2710 N. WATER ST. DECATUR, IL 62526 (217) 875-2431

St. Teresa High School is an accredited Catholic college preparatory secondary school serving the Decatur, Illinois area. Sharing in the educational mission of the Church, it is committed to offering excellent education and developing a community of faith. St. Teresa provides a faith-based, disciplined environment which fosters academic achievement, independent thinking, moral integrity, and service to community. more

English

English I – CP1

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.

 

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. Honors sections require at least nine essays and a more stringent study of writing strategy and purpose,as well as a more complex research topic. Texts: United States in Literature, Scott Foresman, 1989;Warriner’s Grammar, Fifth Course, Harcourt, 1982.

 

 

English II-American Literature – CP2

This course includes a survey of American authors from the 16th through the 21st centuries and the introduction and application of several eras and philosophies of thought, such as Transcendentalism and Post-Modernism. Students also read at least one classical American novel selected by the instructor. A formal study of grammar, mechanics, and writing skills are included in the course of study. Proper development of six to nine 500 word essays and a research project are part of the composition requirements. Vocabulary study continues to form an integral part of the course.

 

 

English II CP1

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 – British Literature

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 fifteen (15) 500-word essays as well as proper development of a paragraph.The course includes a research paper, on a topic from a Victorian novel chosen by the student. 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 or plays, 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 – British Literature – CP2

This course is comprised of a comprehensive study of English literature from the Anglo-Saxon Period through the 21st century. The survey highlights the historical, societal, and literary background of each period and emphasizes the differing philosophies of each era as well as the different literary forms and language use as it progresses from Old English to Middle English, then to Modern English. Composition work includes twelve essays that emphasize unity, coherence, and literary analysis. Review of grammar is done as necessary, but the focus of mechanics is centralized on its use in the essay form. A ten-page research project is part of the course and includes detailed processes of searching for sources and citing them correctly in the final paper. Vocabulary units build on the language skills of earlier years. Two novels or plays may be chosen to supplement the literature presented in the textbook.

 

 

English III – CP1

This source for juniors’ 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: Elements of Literature (Fifth or Sixth Course), Holt, Rinehart, and Winston, 1997.

 

 

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 as well as 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 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.

 

 

English IV – CP2 Topics in Literature

This course is broken down into semesters that include the study of literature at a college-prep level that

focuses on a thematic study, an intensive study of one or more authors, a genre study, an era survey, and/or a writing concentration in each semester. Students taking this course for a fourth credit in English must choose at least one semester course that features a concentration on writing. Those taking this course for elective credit (in addition to another English course) can choose any of the options offered for that semester. These semester courses may also be taken for credit recovery. The particular topics chosen for any given semester are at the discretion of the principal and the teacher(s) assigned include the following:

• Twenty-first Century Literature

• Critical Writing and Film

• Critical Thinking & Writing

• Modern American Literature & Writing

• Creative Writing

• History of Drama

 

 

English IV – CP1

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.

 

RCC Dual Credit – Eng. 101, 102 (see pg. 28)

St. Teresa High School and Richland Community College & St. Teresa – Dual Credit – seniors

 

 

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: The Basics of Speech – Learning to be a Competent

Communicator, Galvin, Cooper & Gordan, 1994.

 

 

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.

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