La Cueva High School  Logo
Our School Mission/Vision/Goals Grade Book Absence Form Student Health Services Lunch Menus Instructional Council Meetings Alumni Attendance Bell Schedules Free or Reduced Priced Lunch Application Title IX
Tutoring Transcript Information Math Honors and Advanced Placement Courses Media Center / Library Course Offerings Special Education
Athletics Team Websites Sports Camps Publications & Forms Head Coaching Staff Internal use Record Book: Sports History La Cueva Athletic Hall of Fame
La Cueva's Clubs Key Club MCJROTC National Honor Society Student Senate The Edition - School Newspaper Seek Bible Club
Parent Teacher Association Committee Information and Forms Reflections Arts Recognition Program Contact Information La Cueva PTA Banner Sponsors Meeting Minutes National School of Excellence Newsletter Archive
La Cueva Counseling Credit Recovery eCADEMY Dual Credit Class of 2018 Letters of Recommendation Testing: College Entrance/Preparation College Visits AP Exams Financial Aid Counseling Resources
Administration & Support Staff
School Faculty

Language Arts Department

Team Leaders:
Ashley Keilbarth
Michael Sanchez


Staff:

Kevin Balder

Martha Bedeaux

Maria Elena Casanova
Jerome Evans

Rosemary Hood
Doug Mattson

Trey Saxon

Susan Schripsema
Tanya Shaw
Casey Soto
Aimee Wray
Jim Zalewski

Ninth Grade Program

Italicized wording is specific to La Cueva High School.
√ Freshmen may take this class.    *NCAA approved course.

 

The English program of La Cueva High School focuses on promoting excellence in all forms of communication, levels of critical thinking, and love of literature to the end that the students will be informed, involved, rational, compassionate, contributing citizens in their immediate, as well as the global society.

Students who take a Language Arts class for English credit (rather than elective credit) are expected to meet or exceed the New Mexico Language Arts Standards and Benchmarks. Students in all Language Arts classes apply and develop critical thinking skills through the six APS Language Arts Strands: Reading Process, Reading Analysis, Writing, Speaking, Listening/Viewing, and Research.

√ *ENGLISH 9

25031      1 Yr.      9

Prerequisite: Completion (i.e., earned language arts credit) of middle school.
Special Requirements: None.
Description: English 9 emphasizes skills in reading, writing, speaking, and listening. Students review grammar, mechanics, usage, sentence structure, and paragraph development in their writing. In English 9, the student surveys the underpinning elements of various types of literature from around the world. The student recognizes and understands the concepts of theme, plot, characterization, point of view, explores various genres and the unique characteristics of each (e.g. the oral tradition, poetry, prose, fiction, non-fiction, drama, the novel) and reads numerous selections by a wide variety of authors. Regardless of the approach(es) used, the student applies critical thinking skills through reading, speaking, viewing and listening strands of language arts, through writing and research (50% of the course), and through the use of technology as a learning tool.

√ *ENGLISH 9 – HONORS

25034      1 Yr.      9

Prerequisite: Completion of middle school.
Special Requirements: It is strongly suggested that students are reading significantly above grade level, have superior writing and organizational skills as demonstrated by testing, have an “A” or “B” in eighth grade language arts in the first semester, have a “6” or higher stanine on the Gates or 60% or higher on another standardized reading test, and have teacher recommendation. Students who are not highly motivated to be involved in a rigorous Honors English program should consider English 9 while acclimating to the demands of the total high school curriculum.
Description: In English 9 Honors, the student surveys the underpinning elements of various types of literature from around the world. The student recognizes and understands the concept of theme, explores various genres and the unique characteristics of each (e.g. the oral tradition, poetry, prose, fiction, non-fiction, drama, the novel) and reads numerous selections by a wide variety of authors. Regardless of the approach(es) used, the student applies critical thinking skills through reading, speaking, viewing and listening strands of language arts, through writing and research (50% of the course), and through the use of technology as a learning tool. Something Wicked This Way Comes by Ray Bradbury is suggested summer reading. This course earns a weighted grade.

√ LITERACY STRATEGIES I

21040      1 Yr.      9-12

Prerequisite: None.
Special Requirements: Literacy Strategies I is a Tier II reading intervention course which focuses on the development of basic literacy skills and strategies for emergent readers in grades 9-12. Each school administers a reading assessment for placement in this course.
Description: Literacy Strategies I supports the emergent adolescent reader. An emergent adolescent reader often exhibits many of the following characteristics: needs teacher direction to make connections between text and background knowledge, has difficulty summarizing what is read, possesses a limited vocabulary and needs strategies for word study, does not read fluently, and is hesitant to read independently. This course is designed to provide both individual and small group instruction in order to meet each student’s needs in reading components. Instruction is guided by ongoing assessments. The student practices the essential reading elements: fluency, vocabulary, word study, academic language, text structure, and comprehension. The student uses several strategies for increasing comprehension of diverse texts such as summarizing, questioning, predicting and previewing, using text structure, visualizing, and inferring. The student has a variety of opportunities to learn, practice, and internalize these reading behaviors and strategies. The reading process, reading application, and personal engagement with reading are major areas of focus. Literacy Strategies I and II are developed to support student mastery of the grade-level language arts reading process and reading analysis standards. As the student progresses in skill development, he/she is assessed and moves to the appropriate instructional level course the following year. This course grants elective credit.