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Copyright Wooster School 2006
9th Grade
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9th Grade
All entering ninth graders are required to take a grammar placement test to determine whether they need to take a grammar skills course. Grammar workshops review and remediate grammatical concepts with an emphasis on sentence structure, usage, and effective communication.
9th GRADE GRAMMAR
SKILLS COURSE
Students will master three sentence types:
Simple
Compound
Complex
Students will practice usage skills
Students will practice punctuation skills
Master: end marks, capitalization
Review: commas, semi-colons, colons, hyphens, dashes,
and quotation marks.
Students will practice formats for specific writing tasks:
Title pages
Research--footnotes, citations, bibliographies, etc.
Students will demonstrate mastery or proficiency by submitting written work, from various other courses, that accurately proves their competence.
9TH
GRADE ENGLISH
The Princess Bride
Inside the Walls of
Mythology: Cupid and Psyche, Orpheus and Eurydice, Pygmalion and Galatea, Echo and Narcissus, King Midas, Lady Godiva, David and Goliath, The Sword in the Stone, and Lancelot and Guinevere.
Assorted poetry as it relates to mythology (contains allusions to mythology.)
Oedipus
the King
Beowulf (excerpts from the Raffel Translation)
Romeo and Juliet
A Guide to MLA Documentation
Students read four books independently from an approved list
LITERARY ELEMENTS:
Structure of novel: lyrical, frame, chronological;
Elements of Rhythm: alliteration, assonance, onomatopoeia, repetition, iambic pentameter, dactyls, trochees rhyme;
Figures of speech/Figurative language: metaphor, simile, personification,
Plot: exposition, conflict, rising action, climax, denouement;
Types of conflict: man vs. man, man vs. nature, man vs. himself, man vs. society
Five stages of a hero
Epic poetry, Narrative poetry, Myth
Dialogue, Narration
General Literary devices: allusion, kennings, narrative poetry, tone, antagonist, protagonist, foil, plot, stereotype, mood, propaganda, prologue, epilogue
Point of View: third person omniscient, third person limited, first person
Elements of Shakespearean Drama: monologue, aside, soliloquy, blank verse, oxymoron, pun, wit, hyperbole, paradox, iambic pentameter
Elements of Tragic Drama: great man, tragic flaw (hubris), great fall, catharsis, pity and fear.
WRITING:
Memorandum
Major project on character, theme, or plot
Persuasive Essay
Comparison/Contrast Essay
News Article
Short story
Poetry
Speeches
Script/Dialogue
GRAMMAR:
Comparisons in parallel forms
Subject and object pronouns
Non-restrictive clauses
Pronoun agreement
Subject/verb agreement
MECHANICS:
Capital letters
Numbers under one-hundred
Spelling of common words
Underlines vs. italics
MLA Research Format
Suffixes and prefixes
Citations (MLA format)
PUNCTUATION:
End marks
Capitalization (nine common rules of)
Commas in a series, commas in non-restrictive clauses, commas in compound
sentences, commas for clarity
Apostrophes--possession and contraction
Quotation Marks--direct and indirect
Dashes
Colons
STYLE:
Coordination, subordination, and parallelism
Formal essay format: Title, Thesis statement, Introductions, Topic sentences, Transitions, Use of powerful details
Subordinating sentences
Sense of Audience
Parallelism
Sentence variety and its power
SPEAKING:
Presentation of major project—Voice projection, enunciation, eye contact, pace
Peer editing
Read aloud
Presentation of research
LISTENING:
Appropriate audience behavior
Peer editing
Questioning skills
Analytical viewing
STUDY SKILLS:
How to use a rubric
One-Foot voice (editing technique)
Note-taking
Creating and using study guides
Types of test questions
Multi-answer three part questions
Test strategies for multiple choice and short answer
Research
Note taking
Time management
Critical viewing
TECHNOLOGY SKILLS:
Computer research
Locating/evaluating credibility of internet and book sources
Computer formatting skills
Six Library Links units with the librarian
Move image and text between documents
Citations from a variety of sources
ANCIENT WORLD
GOALS
Ancient World examines the history and cultures of
pre-modern peoples throughout the world. In addition to a survey of
Greek, Roman, and Medieval Europe, the history of
TOPICS
A brief consideration of prehistory and the distinctions of recorded history
The
Mayan Civilization
Aztec Civilization
Minoan and Mycenaean civilization
Development of 5th century
The Hellenistic achievements of Alexander the Great and his successors
Republican and Imperial Rome; the coming of Christianity
Byzantine Culture and the emergence of Islam
SKILLS
Students:
are provided with a working framework of knowledge so that they will have a context in which they can locate subsequently encountered information, and understand special words and concepts like civilization, dynasty, city-state, Socratic method, diaspora, etc.
develop coherent narrative skills through well-organized note taking and structured essay writing.
develop analytical skills more especially in identifying cause and effect, in comparing and contrasting societies and life-styles as well as in recognizing social change and continuity.
develop evaluative skills when reading and studying sources of information. In assessing reliability, they learn to consider how well informed was the writer and what were his or her sources of information; for whom the account was written, when it was written, and by whom the writer may have been influenced; they learn to identify bias and propaganda.
inculcate the ability to empathize with societies alien to our own. They learn to exercise the powers of imagination with a view to a better understanding of worlds and cultures of which we have no personal experience.
Beyond developing the skills listed above, we hope
that at the end of this course our students will be better citizens. They
will better appreciate the origins from which their own civilization has
emerged. They will be better communicators and have a greater awareness
of social structures and the forces that produce them. They will be
better equipped to evaluate the reliability of what they read and hear.
They will be aware that there have been, are and will be human beings who think
very differently from themselves. The course is conceived in the belief
that in spite of the huge differences between ancient civilizations and our
own, the problems of humanity are also timeless. An inquiry into such
matters as Hammurabi's code, the municipal ideals of Pericles, the expansionist
ambitions of Alexander the Great and the tensions between citizens of
Coursework generally includes French I, French II, Spanish,
I, Spanish II, or Latin II
FRENCH I
This beginning French course starts to build a basis of the French language with a strong emphasis on communicative skills. The course starts to develop listening and reading comprehension skills, speaking proficiency, writing skills, and an appreciation for the culture of French-speaking countries.
The French I course demands constant and active participation from the students. The usage of the French language in class increases as the course progresses.
GOALS
To acquire the basic pronunciation and intonation skills
To acquire the ability to read and to understand basic French in spoken and written forms
To foster the elements of writing proficiency
To use new vocabulary and grammatical structures in written and spoken French
To begin to communicate ideas effectively in French
To encourage an
understanding and appreciation for culture of
COURSE MATERIALS
Allez, viens! - level 1 series
Student text
Practice and Activity Workbook
Vocabulary and Grammar Workbook
In class use of audio CD's, video segments
French in Action video program (episodes 1-12)
Films: Cross my Heart, Touring
TOPICS
Conversation
Introducing yourself
Greeting people and saying goodbye
Asking how people are
Asking someone's name and age and giving yours
Things you like or don't like ; activities you like or don't like to do
Greetings and goodbyes
Hand gestures
Agreeing and disagreeing
Asking for and giving information
Asking for and expressing opinions
Getting someone's attention
Expressing thanks
Exchanging information
Question formation
Making, accepting, and turning down suggestions
Making and responding to requests
Asking others what they need and telling what you need
Expressing likes, dislikes and preferences about activities
Accepting and turning down a suggestion
Arranging to meet someone
Asking for an opinion; paying a compliment; criticizing
Asking for and expressing opinions
Asking for and giving advice
Asking for and giving people's names and ages
Asking for, giving, and refusing permission
Au téléphone
Conversational time
Expressing likes and dislikes
Expressing need; inquiring
Extending and responding to invitations
Hesitating; making a decision
Information questions
Inquiring about and expressing likes and dislikes
Inquiring about and relating past events
Introducing people
Likes and dislikes
Making plans
Making suggestions, excuses and recommendations
Making, accepting and turning down suggestions
Offering, accepting, or refusing food
Ordering food and beverages
Paying a check
Responding to compliments
Sharing confidences and consoling others
Telephone call
Telling someone what to do
School life
Understanding classroom instructions
French classroom expressions
School subjects and school-related words
Class times
Parts of school day
School supplies
Buying school supplies in French-speaking countries
Mechanics
Spelling
Counting
French alphabet, accent marks, and names
French gesture for counting
Numbers for telling time
Avoir besoin de
C'est versus il/elle est
Contractions with à
De with expressions of quantity
Possession with de
The direct object pronouns le, la, les
The object pronouns le, la, les, lui, and leur
The pronoun en
Using le with days of the week
Vocabulary
Colors
Weather expressions
Months of the year
Time expressions
Seasons
Celsius and Fahrenheit
Activities
Adjectives to describe and characterize people
Articles of clothing
Chores
Clothing sizes
Colors
Daily activities
Days of the week
Describing and characterizing people
Expressions of quantity
Family members
Food and beverages
Food served in a café
Food vocabulary
Identifying people
Meals
Numbers 20-100
Places to go
Sports and hobbies
Things to do
Grammar
Ne…pas
The definite articles le, la, l', les
The connectors et and mais
Subject pronouns
Using si instead of oui to contradict a negative statement
The indefinite articles un, une, des
The demonstrative adjectives ce, cet, cette, ces
Adjective agreement and placement
De after a negative verb
The pronoun on
Adverbs of frequency
Adjective agreement
Adjectives used as nouns
Placement of adverbs with passé composé
Possessive adjectives
The imperative
The partitive articles
Verbs
-er verbs
The verb avoir
The verb aimer
The verb avoir
Expressions with jouer and faire
The verb faire
The verb aimer; regular -er verbs
Aller + infinitive
The future with aller
The -ir verb: choisir
The passé composé with avoir
The -re verb: repondre
The verb aller and aller + infinitive
The verb être
The verb pouvoir
The verb prendre
The verb vouloir
The verbs mettre and porter
Culture
The French-speaking world
Famous French-speaking people
Leisure time activities
The French educational system/le bac
L'heure officielle
Curriculum in French schools
The French grading system
Things you might buy for school and fun
Bagging your own purchases
French currency (euros)
Québec
Sports and hobbies
Old and new in
Sports in Francophone countries
Dating in
Family life
Fashion in francophone countries
Food of
Going out
History of
Mealtimes in francophone countries
Pets in
Québec
Shopping for groceries in francophone countries
Telephone habits of French-speaking teenagers
The French telephone system
The Ivorian market
The metric system
Tipping
Waitpersons as professionals
FRENCH II
This intermediate French course continues to develop a
strong basis of the French language. The
class builds upon the material and goals presented at the beginning level of
language learning. The French II course
is conducted primarily in French, which emphasizes the use of French as a means
of communication. The course demands
active participation from the students in a variety of ways such as dialogues,
presentations, pair activities, and interviews.
