READING:
· Demonstrates competence in the general skills and strategies of the reading process.
· Demonstrates competence in the general skills and strategies for reading literature.
· Demonstrates competence in the general skills and strategies for reading information.
· Demonstrates competence in using different information sources, including those of a technical nature, to accomplish specific tasks.
· Demonstrates an understanding of the nature and function of the English language.
· Demonstrates a familiarity with selected literary works.
WRITING:
· Demonstrates competence in the general skills and strategies in the writing process.
· Writes with a command of the grammatical and mechanical conventions of composition.
· Effectively uses a systematic, problems solving approach for gathering information.
SPEAKING AND LISTENING:
· Demonstrates competence in speaking and listening as tool for learning.
LANGUAGE ARTS CURRICULUM BENCHMARKS
· Determines figurative, idiomatic, and technical meaning from context.
· Represents key ideas and supporting details in graphic organizers.
· Accurately identifies author’s purpose and point of view and analyzes the effects of that purpose and point of view on the text.
· Analyzes the effects on the test of the attitudes and values of the culture and time period in which it was written.
· Identifies and analyzes the philosophical assumptions and basic beliefs underlying an author’s work.
· Recognizes the effect of complex literary devices and elements of plot on the overall quality of the work.
· Identifies conflicts between main and subordinate characters.
· Makes abstract connections between one’s own life and the characters, events, and motives in the text.
· Makes generalizations and identifies supporting details.
· Applies reading process and strategies to informational texts in research.
· Applies the reading process and strategies to catalogues, directions, procedures, and schedules.
· Identifies and uses effective language, both verbal and nonverbal communication, in different settings.
· Compares form meaning and value of different kinds of language within different American time periods and different American cultures.
· Understands the implications of using different forms of language: social, political, gender, and cultural.
· Demonstrates an understanding of selected works of classic fiction, myths, and nonfiction with an emphasis on British literature.
· Demonstrates a familiarity with selected British poets and classic poetry.
· Demonstrates a familiarity with selected literary forms (classical American literature through British contemporary fiction, myths, biographies, and essays) with an emphasis on British literature.
· Uses a range of strategies for prewriting, writing, revision, editing, and publishing written work.
· Demonstrates competence in exposition, descriptive and reflective writings and essays.
· Understands personal writing strengths and weaknesses and uses strategies to enhance strengths and overcome weaknesses.
Subject: English 9 Literature / Composition
Grade: 9 (Required Course)
Length of Course: First and Second Semester
Prerequisite: None
CURRICULUM BENCHMARKS:
(See Above)
COURSE DESCRIPTION:
English 9 is currently being revised into two separate semesters. English 9 literature will encompasses short stories, nonfiction, modern drama, and novels. English 9 Composition will encompass composition skills, grammar, vocabulary, and sentence writing.
WHAT STUDENTS ARE EXPECTED TO DO:
Under Revision
EVALUATION: Tests, quizzes, assignments, oral presentations, and reports.
Subject: American Literature I and II
Grade: 10 (American Lit. I Required Course) American Lit. II is a semester elective 11-12
Length of Course: Semester
Prerequisite: Successful Completion of English 9 or Instructor Permission
CURRICULUM BENCHMARKS:
COURSE DESCRIPTION:
A chronological study of American literature encourages the students to view literature from a historical perspective and to consider social issues of the various periods. This literature includes concentration on various genres, forms of style, and literary terms. The students are encouraged to think and to write responses to all of these aspects of literature. Vocabulary is studied according to each selection.
WHAT STUDENTS ARE EXPECTED TO DO:
2) To read daily assignments and to respond them by writing in a daily journal.
3) To study vocabulary meanings and literary terms.
4) To relate social issues in American history as written by the authors and to respond to these issues in writing or discussion.
5) To think and write about various philosophies as given by the authors.
6) To develop organized thoughts in writing.
EVALUATION:
Tests, limited literary analysis papers, quizzes, journals, and research based papers.
