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Content |
Purpose/ Objectives |
Activities & Resources |
Areas of Interaction |
Assessments |
September
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Grammar : |
English Workshop, Fourth Course
Review of Parts of Speech
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To review and relearn, where needed, basic grammatical principles.
To set a strong foundation for more difficult grammatical principles throughout the year.
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In-class exercises and mini-lessons.
Homework questions from "English Workshop: Fourth Course"
Supplemental grammar handouts
Grammar Video, "Standard Deviants: Grammar"
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How does grammar help us communicate clearly and effectively? (Health and Social Education)
How do grammar tests help improve test-taking skills? (Approaches to Learning)
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"Mini-lesson" quizzes
Grammar tests
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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.
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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.
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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.
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All vocabulary work relates to the MYP's Approaches to Learning (ATL) area of interaction.
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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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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, 9th grade students will be required to write formal essays, with well-developed thesis statements, supporting paragraphs, and conclusions, periodically throughout the year. Some of these essays will be literary analyses; others will include research into social and historical contexts, or the political, philosophical, or psychological ideas underlying the work.
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.
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To help students learn to organize their thoughts, guided by a clear thesis and supporting details.
To strengthen proper use of grammar.
To increase and incorporate students' vocabulary, focusing on the use of stronger verbs and adjectives.
To expose students to the different purposes of writing: creative, persuasive, informative.
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25-minute in-class essays. Topics are assigned by teacher.
Students are required to complete a Writing Portfolio. The completed body of work consists of at least four samples by the student, exhibiting the different forms and purposes of writing.
In class, students learn to edit the work of one another, gaining the ability to constructively critique a piece of writing.
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The purpose of the 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. (Approaches To Learning)
Also, creativity is emphasized, as students are encouraged to find their voice and write personal responses demonstrating originality of thought. (Homo Faber)
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The in-class essays will be graded on the MYP's 7-point scale, using a 30-point rubric (see attached).
For the Writing Portfolio, the student is graded on both rough drafts and the revised products, emphasizing the importance of alteration and improvement.
Peer Editing exercises are given for each assigned piece of writing. Students are graded on the demonstrated effort and suggestions offered.
 Writing Rubric
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Honors Program : |
The Secret Life of Bees, by Sue Monk Kidd
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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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Self-guided reading of text
After-school discussion of text with other students
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Students must be able to read a text on their own and produce a thesis paper without the guidance of a teacher or the help of in-class discussions (Approaches to Learning).
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Thesis paper for text, demonstrating understanding of material
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October
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Grammar : |
English Workshop, Fourth Course
Run-On Sentences
Sentence Fragments
Use of the Comma
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To strengthen basic sentence structure
To teach the proper use of the comma, thus helping eliminate run-on sentences
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In-class exercises and mini-lessons.
Homework questions from "English Workshop: Fourth Course"
Supplemental grammar handouts
Grammar Video, "Standard Deviants: Grammar"
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How does grammar help us communicate clearly and effectively? (Health and Social Education)
How do grammar tests help improve test-taking skills? (Approaches to Learning)
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"Mini-lesson" quizzes
Grammar tests
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Camerer Essay : |
A personal essay on a topic of the student's choosing.
Length 600-1000 words.
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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.
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• 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.
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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?
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• 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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Vocabulary : |
Ongoing. See September for details.
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Honors Program : |
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See September for explanation.
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The Catcher in the Rye : |
The Catcher in the Rye, by J.D. Salinger
History of Controversy of The Catcher in the Rye
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To introduce the 9th graders to critical reading, utilizing a text about adolescent angst and acceptance.
To understand identity as a theme in American fiction.
To expose students to Salinger’s colloquial style of narrative writing.
To demonstrate how the public's perception of a text can evolve from the time of its original publication.
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Reading quizzes.
In-class discussions, focusing on close reading of the text.
Weekly in-class essays test students on their ability to analyze a passage or identify important themes within the text.
Short response essays, where the student must write from a perspective other than the protagonist, Holden Caulfield.
Students complete a daily reading log, identifying important quotations from the text.
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Quizzes help develop thinking skills. (Approaches to Learning)
Final paper demonstrates the evolution and synthesis of ideas. (Homo Faber)
Discussion of Holden Caulfield's difficulty with adolescence and finding a place in the world. (Health and Social Education)
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Quizzes assess (a) reading comprehension, (b) students' understanding of important themes and concepts, and (c) students' ability to write perceptively and persuasively in anlayzing narrative technique.
For all in-class and short response essays, students are graded on their ability to identify a clear thesis and support their ideas with details and quotations from the text.
