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FOUNDATIONS/ESSENTIAL COLLEGE PREP STUDENT  

• Student is able to access grade-level literature and text with instruction and support of guided reading activities.  

• Student demonstrates developing written expression skills. 

• Student’s writing needs guided support in one or more of the following areas: focus, progression of ideas, and selection of appropriate evidence to support ideas.  

• Student needs assistance in developing successful study skills in one or more of the following areas: guided notetaking, class preparation, and/or organization.  

• Students are able to complete assignments with guided support. 

COLLEGE PREP-B STUDENT (Gr. 9 & 10)/CP STUDENT (Gr. 11 & 12)  

• • • Student is still developing study skills in one or more of the following areas: note-taking, class preparation, completion of writing assignments, and/or organization.  

    • Student may have difficulty grasping the literal meaning of the assigned literature and benefits from guided support with critical analysis.  Student’s writing is developing toward mastery. 

    • Student’s writing needs guided support in one or more of the following areas: organization, focus, coherence, progression of ideas, and/or selection of appropriate evidence to support ideas.  

    • Student is able to manage nightly homework assignments, which may entail a reading load of 12-15 pages. 

COLLEGE PREP-A STUDENT  

• Student is prepared for class. Preparation includes having completed the homework assignments as well as bringing the proper materials.  

• Student is able to grasp the literal meaning of the assigned literature and attempts to do critical analysis.  

• Student’s writing is competent, demonstrating adequate mastery, although writing may have lapses in quality. 

• Student completes nightly homework assignments, including nightly reading assignments which may entail up to 18- 25 pages. 

HONORS STUDENT 

• Student is always prepared for class. Preparation includes having completed the reading assignments for class discussion as well as bringing the proper materials.  

• Student independently is able to grasp the literal meaning of the assigned literature and demonstrates strong critical thinking skills.  

• Student takes an active role in class discussion on a daily basis.  

• Student’s writing is well organized and focused; the writing also exhibits a facility in the use of language. Additionally, the student is willing to accept writing feedback and criticism in order to grow as a writer.  

• Student completes nightly homework assignments, which may entail a lengthy reading load.  

• Student exhibits a diligence to pursue an answer to a challenging idea even when the solution is not obvious on the first try.  Student is able to manage a demanding workload—both in and out of class.  

• Student is motivated to learn and has the desire to be in an academically rigorous class. 

Students can expect an accelerated course in grammar, vocabulary, composition, and literature. They must be motivated to read independently, interpret challenging literature, and take an active role in class participation. The coverage of material is rigorous, and the work in writing is intensive. Students will explore the different literary genres and read works such as The Odyssey, Romeo and Juliet, A Tale of Two Cities, Great Expectations, To Kill a Mockingbird, Just Mercy and Of Mice and Men. Students will examine these works closely, analyzing their literary and thematic content through class discussions, writing assignments, oral presentations, and research activities. Students will also be introduced to the study of rhetoric in both written and visual texts. They will work toward mastery of the multi-paragraph essay. Students will make formal and informal oral presentations. The course is aligned to the 2017 English Language Arts and Literacy Framework. 

Open to Grade: 9 

Prerequisite: In order to meet with success in this course, students should have demonstrated proficiency or mastery on essays in eighth grade ELA, and on the English skills assessment 

Students can expect a challenging course in grammar, vocabulary, composition, and literature. They must be able to read and write independently. They will explore the different literary genres and read works such as The Odyssey, Romeo and Juliet, Great Expectations, To Kill a Mockingbird, and Of Mice and Men. Students will examine these works closely, analyzing their literary and thematic content through class discussions, writing assignments, oral presentations, and research activities. Students will also be introduced to the study of rhetoric in both written and visual texts. They will work toward writing proficient multi- paragraph essays. Students will be required to make formal and informal oral presentations. This course is aligned to the 2017 English Language Arts and Literacy Framework. 

Open to Grade: 9 

Prerequisite: They should be approaching proficiency on essays in eighth grade ELA, and on the English skills assessment. 

Students will be introduced to the different literary genres and to effective rhetorical strategies for composition. In addition to readings from the ninth grade anthology, they will read selected literary works such as The Odyssey, Romeo and Juliet, To Kill a Mockingbird, and Of Mice and Men to develop their reading comprehension and analytical skills. Students will also be introduced to the study of rhetoric in both written and visual texts. Students will work toward proficiency in writing the five- paragraph essay. Throughout the year, students will work on improving vocabulary, grammar, and research skills. Students will continue to develop all of the basic skills necessary to succeed on the state’s assessment. This course is aligned to the 2017 English Language Arts and Literacy Framework. 

Open to Grade: 9 

Prerequisite: Students should have scored in the lower range on essays in eighth grade ELA and on English skills assessment. 

Students will be introduced to the literary genres and to effective rhetorical strategies for composition. This course

is designed to help students who need specific skill instruction in reading comprehension and writing development.

Students will read selections in fiction, nonfiction, poetry. They will also read To Kill a Mockingbird, Of Mice and

Men, The Odyssey graphic novel, and selected scenes from Romeo & Juliet. Students will also be introduced to the

study of rhetoric in both written and visual texts. Students will work toward developing proficiency in writing the

five-paragraph essay with an emphasis on strengthening the fundamentals of written expression. This course is

aligned to the 2017 English Language Arts and Literacy Framework and will prepare students for two-year colleges,

technical training, military service and/or the workforce

Open to Grade: 9 

By recommendation only 

Students will develop their critical thinking skills by examining the strategies and agendas present in radio, newspapers, magazines, television, and social media as well as in advertisements and commercials. In addition, students will have the opportunity to develop public speaking skills through formal speeches and informal presentations. Students will hone research skills and persuasive argument techniques. Students taking the course for Honors credit will be required to do an additional independent project. 

Open to Grades: 9, 10 

Here is an elective is for those students who enjoy writing – poetry, stories, journals. Students will receive an introduction to the essentials of style, syntax, and plotting for creative writing with particular attention to fiction, poetry, and creative nonfiction. Students can expect to write in and out of class and share their work with peers and instructor for evaluation and guidance. This elective is open to freshmen and sophomores, and it does not take the place of the regular English requirement. Students taking the class for honors credit must have a mastery of English conventions; in addition, they are required to complete a substantial independent project. Students will be encouraged to submit work for publication, such as in the school newspaper or literary magazine. 

Open to Grades: 9, 10  

This course is designed for students with significant difficulties with decoding and encoding. Following a structured, multi- sensory, language-based approach, with an emphasis on sound and syllable segmentation, this course, which is taught by a highly qualified special education teacher, incorporates essential reading components, including instruction in decoding, encoding, fluency, vocabulary and comprehension. Open to Grades: 9, 10, 11, 12 

By recommendation only 

Building on concepts taught in Reading Strategies 1, this course focuses on more advanced decoding strategies. It is designed for students with significant difficulties with decoding and encoding. Following a structured, multi-sensory, language-based approach, with an emphasis on sound and syllable segmentation, this course, which is taught by a highly qualified special education teacher, incorporates essential reading components, including instruction in decoding, encoding, fluency, vocabulary and comprehension. 

Open to Grades: 9, 10, 11, 12 

By recommendation only 

This course is designed to provide students with significant difficulties with reading comprehension across the curriculum. This course, taught by a highly qualified special education teacher, focuses on strategies necessary to increase reading comprehension, fluency and vocabulary. Students will practice and apply strategies learned across content areas, as well as develop composition skills. 

Open to Grades: 9, 10, 11, 12 

By recommendation only