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Riverside High School Course Selection Information 2018-2019

The following document is intended to help students and parents gain information about specific courses in order to help students make choices about which courses they should in order to keep their schedule balanced. The recommendations are from the teachers of that course. The information is intended to be informational and is not necessarily going to be accurate for every student. Not all courses are included in this document.

English

Course

# of hours per week of suggested study or

assignments outside of class

Types of assignments (i.e. writing papers, practice problems, studying, group

assignments)

Comments or suggestions to students that want to take the course

AP LIteratureReading & Writing Assignments: 6-10 hours/week

Writing is an integral part of the AP English Literature and Composition course and exam. Writing assignments focus on the critical analysis of literature and include expository, analytical and argumentative essays.Students complete 5 one-page expository papers, three 3-5 paged rhetorical analysis essays, and several timed in-class essay mimicking AP test prompts. Additionally, we hold several class discussions and Socratic Seminars. Students will annotate 6-8 novels as well as complete fictional reading & analysis of poetry and short stories. Finally, there is a single research project assigned per semester.

AP Lit is for the student who enjoys reading fiction and discussing it at a college level. Strong writing skills are recommended but not required. More complex texts are used to meet the College Board standards.Through the close examination 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 will consider a work’s structure, style and themes, as well as smaller-scale elements such as the use of figurative language, imagery, symbolism, and tone. Students enrolling in AP Literature should enjoy reading fiction and be prepared to think, read, and write as if they were freshmen in college. Reading and writing at a post- high school, or at least 12th grade, level is recommended prior toenrollment.

English 12 Dual Enrollment

Reading & Writing Assignments: intensive college work load 6-10

hours per week of out-of- class.

Daily writing and reading are required in and out of class. Class discussions and seminars are used for exploring and reinforcing ideas. Emphasis on various modes of writing. Three college credits are awarded with the successful completion of each course (“C” or higher).Please note the class is divided into English 111 and112. Students must pass Eng 111 in order to take Eng 112 second semester. Students can expect to complete 15-20 pages of fully developed final essays each semester.

Dual Enrollment students should be prepared to think, read, and write on a college level. Students need to be able to handle multiple assignments, including a self-directed, long-term research project. This class focuses on both fiction and nonfiction. College syllabus applies.

English 12 Academic

2 hours of reading and writing can be expected out

of class

Senior English is divided into two semester-long courses. The Senior Composition semester prepares students to be competent and independent writers in the next phase of their lives. Students practice writing for various audiences and various purposes. This portion of the course provides an extension of the writing processes and genres addressed in previous grades, with the expectation of mastery. The second semester is World Literature and is designed as a directed exploration of worldwide literary genres and themes.

The goal of the 12A course is to emphasize the study and consideration of the literary, cultural, and human significance of selected great works of world literature. Attention is focused on critical thinking and writing within a framework of cultural diversity as well as comparative and interdisciplinary analysis. The written products will emphasizes writing for consumer and workplace situations.

AP LanguageReading/Writing

Assignments -- 5-10 hours per week

Writing is an integral part o the AP English Language and Composion course and exam. Writing assignments include responding to nonfiction texts in the form of 3 one-page rhetorical analysis essays, 3 one-page synthesis essays, 3 one-page argumentative essays, and 1 ten-twelve page research essay. On a daily basis, students will read, annotate, journal,and discuss a variety of nonfiction texts including books, speeches, and articles. Students will also have the opportunity to read a few American Literature texts covered in 11th

Honors (The Crucible, The Great Gatsby, etc.)

An AP English Language and Composition course engages students in the careful reading and critical analysis of nonfiction. Through the close examination of selected texts, students will deepen their understanding of the ways writers use language to strengthen their purpose. As they read, students will consider the author’s intent in a work by analyzing the structure, appeals (ethical, emotional, logical), and rhetorical strategies including figurative language, diction, syntax, and tone. Students enrolling in AP Lang should enjoy reading nonfiction and be prepared to think, read, and write as if they were freshmen in college. Reading and writing at a post-high school, or at least 11th grade, level is recommended prior to enrollment.

English 11 Honors

3-4 hours of reading and writing, 6-8 novels per semester, and at least one read completely

outside of class (lit circles)

High school English courses provide instruction in oral language, reading and literature, writing and grammar, research, and vocabulary. Students engage in a variety of formal and informal speech activities. They practice whole-class and independent reading, and teachers provide skills for reading fiction and non-fiction. Students engage in analytic, argumentative, research-based, creative, and reflective writing. They also practice timed writings to prepare them for standardized tests.Oneseminar and two major writing assignments (through the entire writing process) per quarter.

The eleventh grade honors course is a component in a study of genres which will develop a comprehensive base of experience and learning for those students who are planning to pursue college credit in twelfth grade Advanced Placement English Literature and Composition or for students who are seeking an academic or select college advantage.This course extends and refines the skills developed in tenth grade Honors English.Reading at a post-high school, or at least 12th grade, level; maintaining an A in an academic class or an A or a B in an honors class the previous year is recommended.

