Language Arts

Ninth Grade English Language Arts focuses on comprehension and composition of informational, literary, and persuasive texts, as well as on speaking, listening, research, and critical reasoning skills. This course exposes students to a variety of texts from American and world cultures. Students read novels, short stories, plays, essays, poems, and nonfiction. Students write in a variety of styles with a focus on structure, vocabulary, and writing mechanics. In addition, students engage in a variety of discussions and oral presentations, as well as research and reasoning tasks, and the research process.

This course is a year-long preparatory class providing students knowledge and skills required for advanced language arts studies. It is the first of two preparatory courses that support junior‐senior IB English and/or AP English course content. Students will concentrate on American literature and world literature. Emphasis will be on vocabulary building, close reading of texts, grammatically correct writing, argumentative and critical writing with textual support, and oral commentary about literature. A variety of texts and learning strategies are used to develop students’ individual strengths in reading, writing, and speaking. This course is advanced, and goes beyond curriculum expectations of a standard course offering by increasing depth and complexity. Students will be engaged in dynamic, high‐level learning. The pace of this course may be faster than that of a traditional course. Summer reading may be required for entering students.

NOTE: At FHS, students must have completed 9th grade Language Arts to take on of the following courses.

Tenth Grade English Language Arts focuses on comprehension and composition of informative, literary and argumentative texts, as well as on speaking, listening, research, and critical reasoning skills. This course exposes students to a variety of complex texts, such as novels, short stories, plays, essays, poems, and nonfiction. Students write with a focus on the craft and structure of writing for a variety of audiences and purposes. In addition, students engage in discussions and oral presentations. This course is available online.

This is the second year‐long preparatory course for the junior‐senior IB English and/or AP English course content. Students further refine the skills introduced in BVSD Pre-IB Language Arts Grade 9 (I20) while analyzing world literature, where selected works by the world’s masters are given detailed attention. Practice in oral and formal commentary are included. Writing projects are assigned at the advanced composition level. This course is advanced and goes beyond curriculum expectations of a standard course offering by increasing depth and complexity. Students will be engaged in dynamic, high‐ level learning, and the pace of the course may be faster than that of a traditional course. Summer reading may be required.

NOTE: At FHS, students must have completed 10th grade Language Arts to take on of the following courses.

Eleventh Grade English Language Arts focuses on comprehension, synthesis, and composition of informative, literary, and argumentative texts, as well as on speaking, listening, research, and critical reasoning skills. This course exposes students to a variety of texts, such as novels, short stories, plays, essays, poems, and nonfiction. Students write with a focus on refining craft and structure for different audiences and purposes. In addition, students engage in discussions and oral presentation.

This course prepares students for the advanced placement exam in Language and Composition. Students develop the writing and language skills required for critical and stylistic analysis. Students explore the ideas of noted philosophers and major American writers while perfecting their own writing skills. Students work to become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts. This course also provides the practice for students to become flexible writers who can compose in a variety of modes and for a variety of purposes. 

This course is the first half of a two-year long IB language arts curriculum. Students will develop the skills necessary for in depth literary analysis, which is a key feature of the IB curriculum. The main tool for developing literary analysis skill is close reading of selected IB works incorporating American and world literature components. Works studied have an international kernel and represent a diverse set of authors. Frequent writing projects are assigned. Intensive practice is given in oral presentation, especially formal commentary. This course satisfies the American Literature graduation requirement. Summer reading may be required.

NOTE: At FHS, students must have completed 11th grade Language Arts to take on of the following courses.

Senior Literature, Composition and Communication is a year-long course building on the skills learned in American Literature and Composition and World Literature and Composition. The course includes the study of contemporary literature from the early 20th century to the present. Instruction of college preparatory writing techniques is an integral part of the course. Students will continue to refine their composition, reading and speaking skills in a variety of genres and contexts. Higher level literary analysis is emphasized in class discussion, writing, and formal oral presentations. Students will learn a variety of organizational strategies in writing and speaking as well as learning to speak and write for a variety of audiences and purposes.

This course will engage students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students will deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students should consider a work’s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. Students will initiateand participate effectively in a range of collaborative discussions and develop fundamental communication skills in order to effectively share reasoning and varied perspectives during oral presentation. This class will prepare students for the AP English examinations.

This course completes the two‐year curriculum begun in IB Language Arts 11th Grade. It is a detailed study of Shakespearean drama, non‐fiction (essays and autobiography), modern poetry, and modern fiction. Close reading of works in a variety of cultural contexts and the writing of analytic essays are emphasized. A variety of oral commentary and presentation work continues. Thorough preparation for the IB Higher Level examination is provided. The two‐year curriculum not only answers the particularities of IB goals, but may also equip students for successful completion of the AP exam in English Literature and Composition. This course imparts advanced college reading and writing skills. Summer reading may be required.

Creative Writing introduces the student to the writing of fiction, poetry, the personal narrative, drama, screenplay, and creative essay. Students analyze peer and published authors for particular stylistic devices in order to understand the writer’s skill in narration, dialogue, description, and detail. This course provides activities and projects to stimulate ideas and extend the students’ writing talent, to encourage appropriate freedom of expression, and to develop sensitivity to the power of words in the written medium. Students read their work aloud for class critique and the course introduces students to appropriate markets for publication.

Discussion and Debate teaches students the techniques used in argumentation, forms of discussion, and formal debate. Students learn the fundamentals of communication and the psychology of persuasion. Skills practiced in this class are applicable to other classes and to participation in the democratic process in our communities, states, and country. The course is based on strong oral components.

Public Speaking teaches students the techniques used in informative and persuasive speaking. Students learn the fundamentals of communication and develop skills in the preparation, morganization, and presentation of speeches. Students practice and deliver prepared and impromptu speeches to inform, to persuade, and to entertain.

