English
In the English Department, students work to achieve competence and aim for excellence in the areas of reading, writing, speaking, listening, studying, reasoning, participating in literate communities, and establishing enduring human values.
The English Department offers a variety of courses. Core English courses for students in grades 7 through 10 are grouped heterogeneously. Juniors and seniors can choose from a wide range of electives and are required to take at least one credit of English per year. Students with an exceptional interest in reading and writing are encouraged to take additional courses beyond their required core English program.
ENGLISH REQUIRED COURSES
English 7
Grade 7 | Required
The goal of English 7 is to meet standards of participation in a literate community by talking about books, ideas, and writing. Students accomplish this through reading and writing workshops; in addition, they practice grammar and vocabulary skills. Discussions and writing assignments are designed to help students make connections between their own experiences and the readings. Titles may include: Nothing but the Truth, Day of Tears, The Outsiders, Diary of Anne Frank, and Mississippi Trial, 1955. Students use the writing process and write “Response to Literature” essays, a personal essay, a persuasive essay, poetry, and other creative pieces.
English 8
Grade 8 | Required
This course emphasizes skill develop-ment in reading, writing, speaking, and listening—all essential tools for communication. Students study a variety of both fiction and non-fiction literature, including novels, short stories, plays, poetry, and personal essays. Over the course of the year, students engage in reading and writing workshops, several interdisciplinary units, and plenty of grammar and vocabulary work. For the final exam, students create a bound portfolio of their “best” work from middle school.
English 9
Grade 9 (Required) | Credit: 1
English 9 is designed to strengthen students’ academic literacy—the skills of reading, writing, and reflection that are essential to success in high school. Participating in the course’s literate community and sharing ideas and work with others helps students develop both expressive and collaborative skills. Students explore themes of coming of age, respecting differences, human dignity, and justice. Students may read The Curious Incident of the Dog in the Night, The Secret Life of Bees, Twelfth Night, Twelve Angry Men, and To Kill a Mockingbird. Students write personal responses, response to text essays, creative pieces, and other assignments as time and interest allow. The English 9 course includes an ‘embedded honors’ option for students to pursue. Titles for the embedded honors option will likely include: Look me in the Eye: My Life with Asperger’s, The Hate U Give, The Other Wes Moore, and Go Set a Watchman.
English 10: Identity & Voice
Grade 10 (Required) | Credit: 1
In English 10, students read Sandra Cisneros’s The House on Mango Street, Emily Bernard’s Black is the Body: Stories from My Grandmother’s Time, My Mother’s Time, and Mine, as well as Steinbeck’s classic Of Mice and Men, and Shakespeare’s Romeo and Juliet. In addition, students study contemporary plays, poems, and a “Book Group” novel they choose from a list of offerings. Students write responses to literature, personal essays, poetry, and vignettes. The course asks students to explore their own sense of identity and voice as readers and writers. “The Anthology Project, “ a TA tradition, highlights this exploration. Students collect excerpts of both original and published literature that feel important to them—citing all sources and exhibiting their own artistic touch. To cap off the project, students formally present their anthologies to an audience. The English 10 course includes an “Embedded Honors” option.
ENGLISH ELECTIVE COURSES
Creative Writing
Grade 11–12 | Credit: 1
For students who love literature and want to create their own, this course explores crafting poetry, creative nonfiction, fiction, and personal essays. For inspiration, students draw upon powerful texts old and new, art, music, and nature, as well as workshops led by local authors. Students frequently read their work aloud to each other during class. Grammar and vocabulary are regular components of study; woven into the examination of rules and definitions is a consideration of how writers control the reader’s experience by means of the punctuation, grammar, and words they choose. As a culminating project, students present a sampling of their work to an audience in the theater. Reading one’s work aloud is a requirement of this course.
Composition for College & Career
Grade 11–12 | Credit: 1
This course strengthens students’ everyday writing and vocabulary skills. It aims to make the study of grammar, punctuation, and vocabulary relevant to their lives. Students write a short paper each week on a topic that is meaningful to them, and through consistent practice, revision, games, activities, and weekly quizzes, they get better and better at editing their own writing. Readings include Jeannette Walls’ The Glass Castle and selections from Annie Proulx’s Heart Songs and Other Stories.
