ENGLISH LANGUAGE ARTS
English language arts, TK–12, focuses on the processes by which we learn and use language. Students increase their communication abilities through reading, writing, speaking, and listening experiences that are related to and reinforce one another. Instruction respects the home language of students and builds from this base the English language skills needed to communicate effectively.
ENGLISH LANGUAGE ARTS STANDARDS
Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through grade 12. In 2010, California joined a large majority of other states to adopt the same standards for English language arts and mathematics. These standards are called the Common Core State Standards (CCSS). Having the same standards means students experience consistent expectations, even if they change schools or move to a different state. Teachers, parents, and education experts designed the CCSS to prepare students for success in college and the workplace. The San Diego Unified School District began full implementation of the CCSS during the 2014–15 school year which is reflected in the following course descriptions.
The Common Core State Standards for English language arts are available at: www.cde.ca.gov/re/cc/
The state’s recently revised curriculum framework for English language arts and English language development is available at: www.cde.ca.gov/ci/rl/cf/index.asp
CONTENTS
This section is divided into the following subsections: • Elementary courses (grades TK–6), arranged by grade level • Middle-level courses (grades 5–8), arranged alphabetically • Senior High courses (grades 9–12), arranged alphabetically
English Language Arts 2020-2021
Elementary English Language Arts Courses (Grades TK–6) Strands (Themes) Emphasized, All Grades
Grade Level TK–2 3–6 Reading Reading instruction includes: Reading instruction includes: • Reading Standards for Literature (asking and • Reading Standards for Literature (close reading of answering questions, determining central ideas, complex text, determining theme, drawing inferences, story elements, understanding structure of comparing characters and themes across stories, stories, comparing and contrasting ideas across reading a wide variety of grade level appropriate text texts) from various genres) • Reading Standards for Informational Text • Reading Standards for Informational Text (determining main ideas, details, use of text (determining main idea and key details, describing features, structural features of text, comparing relationships between events, using text features and multiple text on same topic, finding evidence) structures, comparing ideas and points of view across • Language/Foundational Skills: word analysis, texts, finding evidence) fluency, and systematic vocabulary development • Language/Foundational skills: word analysis, fluency, (concepts about print, phonemic awareness, and systematic vocabulary development (word decoding and word recognition, vocabulary, and recognition, vocabulary, and concept development) concept development)
Writing Writing instruction includes: Writing instruction includes: • Three types of writing: opinion, • Three types of writing: argument/opinion, informative/explanatory, narrative informative/explanatory, narrative • Revising with suggestions from peers and • Planning, revising, and editing to develop and guidance from adults strengthen writing • Participation in short research projects • Research projects • Written and oral English language conventions • The use of technology for production and publication (sentence structure, capitalization, grammar, • Written and oral English language conventions (i.e., spelling, punctuation, evaluation, and revision) sentence structure, grammar, punctuation, capitalization, and spelling) Listening and Oral language instruction includes strategies for Oral language instruction includes strategies for Speaking comprehending and applying increasingly comprehending, applying, and analyzing increasingly sophisticated and varied forms of spoken language sophisticated and varied forms of spoken language to communicate with a variety of audiences and for (including oral media communication) to communicate a variety of purposes. with a variety of audiences and for a variety of purposes. Benchmark Education Company (Designated ELD) Kindergarten For Spanish language arts for Spanish language The Common Core State Standards (CCSS) have been learners: integrated into the kindergarten curriculum. The Benchmark Adelante Spanish Language CCSS focus on reading literature, reading for Development, Benchmark Education Company information, writing, language, speaking and listening, and foundational skills. Please refer to the California Department of Education’s 2014 English Transitional Kindergarten Language Arts/English Language Development The Common Core State Standards have been Framework. modified for Transitional Kindergarten. These end- of-year expectations are reflected in a district- BASIC INSTRUCTIONAL MATERIALS created curriculum that focuses on reading literature, reading for information, writing, language, For English language arts and English language arts speaking and listening, and foundational skills. for English language learners:
Benchmark Advance English Language Development, Benchmark Education Company BASIC INSTRUCTIONAL MATERIALS (Integrated ELD) For English language arts and English language arts Benchmark English Language Development, for English language learners:
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Benchmark Advance English Language Development, Benchmark Education Company (Designated ELD) Benchmark Education Company For Spanish language arts for Spanish language (Integrated ELD) learners: Benchmark English Language Development, Benchmark Adelante Spanish Language Benchmark Education Company (Designated ELD) Development, Benchmark Education Company For Spanish language arts for Spanish language learners: Grade 3 Benchmark Adelante Spanish Language The Common Core State Standards (CCSS) have been Development, Benchmark Education Company integrated into the grade 3 curriculum. The CCSS focus on reading literature, reading for information, Grade 1 writing, language, speaking and listening, and foundational skills. Please refer to the California The Common Core State Standards (CCSS) have been Department of Education’s 2014 English Language integrated into the grade 1 curriculum. The CCSS Arts/English Language Development Framework. focus on reading literature, reading for information, writing, language, speaking and listening, and BASIC INSTRUCTIONAL MATERIALS foundational skills. Please refer to the California Department of Education’s 2014 English Language For English language arts and English language arts Arts/English Language Development Framework. for English language learners: Benchmark Advance English Language Development, BASIC INSTRUCTIONAL MATERIALS Benchmark Education Company For English language arts and English language arts (Integrated ELD) for English language learners: Benchmark English Language Development, Benchmark Advance English Language Development, Benchmark Education Company (Designated ELD) Benchmark Education Company For Spanish language arts for Spanish language (Integrated ELD) learners: Benchmark English Language Development, Benchmark Adelante Spanish Language Benchmark Education Company (Designated ELD) Development, Benchmark Education Company For Spanish language arts for Spanish language learners: Grade 4 Benchmark Adelante Spanish Language The Common Core State Standards (CCSS) have been Development, Benchmark Education Company integrated into the grade 4 curriculum. The CCSS focus on reading literature, reading for information, Grade 2 writing, language, speaking and listening, and foundational skills. Please refer to the California The Common Core State Standards (CCSS) have been Department of Education’s 2014 English Language integrated into the grade 2 curriculum. The CCSS Arts/English Language Development Framework. focus on reading literature, reading for information, writing, language, speaking and listening, and BASIC INSTRUCTIONAL MATERIALS foundational skills. Please refer to the California Department of Education’s 2014 English Language For English language arts and English language arts Arts/English Language Development Framework. for English language learners: Benchmark Advance English Language Development, BASIC INSTRUCTIONAL MATERIALS Benchmark Education Company For English language arts and English language arts (Integrated ELD) for English language learners: Benchmark English Language Development, Benchmark Advance English Language Development, Benchmark Education Company (Designated ELD) Benchmark Education Company For Spanish language arts for Spanish language (Integrated ELD) learners: Benchmark English Language Development,
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Benchmark Adelante Spanish Language Benchmark Adelante Spanish Language Development, Benchmark Education Company Development, Benchmark Education Company
Grade 5 Grade 6 The Common Core State Standards (CCSS) have been The Common Core State Standards (CCSS) have been integrated into the grade 5 curriculum. The CCSS integrated into the grade 6 curriculum. The CCSS focus on reading literature, reading for information, focus on reading literature, reading for information, writing, language, speaking and listening, and writing, language, speaking and listening, and foundational skills. Please refer to the California foundational skills. Please refer to the California Department of Education’s 2014 English Language Department of Education’s 2014 English Language Arts/English Language Development Framework. Arts/English Language Development Framework.
BASIC INSTRUCTIONAL MATERIALS BASIC INSTRUCTIONAL MATERIALS For English language arts and English language arts For English language arts and English language arts for English language learners: for English language learners: Benchmark Advance English Language Development, Houghton Mifflin Reading: A Legacy of Literacy, Benchmark Education Company Houghton Mifflin, 2003. (Integrated ELD) Benchmark English Language Development, For Spanish language arts for Spanish language Benchmark Education Company (Designated ELD) learners: Houghton Mifflin Lectura, Herencia y Futuro, For Spanish language arts for Spanish language Houghton Mifflin, 2003. learners:
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Middle-level English Courses (Grades 5–8) Sequence of District Wide Courses*
Grade level 5† 6 7 8
* Pilot courses and courses approved by the Board of Education to be offered at specific sites only are also described in this section. Please note that other schools may not offer these courses without prior approval from the Interdivisional Curriculum Committee. † For students in grades 5 at schools that use a secondary-type master schedule. § Student placement into a double-period course based on proficiency is a site-based decision. Multiple measures for sites to use when determining placement include (1) interim assessments, (2) pre- and post-unit writing prompts, (3) SBAC scores, (4) grades, and (5) recommendation.
