High School

English 2 [Competency Based] (1st semester)

$250.00
Rated 0 out of 5
Course Description How can the written language be changed according to context, audience, and purpose? In this course, students explore the evolution of language in fiction and nonfiction, assess rhetorical and narrative techniques, identify and refine claims and counterclaims, and ask and answer questions to aid in their research. Students also evaluate and employ vocabulary and comprehension strategies to determine the literal, figurative, and connotative meanings of technical and content-area words and phrases. Course Breakdown Beowulf by an anonymous author The Glass Menagerie by Tennessee Williams The Song of Roland by an anonymous author “Ozymandias” by Percy Bysshe Shelley “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 “Sweetest Love, I Do Not Go” by John Donne “All the World's a Stage” by William Shakespeare “The Passionate Shepherd to His Love” by Christopher Marlowe “The Nymph's Reply to the Shepherd” by Sir Walter Raleigh “Do Not Go Gentle into That Good Night” by Dylan Thomas “In Westminster Abbey” by John Betjeman Lord of the Flies by William Golding Course Goals Write an original short story. Read and analyze a variety of poems by British authors. Analyze the use of literary devices in various readings. Write a persuasive essay that encourages your audience to take action to fix a problem in your community. Conduct and utilize research to support ideas and counterarguments. Read and analyze Lord of the Flies.
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English 2 [Competency Based] (2nd semester)

$250.00
Rated 0 out of 5
Course Description How can the written language be changed according to context, audience, and purpose? In this course, students explore the evolution of language in fiction and nonfiction, assess rhetorical and narrative techniques, identify and refine claims and counterclaims, and ask and answer questions to aid in their research. Students also evaluate and employ vocabulary and comprehension strategies to determine the literal, figurative, and connotative meanings of technical and content-area words and phrases. Course Breakdown Nobel Peace Prize Lecture by the Dalai Lama “Letter from Birmingham Jail” by Martin Luther King Jr. “I Have a Dream” by Martin Luther King Jr. “Declaration of Conscience” by Margaret Chase Smith “Sonnet 141” by William Shakespeare “Sonnet 97” by William Shakespeare “A Conversation with Jeanne” by Czeslaw Milosz Nobel Prize Acceptance Speech by William Faulkner State of the Union Address by Franklin Delano Roosevelt “Thanatopsis” by William Cullen Bryant “Any Human to Another” by Countee Cullen “Patterns” by Amy Lowell Nobel Peace Prize Acceptance Speech by Mother Teresa Nobel Peace Prize Acceptance Speech by Nelson Mandela “And We Shall Be Steeped” by Leopold S. Senghor “Where Stories Come From” 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 Animal Farm by George Orwell “Just Lather, That's All” by Hernando Téllez “The Feather Pillow” by Horacio Quiroga “The Rat Trap” by Selma Lagerlöf “Fish Cheeks” by Amy Tan “A Very Old Man with Enormous Wings" by Gabriel García Márquez Course Goals Write a compare-and-contrast essay on two speeches. Read a selection of speeches and analyze rhetorical elements. Analyze literary devices in various readings. Write an essay that examines the causes or effects related to a topic. Read and analyze Animal Farm. Read and analyze literary devices in short stories.
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English 2 [Credit Recovery]

$250.00
Rated 0 out of 5
Course Description How can the written language be changed according to context, audience, and purpose? In this course, students explore the evolution of language in fiction and nonfiction, assess rhetorical and narrative techniques, identify and refine claims and counterclaims, and ask and answer questions to aid in their research. Students also evaluate and employ vocabulary and comprehension strategies to determine the literal, figurative, and connotative meanings of technical and content-area words and phrases. Course Breakdown Nobel Peace Prize Acceptance Speech by The Dalai Lama Nobel Prize Acceptance Speech by William Faulkner "Letter from Birmingham Jail" by Martin Luther King Jr. Nobel Peace Prize Acceptance Speech by Mother Teresa Animal Farm by George Orwell "Sonnet 73" by William Shakespeare Lord of the Flies by William Golding "Thanatopsis" by William Cullen Bryant "Any Human to Another" by Amy Lowell "Patterns" by Countee Cullen "Just Lather, That's All" by Hernando Téllez "Fish Cheeks" by Amy Tan "The Feather Pillow" by Horacio Quiroga "The Rat Trap" by Selma Lagerlöf "My Last Duchess" by Robert Browning "A Very Old Man with Enormous Wings" by Gabriel García Márquez "Where Stories Come From" by an anonymous author "Why the Cheetah's Cheeks Are Stained" by an anonymous author Course Goals Write a compare-and-contrast essay on two speeches. Read a selection of speeches and analyze their rhetorical elements. Read and analyze Animal Farm. Write an original short story. Read poems and examine their structure. Analyze the use of literary devices in various readings. Read and analyze Lord of the Flies.
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English 2 [Honors] (2nd semester)

