The Reading/Language Arts curriculum is an integrated, standards-based program, which emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. Every senior high school student is enrolled in a comprehensive English/Language Arts program and must earn 40 semester credits in English in order to earn a high school diploma.
This course DOES NOT meet the approved "B" requirement for UC A-G.
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This course DOES NOT meet the approved "B" requirement for UC A-G.
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This course DOES NOT meet the approved "B" requirement for UC A-G.
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This course DOES NOT meet the approved "B" requirement for UC A-G.
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This course DOES NOT meet the approved "B" requirement for UC A-G.
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This course DOES NOT meet the approved "B" requirement for UC A-G.
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AS English 1 is an integrated class that emphasizes the development of reading, word analysis, writing, speaking, listening and critical thinking skills through use of various modalities and selected adapted, supported and shared reading materials.
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AS English 1 is an integrated class that emphasizes the development of reading, word analysis, writing, speaking, listening and critical thinking skills through use of various modalities and selected adapted, supported and shared reading materials.
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AS English 2 is an integrated class that emphasizes the development of reading, word analysis, writing, speaking, listening and critical thinking skills through use of various modalities and selected adapted, supported and shared reading materials.
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AS English 2 is an integrated class that emphasizes the development of reading, word analysis, writing, speaking, listening and critical thinking skills through use of various modalities and selected adapted, supported and shared reading materials.
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AS English 3 is an integrated class that emphasizes the development of reading, word analysis, writing, speaking, listening and critical thinking skills through use of various modalities and selected adapted, supported and shared reading materials.
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AS English 3 is an integrated class that emphasizes the development of reading, word analysis, writing, speaking, listening and critical thinking skills through use of various modalities and selected adapted, supported and shared reading materials.
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AS English 4 is an integrated class that emphasizes the development of reading, word analysis, writing, speaking, listening and critical thinking skills through use of various modalities and selected adapted, supported and shared reading materials.
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AS English 4 is an integrated class that emphasizes the development of reading, word analysis, writing, speaking, listening and critical thinking skills through use of various modalities and selected adapted, supported and shared reading materials.
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English I P is an integrated class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and non-fiction texts. Writing and grammar skills are emphasized specifically through the writing of argumentative, explanatory, and narrative compositions.
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English I P is an integrated class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and non-fiction texts. Writing and grammar skills are emphasized specifically through the writing of argumentative, explanatory, and narrative compositions.
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English I HP is an integrated, standards-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. In this honors-level course, the exposure to a wider variety of texts provides additional opportunities for in-depth reading and writing analysis. Students enrolled in honors-level English courses are encouraged to be in Advanced Placement (AP) English courses in 11th/12th grade.
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English I HP is an integrated, standards-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. In this honors-level course, the exposure to a wider variety of texts provides additional opportunities for in-depth reading and writing analysis. Students enrolled in honors-level English courses are encouraged to be in Advanced Placement (AP) English courses in 11th/12th grade.
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The English 9 Puente is a college prep English class designed to help students achieve their goal attending a 4-year university immediately after graduating high school. This rigorous class is designed to challenge students so they are more than prepared for AP English and Language Composition their junior year. Students will write daily, read independently, and complete course readings. English 9 Puente requires a lot of hard work, but it is also a lot of fun. Students will go on regular field trips to universities and participate in many different community service opportunities.
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The English 9 Puente is a college prep English class designed to help students achieve their goal attending a 4-year university immediately after graduating high school. This rigorous class is designed to challenge students so they are more than prepared for AP English and Language Composition their junior year. Students will write daily, read independently, and complete course readings. English 9 Puente requires a lot of hard work, but it is also a lot of fun. Students will go on regular field trips to universities and participate in many different community service opportunities.
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Changing Hearts and Minds is a year-long course that teaches students to act as purveyors of change in the world-at-large. Throughout the course students will analyze a variety of print and digital texts in order to identify and interpret an author’s, artist’s, and/or designer’s message, and to determine how a specific audience drives a creator’s decision-making process. Students will evaluate and successfully use visual design principles and elements to enhance, distribute and increase visibility of a message or cause. This process will lead students to use writing and the principles of design to create texts and visuals that tell stories and convey effective messages for the purposes of effecting change; this also leads students to be critical thinkers and active receivers of messages. Students will read fiction and nonfiction as sources of inspiration and discovery and then write to learn with an emphasis on how choices of diction and
syntax shape a message. Throughout the course, students will use collaboration processes, oral communication, presentation and creative problem solving to strengthen and apply their knowledge of written and visual messaging.
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Changing Hearts and Minds is a year-long course that teaches students to act as purveyors of change in the world-at-large. Throughout the course students will analyze a variety of print and digital texts in order to identify and interpret an author’s, artist’s, and/or designer’s message, and to determine how a specific audience drives a creator’s decision-making process. Students will evaluate and successfully use visual design principles and elements to enhance, distribute and increase visibility of a message or cause. This process will lead students to use writing and the principles of design to create texts and visuals that tell stories and convey effective messages for the purposes of effecting change; this also leads students to be critical thinkers and active receivers of messages. Students will read fiction and nonfiction as sources of inspiration and discovery and then write to learn with an emphasis on how choices of diction and
syntax shape a message. Throughout the course, students will use collaboration processes, oral communication, presentation and creative problem solving to strengthen and apply their knowledge of written and visual messaging.
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The esports industry holds unrealized potential for the English language arts classroom; the stories told within games, the mythology of characters, literacy required to achieve mastery, and opportunities to integrate the intersections between technology, culture, and play all parallel ELA skills and concepts. Students will build a foundational understanding of esports, their history, and their evolution over time, through research in multiple genres and methodologies. They will use critical thinking skills and argumentative, analytical, narrative, expository, and descriptive pieces of writing on self-selected topics within each unit’s main framework to apply their esports enthusiasm to their English study. Students will explore the meaningful and diverse ways to participate in the esports community beyond playing competitively themselves, and will connect the gaming experience to literature, both fiction and nonfiction. Challenging preconceptions of what qualifies as a text, the students will apply their understanding of literary concepts to analyze and critique how writers and game developers both make choices to convey meaning to their audiences. Becoming authors themselves, they will contribute their own characters and worlds to the genre of esports. This course also supports integrated STEM learning and principles with its emphasis on effective oral and written communication, argumentation, design thinking, systems thinking, and effective student engagement with educational technology as a means to collaborate, critically think, and communicate student thinking.
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The esports industry holds unrealized potential for the English language arts classroom; the stories told within games, the mythology of characters, literacy required to achieve mastery, and opportunities to integrate the intersections between technology, culture, and play all parallel ELA skills and concepts. Students will build a foundational understanding of esports, their history, and their evolution over time, through research in multiple genres and methodologies. They will use critical thinking skills and argumentative, analytical, narrative, expository, and descriptive pieces of writing on self-selected topics within each unit’s main framework to apply their esports enthusiasm to their English study. Students will explore the meaningful and diverse ways to participate in the esports community beyond playing competitively themselves, and will connect the gaming experience to literature, both fiction and nonfiction. Challenging preconceptions of what qualifies as a text, the students will apply their understanding of literary concepts to analyze and critique how writers and game developers both make choices to convey meaning to their audiences. Becoming authors themselves, they will contribute their own characters and worlds to the genre of esports. This course also supports integrated STEM learning and principles with its emphasis on effective oral and written communication, argumentation, design thinking, systems thinking, and effective student engagement with educational technology as a means to collaborate, critically think, and communicate student thinking.
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Reading, Writing and Research in Social Entrepreneurship is a college preparatory 9th grade English course integrated with the entrepreneurship and self-employment pathway standards of the marketing, sales, and services CTE sector. In Entrepreneurs as Researchers, students read and write about who they are and what they believe in relation to their families and their communities. The Entrepreneurs as Researchers course uses the Common Core’s attention to multi-media, argumentation and informational text as an opportunity for students to explore their experiences, define ethics, analyze social responsibility, and create an action plan for community change. Woven throughout these units of study is an exploration of the characteristics of entrepreneurs including integrity, risk-taking, creativity, curiosity, determination, discipline, empathy, flexibility, and responsibility. Entrepreneurs as Researchers will engage students in questions of who they are, how ethics impact choices, what it means to be a socially responsible entrepreneur, what assets and issues exist in their communities, and how they can galvanize those assets to create a more sustainable community.
