The following course descriptions were
compiled to assist students in determining their potential benefit and success
in Pre-AP, AP, and GT classes. All level
one classes have the same multiplier (1.2).
“AP courses are intended for students who
have already completed relevant secondary school work in the subject and have
the skills and motivation to complete college-level course work during their
high school studies.” (The College
Board)
Pre-AP ENGLISH I
Pre-AP
English I requires a students who enjoys reading or is willing to commit to
extensive reading assignments of 100 pages or more per week outside of class
and summer reading. Pre-AP students are
expected to move from concrete to abstract thinking; there will be a greater
emphasis on insightful analysis of challenging material. Students should expect homework every night;
therefore, exemplary study skills are essential. Students writing will be an analysis or
annotation of literature developing fluency, creativity and awareness of the
effect rhetorical choices have on a reader.
Because of the demands placed on the students, it is strongly
recommended that only those who were commended on the TAKS
GT/Pre-AP ENGLISH I
This
course has all the same expectations of Pre-AP English I with an academic rigor
commensurate with the students’ intellectual gifts. Placement is dependent on testing and
identification by LISD. The freshman
full year course is teamed with GT/Pre-AP World Geography and operates a
minimum of 2 grade levels ahead.
Pre-AP ENGLISH II
The
purpose of Pre-AP English II is to prepare students for AP courses that engage
them in becoming skilled readers of prose and poetry and skilled writers who
compose for a variety of different purposes.
To achieve success in this program, it is recommended that students have
maintained at least an 85 average in Pre-AP English I or a 90 average in
English I. Commended recognition on the
9th grade TAKS reading test is also recommended. Students’ success in this course is directly
related to appropriate advanced skills in reading, writing, and critical
thinking. Approximately 150 pages per
week of outside reading are required. An
intellectual curiosity of writing, a disciplined reading skill, a mature work
ethic, and the ability to juggle the demanding course outline with
extra-curricular activities are needed for success.
GT/Pre-AP ENGLISH II
This
course has all the same expectations of Pre-AP English II with an academic
rigor commensurate with the students’ intellectual gifts. Placement is dependent on testing and
identification by LISD. The sophomore
full year course is teamed with GT/AP World History and operates a minimum of 2
grade levels ahead.
AP ENGLISH III AND IV
Both the English AP III and
English AP IV classes are designed to teach at an accelerated rate the concepts
and ideas inherent in literature with an emphasis on American and British
literature respectively while preparing students for both Advanced Placement
examinations. To achieve success it
is recommended that minimum verbal scores of 50 on the PSAT, 500 on the SAT,
and 3 on the TAKS composition are achieved.
Approximately 200 pages of outside reading per week are required; therefore,
a willingness to read novels at an accelerated rate and grow in writing is
essential. Summer reading of 2 teacher selections is mandatory.
Students need to approach reading material with the maturity and depth
of a college sophomore. Assessment is based on intellectual insight
into literature, command of language and maturity of style in compositions.
GT/AP ENGLISH III
This full year course has all the same expectations of AP English III
with an academic rigor commensurate with the students’ intellectual gifts. Placement is dependent on testing and identification
by LISD. This course is teamed with
AP American History and operates a minimum of 2 grade levels ahead.
GT/AP ENGLISH IV
This is the only GT English class that is not teamed with social studies. This 18 week course has all the same expectations
of AP English IV with an academic rigor commensurate with the students’ intellectual
gifts. Placement is dependent on testing
and identification by LISD.