$250.00
Rated 0 out of 5
Course Description Throughout English 2 [Honors], students will complete a range of tasks that demonstrate their ability to write in different styles and increase their understanding of the texts they will study throughout the course. Students will study and practice speaking and listening, writing, and presentation skills as they complete their coursework. They will also read a variety of texts, including speeches by prominent figures such as Nelson Mandela and the Dalai Lama, Lord of the Flies by William Golding, and Animal Farm by George Orwell. Course Breakdown The Glass Menagerie by Tennessee Williams "Great Serpent and the Great Flood" by an anonymous author "Wenebojo and the Wolves" by an anonymous author "The Sculptor's Funeral" by Willa Cather "The Necklace" by Guy de Maupassant "The Sniper" by Liam O'Flaherty "The Rat Trap" by Selma Lagerlöf "Do Not Go Gentle into That Good Night" by Dylan Thomas "A Very Old Man with Enormous Wings" by Gabriel García Márquez "The Feather Pillow" by Horacio Quiroga "Just Lather, That's All" by Hernando Téllez "Where Stories Come From" 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 "The Story of the Three Genjias" by an anonymous author "The Handsomest Drowned Man in the World" by Gabriel García Márquez "Rapunzel" by Jacob and Wilhelm Grimm "Babe the Blue Ox" by S. E. Schlosser "The Ballad of Casey Jones" by Wallace Saunders "The Devil and Daniel Webster" by Stephen Vincent Benét "The Circular Ruins" by Jorge Luis Borges "The Gift of the Magi" by O. Henry Animal Farm by George Orwell "Ozymandias" by Percy Bysshe Shelley "My Last Duchess" by Robert Browning "Go and Catch a Falling Star" by John Donne "Sweetest Love, I Do Not Go" by John Donne "A Valediction Forbidding Mourning" by John Donne Course Goals Research a vacation destination by finding a variety of credible resources. Write a research paper on a vacation destination. Read and analyze short stories. Write an original short story. Read and analyze poetry. Write a persuasive essay on a program, service, or policy that you would like to be implemented at your school or local community center. Read and analyze Animal Farm. Write a cause-and-effect essay on a social issue.
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English 3 [Competency 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 Common Sense by Thomas Paine The Declaration of Independence by Thomas Jefferson The Preamble to the Constitution The Bill of Rights "To His Excellency, General Washington" by Phillis Wheatley "A Political Litany" by Philip Freneau "Thanatopsis" by William Cullen Bryant "We Grow Accustomed to the Dark" by Emily Dickinson "The Cross of Snow" by Henry Wadsworth Longfellow "The Chambered Nautilus" by Oliver Wendell Holmes "Rip Van Winkle" by Washington Irving "Self-Reliance" by Ralph Waldo Emerson "Civil Disobedience" by Henry David Thoreau "The Minister's Black Veil" by Nathaniel Hawthorne "Dr. Heidegger's Experiment" by Nathaniel Hawthorne "The Cask of Amontillado" by Edgar Allan Poe "The Fall of the House of Usher" by Edgar Allan Poe "The Raven" by Edgar Allan Poe "The Legend of Sleepy Hollow" by Washington Irving My Bondage and My Freedom by Frederick Douglass "The Gettysburg Address" by Abraham Lincoln Second Inaugural Address by Abraham Lincoln "The Great Problem to Be Solved" by Frances Ellen Watkins Harper The Adventures of Huckleberry Finn by Mark Twain Course Goals Read and analyze foundational documents and texts from the Revolutionary War period. Examine defining characteristics of nineteenth-century American literary movements, including Romanticism, transcendentalism, and Gothic literature. Write a persuasive essay that convinces the audience to take action to fix a problem in the community. Write an original short story that incorporates components of Gothic literature. Explain how American literature both reflects and defines characteristics of the American identity. Read and analyze nonfiction from the late nineteenth century. Define satire and explain how artists use it to promote change. Lead a discussion on the controversy surrounding Mark Twain's novel The Adventures of Huckleberry Finn. Examine defining characteristics of Realism and explain how it can be seen in The Adventures of Huckleberry Finn. Write a literary analysis that analyzes a structural component of The Adventures of Huckleberry Finn.
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English 3 [Competency 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 "An Occurrence at Owl Creek Bridge" by Ambrose Bierce "A Mystery of Heroism" by Stephen Crane "The Open Boat" by Stephen Crane "To Build a Fire" by Jack London "The Sculptor's Funeral" by Willa Cather "Richard Cory" by Edwin Arlington Robinson "The Story of an Hour" by Kate Chopin "The Death of the Hired Man" by Robert Frost "Out, Out—" by Robert Frost "Patterns" by Amy Lowell "The Red Wheelbarrow" by William Carlos Williams "Thursday" by William Carlos Williams "This is Just to Say" by William Carlos Williams "A Rose for Emily" by William Faulkner "Thirteen Ways of Looking at a Blackbird" by Wallace Stevens "The Road" by Helene Johnson "I Sit and Sew" by Alice Moore Dunbar-Nelson "The Weary Blues" by Langston Hughes "The Negro Speaks of Rivers" by Langston Hughes "Any Human to Another" by Countee Cullen "If We Must Die" by Claude McKay "Oriflamme" by Jessie Redmon Fauset The Great Gatsby by F. Scott Fitzgerald "I Have a Dream" by Martin Luther King Jr. "Letter from Birmingham Jail" by Martin Luther King Jr. "Civil Rights Address" by John F. Kennedy Brown v. Board of Education majority opinion Gideon v. Wainwright majority opinion "Equal Rights for Women" by Shirley Chisholm "Commonwealth Club Address" by Cesar Chavez A Raisin in the Sun by Lorraine Hansberry "The Ballad of Rudolph Reed" by Gwendolyn Brooks "For My People" by Margaret Walker "I Know Why the Caged Bird Sings" by Maya Angelou "Women" by Alice Walker "Recitatif" by Toni Morrison "Everyday Use" by Alice Walker "I Stand Here Ironing" by Tillie Olsen Course Goals Identify characteristics of the naturalism and modernism movements and examine the works of authors who helped define these movements. Explore poetry from the Harlem Renaissance and examine how it both celebrated black culture and brought attention to issues of racism and discrimination during this period. Examine the meaning of the American Dream and how Fitzgerald explores its destruction in his novel The Great Gatsby. Present an analysis of two themes in The Great Gatsby. Analyze speeches, Supreme Court majority opinions, and other documents focused on civil rights issues in the mid-twentieth century. Evaluate how fiction from the mid-twentieth century conveyed themes, concepts, and issues from the period during which it was written. Select and research texts that define the American literary canon throughout history, including a modern selection that you can defend as an appropriate choice. Create and deliver a presentation on the American literary canon.
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English 3 [Credit Recovery]

