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MHS English Department
GRADE 9
111 COMMUNICATIONS I (C)
SUMMARY:
This course is for freshmen interested and motivated to do a little more advanced work in English. It includes the basic elements of an English course emphasizing literature and writing skills. A variety of readings in fiction and non-fiction will be required. We will do readings in science fiction, Shakespeare, short stories, non-fiction, and novels. The writing includes both assigned pieces and topics of student choice. The interpretation and analysis of poetry and film will also be undertaken.
EXPECTATIONS FOR STUDENTS:
Students will be expected to keep a writing folder of their essays, creative work, and their essay tests. The normal writing load is three to five papers per quarter plus at least one rewrite. A language study (vocabulary) notebook will also be required. This folder and notebook will be reviewed prior to assigning a grade at the end of each quarter. Usually, one or two essay tests and one or two objective tests are given each quarter. Oral reports and small projects contribute to the quarter mark. Both a mid-year and final test are required.
Assessment is based on the student's written work, oral response, and performance on written and objective tests.
KEY STANDARDS:
· Vital Results: 1.5 Writing Dimensions, 1.6 Responses to Literature, 1.12 Personal Essays
· Fields of Knowledge: 5.3 Universal Themes, 5.8 Types of Literature
0.5 credit - semester
112 COMMUNICATIONS I (G)
SUMMARY:
This is a standard freshman English course, which emphasizes reading and reading comprehension, discussion skills, essay writing, group work and creative projects. We will read a variety of texts from Shakespeare to science fiction, and Harper Lee to myths. This class is the best choice for students who would like focused support in the writing process.
EXPECTATIONS FOR STUDENTS:
All students are expected to present a positive class attitude, and to be willing to read and write every day. Students will contribute regularly to class discussions, group assignments, and in-class projects.
Assessment is based on written work; oral response and participation; completion of projects; homework; and in-class assignments.
KEY STANDARDS:
· Vital Results: 1.5 Writing Dimensions, 1.7 Responses to Literature 1.12 Personal Essays
· Fields of Knowledge: 5.3 Universal Themes, 5.8 Types of Literature
0.5 credit - semester
GRADE 10
121 COMMUNICATIONS II (C)
122 COMMUNICATIONS II (G)
SUMMARY:
This course includes analysis and criticism of selected literary works. Techniques in the short story, the novel, drama, and poetry are studied. In addition, with the assistance of the teacher, students will design and carry out an individual reading program suited to their interests and abilities. Language studies include basic grammar review, vocabulary study, and writing skills. Other communication units may include library and Internet research skills, audio and visual literacy, and speech. Students in Communications will read Night, Black Boy, Anthem, and I Know Why the Caged Bird Sings. Communications 122 is designed for students who succeed best with classroom support and a moderate reading pace. Communications 121 is designed for those students who enjoy working with challenging materials. In addition to core literature, students in 121 will read A Tale of Two Cities, The Odyssey, and other enrichment material.
EXPECTATIONS FOR STUDENTS:
Throughout the year students are expected to explore their identities as readers and writers. Students improve their writing through close reading of texts and study of grammar and vocabulary. Students improve their reading both through awareness of the use of language and through exposure to various literary genres.
Assessment is based on student writing: reading journals, essays, narratives, and poems. Students will also be assessed through appropriate worksheets, quizzes, tests, and projects/presentations.
KEY STANDARDS:
· Vital Results: 1.3 Reading/Reading Comprehension, 1.7 Writing/Responses to Literature
· Fields of Knowledge: 5.5 Critical Response/Point of View, 5.8 Literature and Media/Types of Literature, 5.12 Literature and Media/Literature Community
0.5 credit – semester
137 ENGLISH SEMINAR (A) SD (offered to 10th and 11th grade students)
SUMMARY:
This course allows talented English students a chance to design and pursue an English course of their own making. The course must include challenging readings and a writing component meant to expand and hone the student's writing skills.
EXPECTATIONS FOR STUDENTS:
Each student is expected, with the teacher's help, to conceive, plan and execute a learning program consisting of readings and various writings. This program should reflect the student's interests in reading, ambitions for their future, and needs as a writer. At the end of each semester, the student is expected to display and qualify his/her work for that semester.
