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Course Description: |
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Course Description: Language Arts: |
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English 1: This course
is designed to introduce and enhance students' abilities The reading components of this course focus on acquiring and using new vocabulary in relevant contexts, reading fluently, employing strategies to comprehend a variety of texts, understanding elements of historical and cultural aspects of a variety of literature, as well as comprehending informational texts. The writing components of the course focus on the writing
process: prewriting, drafting, revising, editing, and publishing. The course
also focuses on writing components: ideas and content, organization, voice,
word choice, sentence fluency, and grammatical conventions. Students will
practice expressive writing, expository essays, functional writing, persuasive
writing, literary response, and research writing. Internet-based instruction is available to supplement
all written work. Students are provided additional resources for instruction,
practice, and inventory assessments through the Public Broadcasting Service
(PBS)LiteracyLink. Students will also be provided the Encyclopedia
Britannica Online, World Data Analyst, Annals of American History and
Merriam-Webster's 3rd Unabridged Dictionary as online resources. |
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Primary textbook: Writer's INC This course incorporates state academic content and
learning standards. 0.5 credits English 2: This course is designed to thoroughly introduce students to the collegiate dictionary. Students use an approach that integrates reading, writing, and thinking to learn key strategies needed to interpret a variety of written and graphic material. This course introduces the core skills which learners need to master in the basic competencies of reading and writing. The format of the course encourages both individual study as well as cooperative learning. The student is encouraged to express his/her knowledge orally through discussion with an instructor. The writing components of the course focus on the writing
process: prewriting, drafting, revising, editing, and publishing. The course
also focuses on writing components: ideas and content, organization, voice,
word choice, sentence fluency, and grammatical conventions. Students will
practice expressive writing, expository essays, functional writing, persuasive
writing, literary response, and research writing. Merriam-Webster’s Collegiate Dictionary provides a wealth of knowledge reaching beyond basic definitions and information about words. These topics will be covered: Explanatory, Chart and Notes, The English Language in the Dictionary, Pronunciation, Abbreviations, A Dictionary of English Language, Abbreviations and Symbols for Chemical Elements, Foreign Words and Phrases, Biographical names, Geographical Names, Signs and Symbols, World Politics, A Handbook of Style. Internet-based instruction is available to supplement all
written work. Students are provided additional resources for instruction,
practice, and inventory assessments through the Public Broadcasting Service(PBS)
LiteracyLink. Students will also be provided the Encyclopedia Britannica
Online, World Data Analyst, Annals of American History and Merriam-Webster's
3rd Unabridged Dictionary as online resources.
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| ................................................................................................................................................................. English 3-4: is designed to thoroughly introduce students to cultural literacy. Students use an approach that integrates reading, writing, and thinking to learn key strategies. The reading components of this course focus on acquiring and using new vocabulary in relevant contexts, reading fluently, employing strategies to comprehend a variety of texts, understanding elements historically, and cultural aspects of a variety of literature, as well as comprehendng informational texts. The writing components of the course focus on the writing process: prewriting, drafting, revising, editing, and publishing. The course also focuses on writing components: ideas and content, organization, voice, word choice, sentence fluency and grammatical conventions. Students will work on expressive writing, expository essays, functional writing, persuasive writing, literary response, and research writing. The New Dictionary of Cultural Literacy provides a wealth of knowledge reaching beyond basic definitions and information about words. It provides a means for students to improve their cultural literacy, information commonly understood in America. Using this dictionary, students study basic knowledge in the Bible; mythology and folklore; proverbs; idioms; world literature, philosophy, and religion; literature in English; conventions of written English; world history; American history; American politics; world geography; American geography; state history and government; anthropology, psychology, and sociology; business and economics; physical sciences and mathematics; earth sciences; medicine and health; and technology. A pre-reading question at the beginning of every unit and an interpretive question for thought and discussion at the end of every unit promote thoughtful interpretation of history. Following the critical reading of each selection, students discuss with an instructor the ideas contained in the selection in an effort to elucidate its meaning. Each shared inquiry discussion (discussion based upon the Socratic method) involves comprehension, literary analysis, interpretation, and evaluation. Students learn how to engage with the text critically and thoughtfully, to craft an argument and to support it with evidence. Since the student is required to support his or her statements with evidence, shared inquiry also promotes careful and accurate reading. Internet-based instruction is available to supplement all written work. Students are provided additional resources for instruction, practice, and inventory assessments through the Public Broadcasting Service(PBS) LiteracyLink. Students will also be provided the Encyclopedia Britannica Online, World Data Analyst, Annals of American History and Merriam-Webster's 3rd Unabridged Dictionary as online resources.
