ENGLISH - LANGUAGE ARTS
Note: Assignment into Enriched English classes is made contingent upon the following
procedures and/or criteria:
Grades 9, 10, and 11:
General Procedure for Entering the Enriched English Program
All students in grades 8, 9, 10, and 11 who want to enter the Enriched English Program need to complete
the application process. This process includes the following components:
1) A folder must be forwarded to the Curriculum Leader by the end of the third quarter (or July 15 for
students new to the district only) containing the following:
a) A formal letter of request by the student to the Curriculum Leader indicating why he or she
wishes to take Enriched English. A parent or guardian must also sign this letter.
b) Two samples of English writing assignments.
c) A recommendation form completed by the student’s current English teacher.
2) Once the folder has been completed, all applicants must complete a timed writing sample.
General Criteria for Entering and Continuing in the Enriched English Program
1) Any student in English class may request Enriched English for the following year if he or she has an
average of 90% or higher at the end of the second marking period.
2) Students in Grade 9 Enriched must maintain an 85% average beginning at mid-year in order to be
scheduled for next year’s Enriched class. Ninth grade students who do not reach at least an 85%
average at mid-year will be transferred to a Regents English class for the second half of the year.
Students who are transferred to the Regents program are not eligible to apply for re-entrance into the
Enriched program.
3) Students in Grade 10 and 11 Enriched must have an 85% average at the end of the fourth quarter in
order to be scheduled for the next year’s Enriched or Advanced Placement class. Students who are
transferred to the Regents program are not eligible to apply for re-entrance into the Enriched program.
Exceptions to these procedures will be made only by a consensus of English teacher, student,
student’s counselor, English Department Curriculum Leader, student’s parent/guardian, and principal,
following a meeting of all of the above.
ENGLISH 9 ENRICHED
1210
Grade 9 (1 Year, 1 Unit)
Content: The English 9 Enriched curriculum is designed to enrich the literature background of the
student by presenting varied types and styles of writing. In-depth studies of literary aspects and
techniques are undertaken. The composition curriculum emphasizes expository writing with stress on
clarity of communication through logical organization of ideas, standard usage, word choice, and
variation of sentence structure. There is a heavy emphasis on independent reading.
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ENGLISH 9 REGENTS
1220
Grade 9 (1 Year, 1 Unit)
Content: The literature curriculum of this group is designed to present various types of literature and
literary techniques to build up a student’s reservoir of literature. Comparisons of recurring themes,
including communication and family relationships, are emphasized, thus relating literary experiences to
situations with which the student may identify. The composition curriculum is designed to help students
in self-expression both in written and in spoken language. Special emphasis is placed upon variation of
sentence structure, paragraph writing, and theme writing.
ENGLISH 10 ENRICHED
1310
Grade 10 (1 Year, 1 Unit)
Content: The course of study of English 10 Enriched concentrates on readings from classic works of
literature. The major works for which the class is responsible are different and more demanding than
those read in English 10 Regents. In-depth projects include oral and written reports, a term paper, and
areas of independent work. Outside reading is also required. Additional attention is given to perfecting
language skills in oral and written work.
ENGLISH 10 REGENTS
1320
Grade 10 (1 Year, 1 Unit)
Content: In this course a variety of literary types are studied, with drama being emphasized.
Composition involves essay writing and research; instruction stresses coherence and logic in written
communication. Writing a term paper as a result of student research is a major part of this course.
ENGLISH THROUGH READING AND WRITING
1355
Grade 9 (1 Year, 1 Unit)
Content: English through Reading and Writing is a full-year course for which English credit toward
graduation is awarded to those students who successfully complete it.
A student’s score on the New York State Intermediate ELA (Grade 8) exam and teacher recommendation
determines assignment to the course. In general, students assigned to English Through Reading and
Writing have scored in the “two” range on the state exam. This score indicates a need for extra help with
a student’s reading and writing skills in order the pass the more difficult Regents Comprehensive Exam in
English taken in Grade 11.
Only those students who have qualified for this course will be scheduled to take it.
