English Department Class Descriptions »
English Department Faculty Biographies »
The English Department at Arts High leads the school with the highest Advanced and Proficient scores on the California Standardized Testing and Reporting (STAR) exams. The English Department services all students at Arts High giving them a rigorous program in word analysis and vocabulary development, reading comprehension, literary response and analysis, written conventions and writing strategies. The English Department Strives to ensure access to high quality curriculum and instruction for all students in order to meet or exceed the State’s English/Language Arts Content Standards. The road map provided to achieve these standards begins with the starting place, includes the routes to take and the points at which to change routes, and, of course the final destination (assessment) where student success is measured.
Mr. Gary Soerensen
English Department Chair
| English Courses | Instructor |
| English 9 Honors English 9 English 10 Honors English 10 English 11 AP English 11 English 12 AP English 12 |
Mr. Soerensen, Department Chair Mr. Soerensen, Department Chair Mr. Armijo Mr. Armijo Ms. Owens Ms. Owens, Dr. Pohlmann Dr. Pohlmann Dr. Pohlmann |
English Course Descriptions
English 9
Grade 9
Meets graduation requirement • Length of course: 1 year
English 9 is based on the California Content Standards for English-Language Arts with emphasis on the skills and knowledge that pertain to ninth grade. The course covers the skills included in the concepts of word analysis and fluency, vocabulary development, comprehension of informational material, literary response and analysis, writing strategies, writing applications, written and oral English language conventions, listening and speaking strategies and speaking applications. Students are exposed to a variety of literary genres with emphasis placed on multicultural and world literature. The literature-based multiparagraph is emphasized at this level. Implementation of the course is in keeping with the guidelines of the Reading/Language Arts Framework for California Public Schools.
Honors English 9
Grade 9
Meets graduation requirement • Length of course: 1 year
Prerequisite: Recommendation needed from prior English teacher and portfolio approval by teacher offering the course
Advanced English 9 is based on the California Content Standards for English-Language Arts with emphasis on different forms of literature and how these works reflect social and ethical values. The course covers the skills included in the concepts of word analysis and fluency, vocabulary development, comprehension of informational material, literary response and analysis, writing strategies, writing applications, written and oral English language conventions, listening and speaking strategies and speaking applications. Students are exposed to classic, modern and technical literature and information. Implementation of the course is in keeping with the guidelines of the Reading/Language Arts Framework for California Public Schools.
English 10
Grade 10
Meets graduation requirement • Length of course: 1 year
English 10 is based on the California Content Standards for English-Language Arts with emphasis on the skills and knowledge that pertain to short stories, poems, biographies, drama, novels and world mythology. The course focuses on world literature, on writing essays using proper conventions and on using informational materials. This course is also framed around four thematic quarter units in world mythology, the history of English language, race, media and society and contemporary literature. Implementation of the course is in keeping with the guidelines of the Reading/Language Arts Framework for California Public Schools.
Honors English 10
Grade 10
Meets graduation requirement • Length of course: 1 year
Prerequisite: Recommendation needed from prior English teacher and portfolio approval by teacher offering the course
Advanced English 10 is based on the California Content Standards for English-Language Arts with emphasis on the skills and knowledge that pertain to short stories, poems, biographies, drama and novels. The course focuses on composition development, ancient and contemporary world literature, technical and electronic literature, writing essays using proper conventions and using informational material. Implementation of the course is in keeping with the guidelines of the Reading/Language Arts Framework for California Public Schools.
English 11
Grade 11
Meets graduation requirement • Length of course: 1 year
English 11 is based on the California Content Standards for English-Language Arts: American Literature.