Subject: British Literature
Grade:11-12 Elective
Length of Course: Semester
Prerequisite: Successful Completion of American Literature or Instructor Permission
CURRICULUM BENCHMARKS:
(See above)
COURSE DESCRIPTION:
This course is designed to reinforce students' ability to express their ideas through written work and oral presentations. A chronological study of British literature encourages reflection from a historical and social point of view. The literature includes concentration on various writing styles and literary devices. The students will be encouraged to respond in a daily journal as part of their reflection of the literature. Vocabulary will also be studied as it applies to the literature studied.
WHAT STUDENTS ARE EXPECTED TO DO:
1) To read daily assignments and respond to writing in a daily journal.
2) To reinforce the "PENS" writing program: simple, compound, complex, and compound- complex sentences
3) To study vocabulary meanings and literary terms
4) To relate social issues in British history as written by the authors and to respond to these issues in writing or discussion
5) To think and write about various philosophies as given by the authors
6) To develop organized thoughts in writing
EVALUATION:
Tests, limited literary analysis papers, quizzes, and a journal
Subject: Composition
Grade: 11
Length of Course: Second Semester
Prerequisite: Successful Completion of 10th grade English or Instructor Permission
CURRICULUM BENCHMARKS:
(See Above)
COURSE DESCRIPTION:
This course is designed to prepare students for writing experiences they will have in Advanced Placement English Language or early post-secondary enrollment options. During the semester, students will write a variety of reflective essays, descriptive essays, and a research paper. An emphasis will be on the grammar and mechanics of writing. Students will also be sharing their writing with peers through peer revising and peer editing as well as class presentations
EVALUATION:
Evaluative essays, tests, unofficial pre-test and post-test of ACT English test, presentations, research paper
Subject: College Composition
Grade: 12 Elective
Length of Course: One Semester
Prerequisite: None
CURRICULUM BENCHMARKS:
(See Above)
COURSE DESCRIPTION:
Subject: Applied English
Grade: 10, 11, 12
Length of Course: One Semester
Prerequisite: None
CURRICULUM BENCHMARKS:
(See Above)
COURSE DESCRIPTION:
This course is designed to help students who are not necessarily pursuing a four-year college degree. They will research the technical job market and plan their futures. They will match their interests and abilities with possible vocations and then research those areas as to conditions, pay, benefits, etc.... Students then learn how to apply for a job, how to fill out various job related forms, and how to keep a job. They write various business letters, a resume, career reports, and complete a business portfolio. All material related to career interests will be placed in the placement portfolio in the guidance office.
WHAT STUDENTS ARE EXPECTED TO DO:
1) To write autobiographical papers analyzing their interests, abilities, and future plans.
2) To complete daily assignments, including various business forms and letters.
3) To make a business portfolio, which is an in‑depth research on one vocation or interest.
4) To present information to the class related to their research on a vocation or interest.
Subject: Yearbook
Grade: 12 (Maximum Class Size 10)
Length of Course: First and Second Semester
Prerequisite: Seniors Only, Desk Top Publishing (Experience Desired), May Have to Apply to Enter Class.
CURRICULUM BENCHMARKS:
· Uses a range of strategies for prewriting, writing, revising, editing, and publishing written work.
· Demonstrates competence in journalism style.
· Understands personal writing strengths and weaknesses and uses strategies to enhance strengths and overcome weaknesses.
· Writes stories containing proper capitalization and punctuation marks. Correct sentence structure and work usage are used.
· Summarizes material for the purpose of collecting information. This includes primary and secondary sources.
· Synthesizes a variety of types of visual information including pictures and symbols when researching a topic.
· Synthesizes information form multiple research studies to draw conclusions that go beyond those found in any of the individual studies.
· Identifies and defends research questions and topics that will be important in the future.
· Makes well informed and well organized interviews.
COURSE DESCRIPTION:
Journalism is designed to help students to search for news, to develop a story, and to produce final copy for the yearbook and the Hinton Times. Students learn to interview, research, and write several types of stories in correct journalistic style and form. Revision and editing are stressed with use of the stylebook. Students produce a yearbook and contribute to the Hinton Times.
WHAT STUDENTS ARE EXPECTED TO DO:
1) To write weekly articles and copy for both publications.
2) To read the Sioux City Journal and Hinton Times newspapers and learn to critique the writing done in both publications
3) To produce a comprehensive K-12 yearbook.
