SALEMACADEMY CURRICULUM GUIDE

MISSION STATEMENT

Now in its third century of sustaining a community in which girls learn best, Salem Academy remains dedicated to fostering the intellectual, spiritual, social, and physical growth of young women. Founded in 1772 by the Moravian church, SalemAcademy flourishes today as an independent, college-preparatory school that celebrates its diversity and affirms each student's uniqueness. As advocates for women in leadership roles, we recognize our place in a global society and persist in our commitment to a lifetime of learning. We pledge ourselves to retain and nurture those values which encourage each student to take risks, show integrity, and discover her passion as she sets out on her own journey.

PHILOSOPHY AND OBJECTIVES

  1. To prepare students for a lifetime of learning by:
  2. admitting students who are of college-preparatory quality
  3. providing for small classes and individual attention
  4. fostering mature attitudes toward work and the development of effective study habits
  5. requiring mastery of subject matter
  6. encouraging logical, independent, critical, and creative thinking
  7. broadening intellectual, artistic, and cultural horizons of the students
  8. guiding students in the selection of colleges most suited to their needs
  9. To foster an ethical and spiritual climate by:
  10. maintaining an honor system which promotes personal integrity in every girl
  11. offering a program which allows students to express and practice their own religious beliefs
  12. offering opportunities for, and encouraging participation in, service to the community
  13. making a consistent effort to inspire each girl to practice consideration for all individuals
  14. teaching a sense of individual responsibility necessary and desirable for good citizenship in a school community and in a democratic society
  15. To foster mental and physical well-being by:
  16. admitting students whose academic background and character indicate the potential for personal and intellectual achievement
  17. providing a well kept physical plant, nutritious and appetizing meals, and a well staffed health service
  18. offering a physical education and athletic program that promotes good health, develops physical skills, and promotes sportsmanship
  19. sponsoring student organizations and activities which provide opportunities for service, leadership, and recreation

The course descriptions included in the Guide represent the full scope of the curriculum that SalemAcademymay offer. Not all courses are offered in a given school year.SalemAcademy Curriculum

English INinth grade Year-long course

Overview

English I is a comprehensive study of British literature from early Anglo-Saxon epics to contemporary British drama, poetry, and fiction. Texts include Beowulf, A Midsummer Night’s Dream, SirGawain and the Green Knight, Pygmalion, Jane Eyre, selections from The Canterbury Tales, and a survey of major British poets. Development of vocabulary is fostered through a study and application of context use, word building from Latin, Greek, and other languages as well as a comparison and contrast of words and their meanings. Grammar review of parts of speech, phrases, clauses, and sentence constructions leads to practice in careful editing but is aimed at understanding and practicing writing, reading, speaking, and listening with clarity. Research and writing skills are developed through a research paper, and MLA citation guidelines are introduced to provide responsible credit for use of borrowed information. Practice in writing for various audiences and purposes is provided as students focus on academic writing tasks. Writing strong expository paragraphs with focused topic sentences leads to practice in multi-paragraph essays.

Objectives

Students will:

  1. Read, compare, and contrast major works of British literature including epic, drama, lyric poetry, and fiction.
  2. Examine the development of common themes such as the journey, honor, marriage, love, family, community, and self and society from early Anglo-Saxon epics to contemporary works of fiction, drama, and poetry.
  3. Develop skills and confidence in listening, note-taking, formal and informal oral presentations, seminar discussion, small group discussion, dramatic reading, and oral interpretation.
  4. Practice critical thinking, evidence support for a position, and clarity in written communication.
  5. Understand and practice research methods and the necessity for giving credit for borrowed ideas and information.
  6. Expand vocabulary through understanding word parts, contextual understanding, and application of new vocabulary in writing and speaking.
  7. Review and reinforce grammar concepts to increase reading comprehension and writing facility through an understanding of the basic structure of English.