ENGLISH 11 ENRICHED
1410
Grade 11 (1 Year, 1 Unit)
Content: This course will help students develop and supplement the skills that they use when they think
and write about literature. Students can expect to upgrade their vocabularies; strengthen their knowledge
of grammar and of composition form; increase their exposure to different genres of literature; understand
better the moral dimensions of characters’ thoughts and actions; write with confidence about an author’s
tone, a literary work’s theme, and the technical aspects of literary style; design rationally defensible
points of view; and avoid errors in verbal and written expression. Moreover, the content of the course
reflects implicitly or explicitly the new State Learning Standards for Language Arts and should provide
students with ample preparation for the Regents Comprehensive Examination in English. The course
requires that students consistently produce quality scholarship and, when appropriate, exhibit a
willingness to revise their arguments given evidence that makes such revision necessary.
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ENGLISH 11 REGENTS
1420
Grade 11 (1 Year, 1 Unit)
Content: English 11 Regents presents both English and American literature. In addition to the literature,
language study is approached from the structural and the historical points of view and is applied to
composition to reinforce and strengthen writing skills. Other areas of study include vocabulary, outside
reading, speech, and films. The course also serves as preparation for the Regents Comprehensive
Examination in English taken at the end of the junior year.
JOURNALISM
1910
Grade 9, 10, 11, 12 (1Year, 1 Unit)
Content: Journalism is a course for grades 9, 10, 11, and 12. It is a full-year course designed to enable
students to become proficient in communication skills as they relate to the print media. Students who
elect to take this course should like to write. Although students will be expected to complete reading and
speaking assignments, daily writing is expected of all students. Students are actively involved in all
facets of producing a newspaper, the CHS Voice. Students in Grades 9, 10, and 11 who take and pass
Journalism receive an elective credit that cannot be substituted for the English credit requirement.
Students who take and pass Journalism in their senior year receive one credit that will fulfill their English
requirement.
Students may elect to take this course more than one time. Students who repeat the course are given a
grade of Pass/Fail and no additional English credit or unit will be earned. Seniors repeating the
journalism elective must also be enrolled in a credit-bearing senior English elective. It is expected that
students who wish to be on the staff of the CHS Voice will be enrolled in the course or will have
completed the course in a previous year.
ELA ACHIEVEMENT LAB (½ Year) (Every other day)
1401
Content: This course is designed to provide extra practice on the skills required by the Regents
Comprehensive Examination in English taken at the end of the junior year. These skills include:
Listening and writing for information and understanding, reading for information and understanding,
reading and writing for literary response, and reading and writing for critical analysis.
Seniors who have not passed the 11th grade Regents Comprehensive Examination in English are given
first priority in this class. Should space be available, sophomore and junior students may be assigned to
this course as determined by a student’s grade on the 10th grade final exam and through teacher
recommendation. Only those students who have qualified for this course will be scheduled to take it. The
ELA Achievement Lab is taken in addition to English courses.
ELA AIS LAB (½ Year) (Every other day)
1450
Content: This course is designed to provide extra practice on the skills required by the Regents
Comprehensive Examination in English taken at the end of the junior year. These skills include:
Listening and writing for information and understanding, reading for information and understanding,
reading and writing for literary response, and reading and writing for critical analysis.
Assignment to this course is determined by a student’s grade on the 9th or 10th grade final exam and
through teacher recommendation. Only those students who have qualified for this course will be
scheduled to take it. The ELA AIS Lab is taken in addition to English courses.
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GRADE 12 ENGLISH ELECTIVES
The English Language Arts Department elective program is designed primarily for the senior who has
completed three (3) years of English instruction. Juniors who have a final average of 85 or better in tenth
grade may elect to enroll in ELA electives provided there is a sufficient room after seniors have been
placed.
Please note that English 12, Journalism and Advanced Placement English are full-year courses; all other
courses are one semester.
English Elective Courses for 2005-2006 School Year
Full Year English Elective Courses
ENGLISH LITERATURE & COMPOSITION/AP
1500
(1 Unit)
Content: Advanced Placement English is based upon the reading list and objectives for the Composition
and Literature Advanced Placement Test.
