English

English 3 [Honors] (1st semester)

$250.00
Rated 0 out of 5
Course Description Students will discover different genres of literature, including poetry, short stories, plays, novels, and essays, throughout their coursework in English 3 [Honors]. By engaging with the literature, students will learn more about how to analyze and evaluate literary devices, style, and structure. Throughout the course, students will demonstrate their learning by writing about the texts they read. They will also practice a variety of skills, including writing research, analytic, persuasive, and narrative essays, and leading a group discussion. Course Breakdown "If" by Rudyard Kipling "Ode to the West Wind" by Percy Bysshe Shelley "We Grow Accustomed to the Dark" by Emily Dickinson "Mending Wall" by Robert Frost "I Know Why the Caged Bird Sings" by Maya Angelou "Ode: Imitations of Immortality" by William Wordsworth "Songs of Innocence" by William Blake "Songs of Experience" by William Blake "She Tells Her Love while Half Asleep" by Robert Graves "Chicago" by Carl Sandburg "Mirror" by Sylvia Plath "Any Human to Another" by Countee Cullen "Patterns" by Amy Lowell "Demeter's Prayer to Hades" by Rita Dove "The Raven" by Edgar Allan Poe "The Bells" by Edgar Allan Poe "Jazz Fantasia" by Carl Sandburg "The Weary Blues" by Langston Hughes "Man Listening to Disc" by Billy Collins "A Conversation with Jeanne" by Czesław Miłosz Various sonnets by William Shakespeare "Sestina" by Elizabeth Bishop "Annabel Lee" by Edgar Allan Poe "Out, Out" by Robert Frost A Doll's House by Henrik Ibsen "The Red Wheelbarrow" by William Carlos Williams "Song of Myself" by Walt Whitman "Because I Could Not Stop for Death" by Emily Dickinson "I Heard a Fly Buzz When I Died" by Emily Dickinson "Stopping by Woods on a Snowy Evening" by Robert Frost "A Supermarket in California" by Allen Ginsberg "The Fall of the House of Usher" by Edgar Allan Poe "An Occurrence at Owl Creek Bridge" by Ambrose Bierce The Adventures of Huckleberry Finn by Mark Twain The Importance of Being Earnest by Oscar Wilde Course Goals Write a story about a significant moment in your life. Read and analyze poetry. Write and recite original poetry that utilizes elements of structure and style. Lead a group discussion on a controversial issue that may impact you both in school and in your daily life. Read and analyze The Adventures of Huckleberry Finn. Write an analytical essay on The Adventures of Huckleberry Finn.

English 3 [Honors] (2nd semester)

$250.00
Rated 0 out of 5
Course Description Students will discover different genres of literature, including poetry, short stories, plays, novels, and essays, throughout their coursework in English 3 [Honors]. By engaging with the literature, students will learn more about how to analyze and evaluate literary devices, style, and structure. Throughout the course, students will demonstrate their learning by writing about the texts they read. They will also practice a variety of skills, including writing research, analytic, persuasive, and narrative essays, and leading a group discussion. Course Breakdown "Mrs. Packletide's Tiger" by Saki "To Build a Fire" by Jack London "A Mystery of Heroism" by Stephen Crane "A White Heron" by Sarah Orne Jewett "Winter Dreams" by F. Scott Fitzgerald "The Gift of the Magi" by O. Henry "After Twenty Years" by O. Henry "The Third Ingredient" by O. Henry "The Minister's Black Veil" by Nathaniel Hawthorne "Dr. Heidegger's Experiment" by Nathaniel Hawthorne "The Open Boat" by Stephen Crane "The Celebrated Jumping Frog of Calaveras County" by Mark Twain "A Rose for Emily" by William Faulkner "I Stand Here Ironing" by Tillie Olsen "The Brave Little Tailor" by Jacob and Wilhelm Grimm "The Legend of Sleepy Hollow" by Washington Irving "The Devil and Tom Walker" by Washington Irving "The Gettysburg Address" by Abraham Lincoln My Bondage and My Freedom by Frederick Douglass "Civil Disobedience" by Henry David Thoreau "Little Things Are Big" by Jesús Colón The Great Gatsby by F. Scott Fitzgerald A Raisin in the Sun by Lorraine Hansberry "Women" by Alice Walker Course Goals Research a historical topic by finding a variety of credible resources. Write a research paper on a historical topic. Read and analyze short stories. Write an original short story that utilizes irony. Analyze elements of works of rhetoric. Write a persuasive essay that encourages your audience to take action to fix a problem in your community. Read and analyze The Great Gatsby. Create and deliver a presentation on themes in The Great Gatsby.

English 3 [Project Based] (1st semseter)

$250.00
Rated 0 out of 5

Course Description

English 3 gives students the opportunity to explore the American identity by reading American texts that span the period from the late eighteenth century through the late twentieth century. During this journey through American literature, students will examine a variety of texts, including documents, speeches, poems, short stories, and novels. As they read these texts, students learn about the themes, characteristics, and concepts that delineate the American identity and examine how literature both reflects and defines these ideas. This work culminates in a project in which students research the American literary canon throughout history and then choose a modern text that they believe should be part of the literary canon. By the end of the course, students should be able to describe the defining characteristics of American literature and explain how those characteristics have evolved over time.