English 11 Academics

2 hours of reading and writing can be expected

out of class

Students study American literature through a survey of the major literary periods and authors. Students apply literary terms to their interpretation of authors’ meanings and styles. Students improve their vocabulary through words encountered in readings and content presentations. Students develop speaking skills through various group and individual assignments with an emphasis on persuasive presentations. Teachers incorporate activities to prepare students for the Grade 11 SOL reading and writing tests.

This is a non-accelerated course which will provide instruction that is aligned with the Virginia SOLs. Students engage in a variety of activities designed to extend and improve their skills in writing, reading, and speaking. The study of grammar and usage increases accuracy in students’ speaking and writing. The writing of persuasive and analytical essays and a research paper encourages mastery of specific composing skills.

English 10 Honors

3 hours of reading and writing, 6-8 novels per semester, and at least one read completely

outside of class (lit circles)

This course is for students who enjoy reading and writing and are willing to engage difficult texts that require critical thinking. An accelerated class that requires students to think deeply and richly about both fiction and non-fiction, this course offers a blend of classic and contemporary works from authors of diverse backgrounds. While the course places a heavy emphasis on a variety of writing/reading skills in preparation for the SOLs it also introduces students to concepts that will be addressed more thoroughly in the Advanced Placement English 11 class. As well, English 10 Honors further develops students’ vocabulary, grammar, and habits of mind and thinking skills.

Students can expect to: participate in close readings and analyses of texts, complete daily at-home readings and writing assignments, preperae for literature discussion,complete literary research papers and typed essays

English 10 Academic

2 hours of reading and writing can be expected out

of class

British literature is presented through a survey of the major literary periods, genres, and authors. Connections are made to world literature. Literature study includes the application of literary terms to analyze authors’ meanings and styles. Students improve their vocabulary through the study of words encountered in readings and content presentations. Students practice oral skills through various activities, with an emphasis on group work.

This is a non-accelerated course which will provide instruction that is aligned with the Virginia SOLs. Students engage in a variety of activities designed to extend and improve their skills in writing, reading, and speaking. Students practice specific composing skills through multi-paragraph essays and technical/informational documents. The study of sentence structure, usage, spelling, and punctuation increases accuracy in speaking and writing. Students practice the research process in preparation for oral and written research products. Teachers review and practice activities to reinforce the skills tested on the Grade 11 SOL writing and reading tests

English 9 Honors

2-3 hours of reading and writing, 6-8 novels per

semester, and at least one read completely outside of

class (lit circles)

Students can expect to: Complete independent reading assignments, Craft formal/informal writings, Conduct oral presentations, Prepare for and participate in socratic seminars, Complete group/individual creative projects

It is recommended that students enjoy reading and writing. Students in this course should read above grade level (post middle school). The writing will focus on content, organization, style, complex sentence structure, and conventions. Students will practice writing revised work, as well as in-class essays such as those required on the SOL and AP writing tests. To develop communication skills students will practice discussion techniques, dramatic exercises, and presentation projects in oral, written and visual formats to share theirlearning with others

English 9 Academic

2 hours of reading and writing can be expected

out of class

Academic 9 students will explore different types of literature including a variety of genres, as well as the application of literary terms to analyze authors’ meanings and styles. Students learn and practice library skills through the preparation of research products. Students increase their vocabulary through the study of words encountered in reading and content presentations.Students practice oral skills through various group and individual assignments, including dramatic readings.

This is a non-accelerated course which will provide instruction that is aligned with the Virginia SOLs. Students engage in a variety of activities designed to extend and improve their skills in writing, reading, and speaking. Students practice specific composing skills through multi-paragraph essays and technical/informational documents. The study of sentence structure, usage, spelling, and punctuation increases accuracy in speaking and writing. Students practice the research process in preparation for oral and written research products. Teachers review and practice activities to reinforce the skills tested on the Grade 11 SOL writing and reading tests.

English Electives

PhotojournalismEvent

Documentation/Interviews/ Photography/Design3-4 hours per week

The photojournalism course is conducted Project- Based Learning atmosphere. Students will receive both individual and group assignments to cover each sports team, school club, and historical documentation of the events at Riverside High School on a weekly basis. Students are expected to photograph events, interview students, teachers, and administrators to write captions for their photography, and complete layouts for the pages of the yearbook. All of this is done on a deadline system and students will learn skills from both the instructor and experienced studenteditors.

Photojournalism staff members are expected to use both class time and time outside of class to attend events (sports, club, and otherwise) to document the school year in a published yearbook at will be distributed to the students at the end of the year. Journalism is typically a prerequisite to this course, but may be overridden with a portfolio or writing and photography from the student wishing to work directly on the yearbook without taking the survey Journalism I course first. This course requires strong writing skills, an eye for photography, and a willingness to approach and interview students and faculty. Students wanting to improve these skills are also welcome.

News JournalismEvent Documentation/Article

Drafts/Photography Portfolios/News Layouts

1-2 hours per week

Students in the News Journalism course are given 1-2 news article assignments per month. Each news article will go through a series of drafts that include checking for mechanics, style, accuracy, and depth of reporting. This is a Project-Based Learning class and students will work with their assignments to create a public, student-centered print newspaper to be distributed around the school. Assignments in news, sports, editorial, and feature writing will be common.

