| Curriculum Map 2006-2007 |  |
||
|
The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| Summer Reading : | The students will read Johnny Tremain by Esther Forbes, The Pushcart War by Jean Merrill, and Where the Red Fern Grows by Wilson Rawls as assigned summer reading. When class begins, they will be introduced to the structural elements of the story, such as plot, setting, theme, dialogue, points of view, and character motivations (internal and external) and will learn to recognize main ideas, theme and character development. (Approaches to Learning) |
The students will understand, remember and report important elements of the text, as well as begin to compare and contrast the main characters and themes of the stories. (Approaches to Learning) |
The students will: 1. read and discuss the text, in terms of theme, connections to our world and life. 2. discuss and answer questions based on the reading. 3. write creative dialogues to extend the stories. 4. learn about the different authors, their styles, and the inspiration for writing their stories. (Homo Faber) |
Health and Social Education 1. How do determination, sacrifice, and loyalty help us reach our potential? 2. How do these virtues guide us to achieve the impossible? |
There will be assigned homework questions, a test, and expository writing based on the important events, themes and characters. (Approaches to Learning) |
|
| Grammar : | Text: English Workshop, First Course -- Holt Reinhart and Winston (A) An important emphasis in grades six through eight is on functional grammar -- parts of speech, subjects and predicates, complements, phrases, and clauses -- as students learn about the building blocks of sentences and develop a vocabulary for discussing proper usage. (B) The grammar unit also focuses on the writing process: the brainstorming and arranging of ideas into effective paragraphs; and effective sentence construction -- i.e., writing sentences that are grammatically complete and varied in length, that avoid redundancy, utilize a wide vocabulary, and maintain an appropriate register (tone). (C) Other topics include subject-verb agreement, verb tense, proper use of pronouns, placement of modifiers, punctuation, spelling, and capitalization. |
To improve understanding of the English language and effective communication, both written and oral. |
Workbook exercises, class discussion, and peer editing of student writing. (Approaches to Learning) |
Approaches to Learning: What constitutes effective communication, and how can I learn to communicate more effectively? Can I choose better words to convey meaning more precisely, making my sentences more specific and more descriptive? What words in my sentences are unnecessary and can be eliminated without altering meaning? How does punctuation add clarity to sentences? |
Periodic quizzes, tests, and writing assignments. (Approaches to Learning) |
|
| Vocabulary : | Students are held responsible throughout the year for the vocabulary that appears in the primary literary texts read for class. They are expected to read with a dictionary by their side or to underline unknown words and look them up before class. Additionally, in grades five through eleven, The Dwight School utilizes Holt, Reinhart and Winston's Vocabulary Workshop series of workbooks, which stress the importance of "word busting" - i.e., first, before merely memorizing definitions, guessing the meaning of vocabulary words through knowledge of prefixes, roots, and suffixes, and also through context, sound, and structure. |
-To enrich students' vocabulary skills. -To teach students strategies for guessing the meanings of unfamiliar words. The study of vocabulary is critical for increasing reading comprehension and improving verbal communication skills; and it also makes students better thinkers, as they can learn to distinguish nuances of meaning and to articulate ideas more precisely. The Dwight School English Department attempts to instill in our students both the intellectual curiosity and academic discipline necessary to lure them to look up words on their own. Meanwhile we strive to provide students with the skills and strategies necessary for determining the meanings of unfamiliar words. |
-Weekly Vocabulary lists. -Weekly "Wordbusting" exercises, where students guess the meanings of unfamiliar words based on context, structure or sound. -Weekly "Context" and "Sentence completion" exercises. |
All vocabulary work relates to the MYP's Approaches to Learning (ATL) area of interaction. |
-Cumulative weekly quizzes and larger periodic tests asking students to define the vocabulary words and to use the words in sentences of their own devising that demonstrate a clear understanding of meaning. Assessment tasks also emphasize the parts of speech. When asked to define a word, the student's definition is meant to be phrased according to its usage. When selecting the best definition among several choices, the student is expected to distinguish definitions that are improperly phrased (i.e., not indicative of its part of speech) as erroneous. |
|