Course Breakdown

  • "Winter Dreams" by F. Scott Fitzgerald
  • "Man Listening to Disc" by Billy Collins
  • "The Gift of the Magi" by O. Henry
  • "After Twenty Years" by O. Henry
  • "The Devil and Tom Walker" by Washington Irving
  • "Women" by Alice Walker
  • "The Third Ingredient" by O. Henry
  • "The Open Boat" by Stephen Crane
  • "I Know Why the Caged Bird Sings" by Maya Angelou
  • "The Minister's Black Veil" by Nathaniel Hawthorne
  • My Bondage and My Freedom by Frederick Douglass
  • "Mending Wall" by Robert Frost
  • "The Cask of Amontillado" by Edgar Allan Poe
  • "Dr. Heidegger's Experiment" by Nathaniel Hawthorne
  • "To Build a Fire" by Jack London
  • "A Mystery of Heroism" by Stephen Crane
  • "The Celebrated Jumping Frog of Calaveras County" by Mark Twain
  • "A Rose for Emily" by William Faulkner Frankenstein by Mary Shelley
  • "Great Serpent and the Great Flood" by an anonymous author
  • "Wenebojo and the Wolves" by an anonymous author
  • "Creation of the World" by an anonymous author
  • "Why the Cheetah's Cheeks are Stained" by an anonymous author
  • "The Birth of Hawaii" by an anonymous author
  • "Chinese Creation Myths" by an anonymous author
  • "Where Stories Come From" by an anonymous author

Course Goals

  1. Write a story about a significant moment in your life.
  2. Read and analyze short stories.
  3. Analyze the use of literary devices in various readings.
  4. Take a photograph and write a reflection on the meaning of life based on videos, speeches, and a student-conducted interview. Write a descriptive essay using sensory and figurative language.
  5. Read and analyze Frankenstein.
  6. Read and analyze creation myths and their impact on world cultures.
  7. Create an origin story with an accompanying illustration.

English 3 [Project Based] (2nd semester)

$250.00
Rated 0 out of 5

Course Description

English 3 gives students the opportunity to explore the American identity by reading American texts that span the period from the late eighteenth century through the late twentieth century. During this journey through American literature, students will examine a variety of texts, including documents, speeches, poems, short stories, and novels. As they read these texts, students learn about the themes, characteristics, and concepts that delineate the American identity and examine how literature both reflects and defines these ideas. This work culminates in a project in which students research the American literary canon throughout history and then choose a modern text that they believe should be part of the literary canon. By the end of the course, students should be able to describe the defining characteristics of American literature and explain how those characteristics have evolved over time.

Course Breakdown

  • The Great Gatsby by F. Scott Fitzgerald
  • "Sestina" by Elizabeth Bishop
  • "The Sculptor's Funeral" by Tillie Olsen
  • "A White Heron" by Sarah Orne Jewett
  • "The Story of an Hour" by Kate Chopin
  • "The Fall of the House of Usher" by Edgar Allan Poe "Chicago" by Carl Sandburg
  • "Mirror" by Sylvia Plath
  • "Demeter's Prayer to Hades" by Rita Dove
  • "The Raven" by Edgar Allan Poe
  • "The Bells" by Edgar Allan Poe
  • "Jazz Fantasia" by Carl Sandburg
  • "The Weary Blues" by Langston Hughes
  • "The Red Wheelbarrow" by William Carlos Williams
  • "Song of Myself" by Walt Whitman
  • "I Heard a Fly Buzz When I Died" by Emily Dickinson
  • "Because I Could Not Stop for Death" by Emily Dickinson
  • "The Death of the Hired Man" by Robert Frost
  • "Richard Cory" by Edwin Arlington Robinson
  • "Annabel Lee" by Edgar Allan Poe
  • "Out, Out" by Robert Frost
  • "Dover Beach" by Matthew Arnold
  • Sonnet 18 by William Shakespeare
  • Sonnet 130 by William Shakespeare
  • Sonnet 06 by William Shakespeare
  • Sonnet 02 by William Shakespeare
  • Sonnet 141 by William Shakespeare
  • Sonnet 97 by William Shakespeare
  • "A Conversation with Jeanne" by Czeslaw Milosz
  • Songs of Innocence by William Blake
  • Songs of Experience by William Blake
  • "Daybreak" by Stephen Spender
  • "The Gettysburg Address" by Abraham Lincoln
  • Second Inaugural Address by Abraham Lincoln
  • "The Legend of Sleepy Hollow" by Washington Irving
  • "Civil Disobedience" by Henry David Thoreau
  • "Little Things Are Big" by Jesús Colón
  • "The Brave Little Tailor" by the Brothers Grimm
  • A Doll's House by Henrik Ibsen

Course Goals

  1. Write a research paper on a historical topic.
  2. Read and analyze The Great Gatsby.
  3. Create and deliver a podcast on the American Dream and its cultural impact.
  4. Read poems and examine their form and use of literary devices.
  5. Write a poetry analysis that examines an author's use of literary devices.
  6. Read and analyze A Doll's House.
  7. Create an original script on gender equality with effective historical characters, a clear setting, and strong dialogue.