$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 Common Sense by Thomas Paine The Declaration of Independence by Thomas Jefferson The Preamble to the Constitution The Bill of Rights "To His Excellency, General Washington" by Phillis Wheatley "A Political Litany" by Philip Freneau "Thanatopsis" by William Cullen Bryant "We Grow Accustomed to the Dark" by Emily Dickinson "The Cross of Snow" by Henry Wadsworth Longfellow "The Chambered Nautilus" by Oliver Wendell Holmes "Rip Van Winkle" by Washington Irving "Self-Reliance" by Ralph Waldo Emerson "Civil Disobedience" by Henry David Thoreau "The Minister's Black Veil" by Nathaniel Hawthorne "Dr. Heidegger's Experiment" by Nathaniel Hawthorne "The Cask of Amontillado" by Edgar Allan Poe "The Fall of the House of Usher" by Edgar Allan Poe "The Raven" by Edgar Allan Poe "The Legend of Sleepy Hollow" by Washington Irving The Great Gatsby by F. Scott Fitzgerald "I Have a Dream" by Martin Luther King Jr. "Letter from Birmingham Jail" by Martin Luther King Jr. "Civil Rights Address" by John F. Kennedy Brown v. Board of Education majority opinion Gideon v. Wainwright majority opinion "Equal Rights for Women" by Shirley Chisholm "Commonwealth Club Address" by Cesar Chavez A Raisin in the Sun by Lorraine Hansberry "The Ballad of Rudolph Reed" by Gwendolyn Brooks "For My People" by Margaret Walker "I Know Why the Caged Bird Sings" by Maya Angelou "Women" by Alice Walker "Recitatif" by Toni Morrison "Everyday Use" by Alice Walker "I Stand Here Ironing" by Tillie Olsen Course Goals Read and analyze foundational documents and texts from the Revolutionary War period. Examine defining characteristics of nineteenth-century American literary movements, including Romanticism, transcendentalism, and Gothic literature. Write a persuasive essay that convinces the audience to take action to fix a problem in the community. Write an original short story that incorporates components of Gothic literature. Explain how American literature both reflects and defines characteristics of the American identity. Examine the meaning of the American Dream and how Fitzgerald explores its destruction in his novel The Great Gatsby. Present an analysis of two themes in The Great Gatsby. Analyze speeches, Supreme Court majority opinions, and other documents focused on civil rights issues in the mid-twentieth century. Evaluate how fiction from the mid-twentieth century conveys themes, concepts, and issues from the period during which it was written.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Environmental Science [Competency Based]