If you enjoy writing or want to improve your writing skills, this is a course for you. Students will be given the opportunity to choose the subject of the articles that they write, while editors and students with the skills to do so will mentor their classmates and help them to improve each article before it goes to print. This course puts into practice the skills of writing, photography, design, and social skills in order to create a final product that the school can be proud of.

Journalism IText and article

readings/quizzes/tests/project- based news assignments.

1-2 hours per week

The Journalism I course acts as an introduction to the world of journalism. Students will receive a survey course in news, editorial, sports, and feature writing, photography, graphic design, interview skills, and journalistic ethics and media bias. This course prepares students for working on either the newspaper or yearbook staff in later years of their high school career, or can be used to improve and vary the skills of any student planning to pursue a career in the humanities.

While students prepare for work on the Riverside publications by creating example yearbook spreads and class newspapers, they also work to improve skills that are useful for any number of career disciplines. The skills they learn in this course apply strongly to writing, marketing, advertising, business, editing, and, of course, journalism. The variety of skills learned in this course are useful to students with a number of career aspirations.

Creative Writing (semester course) 1-2 hours per week

Creative Writing I offers a supportive environment in which students may engage in writing prose, poetry, and drama as well as reading published samples. This course is dedicated to the development of the creative process. This one-semester course focuses on the study of the fundamental elements of creative writing. Students will collaborate to critique and improve their work for final review.

A positive, congenial classroom atmosphere is established so that students feel safe to explore and improve their creative writing skills. The emphasis ofthe course is on developing students’ writing skills and promoting student growth toward their individual writing goals. Grading is based on individual student growth toward literacy goals and the effort each student makes to achieve his or her goals.

Spend a semester perfecting your writer’s voice. With a focus on the composition of original fiction, poetry and playwrighting, students will experience a college-style workshop that will result in the production of a variety of writing pieces. From a novella and a poetry portfolio to an original children’s book and one act play, students will end the course with a sense of accomplishment and a writer’s resume that will impress. Students will enjoy the opportunity to choose their own readings, as well as student involvement in writing activities.

Public Speaking (semester course) 1-2 hours per week

Students explore the process of generating, transmitting, receiving, and evaluating ideas and feelings through intrapersonal and interpersonal communication, oral interpretation, group discussion, and public speaking. This course cultivates personal growth and development, develops oral communication skills, and promotes the application of oral communication skills to other academic disciplines and to life experiences.

Become a great speaker! This course is for students who love to debate or who are interested in being on the Riverside’s Debate Team. Public Speaking will focus on the craft of writing and delivering of speeches in confident and persuasive manners. Learn how to engage a room full of listeners for maximum results!Additionally, the course will introduce students to a variety of famous examples of public address from known orators such as Abraham Lincoln, Franklin Delano Roosevelt and Martin Luther King, Jr., Maya Angelou, Malala Yousafzai and Saul Williams.

Mathematics

Course


assignments outside of

class


assignments)


Geometry

Daily homework requires about 30 min. 2-3 hours per week outside of class, including HW and preparing for tests/quizes.

Homework after every class. Construction projects done with compass and straight-edge. 1-2 quizzes per

chapter, 2-3 chapters per quarter.

Students who struggled in Algebra 1 are encouraged to enroll and complete Functions prior to Geometry.

Functions 60 - 90 minutes per weekProjects, individual and group, done mostly in class, that extend the concepts learned in Algebra 1. Homework for

some classes, 50-75%.

If you want to strengthen your algebra skills prior to Algebra 2, this course is a great choice.

Algebra 2

3-4 hours per week outside of classroom work. This

includes regular homework, spirals/skill reviews, and

studying for assessments, and seeking help.

Homework from every class day, 2-3 spirals/skill reviews per quarter, 4-5 quizzes/tests per quarter.

This course requires a STRONG Algebra background. It is recommended that you have passed your Algebra 1 SOL.

Algebra 2 with Trig

4-5 week per week of work outside the classroom. This includes regular homework,

problem sets (review packets), studying for

assessments, and seeking help.

Homework every class day. 1-2 quizzes each unit. 2-3 unit tests per quarter.

This course requires a STRONG Algebra and mental math background. The course rarely utilizes a calculator, so students must be comfortable with basic calculations, and creative problem-solving skills. It is recommended that you have been extremely successful in

your Algebra 1 and Geometry classes (solid A average in both).

Advanced Functions

2-3 hours per week of work outside the classroom. This includes regular homework,

problem sets (review packets), studying for

assessments, and seeking help.

Homework every class day. 1-2 quizzes each unit. 2-3 unit tests per quarter.

This course requires a solid Algebra 1 background. This course will review several Algebra 2 concepts and introduce Trigonometry to students to help to

prepare them for Pre-Calculus.

Pre-Calc

3-4 hours per week of outside classroom work. This includes doing homework,

spirals/skill reviews, studying for quizzes

and tests, and seeking help.

Homework every class day. This class has outside work that includes spirals/skill reviews,

projects and studying for test and quizzes.

This course encompasses all prior level math skills. If a student is weak in any prior math classes, it is recommended they take advanced functions to

strengthen those skills. This is a fast pace course. Most assessments will bewithout a calculator.