English 4 [Competency Based] (1st Semester)

$250.00
Rated 0 out of 5
Course Description In English 4, students look critically at the world around them by reading a range of texts that explore past and present social, political, and cultural issues. As they read, students are challenged to analyze how central ideas and themes are crafted and presented, assess the author’s purpose for writing, and consider how to break down and evaluate information in a thoughtful manner. Throughout this course, students will think about how people see the world from different perspectives while also considering the common themes, hardships, and triumphs that unite humanity. Course Breakdown "American History" by Judith Ortiz Cofer "Once Upon a Time" by Nadine Gordimer "Sweat" by Zora Neale Hurston "The Garden of Forking Paths" by Jorge Luis Borges "The Yellow Wallpaper" by Charlotte Perkins Gilman "Dreams of a City on a Hill" by John Winthrop The Crucible by Arthur Miller "Declaration of Conscience" by Margaret Chase Smith Frankenstein by Mary Shelley "U.N. Water Protector Speech" by Autumn Peltier "Speech at the Youth Takeover of the United Nations" by Malala Yousafzai "Persistent Experimentation" by Kelvin Doe "Speech at the U.N. Climate Action Summit" by Greta Thunberg Statement to Congress by Joshua Wong Course Goals Read and analyze short stories, with a focus on examining character, setting, symbolism, and theme. Write a literary analysis of a short story. Read The Crucible and examine how Miller develops themes about fear, corruption, and standing up to injustice. Explain how Miller used The Crucible as a metaphor for the McCarthy hearings. Write a scene in which you dramatize a real instance of injustice in society. Choose, research, and write an expository essay on a career you may be interested in pursuing. Read Frankenstein and evaluate Shelley's development of setting, characterization, and style. Watch and evaluate speeches by different youth activists from around the world. Write and deliver a persuasive speech.

English 4 [Competency Based] (2nd Semester)

$250.00
Rated 0 out of 5
Course Description In English 4, students look critically at the world around them by reading a range of texts that explore past and present social, political, and cultural issues. As they read, students are challenged to analyze how central ideas and themes are crafted and presented, assess the author’s purpose for writing, and consider how to break down and evaluate information in a thoughtful manner. Throughout this course, students will think about how people see the world from different perspectives while also considering the common themes, hardships, and triumphs that unite humanity. Course Breakdown "How Social Media Has Changed How We Consume the News" by Nicole Martin "Is College Even Worth It? Is This Even the Right Question?" by Josipa Roksa and Richard Arum "The Importance of a College Education" by Mark Heckler "The Patriot Act: Protection Over Privacy" by Mike Kubic "The Patriot Act Must Go: It Assaults Our Freedoms, Doesn't Keep Us Safe" by Andrew Napolitano "Jailing Kids? We Can Do Better" by the ACLU of Washington "Adult Punishments for Juveniles" by Charles Stimson "Let Nature Heal Climate and Biodiversity Crises, Say Campaigners" by Damian Carrington "Maybe We're Not Doomed After All" by Jon Gertner Hamlet by William Shakespeare Animal Farm by George Orwell "On the Seashore" by Rabindranath Tagore "Playthings" by Rabindranath Tagore "Ode: Intimations of Immortality" by William Wordsworth "Changgan Memories" by Li Po "The Latin Deli: An Ars Poetica" by Judith Ortiz Cofer "I Am Offering This Poem" by Jimmy Santiago Baca "How Do I Love Thee? Let Me Count the Ways" by Elizabeth Barrett Browning "If You Forget Me" by Pablo Neruda "Poetry" by Pablo Neruda "Romance Sonámbulo" by Federico García Lorca Course Goals Lead a group discussion on how people consume and perceive the news. Read pairs of articles that take different perspectives on the same topic, then analyze how the authors of these articles convey their purpose and introduce, relate, and develop their central ideas. Read Hamlet and explore how Shakespeare develops the plot and characters through dramatic elements. Examine the elements of a Shakespearean tragedy and consider how they are applied in Hamlet. Present an analysis of two interpretations of Hamlet by comparing and contrasting the interpretations with the original text. Read Animal Farm and examine its allegorical elements and central ideas. Evaluate how a real-life politician uses propaganda, and create and deliver a presentation on your findings. Read a selection of poems from around the world in order to compare and contrast the development of universal themes in poetry. Examine how poets use figurative language to develop their themes.