Content

  1. Literature
  2. Old and Middle English poetry (in translation). Beowulf, Sir Gawain and the Green Knight, and The Canterbury Tales introduce students to early British culture and the stylistic convention of Old and Middle English. These works allow students to examine themes such as the journey, heroism, honor, kingship, love, religion and morality, self and society, and family and community. Students memorize the first eighteen lines of the Prologue to The Canterbury Tales.
  3. Lyric poetry. Students are introduced to the characteristics of Romantic, Victorian, Modern, and contemporary British poetry. Poetic devices are identified.
  4. Fiction. Charlotte Brontë's Jane Eyre provides an examination of literary techniques and character development.
  5. Drama. William Shakespeare’s A Midsummer Night’s Dream and George Bernard Shaw's Pygmalion offer characteristics of dramatic conventions, poetry and meter, an appreciation of the beauty of the language, and an examination of themes of love, language, and self and society. (Summer reading choices include drama.)
  1. Composition
  2. Students practice writing for varied audiences and purposes through vocabulary writing assignments, journal responses, and academic essays. Reflective, narrative, descriptive, and expository modes of writing are practiced.
  3. Students organize and compose paragraphs in discussion of literature on tests, in-class writing assignments, and essays written outsides of class.
  4. Students practice writing introductions, supporting detail and examples, and conclusions for both in-class writing assignments and essays written outside of class.
  5. Students write creative pieces modeled on works read in class.
  1. Grammar
  2. Review parts of speech and problem areas in speech and writing.
  3. Awareness of verbs, phrases, and clauses leads to sentence combining and reinforcement of clarity in written and spoken communication.
  1. Vocabulary
  2. Greek and Latin roots and prefixes are studied for word-building, and emphasis on contextual use and application of vocabulary aims to increase reading comprehension and strengthen writing ability.

Methodology

Class discussion including Socratic seminar and small group discussion allows students to gain confidence in speaking and supporting their interpretation of the works read. Use of film excerpts to compare and contrast character and theme presentation allows students to improve critical thinking and interpretation. Background information is often gained through a combination of readings, film, and short lecture. Oral presentations are both formal and informal sharing of reading or enrichment activities, and recitation of lines of poems gives students the opportunity to participate in oral interpretation. Students write often to show reflection and insight about a work read or about ideas discusses.

Evaluation

Evaluation includes in-class writings to discuss, interpret, compare, and contrast themes in the works read; essays written outside of class for different audiences and purposes; reading quizzes for accountability and comprehension of reading; journal prompts relating to issues in reading or refection; a research project to incorporate results of research and give credit to sources in a personal research paper; writing to understand grammar concepts; grammar quizzes and tests to apply knowledge of the language; and both tests and exams that are primarily essay format.

Resources

Armitage, Simon (trans). Sir Gawain and the Green Knight.New York: W. W. Norton & Company, 2007.

Brontë, Charlotte.Jane Eyre.New York: Penguin, 2006.

Chaucer, Geoffrey. The Canterbury Tales. trans. Neville Coghill. New York: Penguin Classics, 2003.

Heaney, Seamus (trans).Beowulf.New York: W. W. Norton & Company, 2001.

Levine, Norman. Vocabulary for the High School Student. Third Edition. New York: Amsco, 2004.

Sebranek, Patrick, et. al. Writers Inc: A Student Handbook for Writing and Learning. Write Source, 2000.

Sebranek, Patrick, et. al Writers INC Skillsbook (Level 9). Write Source, 2000.

Shakespeare, William. A Midsummer Night’s Dream. New York: Washington Square Press, 2004.

Shaw, George Bernard. Pygmalion. New York: Enriched Classics, 2005.

Williams, Oscar (ed). The Mentor Book of Major British Poets.New York: Signet, 1985.

