Reading & Writing Requirements

• 
  Students are expected to complete 4 novels per year from the school list, including 1 universally required text in each grade
  
• 
  Students are expected to read and respond to independent books, for which they will be held accountable.
  
• 
  Students are expected to read and respond to a series of whole class and reading group "book equivalents" (e.g., series of periodicals or articles, manuals, collections of essays or poetry) each year. These works must be from multiple genres, including fiction and non-fiction.
  
• 
  Students are expected to meet acceptable standards on the writing products required by the school.
  
• 
  Students are expected to keep an English notebook or binder (at the teacher’s discretion) where they have the opportunity to engage with text, think about their writing, and write about what they’re thinking and reading each day. A minimum of 4 essays will emerge from their notebooks and be taken through the complete writing process, including a seed idea, initial drafts, revisions, edits, completion/publication. The work will be assessed using a rubric. All of these works will be responses to complete works of literature.
  

• 
  The class assessments
  
• 
  The city ‘s series of formative assessments
  

Instruction focuses on the instructional practices that support the Common Core State Standards including reading, shared reading, independent reading, modeled and guided writing, vocabulary study, collaborative and competitive group work, accountable talk, using textual evidence, and independent writing. All students develop as readers equipped with a variety of strategies that enhance their understanding, exploration, enjoyment, and appreciation of literature in a variety of genres and prepare them for the Massachusetts Comprehensive Assessment System (MCAS).

In the context of the Massachusetts frameworks, students learn and apply their knowledge of the basic elements of different literary genres, including fiction, nonfiction, poetry, drama, myths, and informational texts. They make textual connections, and use the elements to interpret, analyze and evaluate the structure, language and ideas in the literature and exposition they read.

Using the writing cycle, students develop as independent writers equipped with a variety of strategies that allow them to compose effective pieces of writing for different purposes and audiences. In addition, all students are provided with support and opportunities to develop as critical and reflective thinkers. They develop their ability to acquire and use oral and written language effectively to express what they have learned and to share their ideas and perspectives on important issues in both formal and informal situations.

• 
  Students are expected to complete 4 novels per year from the school list, including 1 universally required text in each grade
  
• 
  Students are expected to read and respond to independent books, for which they will be held accountable.
  
• 
  Students are expected to read and respond to a series of whole class and reading group "book equivalents" (e.g., series of periodicals or articles, manuals, collections of essays or poetry) each year. These works must be from multiple genres, including fiction and non-fiction.
  
• 
  Students are expected to meet acceptable standards on the writing products required by the school.
  
• 
  Students are expected to keep an English notebook or binder (at the teacher’s discretion) where they have the opportunity to engage with text, think about their writing, and write about what they’re thinking and reading each day. A minimum of 4 essays will emerge from their notebooks and be taken through the complete writing process, including a seed idea, initial drafts, revisions, edits, completion/publication. The work will be assessed using a rubric. All of these works will be responses to complete works of literature.
  

• 
  The class assessments
  
• 
  The city ‘s series of formative assessments
  

Instruction focuses on the instructional practices that support the Common Core State Standards including reading, shared reading, independent reading, modeled and guided writing, vocabulary study, collaborative and competitive group work, accountable talk, using textual evidence, and independent writing. All students develop as independent readers equipped with a variety of reading strategies that:

• 
  Enhance their understanding, exploration, enjoyment, and appreciation of literature in a variety of genres
  

• 
  Encourage deeper exploration of theme and author’s purpose
  
• 
  Facilitate exploration through lens and literary movements.
  

Using the writing cycle, students develop as independent writers equipped with a variety of strategies that allow them to compose effective pieces of writing for different purposes and audiences. In addition, all students are provided with support and opportunities to develop as critical and reflective thinkers. They develop their ability to acquire and use oral and written language effectively to express what they have learned and to share their ideas and perspectives on important issues in both formal and informal situations.

• 
  Students are expected to complete the school mandated list of required reading
  
• 
  Students are expected to read and respond to a series of independent books
  
• 
  Students are expected to read and respond to a series of shared "book equivalents" (e.g., series of periodicals or articles, manuals, collections of essays or poetry) each year. These works must be from multiple genres, including fiction and non-fiction.
  
• 
  Students are expected to keep an English notebook or binder (at the teacher’s discretion) where they have the opportunity to engage with text, think about their writing, and write about what they’re thinking and reading each day, A minimum of 4 essays will emerge from their notebooks and be taken through the writing process, including a seed idea, initial drafts, revisions, edits, completion/publication. The work will be assessed using a rubric. All of these works will be responses to complete works of literature.
  

• 
  The class assessments
  

Instruction focuses on the instructional practices that support the Common Core State Standards including reading, shared reading, independent reading, modeled and guided writing, vocabulary study, collaborative and competitive group work, accountable talk, using textual evidence, and independent writing. All students develop as independent readers equipped with a variety of reading strategies that:

• 
  Enhance their understanding, exploration, enjoyment, and appreciation of literature in a variety of genres
  

• 
  Encourage deeper exploration of theme and author’s purpose
  
• 
  Facilitate exploration through lens and literary movements.
  

