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Copyright Wooster School 2006
10th
Grade
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10TH GRADE
ENGLISH
READING :
Bless Me Ultima (summer reading)
Summer reading optional title
Independent reading (novel)
Anthology Timeless Voices, Timeless Themes (Prentice Hall, Platinum Level)
Poetry unit (taken from the anthology) "The Bridegroom", "Fear", "The Kraken", "Reapers", "Metaphor", "Right Hand", "La Belle Dame sans Merci", "Danny Deever", "The Guitar", "Making a Fist", "Jade Flower Palace", "The Moon at the Fortified Pass", "What Are Friends For?", "Some Like Poetry", "Sonnet 18", "The Waking", "Morte d'Arthur"
Short prose fiction (taken from the anthology): "Contents of a Dead Man's Pockets", "The Monkey's Paw", "How Much Land Does One Man Need?", "Masque of the Red Death", "Two Friends", "By the Waters of Babylon", "Damon and Pythias", "The Open Window", "Hearts and Hands"
Short prose non-fiction (taken from the anthology): "How to React to Familiar Faces", from The Way to Rainy Mountain, "A Child's Christmas in Wales", from Desert Exile: The Uprooting of a Japanese-American Family
Othello
Sonnets
Native Son
Antigone
Pride and Prejudice
QUESTIONS:
How are the characters aligned relative to the work's central themes?
How is the work's central conflict related to theme?
How is a lyric poem different from a narrative poem?
How does a poet develop conflict or tension in a poem?
How are these techniques different from a writer of prose?
What ideas do the elements of fiction invite us to consider?
How do you integrate the ideas of a piece of fiction into a coherent statement of theme?
What kinds of information appear in an essay?
What variations in organization do we find?
What do we learn about character based on the tone they assume when speaking?
How do the characters employ figures of speech to augment their meanings?
How do the minor characters contribute to the plot?
What variations on themes does the play contain? (honor, vengeance, tragedy, loyalty, courage)
What role does culture play in the development of character? (real and imagined)
Who is the central tragic figure in the play?
Do the gods of the mythological pantheon participate in the action of the play?
What is the role of Teiresias?
In what terms do we come to understand Antigone's heroism?
Where are the ideas of pride and prejudices presented in Pride and Prejudice
What are the sources of these perceptions?
How seriously are we to take these biased perceptions and the characters who posses them?
Which characters are able to overcome which of their prejudices during the course of the novel?
What processes seem to accompany their vanquishing their earlier perceptions.
Which characters do not overcome their prejudices?
Is their fate different from those who do?
LITERARY TERMS:
antagonist, protagonist, character,
theme, climax, resolution,
narrative, lyric,
haiku,
theme, symbol, thesis,
substantiation, detail, generalization.
blank verse, iambic pentameter,
monologue, soliloquy, aside,
foreshadowing,
oxymoron,
metaphor, simile,
personification,
irony, dramatic irony,
conceit
conflict, bone of contention
tragedy, comedy, satire
verbal irony, dramatic irony, situational irony,
uses of dialogue,
antithesis.
GRAMMAR
fragments, coordination, subordination, subject/verb agreement, noun/pronoun agreement,
pronoun/antecedent agreement, appositives. wordy sentences, awkward sentences, sentence variety
paragraph organization
WRITING:
comparative essay considering treatment 2-3 works give to a single theme.
a creative conceit: (ex. a letter of complaint from one character to another, a letter of apology from one of the antagonists)
descriptive essay
position paper: Is Othello evil?
compose an original sonnet
discuss in Antigone the way that three details in the plot contribute to a theme and enlarge its meaning.
paper mirroring the oral presentation on Max's speech
comparison paper between Pride and Prejudice and Native Son examining the power of and the extent of prejudices in each
READING SKILLS:
Three column notes --
a) a short précis of an event,
b) the literary elements contained in the event,
c) ideas and themes suggested by the details and events
Margin annotation
SPEAKING SKILLS:
Principles of speech: voice modulation, projection, enunciation, volume, eye contact, pace, thesis, purpose, visual aids, note cards
perform a scene or a soliloquy from Othello
discuss a poem, its content, literary elements and theme.
deliver a review of the movie watched over the winter break.
present a memorized poem or a song lyric (10 lines min.)
deliver a short oral presentation on a segment (2 pp.) of Max's defense speech in Native Son.
present findings on the civil rights research
RESEARCH:
Research skills: use books, magazines, and electronic materials to form a perspective on an unfamiliar topic.
