English Language and Literature
HIGH SCHOOL ENGLISH ACCELERATED PROGRAM
English 132, 232, or 332
Students with superior ability and achievement are urged to take the accelerated program in English. This program involves more sophisticated discussions and requires more subtle and complex writing and reading assignments. Students in the accelerated program are expected to use imagination and critical thinking skills as they synthesize and evaluate their reading, discussion, and writing. Accelerated English classes are recommended for students with a strong interest in reading, discussion, and analysis of literature and writing.
Students completing English 332 may continue the program in AP English. AP English is the Advanced Placement course recommended for all students planning to take the Advanced Placement examination offered by the College Board. College credit may be earned by passing the AP exam. AP English will be a culmination of the accelerated program in English.
Students will be required to complete a summer assignment which includes novels, poetry, study skills and essays.
Placement criteria for English 132, 232, 332 or AP English:
1. The student has maintained an A average in his or her standard English class (131, 231, or 331);
2. Teacher recommendation based on student performance and the submitted evaluation of writing proficiency.
Continued placement in English 132, 232, 332 or AP English will be based on the following:
1. The student must maintain a B average each semester in English (132, 232, 332 or AP English). A student who does not meet this expectation will be placed in the standard English program the next semester.
2. A student may qualify each year for an accelerated English course if he or she meets the placement criteria.
3. The student must remain in his or her English placement for a minimum of one semester.
English 131
Credit: One unit per year
Weight: 4/4
Open To: Grade 9
English 131 is the conventional English course for freshmen students. In the culmination of six units, students will read various forms of texts, study language in a rhetorical and figurative form, construct and support claims with evidence and explanation, research and cite facts using MLA, and present using digital media tools. Additionally, students are required to practice spelling, vocabulary, and grammar as a means of improving writing skills and spoken language. This course is designed to align with English 231 to cover the Common Core standards for grades 9 and 10.
** The above English class meets the Illinois State Board of Education requirements as being “writing-intensive” courses by incorporating the following activities into the curriculum:
Writing that is relevant to the subject matter of the course is used as a means to improve writing skills.
Writing assignments are given on a regular basis throughout the duration of this course.
Writing is evaluated and feedback is provided using expectations that are appropriate to either early or late high school students, as indicated in the Illinois Learning Standards for English Language Arts.
Evaluation includes feedback to improve student writing in the following areas: Correct language usage, organization of compositions, communication of ideas for a variety of purposes, and an ability to locate, organize, evaluate, and use information correctly.
Students address and integrate the elements of the writing process to refine and apply research skills.
Honors English 132
Credit: One unit per year
Weight: 5/4
Open To: Grade 9
Prerequisite: Meets criteria for the placement in the Accelerated Program
English 132 is the advanced English course for freshmen students. Students interested in taking English 132 must be recommended by a teacher or test into the course. Students enrolled in this course should expect to complete summer reading and assignments. In the culmination of seven units, students will read various forms of texts, study language in a rhetorical and figurative form, construct and support claims with evidence and explanation, research and cite facts using MLA, and present using digital media tools. Additionally, students are required to practice spelling, vocabulary, and grammar as a means of improving writing skills and spoken language. This course is designed to align with English 232 to cover the Common Core standards for grades 9 and 10 and is done so at a more intensive and independent pace than English 131.
** The above English class meets the Illinois State Board of Education requirements as being “writing-intensive” courses by incorporating the following activities into the curriculum:
Writing that is relevant to the subject matter of the course is used as a means to improve writing skills.
Writing assignments are given on a regular basis throughout the duration of this course.
Writing is evaluated and feedback is provided using expectations that are appropriate to either early or late high school students, as indicated in the Illinois Learning Standards for English Language Arts.
Evaluation includes feedback to improve student writing in the following areas: Correct language usage, organization of compositions, communication of ideas for a variety of purposes, and an ability to locate, organize, evaluate, and use information correctly.
Students address and integrate the elements of the writing process to refine and apply research skills.
