• Honors English I Overview


    Curriculum Content:

    In Honors English I, we will study various genres of literature, including short stories, novels, plays, poetry and nonfiction; these selections will be organized thematically.  As we read literature, we will use and develop skills to make inferences to better understand the literature, to apply the themes to other contexts, and to create our own pieces of literature. In the Honors English I course, students will experience added rigor from the more intense preparation for critical reading, thinking, and writing required in AP English classes and the university level.


    Standards and Objectives:

    In order to prepare students for the rigors of academic work on the AP, college, and university level, this course will especially emphasize:

           *independent management of projects and assignments

           *locating and vetting quality research sources

           *writing concisely in academic settings

           *reading critically and analytically

    Curriculum Plan: 

    Cabarrus County Schools has used North Carolina's English I curriculum to devise the four basic units of study, as well as focus skills for each unit. To read more about each unit of study, click here: https://www.cabarrus.k12.nc.us/cms/lib/NC01910456/Centricity/domain/527/parent%20curriculum%20documents/ela%20parents/ENGICourseMapparents.pdf

    While English I classes at all levels follow this same pacing, the Honors level English I course requires students to manage projects more independently and with less scaffolding. To see more about the pacing of this particular course at Robinson; contact the instructor or see the linked syllabus.


    Instructional Materials/ Methods:

    Added rigor for the Honors level will come from several sources, including the treatment of novels and plays, including To Kill a Mockinbird and Romeo & Juliet. In order for students to prepare for work on the college/ university level, they will use detailed guides to read and analyze these texts independently, and then to discuss their respective analyses in class. Additionally, students will each conduct an independent research project based on a topic of social justice.



    This course will include two major types of assessments. These will include analytical multiple choice questions similar to those students will see on the English I NC final exam and the ACT/SAT, as well as written assessments where students use their skills to synthesize information that they have read or researched. In order to succeed in this course, students must be willing to grapple with challenging text independently and outside of class. 

    In order to prepare honors level students for the higher-staked tests they will encounter in the future, most assessments in this class will be timed.  I make every effort to prepare students for timed test and to ensure that they have ample time to demonstrate mastery of the skill being assessed.  


    Language Study:

    The first nine weeks of this course will include an in-depth study of language.  We use a list of vocabulary words to guide this study, but these words are only the vehicle we use to study language.  While I hope they will learn the denotation of these words in the process, my primary goal is for students to understand how language shapes the meaning of the literature (both fiction and nonfiction) they read, as well as how it can be used to impact their own writing.  In the course of this study, they will also learn to write mature students that are clear, concise, and gramatically correct.

Last Modified on August 23, 2018