Literary Adaptations
Grade 11–12 (10 with permission) | Credit: 1
This English elective explores the relationship between literature and movies by focusing on adaptations of literary fiction, mainly short stories. The transformation from text to film raises many interesting questions which students will explore through study of the original stories, viewing their adaptations, and participating in class discussions and weekly blog assignments. As a culminating activity, students will collaborate with peers to create and screen a short film adapted from a piece of short fiction. Some stories and films studied may include: Memento, Minority Report, The Sentinel / 2001: A Space Odyssey, Rear Window, and The Killers. This course includes an ‘embedded honors’ option for students to pursue.
Note: Students may elect Literary Adaptations for either Arts or English credit.
Civil Rights Literature
Grade 11–12 | Credit: 1
The class explores the history of what is often called the “Classic Civil Rights Movement” by examining the literature of that period, as well as the literature about that period that has been published more recently. Course texts include a wide range of fiction and non-fiction, including (but not limited to) speeches, poetry, novels, short stories, news articles, and movies. Students will write traditional essays, as well as creative compositions such as poetry and short stories. By exploring the major milestones and markers of the Civil Rights Movements, the course aims to provide students a foundational understanding of the events themselves and the associated literature.
Human Nature in Literature—Honors Course
Grade 11–12 | Credit: 1
Because students in this course read literature with challenging, uncon-ventional structures, and because they push beyond their current achievements when they write about this literature, the subtitle of this course is “Breaking Boundaries.” The writing focus is on responses to text, specifically clarity of purpose. Students work on choosing apt quotes as evidence, as well as crafting dynamic introductions and solid conclusions. This work prepares students for Honors American Literature, college applications, college courses, and…life! After all, being able to make an argument backed up by relevant evidence is a useful skill. In addition, students write poetry and creative non-fiction. Vocabulary study is a weekly component of the course, and students also take an in-depth look at how grammar affects writing style and voice. Readings may include works of literature such as Toni Morrison’s Beloved, Shakespeare’s Hamlet, Jhumpa Lahiri’s Interpreter of Maladies, and Sarah Ruhl’s Eurydice, as well as independentreading choices.
Honors American Literature—Honors Course
Grade 12 | Credit: 1
The primary goal of Honors American Literature at Thetford Academy is for students to develop their abilities as writers and independent critical readers. In this college-level course, seniors read and study selections from some of the best writings of American and world literature—books, plays, poetry, and short stories that are often called “classics.” The writing component includes personal responses, analytical essays about literature, and a research essay. Honors American Literature is for those seniors with an exceptional interest in literature and writing who are willing to work hard at both.
Prerequisite: Summer reading and writing are mandatory for this course; the assignments may be picked up during the last week of May.
World Literature
Grade 11–12 | Credit: 1
World Literature gives students an opportunity to expand their global cultural awareness by examining literary perspectives and traditions through the work of non-American writers. This study provides opportunities for dynamic discussion and a deeper understanding of other cultures. The course explores questions such as: How does where we come from impact who we are or who we become? What is the relationship between one’s personal experience and one’s cultural perspec-tive? How does literature reflect the culture? Readings include Achebe’s Things Fall Apart, Dai Sijie’s Balzac and the Little Chinese Seamstress, and Camus’ The Stranger. Writing assign-ments include journal entries, essays, and poetry. .
ENGLISH FOR SPEAKERS OF OTHER LANGUAGES
ESOL I—English for Speakers of Other Languages I
Grade 9–11 | Credit: 1
This course introduces students to basic structures and vocabulary of the English language by enhancing their skills in reading, writing, speaking, and listening. Students learn strategies in order to advance their reading, listening, and pronunciation skills. They expand their oral comprehensibility and write com-plete sentences, standard paragraphs, and short content-based essays. They utilize level-appropriate conventions of grammar and punctuation with a minimum of errors.
ESOL II—English for Speakers of Other Languages II
Grade 9–12 | Credit: 1
This course is an extension of the skills learned in ESOL I. It focuses on syntax, continued vocabulary development, reading, listening comprehension, speaking and pronunciation skills, and writing multiple-paragraph compo-sitions that demonstrate organization of ideas, use of a thesis statement, and supportive elements. Intensive grammar instruction is emphasized to support academic writing skills. This course contributes to skills needed in main-stream classes and standardized tests such as PSAT, SAT, and TOEFL.