This program is based upon the one-year (two-semester) Freshman English Literature and Composition
courses commonly taught in colleges. It includes specific genres of fiction (novel, drama, poetry).
Literary terminology, discussion of the nature and characteristics of the various genres and their
relationships to content, and concepts of prosody are included. Expository writing on literature is
emphasized. The students are expected to have detailed knowledge of all literature they have read. The
Advanced Placement Examination in Literature and Composition may provide successful students with
up to 6 college English credits.
Placement is based upon a combination of 11th grade average (must be at least 90); ACT/SAT scores;
Comprehensive Regents Score; teacher recommendation; and approval of Department Curriculum
Leader.
Students enrolled in Advanced Placement English are expected to take the Advanced Placement
Examination in Literature and Composition that is administered in early May of their senior year. The
exams must be ordered in the fall of the year, therefore students are expected to pay for their AP Exam at
the beginning of the course.
ENGLISH 12
1520
Grade 12 (1 Year, 1 Unit)
Content: English 12 is a full year elective designed to continue and expand the general objectives
completed in 9-11 English courses. The theme, A Search for Identity, is dealt with in separate units, each
covering a narrower aspect of the theme. Career exploration, work-related skills, and technical writing
are some of the areas that are stressed in these units. Opportunities to pursue independent studies are
offered. Students continue to improve their English skills through writing, speaking, listening and
reading. The final assessment is a senior portfolio that displays the student’s English Language Arts
skills.
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Half-Year English Elective Courses
ENGLISH 12: CHILDREN’S LITERATURE
1840
Grade 11,12 ( ½ Year, ½ Unit)
Content: Children’s Literature is designed to help students expand their knowledge of literature for
children, of children’s classics, and of the books being written for children today. This class also includes
some performance-based projects. The student will be expected to read stories, tell stories, and present
“book talks” to the class. All of the assignments require written papers that support the readings.
ENGLISH 12: CREATIVE WRITING
1610
Grade 11,12 ( ½ Year, ½ Unit)
Content: This course is intended for students who like to write. Students who sign up for this course
should be aware that this is a writing intensive class, with writing required daily. There are assignments
in poetry, drama, descriptive writing, and creative essays, but students are also given the opportunity to
explore topics and genres of their choice. Oral readings of original work are another requirement of the
course, as are regular reading assignments. A writing folder takes the place of a final examination.
ENGLISH 12: FILM STUDY
1600
Grade 11,12 ( ½ Year, ½ Unit)
Content: Film study is taught jointly by the English and Technology Departments. Students first see,
then practice, film/video techniques, including camera work, script writing, and editing. Students prepare
oral and written reviews of films and are responsible for group and individual video projects. Students
should expect to spend time outside class to complete their video projects.
The English 12: Film Study elective relies upon technology for the planning of and participation in the
course. There is no access to this technology outside the school, so absence from class usually requires
the student to make up the work in the video studio. There is no way to provide “homework” to
compensate for missed class time from Film Study. Students should be aware of this situation before
they elect English 12: Film Study to satisfy their English Requirement.
ENGLISH 12: MYTHOLOGY
1710
Grade 11,12 ( ½ Year, ½ Unit)
Content: This course is an overview of Classical Mythology, including a brief examination of Eastern,
Germanic, and Celtic Mythology. English 12: Mythology provides students with a foundation of
knowledge in classical mythology and literature, which will assist them in further studies of literature.
Oral presentations, quizzes, and tests are used to assess student performance. Students receive a final
exam grade based on the completion of a required research project.
ENGLISH 12: LITERATURE AND SOCIETY
1860
Grade 11,12 ( ½ Year, ½ Unit)
Content: Through both text and video format, this course provides a thought-provoking and personalized
study of classic and contemporary literature. Discussion of literature focuses on connections between
classic and modern literature, as well as between literature and society. Reading and discussion of
literature, rather than reading and writing about literature is emphasized. This course offers a variety of
assessment options that are developed by the teacher and the student to meet individual interests and
goals. Students who enjoy reading, critically analyzing and discussing classic literature will enjoy this
course.
