2017-2018 Student Course Handbook Final2pdf

Diamond Ranch High School

Course Handbook
2017-2018

100 Diamond Ranch Road. Pomona, CA 91766

Table of Contents

Board of Education…………………………………………3
Diamond Ranch High School Administration…………..4
Diamond Ranch High School History……………………5
Guidance Program and Services……………………….6-11
General Information………………………………...…13-29
Graduation Requirements………………………………...14
Student Athlete NCAA Requirements…………....…16-17
Online Resources…………………………………………..18
Honors and Advanced Placement Criteria………….21-22
Visual and Performing Arts Pathways………………….24
Suggested Coursework by College Major……….….26-29
Testing Information………………………………….……12
Course Descriptions…………………………..……….30-69
Expected School Wide Learning Results (ESLR’s)….…70

2

POMONA UNIFIED SCHOOL DISTRICT
BOARD OF EDUCATION

Jason Rothman, President
Dr. Roberta Perlman, Vice President

Frank Guzman, Member
Adrienne Konigar-Macklin, Member

Andrew Wong, Member

DISTRICT ADMINISTRATION
Richard Martinez, Superintendent
Stephanie Baker, Deputy Superintendent
Darren Knowles, Assistant Superintendent
Dr. Leslie Barnes, Assistant Superintendent
Fernando Meza, Administrative Director

DIAMOND RANCH HIGH SCHOOL
ADMINISTRATION

PRINCIPAL
Suzanne Ripley

ASSISTANT PRINCIPALS
Joseph Biagioni
Robin Raco

Dr. Tamatha Williams
DEAN OF STUDENTS

Christopher Ramos

The Diamond Ranch High School Mission
Our mission is to empower students to achieve lifelong academic, career,
and personal success in an atmosphere that nurtures mutual respect, ethi-

cal behavior, responsibility, and hard work.

4

Diamond Ranch High School History

 The land DRHS sits on was purchased from the City of Industry for
$1!

 Santa Monica firm Morphosis designed DRHS and later received
the 1997 Progressive Architecture Award for the design.

 Six million cubic yards of dirt was moved but no dirt was removed
from our school site.

 The school was officially dedicated on September 5, 1997.
 On September 8, 1997, the first principal of Diamond Ranch High

School, Albert Webb, opened DRHS to 430 freshmen students.
 To date, over 6,000 students have graduated from DRHS.
 DRHS has and continues to be a popular film location for movies

and commercials. Movies such as Imposter, The Cell, Orange
County, and Die Hard 4 have used Diamond Ranch as a film shoot
location.
 June 2001, Diamond Ranch graduated its first class.
 Year-over-year Diamond Ranch is ranked as a top school in the na-
tion by U.S. News & World Report and the Washington Post.
 Diamond Ranch Alumni are or have attended Standford, Harvard,
Yale, Columbia, MIT, Howard, Spelman, Air Force Academy,
UCLA, West Point, the Naval Academy, Azusa Pacific, Cal Baptist,
all of the UC’s and CSU’s, to name just a few!

Go Panthers!

DRHS COUNSELING & CAREER
DEPARTMENT

Diamond Ranch High School Counselors:
Stuart Solomon– Ext. 32092
Natalie Kirkbride-Escobedo– Ext. 32093
Leila McFarlin– Ext. 32091
Patricia Rosales-Ext. 32094
Career Center Technician:
Natalie Johnson-Ext. 32219

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Diamond Ranch High School Counseling Department

PUSD Counseling Mission Statement:

The mission of PUSD school counseling program is to ensure all students
receive the knowledge, attitudes and skills needed in academic, college/
career and social/emotional development. In partnership with parents
and the community, school counselors are advocates for equity, access
and success for all students. School counselors empower students with a
well-rounded, challenging, and quality educational program to flourish as
responsible productive citizens in the 21st century.

The School Counseling Program:

 Reaches every student
 Is comprehensive in scope, preventative in design and developmental in

nature
 Is an integral part of the total educational program for student success
 Selects measurable student competencies based on local need
 Provides academic, college/career, and social/behavioral development for

every student
 Has a delivery system that includes school core curriculum, individual

planning, responsive services and system support
 Is implemented by a credentialed school counselor
 Is conducted in collaboration with all stakeholders.
 Uses data to drive program decisions; monitors student progress
 Measures both process and outcome results and analyzes critical data ele-

ments.
Seeks improvement each year based on results data

7

College and Career Readiness:

In today’s global, knowledge-based economy, a college education is
the gateway to social mobility and better lifelong opportunities. The
vast majority of America’s high school students (86 percent) expect to
attend college, but many lack the support and guidance they need to
prepare for enrollment and success in college. (U.S. Department of
Education, NCES 2010-170)

School Counselors help students become College and Career Ready
by:

Update 4 year plan on a yearly basis
Shares successes with stakeholders

 Classroom presentation on Credits Matter and A-G requirements
 Career Inventory surveys to assist the student in create personal ca-

reer goals
 College planning starting at the incoming 8th grade level and contin-

uing throughout their high school career
 Graduation and college and career planning for every individual high

school senior
 College application workshops
 Financial aide workshops
 Coffee with the Counselors once a semester for all parents
 Pre-college testing information (SAT and ACT)
 Yearly registration for all students to assist students in selecting the

appropriate courses needed for graduation and to meet the A-G re-
quirements
 Parent/student conferencing in regards to grades and progress to-
wards graduation

8

Social Emotional Counseling:

 Counseling is available to assist students in crisis intervention, coping
with high school, and other areas of need

 Mental health referrals available for students or families who need addi-
tional counseling support

 Assist students in developing coping skills
 Counsel student on problem solving and decision making techniques
 Conflict mediation and counseling for issues that may arise between

students
 Help students develop positive attitudes towards self as a unique and

worthy person
 Promote goal setting
 Contribute to the students being able to respect alternate points of view

and accept individual and cultural differences

Academic Counseling:
 4 year planning
 Registration/academic counseling each Spring
 Classroom presentations on various topics
 Counsel students earning a D or F
 Evaluate data for proper placement in all classes
 Senior graduation check
 Parent teacher conferences
 Student Conferences
 Refer credit deficient students to Mt. Sac, night school, APEX, and
summer school
 Connect students to Advancement through Individual Determi-
nation (AVID)
 Inform students of summer bridge programs, college summer
programs, college tours, and scholarships

FAQ’S

About Credits, College, and Graduation:

How can I see my counselor?
Counselors are available to meet with students before school, afterschool,
and during lunch. Students may also fill out a request

Can I make changes to my schedule?
Schedule changes will only be made if the student already took the course
in summer school or the course is an incorrect placement.
Schedule changes WILL NOT be made for a change of teacher, a change
of period, or for a different lunch. Additionally, schedule changes will
not be permitted from an AP or Honors course if the student and the
parent have turned in and signed the AP/Honors contract.

Why did my schedule change without my knowledge?
At the start of the school year or at semester your schedule may change
due to balancing of classes or because a class must be eliminated. There
are no guarantees that the schedule a student receives during registra-
tion will be their schedule for the entire school year.

How can a parent or guardian see their child’s counselor?
Appointments can be made by phone or email.

How many credits do I need to graduate from Diamond Ranch
High School?
Students must receive a total of 220 credits in order to graduate.

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Why do credits matter?
Credits matter because in order to graduate you must receive a total of 220
credits. Each full year class that the student passes, the student will re-
ceive 10 credits. If a student fails a course they must retake that course in
order to receive the credits needed.