Several projects and presentations are included such as a unit on French
food, a treasure hunt (giving and following directions), a presentation on
GOALS
To improve the student's ability to speak the language
To improve the ability to communicate ideas effectively in French
To improve the understanding of oral and written French
To foster writing proficiency through directed and creative writing
To use new vocabulary and grammatical structures in written and spoken French
To recognize and understand the meaning of unknown words through context clues and cognates
To improve basic pronunciation and intonation skills
To continue to
develop an appreciation for culture of
COURSE MATERIALS
Allez, viens! - level 2 series
Student text
Practice and Activity Workbook
Vocabulary and Grammar Workbook
In class use of audio CD's, video segments
French in Action video program (episodes 13-25)
Film: Au revoir les enfants
TOPICS
Conversation
Describing and characterizing yourself and others
Expressing likes and dislikes
Asking for and giving advice
Relating a series of events
Welcoming someone and responding to someone's welcome
Asking for and giving directions
Paying and responding to compliments
Paying and receiving compliments
Making suggestions
Making purchases
Asking for, offering, accepting, and refusing food
Extending good wishes
Giving prices
Asking for information and describing a place
Asking for and making suggestions
Sympathizing and consoling someone
Giving reasons and making excuses
Congratulating and reprimanding someone
Asking for opinions Expressing enthusiasm, indifference, and dissatisfaction
Expressing disbelieve and doubt
Asking for and giving information
Formal and informal phrasing of questions
Expressing satisfaction and frustration
Telling time
Expressing concern for someone and complaining
Giving advice Accepting and rejecting advice
Expressing discouragement and offering
Encouragement
Telling how often you do something
Telling what or whom you miss Reassuring someone
Asking and telling how things were like
Reminiscing
Making and responding to suggestions
Describing places
Wondering what happened
Offering possible explanations
Accepting and refusing explanations
Breaking some news
Showing interest
Beginning, continuing, and ending a story
Explanations and apologies
Sharing a confidence
Asking for and granting a favor
Making excuses
Apologizing and accepting an apology
Reproaching someone
Apologetic actions
Talking about personal problems
Accepting and refusing advice
Mechanics and Usage
The adjective quel
Using tu and vous
Contractions with à
intonation
Contractions with de
Emphasizing likes and dislikes
The reflexive pronouns se and me
The relative pronouns ce qui and ce que
De with adjectives and plural nouns
The phrase c'était
The pronoun en with activities
Figures of speech
Si on + the imparfait
Avoir l'air + adjective
Pronunciation
Pronunciation: liaison
Pronunciation: e muet
Pronunciation: the nasal sounds
Pronunciation: [y] versus [u]
Pronunciation: the [r] sound
Pronunciation: the [e] sound
Pronunciation: the nasal sound [a]
Vocabulary
Travel items
Family vocabulary
Clothing and colors
Weather expressions and seasons
Furniture and rooms
Places in town
Places to shop
Food items to buy
Meals
Gift items
Special occasions
Expressions of quantity
Food vocabulary
Places, flora, and fauna
Vacation activities
School day vocabulary
Meals at school
Sports and leisure activities
Weekend activities
Health expressions
Parts of the body
Injuries
Staying fit
Childhood activities
Adjectives of physical traits and personality
Chores
Places in a city
Feelings
Personal happenings
Friendship
School-related mishaps
Accidents and injuries
Party preparations
Grammar
The imperative
Question formation
Prepositions of location
The object pronoun en
The partitive articles
The indirect object pronouns lui and leur
Recognizing reflexive verbs
Connectors for sequencing events
Introduction to the passé composé with être
Connector words
Question words
Formation of imparfait
Object pronouns and their placement
Direct object pronouns with the passé composé
Object pronouns before an infinitive
Verbs
The verbs avoir and être
Adjective agreement
Choisir and other -ir verbs
Future with aller
Regular -er verbs
Adjectives that precede the noun
Courses of a meal
The verbs pouvoir and vouloir
Reflexive verbs
Adverbs of frequency
Daily activities
The passé composé with avoir
The passé composé with être
The verb ouvrir
Verbs that use être in the passé composé
Reflexive verbs in the passé composé
The verb devoir
The verb se nourrir
The imparfait of avoir and être
The passé composé vs. the imparfait
Using être en train de and the imparfait
The passé composé of reflexive verbs
Culture
Travel documents for foreign countries
Studying abroad
Ethnic restaurants
French teenagers' bedrooms
Notre-Dame de Chartres
Houses in francophone countries
Neighborhood stores
Typical meals in the francophone world
The euro
La ville de Saint-Pierre
Places to visit in different regions
The Creole language
Carnaval
Music and dance in
Carnet de correspondance
French grades and report cards
School life in francophone countries
Types of châteaux in
Studying historical figures in school
Buses and trains in
Research and presentations on
Good and bad eating habits
Pharmacies in
Teenagers' exercise habits
Mineral water
Things to see and buy in
Village life in
Ethnic groups in
High school in
Félix Houphouet-Boigny
Game of awalé
The cours Mirabeau
Histoires marseillaises
Paul Cézanne
Roman ruins in
Provençale cuisine
SPANISH I
The Spanish I students are introduced to the four skills of
language: listening, speaking, reading, and writing. Beginning with this level of the Spanish, the
program places a strong emphasis on oral communication.
GOALS
To begin to build a strong vocabulary and grammatical base
To develop students' communicative skills
To encourage students' daily participation in class discussions
To develop writing proficiency by means of directed exercises, short dialogues on a variety of topics, and a daily journal
To develop pronunciation skills
To develop listening comprehension skills and ability
To introduce students to Spanish culture and to the Spanish speaking world
To develop in students an appreciation and understanding of Spanish culture through reading, watching videos, and listening to music
COURSE MATERIALS
¡Ven conmigo! - level 1 series
Student text
Practice and Activity Workbook
Vocabulary and Grammar Workbook
In class use of audio CD's, video segments
Destinos video series (episodes 1-6)
Short stories from Diálogos simpáticos, an introductory reader
Practice exercises from the website Learn Spanish (www.studyspanish.com)
TOPICS
Conversation
Introductions
Useful phrases
"Simón Dice" game to review commands
Greetings and farewells
Asking how someone is and saying how you are
Asking and saying how old someone is
Asking where someone is from and saying where you're from
Likes/dislikes
Hellos/goodbyes
Age expressions
"How are you?" and responses
Telling where you're from
Wants and needs
Describing your room
Telling time, being late, being in a hurry
Describing people and things you like
Tag questions
Describing people and things
Telling where people and things are
How often you do things
Today's date
Getting together with friends
Discussing problems and giving advice
Talking on the phone
Extending, accepting and declining invitations
Making plans
Telephone conversations
Declining invitations
Telephone expressions
Getting to know someone
Party invitations
Commenting on food
Making polite requests
Ordering dinner in a restaurant
Asking for/paying the bill in a restaurant
Polite requests
Paying the check in a restaurant
Expressing likes and dislikes
Discussing gift suggestions
Asking for and giving directions
Commenting on clothes
Making comparisons
Expressing preferences
Asking prices/paying
Asking for and giving an opinion
Asking for help and responding to requests
Telling a friend what to do
School Life
Classes and sequencing events
School classes
Grade scales in different countries
A typical school day
Student course loads
School-sponsored activities
Spanish punctuation marks
Mechanics and Usage
Definite articles
Accent marks
Indefinite articles
Plural definite articles
Forming questions
el/los + days of the week
tú and usted
Negation
¿Quién/quiénes?
les, a ustedes, a ellos, a ellas
Frequency of activities
Gender
"personal a"
Diminutives
Hay
Forming questions
Future expressions
Use of estar to say how things taste
Comparisons
Gift suggestions
Describe past events
Informal commands
Direct object pronouns lo and la
Expressions for time in the past
Tú and usted
Vocabulary
Telling time
Alphabet
Colors
Numbers
Sports
School items
Items in your room
Time expressions
Activities
Locations
Days of the week
Activities with friends
Weather
Dates, months, seasons
A typical week
Days of the week
Describing a family
Describing people
Family members
Household chores
Colors
Descriptions of people
Pastimes and hobbies
Personal chores
Talking about meals and food
Meals
Foods
Numbers (0-200,000)
Vocabulary for shopping
Clothing
Family terms
Preparations for a party
Celebrations
Grammar
Subject pronouns: yo, tú
Noun gender/agreement
Plural nouns
Agreement of cuánto and mucho with nouns
Subject pronouns: él, ella
Subject pronouns: yo, tú
Forming questions with cuántos
Adjective agreement
Possession with de
Noun/adjective agreement
Present tense
Uses of que
Subject pronouns
Present tense
Subject pronouns
Possessive adjectives
Encantar + indirect object pronouns
Expressions with tener
Indirect object pronouns
Es/son de + material/pattern
Demonstrative Adjectives
Present activities
Present progressive tense
Verbs
The verb ser
-ar/-er/-ir verb infinitives
Uses and forms of ser
tener
Necesitar, querer
-ar verbs
con, conmigo, contigo
The verbs estar, ir
tener
-er,-ir verbs
Hacer, salir, deber, poner
e to ie stem-changing verbs
Pensar + infinitive
ir + a + infinitive
Reflexive verbs
Tener expressions
gustar
o to ue stem-changing verbs
Forms of otro
estar and ser
Locations
Preterit tense of ar verbs
Culture
Common Spanish names
An introduction to the Spanish speaking world, including famous Spanish-speakers in sports, the arts, science, and politics
First names and Saints' Days
Greeting customs
Spanish surnames
The school day in
Apartments in
Spanish currency
México
Free time activities: where you go/what you do
Sports in Spanish-speaking countries
Greetings in Spanish-speaking countries
Seasons in
What a family does together
Privacy in Hispanic culture
La familia
Traveling without a car
La comida de las Américas
Breakfast, lunch, dinner and table manners in Spanish-speaking countries
Common Andean dishes
Tortillas
Specialty stores in
Fashion
Tamalada
Currency
Festivals and holidays
Saints' Days
Quinceañera
Wedding Celebrations
Las Piñatas
SPANISH II
The Spanish II students continue to develop the four skills of language: listening, speaking, reading, and writing. At this level, the program continues to develop oral communication and place a strong emphasis on vocabulary. Reading and writing skills continue to be developed and reinforced. Students are expected to prepare for various in-class presentations and dialogues. Reading short stories is introduced at this level, as well as more focused writing exercises.