Math Analysis 4-5 hours per week outside of classroom work.

Homework, problem sets, "Take-Home" Quizzes, projects, and studying for

regular quizzes and tests.

This course is part of a sequence of advanced mathematical studies beginning with Algebra 2/Trigonometry and including AP Calculus BC. The course

combines concepts from Pre-Calculus and Calculus AB.The course is designed for advanced students who are capable of a more

rigorous course at an accelerated pace.Not all students in math analysis will be recommended for AP Calculus BC.

AP Calculus AB

4-5 hours per week of outside classroom work.

This includes daily homework, spirals and

cumulative reviews, and studying for a variety of

assessments. These assessments may or may

not involve using a graphing calculator.

You will be assigned homework after each lesson and will need to prepare thoroughly for assessments. Each quarter will have at least 2 spirals, 2 major tests, and 4 quizzes. You may be eligible to take the AP Exam in early May.

This may be the first math class where you will need to do a good amount of studying outside of the classroom. This is a college-level math course. The

focus will be on insight (the “why” instead of how”), instead of simply the mechanics. A STRONG arithmetic, algebra, and trigonometry background is

crucial to success in this course. Please speak to current AP students (all students, not just the ones getting As) to get the best idea of what to expect.

AP Calculus BC About 6 hours weekly outside of class

There will be daily homework that is skills-based and unit problems sets that focus on concept and include AP style questions. On average, we have short, weekly quizzes and 3 major assessments per quarter. Some assessments will be without calculator.

Students should be very strong in algebra, trigonometry, limits and differentiation, especially the chain rule. We will revisit AB topics quickly and dive more deeply into those concepts. This is a college level class and independent work is required.

AP Statistics 5-7 hours/week

Reading and outlining all curriculum. Daily homework assignments from textbook stressing the integration of CONTEXT in all responses. Chapter quizzes and unit tests will also assess the integration of CONTEXT in all responses. You will write (using complete sentences) regularly in AP Statistics. The math isn't difficult; applying new skills to thousands of different situations will be the challenge. Did I mention you will always have to answer inCONTEXT(a lot of writing)?!

If you do not complete all of the homework every time it is assigned, you will miss out on valuable practice. Those who wholeheartedly do the work typically score well on assessments. Additionally, thorough, concise writers/communicators characteristically do well in AP statistics because of the writing element.

Statistics and Probability 1-2 hours/week

This course covers the same topics as AP Statistics but will be completed in one semester. The course is less stressful than AP Stats, but

just as informative. Types of assignments include daily homework, a bit of outlining, lots ofin-class practice, chapter quizzes and unit tests.

This is the ideal class for math student who don't want to do an AP class their senior year.

Discrete Math 1-2 hours/week

Types of assignments include daily homework, a bit of outlining, lots of in-class practice,

chapter quizzes and unit tests. Topics include voting methods, weighted voting methods, fair

division, apportionment and circuits.

This is the ideal class for math student who don't want to do an AP class their senior year.

Computer Math: Introduction to

Computer Science

1 hour or less per week of work outside of the

classroom. No homework.Work would include

assignments not finishedduring class time or

studying for quizzes/tests.

Daily computer programming labs, some individual, some collaborative, quizzes

and tests.

Class involves little Math but logical thinking so strong Math students are usually most successful. Any student interested in majoring in any sort of

engineering, or the sciences, or unsure of what to major in (this could be it!!!) should take this class!

Algebra II is a co/prerequisite.

AP Computer Science

2-3 hours per week of outside classroom work. This includes occasional

homework, finishing assignments not

completed in class and studying for

quizzes/tests.

Daily computer programming labs, some individual, some collaborative, quizzes

and tests.

Review of topics from Computer Math, but more in depth, higher level thinking, and more application involved.

Computer Math is a prerequisite.

Science Course Selection Information

Course




assignments)Comments or suggestions to students that want to take the course

Earth Science 2-3 hours Practice Problems, Note taking via media

presentation, worksheets, study outside of class.Earth Systems study, including Geology, Astronomy, Oceanography and Meteorology.

Focus on intrinsic vocabulary and interpretation of charts and graphs.

Research Earth

Science3-4 hours

Practice Problems, Note taking via media presentation, worksheets, study outside of

class.

Focus on research in the curriculum.

Earth Systems study, including Geology, Astronomy, Oceanography and Meteorology. Mastery of vocabulary items as well as interpretation of charts and graphs. Focus on curricula research. Students will be responsible for research based assignments and

projects that extend the learning above and beyond the standard curriculum.

Biology 2-3 hours

Testing of ideas; prediction, measurement, data collection; evaluation of sources of information; collaborative investigation; interpretation and

communication of findings; evaluation and verification of findings.

Students gain detailed knowledge of living systems. Areas of investigation also include cellular organization, genetics, ecosystems and changes in organisms over time.

Controlled experiments are performed and results are reported.Students enrolled in life science courses participate in animal dissection.

Research Biology 3-4 hours

Testing of ideas; prediction, measurement, data collection; evaluation of sources of information; collaborative investigation; interpretation and

communication of findings; evaluation and verification of findings. Emphasis is on research

curricula.