What are the A-G requirements?
A-G requirements are the courses needed to attend a California State Uni-
versity or a University of California school. Students must meet ALL A-G
requirements in order to be eligible to apply to a California State Universi-
ty or a University of California school. The counseling department strong-
ly recommends that all students go above and beyond the requirements in
order to be truly marketable when applying for college.

Why is it important to meet the A-G requirements even if the stu-
dent plans on attending a community college or technical school?
Students that meet the A-G requirements are more prepared to complete
community college and technical schools than a student
that does not meet the A-G requirements. Statistically, the more education
you have completed, the more money you will earn
and the less likely you
will find yourself unemployed. Meeting the A-G requirements also increas-
es the student’s chances of career mobility.

Diamond Ranch High School Counseling Goals:
100% of our students will meet A-G
100% of our students will complete the FAFSA
We will increase our graduation rate to 100%

UC/ CSU Selection Criteria
• Subject Requirements “A-G”
• Grade Point Average
• Examination Requirements for students

applying for college admission
 ACT/SAT Reasoning
 CSU requires SAT Reasoning only

The UC and CSU schools do not accept “D”
grades.

For SAT test administration dates, test prep-
aration

information, and registration please visit
www.collegeboard.com.

For ACT test information please visit
www.actstudent.org

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A-G Course List (By High School) :
https://doorways.ucop.edu/list/

POMONA UNIFIED SCHOOL DISTRICT
GRADUATION REQUIREMENTS

CLASS CREDITS

ENGLISH /ELD………………………………………….4 YEARS
MATHEMATICS………………………………………..3 YEARS
WORLD HISTORY……………………………………..1 YEAR
US HISTORY…………………………………………….1 YEAR
GOVERNMENT…………………………………………1/2 YEAR
ECONOMICS……………………………………….……1/2 YEAR
PHYSICAL SCIENCE…………………………………..1 YEAR
BIOLOGICAL SCIENCE………………………………1 YEAR
HEALTH…………………………………………………1/2 YEAR
PHYSICAL EDUCATION…………………………….2 YEARS
FINE ARTS/FOREIGN LANGUAGE………………..1 YEAR
VOCATIONAL EDUCATION………………………..1 YEAR
TECH. PROFICIENCY………………………………...1/2 YEAR
ELECTIVES……………………………………………..50 CREDITS

Grade Level Promotions

Students normally enroll in six classes (5 credits each) per semester and earn 60 credits per year if
all classes are successfully completed. To receive a high school diploma a student must earn 220
credits and pass all required classes. To be on track to graduate within four years the following
credits should be earned in the following time frame:

• 60 credits by the end of 9th grade

• 120 credits by the end of 10th grade

• 180 credits by the end of 11th grade

• 220 credits by the end of 12th grade

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Celebrating our seniors at graduation!

NCAA REQUIREMENTS FOR PARTICIPATING
IN DIVISION 1 & 2 COLLEGIATE SPORTS

College-bound student-athletes will need to meet the
specific academic requirements to practice, receive
athletic scholarships, and/or compete during their first
year. In addition to graduating from high school with
the requirements shown on the following page need to
be met.

http://www.ncaa.org

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California Colleges– www.californiacolleges.edu/

University of California A-G Guide– http://www.ucop.edu/a-gGuide/

Common Application for private and out of state schools-
www.commonapp.org

UC Application– www.universityofcalifornia.edu

CSU Mentor Application www.csumentor.edu

Community collegeswww.cccco.edu
Athletes:
NCAA– www.eligibilitycenter.org
NAIA– www.playnaia.org

Scholarships
– www.fastweb.com

Financial Aid:
FAFSA Help page: www.ed.gov/prog_info/SSFA/FAF
FAFSA Pin: www.pin.ed.gov

FAFSA www.fafsa.ed.gov

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21 Advanced Placement Course Offerings

ART
AP Studio Art
ENGLISH

AP English Language
AP English Literature

HISTORY & SOCIAL SCIENCE

AP World History AP Gov’t

AP United States History AP Economics

AP Psychology

AP Chemistry STEM
AP Biology APEnvironmental Science
AP Calculus AB AP Physics 1
AP Calculus BC AP Physics 2
AP Statistics AP Computer Science

WORLD LANGUAGES AND CULTURE

AP Chinese Language AP Spanish Language

AP French AP Spanish Literature

AP & Honors

ADVANCED PLACEMENT AND HONORS CRITERA

1. A or B in courses closely associated
with the AP or Honors course.

2. Teacher recommendation.
3. Demonstrate proficiency on any associat-

ed standardized test.

College Level Curriculum
 Advanced Placement Courses are college level cur-

riculum and may earn college credit with a score
of 3, 4, or 5 on the AP test. Please check with the
university your child desires to attend.
 Students should plan on summer assignments and
be prepared to turn in all work on time.
 Students choosing an honors or advanced place-
ment courses are expected to complete the
course.

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HONORS AND ADVANCED PLACEMENT

ACADEMIC HONOR CODE

THE CODE

Students attending Honors and Advanced Placement courses at Diamond Ranch High School are
expected to conduct themselves honorably in pursuit of their education. Cheating, plagiarism, and
fraud violate ethical codes of conduct and will not be accepted at Diamond Ranch High School, and
consequences include, but are not limited to, disciplinary action as codified within National Honors
Society and California Scholarship Federation membership guidelines; a zero grade on test, quiz,
project or class assignment; and in-school suspension. The DRHS Academic Honor Code expressly
forbids the following violations:

Cheating

Definition: Attaining academic awards, benefits, rewards, recognition, and grades by dishonest
means or unfair advantage.
Examples of cheating include but are not limited to:

Copying another person’s work, or allowing another person to copy the student’s work.

Using unauthorized notes, aids, or written material in any form during a test (Sparknotes,
Schmoop, Pink Monkey, etc).

Unauthorized use of technological devices (cell phones, cameras, ipods, ipads, games, and sim-
ilar devices) when taking an assessment.

Deceitful Communication: copying from another person’s paper; giving or receiving infor-
mation by signs, gestures, or deception during any type of assessment.

Previewing a class quiz with another student before that student takes the same quiz later that
day.

Plagiarism

Definition: The using of someone else’s language, ideas, or other original (not common
knowledge) material without acknowledging its source.

Examples of plagiarism include but are not limited to:

 Presenting anyone else’s work as the student’s own, including the copying of language, struc-
ture, programming, computer code, ideas, and/or thoughts of another without proper citation
or acknowledgement.

Copying word for word, without using quotation marks or giving credit to the source of the
material.

Failing to use proper documentation and bibliography.

Having somebody else do assignments which are then submitted as one’s own work.

Definition: Stating or writing untruthfully, misrepresenting
Examples of falsification/lying include but are not limited to:

Making an untrue statement verbally or in writing with the intent to deceive.
Creating false or misleading impressions.
Forgery of official signatures.

Responsibilities
Students will…

Exercise academic honesty in all aspects of their work.
Regularly demonstrate timely completion of all assignments and homework.
Prepare sufficiently for all types of assessments.
Seek extra help from teachers as needed.
Avoid engaging in cheating, plagiarizing, and lying.
 Use electronic sources in the prescribed manner as assigned by teachers or stated by site and

District guidelines.
Demonstrate respectful behavior that follows teachers’ rules within the classroom.
Report violations of the Honor Code to an adult.
Teachers will…
Develop, model, and sustain ethical practices within the classroom setting.
Report violations to counselors and administrators.
Confer with those who violate the Honor Code.
Contact student’s parent or guardian regarding any violation.
Record a failing grade for the assignment.
Parents will…
Discuss the Honor Code with their child to ensure understanding.
Encourage their child to maintain high standards with regard to integrity, honesty, respect for others and
self, and upholding personal responsibility.
Support faculty and administration in enforcing the Honor Code.
Administrators will…
Ensure that all faculty, students, and parents receive the Honor Code.
Help contribute to a school-wide environment that encourages adherence to the Honor Code.
Require teachers to enforce the Honor Code.
Maintain accurate records of Honor Code violations.