GOALS
To continue to build a strong vocabulary and grammatical base
To further develop students' communicative skills
To continue to encourage students' daily participation in class discussions
To further writing proficiency through directed exercises, dialogues on a variety of topics, and a daily journal
To enhance pronunciation skills
To improve listening comprehension skills and ability
To continue to expose students to Spanish culture and to the Spanish speaking world
COURSE MATERIALS
¡Ven conmigo! - level 2 series
Student text
Practice and Activity Workbook
Vocabulary and Grammar Workbook
In class use of audio CD's, video segments
Destinos video series (episodes 7-18)
Short stories from Cuentitos simpáticos, an introductory reader
Practice exercises from the website Learn Spanish (www.studyspanish.com)
TOPICS
Conversation
Introducing yourself and others
Talking about what you and others do
Saying what you like and don't like
Description of appearance of Hispanics
Talking about how you're feeling
Making suggestions and responding to them
Saying if something has already been done
Asking for and offering help
Describing your city or town
Expressing feelings
Talking about your daily routine
Talking about responsibilities
Complaining
Talking about hobbies and pastimes
Saying how long something has been going on
Expressions of agreement
Asking for help and responding to questions
Giving explanations
Asking for and giving opinions
Giving advice
Talking about things and people you know
Making comparisons
Making plans
Talking about staying fit and healthy
Telling someone what to do and not to do
Informal commands
Asking for and giving information
Relating a series of events
Talking about what you used to do
Saying what you used to like and dislike
Describing what people and things were like
Using comparisons to describe people
Talking about likes and dislikes using the preterit
Describing a past event
Saying why you couldn't do something
Reporting what someone said
Describing what you did
Asking for help in a store
Talking about how clothes look and fit
Bargaining in a market
Giving directions
Setting the scene for a story
Continuing and ending a story
Talking about the latest news
Reacting to news
Mechanics and Usage
hace + quantity of time + que + present tense
deberías vs. debes
ser + adjective to describe people
para + infinitive
ser vs. estar
Comparisons: más...que, menos... que
ir + a + infinitive
Reflexives with verbs of emotion
Imperfect of ser to describe people and things
tan + adjective / adverb +
Comparisons: más/menos + adjective + que
Superlatives
Verbs with prepositions
Formal commands with usted, ustedes
ser + de + material
Vocabulary
Nationalities
Numbers
Colors
Family members
cafeterías
Calendar expressions
Places around town
Weather expressions
Clothing
Daily activities
Chores
Hobbies and pastimes
Household chores
Daily routines
Verbs of personal grooming
Vocabulary of household chores
Vocabulary for hobbies and pastimes
School and computer terms
Activities around town
After school activities
School subjects
Sports
Fitness activities
Health and fitness terms
Body parts
Injuries and explanations
Ordering in a restaurant
In the city
Places in the city
In the train station
In a restaurant
Birthday celebrations
Food vocabulary
Describing people and places
Conveniences
Descriptive adjectives
In the zoo, the amusement park, and movie theater
Running errands
At a festival
Describing things
In a clothing store
In a market
Clothing/shoe sizes
Expressions for shopping
Clothing material and pattern
Accidents, mishaps, and daily events
Science fiction and fairy tales
The latest news
Grammar
Indirect object pronouns with verbs like gustar
Reflexive verbs and pronouns
e to i stem change in vestirse
Direct object pronouns: lo, la, los, las
Question formation
Spelling changes in verbs that end in -car, -gar, -zar
Spelling change of o to u and y to e to avoid vowel repetition
Direct and indirect objects
Verbs
Present tense of tener
Adjective agreement
Present tense of regular verbs
The verb estar
Preterit of -ar verbs
Present tense of querer and poder
Adverbs ending in mente
estar + adjective to describe location
Present tense of the verb conocer
Preterit of the verb dormir
Preterit of regular -er and -ir verbs
Preterit of poder
Preterit of regular -ar verbs
Reflexive verbs
Present tense of saber
saber vs. conocer
Preterit forms of pedir, servir, traer
Poder
The preterit for listing events
The imperfect tense of -ar, -er, -ir verbs
The imperfect tense of ir and ver
The imperfect of hay
The preterit
Adjectives with -ísimo/a
Using mientras in the past
Preterit of decir
The imperfect tense
Imperfect of hay
The preterit vs. the imperfect
Preterit of oír, creer, leer, caerse
The preterit and the imperfect to tell a story
The preterit of tener
Preterit of ser
Culture
el euro
Planning evening activities in
Calendar
Extended family living together
Celsius vs. Fahrenheit
Popular free-time activities among teenagers
Valle de México
Classroom activities
School levels in
Cost of university education in
Who is an American?
Student responses about health habits in Spanish-speaking countries
Snack foods in Spanish-speaking countries
Childhood activities
Public services in Latin American cities
el merengue
El Yunque and el coquí
Holidays and festivals in Spanish-speaking countries
el mercado de Otavalo
Mural art
Weather map of
A Chilean folk tale
An Ecuadorean legend
"La Llorona"
LATIN II
Latin enrichment courses are offered in the
Text: Jenney’s Latin series.
Coursework generally includes Algebra 1 or Honors Geometry.
ALGEBRA 1
SKILLS MASTERED
Numbers
Properties of real numbers
Rules of exponents
Algebra
Solving multi-step one variable linear equations
Solving one variable linear inequalities
Graphing
One variable linear inequalities
Points on the Cartesian plane
Problem Solving
Word problems requiring writing and solving one variable linear equations
SKILLS PRACTICED
Reasoning & Proof
Algebraic proofs
Algebra
Solving absolute value equations and inequalities
Clearing fractions
Slope of a line
Writing equations of lines
Solving systems by addition and elimination
Compound inequalities
Factoring quadratics
Definition of a polynomial
Solving absolute value equations
Function notation
Graphing
Linear equations
Solving systems by graphing
Systems of linear inequalities
Quadratic equations
Problem Solving
Word problems requiring a system of linear equations
Connections
Relationships between graphs, tables and functions
SKILLS INTRODUCED
Reasoning & Proof
Justification of steps using number properties
Algebra
Quadratic formula
Simplifying radical expressions
Solving rational equations
Simplifying rational expressions
Solving rational equations
Definition of matrices
Addition / subtraction of matrices
Definition of exponential function
Data Analysis and Probability
Definition of probability
Simple probability
HONORS GEOMETRY
SKILLS MASTERED
Numbers
Properties of real numbers
Rules of exponents
Algebra
Solving multi-step one variable linear equations
Solving one variable linear inequalities
Clearing fractions
Slope of a line
Writing equations of lines
Solving systems by addition and elimination
Graphing
Linear equations
One variable linear inequalities
Points on the Cartesian plane
Problem Solving
Word problems requiring writing and solving one variable linear equations
Geometry
Pythagorean Theorem
Definition of trig ratios
Right triangle trig
Formulas for perimeter, area, and volume of basic shapes
Connections
Have not forgotten they have done covered previous topics
SKILLS PRACTICED
Algebra
Solving absolute value equations and inequalities
Compound inequalities
Definition of polynomials
Polynomial arithmetic
Factoring
Solving polynomial equations by factoring
Simplifying rational expressions
Solving linear rational equations
LCM and GCF with variables
Simplifying radical expressions
Solving radical equations
Solving quadratic equations by the quadratic formula
Graphing
Solving systems by graphing
Systems of linear inequalities
Problem Solving
Word problems requiring a system of linear equations
Reasoning & Proof
Concepts of proof
Geometry
Basic geometric definitions and theorems
SKILLS INTRODUCED
Algebra
Dividing polynomials
Definition of a function and function notation
Direct, inverse, joint, and combined variation
Solving quadratic equations by completing the square
Graphing
Quadratic equations
Problem Solving
Problem solving strategies
Geometry
Transformations
Connections
Connections between algebra and geometry
History of math
Conceptual Physics is an introductory physics course offered at the grade 9 level. The course adheres to the American Association of Physics Teachers (AAPT) Guidelines for high school physics programs. In particular, two of the components that the AAPT identifies as being essential for a quality physics program form the cornerstones of this course:
A broad appealing course in physics, which is not totally dependent on advanced mathematics, should be offered for the average students.
Laboratory activities, in which each student gets hands-on experience, are necessary to enhance higher understanding of physics concepts.
Grade 9 Conceptual Physics is also offered at the honors level. While both courses deal with the same topics, the honors course goes to greater depth and is more demanding in terms of problem-solving, both mathematical and conceptual.
TOPICS
Linear Motion
Vectors and scalars, distance and displacement, uniform motion, speed and velocity, graphing motion. Acceleration. Velocity-time graphs. Equations for motion at constant acceleration. Vector diagrams. Vector addition.
Falling
Bodies and
Free fall.
Force of gravity. Variations in Gravitational field strength. Law of Universal Gravitation. Frictional forces.
Work, Energy, and Power
Work, gravitational potential energy, kinetic energy, conservation of energy. Machines. The lever. Power.
Thermal Energy
Heat transfer, conduction, convection, and radiation. Heat and temperature. Temperature scales. Specific heat capacity. Heat exchange in mixtures. Change of state and latent heats.
Fluids
Density. Specific gravity. Pressure. Pressure in fluids. Pascal's Law. Buoyancy and Archimedes' Principle. Bernoulli's Principle.