The student and the instructor will together design and apply some variation of standard measures of assessment and will arrive at a grade at semester's end.
KEY STANDARDS:
· Vital Results: 1.5 Writing Dimensions, 3.1 Goal Setting
· Field of Knowledge: 5.10 Diverse Literary Traditions, 5.12 Literate Community
0.5 credit – semester
138 GENEALOGY (G) SD (Not offered 05-06)
SUMMARY:
This course is designed to facilitate the student's study of her/his family history and cultural background. We will study research and data organization skills, and genealogical research techniques. Students will read fiction and non-fiction books in their cultural studies. Because each student in the course is pursuing her/his own interests within the common framework of family and heritage, students who enroll in this course need a strong ability to self-motivate in order for the class to be successful.
EXPECTATIONS FOR STUDENTS:
Students will interact extensively with their immediate and extended family in their search for information about their families' past. Students will also use such resources as local genealogists, local libraries, the Internet, the state's records library, and the National Genealogical Historical Foundation in Boston. Students will learn about such aspects of their heritage as cuisine, religion/spirituality, art, language, history, and literature.
Students do many presentations for the group, and some for larger audiences later in the year. Students are always working on a project of their own design in addition to the ongoing genealogical research. Multiple writing assignments and projects are completed for assessment.
KEY STANDARDS:
· Vital Results: 1.18 Information Technology: Research, 3.1 & 3.2 Worth and Competence: Goal Setting/Learning Strategies
· Fields of Knowledge: 5.27 Artistic Process: Perspective, 6.3 Critical Evaluation: Analyzing Knowledge, 7.2 Science, Math, Technology: Investigation
0.5 credit - semester
GRADE 11
131 INTERPRETATION OF LITERATURE (A)
SUMMARY:
This course offers a demanding reading program designed to challenge the college-bound junior's critical and analytic abilities. Such works as The Scarlet Letter, The Great Gatsby, Macbeth, Ordinary People, House of the Spirits, Cry the Beloved Country and The Awakening are offered. The student is expected to produce creative and analytical papers each quarter.
EXPECTATIONS FOR STUDENTS:
Students will explore a variety of styles of literary criticism from which to explore literature, their personal awareness and American culture.
Assessment is based on individual work, presentation, investigation and writing.
KEY STANDARDS:
· Vital Results: 1.1 Reading Strategies, 1.7 Responses to Literature
· Field of Knowledge: 5.5 Point of View, 5.11 Literary Elements and Device, 5.26 Analysis
0.5 credit – semester
132 JUNIOR ENGLISH (G)
SUMMARY:
This course investigates the self against the backdrop of American literature. The works of American authors such as Twain, Chopin, Poe, Anaya, and Guest are explored.
EXPECTATIONS FOR STUDENTS:
Student will be expected to write creatively and analytically, perform personal and cultural reflection and make connections between history and society.
Assessment is based on individual and group work, presentations and research.
KEY STANDARDS:
· Vital Responses: 1.7 Responses to Literature, 1.12 Personal Essay
· Field of Knowledge: 5.2 Times and Culture, 5.5 Point of View, 5.9 American Literature
0.5 credit – semester
135 AMERICAN STUDIES (C)
SUMMARY:
This full-year, two credit course explores the social history of the United States. Students will survey a selection of primary texts (Melville, Thoreau, for example) while using Howard Zinn's People's History of the United States to give perspective on the topics chosen for study. Students will study important ideas and periods in our history using standard texts, related literature and film. These are supplemented by a number of specific investigations chosen by the teachers and the students. This class, meeting for a double period each day, combines credit for junior English and social studies (U.S. History).
EXPECTATIONS FOR STUDENTS:
(1) Homework: both long and short term assignments are made for reading, writing and projects. The student is expected to do their own monitoring of due dates. (2) Participation: active class involvement is a critical component of the course. (3) Papers: creative as well as traditional responses are expected. (4) Projects and presentations: every unit includes some type of extended investigation with an accompanying report to the class or the teachers.
Project presentations, written and oral reflections, class participation, self-evaluation, and objective measures of performance are the basis of a student's grade. One grade is given for both English and U.S. History.