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Oh the places
you’ll go!

-Dr. Seuss

Visual and Performing Arts Pathway

The Visual and Performing Arts Pathway (instituted with the Class of 2015) provides students with
the opportunity to pursue a four-year course of studies in artistic forms, including dance, event
planning, graphic design/video production, music (Band, Orchestra, or Choir), or visual art-while
completing the requirements for both graduation and college/university acceptance. Students will
engage in both theoretical studies and practicum. Lower –division artists will hone their artistic
knowledge, skills and expression leading to upper division service-learning projects, and a culmi-
nating senior portfolio.

Student select one of six areas of study:

Hospitality Arts

Students in the Hospitality Arts study Business Skills, Culinary Arts, and Event Planning. Success-
ful completion of the junior and senior year courses culminate in receipt of the National Restaurant
Association’s ProStart National Certificate of Achievement. Pathway completion includes up to 9
units awarded by Chaffey College or credits available at California State Polytechnic University Po-
mona, California State University Long Beach, and over 60 colleges and university hospitality pro-
grams across the country. Additionally, students are prepared to pass the industry standard
ServSafe Food Safety Certificate examination.

Graphic Arts

Graphic arts students use industry-standard software (Adobe Photoshop and Illustrator), as well as
apple computers and other electronic hardware to create digital media, including video. Students
learn artistic and design principles to enhance their products. Student s explore the historical devel-
opment of digital media.

Instrumental Music

The instrumental music student will focus on musicianship through an emphasis on a collegiate-
level music repertoire. Musicians perform in a variety of venues, including competitions and festi-
val, concert settings and community venues. To compete their artistic growth, students will study
music history and theory.

Visual Arts

Visual artists study the History of Art, 2-D Techniques, and 3-D Design Technique. The culminan-
ing class is Advanced Placement Art (Drawing). Artists develop artistic breadth, as well as an indi-
vidual depth emphasis. Program presents breadth, as well as developing each student’s individual
depth emphasis through the compilation of a college-based artist’s portfolio. Artists participate in
national and regional exhibitions and competitions, as well as participation in local exhibits at com-
munity galleries.

24

Diamond Ranch High School at sunset!

RECOMMENDED SCIENCE COURSEWORK
FOR SPECIFIC

COLLEGE MAJORS

26

RECOMMENDED MATH COURSEWORK FOR
SPECIFIC

COLLEGE MAJORS

RECOMMENDED COURSEWORK FOR AN
EMPHASIS IN COMPUTER SCIENCE

My Computer Computer Advanced
Science Science Placement CS

COURSE TITLE: MyComputer Science LENGTH OF COURSE: Year

PREREQUISITE: None GRADE LEVEL: 9-12

Elective

DESCRIPTION: The study of MyCS will introduce students to the field of computer science through
an exploration of engaging the critical thinking activities with an inquiry-based approach. MyCS
will teach foundational computer science knowledge to students through the creative, collaborative,
interdisciplinary, and problem-solving nature of computing. The goals of MyCS are to develop the
computer science skills of algorithm development , problem solving and programming. Students
will also be introduced to topics such as interface design, limits of computers and societal and ethi-
cal issues of software. Students will develop their computational thinking skills, problem solving
and programming within the context of problems that are relevant to the lives of today’s students.

COURSE TITLE: Computer Science with Python LENGTH OF COURSE: Year

PREREQUISITE: Math I passed or concurrent GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: This course is the second in a series of Computer Science courses developed in part-
nership with Harvey Mudd College. This course is meant to be the second or third in a series of
computer science courses (or pathway) that will prepare students ultimately for Advanced Place-
ment Computer Science and beyond. This course will focus on learning the programming language
called Python, is used in the computer science industry with professionals. This course can be used
in conjunction with or without the Principles of Computer Science.

28

COURSE TITLE: AP Computer Science LENGTH OF COURSE: Year
PREREQUISITE: B or Better in Math II GRADE LEVEL: 11-12
UC Approved
And completion of CS Python

DESCRIPTION: AP Computer Science is equivalent to a college level course in computer science.
The course introduces students to computer science with fundamental topics that include problem
solving, design strategies and methodologies, organization of data, approaches to processing data
(algorithms), analysis of potential solutions, and the ethical and social implications of computing.
The course emphasizes both object-oriented and imperative problem solving and design using Ja-
va language. These techniques represent proven approaches for developing solutions that can
scale up from small, simple problems to large complex problems.

ENGLISH :

COURSE TITLE: English I CP-Reading, Writing, and CommunicatingLENGTH COURSE TITLE: Year

PREREQUISITE: None GRADE LEVEL: 9

UC Approved

DESCRIPTION: In this introductory course to the fundamental skills of reading, writing and

communicating, students will read a variety of texts including literature,

informative/explanatory texts and arguments to begin deciphering how an author uses such elements as
character, themes, structure, evidence and word choice to construct a text that pulls their reader in and invites
them to not only read but discuss and interact with a text. Students will take their understanding of the au-
thor’s craft in order to go through the process of writing their own narratives, informative/expository texts
and arguments.

Through the writing process, students will learn the value of evidence in substantiating their claims and com-
municating their claims effectively. They will learn to write for various tasks, purposes and audiences. Stu-
dents will engage in listening and speaking activities to become more proficient at working collaboratively
with others while they learn communicate orally to a wide range of audience for various purposes. Students
will work to develop media literacy throughout the year.

COURSE TITLE: English I H-Reading, Writing, and Communicating LENGTH OF COURSE: Year

PREREQUISITE: Meeting Honors Selection Criteria GRADE LEVEL: 9
UC Approved

DESCRIPTION: In this advanced introduction to reading, writing and communicating, students will
read a variety of challenging and stylistically complex texts including literature,

informative/explanatory texts and arguments to begin deciphering how an author uses such ele-
ments as character, themes, structure, evidence and word choice to construct a text that pulls
their reader in and invites them to not only read but discuss and interact with a text. Students will
take their understanding of the author’s craft in order to go through the process of writing their
own narratives, informative/expository texts and arguments.

Students will begin to combine genres in order to write more sophisticated texts that incorporate
their study of different genres of writing. Through the writing process, students will learn the value
of evidence in substantiating and communicating their claims effectively. They will learn to write
for various tasks, purposes and audiences. Students will engage in listening and speaking activi-
ties to become more proficient at working collaboratively with others, while communicating orally
with a wide range of audiences for various purposes. Students will work to develop media literacy
throughout the year.

30

COURSE TITLE: English II CP-Reading, Writing, Communicating LENGTH OF COURSE: Year

PREREQUISITE: None GRADE LEVEL: 10

UC Approved

DESCRIPTION: In this advanced introduction to reading, writing and communicating, students will read a
variety of challenging and stylistically complex texts including literature,

informative/explanatory texts and arguments to begin deciphering how an author uses such elements as
character, themes, structure, evidence and word choice to construct a text that pulls their reader in and in-
vites them to not only read but discuss and interact with a text. Students will take their understanding of the
author’s craft in order to go through the process of writing their own narratives, informative/expository texts
and arguments.