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The following course descriptions are and will have an opportunity to question and learn arranged alphabetically. from local authors who will visit the classroom. Aesop’s Fables, 100 Years of Poetry for Children, Write Source 2000, and 6+1 Traits of Writing are Bookorama • 1799 among the texts that will be used in this course. Grade level: 5–6 Prerequisites: None BASIC INSTRUCTIONAL MATERIALS Course duration: Two semesters No adopted text. Each school chooses from available materials and resources. COURSE DESCRIPTION Dana Middle School. Other schools may not Creative Writing 6th–8th • 1780 offer this course without prior approval from Grade level: 6–8 the Interdivisional Curriculum Committee. Prerequisites: None Bookorama is taught in addition to, not instead of, a Course duration: Two semesters student’s regular English class. This is an elective course designed for proficient COURSE DESCRIPTION readers who have a passion for literature. Students in this course read both fiction and nonfiction works Approved for CPMA Middle School, Grant K-8, to broaden their reading interests and engage in and San Diego School of Creative and academic discourse. In addition to enhancing Performing Arts. Other schools may not offer students’ reading comprehension, the course this course without prior approval from the increases their critical analysis skills as they question, Interdivisional Curriculum Committee. interpret, and evaluate the ideas of others in the This introductory course in creative writing will class. Special attention is paid to the craft of writing, introduce students to professional models of prose, especially the different techniques and language poetry and drama, along with the general structure, conventions writers use to express their ideas. format and techniques associated with each of these forms of writing. Students will learn vocabulary BASIC INSTRUCTIONAL MATERIALS specific to the subject (e.g., audience, voice, tone), Site-selected materials. and write original pieces that will be reviewed (analyzed and critiqued) in small groups Students will keep a writer’s notebook, and compile a Creative Writing 5th–6th • 1787 representative portfolio of their best work over the Grade level: 5–6 course of the year. Prerequisites: None Course duration: Two semesters BASIC INSTRUCTIONAL MATERIALS No adopted text. Each school chooses from available COURSE DESCRIPTION materials and resources.
Approved for Dana and Middle School and Grant K-8. Other schools may not offer this English 5th/Literacy 5th • 1605 course without prior approval from the Grade level: 5 Interdivisional Curriculum Committee. Prerequisites: None This is an elective course for students who write Course duration: Two-period, two-semester course proficiently and have an interest in creative writing. It is taken in addition to, not instead of, the student’s COURSE DESCRIPTION regular grade-level English course. Students in this English 5th/Literacy 5th is a two-period literacy course will be introduced to various forms of writing, course intended for grade 5 middle school students including memoir, short story, poetry, fables, and who are reading at or above grade-level standards. drama. They will learn about the different This course is designed to provide rigorous, techniques used by writers to convey their ideas, standards-based literacy instruction, using English
6 English Language Arts 2020-2021 content at a range of reading levels. Students engage in standards-based lessons that are scaffolded to meet a range of reading levels. English 6th Advanced • 1013 This course also provides protected time for small English 7th Advanced • 1015 group designated English Language Development English 8th Advanced • 1017 (dELD) instruction for English learners at all Grade level: 6–8 proficiency levels. This small group instruction builds Prerequisites: None. critical language skills into and from the English Course duration: Two semesters. content and is focused on the CA ELD Standards.
COURSE DESCRIPTION BASIC INSTRUCTIONAL MATERIALS Each English Advanced course is a single-period Benchmark Advance English Language Development, literacy course intended for students who are Benchmark Education Company (Integrated ELD) exceeding grade level standards. The course is Benchmark English Language Development, taught at a faster pace than other grade level Benchmark Education Company (Designated ELD) courses and offers a rigorous standards-based curriculum that prepares students for college. Students will read and write both informational and English 6th • 1708 narrative texts and utilize technology as a tool for Grade level: 6 enhancing their reading and writing. Prerequisites: None Course duration: Two semesters English 6th/Literacy 6th • 1550 Grade level: 6 COURSE DESCRIPTION English 6th is a single-period literacy course required Prerequisites: None of all grade 6 middle school students, except those Course duration: Two-period, two-semester course enrolled in double-period course English 6th/Literacy 6th. The course content focuses on teaching the COURSE DESCRIPTION students skills and strategies for independent English 6th/Literacy 6th is a two-period literacy reading and writing of grade-level-appropriate texts. course required of all grade 6 middle school Instruction in each unit of study integrates reading, students, except those enrolled in English 6th. The writing, speaking and listening, and language study. course content focuses on teaching the students Students are provided with multiple opportunities to skills and strategies for independent reading and engage in academic discourse as they question, writing of grade-level-appropriate texts. interpret, extend, and evaluate others’ ideas. The Instruction in each unit of study integrates reading, goal of instruction is to support students in writing, speaking and listening, and language study. becoming independent, strategic, critical readers, Students are provided with multiple opportunities to writers, listeners, and speakers who communicate engage in academic discourse as they question, effectively in various forms, for various purposes, interpret, analyze, extend, and evaluate others’ and for various audiences. Students engage in ideas. The goal of instruction is to support students standards-based lessons that are scaffolded to in becoming independent, strategic, critical readers, support a range of reading/writing levels. writers, listeners, and speakers who communicate This course also provides protected time for small effectively in various forms, for various purposes, group designated English Language Development and for various audiences. Students engage in (dELD) instruction for English learners at all standards-based lessons that are scaffolded to proficiency levels. This small group instruction builds support a range of reading/writing levels. critical language skills into and from the English This course also provides protected time for small content and is focused on the CA ELD Standards. group designated English Language Development (dELD) instruction for English learners at all BASIC INSTRUCTIONAL MATERIALS proficiency levels. This small group instruction builds AMPLIFY ELA 6TH, Amplify Education Inc. critical language skills into and from the English content and is focused on the CA ELD Standards. AMPLIFY ELD 6TH, Amplify Education Inc.