The course has been approved through the UCCI program in conjunction with the UC designed to integrate innovative learning with the A-G requirements and real-world applications.
Students will work through identifying their ethics and beliefs and move to examining local businesses practices, ultimately proposing a plan of social responsibility to the community. The students will practice the skills of reading, writing and researching through the lens of a social entrepreneur and present information through various modes, including but not limited to, video, audio, photos and written documents and reports.
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Reading, Writing and Research in Social Entrepreneurship is a college preparatory 9th grade English course integrated with the entrepreneurship and self-employment pathway standards of the marketing, sales, and services CTE sector. In Entrepreneurs as Researchers, students read and write about who they are and what they believe in relation to their families and their communities. The Entrepreneurs as Researchers course uses the Common Core’s attention to multi-media, argumentation and informational text as an opportunity for students to explore their experiences, define ethics, analyze social responsibility, and create an action plan for community change. Woven throughout these units of study is an exploration of the characteristics of entrepreneurs including integrity, risk-taking, creativity, curiosity, determination, discipline, empathy, flexibility, and responsibility. Entrepreneurs as Researchers will engage students in questions of who they are, how ethics impact choices, what it means to be a socially responsible entrepreneur, what assets and issues exist in their communities, and how they can galvanize those assets to create a more sustainable community.
The course has been approved through the UCCI program in conjunction with the UC designed to integrate innovative learning with the A-G requirements and real-world applications.
Students will work through identifying their ethics and beliefs and move to examining local businesses practices, ultimately proposing a plan of social responsibility to the community. The students will practice the skills of reading, writing and researching through the lens of a social entrepreneur and present information through various modes, including but not limited to, video, audio, photos and written documents and reports.
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Bullets of Truth: A Search for Justice in a World of Injustice is a college preparatory 9th or 10th grade English course integrated with the Public Services CTE Sector that enables students to understand where the skills of English intersect with the elements of public service. Throughout the course, students are provided an authentic, rigorous pathway to learn about public service theories, skills, backgrounds, and professions that prepare them for further education and career opportunities in the field of Public Service. By analyzing the complex term "justice," students will examine how society negotiates and explores human behavior and impulses and will analyze modes of societal norms using various techniques and theories. Students will demonstrate critical thinking, communication, and collaboration skills by writing multiple essays and engaging in formal academic discourse. Students will access and utilize a variety of technological and multimedia tools by creating online polls, blogs, and presentations. Each assignment is designed to build on the former, pushing students to explore and analyze the causes and effects of crime in their own communities, as well as in the larger world. They will culminate this year-long study by writing a proposal which provides a solution to a local or global issue and presenting this proposal to an authentic audience.
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Bullets of Truth: A Search for Justice in a World of Injustice is a college preparatory 9th or 10th grade English course integrated with the Public Services CTE Sector that enables students to understand where the skills of English intersect with the elements of public service. Throughout the course, students are provided an authentic, rigorous pathway to learn about public service theories, skills, backgrounds, and professions that prepare them for further education and career opportunities in the field of Public Service. By analyzing the complex term "justice," students will examine how society negotiates and explores human behavior and impulses and will analyze modes of societal norms using various techniques and theories. Students will demonstrate critical thinking, communication, and collaboration skills by writing multiple essays and engaging in formal academic discourse. Students will access and utilize a variety of technological and multimedia tools by creating online polls, blogs, and presentations. Each assignment is designed to build on the former, pushing students to explore and analyze the causes and effects of crime in their own communities, as well as in the larger world. They will culminate this year-long study by writing a proposal which provides a solution to a local or global issue and presenting this proposal to an authentic audience.
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Students will build a foundational understanding of English Language Arts through research in multiple genres and methodologies, specifically through the lens of cybersecurity. They will use critical thinking skills and argumentative, analytical, narrative, expository, and descriptive pieces of writing on self-selected topics within each unit's main framework to apply their technological enthusiasm to their English study. Students will explore the meaningful and diverse ways to participate in the cyber and tech community, and will connect the cyber-world experience to literature, both fiction and nonfiction. Becoming authors themselves, students will contribute their own research and writing to the world of cybersecurity. This course also supports integrated STEM learning and principles with its emphasis on effective oral and written communication, argumentation, design thinking, systems thinking, and effective student engagement with educational technology as a means to collaborate, create, and communicate student thinking.
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Students will build a foundational understanding of English Language Arts through research in multiple genres and methodologies, specifically through the lens of cybersecurity. They will use critical thinking skills and argumentative, analytical, narrative, expository, and descriptive pieces of writing on self-selected topics within each unit's main framework to apply their technological enthusiasm to their English study. Students will explore the meaningful and diverse ways to participate in the cyber and tech community, and will connect the cyber-world experience to literature, both fiction and nonfiction. Becoming authors themselves, students will contribute their own research and writing to the world of cybersecurity. This course also supports integrated STEM learning and principles with its emphasis on effective oral and written communication, argumentation, design thinking, systems thinking, and effective student engagement with educational technology as a means to collaborate, create, and communicate student thinking.
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Students will build a foundational understanding of English Language Arts through research in multiple genres and methodologies, specifically through the lens of cybersecurity. They will use critical thinking skills and argumentative, analytical, narrative, expository, and descriptive pieces of writing on self-selected topics within each unit's main framework to apply their technological enthusiasm to their English study. Students will explore the meaningful and diverse ways to participate in the cyber and tech community, and will connect the cyber-world experience to literature, both fiction and nonfiction. Becoming authors themselves, students will contribute their own research and writing to the world of cybersecurity. This course also supports integrated STEM learning and principles with its emphasis on effective oral and written communication, argumentation, design thinking, systems thinking, and effective student engagement with educational technology as a means to collaborate, create, and communicate student thinking.
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Students will build a foundational understanding of English Language Arts through research in multiple genres and methodologies, specifically through the lens of cybersecurity. They will use critical thinking skills and argumentative, analytical, narrative, expository, and descriptive pieces of writing on self-selected topics within each unit's main framework to apply their technological enthusiasm to their English study. Students will explore the meaningful and diverse ways to participate in the cyber and tech community, and will connect the cyber-world experience to literature, both fiction and nonfiction. Becoming authors themselves, students will contribute their own research and writing to the world of cybersecurity. This course also supports integrated STEM learning and principles with its emphasis on effective oral and written communication, argumentation, design thinking, systems thinking, and effective student engagement with educational technology as a means to collaborate, create, and communicate student thinking.
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English I Ethnic Studies expands on the understanding of each student's social responsibility to their community and the world. By encouraging agency and student voice through the use of present social reform, political movements and social justice topics students will gain an understanding of the world around them. Students will explore the experiences of Indigenous/Native American, Black/African American, Chicanx/Latinx and Asian/Asian American and Pacific Islander in all their complexity and diversity. This course seeks to empower students from all backgrounds to pursue justice and equity while practicing student agency and self-determination. Throughout the course students will see themselves as active agents of change by understanding the marginalization and systems of power in society. Students should become more socially and politically aware thus developing respect for all cultures. This course meets the English I and AUHSD Ethnic Studies graduation requirement.
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English I Ethnic Studies expands on the understanding of each student's social responsibility to their community and the world. By encouraging agency and student voice through the use of present social reform, political movements and social justice topics students will gain an understanding of the world around them. Students will explore the experiences of Indigenous/Native American, Black/African American, Chicanx/Latinx and Asian/Asian American and Pacific Islander in all their complexity and diversity. This course seeks to empower students from all backgrounds to pursue justice and equity while practicing student agency and self-determination. Throughout the course students will see themselves as active agents of change by understanding the marginalization and systems of power in society. Students should become more socially and politically aware thus developing respect for all cultures. This course meets the English I and AUHSD Ethnic Studies graduation requirement.