Social Studies
Social Studies courses help students contextualize modern society and current events through the study of major historical eras, influential individuals and groups, and economic and governmental systems. Students will learn to analyze information and differentiate among fact, opinion, and interpretation, and build a solid background in the skills of reading, writing, and oral expression. All students are expected to complete two major research papers and two oral presen-tations during their high school careers.
SOCIAL STUDIES REQUIRED COURSES
Introduction to Social Studies 7
Grade 7 | Required
This course is an introduction to Social Studies focusing on the American experience. It includes orientation to social sciences such as geography, economics, and civics, as well as topics in history. Some units of study include: What is History, Thetford History, Native American People, Slavery, Civil Rights, Immigration, and major American conflicts. For each unit, students are expected to maintain an organized notebook, participate in class discussions, and complete daily homework assignments. Methods of learning include small group discussions, large group discussions, presentations, note taking, projects, research papers, and tests.
Global Studies and Geography
Grade 8 | Required
Global economic, cultural, and political forces increasingly shape our lives in the 21st century. This course aims to equip students with the skills and knowledge necessary to successfully navigate our global society. Major questions in this course include: Where are the countries, regions, and major physical features on earth located? What does it mean to be a responsible global citizen? Why should one know and care about what goes on in other parts of the world? Students develop skills in a variety of disciplines, including history, geography, and current events. Coursework focuses on analytical reading and writing, as well as individual and group research projects.
World Civilizations
Grade 9 (Required) | Credit: 1
What enabled the western European nations, in a process that began around the year 1500, to dominate nearly all of the peoples of the world? How didthe geographic positioning, the history, and the cultural traditions of the West create the foundation for all that is familiar to us today? These are the two focusing questions of this course. Knowing, thinking, and writing about how the West developed is crucial to understanding our responsibilities in the world today. This course is divided into 12 units that survey the history of western civilization from its ancient Near Eastern beginnings to the Renaissance. An additional emphasis is placed on academic writing; students complete research papers in this class. This course includes an ‘embedded honors’ option for students to pursue.
United States History
Grade 10 (Required) | Credit: 1
This course examines colonization of the New World through the end of the 19th century, with specific attention paid to the American Revolution, the Constitution, slavery, and the Civil War. Students learn to analyze the major causes and effects of important events; compare, contrast, and evaluate conflicting interpretations of events; and propose and defend solutions to problems. Part of the course is dedi-cated to learning strategies for reading a variety of historical texts and writing analytical essays. These skills will be used to write a major research paper. This research paper must be success-fully completed in order to receive credit for the course. This course includes an ‘embedded honors’ option for students to pursue.
Modern World History
Grade 11–12 (Required) | Credit: 1
The society in which we live is a direct result of 20th-century events, both in the U.S. and across the world. This course reviews important domestic and international developments and events since 1900, and approaches the 20th century through the themes of commu-nism versus capitalism, genocide, colonialism, war, human rights, and globalization. Students learn to analyze the causes and effects of important events and developments; compare, contrast, and evaluate conflicting interpretations of historical events; display knowledge of worldwide current events and their impact on the U.S.; write in a variety of styles; and complete a culminating research paper and oral presentation. This course includes an ‘embedded honors’ option for students to pursue.
Note: Modern World History is required, and it should be taken in the junior year.
SOCIAL STUDIES ELECTIVE COURSES
Economics—Honors Course
Grade 11–12 | Credit: 1
This two-part, honors-level course is offered in the fall and spring semesters. The two parts may be completed independently of one another, but it is recommended that they be completed sequentially. The course begins by focusing on introductory concepts in micro and macroeconomics. Fundamental principles governing economic activities of the individual and firm, as well as those of the aggregate economy, are examined. The course will emphasize the development of critical thinking skills and the application of economic principles and methodologies in problem solving.
Prerequisite: Successful completion of Algebra II or permission of the instructor.
Psychology
Grade 11–12 | Credit: 1
Why do people do the things they do? What does it mean to be “normal”? How do we learn and remember? What does it mean to think and feel, and how do we know? People have pondered these questions for ages, and the field of psychology provides the tools to search for answers. In this upper level course, students will rely heavily upon primary sources, small group work, independent research, and student presentations, as they explore such topics as personality theories, biopsychology, cognition, sensation, emotions, states of consciousness, abnormal psychology, and the interface between psychology and the law.