English 4 [Credit Recovery]

$250.00
Rated 0 out of 5
Course Description In English 4, students look critically at the world around them by reading a range of texts that explore past and present social, political, and cultural issues. As they read, students are challenged to analyze how central ideas and themes are crafted and presented, assess the author’s purpose for writing, and consider how to break down and evaluate information in a thoughtful manner. Throughout this course, students will think about how people see the world from different perspectives while also considering the common themes, hardships, and triumphs that unite humanity. Course Breakdown "American History" by Judith Ortiz Cofer "Once Upon a Time" by Nadine Gordimer "Sweat" by Zora Neale Hurston "The Garden of Forking Paths" by Jorge Luis Borges "The Yellow Wallpaper" by Charlotte Perkins Gilman "Dreams of a City on a Hill" by John Winthrop The Crucible by Arthur Miller "Declaration of Conscience" by Margaret Chase Smith "How Social Media Has Changed How We Consume the News" by Nicole Martin "Is College Even Worth It? Is This Even the Right Question?" by Josipa Roksa and Richard Arum "The Importance of a College Education" by Mark Heckler "The Patriot Act: Protection Over Privacy" by Mike Kubic "The Patriot Act Must Go: It Assaults Our Freedoms, Doesn't Keep Us Safe" by Andrew Napolitano "Jailing Kids? We Can Do Better" by the ACLU of Washington "Adult Punishments for Juveniles" by Charles Stimson "Let Nature Heal Climate and Biodiversity Crises, Say Campaigners" by Damian Carrington "Maybe We're Not Doomed After All" by Jon Gertner Hamlet by William Shakespeare Course Goals Read and analyze short stories, with a focus on examining character, setting, symbolism, and theme. Write a literary analysis of a short story. Read The Crucible and examine how Miller develops themes about fear, corruption, and standing up to injustice. Explain how Miller used The Crucible as a metaphor for the McCarthy hearings. Write a scene in which you dramatize a real instance of injustice in society. Lead a group discussion on how people consume and perceive the news. Read pairs of articles that take different perspectives on the same topic, then analyze how the authors of these articles convey their purpose and introduce, relate, and develop their central ideas. Read Hamlet and explore how Shakespeare develops the plot and characters through dramatic elements. Examine the elements of a Shakespearean tragedy and consider how they are applied in Hamlet. Present an analysis of two interpretations of Hamlet by comparing and contrasting the interpretations with the original text.

English 4 [Honors] (1st semester)

$250.00
Rated 0 out of 5
Course Description The honors English track concludes with English 4 [Honors]. This course requires students to engage with a variety of fiction and nonfiction texts, including works by William Shakespeare, Charlotte Brontë, Geoffrey Chaucer, John Donne, Virginia Woolf, and Henry David Thoreau. In addition to reading, analyzing, and evaluating these texts, students will also hone their writing skills through a range of assignments and build on previously learned concepts to begin generating their own paper topics and research questions. Course Breakdown "Ode on a Grecian Urn" by John Keats "The Sun Rising" by John Donne "The Loveliest of Trees" by A. E. Housman "The Love Song of J. Alfred Prufrock" by T. S. Eliot "Daybreak" by Stephen Spender "Dover Beach" by Matthew Arnold "Sonnet for Heaven Below" by Jack Agüeros "The Thought Fox" by Ted Hughes "Soul's Joy, Now I Am Gone" by John Donne Sonnet 73 by William Shakespeare "My Last Duchess" by Robert Browning "A Valediction Forbidding Mourning" by John Donne "Go and Catch a Falling Star" by John Donne "Soliloquy of the Spanish Cloister" by Robert Browning "The Passionate Shepherd to his Love" by Christopher Marlowe "The Nymph's Reply to the Shepherd" by Sir Walter Raleigh "How Do I Love Thee? Let Me Count the Ways" by Elizabeth Barrett Browning "Ozymandias" by Percy Bysshe Shelley "Naming of Parts" by Henry Reed "Not Waving, But Drowning" by Stevie Smith Shepheardes Calender "Eclogue 4" by Edmund Spenser "All the World's a Stage" by William Shakespeare "The Rime of the Ancient Mariner" by Samuel Taylor Coleridge The Canterbury Tales by Geoffrey Chaucer Pygmalion by George Bernard Shaw "Death of the Hired Man" by Robert Frost Jane Eyre by Charlotte Brontë "Richard Cory" by Edwin Arlington Robinson "Adventure of the Dying Detective" by Arthur Conan Doyle Course Goals Write a descriptive essay that utilizes imagery and figurative language. Read and analyze poetry. Examine poetic conventions and structure. Write a poetry analysis. Read and analyze Jane Eyre. Create a time capsule based on the time period and culture in Jane Eyre. Write an analytical essay on Jane Eyre.