Students will begin to combine genres in order to write more sophisticated texts that incorporate their study
of different genres of writing. Through the writing process, students will learn the value of evidence in sub-
stantiating and communicating their claims effectively. They will learn to write for various tasks, purposes
and audiences. Students will engage in listening and speaking activities to become more proficient at work-
ing collaboratively with others, while communicating orally with a wide range of audiences for various pur-
poses. Students will work to develop media literacy throughout the year.

COURSE TITLE: English II H LENGTH OF COURSE: Year

PREREQUISITE: Meeting Honors Selection Criteria GRADE LEVEL: 10

UC Approved

DESCRIPTION: In English II Honors, the sophomore with talent and interest in language arts will continue a
qualitatively and quantitatively rigorous study. This course of English is designed for the academically tal-
ented 10th grade student. The course continues the student’s study in a four-year literature-based program of
multi-cultural and world literature, linking various genres into thematic units requiring literary analysis and
expository writing. Substantial reading and writing will be required.

The freshman class competes at the Harry Potter themed rally!

COURSE TITLE: English III CP –Reading, Writing, Communication LENGTH OF COURSE: Year

PREREQUISITE: None GRADE LEVEL: 11

UC Approved

DESCRIPTION: Students in this course will continue to focus on reading, writing and communi-
cating through the use of academic skills that are taught and practiced recursively throughout the
year until they are habits in practice. Students will read with various lenses, a wide range of Amer-
ican literature and documents of historical and seminal relevance to deepen their understanding of
controversial and legal topics. They will analyze these readings and various multimedia stimuli and
be able to construct viable arguments that combine various genres and use evidence to support
claims. On a daily basis, this course will challenge students to explore and further develop the
skills that are necessary to evaluate and analyze multiple complex texts with various viewpoints
and claims. Students will use their close reading skills to create student generated questions that
can be researched and provoke a deeper understanding of current United States and global issues.
Students will engage in structured listening and speaking activities to become more proficient at
working collaboratively with others, while communicating orally with a wide range of audiences for
various purposes. Finally, students will purposefully

demonstrate throughout the course the media literacy skills they have acquired and use them ef-
fectively for other purposes.

COURSE TITLE: English III H LENGTH OF COURSE: Year

PREREQUISITE: Meeting Honors Selection Criteria GRADE LEVEL: 11

UC Approved

DESCRIPTION: This course provides the opportunity for students to be well informed, thoughtful and crea-
tive readers, writers, listeners and thinkers through the vast amount of reading and writing completed. Stu-
dents will experience the ethical dimensions of academic life through the extensive reading and discussions
available and will practice tolerance and acceptance of others’ evidence based views and opinions. Students
will comprehend and evaluate complex texts across a range of types and disciplines including personal es-
says, articles, classical and contemporary novels. Through the multiple writing opportunities and expecta-
tions, students will respond to varying demands of audience, task, purpose, genre and discipline. Students
will value evidence as a means to convey their personal thoughts and opinions and will be encouraged to uti-
lize evidence in every writing opportunity. Students will use technology and digital media strategically and
capably throughout the course as they deliver responses in various mediums including online discussion
boards, PowerPoint, Prezi’s, and inquiry-based research. Finally, students will demonstrate independence
through inquiry and evidence-based research, and experimentation with personal writing styles.

32

COURSE TITLE: Expository Reading and Writing LENGTH OF COURSE: Year

PREREQUISITE: GRADE LEVEL: 12

UC Approved

DESCRIPTION: Expository Reading and Writing is designed to prepare college-bound seniors for the literacy
demands of higher education. Students in this yearlong, rhetoric-based course develop advanced proficien-
cies in expository, analytical, and argumentative reading and writing. Students will read, comprehend, and
respond to non-fiction and literary tests. This course also provides instruction in research methods and docu-
mentation conventions. Course texts include contemporary essays, newspaper and magazine articles, editori-
als, reports, biographies, memos, assorted public documents, and other non-fiction texts.

COURSE TITLE: English IV H LENGTH OF COURSE: Year

PREREQUISITE: Meeting Honors Selection Criteria GRADE LEVEL: 12

UC Approved

DESCRIPTION: English IV Honors is designed for the academically-talented twelfth grade whose goal is to
graduate from high school and to meet the admission requirements of the University of California and the
California State College system. Intended to develop college-equivalent reading and writing skills, this litera-
ture-based course will analyze modes of discourse and assumptions underlying various rhetorical strategies.
The focus is upon writers from various cultures linking various genres into thematic units. Media and tech-
nology will be utilized in presentation of material. There is also an emphasis on the historical development of
ideas and on the chronology of major literary and cultural periods. The course will require substantial college
-level reading enhanced by selections from AP reading lists, writing and computer-assisted research. Summer
reading will be required of all students enrolled in this class.

Seniors dress up for the Harry Potter themed rally!

COURSE TITLE: AP Language & Composition LENGTH OF COURSE: Year

PREREQUISITE: Meeting AP Selection Criteria GRADE LEVEL: 11

UC Approved

DESCRIPTION: In Language & Composition, the academically-talented senior becomes a skilled reader of
prose written in a variety of periods, disciplines, and rhetorical contexts, as well as a writer who composes for
a variety of purposes. This course of English is designed for the mature, capable, and self-directed student
whose performance reflects interest and superior ability in language arts. The content and concepts of this
course, along with previous honors English classes, will significantly enhance the student’s performance on
the Advanced Placement English Language & Composition Examination. The purpose of this course is “to
enable students to read complex text with understanding and write prose of significant richness and com-
plexity to communicate effectively with mature readers.” “Both the writing and reading should make [the
student] aware of the interactions among the writer’s purposes, language expectations, and subjects, as well
as the way generic conventions and the resources of language contribute to effectiveness in writing.” Extend-
ed practice in the composition process should lead to success in the Advanced Placement Language & Com-
position Examination. Internalization of elements of style, along with the richness of the course readings, will
bring to fruition the development of a student’s individual style and authentic voice. This class cannot be re-
peated for credit. All students who take the course are expected to take the AP Examination.

COURSE TITLE: AP Literature & Composition LENGTH OF COURSE: Year

PREREQUISITE: Meeting AP Selection Criteria GRADE LEVEL: 12

UC Approved

DESCRIPTION: In Literature & Composition, the academically-talented senior will complete a qual-
itatively and quantitatively challenging, literature-based study of major literary movements and
writers. This course of English is designed for mature, capable, and self-directed students whose
performance reflects interest and superior ability in language arts. The content and concepts of this
course, along with previous honors English classes, will significantly enhance a student’s perfor-
mance on the Advanced Placement English Literature and Composition Examination. A substantial
amount of reading and writing is required for successful completion of the Advanced Placement
English Literature and Composition Examination. The basis for this course includes “intensive study
of representative works from various genres and periods, concentrating on works of recognized lit-
erary merit…(that) “should invite and gratify rereading.” Time is taken to “read deliberately and
thoroughly, to understand a work’s complexity, to absorb its richness of meaning and to analyze
how that meaning is embodied in literary form.” Additionally, the student considers “ a work’s liter-
ary artistry,” as well as “social and historical values it embodies.” This class cannot be repeated for
credit. All students who take the course are expected to take the AP Examination.

34

Visual and Performing Arts

COURSE TITLE: Art I LENGTH OF COURSE: Year

PREREQUISITE: None GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: Art I is an entry-level course in which the students will learn the fundamentals of art, experi-
ment in various media, and develop basic skills. This course gives students encouragement and experiences
with a variety of materials. Students will create imaginative and interpretive works of art.

