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The focus of this course is to challenge students to read, write and think critically through the study and analysis of literary and informational text. Students will explore a variety of diverse texts through the lens of voice and agency, relationships and the human condition. These texts are strategically selected to highlight how authors use literary elements and techniques to create meaning and convey purpose. The English 9 Honors program places great emphasis on the writing process and how to effectively and persuasively craft an argument that can be substantiated with sufficient and relevant evidence and valid reasoning. Cornerstone texts include Of Mice and Men by John Steinbeck, A Raisin in the Sun by Lorraine Hansberry and The Poet X by Elizabeth Acevedo. Students will also have opportunities to self-select texts of interest to hone literary analysis skills. Explicit instruction in effective collaboration is an ongoing focus in this course. Each unit includes common assessments and benchmark exams aligned to the New York State Next Generation Learning Standards in English Language Arts in which all students will participate.

The focus of this course is to challenge students to read, write, and think critically through the study and analysis of literary and informational text. Through the lens of social justice, students will explore a variety of diverse texts that are strategically selected to highlight how authors use literary, structural and rhetorical techniques to create meaning, convey purpose and powerfully persuade others. The English 10 Honors program places great emphasis on the writing process and how to effectively and persuasively craft an argument that can be substantiated with sufficient and relevant evidence and valid reasoning. Students will also conduct an extensive research project in which they explore instances of genocide and human rights violations throughout world history. Working collaboratively in order to develop an appreciation for the ideas of others and hone the skill of analyzing perspective is a major focus in this course. Cornerstone texts include The Tragedy of Julius Caesar by William Shakespeare, Just Mercy by Bryan Stevenson, and Song of Solomon by Toni Morrison. Students will also have opportunities to self-select texts of interest to hone literary analysis skills. Each unit includes common assessments and benchmark exams aligned to the New York State Next Generation Learning Standards in English Language Arts in which all students will participate.

This interdisciplinary course centers on the cooperative discovery of history and literature throughout the world from the 18th century to present global issues. It is designed to help students establish connections between the political ideas, movements and events that have shaped the world and the literary movements that have created global cultures. Chronological and topical approaches to literature and history provide the framework for the study of world experiences. Students will read a variety of short and longer texts that complement the exploration of world history and relevant primary source documents. Cornerstone texts include Things Fall Apart by Chinua Achebe, Animal Farm by George Orwell and Never Fall Down by Patricia McCormick. This course supports preparation for the New York State Regents examination in English Language Arts administered at the end of eleventh grade.

It culminates with the New York State Regents examination in Global History and Geography, which is a graduation requirement.

The focus of this course is to challenge students to read, write, and think critically through the study and analysis of literary and informational text. Students will explore a variety of diverse texts that trace the history of the United States, while considering the ideas upon which our nation is founded, including who does and doesn’t have access to the notion of the American Dream. Texts are strategically selected to highlight how authors use literary, structural, and rhetorical techniques to create meaning, convey purpose and powerfully persuade others and explicitly include a variety of voices throughout history, with particular focus on those who are often underrepresented or marginalized. The English 11 Honors program places great emphasis on the writing process and how to effectively and persuasively craft an argument that can be substantiated with sufficient and relevant evidence and valid reasoning. Working collaboratively in order to critically analyze thematic intent, author’s purpose, and multiple perspectives through powerful academic discourse is a major focus of this course. Cornerstone texts include The Crucible by Arthur Miller, Their Eyes Were Watching God by Zora Neale Hurston, The Great Gatsby by F. Scott Fitzgerald, Fences by August Wilson and excerpts from Black Boy by Richard Wright. Each unit includes common assessments and benchmark exams aligned to the New York State Next Generation Learning Standards in English Language Arts in which all students will participate.

This course culminates with the New York State Regents examination in English Language Arts, which is a graduation requirement.

This interdisciplinary course centers on the cooperative discovery of the history and literature of the United States. It is designed to help students establish connections between the political ideas, movements and events that shaped our country and the artistic movements that have created our culture. Chronological and topical approaches to literature and history provide the framework for the study of the American experience. Students read a variety of short and longer texts that complement the exploration of United States history and primary source documents, including the U.S. Constitution and landmark Supreme Court cases. Cornerstone texts include The Crucible by Arthur Miller, Their Eyes Were Watching God by Zora Neale Hurston, The Great Gatsby by F. Scott Fitzgerald, Fences by August Wilson and excerpts from Stamped by Ibram X. Kendi and Jason Reynolds.

This course culminates with the New York State Regents examinations in both U.S. History and Government and English Language Arts, which are graduation requirements.

In the Advanced Placement course in English Language and Composition, students are engaged in becoming skilled readers of prose written in a variety of rhetorical contexts and skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing. Students enrolled in this course are required to take the AP Language and Composition examination in May as well as the New York State Regents Examination in English Language Arts, the latter of which is a graduation requirement. It is important to note each college has established guidelines for granting credit based on the student’s score on the AP examination.

In English 11 IB HL 1, students are engaged in becoming skilled readers of prose written in a variety of rhetorical contexts and skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing. Through the course, students will develop a personal appreciation of language and literature, skills in literary criticism using a range of texts from different periods, styles and genres, an understanding of the formal, stylistic and aesthetic qualities of texts, strong powers of expression – both written and oral, an appreciation of cultural differences in perspective, and an understanding of how language challenges and sustains ways of thinking. This course culminates in the New York State Regents examination in English Language Arts, which is a graduation requirement. Students are also strongly encouraged to take the AP Language and Composition examination. This class is a prerequisite for English 12 IB HL 2. 

