English

Tweet

Understanding the importance of the English language, St. Teresa High School fulfills the individual students’ needs with a variety of classes at all skill levels. College-level reading and writing is emphasized as students learn to interpret and analyze what they read.

HONORS PROGRAM

The honors program seeks to provide for the needs of the gifted student, whom some educators still call the neglected child of American education.  Most gifted programs define a gifted student as one who scores in the top 5 percentile; however, St. Teresa’s honors program includes students within the top 10 percentile in an attempt to reconcile the needs of the gifted child with the resources of the school.

To meet the needs of the gifted student, the honors program aims to challenge students intellectually by setting a more demanding pace through accelerated classes.  In addition, teachers try to create an atmosphere of free discussion so that students will be able to test and to modify their own thoughts in the light of other penetrating opinions.  Further, more difficult writing assignments set high standards in terms of in-depth insights in life and literature, logical organization of material, and aptness of word choice.

The following factors determine the initial selection of students for honors classes:

1.   The freshman entrance test (EXPLORE), specifically a composite score of 90 percentile or above in the areas of reading comprehension and of language-arts skills.

2.    The recommendation of the eighth-grade teacher.

3.   The decision of the department chairman.  In some situations, consultation with the counselor and/or with the principal is also needed.

NOTE: In cases where doubt exists about a student’s suitability for the honors program, that student will be asked to demonstrate his ability in the average program first.  No student will be eligible for the honors program that does not maintain A’s in average classes.

Because of the accelerated classes, a student may only be removed from the program at the end of freshman year. After that time, a student is locked into the program.  However, the department feels that the benefits of accelerated classes outweigh the disadvantages of limited flexibility.

In very special cases, a student from an average class may be placed in an honors class after freshman year.  The course missed in the change from average to honors will be waived.

If any changes seem advisable, the teachers make their recommendations to the department chairman, who then makes a decision.  When necessary, consultation with the counselor and/or the principal may take place.

College Prep 1 (CP1) PROGRAM

The CP1 program seeks to promote competency in reading, writing, listening, and speaking skills so that a student will possess a fundamental literacy that will enable him to reach his full academic potential and to function in a democratic and a technological society.

The following factors determine the initial selection of students for basic classes:

1. The freshman entrance test (EXPLORE), specifically a composite score of 33 percentile or lower in the areas of reading comprehension and of language-arts skills.

2.  The recommendation of the eighth-grade teacher.

3. The decision of the department chairman.  In some situations, consultation with the Counselor and when appropriate, with the Principal.

The program has full flexibility.  Students may be put into or taken out of the program for the next school year.  Teachers make their recommendation to the department chairman, who then makes a decision.  When necessary, consultation with the Counselor and/or the Principal may take place.

Honors English I

Honors English I, while encompassing all the features of English I A, deals with these elements in more depth and at a faster pace.  The literature units come primarily from the genre-based text, which features short stories, poetry, the modern drama The Miracle Worker, and the Shakespearean play Romeo and Juliet.  Additional literary units include the novels, Animal Farm and A Separate Peace.  Literature tests offer more challenge as they often include interpretation of new material or are    entirely essay.  In addition, grammar units not only review basic material but also cover such advanced areas as pronoun-reference errors, misplaced modifiers, and dangling participles.  Composition work emphasizes proper paragraph development as well as the use of a more complex   sentence structure.  Consistent attention to vocabulary seeks to foster versatility of word choice.  Texts:  Patterns, Scott Foresman, 1989; Warriner’s Grammar, Third Course, 1986;   Wordskills, Orange Level, McDougal, 1991.

English I A

For English I A, the literature text follows a genre approach and features short stories, poems, and full-length plays (The Miracle Worker and Romeo and Juliet).  While discussion questions emphasize insights about life experiences, the text also highlights those literary forms and devices which develop meaning.  Two novels usually complete the literature portion of the course.  In grammar, the focus falls on fundamentals:  the parts of speech, the parts of a sentence, the types of phrases, the kinds of clauses, the correct use of punctuation, and the elimination of sentence errors.  Composition work stresses proper paragraph development, and vocabulary work helps to expand student work choice.  Text:  Patterns, Scott Foresman, 1989; Warriner’s Grammar, Third Course, 1986;  Wordskills, Orange Level, McDougal, 1991.

English I B

Designed for students who need reinforcement in basic skills, this course stresses fundamental competence in the areas of grammar, usage, spelling, and vocabulary.  The literature units, used to develop reading skills, include short stories, poems, and plays dealing with multicultural experiences.  One or two novels usually complete the literature portion of the class.  (Because of the demands of class size, freshmen and sophomores may be together in a combined class; the books for the freshman and sophomore years then alternate.)  Texts:  Reading Literature, Orange Level, McDougal, Littell, 1990;  Basic Skills in English, Practice Book, Orange Level, McDougal, Littrell, 1989.