| Writing : | The Dwight School English Department, as part of its curriculum for grades 6-12, is now requiring students on a weekly basis to write essays in time periods of at least 20 minutes during English class periods. The subject matter of these essays vary widely, from generalized questions (sometimes involving social, political and environmental issues) to specific questions regarding the literature read in class, or responses to a poem or prose passage. In addition to the in-class essays, which continue throughout the year, 6th grade students will be required to write a formal paper with an introduction, thesis statement, three supporting paragraphs and a conclusion, on every major text that is studied. Creative writing assignments are also assigned throughout the year: sometimes on free topics; at other times following specific guidelines as part of a response to the literature read in class. (Homo Faber) |
The purpose of these in-class essays is to allow students, through frequent practice, to improve their abilities at organizing their thoughts, determining a thesis, and developing an argument: all skills fundamental to good writing. (ATL) Also, creativity is emphasized, as students are encouraged to find their voice and write personal responses demonstrating originality of thought. (Homo Faber) Formal, take-home essays allow for more extensive investigation and development and support of an argument. Creative assignments allow students to express themselves more freely and/or to respond to literature in a more open and potentially more dynamic way. |
Standardized tests such as the ERB and SAT are putting more emphasis on writing than ever before; thus it is critical that students learn not only to write clearly and convincingly but also to do so within certain time parameters. Twenty minutes is the amount of time that is currently recommended on the SAT II Writing test, and that will be recommended on the Verbal section of the SAT I beginning in 2005. Sixth graders are usually allotted at least 35 minutes because they are learning the fundamental skills involved in writing a short essay. |
Some of these writing assignments will be reflections on the literature the students are reading, asking them to examine the characters' behavior and interactions with others. (Health and Social Education) Others will be creative reactions to what they've read, or else free topics. (Homo Faber.) Structured essays on more generic questions, depending on the topic, may involve community or environmental issues (Community and Service; Environment). Meanwhile, writing discussions continually emphasize the importance of organizing and structuring ideas (Approaches to Learning). |
The in-class essays will be graded on the MYP's 7-point scale, using a 30-point rubric (rating Content, Organization, and Style and Language on scales of 1-10), paying attention to overall development, strength and clarity of argument, organization and support, sentence structure, word choice, and mechanics. The numerical representation is as follows. 7 is extraordinary, 6 is excellent, 5 is very good, 4 is good, 3 is satisfactory, 2 is below satisfactory and 1 is poor. Formal essays on texts are also graded on the same basis. |
|
| Spelling : | Students are held responsible throughout the year for the weekly spelling lists studied in categories according to spelling rules. The method used is "Everyday Spelling Spelling Lists," Pearson Education, Inc.  Everyday Spelling Spelling Lists |
-To improve students' spelling skills. -To improve students' writing and communication skills. |
-Weekly spelling lists -Periodical Spelling Bee |
What strategies can we learn to improve spelling skills and the spelling of unfamiliar words? (ATL) |
-Weekly spelling quizzes -Cumulative trimester tests |
|
| Honors Program : | For the Honors Program the students, in addition to their regular course work, are required to read a number of novels assigned by the teacher. |
The English Department’s Honors Program is designed to inspire our most talented and most highly motivated students to read beyond the English curriculum by exploring additional assigned texts. Program participants gather periodically with their teacher for discussions and are required to write reports on what they’ve read. Those students who achieve an average of 85 or above in English for the year, and who submit reports that meet, in the opinion of the teacher, an acceptable level of accomplishment, earn the distinction of having been enrolled in an Honors English course. |
-Essays, meetings -Project following "Bridge to Terabithia" where the students create and design their own magical land. |
|
|
|
| Greek Myths: : | Students will read “The Trickery of Hermes,” “The Loves of Apollo,” “The Mysteries of Dionysus,” “The Spring Flowers,” “Eternal Youth,” “The Creation of Man,” “The Coming of Evil,” “The Great Flood,” “The Great Musician,” “Pyramus and Thisbe,” “Medusa’s Head,” “The Golden Fleece,” and “Thesius." |
Students will: 1. understand the history behind Greek Myths. (Health and Social Education) 2. commit to memory the chief gods of ancient Greece - Zeus, Hera, Hades, Poseidon, Demeter, Aphrodite, Apollo, Ares, Artemis, Athene, Dionysus, Eros, and Hermes. (Approaches to Learning) 3. analyze the role of nature in Greek mythology and understand how myths became and explanation for natural occurrences. (Environment) 4. examine the structure of a Greek myth and be able to write their own (Approaches to Learning and Homo Faber) |