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BASIC INSTRUCTIONAL MATERIALS English 7th/Literacy 7th is a two-period literacy AMPLIFY ELA 6TH, Amplify Education Inc. course intended for grade 7 middle school students reading at or above grade-level standards, as AMPLIFY ELD 6TH, Amplify Education Inc. assessed using multiple measures. The course content focuses on teaching the students skills and English 7th • 1501 strategies for independent reading and writing grade-level-appropriate texts. Grade level: 7 Instruction in each unit of study integrates reading, Prerequisites: None writing, speaking and listening, and language study. Course duration: Two semesters Students are provided with multiple opportunities to engage in academic discourse as they question, COURSE DESCRIPTION interpret, analyze, extend, and evaluate others’ English 7th is a one-period literacy course intended ideas. The goal of instruction is to support students for all grade 7 middle school students, except those in becoming independent, strategic, critical readers, enrolled in double-period course English 7th/Literacy writers, listeners, and speakers who communicate 7th. The course content focuses on teaching the effectively in various forms, for various purposes, students skills and strategies for independent and for various audiences. Students engage in reading and writing of grade-level-appropriate texts. standards-based lessons that are scaffolded to Instruction in each unit of study interrelates reading, support a range of reading/writing levels. writing, oral communication, and language study. Students are provided with multiple opportunities to BASIC INSTRUCTIONAL MATERIALS engage in academic discourse as they question, AMPLIFY ELA 7TH, Amplify Education Inc. interpret, extend, and evaluate ideas. The goal of instruction is to support students in becoming AMPLIFY ELD 7TH, Amplify Education Inc. independent, strategic, critical readers, writers, listeners, and speakers who communicate effectively English 8th • 1520 in various forms, for various purposes, and for various audiences. Students engage in standards- Grade level: 8 based lessons that are scaffolded to support a range Prerequisites: None of reading/writing levels. Course duration: Two semesters This course also provides protected time for small group designated English Language Development COURSE DESCRIPTION (dELD) instruction for English learners at all English 8th is a one-period literacy course intended proficiency levels. This small group instruction builds for all grade 8 middle school students, except those critical language skills into and from the English enrolled in double-period course English 8th/Literacy content and is focused on the CA ELD Standards. 8th. The course content focuses on teaching the students skills and strategies for independent BASIC INSTRUCTIONAL MATERIALS reading and writing of grade-level-appropriate texts. AMPLIFY ELA 7TH, Amplify Education Inc. Instruction in each unit of study integrates reading, writing, speaking and listening, and language study. AMPLIFY ELD 7TH, Amplify Education Inc. Students are provided with multiple opportunities to engage in academic discourse as they question, English 7th/Literacy 7th • 1551 interpret, analyze, extend, and evaluate ideas. The goal of instruction is to support students in Grade level: 7 becoming independent, strategic, critical readers, Prerequisites: None writers, listeners, and speakers who communicate Course duration: Two-period, two-semester course effectively in various forms, for various purposes, Notes: English learners enrolled in this course will and for various audiences. Students engage in receive both integrated and small group designated standards-based lessons that are scaffolded to ELD instruction. support a range of reading/writing levels. This course also provides protected time for small COURSE DESCRIPTION group designated English Language Development (dELD) instruction for English learners at all
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proficiency levels. This small group instruction builds COURSE DESCRIPTION critical language skills into and from the English This single period course addresses the same content and is focused on the CA ELD Standards. standards as Grade 5 elementary course but is offered in a middle school setting. The Common BASIC INSTRUCTIONAL MATERIALS Core State Standards (CCSS) have been integrated AMPLIFY ELA 8TH, Amplify Education Inc. into the grade 5 curriculum. The CCSS focus on reading literature, reading for information, writing, AMPLIFY ELD 8TH, Amplify Education Inc. language, speaking and listening, and foundational skills. Please refer to the California Department of English 8th/Literacy 8th • 1559 Education’s 2014 English Language Arts/English Language Development Framework. Grade level: 8
Prerequisites: None BASIC INSTRUCTIONAL MATERIALS Course duration: Two-period, two-semester course For English language arts and English language arts for English language learners: COURSE DESCRIPTION English 8th/Literacy 8th is a two-period literacy Benchmark Advance English Language Development, course intended for grade 8 middle school students Benchmark Education Company reading at or above grade-level standards, as (Integrated ELD) assessed using multiple measures. The course Benchmark English Language Development, content focuses on teaching the students skills and Benchmark Education Company (Designated ELD) strategies for independent reading and writing as they prepare for the demands of high school. For Spanish language arts for Spanish language Instruction in each unit of study integrates reading, learners: writing, speaking and listening, and language study. Students are provided with multiple opportunities to Benchmark Adelante Spanish Language engage in academic discourse as they question, Development, Benchmark Education Company interpret, analyze, extend, and evaluate others’ ideas. The goal of instruction is to support students in becoming independent, strategic, critical readers, English Language Arts 6th-7th A,B • 4859, writers, listeners, and speakers who communicate effectively in various forms, for various purposes, 4860 and for various audiences. Students engage in Grade level: 6–7 standards-based lessons that are scaffolded to Prerequisites: None support a range of reading/writing levels. Course duration: Two years, two semesters per year This course also provides protected time for small group designated English Language Development COURSE DESCRIPTION (dELD) instruction for English learners at all proficiency levels. This small group instruction builds Pilot course for Grant K-8 School. Other schools critical language skills into and from the English may not offer this course without prior content and is focused on the CA ELD Standards. approval from the Interdivisional Curriculum Committee. BASIC INSTRUCTIONAL MATERIALS In this two-year, multi-age course, students will build AMPLIFY ELA 8TH, Amplify Education Inc. skills in English and language arts. Instead of being AMPLIFY ELD 8TH, Amplify Education Inc. grouped by age and grade, students will be grouped according to their learning styles and needs. During the two years, students will build relationships as English Language Arts 5th • 1598 well as knowledge in order to create strong Grade level: 5 academic and social-emotional skills. Prerequisites: None. Course duration: Two Semesters
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BASIC INSTRUCTIONAL MATERIALS Journalism 5th–8th • 1524 No adopted text. Each school chooses from available Grade level: 5–8 materials and resources. Prerequisites: None
Course duration: One or two semesters; may be English Language Arts FLIM • 1692 repeated for credit Grade level: 6 Prerequisites: None COURSE DESCRIPTION This course introduces the basic techniques and skills Course duration: Two semesters of journalistic writing and prepares students for participation in school publications. COURSE DESCRIPTION
Approved for Language Academy K–8 School. BASIC INSTRUCTIONAL MATERIALS Other schools may not offer this course without Each site selects its own resources from available prior approval from the Interdivisional publications. Curriculum Committee. This course is required for all grade 6 students Literacy Advancement Academy 5th • enrolled in the French language immersion magnet 1835 (FLIM) program at the Language Academy. It is a one-period, balanced literacy course in English Grade level: 5 designed to be taught in conjunction with the one- Prerequisites: Co-requisites: English 5 period French language arts course taught in grade Course duration: 6. The two one-period courses make up the two- hour literacy block common in grade 6. COURSE DESCRIPTION The Literacy Advancement Academy is an extension of the literacy learning that is a part of English, English Language Arts SLIM • 1691 history, and science courses. The purpose of the Grade level: 6 course is to provide opportunity for multiple Prerequisites: None exposure to lessons, increased time on task, and Course duration: Two semesters additional experiences with narrative and expository text accompanied by strategies that will help student COURSE DESCRIPTION meet standards. This two-semester elective course is aligned with the California Common Core Standards Approved for Bell, Knox, Millennial Tech, and supports reading, writing and oral Montgomery, Pershing, Taft, Wilson and Clark communication skills in English, social studies and Middle Schools, the Language Academy, and science. This support course will emphasize reading Longfellow K–8 schools. Other schools may not and writing strategies in both fiction and non-fiction offer this course without prior approval from materials. the Interdivisional Curriculum Committee. BASIC INSTRUCTIONAL MATERIALS This course is required for all grade 6 students enrolled in the Spanish language immersion magnet Houghton Mifflin Reading: A Legacy of Literacy, (SLIM) programs at the approved sites. It is a one- Houghton Mifflin, 2003. period, balanced literacy course in English, designed Porter, et al. The United States: Making a New to be taught in conjunction with the one-period Nation, Harcourt, 2008. Spanish language arts course taught in grade 6. The "Water Planet", FOSS Full Option Science System, two one-period courses make up the two-hour Delta Education, 2009. literacy block common in grade 6. "Mixtures and Solutions", FOSS Full Option Science
System, Delta Education, 2009. BASIC INSTRUCTIONAL MATERIALS "Living Systems", FOSS Full Option Science System, Benchmark Advance. Delta Education, 2009.
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Senior High English Courses (Grades 9–12) Sequence of Districtwide Courses*
Grade Level 9 10 11 12 Single-Period Course English 1,2 (P)† English 3,4 (P)† American Contemporary † Literature 1,2 (P) Voices in Literature 1,2 (P)† World Literature 1,2 (P)† Double Period Course; English 1,2 Block** English 3,4 Block** American Literature 1,2 Block** Single-period Support Course Literacy Literacy Advancement Advancement Academy 1,2 Academy 3,4 Advanced Course English 3,4 American Literature 1,2 Honors (HP)† Advanced (P)† Other English Language Arts English Language and Composition 1,2 AP courses (HP)† English Literature and Composition 1,2 AP (HP)† Writers’ Workshop 1,2 (P)† English Literature 1,2 (P)† Expository Reading and Writing (ERWC) 1,2 (P)† Journalism 1,2 (P)§ Public Speaking 1,2 Public Speaking 3,4 Journalism 3,4 Journalism 5,6 Public Speaking 5,6 (P)§
* Pilot courses and courses approved by the Board of Education to be offered at specific sites only are also described below. Please note that other schools may not offer these courses without prior approval from the Interdivisional Curriculum Committee. † This course is currently accepted by the University of California as meeting its b (English) subject-area requirement. However, each district high school seeking recognition by the university for this course for its students must include the course on its individual UC-approved list. § This course is currently accepted by the UC as meeting its g (college preparatory elective) subject-area requirement. However, each district high school seeking recognition by UC of this course for its students must include the course on its individual UC-approved list. ** This block course combines the content of a college preparatory course with an extra period of literacy instruction. Students who complete this course successfully receive one unit of college preparatory English language arts credit and one unit of elective credit per semester. ¶ The teacher of this course must be specially trained through the County of San Diego. This course has specific requirements; see course description. ‡ Student placement into a double-period course based on proficiency is a site-based decision. Multiple measures for sites to use when determining placement include (1) interim assessments, (2) pre- and post-unit writing prompts, (3) SBAC scores, (4) grades, and (5) recommendation.
