English

MYP English I is a course designed to help students grow as thoughtful readers, clear communicators, and creative thinkers. Throughout the year, students explore a wide range of texts from different cultures and time periods—such as novels, poems, short stories, speeches, articles, and multimedia sources—using inquiry and discussion to make connections to themselves, their communities, and the world around them. Many of the key themes revolve around technology, justice, identity, relationships, and social change, giving students opportunities to consider meaningful issues that shape their lives. The course emphasizes building strong skills in reading, writing, speaking, listening, and presenting, with a focus on analyzing how authors make choices and how readers interpret meaning. Students also strengthen key ATL skills, including critical thinking, organization, collaboration, and effective communication, to support their growth as independent and reflective learners.

Grades:  9th
Pre-reqs in italics:
Hours/Min per day: 1hr/week

Honors MYP English I includes all of the learning goals and experiences described above but holds students to a higher level of independence, rigor, and pace. At the honors level, students build on the expectations of the MYP curriculum by engaging more deeply with complex texts, sustaining an accelerated pace of instruction, and regularly completing reading and writing assignments outside of class. Honors students are expected to demonstrate strong academic engagement and responsibility. 

Grades:  9th
Pre-reqs in italics:  Meet minimum placement test score
Hours/Min per day: 2-3 hrs/week 

The International Baccalaureate Middle Years Programme (MYP) is a philosophy of teaching and an approach to instruction. Students in the MYP explore significant content, develop skills, and deepen conceptual understanding through their engagement with global contexts. Teachers will plan using the MYP objectives and assess using the MYP criteria. In addition to meeting IB MYP requirements, students in IB MYP English II 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 discussions that align to CCSS for Speaking & Listening.

Grades 10th
Pre-reqs: N/A
Hours/Min per day: 20-30 minutes a night, Monday -Thursday

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 IB and AP coursework as well as participate in a summer reading project. Honors courses are weighted.ning.

Grades 10th
Pre-reqs: A grade of B or better as a Freshman, and a recommendation from the Freshman teacher.
Hours/Min per day: 30 minutes a night, Monday -Thursday

In AP Seminar: English, students create a research portfolio that is sent to College Board in addition to sitting for the AP exam. Students will investigate real-world issues from multiple perspectives, gathering and analyzing information from various sources to develop credible and valid evidence-based arguments. This course is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their perspectives in research-based written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision to craft and communicate evidence-based arguments.

Grades:  10th
Pre-reqs: B or higher in English I and World Studies. Priority given to the **IBMYP Honors Cohort 
Hours/Min per day:  30-60 min/day

In English III, students will read stories from writers who come from a variety of diverse backgrounds, including Hispanic, African American, and Middle Eastern heritage. We discuss how they see and shape their own identity and how that may clash with assumptions about American identity. Our goal will be to analyze how these authors develop their ideas rhetorically, and (more importantly) to discover their message. Students will use what they read to craft well-organized literary or rhetorical analysis essays that assess how authors develop their texts. Students will also create their identity narratives, which they can use as the basis for their statements. Students will engage in weekly discussions and short written responses to demonstrate their mastery of CCSS Speaking, Listening, and Writing Standards in preparation for the SAT. Our journey through these texts will be grounded in the shared belief that, by striving to understand the experiences of others, we build empathy, which makes us better scholars and citizens.  

Grades: 11th
Pre-reqs in italics:
Hours/Min per day: 

In Honors English III, students should be able to: speak comfortably and present to the class/large groups; work independently; complete peer revisions; meet writing deadlines on time; identify and analyze the effectiveness of figurative language; identify, analyze, and infer the effectiveness of author's purpose; conduct individual research over a long period; manage time well with effective organizational skills; maintain high standards of academic integrity; and meet expectations for good citizenship and attendance. In Honors English III, students will read stories from writers who come from a variety of diverse backgrounds and work in translation. Students will conduct a personal narrative to prepare for college applications that explore issues and essential questions about identity and personal growth. Students will be challenged to use what they read to craft well-organized literary analysis essays that assess how authors develop their narratives. Students will also engage in weekly discussions and short written responses to demonstrate their mastery of CCSS Speaking, Listening, and Writing Standards in preparation for the SAT. Our journey through these texts will be grounded in the shared belief that, by striving to understand the experiences of others, we build empathy, which makes us better scholars and citizens. Students in English III honors will engage in practices that will prepare them for future honors and AP coursework. 

