STEM Advanced English 10
Previous knowledge and skills continue to build with the Tenth Grade Advanced English Program. Reading American literature selections from numerous authors of our American heritage generates student ideas and written response to literature. The Reader Response Journal, process writing assignments and Writing Assessment complemented by writing instruction, with emphasis on revision strategies, synthesize a multiplicity of formats for student expression. Students study the various American Historical settings within the framework of the literature, similar to College Preparatory English. However, the context of the Advanced English Curriculum provides enrichment with multicultural supplemental reading and materials, more reading content with authors and selections studied, more challenging quality of student written responses, and a greater depth of understanding within the Integrated Language Arts curriculum. The teacher engages the learners with a more rapid pace and sustains that pace throughout the year. Students explore a field of interest or specialty or a career path as they write a five to six page research paper including at least five varied sources and spanning at least three curriculum areas, one of which is communications. In preparation for next year’s Graduation Project, students compose a succinct thesis statement, expand author’s voice, include authors’ interpretations and their own conclusions. Oral Presentation Skills and independent projects are emphasized. Students compose several process writing compositions with a variety of topics, modes and styles, and collect them in their Working Writing Folders. Annually students select compositions from their folders and place them in their showcase Writing Portfolio. Each student composes a reflective letter about the Portfolio and presents the letter and Portfolio to next year’s teacher. Technology is used in the process of composition, and students present an oral explanation of the paper and brainstorm ideas for an exhibition in the following year. Effective writing domains – focus, content, organization, style, conventions – receive emphasis in writing instructional Assessment. The Reader Response Journal continues to build a framework for the Reading/Writing connection. Advanced English 10 provides a rich learning threshold for students to explore their American literary and cultural heritage while they gain functional written and oral communication skills.
Intermediate ESL 9 & 11
This is a multi-leveled class of students will varying English proficiencies. It is designed to allow students to grow in their English skills at a pace that best fits their learning style and needs. The structure and direction of the class varies year to year depending on the students needs and the needs of our school district.
Listening: Students will listen to English from native speakers; their teachers and other media sources (news broadcasts, lectures, social conversation). They will also gain great exposure to English by listening to their friends. The focus of these listening activities is on understanding the message in order to produce an appropriate and useful response.
Speaking: Students will practice speaking by conversing with one another, responding to questions, and offering comments on what they hear. Small group projects in content classes will give students opportunities to practice oral communication skill and showcase newly acquired skills.
Reading: Students will be reading a variety of modified texts, including short stories, poetry, and expository writing. In both ESL and content classes, teachers will make efforts to support language learners through the use of peer buddies. As part of their reading development, students will be learning strategies to help them comprehend second language texts. Students will learn to use skills to help them interpret both fiction and non-fiction texts.
Writing: Students will write daily. Students in content classes may receive mini-lessons on grammar to support their understanding of grammatical structures identification and function. They will write on a variety of topics: personal narratives, descriptions, reports, poems, and reflections based on the literature. They will also have the opportunity to create their own works of creative fiction.
Technology: Students will be using a variety of media resources in their classes to support and enhance their learning experience (iPads, computers, audio, and video files).
Public Speaking Elective
This course is an introduction to speech communication which emphasizes the practical skill of public speaking, including techniques to lessen speaker anxiety, and the use of visual aids to enhance speaker presentations. Civility and ethical speech-making are the foundations of this course. Its goal is to prepare students for success in typical public speaking situations and to provide them with the basic principles of organization and research needed for effective speeches.
Goals
1. Plan and prepare speeches that inform, persuade, or fulfill the needs of a special occasion;
2. Use presentation aids to enhance your speeches;
3. Outline your speeches in a logical and thorough fashion;
4. Conduct meaningful research on a variety of topics;
5. Analyze your audience and design speeches to reflect your analysis;
6. Evaluate speeches based on a variety of verbal and non-verbal criteria;
7. Listen effectively, regardless of your interest in the subject matter;
8. Understand and explain the communication process