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The following course descriptions are English language arts credit (for American Literature 1,2) arranged alphabetically. and one unit of elective credit (for Literacy 5,6) per semester. Thus, students’ schedules will show American Literature 1,2 Block (1615, 1616) while their transcripts American Literature 1,2 (P) • 1583, 1584 will show American Literature 1,2 (P) (1583, 1584) and Grade level: 11 Literacy 5,6 (1548, 1549). Prerequisites: None Course duration: Two semesters COURSE DESCRIPTION American Literature 1,2 Block is a two-period literacy Graduation credit: English Language Arts course intended for grade 11 students reading below or UC subject area satisfied: b - English significantly below grade-level standards, as assessed Notes: Online Course Equivalent: EDG CC ELA 11th 1,2 using multiple measures. This course emphasizes skills (P) 1924, 1925. and strategies for independent reading of, analyzing, and writing about works of American literature, with a focus COURSE DESCRIPTION on how that literature reflects social, political, and moral This course emphasizes skills and strategies for issues in the United States. Instruction in each standards- independent reading of, analyzing, and writing about based unit of study integrates reading, writing, speaking works of American literature, with a focus on how that and listening, and language study. Students are provided literature reflects social, political, and moral issues in the with multiple opportunities to articulate their own ideas United States. Instruction in each standards-based unit of as well as to question, interpret, analyze, extend, and study integrates reading, writing, speaking and listening, evaluate others’ ideas. The goal of instruction is to and language study. Students are provided with multiple support students in becoming independent, strategic, opportunities to articulate their own ideas as well as to critical readers, writers, listeners, and speakers who question, interpret, analyze, extend, and evaluate others’ communicate effectively in various forms, for genuine ideas. The goal of instruction is to support students in purposes, and to authentic audiences. becoming independent, strategic, critical readers, This course also provides protected time for small group writers, listeners, and speakers who communicate designated English Language Development (dELD) effectively in various forms, for genuine purposes, and to instruction for English learners at all proficiency levels. authentic audiences. This small group instruction builds critical language skills This course also provides protected time for small group into and from the English content and is focused on the designated English Language Development (dELD) CA ELD Standards. instruction for English learners at all proficiency levels. This small group instruction builds critical language skills BASIC INSTRUCTIONAL MATERIALS into and from the English content and is focused on the Edgenuity ELA Online Curriculum CA ELD Standards. English 3D, Houghton Mifflin Harcourt (designated ELD)
BASIC INSTRUCTIONAL MATERIALS American Literature 1,2 Honors (HP) • 1589, Edgenuity ELA Online Curriculum 1590 English 3D, Houghton Mifflin Harcourt (designated ELD) Grade level: 11–12 Prerequisites: Recommendation of English teacher American Literature 1,2 Block • 1615, 1616 Course duration: Two semesters English Language Arts; weighted Grade level: 11 Graduation credit: b Prerequisites: None UC subject area satisfied: - English Course duration: Two-period, two-semester course COURSE DESCRIPTION Graduation credit: See note below This course follows the curriculum for American UC subject area satisfied: b - English Literature in greater depth, with more complexity and Notes: This block course combines the content of a novelty, and at an accelerated pace. college preparatory course with an extra period of This course emphasizes skills and strategies for literacy instruction. Students who complete this course independent reading and analysis of, and writing about, successfully receive one unit of college preparatory American literature, with a focus on how that literature reflects social, political, and moral issues in the Unites
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States. Instruction in each standards-based unit of study prepares them to make logical, evidence-based integrates reading, writing, speaking and listening, and decisions. language study. Students are provided with multiple opportunities to articulate their own ideas as well as to In AP Research, students design and conduct a year-long, question, interpret, analyze, extend, and evaluate others’ research-based investigation on a topic, problem, or ideas. The goal of instruction is to support students in issue of individual interest, culminating in a 4,000- to becoming independent, strategic, critical readers, 5,000-word Academic Paper and Oral Presentation and writers, listeners, and speakers who communicate Defense. effectively in various forms, for genuine purposes, and to authentic audiences. BASIC INSTRUCTIONAL MATERIALS All students enrolled in this class take a comprehensive No adopted text. Schools choose from among available written final examination required by the University of resources. California in order to earn weighted credit. The purpose of the final exam is allow students to exhibit depth of knowledge and sustained mastery of the subject AP Seminar 1,2 (HP) • 4720, 4721 material. Grade level: 10–11 This course also provides protected time for small group Prerequisites: None designated English Language Development (dELD) Course duration: Two semesters instruction for English learners at all proficiency levels. This small group instruction builds critical language skills Graduation credit: Elective, weighted into and from the English content and is focused on the UC subject area satisfied: g - College Preparatory CA ELD Standards. Elective
BASIC INSTRUCTIONAL MATERIALS COURSE DESCRIPTION The Language of Literature, American Literature, Approved for Mira Mesa and San Diego California ed., McDougal Littell, 2006. International Studies High Schools. Other schools may not offer this course without prior approval from the Interdivisional Curriculum Committee. AP Research 1,2 (HP) • 4738, 4739 Grade level: 11–12 AP Seminar is the first course in a series of two courses in Prerequisites: AP Seminar 1,2 the AP Capstone diploma program, an innovative College Board program that provides students with an Course duration: Two semesters opportunity to engage in rigorous scholarly practice of Graduation credit: Elective; weighted the core academic skills necessary for successful college UC subject area satisfied: g - College Preparatory completion. AP Capstone is designed to complement and Elective enhance the in-depth, discipline-specific study provided through AP courses. It cultivates curious, independent, COURSE DESCRIPTION and collaborative scholars and prepares them to make Approved for Mira Mesa and San Diego logical, evidence-based decisions. International Studies High Schools. Other schools may not offer this course without prior approval In this first year of the program, students examine in- from the Interdivisional Curriculum Committee. depth two to four real-world issues or topics. They explore these through a cross-curricular lens, consider AP Research is the second and final course in a series of multiple points of view to develop a deep understanding two courses in the AP Capstone diploma program, an of complex issues, and connect these issues to their own innovative College Board program that provides students lives. Students evaluate source information and develop with an opportunity to engage in rigorous scholarly and effectively communicate a logical, fact-based point practice of the core academic skills necessary for of view. successful college completion. AP Capstone is designed to complement and enhance the in-depth, discipline- BASIC INSTRUCTIONAL MATERIALS specific study provided through AP courses. It cultivates No adopted text. Schools choose from among available curious, independent, and collaborative scholars and resources.
