| COURSE |
DESCRIPTION |
TEXTBOOKS |
| English I |
English I emphasizes the sophistication and style using the reading, speaking and listening, writing, and language standards. ELA standards are used with an integrated model, literacy standards spiraling, scaffolded in rigor as students are reading increasingly complex texts. The units included for the grade level are listed below: Unit 1:In this unit, students will read about and discover how the diversity of American voices reflect the diversity of the American people.Culminating Performance-Based Assessment Task: Part 1 – Writing to Sources: Nonfiction Narrative —Students will write a nonfiction narrative on the following topic: How is an “American” identity created? Part 2 – Speaking & Listening: Interpretive Reading — After completing the final draft of their writing, students will use their narrativeto plan and present a brief interpretive reading. Unit 2:In this unit, students will read about and discover many examples of survival. Part 1 – Writing to Sources: Argument—Students will write an argument on the following topic: Should people in life-or-death situations be held accountable for their actions? Part 2 – Speaking & Listening: Oral Presentation —After reading, the group will create a multimedia presentation about strength and survival.Unit 3: In this unit, students will read about and discover how writings and speeches of the Civil Rights movement inspired social change. Culminating Performance-Based Assessment Task: Explanatory Part 1 – Writing to Sources: Informative Essay– Students will write an essay on the following topic: Explain how words have the power to provoke, calm, or inspire?Part 2 – Speaking & Listening: Oral Presentation – Students will use their essay as a foundation for a three- to five-minute oral presentation. Unit 4: In this unit, students will read many examples of star-crossed romances and compare the concepts of free will to the concept of fate.Culminating Performance-Based Assessment Task: ArgumentPart 1 – Writing to Sources: Argument Essay– Students will write literary criticism to answer this question: Should the opinions of others affect our own choices or destinies?Part 2 – Speaking & Listening: Multimedia Presentation – Students will use their essay as a foundation for a three- to five-minute oral presentation. Unit 5:In this unit, students will read about and discover how people are transformed.Culminating Performance-Based Assessment Task:Part 1 – Writing to Sources: Explanatory Essay – Students will write an explanatory essay on the following topic: When does the journey matter more than the destination? Part 2 – Speaking & Listening: Multimedia Presentation – Students will use their essay as a foundation for a three- to five-minute oral presentation. Unit 6: In this unit, students will read about and discover many examples about people imagining how the world might end.Culminating Performance-Based Assessment Task: Part 1 – Writing to Sources: Narrative—Students will write a narrative on the following topic: Which matters more–the present or the future? Part 2 – Speaking & Listening: Dramatic Reading—After completing the final draft of their writing, students will record a dramatic reading of their narrative.
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Savvas myPerspectives |
| English II |
English II emphasizes the sophistication and style using the reading, speaking and listening, writing, and language standards. ELA standards are used with an integrated model, literacy standards spiraling, scaffolded in rigor as students are reading increasingly complex texts. The units included for the grade level are listed below: Unit 1:In this unit, students will read about and discover what draws us to explore –and to enjoy – frightening things.Culminating Performance-Based Assessment Task:Part 1 – Writing to Sources: Explanatory Essay—Students will write an explanatory essay on the following topic: In what ways does transformation play a role in stories meant to scare us?Part 2 – Speaking & Listening: Informal Talk—After completing the final draft of their essay, students will use it as a foundation for a three- to five-minute informal talk.Unit 2: In this unit, students will read about many people who feel they don’t conform to what is considered “normal”. Culminating Performance-Based Assessment Task:Part 1 – Writing to Sources: Argument—Students will write an argument on the following topic:Is the experience of being an outsider universal?Part 2 – Speaking & Listening: Oral Presentation—After writing the argument, students will use it as the foundation or a three- to five-minute oral presentation. Unit 3:In this unit, students will read about and discover what are the basic rights and freedoms that belong to everyone, everywhere.Culminating Performance-Based Assessment Task:Part 1 – Writing to Sources: Informative Essay—Students will write an informative essay on the following topic:What does it mean to “be free”?Part 2 – Speaking & Listening: Multimedia Presentation—After writing their essay, students use it as a foundation for a five- to ten-minute multimedia presentation. Unit 4:In this unit, students will read many examples of what drives our passion for things.Culminating Performance-BasedAssessment Task:Part 1 – Writing to Sources: Informative Essay—Students will write an essay on the following topic:How do we decide what we want versus what we need? What can result from an imbalance between want and need?Part 2 – Speaking & Listening: Oral Presentation—Students will use their essay as a foundation for a three- to five- minute oral presentation.Unit 5:In this unit, students will read about virtue and vengeance and what motivates people to forgive.Culminating Performance-Based Assessment Task:Part 1 – Writing to Sources: Argument—Students will write an argumentative essay on the following question:Can justice and forgiveness go hand in hand?Part 2 – Speaking & Listening: Informal Speech—Students use their writing as the foundation for a three- to five minute informal speech. Unit 6:In this unit, students will read about and discover many examples about the issues of blindness and sight.