English 4 [Honors] (2nd semester)

$250.00
Rated 0 out of 5
Course Description The honors English track concludes with English 4 [Honors]. This course requires students to engage with a variety of fiction and nonfiction texts, including works by William Shakespeare, Charlotte Brontë, Geoffrey Chaucer, John Donne, Virginia Woolf, and Henry David Thoreau. In addition to reading, analyzing, and evaluating these texts, students will also hone their writing skills through a range of assignments and build on previously learned concepts to begin generating their own paper topics and research questions. Course Breakdown "The Gettysburg Address" by Abraham Lincoln "Civil Disobedience" by Henry David Thoreau "Little Things Are Big" by Jesús Colón "Self-Reliance" by Ralph Waldo Emerson Common Sense by Thomas Paine "My Wood" by E. M. Forster "Death of the Moth" by Virginia Woolf "No Faith in the Media" by Ahmed Versi "When Harry Met Sexism" by Bidisha "Women's Fiction is a Sign of a Sexist Book Industry" by Alison Flood "Baking Mad: The Return of Afternoon Tea" by Maria Fitzpatrick "Wind of Change" by Harold Macmillan "Marc Antony's Speech" by William Shakespeare "Of Adversity" by Sir Francis Bacon "Of Death" by Sir Francis Bacon "The Fallacy of Success" by G. K. Chesterton "Sermon on the Mound" by Margaret Thatcher "We Shall Fight on the Beaches" by Winston Churchill "The Golden Speech" by Queen Elizabeth I Candide by Voltaire "Faith" by Tim O'Brien "The Sniper" by Liam O'Flaherty Hamlet by William Shakespeare "The Cask of Amontillado" by Edgar Allen Poe "The Necklace" by Guy de Maupassant Course Goals Research a grade-appropriate topic by finding a variety of credible resources. Write a research paper. Read and analyze nonfiction articles, essays, and speeches. Write a persuasive essay. Write a personal narrative that addresses a common theme in literature. Read and analyze William Shakespeare's Hamlet. Examine plot components and elements of drama. Create a presentation that compares and contrasts two productions of Hamlet.

English 4 [Project Based] (1st Semester)

$250.00
Rated 0 out of 5

Course Description

In English 4, students look critically at the world around them by reading a range of texts that explore past and present social, political, and cultural issues. As they read, students are challenged to analyze how central ideas and themes are crafted and presented, assess the author’s purpose for writing, and consider how to break down and evaluate information in a thoughtful manner. Throughout this course, students will think about how people see the world from different perspectives while also considering the common themes, hardships, and triumphs that unite humanity.

Course Breakdown

  • "The Death of the Moth" by Virginia Woolf
  • "Sermon on the Mound" by Margaret Thatcher
  • "We Shall Fight on the Beaches" by Winston Churchill
  • "The Fallacy of Success" by G. K. Chesterton
  • "Of Adversity" by Francis Bacon
  • "Of Death" by Francis Bacon
  • "Wind of Change" by Harold Macmillan
  • "The Golden Speech" by Queen Elizabeth I
  • "Soul's Joy, Now I Am Gone" by John Donne
  • "Ode on a Grecian Urn" by John Keats
  • "Sonnet 73" by William Shakespeare
  • "The Passionate Shepherd to His Love" by Christopher Marlowe
  • "The Nymph's Reply to the Shepherd" by Sir Walter Raleigh
  • "The Battle of Agincourt" by William Shakespeare
  • "How Do I Love Thee? Let Me Count the Ways" by Elizabeth Barrett Browning
  • "Do Not Go Gentle into That Good Night" by Dylan Thomas
  • "Naming of Parts" by Henry Reed
  • "Not Waving, but Drowning" by Stevie Smith
  • Shepheardes Calender "Eclogue 4" by Edmund Spenser
  • "Meditations XVII" by John Donne
  • "Sonnet for Heaven Below" by Jack Agüeros
  • The Rime of the Ancient Mariner by Samuel Taylor Coleridge
  • Jane Eyre by Charlotte Brontë
  • The Importance of Being Earnest by Oscar Wilde

Course Goals

  1. Create and deliver a rhetorical speech on a belief worth preserving.
  2. Read a selection of speeches and examine each speaker's use of rhetoric.
  3. Read and analyze long narrative poems.
  4. Write a persuasive essay. Read and analyze Jane Eyre.
  5. Read and analyze The Importance of Being Earnest.
  6. Write a descriptive essay using sensory and figurative language.
  7. Create an original gothic synopsis and illustration using gothic conventions and themes.

English 4 [Project Based] (2nd Semester)

$250.00
Rated 0 out of 5

Course Description

In English 4, students look critically at the world around them by reading a range of texts that explore past and present social, political, and cultural issues. As they read, students are challenged to analyze how central ideas and themes are crafted and presented, assess the author’s purpose for writing, and consider how to break down and evaluate information in a thoughtful manner. Throughout this course, students will think about how people see the world from different perspectives while also considering the common themes, hardships, and triumphs that unite humanity.

