HS+88-97+ELA

** Language Arts  ** ||

**__ 1011 English I, __**__ 1 credit (state)** GPA Level 2** __ ** Grade Level(s): ** 9-12 **Prerequisite(s):** None ** Notes: ** **1014** English I: Sheltered (For English Language Learners); LPAC approval required; see page 163. In English I, students increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and compositions vary in form and length. Students in the course read extensively in multiple genres from world literature; they learn about various literary forms and terms, build their vocabulary, participate in research activities, and refine their grammar skills. **__ 1016 English I for Speakers of Other Languages (ESOL I), __**__ 1 credit (state)** GPA Level 2** __ ** Grade Level(s): ** 9-12 **Prerequisite(s):** LPAC approval ** Notes: ** Only recent immigrant students with limited English proficiency may enroll. In English I for Speakers of Other Languages (ESOL I), ELL students receive intensive instruction in listening, speaking, reading, writing, and comprehending English, with a focus on the TEKS in English using strategies and methodologies appropriate for English Language Learners. These students increase and refine communication skills, practice all types of writing, and are exposed to a variety of genres from world literature. Within this course, students also learn about various literary forms and terms, build their vocabulary, participate in research activities, and refine their grammar skills. Students develop competence in English, preparing them to be successful in all academic subjects. **__ 1017 English I (Enriched), __**__ 1 credit (state) ** GPA Level 2** __ ** Grade Level(s): ** 9-12 **Prerequisite(s):** None ** Notes: ** None In English I (Enriched), students increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and compositions vary in form and length. Particular emphasis in this course is placed on student participation, primarily in the forms of class discussions, written responses, oral presentations, and writing portfolios. Students in this course read extensively in multiple genres from world literature; they learn about various literary forms and terms, build their vocabulary, participate in research activities, and refine their grammar skills. **__ 1021 English I (PreAP/GT), __**__ 1 credit (state)** GPA Level 1** __ ** Grade Level(s): ** 9-12 **Prerequisite(s):** None ** Notes: ** Summer reading is assigned in this course. In English I (PreAP/GT), students increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and compositions vary in form and length. Course sequence follows the content requirements for PreAP vertical alignment in English Language Arts and Composition as prescribed by the College Board. This content includes in-depth literary analysis, intensive independent reading assignments, multi-paragraph essay writing, and independent research. Students in this course read extensively in multiple genres from world literature; they learn about various literary forms and terms, build their vocabulary, and refine their grammar skills. **__ 1025 English I (PreAP/GT/Leadership)(GT Only), __**__ 1 credit (state)** GPA Level 1** __ ** Grade Level(s): ** 9 **Prerequisites):** Identified GT in CCISD  ** Notes: ** None   In English I (PreAP/GT), students increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and compositions vary in form and length. Course sequence follows the content requirements for PreAP vertical alignment in English Language Arts and Composition as prescribed by the College Board. This content includes in-depth literary analysis, intensive independent reading assignments, multi-paragraph essay writing, and independent research. Students in this course read extensively in multiple genres from world literature; they learn about various literary forms and terms, build their vocabulary, and refine their grammar skills. This course is an introduction to the study of leadership and relations. Students will study the historical and modern theories of leadership, as well as the various styles of leadership and their real world applications. The course also works with students on developing the essential skills of leadership, such as communication, problem solving and teamwork. Students will apply their leadership studies to a variety of global issues, examining cause and effects, as well as possible solutions. **__ 1111 English II __**__, 1 credit (state) **GPA Level 2** __ ** Grade Level(s): ** 10-12 **Prerequisite(s):** English I or Counselor approval ** Notes: 1114 ** English II: Sheltered (For English Language Learners); LPAC approval required; see page 163. In English II, students continue to increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and emphasis is placed on all forms of expository expression. Students in the course read extensively in multiple genres from world literature; they learn about various literary forms and terms, build their vocabulary, participate in research activities, and refine their grammar skills. **__ 1116 English II for Speakers of Other Languages (ESOL II), __**__ 1 credit (state)** GPA Level 2** __ ** Grade Level(s): ** 9-12 **Prerequisite(s):** LPAC approval ** Notes: ** Only recent immigrant students with limited English proficiency may enroll. In English II for Speakers of Other Languages (ESOL I), ELL students continue to receive intensive instruction in listening, speaking, reading, writing, and comprehending English., with a focus on the TEKS in English using strategies and methodologies appropriate for English Language Learners. These students increase and refine communication skills, practice all types of writing, and are exposed to a variety of genres from world literature. Within this course, students also learn about various literary forms and terms, build their vocabulary, participate in research