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English 2 P is an integrated class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and various non-fiction texts. Writing and grammar skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative texts.
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English 2 P is an integrated class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and various non-fiction texts. Writing and grammar skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative texts.
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English 2 HP is an integrated, standards-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. In this honors-level course, the exposure to a wider variety of texts provides additional opportunities for in-depth reading and writing analysis. Students enrolled in honors-level English courses are encouraged to be in Advanced Placement (AP) English courses in 11th/12th grade.
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English 2 HP is an integrated, standards-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. In this honors-level course, the exposure to a wider variety of texts provides additional opportunities for in-depth reading and writing analysis. Students enrolled in honors-level English courses are encouraged to be in Advanced Placement (AP) English courses in 11th/12th grade.
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The English 10 Puente course is a college-preparatory English class to support students in achieving their goal of attending a 4-year university immediately after graduating high school. This rigorous class is designed to challenge students so they are well prepared for AP English and Language Composition coursework during their junior year. Students will write daily, complete a portfolio of revised work, read deeply and independently, and fully engage in intellectual study and conversation. Students will be required to participate in field trips to universities and in community service. Such activities will be incorporated into the content of English 10 Puente
literacy activities, promoting not only language arts skills but also honing self-directed learning skills, encouraging
agency, authentic voice and providing choice.
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The English 10 Puente course is a college-preparatory English class to support students in achieving their goal of attending a 4-year university immediately after graduating high school. This rigorous class is designed to challenge students so they are well prepared for AP English and Language Composition coursework during their junior year. Students will write daily, complete a portfolio of revised work, read deeply and independently, and fully engage in intellectual study and conversation. Students will be required to participate in field trips to universities and in community service. Such activities will be incorporated into the content of English 10 Puente
literacy activities, promoting not only language arts skills but also honing self-directed learning skills, encouraging
agency, authentic voice and providing choice.
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"Get Reel: English Through Your Lens" challenges 10th grade students through the intensive analysis of text, including media, informational writing, and fiction. Students develop the abilities and skills to effectively produce powerful video messages, oral presentations, and writing to critically examine and deconstruct ideological and social influences and understand how these influences impact both individual and group
identity. Students in this engaging 10th grade English class learn to recognize themselves as both products and members of society as they study and create a variety of text, including narrative and analytical writing, constructed argument, visual mapping, multimedia, and video messages. They understand that language is a powerful medium when read, written, spoken, and performed with purpose. While students explore the
universal themes of identity, power, and freedom, with extensive focus on the novel, poetry, informational text, and film, they acquire important technical skills needed to use digital media tools for filming and editing. They gain the necessary abilities for digital media production, while participating in a rigorous, integrated creative English and media course that provides real-world connections through extensive career and technical content.
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"Get Reel: English Through Your Lens" challenges 10th grade students through the intensive analysis of text, including media, informational writing, and fiction. Students develop the abilities and skills to effectively produce powerful video messages, oral presentations, and writing to critically examine and deconstruct ideological and social influences and understand how these influences impact both individual and group
identity. Students in this engaging 10th grade English class learn to recognize themselves as both products and members of society as they study and create a variety of text, including narrative and analytical writing, constructed argument, visual mapping, multimedia, and video messages. They understand that language is a powerful medium when read, written, spoken, and performed with purpose. While students explore the
universal themes of identity, power, and freedom, with extensive focus on the novel, poetry, informational text, and film, they acquire important technical skills needed to use digital media tools for filming and editing. They gain the necessary abilities for digital media production, while participating in a rigorous, integrated creative English and media course that provides real-world connections through extensive career and technical content.
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This course will achieve rigorous English standards by motivating students to participate in a synergistic experience exploring English together with Entrepreneurship, specifically looking at the exploding entertainment ecosystem of esports. These three diverse areas of study come together around a unifying theme, the importance of decisions. Through literary character analysis, students explore the decisions the protagonists make as they interact with society and the environment with which they operate. In entrepreneurship, decisions are at the heart of the venture and its ultimate success, so students are introduced to an evidence-based framework, Decision Quality, early in the course so that the language and topic of making good decision can be woven throughout the course. In the rapidly evolving world of esports, students engage with the ecosystem of economic activity that is accelerating in real time as new technologies and cultures empower new developments.
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This course will achieve rigorous English standards by motivating students to participate in a synergistic experience exploring English together with Entrepreneurship, specifically looking at the exploding entertainment ecosystem of esports. These three diverse areas of study come together around a unifying theme, the importance of decisions. Through literary character analysis, students explore the decisions the protagonists make as they interact with society and the environment with which they operate. In entrepreneurship, decisions are at the heart of the venture and its ultimate success, so students are introduced to an evidence-based framework, Decision Quality, early in the course so that the language and topic of making good decision can be woven throughout the course. In the rapidly evolving world of esports, students engage with the ecosystem of economic activity that is accelerating in real time as new technologies and cultures empower new developments.
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Students will build a foundational understanding of English Language Arts through research in multiple genres and methodologies, specifically through the lens of cybersecurity. They will use critical thinking skills and argumentative, analytical, narrative, expository, and descriptive pieces of writing on self-selected topics within each unit's main framework to apply their technological enthusiasm to their English study. Students will explore the meaningful and diverse ways to participate in the cyber and tech community, and will connect the cyber-world experience to literature, both fiction and nonfiction. Becoming authors themselves, students will contribute their own research and writing to the world of cybersecurity. This course also supports integrated STEM learning and principles with its emphasis on effective oral and written communication, argumentation, design thinking, systems thinking, and effective student engagement with educational technology as a means to collaborate, create, and communicate student thinking.
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Students will build a foundational understanding of English Language Arts through research in multiple genres and methodologies, specifically through the lens of cybersecurity. They will use critical thinking skills and argumentative, analytical, narrative, expository, and descriptive pieces of writing on self-selected topics within each unit's main framework to apply their technological enthusiasm to their English study. Students will explore the meaningful and diverse ways to participate in the cyber and tech community, and will connect the cyber-world experience to literature, both fiction and nonfiction. Becoming authors themselves, students will contribute their own research and writing to the world of cybersecurity. This course also supports integrated STEM learning and principles with its emphasis on effective oral and written communication, argumentation, design thinking, systems thinking, and effective student engagement with educational technology as a means to collaborate, create, and communicate student thinking.
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Students will build a foundational understanding of English Language Arts through research in multiple genres and methodologies, specifically through the lens of cybersecurity. They will use critical thinking skills and argumentative, analytical, narrative, expository, and descriptive pieces of writing on self-selected topics within each unit's main framework to apply their technological enthusiasm to their English study. Students will explore the meaningful and diverse ways to participate in the cyber and tech community, and will connect the cyber-world experience to literature, both fiction and nonfiction. Becoming authors themselves, students will contribute their own research and writing to the world of cybersecurity. This course also supports integrated STEM learning and principles with its emphasis on effective oral and written communication, argumentation, design thinking, systems thinking, and effective student engagement with educational technology as a means to collaborate, create, and communicate student thinking.
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Students will build a foundational understanding of English Language Arts through research in multiple genres and methodologies, specifically through the lens of cybersecurity. They will use critical thinking skills and argumentative, analytical, narrative, expository, and descriptive pieces of writing on self-selected topics within each unit's main framework to apply their technological enthusiasm to their English study. Students will explore the meaningful and diverse ways to participate in the cyber and tech community, and will connect the cyber-world experience to literature, both fiction and nonfiction. Becoming authors themselves, students will contribute their own research and writing to the world of cybersecurity. This course also supports integrated STEM learning and principles with its emphasis on effective oral and written communication, argumentation, design thinking, systems thinking, and effective student engagement with educational technology as a means to collaborate, create, and communicate student thinking.