COURSE TITLE: Art II LENGTH OF COURSE: Year

PREREQUISITE: Art I with a “B” or better GRADE LEVEL: 10-12

or Instructor Approval UC Approved

DESCRIPTION: In Art II, students begin to add to their portfolios by creating examples of their best work in
as many forms of media as possible and available. Students will be encouraged to work toward presenting
their art in shows, contests and public displays to further opportunities in art as a career. Growth of the indi-
vidual as an artist is stressed.

COURSE TITLE: AP Studio Art – Drawing LENGTH OF COURSE: Year

PREREQUISITE: Art I with a “B” or better GRADE LEVEL: 10-12

or Instructor Approval UC Approved

DESCRIPTION: The foundation skills developed in Art I will be explored in more depth with an effort to de-
velop more complexity of art issues in 2-D and 3-D formats, including the advanced use of clay as an art me-
dia. The skills of critical decision-making and the enrichment of foundation skills with more complex appli-
cation of problem solving projects will encourage students to become independent things and more skillful
artists. This course of study is available for college credit when receiving a passing score of 3 or higher on the
College Board examination. Students enrolled in this class will be expected to take the advanced placement
examination.

COURSE TITLE: Video Media Production LENGTH OF COURSE: Year
PREREQUISITE: None GRADE LEVEL: 9-12

DESCRIPTION: Students will write, edit, storyboard, produce, direct, and film their own project. Students
will learn the use of technical equipment and how to edit material, including sound dubbing, titling, credits,
location shooting, and studio camera technique.

COURSE TITLE: Video Media Production II LENGTH OF COURSE: Year
PREREQUISITE: None GRADE LEVEL: 9-12

DESCRIPTION: This is an intermediate-level video production class. Video Media Production II course
Moves students into a more technological and advanced area of video production. Class members will
Refine story development, production/post techniques, editing, workflow, digital capture, editing and
Manipulation. Students will continue to build visual literacy skills that will help them communicate
Their ideas through media projects. Students will become participating members developing videos for
The school activities. These activities include Diamond Ranch news, rally videos and special assignments.

COURSE TITLE: Drama I LENGTH OF COURSE: Year

PREREQUISITE: None GRADE LEVEL: 9-12

DESCRIPTION: This is a survey course involving the study of theater history including social, political, eco-
nomic and technological events that influence theater. In addition, the course will involve intensive study of
the basic fundamentals of the art of acting. Beginning techniques of pantomime and improvisation will be
taught with an emphasis on teaching drama as a literary genre. Students assume roles, direct and submit crit-
ical evaluations. Instruction also covers architecture, audiences, technical aspects, business, careers and pres-
sures.

36

COURSE TITLE: Drama II ** LENGTH OF COURSE: Year
PREREQUISITE: Grade of “C” or better in Drama I GRADE LEVEL: 10-12

or Instructor Approval

DESCRIPTION: This course serves advanced students. Emphasis is on individual instruction and discipline.
Technical production techniques are stressed. Learning is accomplished through performance within di-
rected assignments. Emphasis will be placed on William Shakespeare’s major works. Students will learn why
Shakespeare’s influence in English extends into the 21st century and beyond. Students will also experience
differences between acting on stage and on film. Students will assume full responsibility for the technical as-
pects of a major production. This may be incorporated with a video production of a literary work. This
course may be repeated for credit.

COURSE TITLE: Dance 1: Beg. Dance Theory and Techniques LENGTH OF COURSE: Year
PREREQUISITE: None GRADE LEVEL: 9-12

UC Approved
DESCRIPTION: This is a one-year introductory level dance course that will introduce students to six styles of
dance: ballet, jazz, modern, tap, hip hop, and musical theatre. The emphasis of this class is appreciation of
dance as an art form. Although students will learn and practice basic dance movement, they will not be re-
quired to perform. Students will learn warm-up techniques, a working vocabulary of movement, dance kine-
siology, and the culture and history associated with a variety of traditional, contemporary, and international
forms of dance. When approved, this course will fulfill the PUSD Fine Arts graduation requirement, and the
UC “f” Visual and Performing Arts requirement.

COURSE TITLE: Dance Composition I LENGTH OF COURSE: Year
PREREQUISITE: Grade of “C” or better in Dance I GRADE LEVEL: 10-12

or Instructor Approval

This course will be taken in conjunction with a dance technique course and will allow the student artist to
develop a deeper understanding of the proficient standards with rigorous in-depth attention to Artistic Per-
ception, Creative Expression, and Aesthetic Valuing. This course introduces basic compositional techniques
to create an awareness of principles such as form, matter, context, purpose, weight, space, time, effort, ener-
gy, shape, and introducing elements, methods and structures of dance composition mainly in application to
the solo figure. This course enables student artists to explore his or her individual creativity. Through com-
positional studies student artists learn to articulate and communicate ideas, as to experiment with movement
invention; to cultivate variety, contrast, and originality in their choreographic process; and to expand their
personal aesthetic range. Original compositions and performances, are submitted for evaluation.

COURSE TITLE: Dance 2: Intermediate Dance Theory & Techniques LENGTH OF COURSE: Year

PREREQUISITE: Successful completion of Dance 1 or audition GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: This is a one-year course in which students will develop intermediate skills in ballet, jazz,
tap, modern, hip-hop, and musical theater techniques. The course will focus on dance movement; students
are expected to perform in concerts and other performances. Students will be introduced to the study of cho-
reographic technique enhanced by choreography assessments. When approved, this course will fulfill the
PUSD Fine Arts graduation requirement; and the UC “f” Visual and Performing Arts or “g” College Prepara-
tory Electives requirement.

COURSE TITLE: Dance Composition II-Honors LENGTH OF COURSE: Year

PREREQUISITE: Completion of Dance 2 or successful audition GRADE LEVEL: 11-12
UC Approved

DESCRIPTION: this course will be taken in conjunction with a dance technique course and will allow the
student artist to develop a deeper understanding of the advanced standards with rigorous in-depth attention
to Artistic Perception, Creative Expression, and Historical and Cultural Context. This course further devel-
ops compositional techniques to an advanced level of mastery to create an awareness of principles. Through
advanced compositional studies, they further master articulation and communication of ideas, as well as the
analysis and critical evaluation of movement. In addition, the student artist will declare an area of study fo-
cused on global issues for their research project.

COURSE TITLE: Dance3:Advanced Dance Theory &Techniques LENGTH OF COURSE: Year

PREREQUISITE: Completion of Dance 2 or successful audition GRADE LEVEL: 11-12
UC Approved

DESCRIPTION: This is a one-year movement-based course in which students will develop advanced skills
in ballet, jazz, tap, modern, hip-hop, and musical theater techniques. Students in this course will assist in
producing two dance concerts during the school year. The development of individual student choreographic
technique will be emphasized. When approved, this course will fulfill the PUSD Fine Arts graduation re-
quirement; and the UC “f” Visual and Performing Arts or “g” College Preparatory Electives requirement.

COURSE TITLE: Advanced (Marching) Band (1st period)** LENGTH OF COURSE: Year

PREREQUISITE: Instructor Approval GRADE LEVEL: 9-12

DESCRIPTION: Students acquire technical ability in communicating an understanding of musical terms, val-
ues, and concepts through practice and individual and group instruction as these apply to band music, e.g.,
wind percussion and instruments. This course may be repeated for credit.

38

COURSE TITLE: Instruments - Classical Guitar I LENGTH OF COURSE: Year

PREREQUISITE: Instructor Approval GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: Students acquire expanded facility and technical ability in communicating understanding of
musical terms, values, and concepts through practice and individual and group performance. Playing classi-
cal guitar is emphasized. This course may be repeated for credit.