Waves
Vibrations. The simple pendulum. Definition of a wave, types of waves, transmission of waves. Interference. The Superposition Principle.
Sound
Nature of sound, speed of sound, transmission of sound, reflection of sound, characteristics of sound - pitch, intensity, quality. Decibel scale. The human ear. Interference of sound waves. Standing waves. Beats. Vibrating strings. Resonance in closed and open air columns.
Optics
Transmission of light, pinhole camera, laws of reflection, images in a plane mirror. Reflection and images in curved spherical mirrors. Ray diagrams. Curved mirror equation. Speed of light. Refraction of light, Index of refraction, Snell's law, critical angle and total internal reflection. Lenses. Images formed by converging and diverging lenses, the thin lens equation, the human eye, defects in vision and their correction.
Additional skills:
using tables and graphs
making accurate drawings
INTERMEDIATE ART
This is a one-year, required course for 9th or 10th grade students. It meets twice each week, once for 40 minutes and once for 70 minutes.
Students develop and strengthen basic skills covered in individual units in the following order: drawing, collage, painting, sculpture and multimedia. Each unit begins with exercises in basic skills followed by a more complex project incorporating technical and creative thinking skills. The course ends with a multimedia project-an artist's book-- that requires each student to develop a theme of their choice with the media of their choice. There is a written evaluation at the end of each unit and a more comprehensive evaluation and self-assessment at the end of the year. Students are evaluated on the level of innovation, motivation, commitment, and experimentation they invest in their projects. Students work toward proficiency in thinking, perceiving, responding creatively, evaluating, and discovering new methods to communicate visually.
Objectives
Upon successfully completing this class students will be able to:
create 2-dimensional compositions using basic techniques in drawing and painting;
work with collage papers and process to organize 2-dimensional compositions;
use at least one sculptural medium to create a 3-dimensional form;
create an artist's book using a variety of media and techniques;
describe the qualities of their work and other art work in relation to the elements and principles of design;
manipulate the required tools effectively;
solve visual problems related to color, composition, and subject matter;
understand the role of inventiveness, playfulness, experimentation, and spontaneity in their creative expression;
think and work creatively;
understand the relationship of attention to their working process and the successful completion of assignments;
take risks with new creative methods and ideas.
Topics
Methods:
Observation
Memory
Imagination
Approach:
Representational
Non-representational
Subject Matter:
Still-life
Landscape
Fantasy
1 and 2 point perspective
Media:
Drawing:
pencil
graphite
charcoal
oil pastel
pen
Collage:
adhesive
pattern papers
hand-made papers
magazine
newspaper
cutting tools
Painting:
acrylic paint
brushes
palette
palette knife
sponges
texture tools
Sculpture and Artists’ Books:
cardboard
wood
plaster
fiber
fabric
clay
wire
plaster craft
recycled and found objects
adhesives
assorted tools
Techniques:
Drawing:
gesture
contour
shading
blending
erasure
rubbing
texture
Collage:
cutting
tearing
gluing
layering
placement
Painting:
mixing
blending
texture
scraping
sponging
layering
Impasto
Sculpture and Artists’ Books:
additive
subtractive
relief
assembling
layering
Elements of design:
Line
Shape
Form
Value
Color
Space
Principles of design:
Movement
Repetition
Balance
Rhythm
Emphasis
Contrast
Unity
AFTER SCHOOL ART CLASSES
Monday Elective art classes are offered on a trimester
schedule from
DRAWING: POWER OF THE LINE
Fall: Still life and Landscape
Winter: Still Life and Figure Drawing
This course is an in-depth introduction to basic drawing concepts and techniques. The instructor gives specific assignments such as drawing exercises for hand-eye coordination and uses individual and group demonstrations and critiques as needed. Students are responsible for set-up and clean-up.
OBJECTIVES
Upon successfully completing the class students should:
have a working knowledge of the fundamentals of drawing.
know how to transform a two-dimensional line into a three dimensional form.
be able to work with composition, perspective, and light using a variety of drawing materials.
TOPICS
Basic fundamentals of drawing:
Line
Basic shapes
Mass conception
Value scale
2-D to 3-D
Functions of light
Content
Juxtaposition
Basic techniques:
Line techniques
Perspective drawing
Human anatomy
Composition
Materials:
Newsprint and white drawing paper
Pencils, charcoal, soft pastels
Kneaded erasers
Masking tape, paper towels.
Set-up:
Paper on boards on tables or easels.
PAINTING: BRUSHWORK BOOGIE (Spring)
This course is an in-depth introduction to basic painting concepts and techniques. The instructor gives specific assignments and uses individual and group demonstrations and critiques as needed. Students will also investigate the work of past and contemporary artists and art movements. Materials are not provided; students are responsible for buying their own materials according to the list provided, bringing them to class, setting-up, and cleaning-up.
OBJECTIVES
Upon successfully completing the class students should:
have a working knowledge of the fundamentals of painting
know how to care for the materials
be able to work with color
be able to develop a painting from conception to completion
TOPICS
Basic fundamentals and techniques of painting:
Color conception
Limited palette (primaries, black and white)
Brush stroke techniques
Paint application (opaque, transparent, translucent)
Color grounds
Under-painting
Composition
Materials:
Acrylic paint, gel medium
Brushes, palette, palette knife
Canvas paper or board
Masking tape, paper towels, rags
Oil pastels
Set-up:
Boards on easels and tables for paints
3-D: CONSTRUCTION
JUNCTION
Students explore the elements of 3-D design and construction by working with wood, plaster, cardboard, recycled or found objects, wire or cement. They create assemblages and structures using both additive and reductive techniques and incorporate the study of past and contemporary sculpture. The assignments and materials are based on the experience level of each student.
OBJECTIVES
Upon successfully completing the class students should be able to:
develop an idea in a sculptural format.
use specific sculptural media to create a 3-D form.
appreciate and understand the concepts and elements of sculpture.
use the tools effectively and safely.
TOPICS
Elements of sculpture:
Shape
Form
Mass
Scale
Balance
Texture
Space
Physical properties of materials
Problem solving
Use of tools
Methods of construction
Subject Matter:
Forms in nature
Architecture
Organic/geometric forms
BOOK ARTS
Students will create one-of-a-kind artists' books using a wide variety of materials, creative bindings and multifaceted techniques. Themes will be discussed as well as creative definitions of a page. Students will learn and use at least one style to create a book which develops a theme of their choice.
Prerequisite: Intermediate Art
OBJECTIVES
Upon completion of this class students will
understand the processes and techniques used to create artists' books
be able to develop a theme
be able to organize and incorporate visual imagery as well as written expression
know how to create or find relevant materials and objects
be more skilled in the technical aspects of assembling a book.
TOPICS
Creating and representing imagery
Form:
Shape and style
Binding
Presentation
Materials:
Paper
Fabric
Boards
Adhesives
Tools
Methods:
Cutting
Folding
Stitching
Applying adhesive
Measuring
EXPERIMENTAL ART
This class provides the space, time, and materials for students to explore their creative process through visual or written expression. Students choose from specific exercises geared to enrich imagination, inventiveness, and playfulness. Students may also work on projects of their own design to explore special interests and experiment with a comprehensive theme and materials of their choice. Projects can be designed for one class or for long term. The class emphasizes process rather than product. Exercises adapt to specific interests and experience levels of the students.
OBJECTIVES
Upon the completion of this class students will
understand the process of divergent thinking.
have greater fluency in producing ideas.
be less judgmental regarding personal expression.
be more comfortable taking creative risks.
be more open to new ideas and new approaches.
TOPICS
Process
Materials
Methods of enriching creative thinking
POTTERY: IT'S JUST DIRT (Fall and Winter)
Using the potters' wheel as the primary tool, students will learn basic creative and technical skills needed to produce functional ceramic ware. They will increase aesthetic awareness by creating form and considering design, function, balance and color. The physical coordination that is unique to pottery alone is an excellent tool in developing confidence and personal style. Group demonstrations and independent hands-on work with the teacher will be the methods of instruction used.
MATERIALS:
Cone 6 clay-(50lb. per class). Assorted glaze materials. Tools: Sponges, loop tool, cutting wire, wooden tools, brushes, buckets, rubber kidney tools, instruction books.
OBJECTIVES:
Upon completion of this course, students will be able to:
throw basic functional ware on the potters' wheel
use the various tools to cut, trim, adhere, and repair the clay
approach problems in an experimental way, by learning to overcome frustration and use mistakes creatively
integrate and use artistic concepts shared by other art media
TOPICS:
Learning to work the potters' wheel: The wheel is one of the basic tools used throughout civilization to create decorative and functional pottery. It turns mere mud into works of art that have lasted throughout the ages.
Basic control of the wheel: Students will learn to control the potters' wheel. The use of proper speed control, body alignment and pacing are vital to any success and will be addressed through out the class. Proper maintenance of the wheel will also be covered.
Centering and throwing techniques: Keeping the clay properly centered is key to any success and needs a good deal of repetitive practice. It is at this point that throwing techniques can successfully begin. Greater understanding of form and balance also develop naturally during the process.
Use of materials and tools: Students will discover how simple tools will be used to cut, trim, adhere or repair the clay.
Creativity and experimentation: Both are vital to the construction of a piece. Students will learn that limitations presented by the clay can be overcome, resulting in unique and attractive results. Satisfaction in creating unique functional items and pride in finding a new way to handle a problem are frequent in pottery and blend well with the repetitive techniques also needed.
Integrating skills from other areas of art: The skills students will use in the creation of a piece of pottery will draw upon those learned in a variety of areas. Three-dimensional concepts learned in sculpture will be expanded upon in the development of a pot. Drawing and painting skills are used in successful glaze decoration. Knowledge of how light plays off of a form and the ways it effects the mood of the object relates to concepts explored in photography and drawing. Form, balance, pattern, texture, mood, and self-expression, are intrinsic to pottery as they are to other art forms. Manipulation of tools, eye-hand co-ordination, abstract thinking, and focused concentration are also mutually shared.
Participation and practice: The course provides demonstrations and methods that build upon each other and need a proper progression. Students need as much time as possible to develop them and must be able to attend weekly and remain for the entire class. Students have access to the pottery studio with the approval of the WSAC office staff, and are encouraged to practice during free periods.