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This introductory course in writing is a foundation course Contemporary Voices in Literature 1,2 (P) • for the major in creative writing at the approved school 1612, 1613 site. Students in this course are introduced to the basic Grade level: 11–12 formats and structures of poetry, prose, and drama. They Prerequisites: None examine literary techniques employed by these writing Course duration: Two semesters forms, such as diction, imagery, detail, language, and syntax, and will learn how to use them effectively in their Graduation credit: English Language Arts own writing, Students keep a writer’s notebook and b - English UC subject area satisfied: submit a portfolio of their written work at the end of the year. This course requires a substantial amount of COURSE DESCRIPTION reading, and is designed to be taken in addition to, not In this course students explore issues presented by instead of, the student’s regular English language arts contemporary American and world writers from diverse course. cultural and ethnic backgrounds. Students write for various purposes including informational, argumentative, BASIC INSTRUCTIONAL MATERIALS and research-based essays. Students will read a wide variety of literature, including short stories and novels as No adopted text. Each school chooses from available well as a wide range of informational texts. Students materials and resources. should work collaboratively with their peers discussing their analysis and ideas about texts and current issues. Creative Writing 3,4 (P) • 1783, 1784 Instruction in each standards-based unit of study integrates reading, writing, speaking and listening, and Grade level: 10–12 language study. The goals of instruction are to support Prerequisites: Creative Writing 1,2; concurrent students in becoming independent, strategic, critical enrollment in grade-level English course readers, writers, listeners, and speakers who Course duration: Two semesters communicate effectively in various forms, for genuine Graduation credit: Elective purposes, and for authentic audiences. UC subject area satisfied: g - College Preparatory This course also provides protected time for small group Elective designated English Language Development (dELD) instruction for English learners at all proficiency levels. COURSE DESCRIPTION This small group instruction builds critical language skills into and from the English content and is focused on the Approved for San Diego SCPA High School. Other CA ELD Standards. schools may not offer this course without prior approval from the Interdivisional Curriculum BASIC INSTRUCTIONAL MATERIALS Committee. Edgenuity ELA Online Curriculum This second-year course in creative writing focuses on English 3D, Houghton Mifflin Harcourt (designated ELD) the forms and structures of fiction and nonfiction prose. In the first semester, students explore the characteristic Creative Writing 1,2 • 1797, 1798 elements of fictional prose (e.g., character, narrative voice), and hone their own fiction-writing skills though Grade level: 9–10 intensive practice. In the second semester, students are Prerequisites: Concurrent enrollment in grade-level introduced to the theories that govern nonfiction prose, English course examining the characteristics of rhetoric, voice, thesis Course duration: Two semesters construction and the organization of ideas. Students are Graduation credit: Elective required to keep a writer’s notebook and submit a portfolio of their written work at the end of the year. COURSE DESCRIPTION This course requires a substantial amount of reading and writing, and is designed to be taken in addition to, not Approved for Hoover and San Diego SCPA High instead of, a student’s regular grade-level English course. School. Other schools may not offer this course without prior approval from the Interdivisional Curriculum Committee.
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final in a four-year series, develops students’ BASIC INSTRUCTIONAL MATERIALS understanding of and skills in page layout and design for No adopted text. Each school chooses from available print and electronic publishing. It helps students hone materials and resources. their own writing skills through two in-depth author series, the creation of an anthology of student work, and
editing other student and staff contributions. Creative Writing 5,6 • 1853, 1854 Grade level: 10–12 BASIC INSTRUCTIONAL MATERIALS Prerequisites: Creative Writing 3,4; concurrent No adopted text. Each school chooses from available enrollment in grade-level English course materials and resources. Course duration: Two semesters Graduation credit: Elective English 1,2 (P) • 1540, 1541 Grade level: 9 COURSE DESCRIPTION Prerequisites: None Approved for San Diego SCPA High School. Other Course duration: Two semesters schools may not offer this course without prior Graduation credit: English Language Arts approval from the Interdivisional Curriculum UC subject area satisfied: b - English Committee. Notes: Online Course Equivalent: EDG California ELA 9th This is an intermediate course designed to develop 1,2 (P) 1895, 1896 students’ understanding of and skill in poetry and scriptwriting. Students read, analyze, and critique COURSE DESCRIPTION professional models of poems and film and stage scripts English 1,2 is a one-period, balanced literacy course and the general format, structure, and techniques found required of all grade 9 students, except those enrolled in in these forms of writing. In addition, students produce English 1,2 Block or ELD 5-6. The course content focuses original pieces of poetry and scripts and “workshop” (i.e., on teaching the students skills and strategies for critical, read, analyze, discuss, and critique) students’ work in a independent reading and writing of complex expository group setting. Students build a portfolio of work to and narrative texts. The course utilizes balanced literacy demonstrate their growth and development as writers in instructional approaches. both forms. Instruction in each standards-based unit of study integrates reading, writing, speaking and listening, and BASIC INSTRUCTIONAL MATERIALS language study. Students are provided with multiple No adopted text. Each school chooses from available opportunities to articulate their own ideas as well as to materials and resources. question, interpret, analyze, extend, and evaluate others’ ideas. The goal of instruction is to support students in Creative Writing 7,8 • 1998, 1999 becoming independent, strategic, critical readers, Grade level: 12 writers, listeners, and speakers who communicate Prerequisites: Creative Writing 5,6; concurrent effectively in various forms, for genuine purposes, and to enrollment in grade-level English course authentic audiences. This course also provides protected time for small group Course duration: Two semesters designated English Language Development (dELD) Graduation credit: Elective instruction for English learners at all proficiency levels. This small group instruction builds critical language skills COURSE DESCRIPTION into and from the English content and is focused on the Pilot course for San Diego SCPA High School. Other CA ELD Standards. schools may not offer this course without prior approval from the Interdivisional Curriculum BASIC INSTRUCTIONAL MATERIALS Committee. Open Education Resources: Units for English 1-2 English 3D, Houghton Mifflin Harcourt (designated ELD) This is an advanced-level course designed for creative writing majors in grade 12. This capstone course, the English 1,2 Block • 1552, 1553
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Grade level: 9 UC subject area satisfied: b - English Prerequisites: None Course duration: Two-period, two-semester course COURSE DESCRIPTION English 3,4 is a one-period literacy course required of all Graduation credit: See note below grade 10 students, except those enrolled in English 3,4 UC subject area satisfied: b - English Block or English 3,4 Advanced. The course content Notes: This block course combines the content of English focuses on teaching the students skills and strategies for 1,2 with an extra period of literacy instruction. Students critical, independent reading and writing of increasingly who complete this course successfully receive one unit complex expository and narrative texts. of English language arts credit (for English 1,2) and one Instruction in each standards-based unit of study unit of elective credit (for Literacy 1,2) per semester. interrelates reading, writing, oral communication, and Thus, students’ schedules will show English 1,2 Block language study. Students are provided with multiple (1552, 1553) while their transcripts will show English 1,2 opportunities to articulate their own ideas as well as to (P) (1540, 1541) and Literacy 1,2 (1562, 1563). question, interpret, and evaluate others’ ideas. The goal of instruction is to support students in COURSE DESCRIPTION becoming independent, strategic, critical readers, English 1,2 Block is a two-period literacy course intended writers, listeners, and speakers who communicate for grade 9 students reading below or significantly below effectively in various forms, for genuine purposes, and to grade-level standards, as assessed using multiple authentic audiences. measures. The course content focuses on teaching This course also provides protected time for small group student’s skills and strategies for critical, independent designated English Language Development (dELD) reading and writing of increasingly more complex instruction for English learners at all proficiency levels. expository and narrative texts. This small group instruction builds critical language skills Instruction in each standards-based unit of study into and from the English content and is focused on the integrates reading, writing, speaking and listening, and CA ELD Standards. language study. Students are provided with multiple opportunities to articulate their own ideas as well as to BASIC INSTRUCTIONAL MATERIALS question, interpret, analyze, extend, and evaluate others’ Open Education Resources: Units for English 3-4 ideas. English 3D, Houghton Mifflin Harcourt (designated ELD) The goal of instruction is to support students in becoming independent, strategic, critical readers, writers, listeners, and speakers who communicate English 3,4 Advanced (P) • 1572, 1573 effectively in various forms, for genuine purposes, and to Grade level: 10 authentic audiences. Upper quartile in academic achievement This course also provides protected time for small group Prerequisites: (GPA) or recommendation of teacher designated English Language Development (dELD) instruction for English learners at all proficiency levels. Course duration: Two semesters This small group instruction builds critical language skills Graduation credit: English Language Arts into and from the English content and is focused on the UC subject area satisfied: b - English CA ELD Standards. COURSE DESCRIPTION BASIC INSTRUCTIONAL MATERIALS Instruction in each standards-based unit of study Open Education Resources: Units for English 1-2 integrates reading, writing, speaking and listening, and English 3D, Houghton Mifflin Harcourt (designated ELD) language study. Students are provided with multiple opportunities to articulate their own ideas as well as to
question, interpret, analyze, extend, and evaluate others’ English 3,4 (P) • 1570, 1571 ideas. While similar to English 3,4, this course offers Grade level: 10 greater depth, complexity, novelty, and an accelerated Prerequisites: None pace for students who perform in the upper quartile in academic achievement or who have a teacher Course duration: Two semesters recommendation. The course meets the requirements Graduation credit: English Language Arts for the Diploma with Academic Distinction.
