English Electives

Using research-based programs, this course strengthens skills in reading, writing, speaking, listening and thinking. Students learn strategies to develop vocabulary, increase fluency and improve reading comprehension and writing skills in all curriculum areas. An important objective of this course is to encourage students to read independently for enjoyment. Coursework is differentiated to meet individual student needs.

Using research-based programs, this course strengthens skills in reading, writing, speaking, listening and thinking. Students learn strategies to develop vocabulary, increase fluency and improve reading comprehension and writing skills in all curriculum areas. An important objective of this course is to encourage students to read independently for enjoyment. Coursework is differentiated to meet individual student needs.

Bridges Civics
Bridges English
Bridges History
Bridges Science

Bridges courses are English language development classes designed specifically for English language learners who have had long-term breaks or interruptions in their formal education (SLIFE) and test significantly below grade level in their native language literacy. The Bridges program is an intensive and individualized intervention for SLIFE students that provides a tailored cohort of classes that utilize translanguaging to build English literacy skills through a year-long, thematic-based approach.

In this practical course, students develop skills for success in school and in the work-place. Students apply reading, writing, speaking and listening skills to the course High School Grades 9-12 requirements of content-area classes. Students read for different purposes, summarize, paraphrase, compare and contrast and read critically. They apply writing skills and the writing process to study practices and research projects, and through presentations and demonstrations, develop effective oral communication skills. In addition, increased use of technology helps students access information and produce clearly written communication.

In this practical course, students develop skills for success in school and in the work-place. Students apply reading, writing, speaking and listening skills to the course requirements of content-area classes. Students read for different purposes, summarize, paraphrase, compare and contrast and read critically. They apply writing skills and the writing process to study practices and research projects, and through presentations and demonstrations develop effective oral communication skills. In addition, increased use of technology helps students access information and produce clearly written communication.

This class is intended for students demonstrating a specific talent for writing poetry and prose. Participants are involved in an intensive study of the writing and publication processes, producing poetry, short fiction and drama. Student writing groups support peer-critique and the improvement of specific pieces of writing. Participants master basic techniques important to portraying characters, establishing settings, focusing narration and using symbolism. In addition to creating individual portfolios of written work, the class produces an anthology of student writings. Students are required to submit selected works to contests and magazines highlighting the works of young writers.

This class is intended for students interested in studying the structure and strategies associated with policy debate. Participants are involved in an intensive study of both the techniques used in debate and the research required for each year’s specific debate topic. Student debate teams encourage collaboration in conducting research, formulating strategies and preparing arguments. Participants master basic speaking and researching skills as well as logic and reasoning. In addition to studying policy debate, students also study the history of debate and its modern applications.

This course is for students who want to continue to build on their debate skills and knowledge. This course allows students to research and debate the national policy debate topic. Students in Debate II need to be able to work independently and be actively involved in course decisions.

• EAP Algebra I
• EAP Algebra Functions and Data Analysis
• EAP Algebra II
• EAP Biology
• EAP Earth Science
• EAP Ecology
• EAP English
• EAP Geometry
• EAP Technology*
• EAP U.S./Virginia History
• EAP World Civilizations I
• EAP World Civilizations II

English for Academic Purpose (EAP) courses are English language development classes designed specifically for English Language Learners and run side-by-side with core content courses. In EAP, students receive direct language instruction to aid them in acquiring content knowledge, in producing and understanding texts in various genres within the content area and in becoming proficient in the areas of the five college competencies. Students only take an EAP class if they are enrolled in the matching SOL or core class and it is determined that they need additional support based on examining a body of evidence (for example, school history, grades, teacher recommendation, ACCESS for ELLs level, SRI score and writing samples).

EAP Technology does not support a matching SOL course. This is a hands-on course for beginning English Language Learners with limited experience with computer programs.

This course helps students improve functional reading skills and develop new strategies, enabling them to be more successful in their high school classes. The curriculum expands vocational and academic literacy and promotes personal security by enhancing fundamental reading proficiency. Instruction utilizes research-based methods in the area of active literacy. Students develop and implement skills in reading, writing, speaking, listening and thinking. An important objective of this course is to encourage students to read independently for enjoyment.

Students acquire journalistic skills needed to obtain accurate information and write precisely and succinctly. They examine various kinds of media in society. Students also learn the basic skills of interviewing, writing and layout for newspapers or yearbooks.

Students are responsible for creating the school’s literature and arts magazine, Labyrinth. Students manage all aspects of magazine creation and publication, including gathering written and visual submissions from T.C. students, selecting work for publication, designing the magazine, and doing publicity and fundraising. Staff members should be self-disciplined, self-motivated, team-oriented, curious, and creatively inclined. Writers, artists, photographers, and other creative persons are encouraged to join our staff. Graphic design is an important element of the course. Adobe InDesign and Photoshop are used.

Students are responsible for producing the school newspaper, Theogony. The newspaper is published every month in print and online. The newspaper is entirely student-run. Important skills used in this course include interviewing and writing clear, concise stories. Students must demonstrate proficiency in both writing and grammar. High grades in English courses are a prerequisite. Students registering for this course who have not taken Journalism I may be asked to take and pass a writing test. Staff writers must meet monthly deadlines and be prepared to correct their edited work. Photographers must meet the same deadlines. Graphic design is an important element of this course. Photoshop and InDesign are used.

Students are responsible for producing the school yearbook, which is entirely student run. Students must demonstrate proficiency in both writing and grammar. High grades in English courses are a prerequisite. Staff writers must also meet deadlines and be prepared to correct their edited work. Photographers must meet deadlines and must have their own cameras. Graphic design is also an important element of this course.

Students in this class learn basic skills including, but not limited to, letter identification, word attack skills, sight work recognition, language development and sentence structure. These literacy skills are needed to access public transportation, seek employment opportunities and live independently.

This course promotes accelerated literacy and language acquisition for targeted EL students at the secondary level. According to MTSS, this is a Tier III intervention course. The course is designed for adolescent emergent readers who are in the beginning stages of English language acquisition and need to develop reading comprehension, writing, speaking and listening. The course supports students’ movement along a literacy continuum from initial basic language acquisition toward increasing levels of guided and independent transfer in listening, speaking, reading, and writing.

This course develops students’ self-confidence, ability to organize ideas, and sensitivity to other people. Students work on interpersonal communication as they learn skills that will help them talk to friends, parents and teachers; participate in job and college interviews; and speak before groups. Students learn to select a topic; formulate, organize and support ideas; and forge these into an effective speech.

This course involves interpretive speaking and teaches the many areas of interpretation, from declamation and dramatic duo, to dramatic interpretation and original works. Extemporaneous speaking and impromptu work are also included. Public Speaking I is not a prerequisite for this course.

This course equips student writers to become peer tutors. The beginning of the course covers writing center theory and basic tutoring approaches. After a training period, tutors spend the rest of the course tutoring, working on individual projects to enhance the Writing Center, and developing their own writing. Tutors also have opportunities to present at writing center conferences, work with teachers in the classroom, and submit their writing to writing center publications. Tutors will develop interpersonal skills, improve their writing skills, gain leadership experience, and have opportunities to become part of the writing center community. Interested students will need to submit an application (with English teacher approval) to the Writing Center director.