Gender Studies
Grade 10–12 | Credit: 1
In this course, students explore how gender roles in the world have changed and expanded since the 1860’s. Students look at the political, social, economic, educational, and gender issues of the past and apply them to contemporary issues. The course focuses on everyday sexism and how it affects not just women but everyone in our culture. Through media and technology, writing, presentations and discussions, students will broaden their knowledge and critical thinking skills while respectfully considering other perspectives.
Perspectives
Grade 11–12 | Credit: 1
This course examines different perspectives on complex contemp-orary issues such as socio-economic class, immigration, mental illness, and other timely topics depending on the semester. Students respond to a variety of viewpoints connected with these issues by reflecting on their own experiences and by considering their opinions along-side outside sources of information. Students develop a service-learning project, making hands-on activism a part of the course.
Why Food Matters: An Introduction to Local, Regional, and Global Food Systems
Grade 9–12 | Credit: 1/2
We interact with food on a daily basis, and yet its origins and journey are often unclear. This course is designed to introduce students to the complex systems that bring food from farm to table. The study of food systems is dynamic and multidisciplinary, so the curriculum will integrate Social Studies, humanities, nutrition, and environ-mental science. Students will engage in hands-on learning to discover their place in the complex web of food production, distribution, and consump-tion. The ultimate goal of the course is to prepare students to become active and informed participants in their own local, regional, and global food systems.
World Languages
All students at Thetford Academy are invited to study languages other than English. Thetford Academy strongly encourages college-bound students to take at least three courses of the same language in high school; four or five courses are preferred.
The primary goal of the World Language department is for students to develop linguistic proficiency and cultural sensitivity. By interweaving language and culture, the program seeks to broaden students’ communication skills while deepening their appreciation of other cultures. The language program adheres to the National Standards for Foreign Language pertaining to the 5 Cs: communication, cultures, connection, comparisons, and communities.
MIDDLE SCHOOL PROGRAM
French I—A and B |
Spanish I—A and B
Grade 7–8 | strongly recommended
Thetford Academy offers French I and Spanish I as two-year programs in the middle school. Students may start language studies as 7th graders and continue in 8th grade, covering the equivalent of a French I or Spanish I course in two full years of study. Students will need to complete both years successfully in order to advance to the second level as 9th graders.
They will not receive high school credit, but will be able to enroll directly in French II or Spanish II. Please refer to
the French I and Spanish I descriptions that follow. Middle School languages teach students the skills to be successful language learners, and place impor-tance on projects, interactive games, and activities.
FRENCH PROGRAM
The World Languages department believes that students of French should be equally proficient in the four communication skills: listening, speaking, reading, and writing. The French program emphasizes each of these skills throughout the curriculum. At the end of a four- or five-year sequence, the student will be able to communicate with a native speaker about most aspects of daily life, express opinions, and discuss a variety of subjects, including interpretation and analysis of music, poetry, art, and literature. Our program offers a communicative, whole-language approach.
French I
Grade 9–12 | Credit: 1
This course is an introduction to the study of French and the francophone world. Students will establish a solid foundation for more advanced study as they develop the tools necessary to communicate in French about a variety of topics drawn from their daily lives. They will gain proficiency in each of the four areas necessary for really learning a second language—listening, reading, speaking and writing—as they acquire basic vocabulary and begin to develop an understanding of the way French works. Components of the class include oral drills, pair and group work, total physical response (TPR), silent writing, games, songs, dialogues, and other activities. All languages exist within a broader cultural context, and an equally important objective of the course is for students to better understand French speakers and cultures around the world.
French II
Grade 9–12 | Credit: 1
In French II, students improve their proficiency in listening, reading, speaking, and writing as they expand their vocabulary, gain increasing confidence and facility with the language, and deepen their under-standing of French grammar. There
is an intensive review of the key grammatical concepts and vocabulary from French I at the beginning of the course. As in French I, oral drills, pair and group work, total physical response (TPR), silent writing, games, songs, dialogues, and other activities are all components of the class. A much greater portion of the course, however, is conducted in French. As students gain confidence and facility with the language, they will be expected to communicate with the teacher and their classmates in French. French language websites, video documents, and other realia supplement the text program.
Prerequisite: Successful completion of French I with a grade of C or better or permission of the instructor.