Students will: 1. create and write their own Greek myth. (Homo Faber) 2. engage in myth-based trivia games. (Approaches to Learning) 3. participate in group discussions on man's relationship with nature. (Environment) 4. compare and contrast intercultural stories related to the great flood and the creation of man. (Homo Faber) 5. study the history of Ancient Greece in their history class during this month. |
1. How does Greek mythology explain natural occurrences? (Environment) 2. Are people innately good or evil? (Health and Social Education) 3. Is it human nature to love? (Health and Social Education) |
Students will: 1. take a fact-based test on the chief gods of ancient Greece which is graded according the MYP criteria. 2. complete an in-class essay comparing the two myths The Creation of Man and The Coming of Evil. This essay will be graded according to the MYP criteria. 3. create and write their own Greek myth to explain an occurrence in modern day New York City. An example of this is that one student created a myth explaining the Blackout of 2003. |
|
| Camerer Essay : | A personal essay on a topic of the student's choosing. Length 400-800 words. |
This is an annual competition in memory of Dr. Emil Camerer, who served as headmaster of the Dwight School for 32 years. This essay contest has been a tradition at the Dwight School since 1895. The purpose is both to develop the student's writing ability by engaging in an effort to produce a significant, polished piece of writing, and to give the student an outlet for either relating a meaningful experience or describing and discussing something personally significant. |
• All essays must be original, type-written, and double-spaced. • Ideas and phrases that are not original should be presented appropriately. • Short stories and any form of wildly fantastic writing are not appropriate for the purpose of this essay. • Students will write the essay in two typewritten drafts. The first draft will be marked by the teacher but will not receive a grade. Students will be expected to carefully read through their teacher’s comments in order to produce a significantly improved second draft that will be submitted along with the marked first draft. • For purposes of the competition, the revised draft should have, in place of the student’s name, a pseudonym of the student’s invention. |
This assignment potentially involves all MYP areas of interaction: • Writing the essay (Homo Faber). • Researching the topic (ATL). • Essay topics frequently involve meaningful experiences in the students' lives. They are asked to consider the following questions: What has happened to you that changed your life or helped you develop into the person you are? What person do you most admire or has had the biggest influence on your life? What is your passion? What do you most love to do? How do you feel about current events or the world around you? |
• The first draft will not be graded; however, the grade on the second draft will reflect both the effort and accomplishment of the two drafts. • All drafts must be submitted by their assigned deadlines. Lateness will be penalized. • The best six essays grade-wide will be read by all the members of the English Department to determine a winner. The sixth grade teacher will not participate in the judging, and the student's use of a pseudonym on the second draft of the essay is a further measure to ensure impartiality. The writer of the winning essay will receive a prize awarded at the end of the year. |
|
| Grammar : | Ongoing. See September for details. |
|
|
|
|
|
| Vocabulary : | Ongoing. See September for details. |
|
|
|
|
|
| Writing : | Ongoing. See September for details. |
|
|
|
|
|
| Spelling : | Ongoing. See September for details. |
|
|
|
|
|
| Short Stories: : | Little Worlds-A Collection of Short Stories for the Middle School. Grade 6 will read, "The Lottery" by Shirley Jackson, "To Build a Fire" by Jack London, "Sun and Shadow" by Ray Bradbury, "The Masque of the Red Death" by Edgar Allan Poe, "A Visit of Charity" by Eudora Welty, "The Monkey's Paw" by W. W. Jacobs, "To Build a Fire" by Jack London, "The Necklace" by Guy de Maupassant, "A Summer's Reading" by Bernard Malamud, and "The Most Dangerous Game" by Richard Connell. |
Students will: 1. Examine the eight short story elements of plot, character, setting, atmosphere, point of view, irony, symbolism and themes. (Approaches to Learning) 2. Be exposed to a variety of well-known authors from different time periods. 3. Compare and contrast different treatments of the same theme. 4. be exposed to important analytical skills. |
Students will: 1. Breakdown the eight short story elements and apply them specifically to a short story selected by the student. 2. Select a short story author and do a fact-based report on him or her. (ATL) 3. Write their own short story. (Homo Faber) |