$250.00
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Course Description Environmental Science is sometimes referred to as ecology and is the study of the relationships and interdependence of organisms and their connection to the nonliving, or abiotic, factors in the natural world. This course provides students with a profile of the living relationships, abiotic factors, human influences, and current state of Earth’s ecosystems. The course begins with a review of science as a process and the general components of Earth’s structure that impact life. It then progresses through a study of the living groups and their relationships to one another, focusing on the balance achieved by nature through these relationships. The course explores populations and provides examples of unchecked growth and rapid extinction in the context of their effects on ecosystems. The course dedicates a unit to aquatic ecosystems and organisms, and the results of human impact. After covering the influence of energy extraction, production, and use, the course ends by examining the positive influence humans can have on the environment through conservation and sound management practices. Course Breakdown The scientific method Structure and composition of Earth Ecosystems Energy flow through an ecosystem Earth's nutrient cycles Population ecology Biodiversity Human impact on biodiversity Environmental laws and regulations Aquatic ecology Renewable and nonrenewable resources Earth's atmosphere Air quality Farming and agriculture Effects of pollution Course Goals Apply the scientific method to carry out experiments and make educated predictions. Describe the different systems, structures, and demographic transitions of Earth. Describe the types of relationships and differences between organisms. Analyze how population growth and biodiversity affects life on Earth. Describe the different cycles that occur on the Earth naturally. Classify and describe wetlands and waterways. Identify types of energy resources and their uses. Describe the different types of pollution, their effects on the planet, and the agencies created to address pollution. Describe how agricultural practices affect land, humans, and wildlife. Relate the effects of pollution based on environmental and economic costs.
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French 1 [Competency Based] (1st semester)

$250.00
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Course Description French 1 is a comprehensive and engaging introduction to French language and culture. After mastering the French alphabet and numbers, students study French culture, events, and people. By the end of the course, students have a foundation in the study of French, are able to engage in French conversation, and have built a solid foundation for further French language study. Course Breakdown French-speaking countries and regions French cognates Accent marks French alphabet Subject pronouns Present tense verbs Adjectives French vocabulary Regular verbs Irregular verbs Articles Negation Numbers Telling time The near future Relative pronouns Possessive adjectives Direct objects Verbs with infinitive verbs Course Goals Analyze similarities and differences between the French and English alphabets and basic vocabulary words. Create sentences in the present tense describing likes, dislikes, body parts, and classroom objects. Construct short dialogues using greetings, days, and months. Write the numbers 0-100. Conjugate a variety of verbs, including avoir and aller. Recognize direct and indirect object pronouns. Order food from a menu, using food vocabulary and the verbs prendre and commander. Use the verb aller to form the immediate future tense. Describe family members, clothing items, and parts of the house.
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