| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| My Antonia : | READING My Antonia Biography of Willa Cather (Homo Faber) |
Students will: Improve reading comprehension Develop vocabulary Stretch imagination Recognize themes and conventions (ATL) Develop analytical skills |
In-class discussions Daily Quizzes Essay writing Identification of contemporary connections (Environment, Health and Social)  mapping template |
• What can we learn from "deathbed" experiences? • Why would we invite suffering and struggle? Use Antonia, Jim, and the local girls as examples. (Health and Social, Environment< Homo Faber |
FORMATIVE •Insightful participation in class discussions •Thoughtful written and oral responses to guiding questions •Essay writing skill development SUMMATIVE •Unit review and exams •Comparative essays inspired by novel themes |
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| 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 (see above). -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 also to use the words in sentences of their own devising that demonstrate a clear understanding of the words' meanings. |
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| Listening and Speaking : | Listening and Speaking (Ongoing throughout year) |
Development of public speaking and discussion skills Experience speech writing Develop listening skills (ATL, Environment, Health and Social) |
Doris Post Competition In-class discussions Poetry memorization and recitation to class )once per trimester) (Community Service, Environment) |
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Formative Insightful contributions to class discussions Thoughtful oral responses to guiding questions Summative Presentations to class and larger audiences of poetry memorization as well as original speech making |
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| Honors Program : | |
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 teachers for after-school group discussions and are required to write reports on what they’ve read. Those students who achieve a grade point average of 85 or above for the year, participate in group discussions, and submit reports that meet, in the opinion of the teachers, an acceptable level of accomplishment, earn the distinction of having been enrolled in an Honors English course. |
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| Poetry : | Poetry: Reading, writing, and reciting (Health and Social, ATL) |
To expose students to poetry's language of the spirit To encourage and expand students' abilities to interpret To introduce various styles, subject matter and sensibilities and to broaden the understanding of poetic possibilities. Develop critical thinking skills |
Memorization of "If", by Rudyard Kipling and recitation by class, in chorus fashion, of poem at school-wide Holiday Assembly Memorization and recitation of one 16 li. (min.) poem per trimester Poetry writing Comparison of poetic style and content Poem of the Day from "A Poem a Day", ed. Karen McKosker, "Americans' Favorite Poems, ed. Robert Pinsky, "Poetry Magazine" Introduce symbolism, imagery,meter, and rhyme. (ATL, Environment) |
What does this poem mean to you? |
Poem writing Recitations Participation in class discussions Comparative writing Written responses (ATL) |
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| 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. Eighth graders are often allotted extra time 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. |
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| Grammar : | Text: English Workshop, Third 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) |
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. |
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| Introduction : | Review Summer Reading Introduction to Writing Introduction to Poetry Organic Vocabulary |
Summer Reading: Pre-assessment of Ability Introduction to theme Identification Exposure to Writing Process Exercise and Practice of the Writing Process Identification of parts of the five paragraph essay Exposure to the language of poetry Interpretation of poetry Understanding style Memorization and recitation of selected poems |
Group discussions on summer reading focusing on theme and style (Consequences, both positive and negative for actions) Comparative Essay Content based test Mini-lessons on: Topic Choice Generating ideas Organizing ideas Drafting Editing Written responses to poems and articles Critical thinking: comparative responses Exercises in identifying thesis statements within paragraphs of published essays paragraph |
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| 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. |
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| Listening and Speaking : | Ongoing. See September for details. |
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| Honors Program : | |
See September for explanation. |
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| Poetry : | Ongoing: see September |
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| Lord of the Flies : | READING: "Lord Of The Flies" |
Improve reading comprehension Develop vocabulary Stretch imagination Recognize themes and conventions Develop analytical skills (ATL) |
In-class discussions Daily Quizzes Essay writing Identification of contemporary connections (ATL, Health and Social, Environment) |
How are Freud's theories of the mind (id, ego, superego) presented in the story? (Homo Faber, Health and Social, Environment) How can we look at "Lord of the Flies as an anti-war statement? Environment, Health and Social) What are the qualities of a successful leader? (Homo Faber, Health and Social, Environment) |
FORMATIVE •Insightful participation in class discussions •Thoughtful written and oral responses to guiding questions •Essay writing skill development (ATL) SUMMATIVE •Unit review and exams •Comparative essays inspired by novel themes (ATL) |
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| Writing : | Ongoing. See September for details. |
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| Grammar : | Ongoing. See September for details. |
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| Animal Farm : | Reading: Animal Farm What is an allegory? What is cynicism? Biography of George Orwell (Eric Blair) Views of totalitarianism Spanish Civil War (Homo Faber, Health and Social Education, Environment, ATL) |
Students will: Identify symbolism Improve reading comprehension Develop vocabulary Stretch imagination Recognize themes and conventions (ATL) Develop analytical skills Develop analytical skills |
In-class discussions Daily Quizzes Essay writing Identification of contemporary connections (Environment, Health and Social) |
Does the meaning of "Animal Farm" relate to affairs in today's world? How is propaganda used in the tale and in today's world? Is ANY propaganda good? What is good/bad about Imperialism? |
FORMATIVE •Insightful participation in class discussions •Thoughtful written and oral responses to guiding questions •Essay writing skill development SUMMATIVE •Unit review and exams •Comparative essays inspired by novel themes |
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| Listening and Speaking : | Ongoing. See September for details. |
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| Honors Program : | |
See September for explanation. |
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| Poetry : | Ongoing: see September |
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| Writing : | Ongoing. See September for details. |
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| Grammar : | Ongoing. See September for details. |