Grades:  11th
Pre-reqs in italics:  B or higher in English II and English Teacher Recommendation.  
Hours/Min per day: 

IB HL English Literature I is primarily a pre-university course in literature aimed at students who intend to pursue literature, or related studies, at university. This course introduces students to the analysis of literary texts. The course is organized into four parts, each focused on a group of literary works. Together, the four parts of the course add up to a comprehensive exploration of literature from a variety of cultures, genres and periods. Students learn to appreciate the artistry of literature, and develop the ability to reflect critically on their reading, presenting literary analysis powerfully through both oral and written communication. Grade Level: 11th Prerequisite: AP Seminar, Honors English II, or by teacher recommendation. 

Grades 11th
Pre-reqs: AP Seminar, Honors English II, or by teacher recommendation 
Hours/Min per day: 1 hour per day 

Theory of Knowledge is at the heart of the IB DP program. Every core subject in the IB program has a distinct connection to TOK. The main question we pursue is "How do we know what we know"? To that end, the first year of ToK focuses on three core themes: Knowledge and the Knower, Knowledge and Language, and Knowledge and Politics, and in each students explore how knowledge is created and shared. This is assessed through the ToK Exhibition. Students will also use TOK I to begin selecting topics and conducting research for their Extended Essay, another external IB assessment. A DP student cannot earn the IB diploma without passing the TOK assessment or the Extended Essay. 

Grades 11th
Pre-reqs:  Admittance into the IBDP program
Hours/Min per day: 3 hours/week 

The Transitional English course was developed in a collaboration among CPS teachers and City Colleges of Chicago faculty to meet the Transitional English intends to bridge the gap for high school seniors who need more instruction and practice to strengthen their reading, writing, critical thinking, metacognitive, and essential skills for college success in English. CPS’s goal with the Transitional English course is for our students to gain portability into English 101. Portability is “guaranteed placement” based on course completion. Students who earn a D or higher first semester and a C or higher second semester are able to bypass the Read to Write (RTW) English Placement Exam for Community Colleges across the state. During this course, students will be asked to complete a personal narrative, research paper, and literary analysis essay. This course is ideal for students who are college-bound but would like more guidance and support with reading and writing.

Grades 12th
Pre-reqs: English III
Hours/Min per day: 

In Honors English IV, students will engage in grade-level Common Core State Standards (CCSS) and aligned reading and writing practices through a wide range of literary and informational texts that emphasize college and career preparation. Students will be expected to use critical thinking skills and make self-textual and world connections. 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. Students will also write in the proper conventions of CCSS writing modes across all writing formats. In addition, his year-long course continues to build students' critical reading and writing skills through large and small group discussions, small group work, projects, and presentations. 

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.

Grades: 12th
Pre-reqs in italics: B or higher in English III and teacher recommendation
Homework per day: 

This course offers the opportunity for students to obtain college credit while earning high school credit.  The DC English is designed to help students become skilled readers of prose written in a variety of rhetorical contexts and to become skilled writers who compose with a variety of purposes. Both their writing and reading should make students aware of the interactions among a writer's purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. The focus is on expository, argumentative, and analytical writing. 

Grades: 12th
Pre-reqs: 2.5 Min GPA, 90% attendance rate, ACT reading score of 21+ OR SAT reading score of 550+ OR a 6/6 Community Colleges of Chicago entrance examination (RTW). Students must pass a writing portfolio to earn the college credit.
Hours/Min per day: 2-3 assignments a week, 2-3 major projects and 4 formal essays over the course.  

IB HL English Literature II is the second year of the IB English course. Students continue to explore texts both originally in English and in translation across time and space. The course focuses on prose fiction, drama, and poetry. Authors studied include Euripides, William Shakespeare, Sor Juana Ines de la Cruz, Franz Kafka, Margaret Atwood, Jhumpa Lahiri, and Tommy Orange. The major internal IB assessment for English, the Individual Oral, occurs during the course of the school year, and students write numerous guided literary analyses and comparative essays throughout the year as well as participate in frequent discussions and presentations. Students are expected to read and write independently, converse collaboratively, meet deadlines, and demonstrate respect for sensitive subjects in anticipation of their post-secondary experiences.