activities, and refine their grammar skills. Students continue to develop competence in English, preparing them to be successful in all academic subjects. **__ 1117 English II (Enriched), __**__ 1 credit (state)** GPA Level 2** __** Grade Level(s): ** 10-12 **Prerequisite(s):** English I   ** Notes: ** None In English II (Enriched), students increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and emphasize all forms of expository expression. In this course, particular stress is placed on student participation, primarily in the forms of class discussions, written responses, oral presentations, and writing portfolios. Students in this course read extensively in multiple genres from world literature; they learn about various literary forms and terms, build their vocabulary, participate in research activities, and refine their grammar skills. **__ 1121 English II (PreAP/GT), __**__ 1 credit (state) **GPA Level 1** __ ** Grade Level(s): ** 10-12 **Prerequisite(s):** English I   ** Notes: ** Summer reading is assigned in this course. In English II (PreAP/GT), students increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and emphasize all forms of expository expression. Course sequence follows the content requirements for PreAP vertical alignment in English Language Arts and Composition as prescribed by the College Board. This content includes in-depth literary analysis, intensive independent reading assignments, multi-paragraph essay writing and independent research. Students in this course read extensively in multiple genres from world literature; they learn about various literary forms and terms, build their vocabulary, and refine their grammar skills. **__ 1125 English II (PreAP/GT/Leadership) (GT Only), __**__ 1 credit (state)** GPA Level 1** __ ** Grade Level(s): ** 10 **Prerequisite(s):** Identified GT in CCISD ** Notes ** : This course complements the AP World History and AP Art History courses. Summer reading is a required assignment. In English II (PreAP/GT/Leadership), students increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and emphasize all forms of expository expression. Course sequence follows the content requirements for PreAP vertical alignment in English Language Arts and Composition, World History, and Art History as prescribed by the College Board, including in-depth literary, historical, and artistic analysis, intensive independent reading assignments, multi-paragraph essay writing and independent research. This course is a continuation of the English I PreAP/GT/Leadership course. It is a study of the concepts of leadership and human relations through a humanities-designed curriculum. Students in this course will extensively examine classical pieces of literature paired with the art, music, and history of those times. They will learn how ancient civilizations perceived the qualities of a leader and how those perceptions influenced the cultural morès of a particular period. **__ 1211 English III, __**__ 1 credit (state) **GPA Level 2** __ ** Grade Level(s): ** 11-12 **Prerequisite(s):** English II or Counselor Approval ** Notes: 1214 ** English III: Sheltered (For English Language Learners); LPAC approval required; see page 163. In English III, students continue to increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits, (ideas, organization, voice, word choice, sentence fluency, and conventions), and emphasize all forms of expository expression. Students in this course read extensively in multiple genres from American literature, including selections from the pre-colonial, colonial and revolutionary, romantic, realistic, naturalistic, and early 20th century periods. Students also read from other world literature and spend time interpreting the historical context contained in each literary work. They learn about various literary forms and terms, build their vocabulary, participate in research activities, and refine their grammar skills. In English III (Enriched), students increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and emphasize all forms of expository expression. In this course, particular stress is placed on student participation, primarily in the forms of class discussions, written responses, oral presentations, and writing portfolios. Students in this course read extensively in multiple genres from both American and world literature; they learn about various literary forms and terms, build their vocabulary, participate in research activities, and refine their grammar skills. In AP English III, students increase and cultivate their communication proficiencies while focusing on course objectives identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and emphasize literary and expository analysis. This course also stresses advanced placement competencies, including the in-depth study of major works from American literature, the development of high level literary analysis skills, independent research synthesizing information from a variety of sources and disciplines, the mastery of major rhetorical forms, and the development of a personal writing style. Refinement in the areas of vocabulary building and grammar usage is continued. In English IV, students continue to increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and emphasis is placed on all forms of expository expression. Students in this course read extensively in multiple genres from British literature, including selections from the Anglo-Saxon, medieval, Renaissance, 17th century, 18th century, romantic, Victorian, modern, and post-modern periods. Students also read from other world literature and spend time interpreting the historical context contained in each literary work. They learn about various literary forms and terms, build their vocabulary, participate in research activities, and refine their grammar skills.  