COURSE TITLE: Orchestra ** LENGTH OF COURSE: Year

PREREQUISITE: Instructor Approval GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: Students acquire expanded facility and technical ability in communicating their understand-
ing of musical terms, values, and concepts through practice and individual and group performance as these
apply to orchestral music, e.g., stringed instruments. This course may be repeated for credit.

COURSE TITLE: Concert Choir ** LENGTH OF COURSE: Year

PREREQUISITE: Grade of “C” or Better in Choir Training GRADE LEVEL: 9-12

or Instructor Approval UC Approved

DESCRIPTION: All styles of music used in performances for school, community and exhibition concerts. Em-
phasis on development of vocal tone, styles and understanding of musical notation and sight reading

COURSE TITLE: Choir Training LENGTH OF COURSE: Year

PREREQUISITE: None GRADE LEVEL: 9-1

DESCRIPTION: Introductory level instruction on singing technique, musical notation and rehearsal skills.
Emphasis on preparing students for participation in more advanced levels of vocal performance.

COURSE TITLE: Instruments-Classical Guitar I LENGTH OF COURSE: Year
PREREQUISITE: Instructor approval GRADE LEVEL: 9-12

DESCRIPTION: Introductory level instruction on singing technique, musical notation and rehearsal skills.
Emphasis on preparing students for participation in more advanced levels of vocal performance.

World Languages

COURSE TITLE: American Sign Language I LENGTH OF COURSE: Year

PREREQUISITE: None GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: This first course is designed to introduce basic concepts and structure of American Sign Lan-
guage (ASL). Students will acquire and develop basic receptive and expressive sign language skills. This
course will offer students basic drills. Students will also develop awareness and understanding of deaf cul-
ture and the deaf community.

COURSE TITLE: American Sign Language II LENGTH OF COURSE: Year

PREREQUISITE: Successful completion of ASL I GRADE LEVEL: 9-12

with a “C”or better UC Approved

DESCRIPTION: This second year course is designed to introduce advanced concepts and structure of Ameri-
can Sign Language (ASL). Students will acquire and develop more complex and sophisticated receptive and
expressive sign language skills. This course also will offer students advanced drills. Students will develop a
higher level of awareness and understanding of deaf culture and the deaf community.

COURSE TITLE: American Sign Language III LENGTH OF COURSE: Year

PREREQUISITE: Successful completion of ASL II GRADE LEVEL: 9-12

with a “C”or better UC Approved

DESCRIPTION: Continuing and deepening study of the language and culture of Deaf Americans. Students
will continue to develop signing and sign-reading skills, knowledge of the language and appreciation of the
cultural differences.

COURSE TITLE: American Sign Language IV LENGTH OF COURSE: Year

PREREQUISITE: Successful completion of ASL III GRADE LEVEL: 9-12

with a “C”or better UC Approved

DESCRIPTION: Continuing and deepening study of the language and culture of Deaf Americans. Students
will continue to develop signing and sign-reading skills, knowledge of the language and appreciation of the
cultural differences.

40

COURSE TITLE: Chinese I LENGTH OF COURSE: Year

PREREQUISITE: None GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: The student will be introduced to the basic grammatical structures and writing conventions
of the Chinese language, and will begin acquiring a basic vocabulary. Course instruction will target the ac-
quisition of the four language skills: listening, speaking, reading, and writing. The culture and geography of
the target language will be introduced.

COURSE TITLE: Chinese II LENGTH OF COURSE: Year

PREREQUISITE: Grade of “C” or better in GRADE LEVEL: 9-12

Chinese I UC Approved

DESCRIPTION: Chinese II is a continuation of the skill development begun in Chinese I. Emphasis will be
placed on listening, speaking, reading and writing (characters). Students will acquire additional 200-250
characters (simplified) and will practice their calligraphy skills. The class will explore Chinese geography,
history and culture, including some major ideas in Chinese philosophy.

COURSE TITLE: Chinese II Honors LENGTH OF COURSE: Year

PREREQUISITE: Grade of “C” or better in Chinese I GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: In Chinese II Honors, advanced listening, reading, writing, and speaking techniques
are employed. There is an emphasis on developing advanced grammar/vocabulary skills, increas-
ing understanding of sentence structure, and acquisition of more formal speech patterns. More
complicated word and verb usage in the conversation are introduced. Exacting writing require-
ments, sequencing of sentences in paragraph form, multi-paragraph essays, and written literary
analysis will be incorporated and align with the California Standards for Foreign Language. Read-
ing about and emphasizing the cultures of Chinese speaking countries are also a primary focus. In-
struction will be delivered primarily in the target language.

COURSE TITLE: Chinese III LENGTH OF COURSE: Year

PREREQUISITE: Grade of “C” or better in Chinese II GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: Chinese III is the continuation of Chinese II. Students will continue the development of

Four skills with emphasis on reading and writing at a higher , speaking and the development of a so-

phisticated vocabulary. The academic year culminates with a comprehensive final exam which assess the

Student’s abilities in all four aspects of the language: reading, writing, listening, and speaking.

COURSE TITLE: Chinese III Honors LENGTH OF COURSE: Year

PREREQUISITE: Grade of “C” or better in Chinese II GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: Chinese III Honors is the continuation of Chinese II Honors and offers a more demanding

And in-depth treatment of the Chinese III curriculum. Students will continue the development of four skills

With more emphasis on reading and writing at a high level, speaking and the development of a sophisticated
vocabulary. Instruction will be delivered primarily in the target language. The academic year culminates
with a comprehensive final exam which assesses the student’s abilities in all four aspects of the language;
reading, writing, listening, and speaking.

COURSE TITLE: AP Chinese LENGTH OF COURSE: Year

PREREQUISITE: Grade of “C” or better in Chinese III GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: This course is designed to provide students with various opportunities to further improve
their proficiency in listening, speaking, reading , and writing skills to be ready for the AP Chinese exam. Stu-
dents enrolled in this course will also have the maximum exposure to Chinese cultural elements that are inte-
grated in the process of learning the language.

COURSE TITLE: Advanced Placement French Language LENGTH OF COURSE: Year

PREREQUISITE: Meet AP Selection Criteria GRADE LEVEL: 11-12

UC Approved

DESCRIPTION: AP French Language is designed to further develop the student’s communicative abilities in
French. The course will be delivered primarily in the target language and accent the use of French for active
communication including listening reading, speaking, and writing activities in preparation for the AP French
Language exam. The course focuses on the students’ comprehension of formal and informal spoken French,
acquisition of vocabulary and linguistic structures to facilitate the accurate reading of newspaper and maga-
zine articles as well as modern literature, composition of expository passages, an increased study of the target
culture, and students will express themselves via oral and written interpretation of various media.

42

COURSE TITLE: French I LENGTH OF COURSE: Year

PREREQUISITE: None GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: French I is an introductory course with emphasis on communication. Students participate in
activities that promote and develop receptive/productive skills. Study and activities include culture and ge-
ography of French-speaking people throughout the world.