SalemAcademy Curriculum

English IHonorsNinth grade Year-long course

Overview

Honors English I is an accelerated survey of British literature from early Anglo-Saxon epics to contemporary British drama, poetry, and fiction. Placement in this course is determined by middle school English grades, scores on the reading comprehension and verbal sections of the SSAT, teacher recommendation, and departmental approval. Texts include Beowulf, A Midsummer Night’s Dream, Sir Gawain and the Green Knight, Pygmalion, Jane Eyre, selections from The Canterbury Tales, and a survey of major British poets. In addition to these texts, students will also read outside criticism. Development of vocabulary is fostered through a studyand application of context use, word building from Latin, Greek, and other languages as well as acomparison and contrast of words and their meanings. Grammar review of parts of speech, phrases,clauses, and sentence constructions leads to practice in careful editing but is aimed at understandingand practicing writing, reading, speaking, and listening with clarity. Research and writing skills aredeveloped through a research paper, and MLA citation guidelines are introduced to provideresponsible credit for use of borrowed information. Practice in writing for various audiences andpurposes is provided as students focus on academic writing tasks. Writing strong expositoryparagraphs with focused topic sentences leads to practice in multi-paragraph essays.

Objectives

Students will:

A. Read, compare, and contrast major works of British literature including epic, drama, lyric poetry, and fiction.

B Examine the development of common themes such as the journey, honor, marriage, love, family, community, and self and society from early Anglo-Saxon epics to contemporary works of fiction, drama, and poetry.

C. Develop skills and confidence in listening, note-taking, formal and informal oral presentations, seminar discussion, small group discussion, dramatic reading, and oral interpretation.

D. Practice critical thinking, evidence support for a position, and clarity in written communication.

  1. Understand and practice research methods and the necessity for giving credit for borrowed ideas and information.
  2. Expand vocabulary through understanding word parts, contextual understanding, and application of new vocabulary in writing and speaking.
  3. Review and reinforce grammar concepts to increase reading comprehension and writing facility through an understanding of the basic structure of English.

Content

  1. Literature
  2. Old and Middle English poetry (in translation). Beowulf, Sir Gawain and the Green Knight, and The Canterbury Tales introduce students to early British culture and the stylistic convention of Old and Middle English. These works allow students to examine themes such as the journey, heroism, honor, kingship, love, religion and morality, self and society, and family and community. Students memorize the first eighteen lines of the Prologue to The Canterbury Tales.
  3. Lyric poetry. Students are introduced to the characteristics of Romantic, Victorian, Modern, and contemporary British poetry. Poetic devices are identified.
  4. Fiction. Charlotte Brontë's Jane Eyre provides an examination of literary techniques and character development.
  5. Drama. William Shakespeare’s A Midsummer Night’s Dream and George Bernard Shaw's Pygmalion offer characteristics of dramatic conventions, poetry and meter, an appreciation of the beauty of the language, and an examination of themes of love, language, and self and society. (Summer reading choices include drama.)
  6. Composition
  7. Students practice writing for varied audiences and purposes through vocabulary writing assignments, journal responses, and academic essays. Reflective, narrative, descriptive, and expository modes of writing are practiced.
  8. Students organize and compose paragraphs in discussion of literature on tests, in-class writing assignments, and essays written outsides of class.
  9. Students practice writing introductions, supporting detail and examples, and conclusions for both in-class writing assignments and essays written outside of class.
  10. Students write creative pieces modeled on works read in class.
  11. Grammar
  12. Review parts of speech and problem areas in speech and writing.
  13. Awareness of verbs, phrases, and clauses leads to sentence combining and reinforcement of clarity in written and spoken communication.
  14. Vocabulary
  15. Greek and Latin roots and prefixes are studied for word-building, and emphasis on contextual use and application of vocabulary aims to increase reading comprehension and strengthen writing ability.

Methodology

Class discussion including Socratic seminar and small group discussion allows students to gain confidence in speaking and supporting their interpretation of the works read. Use of film excerpts to compare and contrast character and theme presentation allows students to improve critical thinking and interpretation. Background information is often gained through a combination of readings, film, and short lecture. Oral presentations are both formal and informal sharing of reading or enrichment activities, and recitation of lines of poems gives students the opportunity to participate in oral interpretation. Students write often to show reflection and insight about a work read or about ideas discusses.

