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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

Tenth 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 10

25041      1 Yr.      10

Prerequisite: Successful completion of English 9 (or substitute).
Special Requirements: None.
Description: In English 10, the student surveys and samples a wide variety of multi-cultural literatures of the world from diverse authors, various time periods, and various genres. The student studies and considers a broad spectrum of themes and perspectives from around the globe and makes connections to his or her own ancestry and to the ancestry of other peoples of the world. 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 10 HONORS

25044      1 Yr.      10

Prerequisite: Successful completion of English 9 or equivalent (“B” or above). Preselection by testing information and/or teacher recommendation.
Special Requirements: It is strongly recommended that students are reading considerably above grade level, have superior writing skills, have at least a “B” average in previous English classes, and have teacher recommendation. All the Light We Cannot See by Anthony Doerr is suggested summer reading.
Description: In English 10 Honors, the student surveys and samples a wide variety of multi-cultural literatures of the world from diverse authors, various time periods, and various genres. The student studies and considers a broad spectrum of themes and perspectives from around the globe and makes connections to his or her own ancestry and to the ancestry of other peoples of the world. 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. This course earns a weighted grade.

*ENGLISH 10 HUMANITIES (World Humanities)

21555 WLDHUM)      1 Yr.      10

Prerequisite: Successful completion of English 9 or alternate.
Special Requirements: For student success, it is highly recommended that the World Humanities – 10th Grade World History and English 10 – be taught as a block. Due to the rigor, content, and challenge of this course, the student’s success hinges on his/her grade level reading and writing skills.
Description: In this course, literature from different parts of the world is read, discussed, and analyzed. Types of literature (e.g., novel, poetry, biography, essay) are used to relate the past to the contemporary period. Great themes in literature are studied through the writings of many cultures. One half of the course work in English is devoted to composition. With a humanities or interdisciplinary approach, the student makes connections to corresponding time periods and themes through the study of World History and/or other subject areas. Regardless of the approach(es) used, the student applies critical thinking skills through the language arts strands (i.e. reading, writing, speaking, viewing and listening, research). The use of technology as a learning tool is integrated throughout the curriculum.

√ LITERACY STRATEGIES II

21041      1 Yr.      9-12

Prerequisite: None.
Special Requirements: Literacy Strategies II is a Tier II reading intervention course which focuses on the development of adolescent literacy skills and strategies for developing readers in grades 9-12 who are nearing proficiency. Each school administers a reading assessment for placement in this course.
Description: Literacy Strategies II supports the developing adolescent reader. The developing adolescent reader often exhibits the following characteristics: can summarize text but excludes some important details, uses some prior knowledge to infer ideas from text but also often needs support for less literal interpretations, possesses a working vocabulary but lacks word study strategies to increase vocabulary, comprehends grade-level text inconsistently, reads some texts fluently but has difficulty with others and needs to build motivation and purpose for independent reading. This course is designed to provide individual as well as small group instruction in order to meet each student’s needs. 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 reading behaviors and strategies, developing the knowledge, skills, and strategies to support comprehension of grade-level texts through maximum instructional support. 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 his/her skill development, he/she is assessed and moves to the appropriate instructional level course the following year. This course grants elective credit.