English Department

ENGLISH 9
EZS101-EZS102

Post

(a-g) / Graduation Requirement
10 Credits
Grade Level: 9
Grade Level Restrictions: None

Prerequisites: None
(Satisfies ENGLISH Graduation Requirements)
Designed to develop and improve students’ skills in reading, writing, listening and speaking. Students learn both creative and expository writing in addition to spelling, vocabulary and language mechanics.

ADVANCED ENGLISH 9
EZS103-EZS104

Post

(a-g) / Graduation Requirement
10 Credits
Grade Level: 9
Grade Level Restrictions: None

Prerequisites: ELA CST – Proficient / A-B in 8th grade English / Teacher Recommendation
(Satisfies ENGLISH 9 Graduation Requirement)
This course incorporates English 9 curriculum and opportunities for advanced work – suggested for students identified as gifted and/or talented. Students can be accepted based on teacher recommendation, as well.

PACE ADVANCED ENGLISH 9
EPS100-EPS101

Post

(a-g) / Graduation Requirement
10 Credits
Grade Level: 9
Grade Level Restrictions: PACE 9th Grade Only

Prerequisites: Acceptance in to the PACE Program
(Satisfies ENGLISH 9 Graduation Requirements)
This semester-length course is developed for students seeking a challenge in the area of English Language Arts. Materials and assignments are designed to lay the ground work for students who are interested in taking the AP test in their junior or senior year. This course will move at a rapid pace and students will be expected to work at a high level. Regardless of these high expectations, student can expect a fun and enlightening
experience.

ENGLISH 10
EZS301-EZS302

Post

(a-g) / Graduation Requirement
10 Credits
Grade Level: 10
Grade Level Restrictions: 10th, 11th, 12th Grade

Prerequisites: English 9
(Satisfies ENGLISH 10 Graduation Requirements)
This class is designed to address all of the California State Standards for English Language Arts as directed in the SCUSD Standards Map issued in August of 2009, as well as the California Common Core Standards adopted in October of 2010. In addition to covering the standards in conjunction with our textbook, credits will include
autobiographical narrative writing, fictional narratives and short stories, persuasive writing and speaking, indepth analysis of literary works, functional document analysis, grammar and a unit on poetry. Students will be working with progress toward the California Standardized Testing in mind and will complete credits in the Holt
Literature and Language Arts textbook in addition to enrichment activities designed to give depth to their understanding of the material. Sophomore students will spend a considerable amount of time preparing for the California High School Exit Exam administered in March.

ADVANCED ENGLISH 10
EZS201-EZS202

Post

(a-g) / Graduation Requirement
10 Credits
Grade Level: 10
Grade Level Restrictions: 10th, 11th, 12th Grade

Prerequisites: ELA CST – Proficient / A-B in Advanced English 9 / Teacher Recommendation
(Satisfies ENGLISH 10 Graduation Requirements)
This course provides opportunities for creative work in addition to the regular English 10 curriculum of literature and composition. This course is also recommended for students with an “A” in regular English 9.

PACE ADVANCED ENGLISH 10
EPS200-EPS201

Post

(a-g) / Graduation Requirement
10 Credits
Grade Level: 10th
Grade Level Restrictions: PACE 10th Grade Only

Prerequisites: Acceptance in to the PACE Program
(Satisfies ENGLISH 10 Graduation Requirements)
PACE Advanced English 10P is an extensive, two-semester, literature-based course designed to prepare sophomores with reading, writing, speaking and listening skills necessary for success in high school and college. Students will study curriculum focused on mastering the California State Standards for English Language Arts and extend skills developed in earlier grades. In addition, students will learn to write a variety of essays and receive direct instruction in test taking strategies. Vocabulary development and grammar instruction will be integrated into all units. Book Club, mini-research and projects will be assigned. Two field trips and two cultural events are also required along with 30 hours of community service. The curriculum in this class follows the standards and benchmarks outlined by the State of California.