POTTERY II: MORE DIRT (Spring)
Pottery II continues the development of the creative and technical skills learned in Pottery: It's Just Dirt. Each individual continues from their own particular stage of development. Results will continue to vary greatly. The greater refinement of skills and techniques needed to create a wider variety of forms will be the focus of each student. Hand-building techniques and the use of more advanced techniques of decoration will be introduced as appropriate. Group demonstrations and independent hands-on work with the teacher will continue to be the methods of instruction used.
MATERIALS
Cone 6 clay-(50lb. per class). Assorted glaze materials. Tools: Sponges, loop tool, cutting wire, wooden tools, brushes, buckets, rubber kidney tools, instruction books.
OBJECTIVES:
Upon completion of this course, students will be able to:
throw a variety of ceramic forms on the potters' wheel
use hand-building techniques
use advanced techniques of decoration
approach problems in an experimental way, by learning to overcome frustration and use mistakes creatively
integrate and use artistic concepts shared by other art media
TOPICS
Refinement of skills and techniques on the wheel
Hand-building techniques
Advanced methods of decoration
Creativity and experimentation: Overcoming frustration and solving problems are a part of the process of working with clay
Integrating skills from other areas of art: More control leads to a greater capacity to realize ideas, and the skills students will use in the creation of a piece of pottery will draw upon those learned in sculpture, painting, drawing, and photography. Form, balance, pattern, texture, mood, and self-expression, are intrinsic to pottery as they are to other art forms. Manipulation of tools, eye-hand coordination, abstract thinking, and focused concentration are also mutually shared.
Participation and practice: The course provides demonstrations and methods that build upon each other and need a proper progression. Students need as much time as possible to develop them and must be able to attend weekly and remain for the entire class. Students have access to the Pottery Studio with the approval of the WCSC Office Staff, and are encouraged to practice during free periods.
PHOTOGRAPHY I (Fall
or Winter)
With a soft approach to the technical, students will learn the fundamental concepts, techniques, tools and applications relevant to basic photography and the satisfaction of creating a good photograph. Included in this 10-week course will be an introduction to photographic printing and the workings of the black and white darkroom.
MATERIALS:
Camera: Format: 35MM. Students are not required to purchase professional level equipment. This course is taught in such a way to help the student make the best photograph possible using what they can afford to buy, borrow or already own.
Film: Black and White TMAX400, Kodak. Suggested because of its moderately fast speed and good latitude.
Paper: Ilford multigrade RC
OBJECTIVES:
Upon successful completion of this class, students will:
understand the light: The bottom line in photography is light - the photographer's number one tool and one of the most misunderstood elements of photography. The word photograph means writing with light. In addition to content and composition, the true understanding of what takes place when light strikes the film is the most important concept in photography.
be able to find the light: It's almost always there. Finding the light often includes walking around the subject, moving the subject slightly or adjusting the camera position. Class demonstrations will be the training ground for seeing the direction of light that will become the foundation for any future photography course or endeavor.
be able to use the light: Whether it's window light, direct sun or open shade, students will learn to look before pressing the shutter. Through a variety of course projects, the students will become practiced at "seeing" light that will lead to a better understanding of what makes a good photograph.
be able to expose the film: Using what they own, students will learn how to best use their cameras to create good, printable negatives. Different films will be discussed and their appropriate applications.
be able to make prints: All students enjoy the excitement of seeing the latent image appear on paper.
Students will be taught and guided to produce photographs with the best print quality possible working with their own negatives with repeated emphasis on the proper handling of the negative.
TOPICS
The class begins with simple projects dealing with the use of available light. The subject matter of the photographs will be from a variety of sources such as portraits, pets, landscapes that include barns, old buildings and stone walls and events to tell a story through the use of the photographic image.
Seeing and finding light
Basic camera functions
Introduction to printing in the darkroom
Seeing the direction of light
Measuring and shaping the light
Darkroom techniques: dodging and burning in; the use of filters to control contrast.
Effective use of window light
Film processing
Storytelling with photographic images
PHOTOGRAPHY II (Spring)
After a short review of the technical aspects of the camera and darkroom, students in this 10-week course will dive right into assignments in the first class. These assignments draw from four major areas in the photographic industry: Portraiture, Fine Art, Commercial Art, and Photojournalism.
Emphasis remains on correct use of available light as it pertains to the subject matter and assignment as well as on the ability to compose through the viewfinder and to pre-visualize the shot. Students will learn the refinements of making a good print including the use of filters, spotting, and mounting the finished print for display.
MATERIALS:
Camera: Format: 35MM. Students are not required to purchase professional level equipment. This course is taught in such a way to help the student make the best photograph possible using what they can afford to buy, borrow or already own.
Film: Black and White TMAX400, Kodak. Suggested because of its moderately fast speed and good latitude.
Paper: Ilford multigrade RC
OBJECTIVES
Upon successful completion of this class, students will:
understand the light: The bottom line in photography is light - the photographer's number one tool and one of the most misunderstood elements of photography. The word photograph means writing with light. In addition to content and composition, the true understanding of what takes place when light strikes the film is the most important concept in photography.
be able to find the light: It's almost always there. Finding the light often includes walking around the subject, moving the subject slightly or adjusting the camera position. Class demonstrations will be the training ground for seeing the direction of light that will become the foundation for any future photography course or endeavor.
be able to use the light: Whether it's window light, direct sun or open shade, students will learn to look before pressing the shutter. Through a variety of course projects, the students will become practiced at "seeing" light that will lead to a better understanding of what makes a good photograph.
be able to expose the film: Using what they own, students will learn how to best use their cameras to create good, printable negatives. Different films will be discussed and their appropriate applications.
be able to make prints: The excitement of seeing the latent image appear on paper.
Students will be taught and guided to produce photographs with the best print quality possible working with their own negatives with repeated emphasis on the proper handling of the negative
TOPICS
The assigned projects will be executed using available light. These projects will touch on four major areas in the photographic industry to provide the student photographer with an overview of these types of photography. Strong emphasis will be on quality as well as quantity of light and composing through the viewfinder.
Seeing and finding light
Using the light.
Making prints
Seeing the direction of light
Commercial photography
Darkroom techniques: dodging and burning in; the use of filters to control contrast.
Photojournalism as storytelling
Street photography and single event photography
COMPUTER GRAPHICS AND IMAGING (Fall)
This course will offer students an opportunity to create fine art using the computer. Students will study layout and design while manipulating text with layered images. Students will use digital cameras, scanners, the Internet, and graphics software to create a variety of projects including posters, brochures, and CD covers.
Prerequisite: Drawing and/or Photography.
OBJECTIVES
Upon successfully completing the course students will be able to:
identify important events and people in the history of computer graphics.
identify the technology components and software used in computer graphics.
incorporate media forms including text, graphics, and images.
design posters, brochures, CD covers, and other projects as assigned.
use computer system, peripherals, and software variables and functions.
apply design concepts and computer skills to manipulate images, objects, text.
prepare completed projects for printing and/or publication.
understand ethical issues related to computer graphics and digital imaging.
evaluate information gathered for timeliness, authority, accuracy, validity and completeness.
analyze and critique finished work.
TOPICS
Introduction to Computer Graphics
History and uses of Computer Graphics
Production value
Computer hardware
Imaging software
Composition and Design
Text
Introduction to Digital Cameras and Scanners
Peripheral hardware
Capturing, acquiring, and importing images
Storage
Manipulating Images and Adobe Photoshop
Layers and history
Filters
Tools
Background and lighting
Image modes and color
Printing and Publication
Resolution, canvas size, and file size
Large format printing
Electronic display and/or output
MATERIALS: CD-RW for saving finished projects.
COMPUTER GRAPHICS
AND ILLUSTRATING (Winter)
This course will offer students an opportunity to create fine art using the computer. Students will explore their creative process as they become familiar with various illustration and graphics software. Students will learn to create illustrations using the computer as their canvas and tools.
Prerequisite: Drawing.
MATERIALS: CD-RW for saving finished projects.
OBJECTIVES
Upon successfully completing the course students will be able to:
identify important events and people in the history of computer graphics.
identify the technology components and software used in computer graphics.
incorporate media forms including text, graphics, and illustrations.
design posters, brochures, book covers, and other projects as assigned.
use computer system and software variables and functions.
apply design concepts and computer skills to manipulate objects, illustrations, and text.
prepare completed projects for printing and/or publication.
understand ethical issues related to computer graphics and illustrating.
evaluate information gathered for timeliness, authority, accuracy, validity and completeness.
analyze and critique finished work.
TOPICS
Introduction to Computer Graphics
History and uses of Computer Graphics
Production value
Computer hardware
Illustrating/graphic software - raster vs. vector
Composition, Design, and Text
Introduction to Scanners and peripherals
Peripheral hardware
Capturing, acquiring, and importing images
Storage
Manipulating Images and Adobe Illustrator
Basic concepts of drawing/illustrating programs
Lines and Shapes
Tools
Background and lighting
Color, text, and modes
Printing and Publication
Resolution, canvas size, and file size
Large format printing
Electronic display and/or output
ANIMATION (Spring)
Through flipbooks, claymation, and sequential drawings, students will explore the visual and narrative possibilities of animation. They will use the computer and digital camera to create short animated films from their artwork.
Prerequisite: Drawing, Photography, and/or Computer Graphics
MATERIALS: CD-RW for saving finished projects.
OBJECTIVES
Upon successfully completing the course students will be able to:
identify important events and people in the history of animation.
identify the technology components and software used in computer animation.
incorporate drawings, 3D modeling materials, and text.
design flipbooks, thaumatropes, short computer animated sequences, and other projects as assigned.
use computer system and software variables and functions.
apply animation principles and computer skills to manipulate images and create moving pictures.
prepare completed projects for output.
understand ethical issues related to computer animation.
evaluate information gathered for timeliness, authority, accuracy.
analyze and critique finished work.