Course Breakdown

  • The Canterbury Tales by Geoffrey Chaucer
  • "Baking Mad: The Return of Afternoon Tea" by Maria Fitzpatrick
  • "When Harry Met Sexism" by Bidisha
  • "Women's Fiction is a Sign of a Sexist Book Industry" by Alison Flood
  • "If" by Rudyard Kipling
  • "No Faith in the Media" by Ahmed Versi
  • "Sonnet 73" by William Shakespeare
  • "My Last Duchess" by Robert Browning
  • "A Valediction Forbidding Mourning" by John Donne
  • "Go and Catch a Falling Star" by John Donne
  • "Ozymandias" by Percy Bysshe Shelley
  • "The Adventure of the Dying Detective" by Arthur Conan Doyle
  • "Bill the Bloodhound" by P. G. Wodehouse
  • "Ode: Intimations of Immortality" by William Wordsworth
  • "She Tells Her Love While Half Asleep" by Robert Graves
  • "Stopping by Woods on a Snowy Evening" by Robert Frost
  • "The Road and the End" by Carl Sandburg
  • "A Supermarket in California" by Allen Ginsberg
  • "On the Seashore" by Rabindranath Tagore
  • "Playthings" by Rabindranath Tagore Hamlet by William Shakespeare
  • The Love Song of J. Alfred Prufrock" by T. S. Eliot
  • "Mrs. Packletide's Tiger" by Saki
  • Pygmalion by George Bernard Shaw
  • "Ode to the West Wind" by Percy Bysshe Shelley
  • "The Fall of the House of Usher" by Edgar Allan Poe
  • "An Occurrence at Owl Creek Bridge" by Ambrose Bierce

Course Goals

  1. Create a spot piece that employs the journalistic method.
  2. Read a variety of nonfiction articles and examine each author's purpose and their supporting evidence.
  3. Read and analyze The Canterbury Tales.
  4. Write a research essay that references reliable sources and provides a thoughtful analysis of a topic of your choice. Create and deliver an original Shakespearean sonnet.
  5. Read and analyze Hamlet.
  6. Read and analyze Pygmalion.
  7. Write an original short story using situational irony.

Language Arts 6th Grade (1st semester)

$250.00
Rated 0 out of 5
Course Description Students read to enhance their understanding of different genres and to enhance their own writing. Students practice the writing process in each part of the course as they plan, organize, compose, and edit four projects: a brief narrative essay about a personal hero, a piece of creative fiction, an essay analyzing a poem, and a research project. As they read the coming-of-age novel Roll of Thunder, Hear My Cry by Mildred D. Taylor, students focus on the elements of fiction and examine elements of the author’s craft. In a tour of folktales, students embark on a journey to South America, Africa, Asia, and the Middle East, as well as ancient Greece and Rome. Students are introduced to several types of poetry, learn to recognize poetic devices, evaluate the effectiveness of a poet’s message, and, ultimately, compose their own poetry. As they explore nonfiction and informational texts, students build on concepts they learned in the elementary grades to develop higher-level critical thinking skills. A study of advertising and persuasive techniques helps students become more informed consumers. Students strengthen speaking and listening skills through predicting, questioning, summarizing, clarifying, and synthesizing. Students learn to work collaboratively, incorporate multimedia in their presentations, and present their findings in unique, effective ways. Course Breakdown Roll of Thunder, Hear My Cry by Mildred D. Taylor Make Believe Act I: The Princess and the Woodcutter by A. A. Milne "A Sound of Thunder" by Ray Bradbury "History of the English Language" by an anonymous author "Dialect" by David Crystal "Johnny-Cake" by Joseph Jacobs "The Town Mouse and the Country Mouse" by Aesop "The Hare with Many Friends" by Aesop "Belling the Cat" by Aesop "The Crow and the Pitcher" by Aesop "The Story of Echo and Narcissus" by an anonymous author "Old Stormalong" by S. E. Schlosser "The Wings of the Butterfly" by Aaron Shepard "Why Anansi Has Eight Skinny Legs" by Farida Salifu "The Four Dragons" by an anonymous author "Jirtdan - The Little Boy Who Fought the Monsters" by an anonymous author "Fire" by S. E. Schlosser "Brer Fox Catches Old Man Tarrypin" by S. E. Schlosser "The Three Proverbs" by an anonymous author "The Lion and the Beetle" by S. E. Schlosser Course Goals Read and analyze Roll of Thunder, Hear My Cry. Compare and contrast genres of fiction. Write a narrative essay. Read and analyze myths, tall tales, folktales, fables, and parables. Identify parts of speech and examine their functions in a sentence. Write a creative story.

Language Arts 6th Grade (2nd semester)