Culminating Performance-Based Assessment Task: Part 1 – Writing to Sources: Nonfiction Narrative—Students will write a nonfiction narrative on the following topic:Is there a difference between seeing and knowing?Part 2 – Speaking & Listening: Storytelling—After completing the final draft of their writing, students will use it as the basis for a three- to five-minute storytelling session.
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Savvas myPerspectives |
| English III |
English III emphasizes the sophistication and style using the reading, speaking and listening, writing, and language standards. ELA standards are used with an integrated model, literacy standards spiraling, scaffolded in rigor as students are reading increasingly complex texts. The units included for the grade level are listed below: Unit 1:In this unit, students will read about and discover how powerful words can alter people’s lives and the words that shaped our nation.Culminating Performance-Based Assessment Task:Part 1 – Writing to Sources: Argument—Students will write an argumentative essay on the following topic:What are the most effective tools for establishing and preserving freedom? Part 2 – Speaking & Listening: Video Commentary—Students present a video commentary based on the final draft of their argument. Unit 2:In this unit, students will read and discuss fitting in and being an individual in a society.Culminating Performance-Based Assessment Task:Part 1 – Writing to Sources: Personal Narrative—Students will write personal narrative answering the following question: What significant incident helped me realize that I am a unique individual?Part 2 – Speaking & Listening: Storytelling Session—Students will use their personal narratives as the basis for an oral storytelling session.Unit 3: In this unit, students will read about real and fictional people who are protesting various injustices.Culminating Performance-Based Assessment Task: Part 1 – Writing to Sources: Informative Essay—Students will write an informative essay on the following topic:What motivates people to struggle for change?Part 2 – Speaking & Listening: Podcast—After writing their essay, students use it as a foundation for a podcast.Unit 4: In this unit, students will read many examples about places that can be described with the words grit and grandeur. Culminating Performance-Based Assessment Task: Part 1 – Writing to Sources: Explanatory Essay—Students will write an essay on the following topic:What makes certain places live on in our memory?Part 2 – Speaking & Listening: Oral Presentation—Students will use their essay as a foundation for a three- to five-minute oral presentation. Unit 5:In this unit, students will read many examples of people facing their fears.Culminating Performance-Based Assessment Task: Part 1 – Writing to Sources: Argument—Students will write an argumentative essay on the following question:Is fear always a harmful emotion? Part 2 – Speaking & Listening: Speech —Students use their essay to prepare speech and present their argument.Unit 6:In this unit, students will read many stories about people and the human condition.Culminating Performance-Based Assessment Task: Part 1 – Writing to Sources: Narrative—Students will write short story in third-person point of view on the following prompt:How does a fictional character or characters respond to life-changing news?Part 2 – Speaking & Listening: Storytelling—Students will use their narrative to conduct a storytelling session.