KEY STANDARDS:
· Vital Results: 1.5 Writing Dimensions, 1.7 Responses to Literature, 2.7 Information,
4.5 Continuity and Change
· Fields of Knowledge: 5.2 Times and Cultures, 5.9 American Literature, 6.3 Analyzing Knowledge, 6.4 Historical Connections, 6.25 National Identity
0.5 Social Studies credit - semester
0.5 English credit – semester
136 AMERICAN LITERATURE (C) (Not Offered 05-06)
SUMMARY:
This full-year, one credit course explores the literature of the United States. Students will read American novels, poetry, non-fiction, and drama (also Macbeth). Some movies will be studied that have subjects and themes related to the literature units. Writing will be frequent and rigorous. Units are organized by books (i.e. The Scarlet Letter), genres (i.e. poetry, drama, African-American writers), themes (i.e. wars and violence, tradition and the community) and historical periods (i.e. Vietnam, the industrial revolution).
EXPECTATIONS FOR STUDENTS:
Students will be expected to read a great deal (some of the reading is demanding, but most is average college prep. level), write often, do three or four extended papers and occasionally do related research.
Assessment will center on student writing. Essay tests, papers of various lengths, quick writes and personal essays will all be used as assessments. Occasionally oral reports and conversations will be assessed and less often, objective tests.
KEY STANDARDS:
· Vital Results: 1.5 Writing Dimensions, 1.7 Responses to Literature, 2.7 Information,
4.5 Continuity and Change
· Fields of Knowledge: 5.2 Times and Cultures, 5.9 American Literature, 6.3 Analyzing Knowledge, 6.4 Historical Connections, 6.25 National Identity
0.5 credit - semester
GRADE 12
140 ADVANCED PLACEMENT ENGLISH (A)
141 SENIOR HONORS ENGLISH (C)
SUMMARY:
This pilot program, which combines Senior Honors and Advanced Placement English, will offer AP level instruction to all students who enroll. Within the class, individual students who choose AP study will read additional texts and will be expected to complete additional assignments while also completing the core curriculum. Those students who choose Advanced Placement English will have that designated on their high school transcript. All other students enrolled will have Senior Honors English listed.
This hybrid class evolved because we want to offer a rigorous, high-level English class for all seniors who would like to take it. Advanced Placement instruction, which all students will receive, is designed to immerse students in serious and often individualized literary inquiry and prepare them for a three-hour national AP examination in literature and composition. Many colleges award three English credits and waive the first year English requirement to students who successfully complete the examination. While students in this class may decide whether they want to do the more extensive assignments required to receive the AP designation on their transcripts, we strongly encourage all our students to take the AP English examination in the spring.
Each semester, students will engage in an in-depth study of literature and analysis. The two semester-long strands being offered are: Vision and Revision: Major Literary Works and Inspired Responses and Diving into the Wreck: Literature of the Modern Age. In each, students will read a variety of prose, poetry, and critical essays.
All students will write at least two major analytical essays per quarter, as well as additional in-class essays and reflection papers. Class will often be held in a seminar format, and all students will be expected to participate consistently.
Assessment will be based on completion of all reading assignments; the timely completion and quality of writing assignments; and daily class participation and contributions. Homework will be assigned in response to work done in class and will be a critical part of study the next day. Students who enroll in this class are required to complete a summer assignment before school starts.
KEY STANDARDS:
· Vital Results: 1.3 Reading: Reading Comprehension; 1.7 Writing: Responses to Literature
· Fields of Knowledge: 5.12 Literature and Media: Literate Community; 5.2 Critical Responses: Times and Cultures; 5.18 The English Language: Structures
0.5 credit – semester
142 SENIOR ENGLISH (G)
SUMMARY:
Senior English is full credit, semesterized English course for seniors. It includes a program of class and individual reading, daily and weekly writing and film interpretation.
EXPECTATIONS FOR STUDENTS:
Students are expected to attend punctually, write several times a week, complete reading and keep a writing folder.
Assessment will be based on worksheets, essay and objective tests and papers, both personal essays and criticism of readings and films.