Using the writing cycle, students develop as independent writers equipped with a variety of strategies that allow them to compose effective pieces of writing for different purposes and audiences. In addition, all students are provided with support and opportunities to develop as critical and reflective thinkers. They develop their ability to acquire and use oral and written language effectively to express what they have learned and to share their ideas and perspectives on important issues in both formal and informal situations.

• 
  Students are expected to complete the school mandated list of required reading
  
• 
  Students are expected to read and respond to a series of independent books
  
• 
  Students are expected to read and respond to a series of shared "book equivalents" (e.g., series of periodicals or articles, manuals, collections of essays or poetry) each year. These works must be from multiple genres, including fiction and non-fiction.
  
• 
  Students are expected to keep an English notebook or binder (at the teacher’s discretion) where they have the opportunity to engage with text, think about their writing, and write about what they’re thinking and reading each day, A minimum of 4 essays will emerge from their notebooks and be taken through the writing process, including a seed idea, initial drafts, revisions, edits, completion/publication. The work will be assessed using a rubric. All of these works will be responses to complete works of literature.
  

• 
  The class assessments
  

In AP Language and Composition is a rigorous course, which requires students to read and analyze a range of fiction and non-fiction selections from various historical periods and cultures. Close reading and responding to texts will help students to increase their understanding of rhetoric and language. The focus of the course will be on rhetoric, the arguments that authors are making and the strategies that they use to effectively construct an argument for an intended purpose. The readings and the writings of the course include essays, letters, speeches, fiction, and poems. Students will also explore visual media including photographs, graphs, editorial cartoons, and film. The reading and writing activities are designed to help students improve their analytical skills and help them to identify and explain an author’s use of rhetorical strategies, which they will apply to their own writings.

Students are expected to…

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  Read from a variety of historical periods and disciplines
  
• 
  Identify audience, purpose, and strategies in text
  
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  Analyze the types of arguments that writers use
  
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  Write formally and informally for a variety of audiences
  
• 
  Write expository, analytical, and argumentative essays
  
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  Understand their own writing process and the importance of revision
  
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  Recognize techniques in visual as well as verbal arguments
  
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  Synthesize ideas and information from various sources
  
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  Know how to interpret information presented in notes and citations
  
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  Use the conventions of standard written English
  

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  The AP Language & Composition exam
  
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  AP practice exams
  
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  Argument essays connected to class readings
  
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  Quizzes and projects connected to the readings
  

This course is class developed to increase student exposure to the demands of the 10^th grade MCAS and the academic skills it assumes students have mastered. This course is primarily a test prep class designed to strategically address areas student weakness and prepare students specifically for the MCAS test.

Algebra 1 is a first year course in algebra. It is designed for students who are entering high school with a substantial background in pre-algebra. Teachers design classroom experiences using an inquiry/problem solving model of instruction that allows students to explore concepts from a variety of perspectives and representations. In each topic students learn to analyze and represent concepts numerically, algebraically, graphically, and linguistically. Students develop understanding of major topics in algebra through a process that emphasizes communication, reasoning, and building connections between important algebraic concepts, additional strands of mathematics, and real world applications.

Throughout the entire course students will work within each of the strands outlined by the Massachusetts State Frameworks. Students will use the language of algebra, apply the properties of real numbers, solve equations and inequalities, graph relations and functions, analyze linear equations and inequalities, solve systems of linear equations, interpret and analyze statistics, compute probabilities, apply operations on polynomials, factor polynomials, and analyze and interpret quadratic and exponential equations.

The minimum time allocation is 285 minutes per week per school year.

• Two City-Wide Formative Assessments, in September and at mid-year

  
  
• 
  One City-Wide Summative Assessment in June
  

• 
  Glencoe Algebra 1, published by McGraw-Hill
  
• 
  Graphing Calculator
  

Geometry is a standards based course in geometric and algebraic reasoning, applications, and problem solving. The course is designed to assist students in completing a course of study in geometry. Using an inquiry/problem solving model of instruction, teachers design classroom experiences that allow students to explore concepts from a variety of perspectives and representations. In each topic students learn to analyze and represent concepts numerically, algebraically, graphically, and linguistically. Students develop understanding of major topics in geometry through a process that emphasizes communication, reasoning, and building connections between important algebraic and/or geometric concepts, additional strands of mathematics, and real world applications.

Throughout the entire course students will work within each of the strands outlined by the Massachusetts State Frameworks. Students will apply the properties of points, lines and planes, use and apply the properties of parallel lines, apply the properties of congruent triangles, use triangular relationships, apply proportions to properties of similarity, apply the Pythagorean Theorem and Special Right Triangles, use the properties of quadrilaterals, find the areas of polygons and circles, find surface areas and volumes, apply the properties of circles, and perform transformations on the coordinate plane.

The minimum time allocation is 285 minutes per week per school year.