The importance of science research is emphasized. Areas of investigation also include cellular organization, genetics, ecosystems and changes in organisms over time.

Controlled experiments are performed and results are reported.Students enrolled in life science courses participate in animal dissection. Students will be responsible for

research based assignments and projects that extend the learning above and beyond the standard curriculum.

Environmental Science 1-2 hours

Inquiry skills are developed through fieldwork, service projects, and collaborative investigation. Because of the interdisciplinary focus, students are challenged with diverse topics, rigorous reading requirements, and opportunity for written and oral presentation.

Environmental science synthesizes pieces of physics, chemistry, earth science and biology while developing the naturalist intelligence. Students will gain an

understanding ofecological concepts including air, water, soil, biological diversity and human impacts.

Chemistry 3-4 hours

Algebra I Is a prerequisite, though the recommendation is that students should pass the Algebra II course and SOL prior to taking Chemistry. Emphasis on labs activities, mathematical calculations as well as work outside of class to reinforce learning.

Students investigate kinetic theory, the Periodic Table, stoichiometry, chemical reactions, and chemical equilibrium. Students report findings of both qualitative

and quantitative data, use correct expression of significant figures and error, and factor labeling in problem solving

Research Chemistry 4-5 hours

Algebra I Is a prerequisite, though the recommendation is that students should pass the

Algebra II course and SOL prior to taking Chemistry.

Emphasis on labs activities, mathematical calculations as well as work outside of class to reinforce learning.

Students investigate kinetic theory, the Periodic Table, stoichiometry, chemical reactions, and chemical equilibrium. Students report findings of both qualitative

and quantitative data, use correct expression of significant figures and error, and factor labeling in problem solving. Students will be responsible for research based assignments and projects that extend the learning above and beyond the standard

curriculum.

Conceptual Physics 3-4 hours

Algebra I is a prerequisiste, though the recommendation is that students should pass the

Algebra II course and SOL prior to taking Conceptual Physics.Students build on basic physical principles

by exploring the nature andcharacteristics of energy and its dynamic interaction

with matter. Students gain a conceptual understanding of physical systems.

Students build on basic physical principles by exploring the nature and characteristics of energy and its

dynamic interaction with matter. Students gain a conceptual understanding of physical systems. Students

use Algebra I to understand concepts.

Physics 4-5 hours

Algebra II is the prerequisite, though students should have also taken Trigonometry prior to

taking Physics. Students engage in experimentation, apply scientific reasoning, and

perform data analysis and interpretation.Laboratory work includes

graphical analysis. Algebra II is a prerequisite.

Physics seeks to understand and explain the behavior of matter and energy. Students will recognize that innumerable phenomena can be explained by a

surprisingly small collection of related concepts. Students use algebra, statistics, and trigonometry to understand concepts.

Dual- Enrollment Geospatial

Science (GIS)

2-3 hoursGIS visualizes information by taking numbers and words from the rows and columns in databases and spreadsheets and puts them on a map. .

Students will learn all the essential skills and tools necessary to use GIS software to become effective problem solvers, and to practice spatial analysis. Teacher-directed activities will gradually lead to more student-directed research. This course is a dual

enrollment course through JMU.

AP Biology Dual-

Enrollment6-8 hours

Prerequisite of completing Biology and passing the Biology SOL. Chemistry is a co-requisite, though students should complete Chemistry prior to AP

Biology to ensure success. Emphasis on the testing of ideas; prediction, measurement, data collection

and representation; evaluation of sources of information; collaborative investigation; interpretation, communication, evaluation & verification of findings

and considerations relating to research.

The AP Biology material studied is comparable to that in a freshman college level course and includes extended lab experiences. The course emphasizes evolution, energy

dynamics, maintenance of homeostasis and ecology using inquiry based learning. This course is a dual enrollment course through NOVA CC.

AP Chemistry 6-8 hours

Prerequisite of completing Chemistry and passing the Chemistry SOL. Extensive Lab exercises. Generation and testing of ideas; prediction, measurement, data collection and representation; evaluation of sources

of information; collaborative investigation; interpretation and communication of findings.

The program offers the opportunity to extend the understanding of general and analytical chemistry through a fast-paced, college-level Advanced Placement program.

APEnvironment

al Science4-5 hours

Prerequisite of two years of science as well as passing the Earth Science SOL. This class involves

indoor and outdoor laboratory activities, field studies, case studies, classwork and discussion,

reading and reflection assignments, and individual and group projects.

The goal of this one semester college equivalent course is to provide students with the scientific principles, concepts, and methodologies required to understand the natural

world and to identify, analyze and evaluate risks associated with environemtnal problems.

AP Physics C 6-8 hours

Physics is a prerequisite, Calculus is a Co-requisite.Pre-calculus and calculus skills are used

to develop concepts and solve problems.

The AP Physics offers students the opportunity to extend their understanding of the behavior of matter and energy through a fast-paced, college-level program. Emphasis is

placed on mechanics and the student has the option to study additional topics.