Research project bearing on a civil rights topic:
W. E. B. Dubois
Stephan Foster -- slave songs
Voting Rights, Miscegenation Laws, Grandfather Clauses
Plessy v.
Richard Wright
Brown v. Board of
Education of
Slavery in
Malcolm X
Integration of the armed Forces
George Washington Carver
Integration in Professional Athletics
Martin Luther King, Jr. -- Civil Disobedience
Rosa Parks -- bus boycott
Jim Crow Laws
Incarceration of Japanese Citizens during WWII
The KKK -- its mission and charter
SELECTED MOVIES
Remember the Titans Boyz in the Hood
Amistad In the Heat of the Night
Malcolm X A Family Affair
Do the Right Thing Ghosts
of
To Kill a Mockingbird Crazy in
Driving Miss Daisy A Soldier's Story
The Defiant Ones Guess Who's Coming to Dinner
Walkabout Dances with Wolves
Glory
ENGLISH ELECTIVES AVAILABLE TO 10TH-12TH
GRADERS:
SHAKESPEARE ELECTIVE
This course will look at the life, times, and literature of
Macbeth, The Merchant
of
Language devices:
Oxymorons, Types of Irony, Genre study, Scansion
Writing :
Sonnets
Some research on the Elizabethan Period
Expository writing to include
Comparisons
Character study
Plot analysis
Project on relevancy of Shakespeare to our times.
POETRY ELECTIVE
The design of poetry has changed over the centuries more radically than any other written genre. This course will examine the roots of these designs in the past as well as their sundry manifestations in the present. Students will be asked to complete a selection of independent projects including the presentation to the class of a contemporary writer, the production of their own poetry, and the explication of an established poet's works.
Introduction to poetry
The Top 500 poems
Poetry 180
Poetic devices:
Sound and image devices
Rhythmic devices
Shape
Rhyme scheme
Scansion
Writing:
Poetry
Expository essays
Comparative analysis
Two major projects and one public presentation
Study of an established poet
Study of an unestablished poet
Presentation of our own works
CREATIVE WRITING ELECTIVE
In this semester-long workshop, primarily devoted to student writing, participants will produce, read, discuss, and revise stories and poems. Students will strive for high productivity as well as explore various points-of-view, structures and elements of style. Instruction in creative writing will be augmented by readings of essays on the craft of writing, short stories, and poems by modern and contemporary authors.
Selected essays
Selected short stories
Selected poems
Writing:
Students write everyday.
The semester
culminates with two short fiction works (including one realistic fiction piece)
and assorted poems. Final written work
must meet publication standards for submission into a
THE LITERATURE OF WAR
War, as old as humankind, calls forth some of our greatest virtues - courage, loyalty, mercy, humility. It also reveals our capacity for cruelty, vindictiveness, and brutality. Since the beginnings of western literature, war has been richly represented. After reading selected classical and modern literature, each student will use both print and electronic resources to research and plan an individual course of reading and viewing that will reflect her/his particular historical and literary interests. Class work will consist of student presentations based on individual reading/viewing and discussions led by students. Throughout the course, attention will be paid to the representations, verbal and visual, of the wars, large and small, currently destroying the peace of the world.
LITERATURE OF THE SPIRIT
Frederick Buechner has said that "The word spirit has come to mean something pale and shapeless like an unmade bed.” James Baldwin wrote, "It is one of the greatest impulses of mankind to arrive at something higher than a natural state." Perhaps spirit is in T. S. Eliot's "still point in the turning world" or in the formula spirit = breath = life. This course will explore the representation of spirit within the Western tradition with an emphasis on modern and contemporary literature and film. It will test the idea that spirit rightly understood is "a release from the isolation of egotism, a passion for justice and an invincible conviction that hope and joy can be at home in this universe," and it will examine the oxymoron "evil spirit.”