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While students explore the universal themes of identity, power, and freedom, with extensive focus on the novel, poetry, informational text, and film, they acquire important technical skills needed to use digital media tools for filming and editing. They gain the necessary abilities for digital media production, while participating in a rigorous, integrated creative English and media course that provides real-world connections through extensive career and technical content. This course will also serve as the second step in the Digital Media pathway (preceded by Film English 1/Changing Hearts and Minds).
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While students explore the universal themes of identity, power, and freedom, with extensive focus on the novel, poetry, informational text, and film, they acquire important technical skills needed to use digital media tools for filming and editing. They gain the necessary abilities for digital media production, while participating in a rigorous, integrated creative English and media course that provides real-world connections through extensive career and technical content. This course will also serve as the second step in the Digital Media pathway (preceded by Film English 1/Changing Hearts and Minds).
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This course is both interdisciplinary comparative approach covering the experiences of Black/African American, Chicanx/Latinx and Asian/Asian American (inclusive of Pacific Islander and South West Asian/ North African voices) through various lenses. Students will employ the use of student agency and the 5C’s throughout the course to gain an understanding of different cultures and backgrounds. The course will cover themes around migration, intersectionality, assimilation, class, racial/ethnic identity, and gender roles that have shaped our society. Students will also learn about solidarity efforts amongst and between various groups and how to treat each other with compassion. This course meets the English II and AUHSD Ethnic Studies graduation requirement.
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This course is both interdisciplinary comparative approach covering the experiences of Black/African American, Chicanx/Latinx and Asian/Asian American (inclusive of Pacific Islander and South West Asian/ North African voices) through various lenses. Students will employ the use of student agency and the 5C’s throughout the course to gain an understanding of different cultures and backgrounds. The course will cover themes around migration, intersectionality, assimilation, class, racial/ethnic identity, and gender roles that have shaped our society. Students will also learn about solidarity efforts amongst and between various groups and how to treat each other with compassion. This course meets the English II and AUHSD Ethnic Studies graduation requirement.
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English 3 P is an integrated class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and various non-fiction texts. Writing and grammar skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative compositions.
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English 3 P is an integrated class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and various non-fiction texts. Writing and grammar skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative compositions.
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The AP Language & Composition course develops the reading and writing skills that students need for college and life success and for intellectually responsible civic engagement. The course guides students in becoming curious, critical, and responsive readers of diverse texts, and becoming flexible, reflective writers of texts written for diverse audiences for diverse purposes. The reading and writing students do in the course should deepen and expand their understanding of how language functions rhetorically: to communicate writers’ intentions and elicit readers’ responses in particular situations. Reading and writing activities in the course deepen students’ knowledge and control of formal conventions of written language (e.g., vocabulary, diction, syntax, spelling, punctuation, paragraphing, genre). While the course serves to prepare students to meet the literacy challenges of college-level study, the course also helps develop the literacy skills practices for responsible engagement in civic life.
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The AP Language & Composition course develops the reading and writing skills that students need for college and life success and for intellectually responsible civic engagement. The course guides students in becoming curious, critical, and responsive readers of diverse texts, and becoming flexible, reflective writers of texts written for diverse audiences for diverse purposes. The reading and writing students do in the course should deepen and expand their understanding of how language functions rhetorically: to communicate writers’ intentions and elicit readers’ responses in particular situations. Reading and writing activities in the course deepen students’ knowledge and control of formal conventions of written language (e.g., vocabulary, diction, syntax, spelling, punctuation, paragraphing, genre). While the course serves to prepare students to meet the literacy challenges of college-level study, the course also helps develop the literacy skills practices for responsible engagement in civic life.
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The Designing the American Dream - English 3 P course is an University of California Curriculum Integrated (UCCI) course. Students analyze a diverse collection of American voices in literature and film as they relate to manifestations of "The American Dream" across time, regions, and cultures. Students think critically about how depictions of "The American Dream" have evolved and been perpetuated by literature and the media, and use this understanding to create textual and visual responses, which reflect a deeper understanding and personal perspective on "The American Dream." Students integrate this extensive literary knowledge with a mastery of video production technical skills. Throughout the course, students develop as critical thinkers, writers, and filmmakers in the analysis and design of their own American Dreams.
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The Designing the American Dream - English 3 P course is an University of California Curriculum Integrated (UCCI) course. Students analyze a diverse collection of American voices in literature and film as they relate to manifestations of "The American Dream" across time, regions, and cultures. Students think critically about how depictions of "The American Dream" have evolved and been perpetuated by literature and the media, and use this understanding to create textual and visual responses, which reflect a deeper understanding and personal perspective on "The American Dream." Students integrate this extensive literary knowledge with a mastery of video production technical skills. Throughout the course, students develop as critical thinkers, writers, and filmmakers in the analysis and design of their own American Dreams.
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This course is a college preparatory 11th grade English course integrated with the Marketing sector of the Career Technical Education (CTE) that enables students to understand esports marketing with a focus on the English language, written and oral communication, and the mechanics of writing. While building on these skills, students will focus on the what, who, how, and why of esports: What is the gaming industry? Who is involved in the industry? How do industry professionals manage and market it? Why is the industry worth pursuing, and why does it present challenges for those in it? Students will gain the foundational knowledge of marketing in esports through the framework of English in order to enhance students’ critical thinking, writing, reading, analysis, and communication skills. Students will begin with narrative and explanatory writing, building to argumentation and research. In this course, students will analyze a complex set of ideas, evaluate the effectiveness of the structure of an argument, and analyze how an author’s style contributes to the effectiveness of their text. This course also supports integrated STEM learning and principles with its need for students to develop, refine, and test a conceptual model for effective marketing using systems thinking, cause and effect thinking, and the collection and analysis of relevant data. Moreover, the course effectively uses educational technology throughout to enable students to collaborate, critically think, and communicate their thinking.
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This course is a college preparatory 11th grade English course integrated with the Marketing sector of the Career Technical Education (CTE) that enables students to understand esports marketing with a focus on the English language, written and oral communication, and the mechanics of writing. While building on these skills, students will focus on the what, who, how, and why of esports: What is the gaming industry? Who is involved in the industry? How do industry professionals manage and market it? Why is the industry worth pursuing, and why does it present challenges for those in it? Students will gain the foundational knowledge of marketing in esports through the framework of English in order to enhance students’ critical thinking, writing, reading, analysis, and communication skills. Students will begin with narrative and explanatory writing, building to argumentation and research. In this course, students will analyze a complex set of ideas, evaluate the effectiveness of the structure of an argument, and analyze how an author’s style contributes to the effectiveness of their text. This course also supports integrated STEM learning and principles with its need for students to develop, refine, and test a conceptual model for effective marketing using systems thinking, cause and effect thinking, and the collection and analysis of relevant data. Moreover, the course effectively uses educational technology throughout to enable students to collaborate, critically think, and communicate their thinking.
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Depth of Field: Exploring Identity Through Literature and Video Production challenges students to examine and express themselves as individuals and as active participants in a democratic society. Beginning with analyzing their preconceived notions of self, they will use this same critical lens on other figures in fiction and nonfiction in order to shed light on how different writers and artists negotiate individual and group identity. As they develop their critical analytic skills, they will also mature as artists by creating a series of
real-world video projects in response to the topics and readings of the course. By the end of the year, each student will have an individual portfolio of representative work and will have worked on a collaborative documentary video project.
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Depth of Field: Exploring Identity Through Literature and Video Production challenges students to examine and express themselves as individuals and as active participants in a democratic society. Beginning with analyzing their preconceived notions of self, they will use this same critical lens on other figures in fiction and nonfiction in order to shed light on how different writers and artists negotiate individual and group identity. As they develop their critical analytic skills, they will also mature as artists by creating a series of
real-world video projects in response to the topics and readings of the course. By the end of the year, each student will have an individual portfolio of representative work and will have worked on a collaborative documentary video project.