In English IV (Enriched), students increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and emphasize all forms of expository expression. In this course, particular stress is placed on student participation, primarily in the forms of class discussions, written responses, oral presentations, and writing portfolios. Students in this course read extensively in multiple genres from both British and world literature; they learn about various literary forms and terms, build their vocabulary, participate in research activities, and refine their grammar skills.   In AP English IV, students increase and refine their communication proficiencies while focusing on the knowledge and skills identified in the TEKS. Writing assignments revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions) and emphasize literary analysis. This course also stresses advanced placement competencies prescribed by the College Board, including the in-depth analysis of major works from British literature, the independent analysis of major works from world literature, advanced placement-type essay writing, the development of high level literary analysis skills, independent research synthesizing information from a variety of sources and disciplines, the mastery of major rhetorical forms, and the development of a personal writing style. Refinement in the areas of vocabulary building and grammar usage is continued. **READING** In this course, students learn useful study and self-direction skills, including goal setting, time management, organization, note taking, memory techniques, test preparation, and systematic processes for short- and long-term projects like class presentations and term papers. It operates as a learning laboratory in which students practice one skill to mastery before proceeding to the next one. Reading offers students instruction in word recognition, vocabulary building, and comprehension strategies in order to ensure that high school students have an opportunity to read with competence, confidence, and understanding. As a reading program, this course may use microcomputer software to give students the opportunity to read critically, to evaluate sources, and to draw supportable conclusions. A maximum of three credits of reading (selected from Reading I, II, or III) may be offered by districts for state graduation elective credit for identified students under the following conditions: (1) Recommendation by teacher or counselor; (2) Scores on assessment instruments and/or achievement tests. **//See your counselor for details.//** EIF (Local) ** ESOL/ELL **  ** Notes: ** Only recent immigrant students with limited English proficiency may enroll.  Reading  may be taken for one to three state elective credits. Reading offers ELL students supplemental instruction in word recognition, vocabulary building, and comprehension strategies in order to ensure that our ELL students have increased opportunity to read with competence, confidence, and understanding. These courses supplement the literacy instruction students receive in the ESOL classes. As a reading program, this course may also use microcomputer software to give students the opportunity to read critically, to evaluate sources, and to draw supportable conclusions.  ** Notes: ** Only students with limited English proficiency may enroll.   ESOL (English for Speakers of Other Languages) Academic Support offers ELL students supplemental instruction in listening, speaking, reading, writing, and comprehending English, with a focus on the TEKS in English using strategies and methodologies appropriate for English Language Learners. Students develop competence in English, preparing them to be successful in all academic subjects. These courses supplement the English language instruction students receive in the ESOL classes. Students may also receive academic support specifically geared for attaining success in other academic subjects. ** Notes: ** Only students with limited English proficiency may enroll.   ELL (English Language Learner) Academic Support offers ELL students supplemental instruction in listening, speaking, reading, writing, and comprehending English, with a focus on the TEKS in English using strategies and methodologies appropriate for English Language Learners. Students develop competence in English, preparing them to be successful in all academic subjects. This course supplements the English instruction students receive in the Sheltered English classes. Students may also receive academic support specifically geared for attaining success in other academic subjects. This course is a rigorous composition course, requiring students to demonstrate their skills in writing essays, short stories, poetry and drama. Through the process of self-evaluation and constructive criticism, students completing this course are able to analyze and discuss published and unpublished pieces of writing, develop and apply criteria for effective writing, and set personal goals as a writer. Students have the option of publishing a literary magazine as one of their program objectives.  This is a one-semester course designed to remediate those students who have not demonstrated mastery on the state-mandated TAKS test. In this class, students develop their vocabulary and word analysis skills, build reading comprehension, and study literary elements and persuasive techniques found in both written texts and visual media. They review basic spelling, capitalization, punctuation, and sentence structure rules. They focus on the grammatical elements of subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallel structure. All writing assignments in this course revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and compositions vary in form and length. Special attention is given to evaluating published and unpublished writing for both mechanics and content. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">This is a one-semester course designed to remediate those students who have not demonstrated mastery on the state-mandated TAKS test. In this class, students develop their vocabulary and word analysis skills, build reading comprehension, and study literary elements and persuasive techniques found in both written texts and visual media. They review basic spelling, capitalization, punctuation, and sentence structure rules. They focus on the grammatical elements of subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallel structure. All writing assignments in this course revolve around six specific traits (ideas, organization, voice, word choice, sentence fluency, and conventions), and compositions vary in form and length. Special attention is given to evaluating published and unpublished writing for both mechanics and content. This is a full-year course for students who wish to engage in an interdisciplinary study of art, major historical and cultural movements, economics, language and literature, math, music, and science. It is designed to prepare students for participation in Academic Decathlon competition. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;"> <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">This is a full-year course for students who wish to engage in an interdisciplinary study of art, economics, language and literature, math, science, music, and social science. It is designed to prepare students for participation in Octathlon competition. Students enrolled in this class will investigate and interpret various media forms for a variety of purposes. In addition, students will critique and analyze the significance of visual representation and learn to produce media projects that demonstrate knowledge of video techniques. ** Notes: ** Even though this course has no required prerequisites, it is highly recommended that students take “Analysis of Visual Media” before signing up for “Film Criticism.” Selections viewed during this course may contain elements considered mature subject matter, but all titles will be suitable for use in the high school classroom. This course gives students the opportunity to analyze important films as works of art that comment on the human condition and contribute to a person’s lifelong examination of his individual identity and reason for being. Students will hone their reading, writing, and thinking skills as they view, analyze, discuss, and critique seminal works of cinema. They will gain an historical perspective of film, including a study of how audience tastes and film criticisms have changed over the years. Through comparing and contrasting film treatments with their literary originals, and reading and writing about films as well, students will learn how to become discerning consumers of this popular medium. This course is an in-depth exploration of fictional prose in which the elements of mystery play a controlling part. Students in this class examine the detective story, the gothic novel, the suspense novel, the tale of espionage, and the crime story. Reading selections are a combination of classic and modern works suitable for the high school classroom. This class examines myths from various cultures. In the first nine weeks, students focus on the mythology of Ancient Greece and Rome; in the second part of the course, they concentrate on Norse, Scandinavian, African, Aztec, and Mayan mythology. From this study, participants develop an appreciation of each culture’s mythological history and gain insight into the beliefs and ideologies established in each of these cultures. The objective of this course is to acquaint students with the evolution of the dramatic genre in literature. It offers a literary overview and in-depth study of plays and playwrights from each of the major literary time periods, including an examination of each playwright’s background and an analysis of his/her play’s content, dramatic form, and societal impact. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">This one-semester elective offers a literary overview and analysis of several of Shakespeare’s plays. Students in this class learn about the playwright’s life and examine each play’s historical background, content, dramatic form, and societal impact. The objective of this course is to acquaint students with the classic forms of Shakespearean tragedy and comedy. This course examines the genre of horror from Poe to the present day. Students read, discuss, and analyze short stories, novels, and films that explore the elements of the gothic/horror tale. Literature and film selected for this course are combinations of classic and modern works and are suitable for the high school classroom. In this course, students explore the characteristics and elements that constitute the genres known as science fiction and fantasy. They read several works from each category, analyzing and discussing short stories, novels, and films from both classic and modern times. **__ 1993 Literary Genre: Poetry, __**__ 0.5 credit (state) **GPA Level 2** __ ** Grade Level(s): ** 11-12 **Prerequisite(s):** Parental approval The object of this course is to acquaint students with the evolution of poetry in literature. It offers a literary overview and in-depth study of poetry from each of the major literary time periods, including an examination of each poet’s background and an analysis of their poetry’s forms and themes. **__ 1600 Communication Applications, __**__ 0.5 credit (state) **GPA Level 2** __ ** Grade Level(s): ** 9-12 **Prerequisite(s):** None ** Notes: ** This course is the only one that will satisfy the State of Texas requirement for Speech credit toward high school graduation. In Communication Applications, students will develop, analyze and evaluate the