TOPICS
Introduction to Animation:
History and mechanics of moving pictures (Flipbooks & Thaumatropes)
Production techniques
Cell to Stop Motion to Digital Convergence
Animation software
Output
Technical Issues:
Hardware
Software - raster vs. vector and display options
Image size, resolution, and compression
File formats
Peripheral devices
Capturing, acquiring, and importing images (Clay or Lego'mation)
Storage
Creating Computer Animation:
Storyboarding and timing
Lines and shapes
Tools
Background and lighting
Modeling and designing linear movement
Camera moves and views
Multimedia, Web, and Gaming Animation:
Interactive scenes and objects
File formats
Programming and software
VIDEO PRODUCTION
(Fall, Winter & Spring)
Students will learn the basics of editing and camera technique. Students will be grouped together to make a short video. The video can be a story with or without dialogue or a music video. At least 50% of the video must be original footage shot by the group. Images from other media, such as movies or television can be used.
Prerequisite: Photography
MATERIALS
Students must supply a tape if they wish to copy their project when it is complete.
OBJECTIVES
Upon completion of this course, students will be able to plan, shoot, edit a short video.
TOPICS
Introduction to Pre-Production
Come up with an idea.
Create a shot list as a guide for shooting.
Arrange to shoot.
Introduction to Production
Load tape into the camera.
Operate the zoom lens.
Mount the camera onto a tripod.
Pan and tilt the camera.
Hand hold the camera.
Balance the camera for color.
Use camera in manual mode.
Compose shots. (Wide shots, Medium shots and Close-ups)
Introduction to Post-Production
Load tape into tape deck
Record videotape to the computer editing system.
Organize a project in the editing system.
Transfer material on CD into the editing system.
Organize material into bins.
Edit video clips together.
Layout audio to run along with the video.
Create titles in the editing system.
Use effects if desired.
Create transitions between shots.
Transfer finished sequence to videotape.
The Wooster Applied Music Program is a highly individualized, one-on-one instructional program in vocal and instrumental music. Students work with highly qualified musicians over the course of the school year and are guided in both the mechanics of performing on voice or an instrument and in the aesthetics of music. Music history and music theory may figure prominently in this study, but the primary concern is developing the skills necessary to be an effective and accomplished musician. These may include, but not limited to:
Developing pitch discrimination
Learning to decipher and count rhythmic patterns
Learning scales and arpeggios
Studying etudes
Studying repertoire
The nature of this instruction varies from student to student and from instructor to instructor and is very much determined by the student's inherent talent and their commitment to home practice and improvement. The voice and each musical instrument pose different problems to the developing musician, and these are addressed by each instructor in a personal, focused and sequential manner.
Grading and evaluation is necessarily a subjective matter and is dependent on the instructor's perspective of the student's potential coupled with realistic expectations and evidence of effort to improve. Encouragement and motivation are always important aspects to the student-teacher relationship in this type of instruction and in many cases may actually outweigh the desire to produce polished musicians.
Students study repertoire and perform pieces of different
periods and styles of music. The music
they perform is written in SAB and SATB form, and students will be tested in
order to be placed in the correct vocal range.
Skills, including tonal production, note accuracy, phrasing/breath
control, good posture, articulation, pronunciation, intonation, and well
balanced ensemble singing, are emphasized.
The rehearsal time frame is basically ½ hour a week. Due to the limited rehearsal time attendance
is stressed, as is cooperation during the rehearsal.
An enjoyment in singing
A commitment to singing well
A respect for quality of music
A respect for the skilled performance of music
A commitment to their ensemble
A personal aesthetic response to the music performed and heard
Good concert etiquette.
Wooster Singers give concerts during the year as well as performing for chapel services, and in the community.
MADRIGALS
Madrigals is a small group of select singers. In order to be in this ensemble they must be a member of the Wooster Singers, and pass an audition.
The audition is comprised of the following tests:
Tonality (intonation - singing in tune)
Pitch accuracy
Rhythmic accuracy
Tone quality
Pronunciation
Diction
Breath control.
Sight reading
Most importantly a positive attitude, cooperation, commitment to the group, and good attendance both in Wooster Singers and Madrigals is essential.
While in Madrigals students must:
demonstrate good posture and breath control
sing with accurate pitch throughout his/her ranges
sing with correct phrasing and appropriate expression
interpret correctly pitches, rhythms, and other notational symbols through singing
sing with good diction
sing accurately an appropriate part in an ensemble, with our without accompaniment
watch and respond to the directions of the conductor
demonstrate improved skill at reading music and growth in musicianship
Music of the traditional English madrigals to music of the
contemporary period is performed. The
skills learned in Wooster Singers are also stressed during the Madrigal rehearsals.
The Madrigals perform in concerts during the year, and periodically sing for
chapel services. On occasion the
ensemble has been invited to sing in the
ENGLISH HANDBELL CHOIR
It is very important to know that playing in a bell choir is a true team effort. Each individual has their own part to play and when that part is not there the whole group is affected by the absence.
This course introduces the student to the enjoyable art of English Handbell playing and can enhance a student's appreciation of music. Music varying from classical to contemporary will be played. The ability to read music is an advantage, but during the course of the year they will learn to identify notes and thus learn to read music. They will learn to count rhythmic structures and to identify key signatures. Music varying from classical to contemporary will be played.
To be part of this group a student must:
be a dedicated team player/commitment to the ensemble
have a positive attitude
listen and follow directions
respect and care for the instrument
Most importantly good attendance to all rehearsals and concerts is essential.
Space is limited to approximately 12-14 students. The group rehearses once a week for 40 minutes, but plays for at least 2 concerts a year.
HISTORY AND APPRECIATION OF MUSIC
This course explores the development of Western music from Medieval times up to the Twentieth Century. Utilizing a text, lectures, videotapes and audio recordings, the major stylistic periods and representative composers and their works are studied. Basic elements of music are introduced and compositional forms are explored. Sociological, societal and economic influences on the art form are also discussed. History and Appreciation of Music is a prerequisite for the History of Rock and Roll and will prepare the student for the true American music of the 20th Century. Students are encouraged to continue with the History of Rock and Roll to receive the total history of music.
ELEMENTS
In order to more fully understand an art form based on organized sound, some comprehension of the basic elements of music is necessary. These include:
Pitch - the relative highness or lowness of sound determined by the speed of vibrations.
Dynamics - the relative loudness or softness of sound in music
Tone Color - the quality that distinguishes the sound of a flute from a violin
Rhythm - beat, meter, accent and syncopation, tempo
Melody
Harmony - consonance and dissonance, triads, arpeggios
Tonality/Key - scales, modulation
Musical texture - monophonic, homophonic, polyphonic
Music form - repetition, contrast, variation, binary and ternary song forms
PERFORMING MEDIA: VOICES AND INSTRUMENTS
An introduction to the various classifications of voice ranges and the primary musical instruments utilized in Western music. This includes:
Voice range
Women: Soprano, Mezzo-soprano, Alto (or Contralto)
Men: Tenor, Baritone, Bass
Musical Instruments:
Strings -violin, viola, cello, bass (bowed), harp, guitar (plucked)
Woodwinds - flute, oboe, clarinet, bassoon, saxophone
Brass - trumpet, French horn, trombone, tuba
Percussion - snare drum, bass drum, timpani, cymbals, mallets (xylophone, marimba, vibraphone, orchestra bells) tambourine, triangle, gong (or tam-tam), celesta, chimes
Keyboards - piano, harpsichord, organ, accordion
Electronic - Synthesizers,
THE MIDDLE AGES AND RENAISSANCE (450-1600)
The Influence of the Church
Gregorian chant
Secular music
Organum
Origins of measured rhythm
The Madrigal
THE BAROQUE PERIOD (1600-1750)
Characteristics
Unity of mood - Ritornello form
Basso Continuo and figured bass
Terraced dynamics
The Baroque orchestra
Concerto grosso
Trio sonata
Origins of Baroque Opera
Cantata
Baroque Suite
Oratorio
Composers: Bach, Handel, Vivaldi, Monteverdi
THE CLASSICAL PERIOD (1750-1820)
Characteristics of style
Contrast of mood
Dynamics and the piano
The end of the basso continuo
The Classical orchestra
Composers, Patrons, the Public; Social trends
Forms: Sonata-Allegro (Expositon, Development, Recapitulation)
Theme and Variations
Minuet and Trio
Rondo
Classical Symphony
Classical Concerto
Classical Chamber Music - the String Quartet
Composers: Haydn, Mozart, Beethoven
THE ROMANTIC PERIOD (1820-1900)
Characteristics of Romanticism
Individuality of style
Expressive aims and subjects
Nationalism and Exoticism
Program music
Expressive tone color
Harmony in Romantic music
Expanded range of pitch, dynamics and tempo
Forms: miniature and monumental
The Art Song
Opera
The Romantic Symphony
The Tone Poem - Symphonic Overture
The Symphony Orchestra, the Conductor
Composers: Schubert, Chopin, Liszt, Mendelssohn, Tchaikovsky, Brahms, Verdi, Puccini, Wagner
THE TWENTIETH CENTURY/CONTEMPORARY MUSIC (1900 and beyond)
Characteristics - Diversity
Alternatives to the traditional tonal system
Contemporary Composers in society
Impressionism
Neoclassicism
Expressionism
Serialism
Minimalism
The influence of Jazz
Mixed media: Film scores, Dance scores, Performance Art
Composers: Debussy, Stravinsky, Schoenberg, Bartok, Ives, Gershwin, Copland, Shostakovich, Glass, Reich, John Williams
INTRODUCTION TO JAZZ (time permitting)
Characteristics - Improvisation
Roots - Ragtime, Blues, Gospel
Origins: The social contrast of the beginnings of Jazz to the development of "Classical" European music
Basic styles:
Swing
Bebop
Cool Jazz
Free Jazz
Jazz Fusion
Composers/Performers: Louis Armstrong, Charlie Parker, Miles Davis
A new music offering for Middle and
HISTORY OF ROCK AND ROLL
This is a course examining the multi-cultural birth, the controversial growth, and the ever-questionable maturity of the music we call Rock and Roll.
In the class we discuss the vast historical influences of the music, especially here in the United States, despite its relatively brief history. We discuss the political and cultural events that influenced the music and, in turn, the effects this music has on our society. And finally and most importantly, we listen to, analyze and discuss the music itself, examining elements both poetic and technical, including lyrics, rhythm, melody, harmony and instrumentation.