EVALUATION:
Production of the yearbook pages, news articles, photography, quizzes
Subject: Creative Writing
Grade: 11,12
Length of Course: One Semester
Prerequisites: None
CURRICULUM BENCHMARKS:
(See Above)
COURSE DESCRIPTION:
Creative writing is designed to help students express themselves through writing. The writing process of pre‑ writing, writing, sharing, critiquing, revising, and editing is followed. Students and teacher write on various genres. A positive attitude of helping each other develop writing skills is stressed. Students will create and maintain an Internet web page.
WHAT STUDENTS ARE EXPECTED TO DO:
1) Write in various genre or styles of periods and to share with fellow classmates.
2) Develop several drafts of writing demonstrating revision editing.
3) Learn literary terms of style.
4) Produce a final publication of best writings.
5) To use the Internet as a resource and information tool.
EVALUATION:
1) Final drafts of paper (assignments).
2) Rough drafts and revision drafts handed in on time (assignment).
3) Oral reading/acting out of written material (performance).
Subject: Communications
Grade: 10, 11, 12
Length of Course: First Semester
Prerequisite: None
CRITICAL OBJECTIVES:
· To improve day‑to‑day communication skills.
· To help students support opinion with fact.
· To help students understand the process of writing and presenting several speech styles
· To improve performance skills in a formal speaking situation.
· To understand the communication process.
COURSE DESCRIPTION:
Students will learn the basic types, processes and mechanics of speech communication. They will learn about various types of speech communication including one‑to‑one communication, group discussion, formal speaking, and mass media. In public speaking, the student will learn about controlling stage fright, choosing topics, researching topics, organizing speeches, rehearsing and improving verbal and nonverbal communication skills. Students will conduct individual and small group activities including demonstration and persuasive speaking, the informative speech, impromptu speaking, formal debate, oral interpretation, and an original mass media newscast.
WHAT STUDENTS ARE EXPECTED TO DO:
1) Participate in class activities and discussions.
2) Read material and text.
3) Pass tests and quizzes over text.
4) Prepare and deliver speeches.
EVALUATION
Tests, Quizzes, Speeches
Subject: Advanced Speech
Grade: 11, 12 Elective
Length of Course: Semester
Prerequisite: Successful completion of Speech I
Under Revision
Grade: 11.12
Length of Course: One Semester
Prerequisites: None
CURRICULUM BENCHMARKS:
This course is designed to reinforce students’ ability to comprehend literature and express their ideas about literature. This course includes the following selections for reading and analysis over contemporary fiction and non-fiction at a variety of reading levels. Students are encouraged to read multi-cultural literature to gain new viewpoints on various cultures in the U.S. and within the world arena of literature.
Multi-cultural titles include: And Still We Rise, Schindler’s List, The Kite Runner, Angela’s Ashes, Bodega Dreams, The Tortilla Curtain, The Other Side of the River, Code Talker.
Sports titles: Wrestling Sturbridge, Cruise Control, Travel Team, Friday Night Lights, 7 Days at the Hot Corner, Out of Order, Slam.
School headline titles: Inventing Elliott, Shooter, Swallowing Stones, Speak, Stuck in Neutral, The Wave, Monster, Son of the Mob, Acceleration, The Trouble With Lemons, Go Ask Alice, Disappearance, A Child Called It,
Adventure & Suspense titles: Cold River, Harry Potter and the Deathly Hallows, Angel’s and Demons, Digital Fortress, The Broker, A Painted House, On the Street Where You Live.
Subject: Spanish I
Grade: 9, 10, 11, 12
Length of Course: First and Second Semester
Prerequisite: C Average in English is Strongly Urged
CURRIUCLUM BENCHMARKS:
· Uses vocabulary to describe assorted objects.
· Knows how to exchange information in Spanish with partners.
· Understands short conversations on familiar topics.
· Understands brief written messages on familiar topics.
· Writes to describe or provide information about oneself, friends, family and school activities.
· Makes brief reports to the class topics of personal interest.
· Knows basic cultural beliefs and perspectives on Spanish speaking people relating to family, school, work, and play.
· Knows cultural traditions and celebrations that exist in the Spanish culture.