MODERN WORLD
GOALS
This course picks up where Ancient World leaves off and continues a survey of history and culture throughout the world. Much of the course work is initiated in the text and students are examined from materials generated from the text book. There is extensive evaluation of primary sources as well as the writings and interpretations from notable historians on particular events. Students are challenged to ascertain why certain paths were taken and discuss different alternatives. Throughout the course, students are exposed to cultural artifacts through art, video and music. Students in Modern World are expected to write an in-depth research paper during the spring term.
TOPICS
Middle Ages
Renaissance
Age of exploration
Absolutism and Mercantilism
Enlightenment
The French Revolution
The Industrial Revolution and national unification
Imperialism
World War I
The Russian Revolution
World War II
Modern
Modern
SKILLS:
Students:
develop critical thinking skills about past events and how the past continues to influence today's world
demonstrate the ability to perceive past events with historical empathy
evaluate the credibility and authenticity of historical sources
learn to evaluate different historical interpretations
understand the nature and sources of the various types of political authority
understand how economic activity effects society
understand important events, social movements, and political processes that have shaped modern world history
identify major historical figures
understand the contingency of history
learn the basic facts about the modern world's political systems and constitutional governments
understand that social inequalities are larger than the individual based on a variety of factors
ADVANCED PLACEMENT MODERN EUROPEAN HISTORY
GOALS
In addition to the topics covered in the Modern World class, students in this three semester course will cover the period suggested by the AP exam, 1470 to present. The course emphasizes the importance of critical thinking, analytical writing, acquisition of knowledge, and balanced perspective. Students who opt for this class must commit to it for all of the sophomore year and the first semester of junior year, and will be required to take the Modern European History Advanced Placement test. The textbook is
The Western Heritage, John Merriman.
TOPICS
Renaissance
Reformation
Wars of Religion
Absolutism
Powerful states and their rulers
Scientific Revolution
Enlightenment
French Revolution
Napoleon
Nation-states and nationalism
World War I and alliances
World War II
Post World War II Europe
SKILLS
Students:
are asked to read and prepare notes from their textbook. These assignments ensure that they are covering material on their own, train them to find the salient points and write concisely, and, if done properly, provide revision notes for the course.
are regularly assigned classroom essays. The purpose of these is to train students to build written arguments supported by factual material, and to present them in an organized, clear fashion.
during class, are encouraged to view historical events from different perspectives, and to recognize that it is not always possible to determine what the "right" course of action would be.
evaluate primary and secondary sources to help them read critically and recognize both bias and motive, and also serves to stimulate discussion about the creation and "truth" of history.
Coursework
generally includes French II, French III, Spanish II, Spanish III, or Latin III.
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 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.
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"
FRENCH III
This intermediate French course concludes
The French III course is conducted primarily in French, which continues to emphasize the importance of French as a means of communication. Active class participation is an expectation from all students. By the end of the course students are exposed to French literature and French film. Students do several class presentations in French including one on French films and one on French provinces.
GOALS
To continue to develop the basic language skills of reading, speaking, listening, and writing
To encourage more extensive writing
To use more complex 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 develop an
appreciation for culture of
To develop a sense of confidence in speaking French and to take risks with the language
To begin to think in French, rather than English
COURSE MATERIALS
Allez, viens! - level 3 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 26-40)
"La Parure" by Guy de Maupassant
Films: Cyrano de Bergerac, Les Miserables
TOPICS
Conversation
Renewing old acquaintances
Exchanging information
Expressing indecision
Making recommendations
Ordering and asking for details
Asking for and giving directions
Expressing impatience
Reassuring someone
Expressing enthusiasm and boredom
Favorite comic book characters
Making, accepting, and refusing suggestions
Asking for, granting, and refusing permission
Expressing obligation
Forbidding
Reproaching
Justifying your actions and rejecting other's excuses
Complaining
Pointing out and identifying people and things
Paying and responding to compliments
Asking about and expressing intentions
Expressing conditions and possibilities
Asking about future plans
Expressing wishes and indecision
Requesting information
Writing a formal letter
Giving advice
Making a telephone call
Expressing likes and preferences
Making and accepting apologies
Showing and responding to hospitality
Quarreling
Expressing thanks
Making suppositions
Expressing doubt and certainty
Expressing astonishment
Cautioning someone
Expressing fear
Expressin