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This 11th grade English course develops the many facets of the Patient Care Pathway within the Health Science and Medical Technology CTE sector through the reading of fiction and expository text, and various writing assignments with an emphasis on revision and opportunities to make presentations. The course focuses on the essential and foundational skills of communication, vocabulary development, and analytical reading and writing. Upon completion of this course, students will acquire the skills necessary to examine and make informed decisions for themselves as well as their community pertaining to wellness, and preventative care, mental health, in addition to taking into consideration, whether as a patient or caregiver, the aspects of cultural diversity, ethics, and communication. Students will leave this course with a portfolio of their best practices, and having completed a culminating project that includes research in careers and a portfolio encompassing technology, interview skills, and a resume.
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This 11th grade English course develops the many facets of the Patient Care Pathway within the Health Science and Medical Technology CTE sector through the reading of fiction and expository text, and various writing assignments with an emphasis on revision and opportunities to make presentations. The course focuses on the essential and foundational skills of communication, vocabulary development, and analytical reading and writing. Upon completion of this course, students will acquire the skills necessary to examine and make informed decisions for themselves as well as their community pertaining to wellness, and preventative care, mental health, in addition to taking into consideration, whether as a patient or caregiver, the aspects of cultural diversity, ethics, and communication. Students will leave this course with a portfolio of their best practices, and having completed a culminating project that includes research in careers and a portfolio encompassing technology, interview skills, and a resume.
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Innovation to Commercialization combines English Language Arts common core 11/12 standards with the Advanced Manufacturing CTE standards. This course will introduce and then lead each student through the design process of an original product that meets a need that has been identified by each student in his or her surrounding community. Students will be expected to read a variety of short stories, expository pieces, technical documents, novels, analyze information provided in multimedia formats, all of which provides the vehicle for developing and refining listening, speaking, reading and writing skills in the context of product design. Specific writing in this course includes the composition of user manuals, proposals, literary analysis, research responses/essays, persuasive texts, and marketing materials. As students approach the creation of their own product, they will examine case studies of inventions and their impact on history, society and the environment; conduct a needs assessment of their surrounding community; consider the ethics involved in the creation and manufacturing of a product; perform a cost analysis; explore the laws of intellectual property and how they apply to the student’s product; analyze marketing and advertising techniques of products; and ultimately create a comprehensive portfolio of their work throughout the design process of their original product.
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Innovation to Commercialization combines English Language Arts common core 11/12 standards with the Advanced Manufacturing CTE standards. This course will introduce and then lead each student through the design process of an original product that meets a need that has been identified by each student in his or her surrounding community. Students will be expected to read a variety of short stories, expository pieces, technical documents, novels, analyze information provided in multimedia formats, all of which provides the vehicle for developing and refining listening, speaking, reading and writing skills in the context of product design. Specific writing in this course includes the composition of user manuals, proposals, literary analysis, research responses/essays, persuasive texts, and marketing materials. As students approach the creation of their own product, they will examine case studies of inventions and their impact on history, society and the environment; conduct a needs assessment of their surrounding community; consider the ethics involved in the creation and manufacturing of a product; perform a cost analysis; explore the laws of intellectual property and how they apply to the student’s product; analyze marketing and advertising techniques of products; and ultimately create a comprehensive portfolio of their work throughout the design process of their original product.
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As they develop their critical analytic skills, students will also mature as artists by creating a series of real-world video projects in response to the topics and readings of the course. By the end of the year, each student will have an individual portfolio of representative work and will have worked on a collaborative documentary video project.
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As they develop their critical analytic skills, students will also mature as artists by creating a series of real-world video projects in response to the topics and readings of the course. By the end of the year, each student will have an individual portfolio of representative work and will have worked on a collaborative documentary video project.
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This course introduces students to racial and social justice through an ELA Ethnic Studies lens. It is designed to assist them in discovering their individual and collective ability to create change. Students will critically analyze systemic and social impacts related to race, ethnicity, gender, sexual orientation and socioeconomic diversity and how each of these creates an Intersectionality of human existence. Students will also explore and discuss how these concepts influence human understanding, relationships and behaviors. Students will understand how individuals operate within BIPOC, Latinx and AAPI community contexts. This course will encourage students to think critically and expansively about the identities and labels within BIPOC, Latinx and AAPI communities in exploring them directly through historical and social contexts. Students will examine the ways racism manifests including but not limited to: structural, institutional, internalized, and interpersonal. Racial and Social Justice in Ethnic Studies provides a foundation for students to explore concepts, issues and remedies, thereby developing the necessary analytical tools and information to see inequality and injustice while addressing historical and contemporary issues relevant to their present day lives. This course must also provide space to discuss the terminologies used and the changing terminologies within and among various marginalized and racialized groups.
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This course introduces students to racial and social justice through an ELA Ethnic Studies lens. It is designed to assist them in discovering their individual and collective ability to create change. Students will critically analyze systemic and social impacts related to race, ethnicity, gender, sexual orientation and socioeconomic diversity and how each of these creates an Intersectionality of human existence. Students will also explore and discuss how these concepts influence human understanding, relationships and behaviors. Students will understand how individuals operate within BIPOC, Latinx and AAPI community contexts. This course will encourage students to think critically and expansively about the identities and labels within BIPOC, Latinx and AAPI communities in exploring them directly through historical and social contexts. Students will examine the ways racism manifests including but not limited to: structural, institutional, internalized, and interpersonal. Racial and Social Justice in Ethnic Studies provides a foundation for students to explore concepts, issues and remedies, thereby developing the necessary analytical tools and information to see inequality and injustice while addressing historical and contemporary issues relevant to their present day lives. This course must also provide space to discuss the terminologies used and the changing terminologies within and among various marginalized and racialized groups.
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English 4 (P) is an integrated, literature-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and other literary and non-literary works. Writing and grammar skills are emphasized, specifically through the writing of autobiographical, biographical, and fictional essays, responses to literature, reflective compositions, historical investigation reports, expository compositions and direct teaching.
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English 4 (P) is an integrated, literature-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and other literary and non-literary works. Writing and grammar skills are emphasized, specifically through the writing of autobiographical, biographical, and fictional essays, responses to literature, reflective compositions, historical investigation reports, expository compositions and direct teaching.
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Emphasis in this class is on world literature and an intensive college-level study of reading and composition. This course is the equivalent to a first-year college course. The AP Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and enjoyment to their readers. Writing assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays.
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Emphasis in this class is on world literature and an intensive college-level study of reading and composition. This course is the equivalent to a first-year college course. The AP Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and enjoyment to their readers. Writing assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays.
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Reading Movies: Film Literacy is an integrated class that develops communication skills through the critical study of literature and film. Students will analyze traditional literature-based topics (plot, character development, point of view, etc.); in addition, students will analyze film production techniques (framing, focus, lighting, sound, etc.) and understand how these techniques contribute to a filmmaker’s purpose. Students will create film reviews, soundtracks, screenplays, and multimedia adaptations and presentations. The ultimate goal of this course is to help students become critical and confident viewers, listeners, readers, and writers.This course satisfies the English 4 graduation requirement.
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Reading Movies: Film Literacy is an integrated class that develops communication skills through the critical study of literature and film. Students will analyze traditional literature-based topics (plot, character development, point of view, etc.); in addition, students will analyze film production techniques (framing, focus, lighting, sound, etc.) and understand how these techniques contribute to a filmmaker’s purpose. Students will create film reviews, soundtracks, screenplays, and multimedia adaptations and presentations. The ultimate goal of this course is to help students become critical and confident viewers, listeners, readers, and writers.This course satisfies the English 4 graduation requirement.
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The Saga of the Tournament: Event Crafting and 12th Grade English is a college preparatory English course integrated with the Career
Technical Education (CTE) Hospitality, Tourism, and Event Pathway. Students will learn and apply CTE Hospitality skills through conducting a real Esports tournament while building real-world reading, writing, language, and speaking skills that will prepare them for college and career. Students will learn the communication, writing, and vocabulary skills essential to planning, managing, and executing an esports tournament. During this course students will engage in activities designed to impart the necessary competence in and understanding of the videogame industry, event planning sequence, and valuable collaborative mindset to achieve success in these industries. Through this course, students will get hands on, real life, career ready practice with skills that will allow them to see how a passion and academic application can translate into a career as well as life-long, productive learning. In addition, students will be given the opportunity to demonstrate ELA competencies such as evaluating speaker’s point of view, reasoning, writing and use of evidence, presenting information, using digital media, and adapting speech appropriately for each audience.