KEY STANDARDS:
· Vital Results: 1.7 Establish interpretive claims, 1.80 Establish an authoritative stance on a subject, 1.3 Analyze, Interpret and Evaluate texts, 1.9 Unify narrative aspects
· Fields of Knowledge: 5.13 Make thematic connections, interpret ambiguities, subtleties, 5.19 Applies knowledge obtained from literature, 5.21 Write in organized ways using appropriate vocabulary, structure and usage
0.5 credit – semester
GRADES 11 & 12
134 CREATIVE WRITING (C)
SUMMARY:
Creative Writing is a full year English course available to juniors and seniors. Through studying the works of others, submitting to writing exercises, studying vocabulary and grammar, and perfecting the fine art of revision, Creative Writing will challenge students to become literary artists. Emphasis will be placed on building a writing community, literary experimentation, attention to detail and precision, the business of authorship, and developing aesthetics. Creative Writing will include the study and writing of fiction and non-fiction. Genres to be explored may include poetry, short stories, vignettes, drama, memoir, correspondence, and the essay.
EXPECTATIONS FOR STUDENTS:
Students will complete a piece of writing weekly in response to a writing exercise or other assignment. Students will share their writing with each other, and work toward ways of sharing it with larger audiences. The course encourages students to build a sense of personal aesthetics and to learn what subject matter motivates their best artistic writing. Work by other writers will be studied.
Work will be collected in a growing portfolio, which will be periodically assessed by the student, the teacher, and possibly by peers. Assessment is based in equal part on effort and achievement.
KEY STANDARDS:
· Vital Results: 1.23 Poetry: Write poems that include the observance and intentional non-observance of conventions, 1.9. Narrative: Engage readers by creating a context that makes clear the significance of the story and of its central idea or tension, 1.9 Narrative: Control both the movement (chronology) and the pace of the story
· Fields of Knowledge: 5.12 Literature and Media: Literate Community, 5.18 The English Language: Structures
0.5 credit - semester
139 IRISH HUMANITIES (G) Offered alternating years (Not Offered 05-06)
SUMMARY:
Course content will include (1) a history of Ireland from the arrival of the Celts to present-day Ireland in both the North and the Republic, (2) major pieces of Irish literature including the legends of both the Ulster Cycle of Cuchulainn and the Fenian Cycle of Finn MacCumhail, selections from the Irish Literary Revival, primarily Yeats, Synge and Gregory; works by major Irish authors and (3) major events in the arts.
EXPECTATIONS FOR STUDENTS:
(1) Students are expected to be mature, self-directed learners. (2) Students are expected to have a deep interest in the subject matter of this course.
Methods of assessment will include class participation, reading journals, and class presentations. Students will also be assessed through appropriate worksheets, quizzes, and tests and through personal writing.
KEY STANDARDS:
· Vital Results: 1.3 Reading/Reading Comprehension, 1.7 Writing/Responses to Literature, 1.19 Information Technology/Informational Sources
· Fields of Knowledge: 5.5 Critical Response/Point of View, 5.7 Critical Response/Audience Response
1.0 Credit – year
149 BRITISH HUMANITIES (C/G) Offered alternating years (Offered 05-06)
SUMMARY:
This experiential course focuses on a tour of Great Britain during April vacation. The tour is approximately 12 days in length. Cost is determined by both the number of students participating and by the itinerary, which will include, but is not limited to; Westminister Abbey; the British Museum; the Tower of London; and Madam Tussaud's in London; the cathedral in Canterbury; the abbey and tor in Glastonbury; Stonehenge in Salisbury; Warwick Castle and Shakespearean sites in Stratford-on-Avon; and the Roman ruins in Bath.
Course content will include a history of the English language, major pieces of English literature (the Arthurian legends, Geoffrey Chaucer's Canterbury Tales, Jane Austen's novels), major events in the history of England and the arts. Because the impetus of this course is the tour, course content will, to some extent, be guided by the tour itinerary.
This course is open to juniors and seniors only. Students will be interviewed as a precursor to acceptance in the class. Enrollment will depend on a student's enthusiasm for the subject and commitment to the tour.
This course is not semesterized.
EXPECTATIONS FOR STUDENTS:
(1) Students are expected to be mature, self-directive learners. (2) Students are expected to have a deep interest in the subject matter of this course. (3) Each student must maintain at least a B average in order to participate in the tour part of the course. (4) In addition to more traditional expectations, students will complete the following:
During the summer vacation preceding the course, each student will complete a reading assignment, with accompanying journal entries. During the fourth quarter, each student will complete an independent project illustrating that student's particular area of interest in British studies and present it to an audience.