communication skills needed for professional and social success in interpersonal situations, group interactions, and personal and public presentations. In this course, students develop their abilities in argumentation and debate. They approach current issues, develop critical thinking, and sharpen communication skills. Involvement in this course provides students the opportunity to compete in University Interscholastic League (UIL) and National Forensic League (NFL) contests. In this course, students master the techniques of argumentation, research, and persuasive speaking. They compete in UIL and NFL contests. In this course, students gain in-depth knowledge of argumentation techniques, research for a specific purpose, and demonstrate speaking as a persuasive skill. They compete in UIL and NFL contests. In Oral Interpretation, students examine the oral reading and presentation of literary texts as a communication art. They select, research, analyze, adapt, interpret, and perform pieces from various literary texts and are evaluated in both individual and group performances. Students taking this course have the option to compete in UIL and NFL contests. Tournament fees are assessed for optional competitions. This is a full-year course for students who wish to work independently in the area of speech. This is an introductory journalism course offering an overview of media’s functions in society. In this class, students learn the basics of newspaper, yearbook, and magazine production, and write and submit stories for publication in the school newspaper. They use technology and the visual and electronic media to create, clarify, critique, and reproduce effective communication. In this class, students join the newspaper staff, write stories for publication, and begin working on production of the medium. Students, like news staffers who use computers to assist editors in producing the paper, learn computer skills through direct application. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">This course provides students an opportunity to polish their skills in newspaper writing and production. They make further advancements in their computer, design, and photographic skills by participating in the publication of the school newspaper. **__ 1731 Advanced Journalism: Newspaper Production III, __**__ 1 credit (state) **GPA Level 2** __ ** Grade Level(s): ** 11-12 **Prerequisite(s):** Newspaper Production II   ** Notes: ** None This course allows students the opportunity to continue to develop advanced skills in newspaper writing and production. They will refine and enhance their journalistic skills, research self-selected topics, and plan, organize, and prepare the school newspaper. **__ 2851 Desktop Publishing: Newspaper Production III, __**__ 1 credit (state) **GPA Level 2** __ ** Grade Level(s): ** 11-12 **Prerequisite(s):** Newspaper Production II   ** Notes: ** <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Meets the Technology Applications requirement for all high school graduation plans. Through this course, students will be able to earn a Technology Applications credit while working on the school newspaper team. This course allows students the opportunity to continue to develop advanced skills in newspaper writing and production. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. **__ 1771 Photojournalism, __**__ 1 credit (state) **GPA Level 2** __ ** Grade Level(s): ** 10-12 **Prerequisite(s):** None ** Notes: ** $25 Fee per semester This course introduces students to the field of photojournalism. Students will be exposed to legal and ethical issues surrounding the field as well as the creative elements needed to produce photographs for use in a journalistic publication. Students will use digital cameras and photographic software to create, evaluate and improve photographs. This one-year course provides students with all the skills necessary to produce a modern desktop-published yearbook including digital and/or 35mm black and white photography, desktop publishing, layout and design, copy and caption writing, and marketing. Since the yearbook is entirely desktop-published, students also learn all the computer skills necessary to produce the publication, including software for page layout and photo enhancement. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): 10-12 **Prerequisite(s):** Yearbook <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">I or skill assessment <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> ** Notes: ** None This one-year journalism course provides students the opportunity to polish the skills they learned in Yearbook I while they participate in the production of a modern desktop-published school yearbook. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> This course offers students the opportunity to polish and refine the skills they developed in Yearbook I and II while participating in the production of a modern desktop-published school yearbook. They will refine and enhance their writing skills, research self-selected topics, and plan, organize, and prepare the school yearbook. **__<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">, __**__<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1 credit (state) **GPA Level 2** __ Through this course, students will be able to earn a Technology Applications credit while working on the school Yearbook team. This one-year course offers students the opportunity to polish and refine the skills they developed in Yearbook I and II while participating in the production of a modern desktop-published school yearbook. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. This course is designed for editors of the school newspapers and yearbooks. This class provides these advanced students the opportunity to complete production work on their publication.