Dual Enrollment

Independent Student

Research(ISR)

6-8 hours

Prerequisite : Completion of 3 Lab Sciences in different disciplines (to be chosen from: Earth Science, Biology, Chemistry, Physics or AP Sciences). Focus is

on sustained, scientific inquiry. Students take responsibility for project development, defending

procedures and presenting results.

This elective science course is intended for seniors interested in continuing their study through an independent project in science, engineering, mathematics or computer

science. Students participating in ISR should have a significant science background prior to entering the course. This course is a dual enrollment course through GMU.

World Languages & Cultures

Course # of hours per week of suggested study

Types of assignments (i.e. writing papers, practice problems, studying, group assignments)


French, German, Spanish

Level 130-90 minutes

Vocabulary and structural drills/games, interpersonal and presentational speaking and writing activities, interpretive listening

activities, dialogue recitations and creations, short written, structured compositions.

Students should be willing to open their minds to a new type of learning experience and realize that they may be

uncomfortable at first, but will gradually become more at ease if they continue to focus and work hard in all activities presented

in Level 1.


Level 230-90 minutes

Same as Level 1 with increasing difficulty and expectations in terms of language proficiency and performance. Roleplaying, reading,

listening, writing short paragraphs, participating in short conversations. Projects and formal presentations. Games to

reinforce material.

C in level 1 and teacher recommendation.


Level 31-2 hours

Same as Levels 1-2 with an increased attention to transitioning student from NOVICE level proficiency/performance to

INTERMEDIATE level proficiency/performance to be gradually attained in Levels IVH and higher. Paired and group speaking activities, conversations, presentations, cultural projects, more

emphasis on writing and reading, exposure to authentic resources, increased focus on grammar/verb conjugations.

C in level 2 and teacher recommendation


Level 4 Honors1-2 hours

Students continue building proficiency in the language by thoroughly reviewing previously learned grammar and vocabulary concepts at a

more expansive, rigorous mode of study. Excerpts of authentic readings from novels, short stories, plays, and other genres give the

student an opportunity to gain a deeper insight into the respective cultures of the world and reallife application of the language. This

course is the first in a sequence of twopreparatory curricula for the Advanced Placement ® Language and

Culture examination.

Activities include: paired and groups speaking activities, convesations, and presentations; Formal oral presentations and writing assignments, more interaction with authentic resources,

fine- tuning grammar learned in levels 1-3.


Students who are interested in applying to highly competitive school are strongly enouraged to take level IV/V/AP.


Level 5 Honors1-2 hours

Students begin to focus heavily on interpretive, interpersonal, and presentational communication via their strengthened listening, speaking, reading, and writing skills in contextualized themes associated with Global Issues, Contemporary Life, Family and

Community, Beauty and Aesthetics, Personal and Public Identities, and Science and Technology, all required broad categories of study for pre-AP curricular study. This course is the second in a sequence

of two preparatory curricula for the Advanced Placement ® Language and Culture examination.


Students who are interested in applying to highly competitive school are strongly enouraged to take level IV/V/AP


Level AP Language &

Culture

2-3 hours

Students continue to focus heavily on interpretive, interpersonal, and presentational communication via their strengthened listening, speaking, reading, and writing skills in contextualized themes associated with Global Issues, Contemporary Life, Family and

Community, Beauty and Aesthetics, Personal and Public Identities, and Science and Technology, all required broad categories of study

for AP curricular study. This course is the finalpreparatory sequence for the Advanced Placement ® Language and

Culture examination.

B in Level 5, teacher recommendation, and special interest for the language.

Students who are interested in applying to highly competitive school are strongly enouraged to take level IV/V/AP.

Latin I 1 hourVocabulary/derivatives; grammar practice (workbook exercises);

translation passages; Roman life/culture/history/mythology; review games, small group work

Latin II 1 hour

Vocabulary/derivatives; grammar practice (workbook exercises); translation passages; Roman life/culture/history/mythology; Roman Alexandria; excerpts of historical films; review games, small group

work,


Latin III 1-2 hoursVocabulary/derivatives; grammar practice (workbook exercises);

translation passages; Roman life/culture/history/mythology; review games, small group work,


Latin IV Honors 1-2 hours

Vocabulary/derivatives; grammar practice (workbook exercises); translation passages; Roman life/culture/history/mythology;

review games, small group work; introduction of poetic devices,introduction of scansion; primary source works of Martial, Ovid, Vergil

and Catullus


Latin V Honors 1-2 hoursVocabulary; grammar review, Roman culture/history/mythology; small group work; more practice with poetic devices and scansion; primary

source works of Cicero, Ovid, Vergil and Caesar.C in level 4 and teacher recommendation.

AP Latin 2-3 hoursPrimary source works from Vergil's Aeneid and Julius Caear's de

Bello Gallico. Translation and textual analysis, reading of scholarly journals, AP practice, essay writing, sight reading

C in level 5 and teacher recommendation. This class is usually a combination class and requires a very motivated, organized

and independent learner.

ASL I 1-2 hoursVocabulary, basic grammar, Deaf culture, Deaf history, introductions, the ear, technology for the Deaf, Deaf President Now, presentational

signing, conversations

Students should be willing to open their minds to a new language that is not English. They should be willing to present

information in front of the class.