Final paper in which students must identify themes, motifs, and symbols within the text. Students will be graded on development of ideas and quote incorporation (see attached).
The Catcher in the Rye Final Paper
The Catcher in the Rye Rubric
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November
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Grammar : |
English Workshop, Fourth Course
Direct objects
Indirect objects
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To understand the function of objects (direct and indirect) within the sentence
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In-class exercises and mini-lessons.
Homework questions from "English Workshop: Fourth Course"
Supplemental grammar handouts
Grammar Video, "Standard Deviants: Grammar"
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How does grammar help us communicate clearly and effectively? (Health and Social Education)
How do grammar tests help improve test-taking skills? (Approaches to Learning)
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"Mini-lesson" quizzes
Grammar tests
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The Glass Menagerie : |
The Glass Menagerie, by Tennessee Williams
Stage and Performance handout
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To expose students to American drama, discussing the difference between this and the novel.
To introduce students to staging, blocking, and directing.
To explore character development within a text.
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Reading Quizzes
Scene performance, either alone or in pairs.
Short response emphasizing the development of a chosen character (i.e diction, body movement, props).
In-class discussion.
Pictoral interpretation of set.
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Quizzes help develop thinking skills. (Approaches to Learning)
Final scene performances permit the students to creatively interpret the text and then showcase this understanding. (Homo Faber)
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Quizzes assess (a) reading comprehension, (b) students' understanding of important themes and concepts, and (c) students' ability to write perceptively and persuasively in anlayzing narrative technique.
Scene Performance Exercises are graded by the students' understanding of the character, as demonstrated by their performances and the accompanying written analysis.
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Vocabulary : |
Ongoing. See September for details.
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Honors Program : |
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See September for explanation.
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December
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Grammar : |
English Workshop, Fourth Course
Subject-Verb Agreement
Review Regular and Irregular Verbs
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To ensure that all students understand subject-verb agreement.
To demonstrate subject-verb agreement in the case of irregular verbs
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In-class exercises and mini-lessons.
Homework questions from "English Workshop: Fourth Course"
Supplemental grammar handouts
Grammar Video, "Standard Deviants: Grammar"
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How does grammar help us communicate clearly and effectively? (Health and Social Education)
How do grammar tests help improve test-taking skills? (Approaches to Learning)
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"Mini-lesson" quizzes
Grammar tests
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Vocabulary : |
Ongoing. See September for details.
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Honors Program : |
Like Water for Chocolate, by Laura Esquivel
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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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Self-guided reading of text
After-school discussion of text with other students
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Students must be able to read a text on their own and produce a thesis paper without the guidance of a teacher or the help of in-class discussions (Approaches to Learning).
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Thesis paper for text, demonstrating understanding of material
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Sound and Sense : |
Perrine's Sound and Sense: An Introduction to Poetry, 11th Edition, by Thomas R. Arp and Greg Johnson. A comprehensive introduction to poetry. This unit exposes students to a broad range of poets—from Shakespeare and Wordsworth to Sylvia Plath, Langston Hughes, and Linda Pastan.
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To familiarize students with poetic conventions such as metaphor, simile, personification, pun, paradox, oxymoron, allusion, allegory/ symbol, meter, rhyme scheme, musical devices, and tone.
To build close reading skills.
To introduce students to a wide range of poets and poetic forms.
To help foster an appreciation of poetry.
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In-class discussions
Reading journal entries documenting students’ personal response to poems they have read
Original poem imitations
Worksheets to help students master poetic concepts introduced
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What is poetry? (Homo Faber)
What makes poetry different from prose? (Homo Faber)
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Weekly quizzes on poetic conventions studied
Individual presentation of a poem of each student’s choosing
Comparative essay
In-depth Poet Study will be graded on students' ability to identify and explain examples of figurative language, diction, syntax, and tone; realize consistent themes and writing styles among authors; and write in the style of a selected poet.
Poet Study Assignment
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January
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Grammar : |
English Workshop, Fourth Course
Review of Pronouns
Indefinite Pronouns
Subject-Verb Agreement with Indefinite Pronouns
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To understand the purpose and use of all types of pronouns: personal, relative, interrogative, demonstrative, indefinite, and reflexive
To ensure that all pronouns and verbs agree in number, particularly in the case of the indefinite pronoun
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In-class exercises and mini-lessons.
Homework questions from "English Workshop: Fourth Course"
Supplemental grammar handouts
Grammar Video, "Standard Deviants: Grammar"
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How does grammar help us communicate clearly and effectively? (Health and Social Education)
How do grammar tests help improve test-taking skills? (Approaches to Learning)
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"Mini-lesson" quizzes
Grammar tests
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Vocabulary : |
Ongoing. See September for details.