$250.00
Rated 0 out of 5
Course Description Students read to enhance their understanding of different genres and to enhance their own writing. Students practice the writing process in each part of the course as they plan, organize, compose, and edit four projects: a brief narrative essay about a personal hero, a piece of creative fiction, an essay analyzing a poem, and a research project. As they read the coming-of-age novel Roll of Thunder, Hear My Cry by Mildred D. Taylor, students focus on the elements of fiction and examine elements of the author’s craft. In a tour of folktales, students embark on a journey to South America, Africa, Asia, and the Middle East, as well as ancient Greece and Rome. Students are introduced to several types of poetry, learn to recognize poetic devices, evaluate the effectiveness of a poet’s message, and, ultimately, compose their own poetry. As they explore nonfiction and informational texts, students build on concepts they learned in the elementary grades to develop higher-level critical thinking skills. A study of advertising and persuasive techniques helps students become more informed consumers. Students strengthen speaking and listening skills through predicting, questioning, summarizing, clarifying, and synthesizing. Students learn to work collaboratively, incorporate multimedia in their presentations, and present their findings in unique, effective ways. Course Breakdown "For Poets" by Al Young "The Road Not Taken" by Robert Frost "Twelfth Song of Thunder" by an anonymous author "Where the Sidewalk Ends" by Shel Silverstein "Ars Poetica" by Archibald MacLeish "The Railway Train" by Emily Dickinson "The Bird" by Ernesto Santiago "The Quill" by Ernesto Santiago Various haiku by Matsua Bashō "Some Limericks for Kids" by Graham Lester, et al "Sonnet 18" by William Shakespeare "The Song of Wandering Aengus" by W. B. Yeats "The Adventures of Beowulf: Episode 11" by David Breeden "Those Winter Sundays" by Robert Hayden Harriet Tubman: Conductor on the Underground Railroad by Ann Petry The Story of My Life by Helen Keller Personal Memoirs of Ulysses S. Grant by Ulysses S. Grant "World's Tiniest Chameleon Discovered" by Andrea Mustain The Diary of a Young Girl by Anne Frank "Fire and Ice" by Robert Frost Various advertisements "It Looks Good ... But is it True?" by an anonymous author "Rare Frog Species Thought to be Extinct Are Found" by Louise Gray "Leonardo da Vinci" by Amy Steedman "Sunshine Stories" by Hans Christian Andersen "Polymers - The Joy in Toys" by the American Chemical Society "Earth's Atmosphere and Beyond" by the American Chemical Society "The Tube, Food, and You" by Alice Park "A Close Look at the Great Pacific Garbage Patch" by Christina Barron "Green Invaders" by Catherine Clarke Fox "Remembering Rosa Parks" by Molly Pribble "Sleeping in Space" by Stephen Ornes "Are Micro Apartments the Future of City Living?" by Meera Dolasia "First Ever Giant Squid Filmed" by Claudia "Internet Safety Tips for Children and Teens" by the New York Public Library "New Eyes to Scan the Skies" by Stephen Ornes "Chimp's Gift for Numbers" by Stephen Ornes Course Goals Read and analyze poetry. Analyze poetic elements. Read and analyze nonfiction works. Write an analytical essay. Read and analyze nonfiction works. Identify and examine persuasive techniques. Write a research essay.

Language Arts 6th Grade [Credit Recovery]

$250.00
Rated 0 out of 5
Course Description Students read to enhance their understanding of different genres and to enhance their own writing. Students practice the writing process in each part of the course as they plan, organize, compose, and edit four projects: a brief narrative essay about a personal hero, a piece of creative fiction, an essay analyzing a poem, and a research project. As they read the coming-of-age novel Roll of Thunder, Hear My Cry by Mildred D. Taylor, students focus on the elements of fiction and examine elements of the author’s craft. In a tour of folktales, students embark on a journey to South America, Africa, Asia, and the Middle East, as well as ancient Greece and Rome. Students are introduced to several types of poetry, learn to recognize poetic devices, evaluate the effectiveness of a poet’s message, and, ultimately, compose their own poetry. As they explore nonfiction and informational texts, students build on concepts they learned in the elementary grades to develop higher-level critical thinking skills. A study of advertising and persuasive techniques helps students become more informed consumers. Students strengthen speaking and listening skills through predicting, questioning, summarizing, clarifying, and synthesizing. Students learn to work collaboratively, incorporate multimedia in their presentations, and present their findings in unique, effective ways. Course Breakdown "For Poets" by Al Young "The Road Not Taken" by Robert Frost "Twelfth Song of Thunder" by an anonymous author "Where the Sidewalk Ends" by Shel Silverstein "Ars Poetica" by Archibald MacLeish "The Railway Train" by Emily Dickinson "The Bird" by Ernesto Santiago "The Quill" by Ernesto Santiago "Some Limericks for Kids" by Graham Lester, et al "Sonnet 18" by William Shakespeare "The Song of Wandering Aengus" by W. B. Yeats "The Adventures of Beowulf: Episode 11" by David Breeden "Fire and Ice" by Robert Frost "Those Winter Sundays" by Robert Hayden Roll of Thunder, Hear My Cry by Mildred D. Taylor Course Goals Read a variety of poems and analyze poetic elements. Read and analyze Roll of Thunder, Hear My Cry. Write an analytical essay.

