School Climate Survey

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Ninth grade is a critical transition year for most students. However, you are part of an exceptional group of people known as the Thibodaux High Tigers! Pre-AP English 9 is a challenging course that will allow these transitioning students to learn and use Advanced Placement strategies in writing and reading. Because ninth grade is the first year in a 2-year preparatory course of study for Advanced Placement Language and Literature, students, parents, and educators must work together to ensure student success. As an accelerated course, Pre-AP English 9 will require at least as many hours of outside-the-classroom work as in-classroom instruction and work. In order for a student to possibly earn college credit based on testing in later courses, and to certainly gain knowledge and skills needed for college classes, parents and students need to structure time at home for reading and writing assignments for this class.

What makes “regular” English classes different from Pre-AP English classes is the intensity and depth of analysis of fiction and non-fiction works, as well as the high degree of rigor and relevance of coursework that the instructor of a Pre-AP English class can provide for your child. Pre-AP instructors are trained to take your child beyond the normal expectations of the regular classroom to much higher goals by using higher-order thinking skills, rigorous training in writing, and relevant and engaging reading assignments. Students will read novels, non-fiction works, poetry, and drama in a theme-based format this year. Students will also complete projects using technology, and will conduct research using many sources. Grammar and vocabulary study will help sharpen your child’s reading and writing skills as well.

At the conclusion of the course, students should be able to:

  • analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques
  • apply effective strategies and techniques in their own writing
  • create and sustain arguments based on readings, research and/or personal experience
  • write for a variety of purposes
  • produce expository, analytical and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations and clear transitions
  • demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writings
  • demonstrate understanding of the conventions of citing primary and secondary sources
  • move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing and review
  • write thoughtfully about their own process of composition
  • revise a work to make it suitable for a different audience
  • analyze images as texts


  • Unit 1—The Hero’s Journey

  • Unit 2—The Good, the Bad, and the Ugly: The Human Condition

  • Unit 3—Man vs. Society

  • Unit 4—Justice, Equality, Diversity, and Tolerance Back to Mr. Rodrigue's Homepage