English I B

Designed for students who need reinforcement in basic skills, this course stresses fundamental competence in the areas of grammar, usage, spelling, and vocabulary.  The literature units, used to develop reading skills, include short stories, poems, and plays dealing with multicultural experiences.  One or two novels usually complete the literature portion of the class.  (Because of the demands of class size, freshmen and sophomores may be together in a combined class; the books for the freshman and sophomore years then alternate.)  Texts:  Literature, Purple Level, Globe Fearon:  Upper Saddle River, New Jersey, 2001.

Honors English II

Designed for sophomore honors, this course includes a survey of American authors from the 1500′s to the 1900′s and the introduction and application of several literary terms.  Students read one classical American novel selected by the instructor.  The composition sections of the class comprise the following area of concentration:  agreement of subject and verb and of pronoun and antecedent; correct use of pronoun case, of modifiers, and of punctuation; coordination and subordination of ideas; use of transition sentences; and the proper development of six to nine 500 word essays.  Vocabulary study continues to form an integral part of the course. Texts:  United States in Literature, Scott Foresman, 1989;  Warriner’s Grammar, Fifth Course, Harcourt, 1982.

English II A

This course for average sophomore includes several literature units ranging from the short story to the novella and incorporating the use of a number of literary terms.  In addition, students read two novels selected by the instructor.  In grammar, the focus centers on the identification of the parts of speech, of the parts of a sentence, of phrases, and of clauses. Exercises in mechanics, review capitalization, manuscript form, spelling rules and punctuation while usage study covers subject/verb agreement, pronoun/antecedent agreement, pronoun reference and usage, person and tense shifts, correct verb form usage, and comparison and placement of modifiers.  Composition assignments concentrate on promoting mastery of the following skills as a preparation for the term-paper projects of the junior and senior years:  sentence structure, effective outlining, paragraph development, and theme development.  Vocabulary work continues to expand the word use of freshman year.  Texts: Traditions, Scott Foresman, 1991; Warriner’s Grammar and Composition, Fourth Course, Harcourt, 1986;  Wordskills,  Blue Level, McDougal, 1991.

English II B

In this course, the literature text seeks to expand reading experience by providing high-interest level selections.  These selections comprised of short stories, plays, poems, and novellas, also aim, by their variety, to promote an enjoyment of the different genres.  At least one novel, chosen with the student’s interest and needs in mind, reinforces the course’s literature objectives.  Study of traditional grammar and of   correct usage continues as a means of developing acceptable skills for adult employment.  Texts:  Reading Literature, Blue Level, McDougal, Littell, 1990; Reading Literature, workbook, 1990; Basic Skills in English, Blue Level, McDougal, Littell, 1989.

Honors English III

Designed for honors juniors, this course comprises a comprehensive study of English literature from the Anglo-Saxon Period to the Twentieth Century.  The survey highlights the historical and literary background of each period and emphasizes the characteristics of the different literary forms.  Composition continues and stresses unity, coherence, and emphasis in 500-word essays as well as proper development of a paragraph.  As an option, the course may include term-paper work as a    preliminary experience for the required, literary paper in the senior year.  Review of grammar, punctuation, and usage occurs as necessary, but emphasis falls on modifier errors, pronoun reference errors, and faulty writing errors.  Vocabulary units supplement the work of earlier years.  Two modern novels, chosen for their student appeal and for their moral and literary values, complete the course.  Text: England in Literature, Scott Foresman, 1991; Warriner’s Grammar, Complete Course, Harcourt, 1988; Wordskills, Yellow Level; 1991.

English III A

Designed for average juniors, this course includes a survey of American authors from the 1500’s to the 1900′s and the introduction and application of several literary terms.  Students read one classical American novel selected by the instructor.  The grammar portion of the class serves as a review of some grammatical and composition fundamentals in preparation for the production of the term paper.  Composition includes six to nine 500 word essays concentrating on proper development of a paragraph and of a theme. Vocabulary study continues to form an integral part of the course.  Texts:  United States in Literature, Scott Foresman, 1991; Warriner’s Grammar, Fifth Course, Harcourt, 1988;  Wordskills, Yellow Level, McDougal, 1991

English III B

This source for junior’s basics stresses fundamental grammatical competence and thus emphasizes common rules of grammar, punctuation, and usage.  In writing, paragraph work concentrates on unity and coherence and writing experiences include essays and a research paper.  The literature text, arranged thematically, includes poems, short stories, and plays.  By content, the text highlights moral values, an appreciation of diverse cultures, and an understanding of universal, human problems.  One or two high-interest novels conclude the literary experience.  (Because of the demands of class size, juniors and seniors are often together in a combined class, and the books for the juniors and seniors years then alternate.)  Text:  Literature, Silver Level, Globe Fearon:  Upper Saddle River, New Jersey, 2001