Grades 12th
Pre-reqs:  IB World LIterature I
Hours/Min per day: 1hr/day

Theory of Knowledge II is at the heart of the IB DP program. Every core subject in the IB program has a distinct connection to TOK. In the second year of theory of knowledge, students will explore different areas of knowledge which include: human sciences, natural sciences, the arts, and mathematics. There is one distinct external assessment for TOK II: the prescribed title essay, which asks students to write about two subject areas in relation to the TOK framework: scope; perspective; methods and tools; and, ethics. Students will also use TOK II to guide their focus, research, and writing of their Extended Essay, which is another external IB assessment. A DP student cannot earn the IB diploma without passing the TOK assessment or the Extended Essay. 

Grades 12th
Pre-reqs:  IB Theory of Knowledge & EE I  
Hours/Min per day: 30 min/day

Creative writing is an elective class for juniors and seniors and will support the development of a variety of writing tasks as identified in the CCSS. The course will focus on the fundamentals of writing fiction (poetry and prose) and other writing genres such as creative nonfiction, letter writing, journalism, and more. We begin with the basics of writing and then apply to short story writing, blog writing and poetry. The expectations are for students to participate in the different styles and be willing to share at least a portion of their writing with peers. We have some opportunities to publish as well. 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 teachers. 

Grades:  12th
Pre-reqs in italics:
Hours/Min per day: 1 hour/week 

In Honors Speech class students will concentrate on the organization, content and delivery of traditional public speaking tasks that are aligned to the relevant strands of CCSS. Students will present a variety of speeches using multiple methods of delivery. The course is designed to improve poise and self-confidence in all speaking situations, as well as develop logical thinking skills. 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 appropriate experiences, honors level speech may include advanced expectations in the following areas: text complexity, complexity of tasks and responses, and pacing. Honors courses are weighted. 

Grades:  11th, 12th
Pre-reqs in italics:
Hours/Min per day: 1/2 hour/week 

This course is designed for 12th grade students to ensure a successful transition out of high school and into the postsecondary world. Through this course, students will engage in interactive and research-based lessons and activities that will help strengthen their personal, social, and academic skills and abilities. Students will engage in a variety of activities to build their employment skills, prepare them for college applications, and expose them to various post-secondary settings. These activities range from producing and revising college-level personal statements, completing applications based on their postsecondary match, reach, and safety schools, crafting and refining resumes, and participating in mock interviews. Students will complete and track their progress towards completing their Learn.Plan.Succeed graduation requirement using the online platform Schoolinks. 

Students in this course will review the post-secondary pathways recognized by Chicago Public Schools (CPS) and determine the best fit based on their post-secondary goals. This is part of their Learn.Plan.Succeed graduation requirement where they will provide evidence of their chosen post-secondary pathway. The six (6) pathways recognized by CPS and the evidence students will need to provide once choosing their pathway is as follows:

College Pathway: Acceptance Letter or Financial Aid Notice
Military Pathway: Confirmation of Application to Military Branch OR Military Enlistment Document OR Military Academy Appointment Letter
Employment Pathway: Employment offer letter or confirmation of continuation of employment
Job Training Programs Pathway: Acceptance Letter OR Offer Letter OR Confirmation of Application
Apprenticeship Pathway: Acceptance Letter OR Offer Letter OR Confirmation of Application
Service or Gap Year Pathway: Acceptance Letter OR Offer Letter OR Confirmation of Application

Grades:  12th
Pre-reqs in italics:
Hours/Min per day: 

This course will focus on post-secondary choices through the Learn.Plan.Succeed (L.P.S.) high school graduation requirement. Students will plan and apply to colleges and universities, write personal statements, submit applications and financial aid forms, apply for scholarships, research GAP year and apprenticeship options, explore careers, and learn and apply basic financial life skills. Seniors will work with both teachers, counselors, and other post-secondary partnerships within this classroom.

Grades:  12th
Pre-reqs in italics: It is important not to take this course if student is in College Possible or has an external college coach.
Hours/Min per day: 1 Hour/week