Language Arts 7th Grade (1st semester)

$250.00
Rated 0 out of 5
Course Description Students read and analyze literature that includes poetry, novels, folklore, and myth, using what they learn to enhance their own writing. The course begins with the steps of the writing process, which includes identifying parts of speech and using them correctly and effectively. A study of writing style focuses on slang, sentence variety, and transitions. Students learn how characters, setting, and plot contribute to literary fiction as they identify and explain these components and use them creatively in their own narrative essays. Reading poetry allows students to focus on figurative and descriptive language, which they apply to write descriptive essays. Students also learn about the themes and characteristics of myth and folklore. A study of nonfiction focuses on research and organization as students produce objective informational essays. Students learn active reading and research skills that enable them to recognize bias and the techniques of persuasion in different genres, including biographical writing. They then write persuasive essays based on their own beliefs or opinions. Course Breakdown "Rikki-tikki-tavi" by Rudyard Kipling "A Boy and a Man" by James Ramsey Ullman "A Day's Wait" by Ernest Hemingway The Call of the Wild by Jack London "Broken Chain" by Gary Soto "All Summer in a Day" by Ray Bradbury "Zoo" by Edward D. Hoch "Coyote Kills a Giant" by an anonymous author "The Ambitious Guest" by Nathaniel Hawthorne "The Third Level" by Jack Finney "The Old Demon" by Pearl S. Buck "Rip Van Winkle" by Washington Irving A Christmas Carol by Charles Dickens "King of the Birds" by an anonymous author "The Chief Who Was No Fool" by an anonymous author "Master Maid" by Aaron Shepard The Call of the Wild by Jack London "The Highwayman" by Alfred Noyes "The Stolen Child" by W. B. Yeats "Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out" by Shel Silverstein "Annabel Lee" by Edgar Allan Poe "The Magnificent Bull" by an anonymous author "Fog" by Carl Sandburg "Loo-Wit" by Wendy Rose "The Bat" by Theodore Roethke "The Pasture" by Robert Frost "Dove" by Court Smith "Fishing" by Court Smith "Owl" by Court Smith "Salmon" by Court Smith "Sailboat" by Court Smith Various haiku by Matsuo Bashō "Washed in Silver" by James Stephens "Feelings about Words" by Mary O'Neill "in Just" by e. e. cummings "To You" by Langston Hughes "My November Guest" by Robert Frost "Dewdrops Dancing Down Daisies" by Paul McCann "Dancing Dolphins" by Paul McCann "Cipher Connected" by Paul McCann "Winter Animals" by Henry David Thoreau "Father William" by Lewis Carroll "Limericks" by Carolyn Wells "Buying Gloves in Gibraltar" by Mark Twain "The Fox and the Grapes" by Aesop "The Lion and the Mouse" by Aesop "The Man, the Boy, and the Donkey" by Aesop "A Little Fable" by Franz Kafka "An Enlightening Tale" by Fernando Sorrentino "The Wooden Tablet" by an anonymous author "The Trickster Tricked" by an anonymous author "The Coyote and the Turtle" by Elizabeth Willis DeHuff "Emelyan the Fool" by an anonymous author "Sister Fox and Brother Wolf" by an anonymous author "Theseus" by an anonymous author "The Myth of Daedalus and Icarus" by an anonymous author "Phaeton and the Chariot of the Sun" by an anonymous author "The Feeling of Power" by Isaac Asmiov Course Goals Read and analyze poetry and short stories to examine characters, writing styles, and genres. Read and analyze The Call of the Wild. Write a narrative essay. Read a variety of poems and analyze poetic elements. Read and analyze a variety of fables, folktales, and myths. Write a descriptive essay.

Language Arts 7th Grade (2nd semester)

$250.00
Rated 0 out of 5
Course Description Students read and analyze literature that includes poetry, novels, folklore, and myth, using what they learn to enhance their own writing. The course begins with the steps of the writing process, which includes identifying parts of speech and using them correctly and effectively. A study of writing style focuses on slang, sentence variety, and transitions. Students learn how characters, setting, and plot contribute to literary fiction as they identify and explain these components and use them creatively in their own narrative essays. Reading poetry allows students to focus on figurative and descriptive language, which they apply to write descriptive essays. Students also learn about the themes and characteristics of myth and folklore. A study of nonfiction focuses on research and organization as students produce objective informational essays. Students learn active reading and research skills that enable them to recognize bias and the techniques of persuasion in different genres, including biographical writing. They then write persuasive essays based on their own beliefs or opinions. Course Breakdown The Call of the Wild by Jack London "Blood, Toil, Tears, and Sweat: Address to Parliament" by Winston Churchill "American Floats in Space" by Walter Sullivan Little Women by Louisa May Alcott "Jabberwocky" by Lewis Carroll "Savitri" by Aaron Shepard "Chomp! Meat-Eating Plants" by Catherine Clarke Fox "Enigma Machine" by an anonymous author Inaugural Address from John F. Kennedy "Space Weather 101" by NASA Little Women by Louisa May Alcott "The California Invasive Plant Inventory" by California Invasive Plant Council "On War" by James Boswell "Camping Out" by Ernest Hemingway "Albert Einstein" by an anonymous author The Autobiography of Benjamin Franklin by Benjamin Franklin "Economy" by Henry David Thoreau Course Goals Read and analyze nonfiction texts. Identify parts of speech and other elements of grammar to examine their functions in a sentence. Write an informational essay. Read and analyze speeches and other nonfiction readings to examine persuasive techniques. Read and analyze The Autobiography of Benjamin Franklin. Read and analyze Little Women. Write a persuasive essay.