This course also supports integrated STEM learning and principles with its in-depth exploration of the esports tournament as a complex system. In exploring the tournament system, students will develop a model by describing the various components, assuming the duties of a specific component, and becoming intimately familiar with how the various components interact with one another. To facilitate their systems exploration, students effectively use educational technology to collaborate and communicate with one another and diverse audiences.
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The Saga of the Tournament: Event Crafting and 12th Grade English is a college preparatory English course integrated with the Career
Technical Education (CTE) Hospitality, Tourism, and Event Pathway. Students will learn and apply CTE Hospitality skills through conducting a real Esports tournament while building real-world reading, writing, language, and speaking skills that will prepare them for college and career. Students will learn the communication, writing, and vocabulary skills essential to planning, managing, and executing an esports tournament. During this course students will engage in activities designed to impart the necessary competence in and understanding of the videogame industry, event planning sequence, and valuable collaborative mindset to achieve success in these industries. Through this course, students will get hands on, real life, career ready practice with skills that will allow them to see how a passion and academic application can translate into a career as well as life-long, productive learning. In addition, students will be given the opportunity to demonstrate ELA competencies such as evaluating speaker’s point of view, reasoning, writing and use of evidence, presenting information, using digital media, and adapting speech appropriately for each audience.
This course also supports integrated STEM learning and principles with its in-depth exploration of the esports tournament as a complex system. In exploring the tournament system, students will develop a model by describing the various components, assuming the duties of a specific component, and becoming intimately familiar with how the various components interact with one another. To facilitate their systems exploration, students effectively use educational technology to collaborate and communicate with one another and diverse audiences.
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Reading and Writing Your Way to a Healthier World is a college preparatory grade 12 English course integrated with Health Science and Medical Technology CTE standards and intended to provide students with an increasing and deepening knowledge of English Language Arts through the lens of a public health professional. Through research and study of complex literature and informational texts, students will develop an understanding of the causes and effects of public health issues, empowering them with the knowledge and skills to facilitate change through a variety of roles in the public health field. They use their reading, writing, speaking and listening skills effectively in order to evaluate health disparities and facilitate ethical interventions, adapting communication to audience and purpose. The course culminates with an enhanced awareness of issues in the healthcare field that empowers students to become public health leaders and professionals.
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Reading and Writing Your Way to a Healthier World is a college preparatory grade 12 English course integrated with Health Science and Medical Technology CTE standards and intended to provide students with an increasing and deepening knowledge of English Language Arts through the lens of a public health professional. Through research and study of complex literature and informational texts, students will develop an understanding of the causes and effects of public health issues, empowering them with the knowledge and skills to facilitate change through a variety of roles in the public health field. They use their reading, writing, speaking and listening skills effectively in order to evaluate health disparities and facilitate ethical interventions, adapting communication to audience and purpose. The course culminates with an enhanced awareness of issues in the healthcare field that empowers students to become public health leaders and professionals.
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Analysis of Comedy in Culture challenges students to go beyond "the joke" and examine the crucial role that comedy has played in cultures throughout time. Whether as a form of entertainment, political and social criticism or ethnic and gender identity, comedy serves as a lens through which to define self, critique societal norms and challenge stereotypes. Students will examine the historical roots of the Western comedic form and genre, as well as study classic and contemporary comedic texts that raise questions about gender identity, relational allegiances, class structure and ethnic and geographical affiliations. While the course will focus on plays, novels, short-stories and articles as texts for study, students will also be exposed to films, television shows, advertisements, websites and other media that will help them appraise how and why comedy offers an important touch point for critical thinking. As a result of this inquiry, students will be able to better evaluate the ongoing role of humor to bridge differences, while also exposing the members of the class to the hypocrisies and foibles of the human condition. Additionally, this course will focus not only on humor comprehension but original humor creation, including that which is linguistic, conversational and non-verbal.
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Analysis of Comedy in Culture challenges students to go beyond "the joke" and examine the crucial role that comedy has played in cultures throughout time. Whether as a form of entertainment, political and social criticism or ethnic and gender identity, comedy serves as a lens through which to define self, critique societal norms and challenge stereotypes. Students will examine the historical roots of the Western comedic form and genre, as well as study classic and contemporary comedic texts that raise questions about gender identity, relational allegiances, class structure and ethnic and geographical affiliations. While the course will focus on plays, novels, short-stories and articles as texts for study, students will also be exposed to films, television shows, advertisements, websites and other media that will help them appraise how and why comedy offers an important touch point for critical thinking. As a result of this inquiry, students will be able to better evaluate the ongoing role of humor to bridge differences, while also exposing the members of the class to the hypocrisies and foibles of the human condition. Additionally, this course will focus not only on humor comprehension but original humor creation, including that which is linguistic, conversational and non-verbal.
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This one-semester course will introduce students to a brief history of science fiction with an eye toward developing a definition of science fiction over the course of the class. Writing skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative compositions. This course satisfies a semester of the English 4 graduation requirement.
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This one-semester course will use dystopian literature (including novels, short stories, and essays) and current films and news programs as a springboard for examining contemporary issues. Skills are developed through critical reading, analysis, and synthesis of fiction and non-fiction texts. Writing and grammar skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative texts. This course satisfies a semester of the English 4 graduation requirement.
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Why Shakespeare is designed to explore the significance of Shakespeare’s contributions to literature through close analysis of three of his plays and selected sonnets. This course has been developed for high school seniors based on the Grades Eleven and Twelve English Language Arts Content Standards developed by the California Department of Education. Students will read, analyze, and synthesize text and film; and will write in a variety of discourses, deliver speeches, and create dramatic and multimedia presentations.
Course Goals and Expected Student Outcomes: A. Students will become familiar with Shakespearean writing and will develop and understanding of selected Shakespearean plays and sonnets. B. Students will utilize supplementary texts and other media. C. Students will demonstrate an ability to compare, analyze, and synthesize a variety of texts, and will demonstrate critical thinking through completion of challenging group and individual projects and assignments. D. Students will use a variety of reading, writing, and speaking strategies and techniques as appropriate for a variety of assignments. E. Students will make connections between course content and why Shakespeare still matters in modern society. Course Objectives: A. Students will read three complete Shakespearean plays and selected sonnets, and will view select films, through scene selection or complete films. B. Students will conduct performances of scenes from plays. C. Students will analyze and compare texts and films to find common and contrasting ideas, themes, and philosophical assumptions. D. Students will write a variety of assignments for a variety of purposes: writing to learn; and writing using elements of discourse for specific rhetorical purposes, including narrative, expository, persuasive, and descriptive writing assignments. E. Students will create a multimedia, performance-based presentation as a culmination of the course.
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This one-semester course will introduce students to selected literature of mythology and the journey of the hero. Literature will include stories, essays, films, and poems. Students explore the connections between ancient and modern ways of seeing oneself in the world. Students will read, analyze, and synthesize text and film. Writing skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative compositions. Students will further develop communication skills by writing and delivering presentations, using media and technology as appropriate. This course satisfies a semester of the English 4 graduation requirement.
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English 4 (P) is an integrated class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills through the lens of Project Management. This course will include enrollment in the Google Certificate in Project Management.
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English 4 (P) is an integrated class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills through the lens of Project Management. This course will include enrollment in the Google Certificate in Project Management.