• 
  Two City-Wide Formative Assessments, in September and at mid-year
  
• 
  One City-Wide Summative Assessment in June
  

• 
  Glencoe Geometry, published by McGraw-Hill
  
• 
  Geometry kits including rulers, compasses, patty paper, and protractors
  
• 
  Graphing Calculator
  

Advanced Algebra is a standards based course in advanced algebraic reasoning, applications, and problem solving. The course is designed to prepare students for college Algebra and/or Pre­-Calculus. In this course, teachers design classroom experiences using an inquiry/problem solving model of instruction that allows students to explore concepts from a variety of perspectives and representations. In each topic students learn to analyze and represent concepts numerically, algebraically, graphically, and linguistically. Students develop understanding of major topics in algebra through a process that emphasizes communication, reasoning, and building connections between important algebraic concepts, additional strands of mathematics, and real world applications.

Throughout the entire course students will work within each of the strands outlined by the Massachusetts State Frameworks. Students will solve equations and inequalities, analyze linear relations and functions, solve systems of equations and inequalities, apply properties of operations on polynomials, analyze and solve quadratic and polynomial functions, write equations for and graph conic sections, perform operations on rational expressions, analyze logarithmic and exponential relations, analyze arithmetic and geometric sequences and series, analyze statistics, compute probabilities, and perform operations on matrices.

The minimum time allocation is 285 minutes per week per school year.

• 
  Two City-Wide Formative Assessments, in September and at mid-year
  
• 
  One City-Wide Summative Assessment in June
  

• 
  Glencoe Algebra 2, published by McGraw-Hill
  
• 
  Graphing Calculator
  

Pre-Calculus is a standards based course in advanced algebraic and geometric reasoning, applications, and problem solving. The course is designed to prepare students for Calculus. In this course, teachers design classroom experiences using an inquiry/problem solving model of instruction that allows students to explore concepts from a variety of perspectives and representations. In each topic students learn to analyze and represent concepts numerically, algebraically, graphically, and linguistically. Students develop understanding of major topics in Pre-Calculus through a process that emphasizes communication, reasoning, and building connections between important algebraic and geometric concepts, additional strands of mathematics, and real world applications.

Throughout the entire course students will work within each of the strands outlined by the Massachusetts State Frameworks. Students will analyze, solve, and graph first degree equations, inequalities, and systems, analyze polynomial and radical equations and inequalities, analyze advanced relations and functions, apply properties of discrete mathematics, and analyze trigonometric functions, graphs, and identities.

The minimum time allocation is 285 minutes per week per school year.

• 
  One City-Wide Formative Assessment at mid-year
  
• 
  One City-Wide Summative Assessment in June
  

• Pre-Calculus, published by McGraw-Hill

  
  
• 
  Graphing Calculator
  

Calculus is a standards based course in advanced algebraic and geometric reasoning, applications, and problem solving. The course is designed to prepare students for college-level Calculus, and in some cases Calculus II. In this course, teachers design classroom experiences using an inquiry/problem solving model of instruction that allows students to explore concepts from a variety of perspectives and representations. In each topic students learn to analyze and represent concepts numerically, algebraically, graphically, and linguistically. Students develop understanding of major topics in Calculus through a process that emphasizes communication, reasoning, and building connections between important algebraic and geometric concepts, additional strands of mathematics, and real world applications.

Throughout the entire course students will work within each of the strands outlined by the Massachusetts State Frameworks. Students will study the relationships between angles and trigonometric functions, study functions, their domains and limits, define continuity, find and analyze derivatives, use formulas for compound interest and exponential growth and decay, and analyze and apply the definite and indefinite integrals.

• 
  Teacher-provided
  

• 
  Calculus, published by McGraw-Hill
  
• 
  Graphing Calculator
  

This course is required of all students and may be used as one of three history courses students must pass to graduate from high school.

The geography and history of the United States from 1763 to 1877 with studies of the political, economic, social and cultural developments of the nation throughout the eras. Major topics include

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  The causes and consequences of the American Revolution
  
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  The influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson
  
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  The debate between Federalist and Anti-Federalists over the ratification of the Constitution
  
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  Ideas contained in the Federalist Papers on federalism, checks and balances and an independent judiciary
  
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  The causes, course and consequences of America’s westward expansion
  
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  The Transportation Revolution of the 19^th century
  
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  The emergence of New England’s textile industry
  
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  Critical developments leading to the American Civil War
  
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  The policies and consequences of Reconstruction
  

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  The following documents are required of all students and will be tested in the high school United States History MCAS.
  
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  Mayflower Compact (1620)
  
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  Declaration of Independence (1776)
  
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  The Northwest Ordinance (1787)
  
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  The United States Constitution (1787)
  
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  Federalist Papers number 10 (1787–1788)
  
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  The Bill of Rights (1791)
  
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  Frederick Douglass: Independence Day Speech at Rochester, New York (1852)
  
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  President Abraham Lincoln’s Gettysburg Address (1863) and Second Inaugural Address (1865)