Evaluation

Evaluation includes in-class writings to discuss, interpret, compare, and contrast themes in the works read; essays written outside of class for different audiences and purposes; reading quizzes for accountability and comprehension of reading; journal prompts relating to issues in reading or refection; a research project to incorporate results of research and give credit to sources in a personal research paper; writing to understand grammar concepts; grammar quizzes and tests to apply knowledge of the language; and both tests and exams that are primarily essay format.

Resources

Armitage, Simon (trans). Sir Gawain and the Green Knight.New York: W. W. Norton & Company, 2007.

Brontë, Charlotte.Jane Eyre.New York: Penguin, 2006.

Chaucer, Geoffrey. The Canterbury Tales. trans. Neville Coghill. New York: Penguin Classics, 2003.

Heaney, Seamus (trans).Beowulf.New York: W. W. Norton & Company, 2001.

Levine, Norman. Vocabulary for the High School Student. Third Edition. New York: Amsco, 2004.

Sebranek, Patrick, et. al. Writers Inc: A Student Handbook for Writing and Learning. Write Source, 2000.

Sebranek, Patrick, et. al Writers INC Skillsbook (Level 9). Write Source, 2000.

Shakespeare, William. A Midsummer Night’s Dream. New York: Washington Square Press, 2004.

Shaw, George Bernard. Pygmalion. New York: Enriched Classics, 2005.

Williams, Oscar (ed). The Mentor Book of Major British Poets.New York: Signet, 1985.

SalemAcademy Curriculum

English II World LiteratureTenth GradeYear-long course

Overview

In this course, students will read a variety of texts from across cultures and time periods. We will begin our journey through world literature by examining Paulo Coelho’s The Alchemist. We will then delve into the poetry and drama of ancient Greece and Rome (The Three Theban Plays, The Aeneid). From Virgil’s Roman adventure we will jump forward in time to Shakespeare’s Italy in The Merchant of Venice. In the second semester we will take a literary journey through the modern world: Wiesel’s Night, Alvarez’s In the Time of the Butterflies, and Achebe’s Things Fall Apart. Interspersed throughout the primary texts we will read supplemental short stories (The World’s Greatest Short Stories), poetry, and essays. In our examination of the texts, students will explore the values, ideas, beliefs, and structure found in each culture’s literature; these will, in turn, illuminate both the differences and similarities inherent in human nature, regardless of culture or time period. We will examine the archetypes of literature as well as literary devices to provide a common language for discussion. Students will develop their writing skills by practicing a variety of writing forms and styles, with distinct importance placed on grammar and mechanics.

Objectives

Students will:

  1. Encounter a variety of world literature from different time periods, cultures, and genres
  2. Demonstrate an understanding of the themes, ideas, and values found in various selections of world literature, as well as the literary devices the authors use to covey these elements
  3. Discuss the literary works in their original social, political, and cultural contexts, and investigate the connections to those same realms of our society
  4. Integrate vocabulary into both their formal and colloquial speech and writing
  5. Learn the fundamentals of writing formal essays
  6. Gather research and edit a short research paper
  7. Demonstrate a mastery of proper grammar, punctuation, and mechanics
  8. Prepare both formal and informal presentations
  9. Foster a life-long interest in world literature

Content

  1. Literature

Students will read and analyze various works of world literature from across time periods

and cultures

  1. Composition

Students will review the five-paragraph essay format introduced in the ninth grade. They will learn how to compose and support a thesis using textual evidence. Proper MLA citation format and avoidance of plagiarism will be stressed.

  1. Vocabulary

Vocabulary will be drawn both from the assigned vocabulary text and from the literature itself.

  1. Grammar

Students will review grammar concepts such as parts of speech, comma rules, subject/verb and pronoun/antecedent agreement, dangling and misplaced modifiers, fragments, run-ons, and comma splices.

Methodology

A variety of teaching methods will be employed to help students explore texts and master the necessary concepts. Classes will be comprised of a mix of teaching methods including discussion, multi-media presentation, lecture, and both teacher- and student-directed activities.