AP English

Advanced Placement English for seniors is designed for the more advanced students of literature.  In-depth studies of literary techniques, including diction, syntax, tone, mode, etc. and evaluation of literary style are the prompts for writing assignments that bring the advanced high school student to a college level of  proficiency in literary analysis. A first student’s research paper on a Twentieth Century Poet stresses the use of college-level resources and a variety of critical analysis methods. At the end of the two-semester course, students take the national AP exam, which may qualify them for college credit at a number of universities nationwide. Texts: include The Riverside Anthology, a college level collection of short stories, poetry, and drama, and selected novels such as The Scarlet Letter, Light in August, Their Eyes Were Watching God, The Great Gatsby, and supplemental units in poetry and drama.

Honors English IV

Structured for honors seniors, this course stresses in-depth analyses of selected literary works – novels, plays, and poems and focuses on the integral nature of form and content.  As a result, students examine how literary devises reinforce or become the meaning. Writing becomes extensive and varied, as students design essay-test answers of composition and paragraph length as well as construct standard, 500 to 1000 word compositions.  A ten page research paper on an open topic is required first semester. Review of grammar takes place as necessary, and vocabulary study still occurs.  Texts:  Selected novels, plays, and poems; Warriner’s Grammar, Complete Course, Harcourt, 1988;  Rivinoide Anthology of Literature,  Wordskills, Purple Level, McDougal, 1991.

English IV A

This literary survey course for average seniors emphasizes the historical and literary background of each age, the characteristics of the   various literary forms, and the purpose of literary devices.   Composition continues and stresses 500 – 1000 word compositions that display strong organization and complete development of ideas with supporting reasons or examples.  The term paper emphasizes research techniques, accurate documentation, and careful organization.  However, the term-paper topic itself is somewhat broad so that students may perfect their mastery of research skills and of accurate documentation of sources.  Two modern novels, chosen for their student appeal and for their moral and literary values, complete the course.  Texts: England in Literature, ScottForesman, 1991; Warriner’s Grammar, Compete course, Harcourt 1988; Wordskills, Purple Level, McDougal 1991.

English IV B

Designed for senior basics, this course seeks to reinforce and to intensify the basic grammatical and composition skills taught the previous three years.  In addition students expand their academic writing skills by completing a research paper.  The literature text continues to promote an understanding of other people and of other cultures and to inculcate an awareness of moral values.  One or two high-interest novels also form part of the literary study.  Texts:  Reading Literature, Purple Level, McDougal, Littell 1990;  Reading Literature, Workbook, 1990.  The Least You Should Know About English, Writing Skills, Form C, Holt, Rinehart, Winston, Inc., 1991.

Reading

This freshman course seeks to reinforce the reading skills involved in vocabulary development, reading comprehension, research work, and literary appreciation.  Materials consist of reading-skills text, various workbooks, and a high-interest novel chosen by the instructor. Text:  Building Reading Skills, McDougal, 1983.

Speech

Required for all sophomores, this public-speaking course emphasizes speech, writing, and delivery.   Accordingly, the class concentrates on many different types of speeches and on methods of writing and of delivery.  One semester course.  Optional Text:  38 Basic Speech Experiences, Clark Publishing 1977.

Journalism/Creative Writing

Journalism/Creative Writing is a lab course where students are responsible for the publication of both the Teresian yearbook and Between the Lines, the school online literary journal.  This is a course where heavy emphasis is placed on writing and production skills.  These include the ability to successfully master advertising, sales, budget, and layout design, as well as the writing of both a journalistic and literary nature.  Although, these publications are open to submissions from outside sources, all students in Journalism/Creative Writing are responsible for a significant portion of the material gathered and published.  Therefore, students are accepted based on writing and composition skills, teachers’ evaluations, and permission of the instructor.  Journalism/Creative Writing is open to sophomores, juniors and seniors.  Advanced students who demonstrate skill and enterprise assume leadership roles in terms of production and management.  Prerequisites for enrollment include: Honors or AP English status (Academic English students carrying an A or B average might also be considered.); Successful demonstration of writing ability; and the permission of the instructor.

Composition

This one semester course is designed to expand the writing experience of the average student.  Paragraph construction, purpose, context, and audience will be considered in various assignments that use one of several modes of writing.  Essays will range from personal experience to   argumentation, all of which will lend experience in preparation for college writing.  This course is an elective and not designed to replace a required course.  Juniors/Seniors Text: Elements of Writing, 4th Course, 1993.