The text used is Rock Music Styles, A History, fourth edition, written by Katherine Charlton, and published by McGraw-Hill.
The sequence of study is chronological in concept, beginning with popular music in America, then focusing on the styles already in place in the early 1950's, Jazz, blues, folk, country, pop, gospel, when Rock and Roll was "born". An ethnomusicalogical approach is particularly important with significant emphasis placed on African and European influences. A running comparison with the social/political landscape is constant, especially when examining the civil rights and anti-war movements of the '50's and '60's. The development of technology is also recognized as an important influence.
MUSIC THEORY
Music Theory, a one-semester course, is designed for high school musicians who want to have a better general understanding of the language of music. Ideally it is intended for students who are currently taking private instrumental or voice lessons. The goal of Music Theory is to develop skills in the basic rudiments of music: melody, harmony and rhythm. The student will be trained in the following areas: music vocabulary, music reading, construction and recognition of all intervals and in ear training in the recognition of melodic and rhythmic patterns. The student must successfully complete this course to be eligible to study AP Theory.
TEXTS
Essentials of Music Theory, Books I, II and III by Surmani, Surmani and Manus,
Music For Sight Singing by Robert Ottman.
TOPICS
The Staff, Notes and Pitches
Treble Clef and Staff
Bass Clef and Staff
The Grand Staff and Ledger Lines (the middle notes)
Ledger Lines (low and high notes)
Note Values
Measure, Bar Line and Double Bar
4/4 Time Signature and Note Values
Whole, Half and Quarter Rests
2/4 Time Signature
¾ Time Signature
Dotted Half Note
Ties and Slurs
Repeat Sign, 1st and 2nd Endings
Eighth Notes
Eighth Rests
Dotted Quarter Note
Dynamic Signs
Tempo Marks
Articulation
D.C, D.S., Coda and Fine
Flats
Sharps
Naturals
Whole Steps, Half Steps and Enharmonic Notes
Tetrachords and Major Scales
The Sharp Scales - G and D Major
The Flat Scales - F and Bb Major
Key Signatures - The Sharp Keys
Key Signatures - The Flat Keys
The Remaining Major Scales with Key Signatures
Chromatic Scale
Intervals
Circle of Fifths
Perfect and Major Intervals
Minor Intervals
Augmented and Diminished Intervals
Solfege and Transposition
Sixteenth Notes
Sixteenth Rests
Dotted Eighth Notes
Common Time and Cut Time (Alla Breve)
3/8 and 6/8 Time Signatures
3/8 and 6/8 Time Signatures at Fast Tempos
Eighth Note Triplets
Incomplete Measures (Pick-up Notes) and Syncopation
Triads
Primary and Major Triads
Scale Degree Names
The V7 (Dominant 7th) Chord
Triad - 1st Inversion
Triads - 2nd Inversion
V7 Chord - 1st, 2nd and 3rd Inversions
Figured Bass
Major Chord Progressions
Minor Scales
Natural, Harmonic and Melodic Minor Scales
Minor Triads
Augmented and Diminished Triads
The Primary Triads in Minor Keys
Minor Chord Progressions
Modes Related to the Major Scale: Ionian, Mixolydian and Lydian
Modes Related to the Minor Scale: Aeolian, Dorian, Phrygian, Locrian
Harmonizing a Melody in a Major Key
Broken Chords and Arpeggiated Accompaniments
Passing and Neighboring Tones
Composing a Melody in a Major Key
Harmonizing a Melody in a Minor Key
Composing a Melody in a Minor Key
12-Bar Blues Chord Progression
The Blues Scale
Basic Forms of Music - Motive and Phrase
AB (Binary) Form
ABA (Ternary) Form
Rondo Form
AP MUSIC THEORY
This yearlong course is designed for the serious musician. The ability to read music and play an instrument is assumed and the successful completion of Music Theory is necessary. This course does not address itself specifically to performance, however, it provides ample opportunity for the developing musician to improve performance skills while gaining analytical, historical, and compositional perspective. Skills in analysis and evaluation are important because they enable students to recognize and pursue excellences in their musical experiences.
At the completion of this course, all students are required to take the AP test.
GOALS:
Understand the fundamentals of music.
Explore two-part and four-part voice leading and harmonization.
Study thoroughly melody, rhythm and texture
Learn to sight sing. This involves the ability to sing, spell and write all major and minor scales; the ability to write all major and minor key signatures, and the ability to recognize the key from the given signature.
Examine music from the Renaissance to the contemporary period.
Study specific compositions.
Foster in class composition and performance of music.
Promote student interest in developing compositional skills.
TEXTS:
AP Theory, Music In Theory and Practice, Vol. 1, by Bruce Benward and Gary White,
Music for Sight Singing, Robert Ottman.
TOPICS
THE FUNDAMENTALS OF MUSIC
Notation
Notation of pitch - the staff
Letter names
The clefs
Octave identification
Accidentals
Intervals
Enharmonic equivalents
Notation of duration
The tie
The dot
Irregular division of notes
Meter signatures
Dynamic markings
History
Neumatic notation
Mensural notation
Present notation
Applications
Some directions for notation in manuscript
Scales, Tonality, Key, Modes
Important concepts
Scale
Diatonic scales
Solfeggio syllables
Major scale
Transposition
Minor scale
Scale relationships
Tonality
Key
Other scales
History
Medieval and renaissance periods (800-1600)
Baroque period (1600-1750)
Classical period (1750-1825)
Romantic period (1825-1900)
Post-romantic and impressionistic period (1875-1920)
Contemporary period (1920-present)
Jazz and popular music (1900-present)
Intervals and Transposition
Important concepts
Intervals and interval numbers
Perfect, major and minor intervals
Consonance and dissonance
Augmented and diminished intervals
Enharmonic intervals
Inversion of intervals
Compound intervals and simple intervals
History
Tuning systems
Applications
Fluency with intervals
Transposition
Methods of transposition
Chords
Important concepts
Harmony
Chord
Triad
Major triad
Minor triad
Diminished triad
Augmented triad
Scale degree names
Primary triads
Seventh chords
History
The development of harmony
Applications
Triads on scale tones
Triad inversion
Root position
First inversion
Second inversion
Triad analysis symbols
Seventh chord analysis symbols
Figured bass
Figured bass symbols
Popular music symbols
Summary
THE STRUCTURAL ELEMENTS OF MUSIC
Cadences and Nonharmonic Tones
Important concepts
Phrase
Harmonic cadence
Rhythmic cadence
Nonharmonic tones
Unaccented nonharmonic tones
Accented nonharmonic tones
Accented versus unaccented nonharmonic tones
Nonharmonic tones involving more than three pitches
Summary
History
Prior to baroque period (1300-1600)
Baroque period (1600-1750)
Classical period (1750-1825)
Romantic period (1825-1900)
Post-romantic and impressionistic period (1875-1920)
Contemporary period (1920-present)
Jazz and popular music (1900-present)
Melodic Organization
Important concepts
The motive
Sequence
Phrase
Period
Modification of the phrase
Other melodic organization
Melodic structure
History
Renaissance period (1450-1600)
Baroque period (1600-1750)
Classical period (1750-1825)
Romantic period (1825-1900_
Post-romantic and impressionistic period (1875-1920)
Contemporary period (1920-present)
Jazz and popular music (1900-present)
Texture and Textural Reduction
Important concepts
Texture
Texture types
History
Renaissance period (1450-1600)
Baroque period (1600-1750)
Classical period (1750-1825)
Romantic period (1825-1900)
Post-romantic and impressionistic period (1875-1920)
Contemporary period (1920-present)
Jazz and popular music (1900-present)
Applications
Analysis of texture
Textural reduction
Voice Leading In Two Voices
Important concepts
Voice leading
Species counterpoint
The cantus firmus
The counterpoint
Motion between voices
History
Applications
Characteristics of a good melody
Writing first species counterpoint
Principles for voice leading
Summary of the principles of species counterpoint
Voice Leading in Four Voices
Important concepts
Four-voice texture
Voice leading in four-voice texture
First-inversion triads
Second-inversion triads
History
Applications
Writing a soprano line above a bass line
Four-voice writing
Common chord progressions
Common errors
Summary
Harmonic Progression and Harmonic Rhythm
Important concepts
Harmonic progression
The relationship of chords
Chord progressions
Harmonic rhythm
History
Renaissance period (1450-1600)
Baroque period (1600-1750)
Classical period (1750-1825)
Romantic period (1825-1900)
Post-romantic and impressionistic period (1875-1920)
Contemporary period (1920-present)
Jazz and popular music (1900-present)
Applications
How to harmonize a tonal melody
The Dominant Seventh Chord
Important concepts
Dominant seventh chord
History
Renaissance period (1450-1600)
Baroque period (1600-1750)
Classical period (1750-1825)
Romantic period (1825-1900)
Post-romantic and impressionistic period (1875-1920)
Contemporary period (1920-present)
Jazz and popular music (1900-present)
Applications
Resolution of the dominant seventh chord
Circle progression
Noncircle progressions with resolution
Nonresolution of seventh factor
The Leading-Tone Seventh Chords
Important concepts
Leading-tone seventh chord
Progressions from vii 7 and viio7
Resolution of tritone and seventh factors
History
Renaissance period (1450-1600)
Baroque period (1600-1750)
Classical period (1750-1825)
Romantic period (1825-1900)
Post-romantic and impressionistic period (1875-1920)
Contemporary period (1920-present
Jazz and popular music (1900-present)
Applications
Voice leading and the vil 7 and viio 7
Some pitfalls to avoid
Nondominant Seventh Chords
Important concepts
Analysis symbols
Nondominant seventh chords in major and minor keys
History
Renaissance period (1450-1600)
Baroque period (1600-1750)
Classical period (1750-1825)
Romantic period (1825-1900)
Post-romantic and impressionistic period (1875-1920)
Contemporary period (1920-present)
Jazz and popular music (1900-present)
Applications
Nondominant seventh chords in circle progressions
Noncircle treatment
Resolution of seventh factor
Summary
Modulation
Important concepts
Modulation
Closely related keys
Common chord modulation
Phrase modulation
Chromatic modulation
Other modulation types
Modulations in period construction
Analytical symbols for modulations
History
Renaissance period (1450-1600)
Baroque period (1600-1750)
Classical period (1750-1825)
Romantic period (1825-1900)
Post-romantic and impressionistic period (1875-1920)
Contemporary period (1920-present)
Jazz and popular music (1900-present)
Applications
Harmonizing melodies that modulate
Secondary Dominants and Leading-Tone Chords
Important concepts
Secondary dominants
Secondary leading-tone chords
History
Renaissance period (1450-1600)
Baroque period (1600-1750)
Classical period (1750-1825)
Romantic period (1825-1900)
Post-romantic period and impressionistic period (1875-1920)
Contemporary period (1920-present)
Jazz and popular music (1900-present)
Assignments
Two-Part (Binary) Form
Important concepts
Formal divisions
Open versus closed formal divisions
Simple versus compound forms
Two-part form
History
Medieval period (500-1450)
Renaissance period (1450-1600)
Baroque period (1600-1750)
Classical period (1750-1825)
Romantic period (1825-1900)
Post-romantic and impressionistic period (1875-1920)
Contemporary period (1920-present)
Jazz and popular music (1900-present)
Three-Part (Ternary) Form
Important concepts
Three-part form
Expanded ternary form
Rounded binary form
History
Medieval period (500-1450)
Renaissance period (1450-1600)
Baroque period (1600-1750)
Classical period (1750-1825)
Romantic, post-romantic, impressionistic and contemporary periods (1875-present)
Jazz and popular music (1900-present)
CHAMBER CONSORT
The Chamber Consort is an Upper School instrumental ensemble which rehearses the equivalent of 3 class periods a week and performs at least two concerts during the school year. Admittance to the group is by audition and every attempt is made to utilize whatever orchestration emerges, the primary criteria for admission being a degree of competence on an instrument and the ability to read standard music notation.