English 231
Credits: One unit per year
Weight: 4/4
Open To: Grade 10
Prerequisite: English 131
This course is a study of literature through genre from both an American and World perspective. The student, through discussion, study, and analysis, will gain insight into literature and real world experiences and the men and women who lived in and wrote about these periods. The course will include the use of literary terminology and critical analysis. There will be a review of English grammar, usage and mechanics as well as components involving spelling and vocabulary. Students will write in a variety of styles and for varying purposes, and we will read from a wide selection of texts, which will include at least one book per quarter of your choosing. Students will develop research and organizational skills by writing a research paper.
** The above English class meets the Illinois State Board of Education requirements as being “writing-intensive” courses by incorporating the following activities into the curriculum:
Writing that is relevant to the subject matter of the course is used as a means to improve writing skills.
Writing assignments are given on a regular basis throughout the duration of this course.
Writing is evaluated and feedback is provided using expectations that are appropriate to either early or late high school students, as indicated in the Illinois Learning Standards for English Language Arts.
Evaluation includes feedback to improve student writing in the following areas: Correct language usage, organization of compositions, communication of ideas for a variety of purposes, and an ability to locate, organize, evaluate, and use information correctly.
Students address and integrate the elements of the writing process to refine and apply research skills.
Honors English 232
Credits: One unit per year
Weight: 5/4
Open To: Grade 10
Prerequisite: English 132 and meets criteria for the placement in the Accelerated Program
This course is a study of literature through genre from a British perspective. The student, through discussion, study and analysis will gain insight into literature and real-world experiences and the men and women who lived in and wrote about these periods. The course will include the use of literary terminology and critical analysis. There will be a review of English grammar, usage and mechanics as well as components involving spelling and vocabulary. Students will develop research and organizational skills by writing a research paper.
** The above English class meets the Illinois State Board of Education requirements as being “writing-intensive” courses by incorporating the following activities into the curriculum:
Writing that is relevant to the subject matter of the course is used as a means to improve writing skills.
Writing assignments are given on a regular basis throughout the duration of this course.
Writing is evaluated and feedback is provided using expectations that are appropriate to either early or late high school students, as indicated in the Illinois Learning Standards for English Language Arts.
Evaluation includes feedback to improve student writing in the following areas: Correct language usage, organization of compositions, communication of ideas for a variety of purposes, and an ability to locate, organize, evaluate, and use information correctly.
Students address and integrate the elements of the writing process to refine and apply research skills.
English 331
Credits: One unit per year
Weight: 4/4
Open To: Grade 11
Prerequisite: English 231
The primary focus of English 331 will be American Literature. In the area of American Literature, students will study a representation of American literature in chronological order, making connections to how one era transitioned into the next, and identifying the continuing influences amongst each. Techniques used throughout this literary study will be those of reading comprehension, class discussion, and analysis. A number of historical and societal issues will be implemented within lessons, for those truly encompass how our written language was composed. There will be a review of grammar usage and mechanics. Literary and poetic devices and terms will be reviewed and enhanced so as to enable the student to fully interpret, comprehend, and enjoy every aspect of American Literature.
** The above English class meets the Illinois State Board of Education requirements as being “writing-intensive” courses by incorporating the following activities into the curriculum:
Writing that is relevant to the subject matter of the course is used as a means to improve writing skills.
Writing assignments are given on a regular basis throughout the duration of this course.
Writing is evaluated and feedback is provided using expectations that are appropriate to either early or late high school students, as indicated in the Illinois Learning Standards for English Language Arts.
Evaluation includes feedback to improve student writing in the following areas: Correct language usage, organization of compositions, communication of ideas for a variety of purposes, and an ability to locate, organize, evaluate, and use information correctly.
Students address and integrate the elements of the writing process to refine and apply research skills.