ENGLISH 5-6: This course is designed to facilitate the review and application of grammar and writing skills. Students use an approach that integrates reading, writing, and critical thinking to learn key strategies needed to interpret a variety of written and graphic material. This course introduces the core skills learners need to master basic competencies in writing and introduces students to works by great authors of the Western World. The reading components focus on acquiring and using new vocabulary in relevant contexts, reading fluently, employing strategies to comprehending a variety of texts, understanding elements historically, and cultural aspects of a variety of literature, as well as comprehending informational texts. Following the critical reading of each selection, students discuss with an instructor the ideas contained in the selection. Each Shared Inquiry discussion (discussion based upon the Socratic method) promotes comprehension, literary analysis, and evaluation. Selections include "Why War?" by Sigmund Freud, "The Melian Dialogue" by Thucydides, "The Social Me" by William James, "Rothschild's Fiddle" by Anton Chekhov, "Concerning the Division of Labor" by Adam Smith, and "Chelkash" by Maxim Gorky. In the second half of the course, students will read "How an Aristocracy May Be Created by Industry" by Alexis de Tocqueville, "Observation and Experiment" by Claude Bernard, "Everything That Rises Must Converge" by Flannery O'Connor, "An Essay in Aesthetics" by Roger Fry, "An Outpost of Progress" by Joseph Conrad, and "On Studying" by José Ortega y Gasset. These readings were specifically chosen to supplement courses in Western world history, geography, politics, and civilization. Students develop capacities to analyze, interpret, criticize, and communicate. The writing components focus on the writing process: prewriting, drafting, revising, editing, and publishing. The course also focuses on writing components: ideas and content, organization, voice, word choice, sentence fluency, with an emphasis on conventions of the English language. Students will develop skills in expressive writing, expository essays, functional writing, persuasive writing, literary response, and research writing. A pre-reading question at the beginning of every unit and an interpretive question for thought and discussion at the end of every unit promote thoughtful interpretation of history Following the critical reading of each selection, students discuss with an instructor the ideas contained in the selection in an effort to elucidate its meaning. Each shared inquiry discussion (discussion based upon the Socratic method) involves comprehension, literary analysis, interpretation, and evaluation. Students learn how to engage with the text critically and thoughtfully, to craft an argument and to support it with evidence. Since the student is required to support his or her statements with evidence, shared inquiry also promotes careful and accurate reading. Internet-based instruction is available to supplement all written work. Students are provided additional resources for instruction, practice, and inventory assessments through the Public Broadcasting Service(PBS) LiteracyLink. Students will also be provided the Encyclopedia Britannica Online, World Data Analyst, Annals of American History and Merriam-Webster's 3rd Unabridged Dictionary as online resources.
This course incorporates state academic content and learning standards. 1.0 credit ................................................................................................................................................................... ENGLISH 7-8 is designed to facilitate the review and application of grammar and writing skills. Students use an approach that integrates reading, writing, and critical thinking to learn key strategies needed to interpret a variety of written and graphic material. This course introduces the core skills learners need to master basic competencies in writing and introduces students to work by great authors of the Western World. A pre-reading question at the beginning of every unit and an interpretive question for thought and discussion at the end of every unit promote thoughtful interpretation of the selection. The reading components of this course focus on acquiring and using new vocabulary in relevant contexts, reading fluently, employing strategies to comprehending a variety of texts, understanding elements of historical and cultural aspects of a variety of literature as well as comprehending informational texts. Following the critical reading of each selection, students discuss with an instructor the ideas contained in the selection. Each Shared Inquiry discussion (discussion based upon the Socratic method) promotes comprehension, literary analysis, and evaluation. Selections in this course include "Politics" by Aristotle, "Of Commonwealth" by Thomas Hobbes, "Barn Burning" by William Faulkner, "Of Civil Government" by John Locke, "In Exile" by Anton Chekhov, "The Declaration of Independence", "Equality" by Isaiah Berlin, "Sorrow-Acre" by Isak Dinesen, "Why Americans Are Often So Restless" by Alexis de Tocqueville, "After the Ball" by Leo Tolstoy, "Habit" by William James, " The Overcoat" by Nikolai Gogol. These readings were specifically chosen to supplement courses in United States history, geography, politics, and civilization. Students develop capacities to analyze, interpret, criticize, and communicate. The writing components focus on the writing process: prewriting, drafting, revising, editing, and publishing. The course also focuses on writing components: ideas and content, organization, voice, word choice, sentence fluency, and grammatical conventions. Students will develop skills in expressive writing, expository essays, functional writing, persuasive writing, literary response, and research writing. Internet-based instruction is available to supplement all written work. Students are provided resources for instruction, practice, and inventory assessments through the PublicBroadcasting Service (PBS) LiteracyLink. Students will also be provided the Encyclopedia Britannica Online, World Data Analyst, Annals of American History and Merriam-Webster’s 3rd Unabridged Dictionary as online resources.
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