Approaches to Learning: 1. What are the eight elements of the short story and how do they shape literature? 2. What are the structural differences between the short story and the novel? Health and Social Education: 1. How do the characters behave toward one another? 2. Why do the characters behave as they do? 3. Which characters do we most admire, and why? 4. Why is the short story important? Environment: 1. How does the characters' environment affect them emotionally and physically? 2. What is the relationship between humans and nature? |
Students will: 1. Take a test on each short story while applying the eight main points to each one. This test is graded based on the MYP criteria. 2. Engage in a verbal analysis of each short story. 3. Receive occasional, fact-based pop-quizzes. (Approaches to Learning) 4. Complete an in-class essay on the relationship between man and nature in "To Build a Fire." |
|
| Grammar : | Ongoing. See September for details. |
|
|
|
|
|
| Vocabulary : | Ongoing. See September for details. |
|
|
|
|
|
| Writing : | Ongoing. See September for details. |
|
|
|
|
|
| Spelling : | Ongoing. See September for details. |
|
|
|
|
|
| "Shabanu": : | Review structural elements of story such as plot, setting, theme, dialogue, points of view and character motivations (internal and external); learn to use all grammar and mechanics properly; recognize main ideas, theme and character development. |
To understand, remember and report important elements of the text; to compare and contrast the main character to ourselves. |
Reading groups to read and discuss the text, theme and connections to our world and life; reading questions; acting out scenes from the text; writing creative dialogues to extend the story; writing related paragraphs; discussion of and writing with the five senses. The students will be studying the Muslim Empire during this month in their history class. |
How are we and our society at large different or similar to the main character and her society? |
Reading quizzes and tests; homework reading questions; create a new book jacket. |
|
| Grammar : | Ongoing. See September for details. |
|
|
|
|
|
| Vocabulary : | Ongoing. See September for details. |
|
|
|
|
|
| Writing : | Ongoing. See September for details. |
|
|
|
|
|
| Spelling : | Ongoing. See September for details. |
|
|
|
|
|
| Shabanu: : | continuation. See December. |
|
|
|
|
|
| Grammar : | Ongoing. See September for details. |
|
|
|
|
|
| Vocabulary : | Ongoing. See September for details. |
|
|
|
|
|
| Writing : | Ongoing. See September for details. |
|
|
|
|
|
| Spelling : | Ongoing. See September for details. |
|
|
|
|
|
| Poetry: : | Students will: 1. read the works of Emily Dickenson, Robert Frost, Lord Byron, William Blake,Ernest Hemingway, and other poets. 2. study the biography of each of the above authors. 3. write a poem of each of the author's individual style. |
Students will be able to: 1. recognize different poets from one another. 2. understand the evolution of poetry and how the style of language changed over time. 3. describe the major structural differences between a poem and a novel. |
Students will write their own poems and read them out loud to the class. |
Why should one write poetry? When is one motivated to write poetry? What are advantages and disadvantages to writing a poem or a novel? |
|
|
| Grammar : | Ongoing. See September for details. |
|
|
|
|
|
| Vocabulary : | Ongoing. See September for details. |
|
|
|
|
|
| Writing : | Ongoing. See September for details. |
|
|
|
|
|
| Spelling : | Ongoing. See September for details. |
|
|
|
|
|
| "Taming of the Shrew": : | Students will: 1. enjoy and understand their first Shakespeare play. 2. understand when Shakespeare writes in poetry and prose. 3. read scenes with partners and write the scenes in modern day language. 4. learn the biography of the life of William Shakespeare. 5. learn iambic pentameter. |
Students will be able to: 1. discuss exactly what happened in "The Taming of the Shrew." 2. understand key terms such as plot, theme, climax, setting and character. 3. appreciate the language of Shakespeare. |
1. Students will read the entire play out loud in class and understand it exactly. Students will write their own versions of important scenes in there own, modern language and act them out in class. 2. Students will watch the film of the play. 3. Students will be studying the Renaissance in their history class during this month. |
Why is William Shakespeare a timeless writer? What are major themes of "The Taming of the Shrew"? (Community and Service) How can these themes apply to the individual's life? (ATL, Health and Social) |
Students write a passage analysis based on the play. Students write newspaper headlines depicting one of the acts in the play. Students write a newspaper article and editorial about the significance of a section from the play. |
|
| Grammar : | Ongoing. See September for details. |
|
|
|
|
|
| Vocabulary : | Ongoing. See September for details. |
|
|
|
|
|
| Writing : | Ongoing. See September for details. |
|
|
|
|
|
| Spelling : | Ongoing. See September for details. |
|
|
|
|
|