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Honors Program : |
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See December for explanation.
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Sound and Sense : |
See December for details.
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February
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Grammar : |
English Workshop, Fourth Course
Active and Passive Voice
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To learn the importance of the active voice in writing and speech
To recognize instances when the passive voice is appropriate in writing and speech
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In-class exercises and mini-lessons.
Homework questions from "English Workshop: Fourth Course"
Supplemental grammar handouts
Grammar Video, "Standard Deviants: Grammar"
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How does grammar help us communicate clearly and effectively? (Health and Social Education)
How do grammar tests help improve test-taking skills? (Approaches to Learning)
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"Mini-lesson" quizzes
Grammar tests
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Vocabulary : |
Ongoing. See September for details.
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Honors Program : |
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See December for explanation.
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Jane Eyre : |
Jane Eyre, by Charlotte Bronte--the classic Gothic tale that traces the maturation of an orphan girl growing up in 19th Century England
Secondary Sources—Collected letters, journals, and histories on the Brontes as well as the time period
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To expose students to Bronte's narrative style and strategy (first-person narrative written in the style of an autobiography).
To explore the role of women in 19th Century England.
To understand the nature of romance and its variance.
To examine the ways in which Bronte structures the novel.
To introduce students to Victorian themes, vocabulary, and language.
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Guided reading comprehension homework
Literature discussions
Creative assignment asking students to imaginatively extend the story
Re-writing passages from alternate perspectives
In-depth Passage Analysis
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Quizzes help develop thinking skills. (Approaches to Learning)
Final passage analysis exhibits students' understanding of text in the written form. (Homo Faber)
How do we balance our individual desires with societal expectations and conventions? (Health and Social Interaction)
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Quizzes assess (a) reading comprehension, (b) students' understanding of important themes and concepts, and (c) students' ability to write perceptively and persuasively in anlayzing narrative technique.
The in-depth passage analysis will be graded on the students' ability to analyze tone, diction, syntax, language, imagery, figurative language, and other stylistic devices, as well as their ability to properly incorporate quotations from the text (see attached).
In-class Essay focusing on theme, symbolism, and/or character development
Jane Eyre Final Passage Analysis
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March
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Grammar : |
English Workshop, Fourth Course
Use of the semi-colon
Use of the colon
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To enhance writing style and variety through the use of the semi-colon and colon
To differentiate between the use of the comma, semi-colon, and colon
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In-class exercises and mini-lessons.
Homework questions from "English Workshop: Fourth Course"
Supplemental grammar handouts
Grammar Video, "Standard Deviants: Grammar"
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How does grammar help us communicate clearly and effectively? (Health and Social Education)
How do grammar tests help improve test-taking skills? (Approaches to Learning)
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"Mini-lesson" quizzes
Grammar tests
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Vocabulary : |
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 nine is required to write and deliver an original speech, four to six minutes in length, on a topic of his or her own choosing.
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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.
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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.
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[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).
What elements make up an effective speech?
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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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Honors Program : |
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See December for explanation.
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Jane Eyre : |
See February for details.
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April
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Grammar : |
English Workshop, Fourth Course
Prepositional Phrases
Adjective and adverb phrases
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To expand upon the simple sentence structure, thus increasing description and clarity.
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In-class exercises and mini-lessons.
Homework questions from "English Workshop: Fourth Course"
Supplemental grammar handouts
Grammar Video, "Standard Deviants: Grammar"
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How does grammar help us communicate clearly and effectively? (Health and Social Education)
How do grammar tests help improve test-taking skills? (Approaches to Learning)
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"Mini-lesson" quizzes
Grammar tests
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Vocabulary : |
Ongoing. See September for details.
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Romeo and Juliet : |
Romeo and Juliet, by William Shakespeare
This classic story will allows us to examine how drama can function as a literary form. In particular, much of our time in class will focus on how the nature of performance can impact our reading of the play.
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To explore the play's themes of love, tragedy, and fate
To examine how drama functions as a literary form
To examine uses of figurative language in Shakespeare (i.e. metaphor, simile, personification, pun, oxymoron, etc.)
To understand and analyze Shakespearian language and vocabulary
To paraphrase passages in contemporary English
To stage various scenes within the classroom to examine the impact of performance on a text.
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Dramatic readings
In-class performances
Class literature discussions
Examining various film versions of the play
Modern scene adaptations
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How do we reconcile the tragic elements of the play with its celebration of romantic love?
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Quizzes assess (a) reading comprehension, (b) students' understanding of important themes and concepts, and (c) students' ability to write perceptively and persuasively in anlayzing narrative technique.