NOTE: Journalism, Newspaper, and Yearbook course sections are combined.

This course offers an in-depth survey of journalism, including news writing, interviewing, and writing stories (news, features, sports, editorials, and columns). It also covers the history of journalism, newspaper terminology, headline writing, copy and proofreading, advertising, page layout, and photo journalism.

Newspaper 1 teaches first year newspaper staff how to develop an action plan, conduct interviews, write journalistically competent copy and captions, take quality action and candid photographs, and complete layouts that include photos, captions, and graphic elements. Students learn to use professional technology for photo editing, videography, website management, and print layout. Students also learn how to edit and manage digital photos and media files. Students use the Internet and multimedia tools for journalistic research and publishing and study ethical usage guidelines. Students work cooperatively to set and achieve goals, organize time and tasks to meet deadlines, develop and adhere to a budget, and problem-solve in order to publish a product for a school audience. Students learn how to sell ads and raise money to raise publication funds. Students may enroll more than one year; second and third year students are eligible to become editors. In some circumstances, first year students may serve as editors with teacher permission.

Newspaper 2 allows students who successfully completed Newspaper 1 to continue to develop the skills and knowledge they acquired with a particular emphasis on AP style, design, and graphics. In addition to regular page assignments, Newspaper 2 students are also eligible to serve in a leadership position, either as an editor, business manager, or in some other capacity where they have additional responsibilities beyond Newspaper 1. Second year staff members who become section editors plan coverage for their section of the Newspaper, design layouts, and work closely with staff completing pages for their section. They edit and complete their section, producing pages that are ready for publication by deadline. They attend regular editor meetings, keep detailed and accurate records and lead by example, coaching first year students. Second year students who serve successfully for two or more semesters are eligible for an academic letter in Newspaper. They may take the course for a third year where they are eligible to become editor in chief. This is an elective course for technology, communication, or language arts credit.

Newspaper 3 allows students who have successfully completed Newspaper 1 and 2 to continue to develop the skills and knowledge they acquired with emphasis on planning coverage and page assignments, coaching junior staff, and advanced work with publishing technologies. In addition to regular reporting assignments, Newspaper 3 students are eligible to serve in a leadership position, such as an editor, editor‐in‐chief, or business manager. A staff member who becomes editor‐in‐ chief is in charge of all elements of news production and promotes high journalism standards. The EIC must have strong leadership skills in organization, deadlines, communication, and editing. EICs may be expected to summer work sessions. EIC duties include regularly leading the class and promoting cohesion of newspaper staff. In addition, the EIC prepares and organizes newspaper entries into local, state and national competitions.

Yearbook 1 allows first year students to learn and practice the skills of yearbook production. First year yearbook staff learn how to develop an action plan, conduct interviews, write journalistically competent copy and captions, take quality action photographs, and complete layouts which include photos and captions, and graphic elements. Students learn to use professional graphic design and photo editing software and supporting technology and how to manage file storage and prepare those files for publication. Students learn ethical and responsible use of Internet resources and practice principles of sound journalism. Students work cooperatively to set and achieve goals, organize time and tasks to meet deadlines, develop and adhere to a budget, and problem‐solve in order to publish a product for a school audience. Students may enroll more than one year; second and third year students are eligible to become editors or editors in chief. In some circumstances, first year students may serve as editors with teacher permission.

Yearbook 2 allows students who successfully completed Yearbook 1 to continue to develop the skills and knowledge they acquired with a particular emphasis on AP style, design, and graphics. In addition to regular page assignments, Yearbook 2 students are also eligible to serve in a leadership position, either as an editor, business manager, or in some other capacity where they have additional responsibilities beyond Yearbook 1. Second year staff members who become section editors plan coverage for their section of the yearbook, design layouts, and work closely with staff completing pages for their section. They edit and complete their section, producing pages that are ready for publication by deadline. They attend regular editor meetings, keep detailed and accurate records and lead by example, coaching first year students. Second year students who serve successfully for two or more semesters are eligible for an academic letter in Yearbook. They may take the course for a third year where they are eligible to become editor in chief. This is an elective course for technology, communication, or language arts credit.

Yearbook 3 allows students who successfully completed Yearbook 1 and 2 to continue to develop all the skills and knowledge they acquired with a particular emphasis on planning a ladder, theme development and design, coverage and page assignments, proof-editing and page submission. In addition to regular page assignments, Yearbook 3 students are also eligible to serve in a leadership position, either as an editor, editor-in-chief, business manager, or in some other capacity beyond Yearbook 1. A third year staff member who becomes editor-in-chief is in charge of all aspects of yearbook production from the development of the theme and cover, to the final distribution. It is crucial that this person has strong leadership skills including being well organized, a strong communicator, an expert editor, and a fanatic when it comes to meeting deadlines. EICs may be expected to attend a summer Yearbook work session to develop the theme of the book before school starts in the fall. EICs duties include regularly leading the class and promoting the cohesion of Yearbook staff. EICs work closely with the yearbook adviser and section editors on every aspect of Yearbook production. In addition, the EIC prepares and organizes Yearbook entries into local, state and national competitions. Third year students who serve successfully for two or more semesters are eligible for an academic letter in Yearbook. This is an elective course for technology, communication or language arts credit.

How do we know what we know, and can we prove it? These questions are the domain of Theory of Knowledge, the required core class for all IB Diploma candidates. Part philosophy, and part cultural anthropology, the class will examine issues of knowledge and knowledge claims in all of the subject areas of the IB Diploma Program. Through journals, presentations, and papers, students will come to a critical understanding of the claims of knowledge in the world around us. The class will also serve as a forum for monitoring progress in CAS requirements and completion of the Extended Essay.