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| Listening and Speaking : | Ongoing. See September for details. |
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| Honors Program : | |
See September for explanation. |
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| Poetry : | Poetry: Reading, writing, and reciting |
To expose students to poetry's language of the spirit To encourage and expand students' abilities to interpret To introduce various styles |
Memorization and recitation of one 16 line. (min.) poem per trimester Poetry writing Comparison of poetic style and content Poem of the Day from "A Poem a Day", ed. Karen McKosker, "Americans' Favorite Poems, ed. Robert Pinsky, "Poetry Magazine" |
What does this poem mean to you? |
Poem writing Recitations Participation in class discussions Comparative writing Written responses |
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| Writing : | Ongoing. See September for details. |
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| Grammar : | Ongoing. See September for details. |
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| Listening and Speaking : | Ongoing. See September for details. |
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| Honors Program : | |
See September for explanation. |
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| Twelfth Night : | Reading: "Twelfth Night", Shakespeare Biography of Shakespeare (Homo Faber) |
To experience the medium of drama Exploration of the literary device through reading and acting Become familiar with word order, vocabulary, rhythm. Explore figurative language, puns |
Reading aloud in class In-class discussion In-class staging Translate passages into contemporary English Passage analyses |
Why is Shakespeare's work regarded so highly 350 years later? (Environment, Health and Social) |
In-class discussions Quizzes Essay writing Written translations |
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| Poetry : | Ongoing: see September |
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| Writing : | Ongoing. See September for details. |
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| Grammar : | Ongoing. See September for details. |
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| Listening and Speaking : | Ongoing. See September for details. |
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| Inherit the Wind : | Reading: "Inherit the Wind" Biographies of Lawrence and Lee (Homo Faber) How McCarthyism prompted retelling of this story (Homo Faber, Environment) |
Students will: Improve reading comprehension Develop vocabulary Stretch imagination Recognize themes and conventions (ATL) |
In-class discussions (Community Service) Daily Quizzes Essay writing (ATL) Identification of contemporary connections (Environment) Viewing of the movie classic (Homo Faber) Watch original film production |
How essential is freedom of thought? Can it be dangerous?(Health and Social, Environment) Are the pitfalls of the play, written in 1950, still present today? (Homo Faber, Environment) What are the First Amendment freedoms? Fundamentalism vs. modernism. (Health and Social Education, Homo Faber) Look at contemporary debate on Intelligent Design (Dover, PA, Supreme Court case) Look at Utah's decision (2006) to continue teaching Darwin's theory. (Homo Fabre, Health and Social Education, Environment, ATL) |
FORMATIVE •Insightful participation in class discussions •Thoughtful written and oral responses to guiding questions •Essay writing skill development (ATL) SUMMATIVE Unit review and exams Comparative essays inspired by novel's themes |
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| Honors Program : | |
See September for explanation. |
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| Poetry : | Ongoing: see September |
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| Writing : | Ongoing. See September for details. |
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| Grammar : | Ongoing. See September for details. |
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| Listening and Speaking : | Ongoing. See September for details. |
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| Honors Program : | |
See September for explanation. |
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| Poetry : | Ongoing: see September |
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| Writing : | Ongoing. See September for details. |
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| Grammar : | Ongoing. See September for details. |
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| 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 eight 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 Scoial 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. |
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| Grapes of Wrath : | Reading: "Grapes of Wrath", John Steinbeck Study history of migrant workers. (Homo Faber, Environment, Health and Social Education) Study history of Oklahoma dust storms (Environment, Health and Social Education) Investigate the vignettes scattered throughout the novel. What is their purpose? What do they accomplish? |
Students will: Understand use of imagery Improve reading comprehension Develop vocabulary Stretch imagination Recognize themes and conventions (ATL) Develop analytical skills |
In-class discussions (Community Service) Daily Quizzes Essay writing (ATL) Identification of contemporary connections (Environment, Health and Social) |
What effect does environment have on character? (Environment, Health and Social) Chronicle the injustice and inhumanity the Joads encounter. What is the nature of human experience? (Homo Faber, Health and Social Education, Environment, Community Service) Is modern technology (farm equipment, business) detrimental to humanity? (Homo Faber, Health and Social Education, ATL, Environment) |
FORMATIVE •Insightful participation in class discussions •Thoughtful written and oral responses to guiding questions •Essay writing skill development (ATL) SUMMATIVE •Unit review and exams •Comparative essays inspired by novel themes |
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| Listening and Speaking : | Ongoing. See September for details. |
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| Honors Program : | |
See September for explanation. |
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| Poetry : | Ongoing: see September |
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| Writing : | Ongoing. See September for details. |
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| Grammar : | Ongoing. See September for details. |
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| Listening and Speaking : | Ongoing. See September for details. |
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See September for explanation. |
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| Poetry : | Ongoing: see September |
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| Writing : | Ongoing. See September for details. |
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| Grammar : | Ongoing. See September for details. |
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| Final Exam Review : | Review for year-end Finals |
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| Listening and Speaking : | Ongoing. See September for details. |
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See September for explanation. |
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| Poetry : | Ongoing: see September |
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| Writing : | Ongoing. See September for details. |
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| Grammar : | Ongoing. See September for details. |
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