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Savvas myPerspectives |
| English IV |
English IV emphasizes the sophistication and style using the reading, speaking and listening, writing, and language standards. ELA standards are used with an integrated model, literacy standards spiraling, scaffolded in rigor as students are reading increasingly complex texts. The units included for the grade level are listed below: Unit 1:In this unit, students will read about and discover how people are made into heroes.
Culminating Performance-Based Assessment Task:Part 1 – Writing to Sources: Argument—Students will write an argumentative essay on the following topic:Which contributes more to heroism–sacrifice or success? Part 2 – Speaking & Listening: Speech—Students use their argument to deliver a speech.Unit 2:In this unit, students will read and discuss how people have differing points of view regarding society.
Culminating Performance-Based Assessment Task: Part 1 – Writing to Sources: Explanatory Essay—Students will write an explanatory essay answering the following question: What factors lead people to criticize their society rather than simply accept it?Part 2 – Speaking & Listening: Video Explanation—Students will use their explanatory essay as the basis for a video explanation.Unit 3:In this unit, students will read examples of how or past experiences have an effect on our future actions.Culminating Performance-Based Assessment Task:Part 1 – Writing to Sources: Argument—Students will write a response to literature on the following topic:What is the relationship of human beings to time?Part 2 – Speaking & Listening: TV Commentary—After writing their response to literature, students present their ideas as a TV commentary.Unit 4:In this unit, students will read many examples of people seeing things in a new light.Culminating Performance-Based Assessment Task: Part 1 – Writing to Sources: Reflective Narrative—Students will write a Narrative on the following topic: When can the way we look at things lead to growth—and when can it
hold us back?Part 2 – Speaking & Listening: Dramatic Reading—Students will use their narrative to prepare a dramatic reading.Unit 5:In this unit, students will read many examples of people discovering and defining themselves.Culminating Performance-Based Assessment Task: Part 1 – Writing to Sources: Personal Narrative—Students will write a personal narrative addressing the following question: What types of experiences allow us to discover who we really are?Part 2 – Speaking & Listening: Elevator Introduction —Students use their narrative to give a two-minute elevator introduction of themselves.Unit 6:In this unit, students will read many stories about people finding a home.Culminating Performance-Based Assessment Task: Part 1 – Writing to Sources: Informative Essay—Students will write an informative essay exploring the question:In what ways is home both a place and a state of mind?Part 2 – Speaking & Listening: Media Presentation—Students will use their informative essay as the basis for a media presentation.
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| Genre Literature |
Students often have the opportunity to experience one or two texts from various literary genres but have little time to develop a thorough study of the themes embedded in various literary genres. Genre Literature allows them to explore the intricate aspects that make a literary genre, thematic elements of a literary genre and various styles and plot elements of a literary genre. |
No Adopted Text |
| Creative Writing |
Students often have the opportunity to experience expository writing in the classroom but have little time to develop imaginative writing. Creative Writing allows them to promote self-expression, to explore various writing styles, and to strive for variety in diction, sentence structure, and format. |
No Adopted Text |
| Speech and Communications |
Students will explore a variety of speaking situations (informative, small group, persuasive, and special event speaking) and different types of communication (interpersonal, small group, and public communication) using a variety of digital media (text, audio, and visual) through formal and informal settings. |
No Adopted Text |
| Old Testament Bible |
It is the purpose of this course to analyze and study the contents of the Bible as they relate to history, geography, literature, culture, art, and ethics without indoctrination, or bias for or against any religious group or denomination. It is envisioned that the student will develop an appreciation of the Bible on the basis of its historical, sociological, and literary merit; and that the student’s concept of the Bible in relationship to its culture and the contemporary world will be broadened. |
Bible |
| New Testament Bible |
It is the purpose of this course to analyze and study the contents of the Bible as they relate to history, geography, literature, culture, art, and ethics without indoctrination, or bias for or against any religious group or denomination. It is envisioned that the student will develop an appreciation of the Bible on the basis of its historical, sociological, and literary merit; and that the student’s concept of the Bible in relationship to its culture and the contemporary world will be broadened. |
Bible |