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This course also provides protected time for small group designated English Language Development (dELD) BASIC INSTRUCTIONAL MATERIALS instruction for English learners at all proficiency levels. Open Education Resources: Units for English 3-4 This small group instruction builds critical language skills English 3D, Houghton Mifflin Harcourt (designated ELD) into and from the English content and is focused on the
CA ELD Standards.
BASIC INSTRUCTIONAL MATERIALS English 3,4 Honors (HP) • 1380, 1381 Open Education Resources: Units for English 3-4 Grade level: 10 English 3D, Houghton Mifflin Harcourt (designated ELD) Prerequisites: "A" in English 1,2 or teacher recommendation English 3,4 Block • 1554, 1555 Course duration: Two semesters Grade level: 10 Graduation credit: English Prerequisites: None UC subject area satisfied: b - English Course duration: Two-period, two-semester course COURSE DESCRIPTION Graduation credit: See note below UC subject area satisfied: b - English Approved for Mira Mesa High School. Other schools Notes: This block course combines the content of English may not offer this course without prior approval 3,4 with an extra period of literacy instruction. Students from the Interdivisional Curriculum Committee. who complete this course successfully receive one unit Students will develop an understanding and appreciation of English language arts credit (for English 3,4) and one of literature and will grow in their abilities to respond to unit of elective credit (for Literacy 3,4) per semester. literature based on their own experiences. The writing Thus, students’ schedules will show English 3,4 Block process will be emphasized by the use of essay, research, (1554, 1555) while their transcripts will show English 3,4 and documentation as well as through creative writing. (P) (1570, 1571) and Literacy 3,4 (1564, 1565). Students will proceed and move through all steps in the writing process. The following items will be refined and COURSE DESCRIPTION reinforced in their writing: research, spelling, grammar, English 3,4 Block is a two-period literacy course intended and mechanics. Descriptive, evaluative, persuasive and for grade 10 students reading below or significantly informative essays will be developed by the students, below grade-level standards, as assessed using multiple and creative and analytical thinking will be stressed. measures. The course content focuses on teaching the students skills and strategies for critical, independent BASIC INSTRUCTIONAL MATERIALS reading and writing of increasingly complex expository Prentice Hall Literature: World Masterpieces, Pearson and narrative texts. Prentice Hall, 2009. Instruction in each standards-based unit of study integrates reading, writing, speaking and listening, and language study. Students are provided with multiple English 9th/Literacy 9th Bridging • 1591 opportunities to articulate their own ideas as well as to Grade level: 9 question, interpret, analyze, extend, and evaluate others’ ideas. Prerequisites: None The goal of instruction is to support students in Course duration: Summer session becoming independent, strategic, critical readers, Graduation credit: Elective writers, listeners, and speakers who communicate effectively in various forms, for genuine purposes, and to COURSE DESCRIPTION authentic audiences. This is a two-hour-a-day summer school course designed This course also provides protected time for small group for transitioning eighth-grade students who need designated English Language Development (dELD) additional support and practice in foundational literacy instruction for English learners at all proficiency levels. skills in preparation for taking English 1,2 in high school. This small group instruction builds critical language skills into and from the English content and is focused on the BASIC INSTRUCTIONAL MATERIALS CA ELD Standards.
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No adopted text. Each school chooses from available Approved for San Diego International Studies and materials and resources. Mission Bay High Schools as part of their International Baccalaureate (IB) programs. This course is not available to other schools. English HL1 IB 1,2 (HP) • 1735, 1736 Grade level: 11 This two-semester course forms the second half of a two- year course in written and oral language with literature Prerequisites: None as its focus. It prepares students to take the IB Higher Two semesters Course duration: Level (HL) Language A: Literature exam. Graduation credit: English Language Arts; weighted UC subject area satisfied: b - English The focus of the second year of study is on different Notes: This course fulfills the Group 1 (Language A) literary genres and authors. Students engage in detailed requirement for the International Baccalaureate (IB) analyses of the content and literary techniques of specific Diploma. genres and respond appropriately to texts using the vocabulary of literary criticism. They are increasing able COURSE DESCRIPTION to form independent literary judgments as they gain experience through ongoing oral and written arguments. Approved for Mission Bay and San Diego International Studies High Schools. This course is BASIC INSTRUCTIONAL MATERIALS specific to the schools’ International Baccalaureate Texts for this course are prescribed by the International magnet programs and is not available to other sites. Baccalaureate Organization and site-selected from an This course comprises the first year of a two-year course IBO list of specified works and authors. in written and oral language that has literature as its focus of study. It prepares students for the International Baccalaureate (IB) Higher Level (HL) Language A: English Language and Composition 1,2 AP (HP) Literature exam. • 1655, 1656 Grade level: 11–12 In this first year of study, students concentrate on Prerequisites: None literary works in translation. They consider the role of Course duration: Two semesters culture and context in making sense of a work and through close reading of a variety of texts come to Graduation credit: English Language Arts; weighted understand the extent to which literary works are a UC subject area satisfied: b - English product of time and place. Notes: Online Course Equivalent: EDG AP English Language and Composition 1,2 (4727, 4728) BASIC INSTRUCTIONAL MATERIALS Texts for this course are prescribed by the International COURSE DESCRIPTION Baccalaureate Organization and site-selected from an This Advanced Placement English course is designed to IBO list of specified works and authors. help students become more skilled readers of prose written in a variety of periods, disciplines, and rhetorical
contexts and to become skilled writers who can compose English HL2 IB 1,2 (HP) • 1741, 1742 for a variety of purposes. By their writing and reading in Grade level: 12 this course, students should become aware of the interactions among a writer’s purposes, audience, Prerequisites: English HL1 IB 1,2 expectations, and subjects, as well as the way genre Course duration: Two semesters conventions and the resources of language contribute to Graduation credit: English Language Arts; weighted effective writing. UC subject area satisfied: b - English Notes: This course fulfills the Group 1 (Language A) This course (a) meets the district’s American literature requirement for the International Baccalaureate (IB) graduation requirement, (b) meets the requirements for Diploma. the Diploma with Academic Distinction, and (c) prepares students for the AP Examination in English Language and COURSE DESCRIPTION Composition.