The curriculum traces the evolution of American literature from the colonial period through contemporary
writing. The curriculum follows the development of the Puritan influence and examines universal themes such as morality and individualism in the American setting, as well as the uniquely American themes of the Frontier and the pursuit of the American Dream. Students also look at texts from the 20th century and examine cultural themes related to the development of technology and the rise of a global community. In addition to the literature anthology, other fiction and non-fiction texts are analyzed. Students draw parallels between the themes found in literature and events in students’ contemporary real lives. Writing is based on literature with an emphasis on how both relate to the student. Continued emphasis is given to speaking skills through group discussions, oral reports and dramatic readings.
AP English 11
Grade 11
Meets graduation requirement • Length of course: 1 year
Prerequisite: Recommendation needed from prior English teacher and portfolio approval by teacher offering the course
Honors English 11 is based on the California Content Standards for English-Language Arts: American Literature. This course follows the development of American literature. The emphasis is on theme and character and increasing the number and difficulty of selections from the anthology. Writing emphasizes literary analysis, speaking applications and strategies and using English language conventions. This course prepares students for the Advanced Placement (AP) Language and Composition exam and follows the College Board’s general guidelines for AP English Literature.
English 12
Grade 12
Meets graduation requirement • Length of course: 1 year
English 12 is based the California Content Standards for English-Language Arts with an emphasis on learning the skills used in academic writing, including research skills, APA and MLA formats and the smooth integration of support sources into papers. Students will be exposed to classic and modern British literature, technical and electronic works of literature and informational material. Implementation of the course is in keeping with the guidelines of the Reading/Language Arts Framework for California Public Schools.
This course offers a general survey of British Literature, as students read poetry, fiction and academic works from the Anglo-Saxon period to the 20th century, as well as relevant non-fiction texts. All are analyzed for their merits according to the ideals of the respective genres, and all are starting points or models on which students base their own academic writing. Students focus on writing and reading techniques necessary for college work. The goal is for students to be able to write sound, well-supported academic papers.
AP English 12
Grade 12
Meets graduation requirement • Length of course: 1 year
Prerequisite: Recommendation needed from prior English teacher and portfolio approval by teacher offering the course
Honors English 12 is based the California Content Standards for English-Language Arts: British Literature. This course focuses on literary response and analysis, writing strategies, writing applications, written and oral English language conventions, listening and speaking strategies and speaking applications. Students are exposed to classic and modern British literature, technical and electronic works of literature and informational material. Implementation of the course is in keeping with the guidelines of the Reading/Language Arts Framework for California Public Schools. This course prepares students for the AP Literature and Composition exam.
This course is closely aligned with the College Board’s Curriculum Guidelines for AP English Literature and Composition. It provides interested students with a college-level introduction to literary study analysis, covering at least eight major novels or plays and units on short stories and poetry in a range of styles. Students learn and practice specific techniques of note-taking, outlining, analysis, and composition, including multi-part deductive and inductive arguments.
English Faculty Biographies
Gary Soerensen, Chair
Mr. Soerensen (Chair) received both his B.S. and M.S. in Music Education with an additional major in English and Speech from the University of Illinois at Urbana-Champaign. Mr. Soerensen has served as Program Director of the Musical Theatre Ensemble for the past eighteen years at Arts High coupled with his assignment as chair of the English Department. His past productions of Big River, Miss Saigon, Disney's Beauty and the Beast, Hello, Dolly!, Dreamgirls, Grease, Pippin, South Pacific, Jesus Christ Superstar, Carousel, Evita, Fiddler on the Roof, Fame: The Musical, A Chorus Line, West Side Story, Little Shop of Horrors, You're A Good Man, Charlie Brown, HMS Pinafore and originally conceived and directed productions of Broadway: Then and Now and An Evening With Andrew Lloyd Webber at Arts High have been received with much critical acclaim in the Greater Los Angeles Area. Mr. Soerensen has been honored as "Honorable Mention" for the prestigious Bravo Award recognizing outstanding achievement in arts education for in 2002 and 1998 by Club 100 of the Los Angeles County Music Center. As a professional actor and singer, Mr. Soerensen has appeared in the title role of The Mikado at the James Armstrong Theatre in Torrance, Comedy Tonight Productions in Thousand Oaks, the Morgan-Wixson Theatre in Santa Monica and the Long Beach Playhouse. He also recreated his role of Hucklebee in The Fantasticks for MET2 at the El Portal Center Theatre in North Hollywood. His production of Evita in 1985 was named Best Musical in Illinois for which he also won Best Director. Professionally, Mr. Soerensen has also directed Dreamgirls, Joseph and the Amazing Technicolor Dreamcoat, The Wiz, Grease, Show Boat, The Pirates of Penzance and Carousel. In 1998 he co-directed Finian's Rainbow as a joint collaboration between Arts High and Cal State LA at the Luckman Theatre.