Because the type of ensemble is impacted by the talent and ability of the participants as well as the instruments in the group, every year is different. The fundamental focus of the ensemble is the artistic process of rehearsing and refining a musical composition for performance. This involves the basics of playing correct pitches and rhythms, matters of articulation, dynamic contrast, phrasing, stylistic components, and ensemble balance.
Teamwork and cooperation with peers is emphasized as is respect for a director. Various aspects of chamber music, including working without the aid of a conductor are often addressed. Individual responsibility - bringing instrument and music to class, being properly prepared, being on time - is also stressed.
While the primary focus is on "classical" music, improvisation and contemporary music are sometimes addressed, as are various types of folk music. The overall intent is to produce competent, sensitive musicians who can effectively function in a small ensemble situation.
Sometimes composing, arranging, and orchestrating are addressed, depending on the timing of performance obligations and the abilities of the participants.
Because individual practice at home is a requirement for being properly prepared for rehearsal, and because the ongoing pursuit of technical improvement is a part of the serious study of music, private instrumental instruction for each participant is absolutely necessary.
CONTEMPORARY IMPROVISATION ENSEMBLE (CIE)
This all year course is an instrumental rock/jazz group. The scope and sequence is fairly basic. The students start by examining the instrumentation. The number of players and their instruments of choice can have a tremendous influence on repertoire. Once a tune has been chosen, the process of putting together an arrangement begins. This always includes learning specific rhythms, chord voicings and extensions, and scales and/or modes that work over the various chords. Learning to be a team player is extremely important. Realizing that each part, be it a supporting part or a featured roll, all have equal importance in completing the bigger picture.
The Library Links Seminars are required of all 9th grade students and are offered in conjunction with the English Department.
Seven topics are covered:
Electronic gathering and recording of research notes, including bibliographic citation.
Selection, use, and characteristics of different internet search tools are studied, to help students make informed search decisions.
Keyword search strategies using Boolean notation to include or exclude terms from a web search.
Detailed look at web search tools, their various functions, and tips for selecting from search results.
Basic skills required in evaluating a web site for accuracy, timeliness, authority, and usefulness are explored in order to learn to identify quality information
Review of the various databases available to students and how to access them from home.
Investigation of primary source material and their usefulness, evaluation, and their many sources.
TOPICS
Each student:
Defining
understands and uses terminology: title, author, illustrator, spine, spine label
develops appropriate questioning techniques to clarify requirements of task
analyzes and clarifies a given task with guidance
selects from a range of topics
draws on prior knowledge to brainstorm and cluster ideas
identifies and interprets key words in task
develops focus questions
prepares a simple search plan which lists:
headings and subheadings
key words and possible search terms
focus questions
likely sources of information
Locating
is aware of layout of library
differentiates between fiction and nonfiction sections of the library
uses the spine label to identify resources
is aware that nonfiction resources are shelved according to classification order
finds resources in school library with assistance:
fiction
non-fiction
is aware of primary resources as a source of information, e.g., first-hand experience, people, concrete objects
is aware of secondary resources as a source of information, e.g., book, pictures, databases, magazines
begins to use contents and index pages of nonfiction books using key words
follows a search plan using key words and related terms, modifying where necessary
determines the type of resource most appropriate for the topic
identifies and locates book and non-book resources including:
understanding organization of resources in school and local libraries
using simple and combined terms to search catalog, Internet and database sources
choosing broader or narrower terms to refine search results
searching for information using given Internet addresses
accesses periodical indexes
identifies appropriate resources by:
using skimming and scanning techniques in electronic and print resources
using contents, index and text headings for all types of resources
with assistance, recognizes the differences in purpose and coverage of:
magazines, newspaper, pamphlets, film, special reference materials, CD-ROM, Web searches, e-mail
recognizes where currency of information is necessary
recognizes the need to locate a variety of resources representing a range of views
identifies and locates information from both primary and secondary sources
uses special print and non-print reference resources
uses key words, volume, index, and cross-references to find information in print and non-print encyclopedias
uses range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera
Selecting/Analyzing
selects books appropriate to interest and reading ability using browsing techniques
makes selections using simple scanning techniques involving cover, title and illustrations
compares different preselected resources on a topic deciding which is appropriate
interacts with the resources through:
listening, observing and viewing in response to focus questions
identifying the main idea and key words
distinguishing between narrative and information texts
records relevant information by:
listing key words
writing sentences using identified key words
selects resources by:
skimming and scanning
using contents, index, text headings, key words, and key phrases
evaluates appropriateness of resources
records information by:
using a note-taking strategy
clustering notes under subheadings
understands that different accounts of the same event may vary
compares information from different sources
records bibliographic sources of information using author, title, publisher, date, http, date of download
citing basic sources: book, encyclopedia, magazine
citing varied sources: book, encyclopedia, magazine; databases; web pages
citing complex sources: book, encyclopedia, magazine; databases; web pages; interviews; primary sources
uses a variety of primary and secondary sources
Organizing/Synthesizing
uses information from various resources to support an argument
recognizes there may be various interpretations of data
engages in reflective thinking to analyze and clarify a problem
engages in group discussion to analyze and clarify a problem
organizes ideas and information logically
categorizes information according to a framework of headings and subheadings
selectively cuts and pastes information from an electronic source with guidance
to quote a source
to make notes
makes notes, e.g., written bulleted points, note-taking template, clipboards, etc.
consolidates the use of word processing skills by:
selectively cutting and pasting information from an electronic source with guidance
making notes using word processor or other software
making notes directly from screen
using Find function to search for specific criteria
recognizes information deficiencies and locates additional information
decides on an appropriate presentation format
organizes ideas and information logically, e.g., time order, simple cause and effect
presents information using appropriate organizational frameworks with assistance, e.g.
written and word-processed reports, recounts, procedures and lists
multimedia presentations using scanner, digital camera, video images and sound
Creating/Presenting
uses information appropriate to the task and the audience
organizes ideas and information logically
presents a solution to a problem using:
simple oral and written descriptions
drawings
constructions such as models or displays
presents a solution to a problem that:
demonstrates understanding and simple interpretations of information
presents ideas and information logically, e.g., time order, simple cause and effect
makes simple generalizations and draw simple conclusions
uses information appropriate to the task and the audience
creates written and oral reports, graphic, pictorial and dramatic presentations of similar complexity
creates presentations exhibiting synthesis of information
Evaluating
respects the rights and opinions of others
considers the quantity, quality and relevance of information
reflects on and evaluates effectiveness of process used
responds constructively to assessment by teachers
evaluates understanding and implementation of the set task criteria
acknowledges personal and group achievements
In ninth grade, lessons using technology occur during regularly scheduled classes in the five major disciplines. From these, students gain practical skills in using computers to retrieve, produce, organize, synthesize, and analyze information, and develop solutions to different types of problems. Word processing, spreadsheets, Internet, and database skills are emphasized. Students may also have opportunities to use CD-ROMs, DVD players, digital cameras, and scanners. Computers are available to students at various times throughout the day, after school, and on Saturday mornings in the new computer lab and in the JDV Library.
At this time, no Information Technology courses are open to ninth graders.
NINTH GRADE HEALTH
Maintaining health, both emotional and physical, helps us throughout our entire lives. Making healthy, informed choices is vital to maintaining health. Understanding how the mind and body work and how to keep them functioning at their highest level are elements of this course. Through lectures, discussions, and videos students learn ways to achieve this goal.
TOPICS
Adjusting to High School
Social Issues
School Work
Self Esteem Issues
Self Esteem
Dealing with anger
Communication
Stress
Symptoms
Coping Skills
Mental Illness
Overview
Symptoms and Treatment
Bi Polar Disease
Schizophrenia
Anxiety Disorders
Eating Disorders
Obsessive Compulsive Disorder
Major Depression
Suicide
Post Traumatic Stress
Borderline Personality Disorder
Social Issues of Mental Illness
Nutrition
Overview
Healthy Eating Habits
Dangers of Fast Foods
Vitamins and Minerals
Fitness
Drug Abuse
Overview-Information on Drugs
Tobacco
Media Influence
Prevention
Decision Making
Peer Influence
Upper School Physical Education takes place as part of our
mandatory after school activity requirements.
All students in grades nine through eleven must participate on at least
one team sport every year, and must participate in a second activity that is
provides physical exercise (either a second team sport or an
non-interscholastic athletic activity.)
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