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This course introduces students to racial and social justice through an ELA Ethnic Studies lens. It is designed to assist them in discovering their individual and collective ability to create change. Students will critically analyze systemic and social impacts related to race, ethnicity, gender, sexual orientation and socioeconomic diversity and how each of these creates an Intersectionality of human existence. Students will also explore and discuss how these concepts influence human understanding, relationships and behaviors. Students will understand how individuals operate within BIPOC, Latinx and AAPI community contexts. This course will encourage students to think critically and expansively about the identities and labels within BIPOC, Latinx and AAPI communities in exploring them directly through historical and social contexts. Students will examine the ways racism manifests including but not limited to: structural, institutional, internalized, and interpersonal. Racial and Social Justice in Ethnic Studies provides a foundation for students to explore concepts, issues and remedies, thereby developing the necessary analytical tools and information to see inequality and injustice while addressing historical and contemporary issues relevant to their present day lives. This course must also provide space to discuss the terminologies used and the changing terminologies within and among various marginalized and racialized groups.
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This course introduces students to racial and social justice through an ELA Ethnic Studies lens. It is designed to assist them in discovering their individual and collective ability to create change. Students will critically analyze systemic and social impacts related to race, ethnicity, gender, sexual orientation and socioeconomic diversity and how each of these creates an Intersectionality of human existence. Students will also explore and discuss how these concepts influence human understanding, relationships and behaviors. Students will understand how individuals operate within BIPOC, Latinx and AAPI community contexts. This course will encourage students to think critically and expansively about the identities and labels within BIPOC, Latinx and AAPI communities in exploring them directly through historical and social contexts. Students will examine the ways racism manifests including but not limited to: structural, institutional, internalized, and interpersonal. Racial and Social Justice in Ethnic Studies provides a foundation for students to explore concepts, issues and remedies, thereby developing the necessary analytical tools and information to see inequality and injustice while addressing historical and contemporary issues relevant to their present day lives. This course must also provide space to discuss the terminologies used and the changing terminologies within and among various marginalized and racialized groups.
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Reading, Writing and Research in Social Entrepreneurship is a college preparatory 9th grade English course integrated with the entrepreneurship and self-employment pathway standards of the marketing, sales, and services CTE sector. In Entrepreneurs as Researchers, students read and write about who they are and what they believe in relation to their families and their communities. The Entrepreneurs as Researchers course uses the Common Core’s attention to multi-media, argumentation and informational text as an opportunity for students to explore their experiences, define ethics, analyze social responsibility, and create an action plan for community change. Woven throughout these units of study is an exploration of the characteristics of entrepreneurs including integrity, risk-taking, creativity, curiosity, determination, discipline, empathy, flexibility, and responsibility. Entrepreneurs as Researchers will engage students in questions of who they are, how ethics impact choices, what it means to be a socially responsible entrepreneur, what assets and issues exist in their communities, and how they can galvanize those assets to create a more sustainable community.
The course has been approved through the UCCI program in conjunction with the UC designed to integrate innovative learning with the A-G requirements and real-world applications.
Students will work through identifying their ethics and beliefs and move to examining local businesses practices, ultimately proposing a plan of social responsibility to the community. The students will practice the skills of reading, writing and researching through the lens of a social entrepreneur and present information through various modes, including but not limited to, video, audio, photos and written documents and reports.
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Reading, Writing and Research in Social Entrepreneurship is a college preparatory 9th grade English course integrated with the entrepreneurship and self-employment pathway standards of the marketing, sales, and services CTE sector. In Entrepreneurs as Researchers, students read and write about who they are and what they believe in relation to their families and their communities. The Entrepreneurs as Researchers course uses the Common Core’s attention to multi-media, argumentation and informational text as an opportunity for students to explore their experiences, define ethics, analyze social responsibility, and create an action plan for community change. Woven throughout these units of study is an exploration of the characteristics of entrepreneurs including integrity, risk-taking, creativity, curiosity, determination, discipline, empathy, flexibility, and responsibility. Entrepreneurs as Researchers will engage students in questions of who they are, how ethics impact choices, what it means to be a socially responsible entrepreneur, what assets and issues exist in their communities, and how they can galvanize those assets to create a more sustainable community.
The course has been approved through the UCCI program in conjunction with the UC designed to integrate innovative learning with the A-G requirements and real-world applications.
Students will work through identifying their ethics and beliefs and move to examining local businesses practices, ultimately proposing a plan of social responsibility to the community. The students will practice the skills of reading, writing and researching through the lens of a social entrepreneur and present information through various modes, including but not limited to, video, audio, photos and written documents and reports.
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Reading, Writing and Research in Social Entrepreneurship is a college preparatory 9th grade English course integrated with the entrepreneurship and self-employment pathway standards of the marketing, sales, and services CTE sector. In Entrepreneurs as Researchers, students read and write about who they are and what they believe in relation to their families and their communities. The Entrepreneurs as Researchers course uses the Common Core’s attention to multi-media, argumentation and informational text as an opportunity for students to explore their experiences, define ethics, analyze social responsibility, and create an action plan for community change. Woven throughout these units of study is an exploration of the characteristics of entrepreneurs including integrity, risk-taking, creativity, curiosity, determination, discipline, empathy, flexibility, and responsibility. Entrepreneurs as Researchers will engage students in questions of who they are, how ethics impact choices, what it means to be a socially responsible entrepreneur, what assets and issues exist in their communities, and how they can galvanize those assets to create a more sustainable community.
The course has been approved through the UCCI program in conjunction with the UC designed to integrate innovative learning with the A-G requirements and real-world applications.
Students will work through identifying their ethics and beliefs and move to examining local businesses practices, ultimately proposing a plan of social responsibility to the community. The students will practice the skills of reading, writing and researching through the lens of a social entrepreneur and present information through various modes, including but not limited to, video, audio, photos and written documents and reports.
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English I HP is an integrated, standards-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. In this honors-level course, the exposure to a wider variety of texts provides additional opportunities for in-depth reading and writing analysis. Students enrolled in honors-level English courses are encouraged to be in Advanced Placement (AP) English courses in 11th/12th grade.
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English I HP is an integrated, standards-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. In this honors-level course, the exposure to a wider variety of texts provides additional opportunities for in-depth reading and writing analysis. Students enrolled in honors-level English courses are encouraged to be in Advanced Placement (AP) English courses in 11th/12th grade.
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English I HP is an integrated, standards-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. In this honors-level course, the exposure to a wider variety of texts provides additional opportunities for in-depth reading and writing analysis. Students enrolled in honors-level English courses are encouraged to be in Advanced Placement (AP) English courses in 11th/12th grade.
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English 2 HP is an integrated, standards-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. In this honors-level course, the exposure to a wider variety of texts provides additional opportunities for in-depth reading and writing analysis. Students enrolled in honors-level English courses are encouraged to be in Advanced Placement (AP) English courses in 11th/12th grade.
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English 2 HP is an integrated, standards-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. In this honors-level course, the exposure to a wider variety of texts provides additional opportunities for in-depth reading and writing analysis. Students enrolled in honors-level English courses are encouraged to be in Advanced Placement (AP) English courses in 11th/12th grade.
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English 2 HP is an integrated, standards-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. In this honors-level course, the exposure to a wider variety of texts provides additional opportunities for in-depth reading and writing analysis. Students enrolled in honors-level English courses are encouraged to be in Advanced Placement (AP) English courses in 11th/12th grade.
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English 3 P is an integrated class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and various non-fiction texts. Writing and grammar skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative compositions.
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English 3 P is an integrated class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and various non-fiction texts. Writing and grammar skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative compositions.
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English 3 P is an integrated class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and various non-fiction texts. Writing and grammar skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative compositions.
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The AP Language & Composition course develops the reading and writing skills that students need for college and life success and for intellectually responsible civic engagement. The course guides students in becoming curious, critical, and responsive readers of diverse texts, and becoming flexible, reflective writers of texts written for diverse audiences for diverse purposes. The reading and writing students do in the course should deepen and expand their understanding of how language functions rhetorically: to communicate writers’ intentions and elicit readers’ responses in particular situations. Reading and writing activities in the course deepen students’ knowledge and control of formal conventions of written language (e.g., vocabulary, diction, syntax, spelling, punctuation, paragraphing, genre). While the course serves to prepare students to meet the literacy challenges of college-level study, the course also helps develop the literacy skills practices for responsible engagement in civic life.