ASL II 1-2 hours

Vocabulary, grammar, signed phrases, famous Deaf people, classifiers, Deaf President Now update, history of Deaf education, the

Milan Conference, Americans with Disabilities Act, handshape stories, presentational signing, conversations

C or better in Level 1 and teacher recommendation

ASL III 1-2 hours

Vocabulary, ASL poetry, ASL drama, humor, legends, literature, novels, handshape stories, Deaf culture, Deaf sport, countries,

future plans, presentational signing, conversations, timed signing presentations


ASL IV Honors 1-2 hours

Students develop communicative and interactive competencies in the language through the use of major ASL grammatical features and expand knowledge of the Deaf Community culture. The course will

focus on ASL literature by incorporating ASL story analysis and storytelling techniques, such as space, role-shifting, classifiers,

idiomatic expressions and non-manual signals. Culture is learned through readings and classroom discussions on global themes and

topics.


PE Course Selection

Course





Driver's Education

Must attend the PSTD with a parent. That is the 11/2

hour that is part of the mandataed 37.5 hours of

Classroom Driver's Education. There will be homework periodically

during the course of the semester. Driving with a parent(s) and keeping

track of the driving hours by completeing the 45 hour

log.

Inclass and homework projects. Written tests, and a culminating written test at the

completion of the course.

State Mandated Course Part of the 10th grade HPE Curriculum. This is a partnership between you, the student, your teacher and your

parents/guardians.

Fine Arts Course Selection Information

Course





Beginning Guitar 20 minutes practice per day Chord development: fingerpicking/strummer

The High School Guitar Level 1 class is open to all students. The course will prepare the student for a lifetime of guitar playing and music appreciation. The nylon-stringed classical guitar will be used to introduce students to the proper

guitar technique, sitting position, standard music notation, tablature, chord charts, music theory and history, and solo and ensemble playing in a variety of musical styles. Care and appreciation for the instrument will also be stressed.

The students will also participate in an end of the year songwriting project utilizing the skills they have acquired in the class. Participation in the High School Guitar Level 1 class will require a graded after school performance

with rehearsals. Students must supply a guitar for practice at home. A minimum of 20 min. per day outside of class time is required.

Chorus 30 minute minimum

Music literacy skills through individual and group work assignments. Sight singing

exercises. Solo/small group singing opportunities

There are 3 auditioned levels of chorus and one non-auditioned chorus. The auditioned levels require more practice time and more after school

performances. Auditions will be in April.

Beginning Orchestra

(String Ensemble) 3-5 hours/week

This ensemble meets in conjuction with the intermediate students. This section is for

students who are 1) returning from a hiatus 2)learning a second instrument or 3) are

higly motivated beginners with no experience

Students wishing to switch from one string instrument to another MUST have director approval. Beginners should also contact director for details

Intermediate Orchestra

(string Ensemble)

2-4 hours/weekThis ensemble is designed to develop strong foundations in string playing and developing ensemble skills/leadership.

Prerequisite: placement audition and 2 years of middle school/high school orchestra or director recommendation

Advanced Orchestra (Concert

Orchestra)2-4 hours/week

This ensembe focuses on advancing techniques in string playing and developing ensemble

skills/leadership

Prerequisite: placement audition and 3 years of a middle school/high school orchestra porgram or director recommendation

Artist Orchestra (Chamber Orchestra)

2-6 hours/week

This ensemble requires the student to have an EXISTING foundation in advancing

technique/advanced solo repertiore. Students are also expected to have 3+ years of

experience in orchestral performance. Private instruction is highly recommended.

Prerequisite: placement audition. Students in this group have responsibities beyond required performances including peer tutoring, section leading, and community performances. Students are also expected to audition for JRO, SRO, and/or All-County Orchestra.

Art I 1 hour

Exploring elements of art and principles of design through drawing, painting,

printmaking, art history and sculpture. Students will participate in Projects, Critiques

- oral/written, and preparing/exibiting work. Sketchbooks required.

Students should have an interest in drawing. This is a project oriented class. Daily effort and participation is an important part of this course. A

sketchbook is required for the year. Students work on building a portfolio that develops a range of art techniques.

Art II 1-2 hours

Focus is placed on concept, composition and design. Students are exposed to a variety of

mediums beyond Art I. Students will participate in Projects, Critiques - oral/written, and preparing/exibiting work. Sketchbooks

required.

Prerequisite: Art I or portfolio review. This is a project oriented course. Daily effort and participation are an important part of this course. A sketchbook is

required.

Art III 2 hours

Focus is placed on developing personal artistic style while continuing to develop skills .

Students are encouraged to do more research on their own. Students will have projects, inprocess critiques, oral/written critiques,

collaborative work and time preparing/exibiting artwork. Students begin to

develop a concentration. Sketchbooks required.

Prerequisite: Art II or portfolio review. This is a project oriented course. Daily effort and participation are an important part of this course. A sketchbook is

required

Art IV 2-3 hours

Students work on rounding out their portfolio to include a variety of mediums, techniques and styles. A personal artistic voice is developed

through their work, research and art production.

An art concentration and end of the year exhibit are required. Sketchbooks required.