Methods of assessment will include class participation, reading journals, class presentations, and a portfolio presentation. Students will also be assessed through appropriate worksheets, quizzes, and tests and through personal writing.
KEY STANDARDS:
· Vital Results: 1.3 Reading/Reading Comprehension, 1.7 Writing/Responses to Literature, 1.19 Information Technology/Informational Sources
· Fields of Knowledge: 5.5 Critical Response/Point of View, 5.7 Critical Response/Audience Response, 5.16 The English Language/Changes in Language
1.0 Credit – year
145 JOURNALISM (N) (Fall) (Not Offered 05-06)
SUMMARY:
This course is a writing workshop for students who would like to work on and publish a school newspaper. Students will focus on the process used by journalists in creating news and sports articles, editorials, interviews, feature articles, short pieces of fiction, and poetry. The course will emphasize those skills associated with researching topics, conducting an interview, note-taking, developing story ideas, formulating an editorial position, editing and revising articles for publication, and production.
EXPECTATIONS FOR STUDENTS:
Student will take a field trip to a professional news association, work individually, and as a group on writing and producing a school newspaper.
Assessment will be based on meeting deadlines, personal interactions, writing, evaluation and production.
KEY STANDARDS:
· Vital Results: 1.5 Writing Dimensions, 1.6 Writing Conventions, 1.9 Narratives, 1.10 Procedures, 1.11 Persuasive Writing
· Field of Knowledge: 5.6 Critique and Revision, 5.14 Responding to Media, 5.23 Critique
0.5 credit - semester
150 INDIVIDUALIZED ENGLISH (G) SD (Fall and/or Spring) (Not Offered 05-06)
SUMMARY:
This course is designed to help students make up English credit needed for graduation. It attempts to cover the same skills and general requirements of a regular English class, but not necessarily the same titles. Students will have a substantial say in the choice of materials within a framework of general requirements. Students will be required to select and read books of substance and keep a weekly reflective journal about what is read. Also, students will write or revise compositions using the English Department Writing Rubric. A daily log of activities and regular progress conferences with the instructor are required.
EXPECTATIONS FOR STUDENTS:
Students will investigate literature of personal interest by pursuing an individualized reading program that allows readers to construct meaning from text. Also, each student will reflect on the great themes of literature with the instructor. Students will use the Vermont Process Writing program to grow as writers and thinkers.
Assessment is done weekly based on an individual's work and progress in each of the areas of study.
KEY STANDARDS:
· Vital Results: 1.3 Reading Comprehension, 1.7 Responses to Literature, 1.5 Writing Dimensions, 1.21 Information Technology
· Fields of Knowledge: 5.8 Types of Literature, 5.4 Artistic Judgement
0.5 credit – semester
448 PUBLIC SPEAKING (N) English credit (Spring) (Not Offered 05-06)
SUMMARY:
This one semester course is designed to expose students to a variety of public speaking opportunities and help students develop confidence in their ability to present to a group. Students will actively develop and present different types of oral presentations. The skills stressed are researching, writing, argumentation and summarizing. Students will also be exposed to and engage in informal and formal debates on a variety of topics both assigned and chosen by them. Students are expected to perform for a variety of audiences during the semester.
EXPECTATIONS FOR STUDENTS:
(1) Reading: Students read from a variety of sources for different purposes and assess the content and information for their use. Regular assignments are made. (2) Writing: Outlines and notes are expected before and after many of the presentation assignments. (3) Presentations: Students need to be ready to present and to utilize good presentation skills. (4) Critiquing: Substantive commentary including constructive criticism of peers. (5) Participation: Active participation in the activities of the class.
Assessment is provided with each scheduled presentation and students are expected to evaluate their own participation. Among the criteria emphasized are preparation, delivery, overall effort and collaboration with others in the class. In addition, students are required to perform in an interscholastic public speaking event.
KEY STANDARDS:
· Vital Results: 1.14 Critique, 1.16 Speaking, 2.11 Elaboration, 3.3 Respect
· Field of Knowledge: 5.5 Point of View, 6.2 Uses of Evidence and Data
0.5 credit – semester
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