Honors English 332
Credits: One unit per year
Weight: 5/4
Open To: Grade 11
Prerequisite: English 232 and meets criteria for the placement in the Accelerated Program
English 332 involves the study of American literature from its beginnings through the Twentieth Century with an emphasis on structure and meaning. Grammar, vocabulary, and usage skills are reinforced and integrated in the reading (summer reading and assigned work). Writing is an important part of the course work with students receiving practice and evaluation in utilizing various prewriting and organizing techniques, revising and editing methods, and practice in all modes of writing. Composition assignments will focus on analysis of literary devices, themes, purpose, tone, and development of support for literary understanding. Research assignments that require students to evaluate and synthesize information and data from a variety of sources and present the outcome is part of the curriculum. As part of the School-to-Work initiative, all juniors will participate in a job shadowing experience in a unit that incorporates the use of communication skills that are necessary in the workplace.
** The above English class meets the Illinois State Board of Education requirements as being “writing-intensive” courses by incorporating the following activities into the curriculum:
Writing that is relevant to the subject matter of the course is used as a means to improve writing skills.
Writing assignments are given on a regular basis throughout the duration of this course.
Writing is evaluated and feedback is provided using expectations that are appropriate to either early or late high school students, as indicated in the Illinois Learning Standards for English Language Arts.
Evaluation includes feedback to improve student writing in the following areas: Correct language usage, organization of compositions, communication of ideas for a variety of purposes, and an ability to locate, organize, evaluate, and use information correctly.
Students address and integrate the elements of the writing process to refine and apply research skills.
Dual Credit English 433
Credit: One unit per year
Weight: 5/4
Open To: Grade 12
Prerequisites: English 331 or 332 & Overall GPA of 2.7
Curriculum Map
This is a class through Lincoln Land Community College’s Dual Credit program. It provides seniors with the opportunity to earn three college credits (per semester), satisfying a common requirement from colleges and universities for students to take a composition course and earn six English credits.
EGL-101 Composition I (3 Credits)
The first course in a two-semester sequence of English composition, this course introduces students to academic writing as a process of developing and supporting a thesis in an organized essay. Course topics include methods of invention, development, and organization; the elements of style, including the conventions of standard written English; and an introduction to research and documentation. Students write expository and argumentative essays based on analytical reading and critical thinking. R, 11 (3 lecture hours) IAI: C1 900
Requisites:
Must have an overall GPA of 2.7 to be considered for admission.
Must earn a minimum grade of a C to receive college credit for this course.
EGL-102 Composition II (3 Credits)
This course is designed to enhance and deepen the critical skills of argumentation and academic writing introduced in EGL 101. Students continue to write essays that demonstrate their ability to analyze and evaluate the ideas of others and integrate them into their own writing. The course reinforces student experience with the conventions of standard written English and the conventions of documentation while developing student ability to conduct research and present research within academic discourse communities. Students learn to join one of the many conversations that exists within that specific community in an ethical, accurate and critical manner. R, 11 (3 lecture hours) IAI: C1 901R
Requisites:
Must have an overall GPA of 2.7 to be considered for admission.
Must earn a minimum grade of a C to receive college credit for this course.
AP English 431
Credit: One unit per year
Weight: 5/4
Open To: Grade 12
Prerequisites: Students must have a B or higher in English 332
Curriculum Map
This is a full year course unless one semester is necessary to meet credit requirements. AP English focuses specifically on meeting the standards provided by the College Board for English Literature and Composition, as students can receive college credit by passing College Board’s AP Literature and Composition exam. The culmination of the course is set to practice the concepts and structures in place by College Board. Thus, students will be expected to meet a rigorous reading schedule, write in-class essays to a variety of prompts and texts, and practice multiple choice questions aimed to help students understand how a writer structures and uses language.
Senior English
Credits: .5 unit per semester
Weight: 4/4
Open to: Grade 12
Prerequisite: English 331
This semester-long course is focused on the real-life applications of written and spoken language. The learning objectives will be focused on a culmination of learned skills from previous English courses. Research and writing skills will be addressed, reviewed, and practiced over the semester to improve and prepare students for life after high school. Some of the things the course will focus on are writing styles (narrative, expository, business/technical), research methods and citations, and grammar review. There will also be a unit over nonfiction applications that include reading the memoir Educated by Tara Westover and really analyzing the essential question of “What does it mean to be educated?” A final exam of a capstone presentation/essay/written assignment will combine all learned skills from the course with the focus on the personal definition of being “educated.” This course is to assist any senior looking to hone their communication skills before graduation.