Prerequisite: Art III or portfolio review. This is a project oriented course.Selfinitiative is important. Daily effort and participation are an important part of

thiscourse. A sketchbook is required

AP Art varies 3+

Students identify whether they will pursue AP Drawing or AP 2-D Design Portfolio. They

become responsible for working individually to meet portfolio deadlines. Teacher acts as

mentor. Quality pieces to be mailed - 5 pieces, Breadth work - 12 pieces and Concentration -

12 pieces. An end of the year exhibit is required.

Sketchbooks required.

Prerequisite: Art III/IV or portfolio review. self-initiative, daily effort and participation are an important part of this course.

Drawing/Painting 1 hour

Students improve their ability to draw and paint through exploring different techniques and

different materials: pencil, pen and ink, charcoal, colored pencil, oil pastel, watercolor

and acrylic. Sketchbooks required.

Prerequisite: Art I This is run like a studio class, where students will work on drawing or painting skills daily. A sketchbook is required.

Sculpture 1 hour

Students explore working in three dimensions.Materials vary: paper, wire,

clay, plastercraft, wood, styrofoam, recycled materials.

Prerequisite: ArtI This is run like a studio with a lot of trial and error while working with materials to explore their capabilities. A sketchbook is required.

Photography varies per assignment

Students learn the fundamentals of digital and film photography. Assignments include

pinhole photography, 35mm film photography, b & w film development, darkroom printing,

point and shoot vs. DSLR digital photography, editing photos in Adobe Photoshop CC, the

history of photography, research assignments, reflective writing, photo critiques and analysis.

This is an introductory photography class; students with prior photo knowledge are expected to work more independantly, and can choose more self-directed projects. Students should possess their own digital camera - either a simple

point-and-shoot or DSLR. A film camera is not required, but highly recommended. Students need to be disciplined, patient, mature, and

responsible, with a strong interest in the subject. This is a technical class in which you will learn how the camera works to get desired results. Prerequisite is Art I, but Seniors may be grandfathered in based on level of interest, intent.

Theatre I 30mins/week

Theatre history handouts, questions for consideration, word serach, fill in the blank,

eyewitness accounts writing assignments. A unit test at the end of each of the four theatre history

units. A reaction paper when students see a mainstage production for class. Various

scenework and theatre games throughout the year. Performance of a scripted scene as a final

project/grade.

Come in with curiousity, a willingness to learn and have fun, remain focused and dedicated, and expect the most of yourself when working on scenework with your partner. No experience with theatre or onstage is necessary. Only a

desire to explore and to relate theatrically to the larger world around you.

Tech Theatre I 30 mins/week

This is a hands-on type pf class. As such, students will be engaged, creating, and

participating in whatever show is currently in production at BRHS. There are opportunities

to study lighting, props, sound board, costumes, hair and makeup, and stage

management.Working closely with Tech Theatre II students,

Tech Theatre I students learn the basic technical elements of theatre and stage.

No experience is necessary. Only creativity, a desire to be precise, punctual, to strive for perfection (which we know can never be reached) however we

strive for it nonetheless as a benchmark and a way to heighten our skills and teach us things about the process as well as ourselves. Be willing to learn, be

willing to explore, be willing to try!

Band 2 hours a week

Band Ensembles perform various styles of music within different ensemble group settings

which includes two concert bands, a jazz band and percussion ensemble

Prerequiste is having experinence performing in school bands

Social Sciences Course Selection Information

Course


assignments outside of

class



AP Government 30-60 minutes per classReading both textbook and news sources;

essays, and research assignments. There will also be an election assignment.

Students should have an interest in politics and current world events. Students should also feel comfortable in debate and Socratic lesson learning.

US and Virginia Government 20 minutes per class Vocabulary and short readings

AP US History 60 minutes per class Chapter readings and quizzes; Studying for unit tests

There is extensive reading and note taking in this class. Students must be able to keep up with the reading. Strong analytical writing skills are also necessary

to be successful in this class.

US History Dual Enrollment 30-60 minutes per class Both textbook and outside readings required Students should have a strong desire to learn history and like to read about

history.

US and Virginia History 20-30 minutes per class Vocabulary and short readings

AP World History 60 minutes per class Textbook and outside reading with a lean

towards outside reading. Studying for tests.This class moves very quickly and students need to really like history.

World 2 20 minutes per class Vocabulary and short readings

AP Human Geography

1 hour per classOutside Readings from news

sources; Video from news sources; Studying for summative

assessments

Students interested in current events and how the world is changing will do very well. Same Big Issues as Social

Global issues but more in-depth and at an AP level.

Social Global Issues

(semester)

none In class projectss The Big issues impacting the world will be evaluated –Immigration, the Refugee Crisis, Global Warming to name a

few.

AP Psychology 30-60 minutes per class Outside articles and quizzes There is a tremendous amount of new terminology that requires continuous vocabulary work, review and memorization.

International Relations none In class projects

AP Economics 30-60 minutes per class Textbook assignment and Problems setsThis course also has a very different knowledge base than other social

sciences. Students need to be able to think more abstractly and apply the learned information.

course selection information.xlsx - lcps.org€¦ · web viewstudents will annotate 6-8 novels as...

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