The focus of this senior level English course is to explore the universal truth that literacy is liberation; students will work to hone critical skills that foster the freedoms of voice, agency, choice and opportunity for young people beyond high school. With emphasis on the literary skills that define college- and career-readiness, students will explore a variety of diverse texts that are strategically selected to highlight the power of critical literacy when and where inequities persist and endure despite an ever-changing and ever-evolving society. This course places great emphasis on how to apply literacy skills in both academic and professional settings and endeavors to balance the demand for post-secondary preparedness with the importance of developing practical strategies and skills for day-to-day effective communication, such as argumentation, media literacy and technical writing. Students will also further develop their research and public speaking skills by exploring a passion project of their choosing. Each unit includes common assessments and benchmark exams aligned to the New York State Next Generation Learning Standards in English Language Arts in which all students will participate.

Senior Symposium (first semester) will prepare students to be college- and career-ready by engaging them in the process that will aid them in making this important transition successfully. Key topics will include resume writing, cover letters, career inventories, college applications/essays and research. Guest speakers and college visits will also be an important component of this course. This course will foster students’ abilities to produce clear expository prose through emphasis on the writing process, audience analysis, topic selection, thesis support, development, editing and revision. Using models of fiction and non-fiction, students will work on refining syntax, voice and appropriate style. This course is strongly recommended for students preparing for college. Creative Writing (second semester) affords students the opportunity to further develop their writing talents by experimenting with a variety of forms and techniques. Areas of study will include short fiction, poetry, feature articles and dramatic dialogue. This course is based on the premise that students must write daily in order to further develop their writing skills. Students will also explore other areas, including writing theory and publishing, which will provide a comprehensive view of the creative writing process. Through class assignments, peer editing and the study of professional works, students will create and submit a final portfolio that displays growth as a writer.

Senior Symposium (first semester) will prepare students to be college- and career-ready by engaging them in the process that will aid them in making this important transition successfully. Key topics will include resume writing, cover letters, career inventories, college applications/essays and research. Guest speakers and college visits will also be an important component of this course. Also, this course will foster students’ abilities to produce clear expository prose through emphasis on the writing process, audience analysis, topic selection, thesis support, development, editing and revision. Using models of fiction and non-fiction, students will work on refining syntax, voice and appropriate style. This course is strongly recommended for students preparing for college. African-Americans and Women in Literature (second semester) will focus on students reading, analyzing and discussing works of fiction and non-fiction that deal with topics of race, class and gender as placed in historical context and as seen through a feminist lens. This course examines the rhetoric surrounding societal views about race, class and gender. Specifically, this course will explore how race, class and gender influence writers and the interpretation of their work. This is a writing-intensive course. The goal of this course will be to critically analyze the works of seminal writers and to learn the historical and biographical background necessary to understand the literature of the period.

Senior Symposium (first semester) will prepare students to be college- and career-ready by engaging them in the process that will aid them in making this important transition successfully. Key topics will include resume writing, cover letters, career inventories, college applications/essays and research. Guest speakers and college visits will also be an important component of this course. Also, this course will foster students’ abilities to produce clear expository prose through emphasis on the writing process, audience analysis, topic selection, thesis support, development, editing and revision. Using models of fiction and non-fiction, students will work on refining syntax, voice and appropriate style. This course is strongly recommended for students preparing for college. Horror Fiction and Film (second semester) uses popular mythology to explore the dark, squalid areas of popular culture. This semester-long course examines society’s dreams and the myths it creates through horror fiction and film. Specifically, this course will explore the relationship of horror fiction and film and the underlying use of gender, race, class, ethnicity and the power within. Several films will be viewed and related works of horror fiction are required reading. The goal of this course is to look beneath the surface of the films and texts in order to develop a theory of the horror genre as it relates to modern culture. 

This course is designed for seniors who still need to pass the New York State Regents examination in English Language Arts for graduation credit; emphasis will be placed on preparing for success on this exam. In the first half of the course, students will hone test-taking strategies while working toward developing as a reader and writer relative to text analysis and argumentation. Senior Symposium (second semester) will prepare students to be college and career ready by engaging them in the process that will aid them in making this important transition successfully. Key topics will include resume writing, cover letters, career inventories, college applications/essays and research. Guest speakers and college visits will also be an important component of this course. The course will foster students’ abilities to produce clear expository prose through emphasis on the writing process, audience analysis, topic selection, thesis support, development, editing and revision. Using models of fiction and non-fiction, students will work on refining syntax, voice and appropriate style.

International Baccalaureate English is a demanding, exciting course of study spanning both the junior and senior years. With a focus on global consciousness, students will read a range of literature encompassing works from varied and comprehensive genre (drama, poetry, prose: novel and short story, and prose: other than novel and short story), period (pre-1800, 1800-1900, 20th century) and cultural perspective. Particular attention is paid to the study of language and literature in translation. In keeping with the IB mission to create independent, original thinkers, students will be required to actively engage in critical analysis and dialogue about their texts. To illuminate both the depth and breadth of thinking in our greatest works, texts will be studied in comparison and also through close reading. IB assessments span both years, with internal oral commentary and presentation in the spring of the junior year and a combination of independent essays and “scripts” (on demand/IB-created tests) in the senior year. Students are strongly encouraged to take the AP Literature and Composition examination in May.

In the Advanced Placement course in Literature and Composition, students are engaged in critical analysis of diverse literary texts ranging from classical to contemporary. Intensive analysis of rhetorical techniques, comparative study of genres and universal themes, exploration of modes of discourse and collaborative projects provide students with a number of cultural intellectual contexts. Students will consider how different kinds of literary criticism may enrich, stimulate and challenge their understanding of texts. Students enrolled in this course are required to take the AP Literature and Composition examination in May. It is important to note each college has established guidelines for granting credit based on the student’s score on the AP exam.