Speech and Communication
Credit: One unit per year
Weight: 4/4
Open To: Grade 10, 11, 12
Improving interpersonal speech skills such as conversation, empathetic listening, nonverbal communication, interviewing, speaking formally, speaking informally, and using language effectively are the learning goals in Speech and Communication. Students develop self confidence and build communication skills necessary for social situations and career success through a variety of individual and group speaking projects. Preparing and presenting formal speeches, using support materials, visual aids, research, and persuasive techniques will reinforce basic speech skills and give students an opportunity to develop their speaking abilities will also be a part of the curriculum. Critical thinking and listening skills will increase as students become aware of how speaking and communicating techniques are used in everyday life. In addition, oral interpretation skills, performance techniques, and communication as a 21st century skill will be demonstrated and developed.
Media Literacy
Credits: .5 unit per semester
Weight: 4/4
Open to: Grade 11, 12
Prerequisite: English 231
Students in Media Literacy will answer the essential questions, “What is literacy?”, “How does this definition apply to my life?”, and “How does literacy affect my world?”. Throughout the semester, students will analyze the different types of literacy as seen in technology, artwork, print, and advertising. Independent research will inform frequent class discussion. Creative projects will help students understand how literacy is not just being able to read words on a page but is also the ability to read into what is not written. As a part of the curriculum, students will complete projects based on the information acquired in-class materials. This is a concept-based, creative class intended for students who are looking for a new way to view the world around them, both graphically and textually.
Film and Fiction
Credit: .5 unit per semester
Weight: 4/4
Open To: Grade 11, 12
Prerequisite: English 231
Curriculum Map
This course is a survey of movies organized thematically. Students will analyze a variety of dramatic structures as well as technical aspects of cinema. Discussions of themes, imagery, symbolism, character analysis, and conflict will supplement film analysis. Students will understand -- through talking and writing about films -- how and why people have formulated different opinions and feelings about a film and its relationship to life. Students will become more articulate about their reactions to films, both orally and written. Students will become more proficient in perceptive, intellectual, and emotional skills through studying films based on works of literature. This course is geared toward developing critical/discerning film enthusiasts.
PhotoJournalism/Yearbook I
Credit: One unit per year
Weight: 4/4
Open To: Grade 11, 12
Prerequisite: Permission of Instructor
This course will focus on taking photographs with a journalistic perspective to tell a story, event, or other expression. A portfolio of images will be the end result, in addition to production of the school’s yearbook. Types of photojournalism functions involve news and feature photos, sports, weather, humor, and environmental portraits, as well as the photographic essay. Students will be expected to attend various school functions, meetings, and other events in order to capture the pictures necessary to complete their assigned tasks. Essential principles of photojournalism, such as the history of journalism and photojournalism, freedom of the press, ethics in journalism and the power of the images in society will also be addressed. Students will be introduced, refreshed upon, and graded on knowledge and comprehension of the information provided, as well as the production of the school’s yearbook. This is NOT a writing intensive course; the emphasis will be on photography and design. Knowledge of digital cameras and computer literacy is preferred.
PhotoJournalism/Yearbook II
Credit: One unit per year
Weight: 4/4
Open To: Grade 12
Prerequisite: Permission of Instructor
This course focuses on the initial planning, organizing, theme development, and other aspects of the school’s yearbook. Students will be introduced to the editing portions of the Yearbook, emphasizing photo editing, copy editing, and other similar areas. Students will review caption writing and grammar rules, perfecting the writing that is completed by Photojournalism/Yearbook I students. Editing tools will be introduced and practiced by students, as well as expectations for photographic coverage of school events. Students in this class will take on an Editor’s role for a publication.
Photojournalism & Yearbook II is a continuation of Photojournalism & Yearbook I. Students are required to take a full year of Photojournalism I before being considered for Photojournalism II.