Essay on a major theme or secondary character
Modern scene adaptations are graded on the students' ability to maintain themes, tone, and character understanding while setting the scene in a contemporary context.
Monologue presentations
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Honors Program : |
Life of Pi, by Yann Martel
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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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Self-guided reading of text
After-school discussion of text with other students
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Students must be able to read a text on their own and produce a thesis paper without the guidance of a teacher or the help of in-class discussions (Approaches to Learning).
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Thesis paper for text, demonstrating understanding of material
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May
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Grammar : |
English Workshop, Fourth Course
Participles
Gerunds
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To better understand how verb forms can be used as nouns and adjectives
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In-class exercises and mini-lessons.
Homework questions from "English Workshop: Fourth Course"
Supplemental grammar handouts
Grammar Video, "Standard Deviants: Grammar"
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How does grammar help us communicate clearly and effectively? (Health and Social Education)
How do grammar tests help improve test-taking skills? (Approaches to Learning)
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"Mini-lesson" quizzes
Grammar tests
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Vocabulary : |
Ongoing. See September for details.
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Honors Program : |
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See April for explanation.
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Short Fiction : |
A Pocketful of Prose: Vintage Short Fiction, Volume 2, edited by David Madden
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To expose students to the different narrative styles of short fiction authors, broadening the students' understanding of narrative possibilies.
To demonstrate both the differences and similarities of the dramatic structure in a work of short fiction, as opposed to a novel or play.
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Guided reading comprehension homework
Literature discussions
Re-writing passages from alternate perspectives
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Quizzes help develop thinking skills. (Approaches to Learning)
Teachers may choose short stories at their discretion, thus allowing for the inclusion of different Areas of Interaction. Some examples include:
Shirley Jackson's "The Lottery" as an example of understanding community affairs. (Community and Service)
Susan Glaspell's "A Jury of Her Peers" as an example of gender roles and their impact on society. (Health and Social Education)
Alice Walker's "Everyday Use" as an example of African-American culture and its ongoing place in American history. (Health and Social Education).
Ernest Hemingway's "A Clean, Well-Lighted Place" as an example of loneliness and empathy. (Health and Social Education).
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Quizzes assess (a) reading comprehension, (b) students' understanding of important themes and concepts, and (c) students' ability to write perceptively and persuasively in anlayzing narrative technique.
In-class Comparative Essay focusing on theme, symbolism, and/or character development
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June
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Grammar : |
English Workshop, Fourth Course
Dangling Modifiers
Misplaced Modifiers
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To recognize the misuse of modifying phrases.
To enrich the writing style and variety of the students.
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In-class exercises and mini-lessons.
Homework questions from "English Workshop: Fourth Course"
Supplemental grammar handouts
Grammar Video, "Standard Deviants: Grammar"
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How does grammar help us communicate clearly and effectively? (Health and Social Education)
How do grammar tests help improve test-taking skills? (Approaches to Learning)
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"Mini-lesson" quizzes
Grammar tests
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Vocabulary : |
Ongoing. See September for details...
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Our Town : |
The study of Thornton Wilder’s innovative 1938 drama of life in the small American town of Grover’s Corners.
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To understand how drama functions as literature
To familiarize students with 20th Century stage conventions
To compare and contrast modern and Elizabethan stage conventions
To recognize and identify universal themes
To analyze how character is established in a work of drama
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Sketching the town of Grover’s Corners based on stage directions
Dramatic readings
Close analysis of monologues
In-class discussion of central themes and the means by which these are expressed
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How do we reconcile the tragedy of mortality? (Health and Social Interaction)
What is essential to a fully realized life? (Health and Social Interaction, Community Service)
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Weekly quizzes on essential plot points
Creative assignment that invites students to write their own one-act play entitled "Our School"
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Honors Program : |
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See April for explanation.
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The Odyssey : |
An exploration of Homer's epic poem, The Odyssey. The class will focus not only on the text, but also on the rich variety of myth and legend that surrounds ancient Greek culture and society.
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To understand Greek mythology
To explore the role of the "hero" in Greek society
To examine the ways in which Greek mythology is appropriated in painting, contemporary fiction, etc.
To understand the mnemonic devices utilized by Homer
To examine the features of an epic poem
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In-class readings of selected passages
Class discussions
Odyssey Creative Projects, which ask the students to create short stories, epic poems, travel biographies, board games or triptychs.
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What is the meaning of loyalty? (Health and Social Interaction)
What is an epic? (Homo Faber)
How does a child’s relationship with his father affect his development?(Health and Social Interaction)
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Weekly quizzes on essential plot points
Odyssey Creative Projects, which ask the students to create short stories, epic poems, travel biographies, board games or triptychs.
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