades with more refinement, depth, and sophistication with grade-appropriate material. Students in the tenth grade are expected to read one and one-half million words of annually on their own, including a good representation of classic and contemporary literature, magazines, newspapers, and online articles. Students will apply and refine their command of the writing process and writing conventions to produce narrative, persuasive, expository, and descriptive texts of at least 1,500 words each.

American Literature and Composition is a semester-long reading and writing course that includes standards-based
instruction centered on recurrent themes and genres in United States literature from the colonial period to the present and reflects on the diversity of American life. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. The philosophical approach is the focus for the eleventh grade, as students analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of characters. As a means of developing the critical thinking and communication skills necessary for the demands of college and work, students will engage in discussion to prepare oral and written arguments that provide all relevant perspectives and consider the validity and reliability of sources. Students in the eleventh grade are expected to read two million words annually on their own, including a good representation of classic and contemporary literature, magazines, newspapers, and online articles.

 

In this course, there is a concentrated focus on writing. American Literature and Composition includes a new composition introduced in eleventh grade, the historical investigation report, which requires students to use primary and secondary sources to compare different points of view regarding a single historical event and explain reasons for the similarities and differences. Students are expected to write and revise a minimum of six academic compositions within the eleventh-grade year. Students will apply and refine their command of the writing process and writing conventions to produce narrative, persuasive, expository, and descriptive texts of at least 1,500 words each. This course meets one semester of the basic eleventh-grade English requirement for graduation and satisfies a B Requirement of the UC/CSU Subject Area Requirements.

The major purpose of this standards-aligned semester course is to explore ideas, issues, and themes from
contemporary fiction, nonfiction, and informational materials and to focus on writing coherent and complex texts
that convey well-defined perspectives and tightly reasoned arguments. Students will read, write, speak, and think
about the structure, style, content, and purpose of contemporary literature, expository, and visual texts through
different lenses and various perspectives to investigate personal, American, and global views on current events,
issues, and themes. As a means of developing the critical thinking and communication skills necessary for the
demands of college and work, students will engage in discussion to prepare oral and written arguments that provide all relevant perspectives and consider the validity and reliability of sources. Students in the eleventh grade are expected to read two million words annually on their own, including a good representation of high interest, rigorous, and relevant contemporary texts including magazines, newspapers, and online articles.

 

In this course, there is a concentrated focus on writing. Two new compositions are introduced in the eleventh grade: reflective composition and historical investigation. Reflective compositions require the student to explore the significance of a personal experience, event, or concern, while maintaining an appropriate balance between describing the incident and relating it to a more abstract idea. The historical investigation report requires students to use primary and secondary sources to compare different points of view regarding a single historical event and explain reasons for the similarities and differences. Students are expected to write and revise a minimum of six academic compositions within the eleventh-grade year. This course provides students opportunities to increase awareness of the audience, purpose, and progression of the stages of the writing process and writing conventions to produce narrative, persuasive, expository, and descriptive texts of at least 1,500 words each, including timed writing. This course fulfills a B requirement of the UC/CSU Subject Area Requirements.

The major purpose of this semester course is to provide experiences in writing that are characterized by logical and coherent organization, clarity of expression, and suitability in style, usage, and the conventions of writing. The
student is required to read closely within and across expository and informational genres (e.g., essays, biographies, critiques, précis, and newspaper and magazine articles) for literal and implied meaning and to demonstrate through classroom discussion, oral presentation, and written expression an understanding of the text(s). Emphasis in this course is on expository reading and writing and the essential skills of editing, although the course provides some practice in other domains of writing.

 

Students in the twelfth grade are expected to read two million words annually on their own, including a
good representation of classic and contemporary literature, magazines, newspapers, and online articles. Students will apply and refine their command of the writing process, writing conventions, and rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Expository Composition fulfills a B requirement of the UC/CSU Subject Area Requirements.

The major purpose of this semester course is to provide advanced and enriched experiences in expository writing
characterized by logical and coherent organization, integration of advanced rhetorical strategies, clarity of
expression, and suitability of style, usage, and conventions. Student will read within and across expository and
informational genres (e.g., essays, biographies, critiques, précis, and news and magazine articles) for literal and
implied meaning and to demonstrate through classroom discussion, oral presentation, independent research, written expression, an understanding of the text(s). Advanced Composition extends and enriches the curriculum of
Expository Composition by connecting major themes to contemporary issues explored in expository and
informational text and through in-depth analyses across multiple texts and genres. Emphasis in this course is on
expository reading and writing and the essential skills of revision.

 

Students in the twelfth grade are expected to read two million words annually on their own, including a
good representation of classic and contemporary literature, magazines, newspapers, and online articles. Students will apply and refine their command of the writing process, writing conventions, and rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Advanced Composition fulfills a B requirement of the UC/CSU Subject Area Requirements.

In this course, students will read, discuss, and respond to a wide variety of short stories, narrative fiction and
nonfiction, and novels. Students will focus on elements of author’s craft by conducting literary analyses that
examine: qualities of characters, features of themes, figurative language, credibility of characterization and the
extent to which the plot is realistic or contrived. In studying these literary genres, students will also examine
informational texts that support their understanding of author’s craft and the themes explored in the literary works,
including biographies, poetry, critiques, essays, and feature articles.

The major purpose of this elective course is to offer students an opportunity to gain skill, confidence, and fluency
required to function in today’s society. Students develop an understanding of both basic communication principles
and public speaking strategies through their application of these principles to a variety of speaking assignments (e.g., one-on-one situations, public speaking, and small groups). The fundamentals of effective oral delivery, including body control, use of voice and diction, and analysis of audience will be addressed. Instruction stresses academic communication. Students will participate in panel discussions and debates.

The major purpose of this course is to offer instruction in the fundamentals of effective oral delivery, including body
control, use of voice and diction, and analysis of audience. Instruction stresses organization, selection, and
arrangement of material, and use of transitions and rhetorical effects in making brief speeches to inform, persuade, or entertain. Supporting material, methods of research, critical thinking, logical argumentation, parliamentary procedures, and effective language are applied in learning discussion and debate techniques. Students learn to structure ideas and arguments in their speeches in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples. Students will also read, discuss, and write about speeches in order to interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. They will analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text. Speech AB fulfills a G requirement of the UC/CSU Subject Area Requirements.

In this course, students will be responsible for the creation, design, and publication of the annual school yearbook.  Students will learn basic photography, photographic composition, and photo editing; graphic design principles such as layout and page composition, color theory, and typography; journalism skills such as interviewing, news and caption writing, and copy editing.  Students will also learn legal concepts involving the publication of the yearbook: student freedom of speech, copyright, Fair Use, defamation, libel, and slander.  Finally, students will learn how to market the yearbook for sale.