Javier Armijo
Mr. Armijograduated with a B.A. from UCLA’s School of Theater, Film and Television, Department of Theater in 1996 and earned a Master of Arts Degree in Teaching from Chapman University in 2005. He brings several years of creative experiences to English. As an actor, Mr. Armijo appeared in the West Coast Premier of Craig Wright’s Quills at the Geffen Playhouse and spent several years under the direction of stage legend Salome Jens. Membership in the Academy of Science Fiction, Fantasy and Horror Films brought Mr. Armijo into acquaintance with several professionals working in film and television including Sir Ian McKellan, Quentin Tarantino, Vanessa Redgrave, Martin Landau and John Schlesinger to name a few. As a photographer, Mr. Armijo’s work has been published in the LA Weekly and LA Confidential Magazine. In English, Mr. Armijo gives students ample opportunity to engage in critical reading, thinking and writing experiences through a combination of carefully selected activities as required by the Reading/Language Arts Framework for California Public Schools for grades 10 and 12.
Tiffany Owens
Ms. Owens comes to Arts High with a rich background in the arts and theater in particular. After high school, Ms. Owens earned a coveted place and completed the intense acting program at the Pacific Conservatory of the Performing Arts. Ms. Owens went on to earn her B.A. from Antioch University and her teaching credential in English from California State University Northridge. Currently, she is earning a Master’s Degree in Socio-Cultural Anthropology at Michael D. Eisner College of Education at California State University Northridge. She previously taught English, Drama and Musical Theatre Ensemble at charter schools in the greater Los Angeles area. Ms. Owens has designed and taught rigorous English and Drama curriculums for her previous schools and worked on a U.S. Department of Education Grant to integrate the arts into core-subject teaching practices. She has received numerous accolades and recognition for her keen ability to provide the highest caliber of academic instruction while simultaneously creating a joyous classroom environment that encourages active student engagement and success. Her work has yielded measurable results in the form of significantly increased standardized state test scores.
Barry Pohlmann DMA
Dr. Pohlmann attended Lawrence University, in Appleton, Wisconsin, where he was a Phi Beta Kappa graduate with Bachelor’s degrees in English and Music. Dr. Pohlmann earned numerous recognitions for his academic work, including The Phi Beta Kappa Prize for “most outstanding freshman,” and English prizes for “most outstanding critical essay” and “most outstanding performance in courses in English.” He also was distinguished as a Henry Merritt Wriston Fellow, Lawrence’s most selective academic honor, and won a place as a state finalist as Lawrence’s nominee for a Rhodes Scholarship. After graduation, Dr. Pohlmann took a one year hiatus from academic study to pursue full-time work as a guitarist with one of Milwaukee’s top bands, Streetlife, a pop-jazz fusion group best known for its frequent Midwestern festival appearances and as the house band for the Milwaukee Bucks. Although he began graduate studies in English at the University of Wisconsin-Madison, the following year decided instead to pursue advanced musical study, earning a Master’s degree in Jazz and Contemporary Media Performance at the Eastman School of Music in Rochester, New York. He taught guitar at the USC Thornton School of Music and helped design the School’s DMA performance degree program in Studio/Jazz guitar of which he became the first recipient in 2000.