COURSE TITLE: French II LENGTH OF COURSE: Year
PREREQUISITE: Grade of “C” or better in GRADE LEVEL: 10-12
UC Approved
French I or Teacher Recommendation

DESCRIPTION: French II instruction concentrates on further development of the correctness and accuracy of
structure, pattern, and pronunciation within the context of an expanded vocabulary. French II concentrates
on further development of the four skills of speaking, listening, reading and writing. Students actively use
the language in class and will continue to study the culture of the French-speaking peoples

COURSE TITLE: French II Honors LENGTH OF COURSE: Year

PREREQUISITE: Meet Honors Selection Criteria GRADE LEVEL: 10-12

UC Approved

DESCRIPTION: French II Honors is both qualitatively and quantitatively different from French II CP. Stu-
dents will complete more complex, advanced and demanding assignments within the basic text materials.
They will be exposed to a wider and more challenging array of supplemental resources. Students will read
widely beyond the standard text materials, especially in the fields of history, culture, and literature. A more
rigorous grammatical approach will be taken to the structure of French. All communication within the class-
room will be in French and instruction will be delivered primarily in the target language.

COURSE TITLE: French III LENGTH OF COURSE: Year

PREREQUISITE: Grade of “C” or better in GRADE LEVEL: 11-12

French II or Teacher Recommendation UC Approved

DESCRIPTION: French III is an advanced course with increased student proficiency in communication. Sup-
plementary reading selections will be used to increase vocabulary and enhance receptive (listening and read-
ing) and productive (speaking and writing) skills.

COURSE TITLE: French III-Honors LENGTH OF COURSE: Year

PREREQUISITE: Grade of “C” or better in GRADE LEVEL: 11-12

French II or Teacher Recommendation UC Approved

DESCRIPTION: French III-H, the vocabulary and grammar of French II Honors are reviewed and reinforced.
More complicated vocabulary, verb tenses, and conversation are introduced. Increased writing require-
ments, vis-à-vis sequencing of sentences in paragraph form will be incorporated. Reading about and empha-
sizing the cultures of French speaking countries are the focus as well as additional practice in reading com-
prehension. Students will be able to express themselves in multiple tenses (imperfect, subjunctive, future,
conditional, in addition to the present indicative, simple past, and immediate future). Instruction will be de-
livered primarily in the target language.

COURSE TITLE: Advanced Placement French LENGTH OF COURSE: Year

PREREQUISITE: Meet AP Selection Criteria GRADE LEVEL: 11-12

UC Approved

DESCRIPTION: AP French Language is designed to further develop the student’s communicative abilities in
French. The course will be delivered primarily in the target language and accent the use of French for active
communication including listening, reading, speaking, and writing activities in preparation for the AP French
Language exam. The course focuses on the students’ comprehension of formal and informal spoken French,
acquisition of vocabulary and linguistic structures to facilitate the accurate reading of newspaper and maga-
zine articles as well as modern literature, composition of expository passages, an increased study of the target
culture, and students will express themselves via oral and written interpretation of various media.

COURSE TITLE: Spanish I LENGTH OF COURSE: Year

PREREQUISITE: None GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: Spanish I is an introductory course with emphasis on communication. Students participate in
activities that promote and develop receptive/productive skills. Study and activities include culture and ge-
ography of Spanish-speaking people throughout the world.

44

COURSE TITLE: Spanish for Spanish Speakers 1 (SS1) LENGTH OF COURSE: Year

PREREQUISITE: Speak Spanish fluently and daily GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: This course is designed for those students who already have some knowledge of Spanish. It
will concentrate on improving the student’s skills of listening, reading, speaking, and writing. In addition
the course will explore different aspects of Hispanic culture throughout the Spanish speaking world.

COURSE TITLE: Spanish II LENGTH OF COURSE: Year

PREREQUISITE: Grade of “C” or better in Spanish I GRADE LEVEL: 9-12

or Teacher Recommendation UC Approved

DESCRIPTION: Spanish II is an intermediate course with emphasis on communicative skills. Instruction
concentrates on further development of receptive skills (listening and reading) with an increasing focus on
productive skills (speaking and writing). Additional information is presented pertaining to the life and cul-
ture of the Spanish-speaking world.

COURSE TITLE: Spanish II Honors LENGTH OF COURSE: Year

PREREQUISITE: Meeting Honors Selection Criteria GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: Spanish II Honors is both quantitatively and qualitatively different than the Spanish II
course. It is designed to provide students with a particularly challenging and rigorous level of instruction.
Students will continue the acquisition and use of the four skills (listening, speaking, reading and writing).
They will be challenged by more sophisticated and complex assignments involving reading, speaking, cul-
ture, history and geography. Class will be conducted primarily in Spanish.

COURSE TITLE; Spanish for Spanish Speakers 2 (SS2) LENGTH OF COURSE: Year
PREREQUISITE: Speak Spanish fluently and daily GRADE LEVEL: 9-12

UC Approved

DESCRIPTION: This course is a continuation of Spanish SS1 and builds on the skills developed there. Stu-
dents whose skills are already beyond the elementary level may begin their course sequence with SS2. This
curse expands the student’s reading, writing, and vocabulary skills. The course continues to build cultural,
historical and political literacy.

COURSE TITLE: Spanish III LENGTH OF COURSE: Year

PREREQUISITE: Grade of “B” or better in Spanish II GRADE LEVEL: 10-12

or Teacher recommendation UC Approved

DESCRIPTION: Spanish III is an advanced course with increased student proficiency in communication.
Supplementary reading selections will be used to increase vocabulary and enhance receptive (listening and
reading) and productive (speaking and writing) skills.

COURSE TITLE: Spanish III Honors LENGTH OF COURSE: Year

PREREQUISITE: Grade of “B” or better in Spanish II GRADE LEVEL: 10-12

or Teacher recommendation UC Approved

DESCRIPTION: Spanish III Honors is an advanced course with increased student proficiency in communica-
tion. Supplementary reading selections will be used to increase vocabulary and enhance receptive (listening
and reading) and productive (speaking and writing) skills.

COURSE TITLE: AP Spanish Language LENGTH OF COURSE: Year

PREREQUISITE: Meeting AP selection criteria GRADE LEVEL: 10-12

UC Approved

DESCRIPTION: AP Spanish Language equivalent to a 3rd year college course in advanced Spanish composi-
tion and conversation. Supplementary reading selections will be used to increase vocabulary and enhance
receptive (listening and reading) and productive (speaking and writing) skills. Stress continues upon fluency
and accurate pronunciation and intonation. Special emphasis will be placed upon preparation for the Spanish
Language Advanced Placement Examination through the reading of selected literature. All students who
take the course are expected to take the AP Examination. Meets district graduation requirement.

COURSE TITLE: Spanish IV Honors LENGTH OF COURSE: Year

PREREQUISITE: Meeting Honors Criteria GRADE LEVEL: 10-12

Pending UC Approval

DISCRIPSION: Spanish IV Honors is an advanced class for students who wish to continue developing their
skills in Spanish beyond 3 years. The class will involve the four modalities of language learning (reading,
writing, speaking, and listening). Authentic resources will be used to enhance the realistic nature of lan-
guage usage and cultural practices will be discussed throughout the course. The students will be expected to
use the target language outside of the classroom.

46

Mathematics

COURSE TITLE: Math I LENGTH OF COURSE: Year

PREREQUISITE: None GRADE LEVEL: 9 - 12

UC Approved

DESCRIPTION: The Mathematics I Course uses a problem-centered approach. Each unit is organized

around a central theme. Students solve leveled tasks that develop skill and concepts

needed to solve the central problem for each unit. The course has been organized into 8 units: 1) Getting
Ready 2) Systems of Equations and Inequalities 3) Modeling Data 4) Arithmetic and Geometric Sequences 5)
Linear and Exponential Functions 6) Features of Functions 7) Congruent Construction and Proof 8) Connect-
ing Algebra to Geometry.