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BASIC INSTRUCTIONAL MATERIALS COURSE DESCRIPTION Readings for Writers, Thomson Learning, 2005. This Advanced Placement English course engages students in the careful reading and critical analysis of Norton Reader, Norton, 2005. imaginative literature. Through the close reading of selected texts, students deepen their understanding of English Literature 1,2 (P) • 1641, 1642 the ways writers use language to provide both meaning and pleasure for their readers. As they read, students Grade level: 12 consider a work’s structure, style, and themes, as well as Prerequisites: None such smaller-scale elements as the use of figurative Course duration: Two semesters language, imagery, symbolism, and tone. Writing Graduation credit: English Language Arts assignments focus on the critical analysis of literature UC subject area satisfied: b - English and include expository, analytical, and argumentative Notes: This course meets the requirements for the essays as well as possible creative writing. Diploma with Academic Distinction. The course prepares students for the Advanced Placement Examination in Literature and Composition. It COURSE DESCRIPTION also meets the requirements for the Diploma with Students will have varied and multiple opportunities to Academic Distinction. read, analyze, discuss, and write about literature This course also provides protected time for small group produced in the British Isles over the last 1,000 years. designated English Language Development (dELD) Instruction in each standards-based unit of study instruction for English learners at all proficiency levels. integrates reading, writing, speaking and listening, and This small group instruction builds critical language skills language study. Students are provided with multiple into and from the English content and is focused on the opportunities to articulate their own ideas as well as to CA ELD Standards. question, interpret, analyze, extend, and evaluate others’ ideas. BASIC INSTRUCTIONAL MATERIALS The goal of instruction is to support students in Literature: Reading Fiction, Poetry, and Drama, 6th ed., becoming independent, strategic, critical readers, Glencoe/McGraw-Hill, 2007. writers, listeners, and speakers who communicate English 3D, Houghton Mifflin Harcourt (designated ELD) effectively in various forms, for genuine purposes, and to authentic audiences. This course also provides protected time for small group English Literature and Composition 1,2 AP designated English Language Development (dELD) (HP) • 1498, 1499 instruction for English learners at all proficiency levels. Grade level: 11 This small group instruction builds critical language skills Prerequisites: None into and from the English content and is focused on the CA ELD Standards. Course duration: Two semesters Graduation credit: English Language Arts; weighted BASIC INSTRUCTIONAL MATERIALS UC subject area satisfied: b - English Edgenuity ELA Online Curriculum Notes: This version of English Literature and Composition English 3D, Houghton Mifflin Harcourt (designated ELD) 1,2 AP emphasizes American literature and may be used to meet the high school graduation requirement in American literature. English Literature and Composition 1,2 AP (HP) • 1653, 1654 COURSE DESCRIPTION Grade level: 11–12 Approved for Henry High School. Other schools may Prerequisites: None not offer this course without prior approval from Course duration: Two semesters the Interdivisional Curriculum Committee. Graduation credit: English Language Arts; weighted Advanced Placement English Literature and Composition UC subject area satisfied: b - English 1,2 is an introductory college literature course. It Notes: Online Course Equivalent: EDG AP English emphasizes the close reading, discussion, and critical Literature and Composition 1,2 (HP) 4734, 4735
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analysis of literature in English, and the cultivation of independently when reading unfamiliar texts and to various forms of written responses to that literature. provide lengthy, independently written responses. Students who earn a grade of C or better in this course The focus of this version of the course is on American and who have an EAP status of “conditionally ready” will literature, with attention also given to the styles, periods, be considered remediated and will no longer need to and cultures that have been particularly influential to take the CSU English placement test (EPT) or remedial American authors, especially those from the European English courses once enrolled in the CSU system. canon. This course also provides protected time for small group designated English Language Development (dELD) The course follows the curriculum outlined in the AP instruction for English learners at all proficiency levels. English Literature and Composition course description This small group instruction builds critical language skills with the goal of preparing students for the corresponding into and from the English content and is focused on the AP exam. More important, the course is designed to help CA ELD Standards. students deepen their understanding and appreciation of literature, both as an art form and as a mirror that BASIC INSTRUCTIONAL MATERIALS reflects our greater cultural values. Teachers are provided with instructional materials for this course during their mandatory training. BASIC INSTRUCTIONAL MATERIALS
Literature: Reading Fiction, Poetry, and Drama, 6th ed., Glencoe/McGraw-Hill, 2007. Identity and Relationships 1,2 • 1371, 1372 Grade level: 9 Prerequisites: None Expository Reading and Writing (ERWC) 1,2 (P) Course duration: Two semesters • 1698, 1699 Graduation credit: English Grade level: 12 UC subject area satisfied: b - English Prerequisites: Score of EAP Achievement Level 3 Notes: This course meets the Ethnic Studies graduation (Standard Met) on the English portion of the grade 11 requirement. Smarter Balanced Assessment (SBA) test.
Course duration: Two semesters COURSE DESCRIPTION Graduation credit: English Language Arts Pilot course for La Jolla, Hoover, Mira Mesa, Mission UC subject area satisfied: b - English Bay, Point Loma, University City, Kearny BST, Patrick ERWC has been developed by the California State Notes: Henry, and Lincoln High Schools. Other schools may University and requires teachers to be specially trained not offer this course without prior approval from and certified through the County of San Diego. the Interdivisional Curriculum Committee.
COURSE DESCRIPTION The 9th Grade English Guaranteed and Viable This course is for college-bound seniors with an EAP Curriculum, based on the theme of Identity & status of “conditionally ready” based on the results of Relationships, allows students to explore their own their grade 11 SBA tests in English. identity as well as the different identities of those around The goal of the CSU Expository Reading and Writing them in their diverse communities. They will also (ERWC) course is to prepare college-bound students for critically examine systems of power that affect the literacy demands of higher education. Students are themselves and their communities. They do this while expected to increase their awareness of rhetorical working towards mastery of the CA Common Core strategies employed by authors and to apply those Standards. Every unit culminates with an opportunity for strategies in their own writing. They will read closely to students to reflect on and then share their learning. This examine the relationship between an author’s argument was designed to meet the needs of ALL students --- so or theme and his or her audience and purpose, to that students get WHAT they need, WHEN they need it, analyze the impact of structural and rhetorical strategies, in the WAY that they need it. and to examine the social, political, and philosophical This course also provides protected time for small group assumptions that underlie the text. By the end of the designated English Language Development (dELD) course, students will be expected to use this process instruction for English learners at all proficiency levels.
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This small group instruction builds critical language skills Course duration: Two semesters into and from the English content and is focused on the Graduation credit: Elective CA ELD Standards. COURSE DESCRIPTION BASIC INSTRUCTIONAL MATERIALS Students in Journalism 7,8 have already taken the Open Education Resources: Units for English 1-2 beginning writing course (Journalism 1,2) and have English 3D, Houghton Mifflin Harcourt (designated ELD) continued as a Staff Writer, Photo Editor, Copy Editor, Business Manager, Social Media Editor, Photographer, Journalism 1,2 (P) • 1960, 1961 Photo Editor, Photographer or Page Editor through Grade level: 9–12 Journalism 3,4 and 5,6 and desire to continue with the Prerequisites: None course for a fourth year. Course duration: Two semesters The students who take Journalism 7,8 are typically in Graduation credit: Elective leadership positions, such as Editors-in-Chief or Page Editors. Many of them desire to have future careers in UC subject area satisfied: g - College Preparatory Journalism, Broadcast Journalism or Communications. Elective
COURSE DESCRIPTION Literacy Advancement Academy 1,2 • 1682, This course introduces students to the basic techniques and skills of journalistic writing and prepares them to 1683 contribute to school publications. Students also explore Grade level: 9 the meaning of freedom of the press and how other Prerequisites: None freedoms depend on an informed citizenry. Course duration: One or two semesters Graduation credit: Elective BASIC INSTRUCTIONAL MATERIALS Journalism Matters, Glencoe/McGraw-Hill, 2001. COURSE DESCRIPTION Literacy Advancement Academy 1,2 is a one- or two- semester elective support course for students who are Journalism 3,4 • 1962, 1963 performing below or significantly below grade level in Grade level: 10–12 their regular ninth-grade English courses, as determined Prerequisites: Journalism 1,2 by multiple measures, including standardized and Course duration: Two semesters classroom-imbedded assessments and teacher and principal recommendations. It is taught in addition to, Graduation credit: Elective not instead of, a student’s regular English course.
COURSE DESCRIPTION This course is intended to help students achieve grade- This course is intended to sharpen the skills introduced in level English language arts standards by providing them Journalism 1,2 and provide experience with a high with additional opportunities to learn reading and writing degree of realism and application to college or career strategies and to apply those strategies in a variety of journalism. The students function as a staff, producing authentic ways. the official school newspaper. Students not involved in the daily production of the paper work on longer-term The instruction in this course supports the standards- journalism projects. Production assignments are flexible based units of study the students complete in their in order to provide students with a range of appropriate English 1,2 course. The course approaches reading and experiences. writing as processes. Students receive explicit instruction
on how texts work, and they analyze a variety of types of BASIC INSTRUCTIONAL MATERIALS texts. Students also develop their abilities to write, Journalism Matters, Glencoe/McGraw-Hill, 2001. revise, and publish narrative, argumentative, and informational texts. Journalism 7,8 • 2567, 2568 BASIC INSTRUCTIONAL MATERIALS Grade level: 12 Literature, Grade 9, McDougal Littell, 2009. Prerequisites: Journalism 5,6
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and deliver speeches for a variety of purposes, both informal and formal, to varied audiences. The course Literacy Advancement Academy 3,4 • 1684, emphasizes the effective delivery of a variety of speeches 1685 including speeches to inform, persuade, entertain, and Grade level: 10 communicate. Prerequisites: None Course duration: One or two semesters BASIC INSTRUCTIONAL MATERIALS Graduation credit: Elective Franklin and Clark, Essentials of Speech Communication, McDougal Littell, 2001. COURSE DESCRIPTION Phillips, Basic Debate, 4th ed., Glencoe, 2001. Literacy Advancement Academy 3,4 is a one- or two- Timm, The Basics: Speech Communication, Southwestern semester course offering extra support for students who Educational Publishing, 2000. are below or significantly below grade level in their regular grade 10 English courses, as determined by multiple measures, including standardized and Public Speaking 3,4 • 1417, 1418 classroom-imbedded assessments and teacher and Grade level: 10–12 principal recommendations. It is taught in addition to, Prerequisites: Public Speaking 1,2 not instead of, a student’s regular English course. Course duration: Two semesters This course is intended to help students achieve grade- Graduation credit: Elective level English language arts standards by providing them with additional opportunities to learn reading and writing COURSE DESCRIPTION strategies and to apply those strategies in a variety of This course is directed primarily toward platform authentic ways. speaking. Laboratory experiences are provided through speech and debate competitions. Emphasis is on The instruction in this course supports the standards- composition and delivery of effective speeches, based units of study the students complete in their understanding of historical and social functions of English 3,4 course. The course further reinforces and speech, and development of thinking and listening skills develops students’ abilities to comprehend with for critical analysis. increased sophistication a variety of texts. It also provides explicit instruction in strategies for success in BASIC INSTRUCTIONAL MATERIALS high school content-area reading and writing. Students Franklin and Clark, Essentials of Speech Communication, analyze increasingly complex literature and informational McDougal Littell, 2001. texts, with and increasing rate of independence. They Phillips, Basic Debate, 4th ed., Glencoe, 2001. also further develop their abilities to write (and revise Timm, The Basics: Speech Communication, Southwestern and publish) in a variety of genres. Educational Publishing, 2000.