| The Renaissance : | EXPLORING THE RENAISSANCE The students will spend a week expanding their knowledge and understanding of this period of time. This will include all subjects as a cross-disciplinary study. As part of a celebratory festival at the end of the week, the students will perform Act II of "The Taming of the Shrew" and Katherine's speech at the end of the play (ATL, Homo-Faber, Health and Social, Community and Service). |
|
|
|
|
|
| "The Prince and the Pauper": : | Review structural elements of the story such as plot, setting, theme, dialogue, points of view and character motivations (internal and external); learn to use all grammar and mechanics properly; recognize main ideas, theme and character development |
To learn how to formally analyze a text; to understand the techniques involved in journalism including reporting and interviewing; to learn and recognize the literary element of motif and satire. |
PowerPoint presentation of Tudor England. Reading circles to read and discuss the text, theme and connections to our world and life; reading questions; acting out scenes from the text; writing creative pieces to extend the story; writing related paragraphs; analysis of newspaper articles. The students will be studying about powerful kings in their history class during this month. |
How do we use the five W's (Who, What, Where, When, Why) to analyze episodes in the text? (Approaches to Learning) |
Reading quizzes and tests; homework questions and writing; in-class personal essays on topics related to the text; write a newspaper article reporting a specific event from the text |
|
| Doris Post Speech : | The Doris Post Oratory Competition is a yearly activity conducted by the English Department for all students in grades five through ten, in honor of Doris Post, a great orator and teacher who was part of the Dwight family for nearly fifth years. Each student in grade six is required to write and deliver an original speech, three to five minutes in length, on a topic of his or her own choosing. [This assignment potentially involves all MYP areas of interaction: Writing and presenting the speech. (Homo Faber) Researching the topic. (ATL) Speech topics frequently involve meaningful experiences in the students' lives. Of the 2004 speeches, the 10th grade winner involved coping with Attention Deficit Disorder (ATL & Health and Social Education). The 9th grade winner related a historically accurate account of "the Real Dracula," Vlad the Impaler (Health and Social Education). |
Effective public speaking is an indispensable skill. The competition provides students with an opportunity to practice the craft of speech writing (i.e., introductions, examples, and conclusions) and the techniques necessary for a successful delivery (tone, inflection, dramatic pauses, and so on). Students are also developing poise by being required to speak in front of an audience. |
In-class speeches performed by all students. An after-school semifinal round performed before, and judged by, members of the English Department. The six semifinalists are chosen by their English teacher. A final Middle School competition of the three finalists from each grade, performed in an assembly of grades five through eight. |
What elements make up an effective speech? |
Students will be judged on the following criteria: Clarity and diction. Content and organization. Presentation (use of notes, eye contact, and posture. |
|
| Grammar : | Ongoing. See September for details. |
|
|
|
|
|
| Vocabulary : | Ongoing. See September for details. |
|
|
|
|
|
| Writing : | Ongoing. See September for details. |
|
|
|
|
|
| Spelling : | Ongoing. See September for details. |
|
|
|
|
|
| "The Old Man and The Sea": : | The Old Man and the Sea is one of Hemingway's most enduring works. In very simplistic language, Hemingway writes the story of an old, unlucky Cuban fisherman and his relentless battle with a giant marlin far out in the Gulf Stream. Written in 1952, this novel played a large part in Hemingway winning the 1954 Nobel Prize for literature. |
Students will: 1. be exposed to Hemingway's simplistic writing style. 2. be introduced to an entirely new genre of literature. 3. indulge in a timeless, literary masterpiece. |
Students will: 1. compete nightly reading and answer assigned questions. 2. keep a journal of plot summaries from the nightly reading assignments. 3. watch the film of the story. 4. study the conquest of the Americas in their history class during this month. |
How are we and our society at large different or similar to the main character and her society?1. What is man's relationship with nature? 2. Is death really the end of life or is it really a beginning? 3. How symbolic are a person's dreams when they are asleep? 4. What does it mean to be human? |
There will be a detailed, fact-based test on the novel, graded by the MYP criteria. In addition, there will be an assigned essay of 500 words and two in-class essays on the text. |
|
| Grammar : | Ongoing. See September for details. |
|
|
|
|
|
| Vocabulary : | Ongoing. See September for details. |
|
|
|
|
|
| Writing : | Ongoing. See September for details. |
|
|
|
|
|
| Spelling : | Ongoing. See September for details. |
|
|
|
|
|
| Final Exam : | Final review and exam. |
|
|
|
|
|
|
|||
| «Previous Year |