COURSE TITLE: Math I-Honors LENGTH OF COURSE: Year

PREREQUISITE: Meet Honors Criteria GRADE LEVEL: 9 - 12

UC Approved

DESCRIPTION: Pending Board Approval Spring 2015

Mathematics I Honors is the first course of a three-year sequence of integrated mathematics courses distin-
guished from Mathematics I as completion of this course and the subsequent two honors courses for Mathe-
matics II and III included all of pre-calculus as defined by the California framework for Mathematics. The
fundamental purpose of this course is to formalize, extend, and deepen the mathematics that students
learned in the middle grades. The course goals are to deepen and extend understanding of linear relation-
ships by contrasting them with exponential and quadratic phenomena and applying models to data that ex-
hibit linear, exponential or quadratic trends. Mathematics I utilizes properties and theorems involving con-
gruent figures from a transformational geometry perspective to deepen and extend understanding of geomet-
ric knowledge from prior grades.

COURSE TITLE: Math II LENGTH OF COURSE: Year

PREREQUISITE: Math I GRADE LEVEL: 9 - 12
UC Approved
`

DESCRIPTION: Pending Board Approval Spring 2015

Mathematics II is the second course of a three-year sequence of integrated mathematics courses. The funda-
mental purpose of this course is to continue to formalize and extend on the mathematics learned in mathe-
matics I. The goals are to introduce quadratic expressions, build on their understanding of equations, and
functions, and compare the characteristics and behavior to those of linear and exponential relationships from
Mathematics I. The need for extending the set of rational numbers arises and real and complex numbers are
introduced. The link between probability and data is explored through conditional probability and counting
methods, including their use in making and evaluating decisions. The study of similarity leads to an under-
standing of right triangle trigonometry and connects to quadratics through Pythagorean relationships. Cir-
cles, with their quadratic algebraic representations, round out the course. (CA Mathematics Framework)

COURSE TITLE: Math II-Honors LENGTH OF COURSE: Year

PREREQUISITE: GRADE LEVEL: 9 - 12

UC Approved

Math II-H uses a problem-centered approach. The goals are to introduce quadratic expressions, build on their
understanding of equations, and functions, and compare the characteristics and behavior to those of linear
and exponential relationships from Mathematics I. The need for extending the set of rational numbers arises
and real and complex numbers are introduced. The link between probability and data is explored through
conditional probability and counting methods, including their use in making and evaluating decisions. The
study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics
through Pythagorean relationships. Circles, with their quadratic algebraic representations, round out the
course. (CA Mathematics Framework)

COURSE TITLE: Math III LENGTH OF COURSE: Year

PREREQUISITE: Math II with a “C” or better GRADE LEVEL: 10-12

UC Approved

DESCRIPTION: Mathematics III is the third course of a three-year sequence of integrated high school mathe-
matics. The fundamental purpose of this course is to formalize and extend the mathematics that students
learned in Math I and Math II. The course goals are to deepen and extend understanding of functions by
moving from linear and quadratic phenomena to logarithmic, rational and trigonometric functions. Mathe-
matics III uses properties and theorems from geometry to extend understanding of geometry from two di-
mensions to three. Statistics is presented in this course as an extension of the representation and interpreta-
tion of data, and furthers student understanding of normal distributions.

COURSE TITLE: Math III Honors LENGTH OF COURSE: Year

PREREQUISITE: Math II with a “C” or better GRADE LEVEL: 10-12

UC Approved

DESCRIPTION: Mathematics III Honors Course uses a problem-centered approach. Each unit is organized

around a central theme. In this course, students solve leveled tasks that develop the concepts and skills need-

ed to solve its central problem. The course has been organized into eight units: 1) Functions, 2) Logarithmic

Functions, 3) Polynomial Functions, 4) Rational Expressions and Functions, 5) Statistics, 6) Modeling with

Geometry, 7) Trigonometric Functions, and 8) Modeling with Functions. The fundamental purpose of this

course is to formalize and extend the mathematics that students learned in Math I Honors and Math II Hon-

ors.

COURSE TITLE: Statistics & Probability LENGTH OF COURSE: Year

PREREQUISITE: Math I with a “B” or better GRADE LEVEL: 10-12

UC Approved
DESCRIPTION: This course is a non-calculus based introduction to statistics, exposing students to broad
based conceptual themes: exploring data, observing patterns and departures from patterns, planning a study,
deciding what to measure and how to measure it, anticipating patterns in advance, introducing probability
and simulation, and principles of counting, permutations and combinations.

.

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COURSE TITLE: Advanced Placement Statistics LENGTH OF COURSE: Year

PREREQUISITE: Meeting AP Selection Criteria GRADE LEEL: 10-12

UC Approved
DESCRIPTION: AP statistics is an honors level course designed to prepare students for the Advanced Place-
ment Statistics Examination. This course is equivalent to a one-semester, introductory, non-calculus-based,
college course in statistics. The AP statistics course introduces students to the major concepts and tools for
collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual
themes: exploring data – observing patterns and departures from patterns; planning a study – deciding what
and how to measure; anticipating patterns – producing models using probability theory and simulation; sta-
tistical inference – confirming models. All students who take the course are expected to take the AP Examina-
tion

COURSE TITLE: Pre Calculus CP LENGTH OF COURSE: Year

PREREQUISITE: Grade of “C” or better GRADE LEVEL: 10-12

in Algebra II UC Approved

DESCRIPTION: Pre Calculus is an advanced college preparatory course designed to provide students with
the skills necessary to take calculus. Pre Calculus is a study of real numbers, complex numbers, trigonome-
try, vectors, polynomials, and analytic geometry. It also includes a study of functions, such as polynomial,
circular, trigonometric, exponential and logarithmic. Investigations, experiments and problem solving will be
emphasized. Many forms of technology will be used to problem solve.

COURSE TITLE: Pre Calculus H LENGTH OF COURSE: Year

PREREQUISITE: Meeting Honors Selection Criteria GRADE LEVEL: 10-12

UC Approved

DESCRIPTION: Pre Calculus H is an advanced college preparatory course designed to provide students with
the skills necessary to take calculus. It is accelerated and provides a more rigorous treatment of Pre-Calculus.
This course includes the study of real numbers, complex numbers, trigonometry, vectors, polynomials, and
analytic geometry. It also includes a study of functions, such as polynomial, circular, trigonometric, exponen-
tial and logarithmic. Investigations, experiments and problem solving will be emphasized. Many forms of
technology will be used to problem solve.

COURSE TITLE: Advanced Placement Calculus AB LENGTH OF COURSE: Year

PREREQUISITE: Meeting AP Selection Criteria GRADE LEVEL: 11-12

UC Approved

DESCRIPTION: AP Calculus is an honors level course designed to prepare students for the Advanced Place-
ment Calculus AB Examination. Calculus is a study of the theory and applications of the derivative and inte-
gral. It requires knowledge of analytic geometry, trigonometry and math analysis. There will be a focus on
the use of technology to investigate and explore all aspects of the class through real-life situations. College
level performance is expected for students to earn credit. All students who take the course are expected to
take the AP Examination.

COURSE TITLE: Advanced Placement Calculus BC LENGTH OF COURSE: Year

PREREQUISITE: Meeting AP Selection Criteria GRADE LEVEL: 11-12

UC Approved

DESCRIPTION: AP Calculus is an honors level course designed to prepare students for the Advanced Place-
ment Calculus BC Examination. Calculus is a study of the theory and applications of the derivative and inte-
gral. It requires a knowledge of analytic geometry, trigonometry and math analysis. There will be a focus on
the use of technology to investigate and explore all aspects of the class through real-life situations. College
level performance is expected for students to earn credit. All students who take the course are expected to
take the AP Examination.

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