 * ENGLISH  **
 * __ 1217 English III (Enriched) __**__, 1 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 11-12 **Prerequisite(s):** English II
 * Notes: ** None
 * __ 1221 English III Language and Composition (English III AP/GT), __**__ 1 credit (state)** GPA Level 1 ** __** Grade Level(s): ** 11-12 ** Prerequisite(s):** English II
 * Notes: ** Prepares students for the College Board Advanced Placement English Language and Composition Exam; summer reading is assigned in this course**.**
 * __ 1311 English IV, __**__ 1 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 12 **Prerequisite(s):** English III/Counselor approval
 * Notes: ** ** 1314 ** English IV: Sheltered (For English Language Learners); LPAC approval required; see page 163.
 * __ 1317 English IV (Enriched), __**__ 1 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 12 **Prerequisite(s):** English III
 * Notes: ** None
 * __<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1321 English IV Literature & Composition (English IV AP/GT), __**__<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1 credit (state) **GPA Level 1** __
 * <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): **<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> 12 **Prerequisite(s):** English III
 * <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Notes: **<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> Prepares students for the College Board Advanced Placement English Literature and Composition Exam; summer reading is assigned in this course.
 * __ 1500 Reading Application and Study Skills, __**__ 0.5 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 9-12 **Prerequisite(s):** None
 * Notes: ** None
 * __<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1501/1502/1503 Reading I, II, III, __**__<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1-3 credits (state) **GPA Level 2** __
 * <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): **<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> 9-12 **Prerequisite(s):** None
 * <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Notes: **<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> Reading may be taken for one to three state elective credits.
 * __<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1401/1402/1403 Reading I, II, III (For Speakers of Other Languages), __**__<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1-3 credits (state) **GPA Level 2** __
 * <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): **<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> 9-12 **Prerequisite(s):** LPAC approval
 * __<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1411 / 1412 ESOL I, II Academic Support, __**__<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1-3 credits (local) **GPA Level 2** __
 * <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): **<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> 9-10 **Prerequisite(s):** LPAC approval
 * __<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1413 ELL Academic Support, __**__<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1-3 credits (local) **GPA Level 2** __
 * <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): **<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> 9-12 **Prerequisite(s):** LPAC approval
 * LANGUAGE ARTS ELECTIVES **
 * __ 1511 Creative/Imaginative Writing, __**__ 1 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 10-12 **Prerequisite(s):** None
 * Notes: ** None
 * __<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1520 Practical Writing Skills I, __**__<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">0.5 credit (state) **GPA Level 2** __
 * <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): **<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> 9-10 **Prerequisite(s):** TAKS Scale Score below 2100; Counselor approval
 * <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Notes: **<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> A student may receive state-approved credit towards graduation for only one of the following: Practical Writing Skills I or Practical Writing Skills II.
 * __<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1530 Practical Writing Skills II, __**__<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">0.5 credit (state) **GPA Level 2** __
 * <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): **<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> 11-12 **Prerequisite(s):** TAKS Scale Score below 2100; Counselor approval
 * <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Notes: **<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> A student may receive state-approved credit towards graduation for only one of the following: Practical Writing I or Practical Writing II.
 * __ 1551 Humanities (Adv Acad), __**__ 1 credit (state) **GPA Level 1** __
 * Grade Level(s): ** 11-12 **Prerequisite(s):** None
 * Notes: ** None
 * __ 1561 Octathlon (Adv Acad), __**__ 1 credit (local) **GPA Level 1** __
 * Grade Level(s): ** 9-10 **Prerequisite(s):** None
 * Notes: **<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;"> None
 * __ 1550 Analysis of Visual Media, __**__ 0.5 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 10-12 **Prerequisite(s):** None
 * Notes: ** None
 * __ 1570 Media Literacy: Film Criticism, __**__ 0.5 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 10-12 **Prerequisite(s):** None
 * __ 1940 Literary Genre: Mystery, __**__ 0.5 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 10-12 **Prerequisite(s):** None
 * Notes: ** A maximum of two (2) Literary Genre courses may be counted toward state graduation credit.