· Reads and answers questions about cultural traditions and celebrations.
COURSE DESCRIPTION:
The content of Spanish I will be basically from the text. Topics include describing people, school subjects, classroom terms, time leisure activities, seasons, homes, families, sports, air travel, weather, winter activities, health, visiting the doctor, summer activities, and cultural events.
WHAT STUDENTS ARE EXPECTED TO DO:
1) Do written assignment almost daily.
2) Take quizzes and tests.
3) Oral practice with teacher and fellow students.
4) Do listening activities.
5) Make skeletons for THE DAY OF THE DEAD
EVALUATION
Subject: Spanish II
Grade: 10, 11, 12
Length of Course: First and Second Semester
Prerequisite: Spanish 1 (letter grade of "C" recommended)
CURRICULUM BENCHMARKS:
· Knows how to express likes, dislikes, and preferences.
· Uses appropriate vocabulary to acquire goods and services.
· Understands the content of ability appropriate texts.
· Understands the basic idea of and some details from spoken media.
· Writes information on topics of personal interest.
· Makes brief reports to the class on topics of personal interest or on topics that have been studied.
· Knows cultural traditions and celebrations that exist in the Spanish culture.
· Knows some means of transportation and communication used in the Spanish culture.
COURSE DESCRIPTION:
The content of Spanish II will include the end of the Spanish I text, plus the Spanish II text. Topics will include likes and feelings, clothing, train and air travel, food, daily routines, camping, telephones, grocery shopping, mail and post office, accidents and medical care, cars and hotels.
WHAT STUDENTS ARE EXPECTED TO DO:
1) Do written assignments almost daily.
2) Take quizzes and tests.
3) Oral practice with teacher and fellow students.
4) Do listening activities.
5) Do work on the board.
6) Make a piñata.
EVALUATION
Subject: Spanish III
Grade: 11, 12
Length of Course: First and Second Semester
Prerequisite: Spanish 1 and 2 (letter grade of "C" recommended)
CURRICULUM BENCHMARKS:
· Uses appropriate vocabulary to acquire goods and services.
· Knows how to give and follow directions.
· Understands the content of ability appropriate texts.
· Understands the basic idea of and some details from spoken media.
· Makes brief reports to the class on topics of personal interest or on topics that have been studies.
· Knows cultural traditions and celebrations that exist in the Spanish culture.
· Knows some means of transportation, food, and lodging in Spanish countries.
COURSE DESCRIPTION:
The content of Spanish III will include food and the kitchen, hair, directions, driving, manners and courtesy, holidays and celebrations, clothing and its care, camping, and backpacking.
WHAT STUDENTS ARE EXPECTED TO DO:
1) Do written assignments almost daily.
2) Take quizzes and tests.
3) Oral practice with teacher and fellow students.
4) Do listening activities.
5) Do work on the board.
6) Do one oral and one written project
EVALUATION
Subject: Spanish IV
Grade: 12
Length of Course: First and Second Semester
Prerequisite: Spanish I, II & III (letter grade of "C" recommended)
CURRICULUM BENCHMARKS:
· Uses appropriate vocabulary to discuss authentic literary texts.
· Knows how to express one’s point of view, feelings, apologies, and preferences.
· Understands the content of ability appropriate texts.
· Understands the basic idea of and some details from spoken media.
· Writes information on topics of personal interest or assigned topics.
· Makes brief reports to the class on topics of personal interest or on topics that have been studied.
· Knows cultural traditions and celebrations that exist in the Spanish culture.
· Understands various patterns of behavior or interaction that are considered polite or impolite.
COURSE DESCRIPTION:
The content of Spanish IV will be basically from the text. Topics include money and banking, dating, weddings, professions, travel, routines, pastimes, family events, Spanish literature, and the involvement of Spain in U.S. history.
WHAT STUDENTS ARE EXPECTED TO DO:
1) Do written assignments almost daily
2) Take quizzes and tests
3) Oral practice with teachers and fellow students
4) Do listening activities
5) Do work on the board
6) Do one oral and one written project
EVALUATION
Reading, writing, listening, and speaking will be evaluated by tests, quizzes, homework, and classroom activities.