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ENGLISH 12: PUBLIC SPEAKING
1620
Grade 11,12 ( ½ Year, ½ Unit)
Content: Public Speaking will give students confidence, ability, and experience needed to speak in front
of an audience. The course is built upon everyday speaking experiences. Students will give several
speeches, study various aspects of communication, and complete various writing assignments (including a
mid-term and final examination). Completion of a public speaking competition or performance is
required.
ENGLISH 12: LIFE LONG READING FOR PLEASURE
1660
Grade 11,12 ( ½ Year, ½ Unit)
Content: This course is designed to help students increase the quality of their reading choices. The
student and the instructor will develop an individual reading program based on the student’s reading
interests and/or other considerations, such as college reading list requirements. At least five two to threepage critical essays, as well as oral presentations, are required of students. The final exam is an essay test
based on the student’s course readings for the semester.
ENGLISH 12: RESEARCH AND WRITING
1760
Grade 11,12 ( ½ Year, ½ Unit)
Content: This course is designed to introduce college-bound seniors to the demands of college-level
courses in English, as well as any other course where writing is required. An intensive review of
mechanics, usage, grammar, and structural analysis culminates in the writing of a 1500-2000 word term
paper. Whenever possible, a field trip to the SUNY-C Library is used to familiarize students with the
operation of a college library. The term paper project takes the place of a final exam.
ENGLISH ELECTIVE: WRITING FOR PERFORMANCE
1510
Grade 11,12 (½ Year, ½ Unit)
Content: This course is intended for students in grades 11 and 12 who are interested in play and screen
writing. Students who sign up for this course should be aware that this is a writing intensive class, with
writing required daily. There are assignments in dream, descriptive writing, performance writing
techniques, and film. Students will critically examine the works of performance based writers. Oral
readings or original work are another requirement of the course, as are regular reading assignments. The
final requirements for this course are a submission of a one-act play or screen play idea.
CRITICAL THINKING SKILLS 1
1640
Grade 11,12 (½ Year, ½ Unit)
Content: This course provides a focus on the media and popular culture to recognize and use critical
thinking skills. Students will survey the basics of rational judgements, empirical evidence, inductive
arguments, primary and secondary sources, and informal fallacies in order to make more sense of their
world. Students should be able to work independently, have adequate presentation skills, have access to
various news sources, have a command of research skills, and possess an open mind.
CRITICAL THINKING SKILLS II: Language and Logic
1650
Grade 11,12 (½ Year, ½ Unit)
Content: This course is designed for students who want to learn and develop skills in rational
assessment. Those skills will enable students to take account of relevant empirical data and to
demonstrate logically necessary connections in making judgments. Students will learn to recognize the
inferential connections between types of statements (reasons and conclusions); contrast deduction and
induction; distinguish truth and validity and identify relationships between statements in conditional,
disjunctive, syllogistic, generalization, and hypothesis arguments; pinpoint some of ordinary language’s
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shortcomings (e.g., ambiguity, equivocation, vagueness); manage metaphor effectively; recognize basic
fallacies in reasoning; evaluate definitions by applying criteria of definitional adequacy; differentiate and
provide examples of the forms of definition (non-inventive stipulate definitions, inventive stipulate
definitions, descriptive definitions, and programmatic definitions); target the features of a satisfying
explanation; evaluate explanations by applying criteria of explanatory adequacy; distinguish meaning
from reference and examine the ramifications of the distinction; analyze the types of inference which they
encounter in their studies of virtually any subject; identify the scope and limits of logic; contrast formal
and informal logic; and utilize effectively techniques of conceptual analysis.
Students who enroll in the class should have (i) sound writing skills, (ii) a strong desire to cultivate a
skilled sensitivity to language usage and logical reasoning, and (iii) the willingness to recognize that all
points of view are not equally correct.
Critical Thinking Skills I is not a prerequisite for Critical Thinking Skills II.
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