 * __ 1950 Literary Genre: Mythology, __**__ 0.5credit (state) **GPA Level 2** __
 * Grade Level(s): ** 9-12 **Prerequisite(s):** None
 * Notes: ** A maximum of two (2) Literary Genre courses may be counted toward state graduation credit.
 * __ 1960 Literary Genre: Drama, __**__ 0.5 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 10-12 **Prerequisite(s):** None
 * Notes: ** A maximum of two (2) Literary Genre courses may be counted toward state graduation credit.
 * __ 1970 Literary Genre: Shakespearean Studies, __**__ 0.5 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 10-12 **Prerequisite(s):** None
 * Notes: ** A maximum of two (2) Literary Genre courses may be counted toward state graduation credit.
 * __ 1980 Literary Genre: The Horror, __**__ 0.5 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 11-12 **Prerequisite(s):** Parental approval
 * Notes: ** A maximum of two (2) Literary Genre courses may be counted toward state graduation credit.
 * __ 1990 Literary Genre: Science Fiction/Fantasy, __**__ 0.5 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 9-12 **Prerequisite(s):** None
 * Notes: ** A maximum of two (2) Literary Genre courses may be counted toward state graduation credit.
 * Notes: ** A maximum of two (2) Literary Genre courses may be counted toward state graduation credit.
 * SPEECH/DEBATE **
 * __ 1611 Debate I, __**__ 1 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 9-12 **Prerequisite(s):** None
 * Notes: ** None
 * __ 1621 Debate II (Adv Acad), __**__ 1 credit (state) **GPA Level 1** __
 * Grade Level(s): ** 10-12 **Prerequisite(s):** Debate I
 * Notes: ** None
 * __ 1631 Debate III (Adv Acad), __**__ 1 credit (state) **GPA Level 1** __
 * Grade Level(s): ** 11-12 **Prerequisite(s):** Debate II
 * Notes: ** None
 * __ 1651/1661/1671 Oral Interpretation I/II/III, __**__ 1 credit (state**) GPA Level 2** __
 * Grade Level(s): ** 9-12 **Prerequisite(s):** None
 * Notes: ** None
 * __ 1699 Independent Study : Speech/Debate (Adv Acad), __**__ 1 credit (state)  **GPA Level 1** __
 * Grade Level(s): ** 11-12 **Prerequisite(s):** Debate III
 * Notes: ** None
 * JOURNALISM **
 * __ 1701 Journalism, __**__ 1 credit (state) **GPA Level 2** __
 * Grade Level(s): ** 9-12 **Prerequisite(s):** None
 * Notes: ** None
 * __<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1711 Advanced Journalism: Newspaper __**__<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> **Production I,** 1 credit (state) **GPA Level 2** __
 * <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): **<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> 10-12 **Prerequisite(s):** Journalism <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">I or skill assessment
 * <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Notes: **<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> None
 * __<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1721 Advanced Journalism: Newspaper Production II, __**__<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1 credit (state) **GPA Level 2** __
 * <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): **<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> 11-12 **Prerequisite(s):** Newspaper Production I or skill assessment <span style="color: red; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">
 * <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Notes: **<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> None
 * __ 1801 Advanced Journalism: Yearbook I, __**__ 1 credit (state) **GPA Level 2**  __
 * Grade Level(s): ** 9-12 **Prerequisite(s):** Journalism I or skill assessment
 * Notes: ** None
 * __<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1811 Advanced Journalism: Yearbook II, __**__<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1 credit (state) **GPA Level 2** __
 * __<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1821 Advanced Journalism: Yearbook III, __**__<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1 credit (state) **GPA Level 2** __
 * <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): **<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> 11-12 **Prerequisite(s):** Yearbook II or skill assessment
 * <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Notes: **<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> None
 * <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): **<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> 11-12 **Prerequisite(s):** Yearbook II or skill assessment
 * <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Notes: **<span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> Meets the Technology Applications requirement for all high school graduation plans.
 * __<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1899 Independent Study: Journalism (AdvAcad), __**__<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">1 credit (state) **GPA Level 1** __
 * <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">Grade Level(s): **<span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';"> 11-12 **Prerequisite(s):** Application Required <span style="color: windowtext; font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">or skill assessment <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-bidi-font-family: 'AFMDK K+ Palatino';">
 * Notes: ** None