ENGLISH 11
EZS303-EZS304

Post

(a-g) / Graduation Requirement
10 Credits
Grade Level: 11
Grade Level Restrictions: 11th or 12th Grade

Prerequisites: Successful completion of any English 9 and English 10
(Satisfies ENGLISH 11 Graduation Requirements)
Students study twentieth century American literature through writing, reading, speaking, and listening. They increase their skills in comprehension and interpretation of various genres of literature, both of primary and secondary sources, making connections of the literature to the historical events during which or about which the literature is written. They study key American authors, genres, and literary movements and techniques.
Students increase higher-level critical thinking skills.

AP ENGLISH 11 LANGUAGE & COMPOSITION
EZS328-EZS329

Post

(a-g) / Graduation Requirement
10 Credits
Grade Level: 11
Grade Level Restrictions: 11th or 12th grade

Prerequisites: A-B in Advanced English 10 / Teacher Recommendation
(Satisfies ENGLISH 11 Graduation Requirement)
This course emphasizes the study of composition and reading for a variety of purposes. Both the reading and writing concentrate on the interactions among the writer’s purposes, audience expectations, and subjects as well as the way generic conventions and resources of language contribute to the effectiveness in writing. This course is also recommended for students with an “A” in regular English 10.

ENGLISH 12
EZS305-EZS306

Post

(a-g) / Graduation Requirement
10 Credits
Grade Level: 12
Grade Level Restrictions: 12th grade only

Prerequisites: CELDT Intermediate or lower / Teacher Recommendation
(Satisfies ENGLISH 12 Graduation Requirement)
As the last English course students will take in high school, this course is designed to prepare students for the rigorous reading and writing that will be required of them in college and in the workplace. Students will learn a variety of methods and techniques designed to make them more insightful and independent readers and writers. As a class comprised of English Language Learners this course will help students become more
sensitive to language and communication skills with a strong emphasis on speaking, since many of these students are reticent to make mistakes in public speaking. With the course content comprised of many selections from world literature, the units are designed to assist students to understand culture, history and human experience throughout time and place.

AP ENGLISH 12 LITERATURE & COMPOSITION
EZS330-EZS331

Post

(a-g) / Graduation Requirement
10 Credits
Grade Level: 12
Grade Level Restrictions: 12th grade only

Prerequisites: A-B in Advanced English 11 / Teacher Recommendation
(Satisfies ENGLISH 12 Graduation Requirement)
This course is designed to prepare the student to write at the college level and enhance the study skills that make that writing possible. It fulfills the English requirements for graduation in this district and is particularly geared to prepare for the AP Literature and Composition Exam. This course is also recommended for students with an “A” in regular English 11.

EXPOSITORY READING & WRITING
ERW100/ERW101

Post

(a-g) / Graduation Requirement
10 Credits
Grade Level: 12
Grade Level Restrictions: 12th grade only

(Satisfies ENGLISH 12 Graduation Requirement)
Prerequisites: CELDT Intermediate or lower / Teacher Recommendation
The goal of the Expository Reading and Writing Course (ERWC) is to prepare college-bound seniors for the literacy demands of higher education. Through a sequence of eight to ten rigorous instructional modules, students in this yearlong, rhetoric-based course develop advanced proficiency in expository, analytical, and argumentative reading and writing. The cornerstone of the course—the ERWC Assignment Template—presents a scaffold process for helping students read, comprehend, and respond to nonfiction and literary texts. Modules also provide instruction in research methods and documentation conventions. Students will be expected to increase their awareness of the rhetorical strategies employed by authors and to apply those strategies in their own writing. They will read closely to examine the relationship between an author’s argument or theme and his or her audience and purpose; to analyze the impact of structural and rhetorical strategies; and to examine the social, political, and philosophical assumptions that underlie the text. By the end of the course, students will be expected to use this process independently when reading unfamiliar texts and writing in response to them.