BASIC INSTRUCTIONAL MATERIALS Literature, Grade 10, McDougal Littell, 2009. Public Speaking 5,6 (P) • 1419, 1420 Bridges to Literature, Levels 1–3, McDougal Littell, 2002. Grade level: 11–12 Prerequisites: Public Speaking 3,4 Public Speaking 1,2 • 1415, 1416 Course duration: Two semesters Graduation credit: Elective Grade level: 9–12 UC subject area satisfied: g - College Preparatory Prerequisites: None Elective Course duration: Two semesters Graduation credit: Elective COURSE DESCRIPTION This course concentrates on rhetorical theory and COURSE DESCRIPTION criticism and the significance of public speaking, with This course in speaking and listening integrates reading, emphasis on rhetorical speech, legislative debate, writing, listening, and speaking. Students research, write, didactic, and implicative methods of presentation,
22 English Language Arts 2020-2021 criticism, research paper presentation, and business and No primary textbook will be used as the course draws professional speeches. upon multiple texts. Instead, there will be a course reader compiled from multiple resources with a few BASIC INSTRUCTIONAL MATERIALS longer works (e.g. scripts, novels). Franklin and Clark, Essentials of Speech Communication, McDougal, Littell, 2001. The Writer as Storyteller: English 10 (HP) 1,2 • Basic Debate Phillips, , 4th ed., Glencoe, 2001. 1383, 1384 Timm, The Basics: Speech Communication, South- Grade level: 10–12 Western, 2000. Prerequisites: None
Course duration: Two semesters The Writer as Artist: English 9 1,2 • 1393, 1394 Graduation credit: English Grade level: 9 UC subject area satisfied: b - English Prerequisites: None Course duration: Two semesters COURSE DESCRIPTION Graduation credit: English Pilot course for San Diego International Studies High UC subject area satisfied: b - English School. Other schools may not offer this course without prior approval from the Interdivisional COURSE DESCRIPTION Curriculum Committee. Pilot course for San Diego SCPA High School. Other The Writer as Storyteller expands student understanding schools may not offer this course without prior of the art and profession of storytelling and how writers approval from the Interdivisional Curriculum adhere to and break rules of storytelling to engage Committee. readers and viewers. In studying storytelling, students will examine and apply the foundations of storytelling as The purpose of The Writer as Artist is to introduce well as how writers in the profession will research and students to the idea that writing is a profession and art develop ideas to make story ideas credible and and not just an academic study. In studying this art, believable. To achieve this, The Writer as Storyteller students will be given foundational understanding of the presents students with a variety of forms of writing (e.g. role of the writer in society as well as the rhetorical and screenplay, dramatic script, short story, novel, poetry, literary techniques writers use to develop their art as memoir, and historical and informational texts), refined well as language of the writing profession. To achieve literary vocabulary of storytelling (e.g. character this, The Writer as Artist presents students with a variety archetypes, Hero’s journey), professional expectations of of forms of writing (e.g. screenplay, dramatic script, short format and genre (e.g. formatting a script or story, novel, poetry, and nonfiction), language of writing expectations of the mystery genre), and introduce (e.g. genre, rhetorical and literary devices), marketing students to professional writers and published authors. tools (e.g. pitches) writers use to sell their ideas and In addition to the typical academic study of writing, works, and introduces students to professional writers through analytical/expository and argumentative and published authors. In addition to the typical speaking and writing, students will also become writers academic study of writing, through analytical/expository themselves and research and write in various forms to and argumentative speaking and writing, students will develop their unique story ideas. By the end of this also become writers themselves and write in various course, students will have written over ten compositions, forms to develop their unique voice and style. By the end most of them multi-paragraph compositions, in a variety of this course, students will have written over ten of modes: narrative, expository, argument, analysis, and compositions, most of them multi-paragraph verse. compositions, in a variety of modes: narrative, expository, persuasion, analysis, and verse. In addition, BASIC INSTRUCTIONAL MATERIALS they will be compiling a writing portfolio and reflecting on their strengths and weaknesses as well as their Course draws upon multiple texts and a course reader development as a writer and artist. compiled from multiple resources available through Open Educational Resources BASIC INSTRUCTIONAL MATERIALS
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speaking, and listening. Students collect their work and World Literature 1,2 (P) • 1705, 1706 reflections in portfolios. Grade level: 11–12 Prerequisites: None BASIC INSTRUCTIONAL MATERIALS Course duration: Two semesters Choice of one title: Graduation credit: English Language Arts Writer’s INC., Great Source, 2001. b UC subject area satisfied: - English —or— Wyrick, Steps to Writing Well, with Additional Readings, COURSE DESCRIPTION This course presents literature selections drawn from all Thomson Learning, 2002. genres, ranging from early world literature to contemporary works by writers from diverse cultural and Writers’ Workshop 3,4 • 1747, 1748 ethnic backgrounds. Students reflect in writing on what they have read; they also write for other purposes and Grade level: 11–12 various audiences. Working independently or in groups, Prerequisites: Concurrent enrollment in Writers’ students refine their use of language and understand the Workshop 1,2. effects that changes in technology have made on the Course duration: Two semesters uses of language. The standards-based units of study Graduation credit: Elective integrate all aspects of literacy: reading, writing, speaking, and listening. COURSE DESCRIPTION This course also provides protected time for small group designated English Language Development (dELD) Approved for University City High School and the instruction for English learners at all proficiency levels. schools of the Kearny Educational Complex. Other This small group instruction builds critical language skills schools may not offer this course without prior into and from the English content and is focused on the approval from the Interdivisional Curriculum CA ELD Standards. Committee. This enrichment course is taught in addition to, not BASIC INSTRUCTIONAL MATERIALS instead of, a student’s regular grade-level English course. The Language of Literature: World Literature, CA ed., It is offered concurrently with Writers’ Workshop 1,2 and McDougal Littell, 2006. expands on concepts taught in that course. The course provides students with additional practice and instruction in various forms of writing, including fiction Writers’ Workshop 1,2 (P) • 1745, 1746 and nonfiction. The purpose of the course is to raise Grade level: 11–12 students’ levels of critical thinking while introducing Prerequisites: None them to more complex writing techniques. Course duration: Two semesters Graduation credit: English Language Arts BASIC INSTRUCTIONAL MATERIALS UC subject area satisfied: b - English The same single text chosen for Writers Workshop 1,2.
COURSE DESCRIPTION This course provides students with both instruction and practice in writing for different audiences and purposes. Pieces by professional writers prompt discussion and serve as models for further writing.
Working independently and in groups, students refine their use of language. Students also learn to interpret and evaluate writing in the media as well as information conveyed by graphics. The standards-based units of study integrate all aspects of literacy: reading, writing,
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