French III
Grade 10–12 | Credit: 1
French III begins with review and expansion of the most important concepts from French II. There is an emphasis on vocabulary development and oral and written self-expression. The class is conducted entirely in French, as students focus on improving their listening comprehension and develop-ing the ability to express themselves fluidly in French. Activities are regularly drawn from French-language movies, YouTube videos, songs, and newspapers. By the end of the class, students will be comfortable in a French-only classroom environment and have the skills necessary to succeed in Advanced French. Students taking this course commit to speaking French during class.
Prerequisite: Successful completion of French II with a grade of B or better or permission of the instructor.
Advanced French IV and V—
Honors Course
Grade 11–12 | Credit: 1
In French IV and V, students explore childhood and growing up by reading Antoine de Saint-Exupéry’s classic, Le Petit Prince. Historical and cultural areas of study are related to this seminal work and to the life and times of its author. In addition, the instructor focuses on selected grammatical topics appropriate to advanced-level communication, using the text Imaginez and supporting v-text and web materials. An emphasis is placed on developing oral and written expression. Students who sign up for Advanced French commit to speaking French during class. This course is generally offered every other year.
Prerequisite: Completion of French III or IV with a grade of B or better or permission of the instructor.
SPANISH PROGRAM
The World Languages department believes that students of Spanish should be equally proficient in the four communication skills: listening, speaking, reading, and writing. The Spanish program emphasizes each of these skills throughout the curriculum. At the end of a three or four-year sequence, the student will be able to communicate with a native speaker about most aspects of daily life, express opinions, and discuss a variety of subjects including interpretation and analysis of music, poetry, art, and literature. The program offers a communicative, whole language approach.
Spanish I
Grade 9–12 | Credit: 1
This course is an introduction to the study of Spanish and the hispano-hablante world and helps students establish a solid foundation for more advanced study, travel, and intercultural communication. The number of Spanish speakers in this country is rapidly increasing; therefore, there is both academic and practical purpose in pursuing Spanish. Students will be engaged in a variety of active methods that will contribute to the development of skills in speaking, listening, reading, and writing.
Oral drills, pair and group work, total physical response (TPR) exercises, written and oral exercises, games, music, dialogues, multimedia projects, and other activities are all components of the Spanish program. This course explores a wide variety of cultural topics, with an emphasis on the daily lives of young people. An additional feature of this course is the exploration of the history of Mexico and the Mexican muralists.
Spanish II
Grade 9–12 | Credit: 1
This course begins with an intensive review of Spanish I. Methods are much the same as in level I; however, more of the course is conducted in Spanish as students continue to develop the ability to understand, speak, read, and write. Oral work is stressed and self-initiated conversation is encouraged. Students will be prompted to manipulate the language at a more advanced level while expanding vocabulary, applying grammatical structures, and strengthen-ing awareness of cultural similarities and differences. Performance-based assessments such as skits and videos are a regular component of the course. Short readers, various realia and media, as well as a text-based Supersite accompany the text program.
Prerequisite: Successful completion of Spanish I with a grade of C or better or permission of the instructor.
Spanish III
Grade 10–12 | Credit: 1
This course continues the work accomplished in Spanish II, including
a complete review and expansion of
the most important concepts. However, this level is taught mostly in Spanish (with the exception of some grammatical explanations). Spanish III involves intensive work on the development of fluid speaking, listening, reading, and writing. In addition to text activities, this course includes current events, studies of traditional and contemporary music, short stories, dramas, legends, poetry, films, YouTube videos, and various realia and media. Upon completion of this courses students will have enhanced their ability to communicate with hispano-hablantes about many topics and be well prepared for Advanced Spanish.
Prerequisite: Successful completion of Spanish II with a grade of B or better or permission of the instructor.
Advanced Spanish IV and V—Honors Course
Grade 11–12 | Credit: 1
This course is designed to provide an active and rewarding experience as students continue to strengthen language competency and cultural awareness. Students interpret a broad selection of contemporary and classic literature and film. Additional texts include news articles, short stories and plays, podcasts and videos, and musical selections. Topics may include immigration, current and historic events, influential figures, themes of identity and power in the Americas, and music and art of the Hispanic world. Students commit to speaking Spanish only at this level.
Prerequisite: Completion of Spanish III or IV with a grade of B or better or permission of the instructor.