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The AP Language & Composition course develops the reading and writing skills that students need for college and life success and for intellectually responsible civic engagement. The course guides students in becoming curious, critical, and responsive readers of diverse texts, and becoming flexible, reflective writers of texts written for diverse audiences for diverse purposes. The reading and writing students do in the course should deepen and expand their understanding of how language functions rhetorically: to communicate writers’ intentions and elicit readers’ responses in particular situations. Reading and writing activities in the course deepen students’ knowledge and control of formal conventions of written language (e.g., vocabulary, diction, syntax, spelling, punctuation, paragraphing, genre). While the course serves to prepare students to meet the literacy challenges of college-level study, the course also helps develop the literacy skills practices for responsible engagement in civic life.
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The AP Language & Composition course develops the reading and writing skills that students need for college and life success and for intellectually responsible civic engagement. The course guides students in becoming curious, critical, and responsive readers of diverse texts, and becoming flexible, reflective writers of texts written for diverse audiences for diverse purposes. The reading and writing students do in the course should deepen and expand their understanding of how language functions rhetorically: to communicate writers’ intentions and elicit readers’ responses in particular situations. Reading and writing activities in the course deepen students’ knowledge and control of formal conventions of written language (e.g., vocabulary, diction, syntax, spelling, punctuation, paragraphing, genre). While the course serves to prepare students to meet the literacy challenges of college-level study, the course also helps develop the literacy skills practices for responsible engagement in civic life.
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English 4 (P) is an integrated, literature-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and other literary and non-literary works. Writing and grammar skills are emphasized, specifically through the writing of autobiographical, biographical, and fictional essays, responses to literature, reflective compositions, historical investigation reports, expository compositions and direct teaching.
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English 4 (P) is an integrated, literature-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and other literary and non-literary works. Writing and grammar skills are emphasized, specifically through the writing of autobiographical, biographical, and fictional essays, responses to literature, reflective compositions, historical investigation reports, expository compositions and direct teaching.
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English 4 (P) is an integrated, literature-based class that emphasizes the development of reading, writing, speaking, listening, and critical thinking skills. This integration of skills comes through the reading of selected novels, poetry, short stories, and other literary and non-literary works. Writing and grammar skills are emphasized, specifically through the writing of autobiographical, biographical, and fictional essays, responses to literature, reflective compositions, historical investigation reports, expository compositions and direct teaching.
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Emphasis in this class is on world literature and an intensive college-level study of reading and composition. This course is the equivalent to a first-year college course. The AP Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and enjoyment to their readers. Writing assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays. This course meets the approved "B" requirement of UC A-G.
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Emphasis in this class is on world literature and an intensive college-level study of reading and composition. This course is the equivalent to a first-year college course. The AP Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and enjoyment to their readers. Writing assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays. This course meets the approved "B" requirement of UC A-G.
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Emphasis in this class is on world literature and an intensive college-level study of reading and composition. This course is the equivalent to a first-year college course. The AP Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and enjoyment to their readers. Writing assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays. This course meets the approved "B" requirement of UC A-G.
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Reading Movies: Film Literacy is an integrated class that develops communication skills through the critical study of literature and film. Students will analyze traditional literature-based topics (plot, character development, point of view, etc.); in addition, students will analyze film production techniques (framing, focus, lighting, sound, etc.) and understand how these techniques contribute to a filmmaker’s purpose. Students will create film reviews, soundtracks, screenplays, and multimedia adaptations and presentations. The ultimate goal of this course is to help students become critical and confident viewers, listeners, readers, and writers.This course satisfies the English 4 graduation requirement. This course meets the approved "B" requirement in UC A-G.
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Reading Movies: Film Literacy is an integrated class that develops communication skills through the critical study of literature and film. Students will analyze traditional literature-based topics (plot, character development, point of view, etc.); in addition, students will analyze film production techniques (framing, focus, lighting, sound, etc.) and understand how these techniques contribute to a filmmaker’s purpose. Students will create film reviews, soundtracks, screenplays, and multimedia adaptations and presentations. The ultimate goal of this course is to help students become critical and confident viewers, listeners, readers, and writers.This course satisfies the English 4 graduation requirement. This course meets the approved "B" requirement in UC A-G.
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Reading Movies: Film Literacy is an integrated class that develops communication skills through the critical study of literature and film. Students will analyze traditional literature-based topics (plot, character development, point of view, etc.); in addition, students will analyze film production techniques (framing, focus, lighting, sound, etc.) and understand how these techniques contribute to a filmmaker’s purpose. Students will create film reviews, soundtracks, screenplays, and multimedia adaptations and presentations. The ultimate goal of this course is to help students become critical and confident viewers, listeners, readers, and writers.This course satisfies the English 4 graduation requirement. This course meets the approved "B" requirement in UC A-G.
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This one-semester course will introduce students to a brief history of science fiction with an eye toward developing a definition of science fiction over the course of the class. Writing skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative compositions. This course satisfies a semester of the English 4 graduation requirement.
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This one-semester course will use dystopian literature (including novels, short stories, and essays) and current films and news programs as a springboard for examining contemporary issues. Skills are developed through critical reading, analysis, and synthesis of fiction and non-fiction texts. Writing and grammar skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative texts. This course satisfies a semester of the English 4 graduation requirement. This course meets the approved "B" requirement of UC A-G.
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Why Shakespeare is designed to explore the significance of Shakespeare’s contributions to literature through close analysis of three of his plays and selected sonnets. This course has been developed for high school seniors based on the Grades Eleven and Twelve English Language Arts Content Standards developed by the California Department of Education. Students will read, analyze, and synthesize text and film; and will write in a variety of discourses, deliver speeches, and create dramatic and multimedia presentations.
Course Goals and Expected Student Outcomes: A. Students will become familiar with Shakespearean writing and will develop and understanding of selected Shakespearean plays and sonnets. B. Students will utilize supplementary texts and other media. C. Students will demonstrate an ability to compare, analyze, and synthesize a variety of texts, and will demonstrate critical thinking through completion of challenging group and individual projects and assignments. D. Students will use a variety of reading, writing, and speaking strategies and techniques as appropriate for a variety of assignments. E. Students will make connections between course content and why Shakespeare still matters in modern society. Course Objectives: A. Students will read three complete Shakespearean plays and selected sonnets, and will view select films, through scene selection or complete films. B. Students will conduct performances of scenes from plays. C. Students will analyze and compare texts and films to find common and contrasting ideas, themes, and philosophical assumptions. D. Students will write a variety of assignments for a variety of purposes: writing to learn; and writing using elements of discourse for specific rhetorical purposes, including narrative, expository, persuasive, and descriptive writing assignments. E. Students will create a multimedia, performance-based presentation as a culmination of the course.
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This one-semester course will introduce students to selected literature of mythology and the journey of the hero. Literature will include stories, essays, films, and poems. Students explore the connections between ancient and modern ways of seeing oneself in the world. Students will read, analyze, and synthesize text and film. Writing skills are emphasized, specifically through the writing of argumentative, explanatory, and narrative compositions. Students will further develop communication skills by writing and delivering presentations, using media and technology as appropriate. This course satisfies a semester of the English 4 graduation requirement.
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This course code number will be used to designate credits for courses not offered in the Anaheim Union High School District.
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Students will be introduced to an appreciation of the cultural and historical roles that oral language and literary interpretation play in our society. Students will gain confidence in processing, analyzing, and responding to literature through language and creative expression. Emphasis will be placed on effective, responsible, and ethical communication and performance. Additionally, students will focus on the analysis, presentation, and evaluation of performances of literature by others and by themselves.
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Students will be introduced to an appreciation of the cultural and historical roles that oral language and literary interpretation play in our society. Students will gain confidence in processing, analyzing, and responding to literature through language and creative expression. Emphasis will be placed on effective, responsible, and ethical communication and performance. Additionally, students will focus on the analysis, presentation, and evaluation of performances of literature by others and by themselves.
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