Stephen Decatur High School, 9913 Seahawk Road, Berlin, Maryland 21811,
A Maryland Blue Ribbon School (Selected in 1998)
http://www.stephendecatur.org
Instructors |
Our Drama Department's courtyard theater is host to annual
spring
performances of Shakespeare's comic classics. For more
information on this facility and drama performances click on this link: |
Course |
Course Description |
Level |
Credits |
|---|---|---|---|
|
|
The primary
focus of
the Ninth Grade English course is the swdy of genre. Students are
taught
the characteristics of the short story, nonfiction, poetry, the novel and drama. In addition, they study the characteristic structure of each genre - the structure of the short story, nonfiction, the novel, and the three act or five act play. They also study the poets use of poetic structure and language. All students are required to read and report on four full length works per semester. Language conventions are taught as needed through writing. Grammar skills include parts of speech, parts of a sentence, capitalization, punctuation, and usage. Spelling and vocabulary lessons are based on words students need to learn as evidenced by their writing. Students practice speaking and listening skills through a variety of activities. They give oral reports on their readings, and they work extensively with response partners or in small groups during the prewriting and revision stages of writing lessons. |
|
|
|
|
This
course builds on the study of genre in the Ninth Grade. In this
curriculum, students explore
themes in literature, points of view, symbolism, characterization, and
literary
language. In exploring each of these aspects of literature, students
read
a variety of genre - short story, nonfiction, drama, poetry, and the
novel.
Additionally, students are required to read four full length works each
semester. Language conventions are taught as needed through writing. Vocabulary development is direcdy related to the literary selections. Lessons in spelling are based on students' written compositions. Writing assignments are made in the context of the writing process. Topics for compositions are an outgrowth of literary selections. Students write multi-paragraph papers and answer essay questions. Students practice skills in speaking and listening through a variety of classroom activities: whole class discussion, group work in prewriting and revision, reports on required reading and improvisations and role-playing based on literature studied, as well as interpretative readings on assigned works |
|
|
|
|
Students
in English 11 explore the literawre of the United States from colonial
times to the present.
The selections are studied in terms of how they affect and are affected by the social and historical climate. In addition, students read a variety of literary genre: essay, poetry, and short story. They read to interpret, to evaluate, and to expand vocabulary. Additionally, students are required to read four full length works per semester. In writing, students review a variety of ways to write sentences (sentence combining). They progress from one paragraph, three paragraph, and five paragraph papers with the culminating activity being a research paper. Students practice speaking skills through a variety of activities. They give oral reports and work in small groups. Students participate in class discussions. They take roles in plays and improvise characters in literature to add variety and focus to class discussions. Students are involved in a variety of activities designed to enhance listening skills. They listen to the teacher and to each other; they respond by taking notes and asking questions. Students also listen to recordings to determine message, tone, purpose, and effect in literature. |
|
|
|
|
Classical
English literature is the basis of the Twelfth Grade curriculum. It is
a historical survey starting with Anglo-Saxon literature, proceeding
through Medieval, Renaissance, Puritan, 17th Century, 18th Century,
Romantic, Victorian, and
20th Century writers. The literature is used as a departure point for a
variety
of writing exercises. Specific and appropriate reading skills are
taught.
In addition, students are required to read four full length works per
semester.
Instruction in language and grarnmatical skills is systematically
provided.
Usage and fundamental communication skills are reviewed. Because this
is
the last formal educational situation for many of our students, the
primary
thrust of the language instruction is clear communications. Writing is the direct result of ideas encountered in literature. Sentence sense, paragraph cohesion, and thesis development are stressed. These writing techniques are reviewed and practiced while elements of developing a personal style of writing are introduced. Writing is essentially an integrated thinking process, and as such, it is the most nuportant activity of the Twelfth Grade curriculum. Some formal speech instruction is provided, and occasional formal speaking opportunities are an option available to all students. Informal speaking skills are the main thrust of classroom speech instruction. The course's literary study is generated from an active informal speech environment. Much of English literature can only he understood through thorough discussion and intensive idea exchange between peers and teachers. As a result, students are expected to verbally challenge, interpret, clarify, and digest the ideas and materials they encounter. Listening instruction is an ongoing process of an integrated curriculum. Students are taught to focus on the listening task, recognize verbal cues, identify main ideas, interpret meaning and evaluate the validity of a speaker's tone and purpose. |
|
|
|
|
Advanced
Placement English is a course emphasizing the development of skills in
critical reading of imaginative
and discursive literature and in writing about literature and related
ideas.
It is designed for students capable of doing college level work in
English
while they are in secondary school, who are willing to devote the
energy
necessary to complete a course more rigorous and demanding than other
high
school English courses designed for the college bound student. Because of the rigorous demands of this course, students are expected to devote as much time as necessary to keep current with class assignments and class work. The course requires extensive out-of-class reading. This course is designed to prepare students to take an advanced placement test and earn up to two semesters of college credit in English. |
|
|
|
|
English credit for this course is designed for students who need to improve their functional writing skills. Students write prompts and work in peer response groups and or with their teacher to improve their writing skills. Prompt topics are generated from the literature required in the ninth grade program and focuses specifically on narrative and explanatory writing tasks. Considerable emphasis is given to revising and editing. As a result of this program, students feel more confident when taking the Maryland Writing Test. One credit toward graduation may be earned in this course. |
|
|
|
|
The Functional
Reading course is designed for students who need to improve their basic
reading skills. Attention is given to word attack, vocabulary, comprehension, and functional reading tasks. One credit toward graduation may he earned in this course. |
|
|
Course |
Course Description |
Level |
Credits |
|---|---|---|---|
|
|
In this course, college-bound students are provided with specific information and skills necessary for successful academic perforanance in the areas of study skills, problem-solving, use of media resources, and the research process. Students also receive instruction in word processing, SAT preparation, and college entrance requirements. |
|
|
|
|
The
Introduction to
Theatre course introduces the world of the theatre to interested
students.
Beginning with a survey of the origins and development of Western
drama,
students are given a rigorous academic tour of ancient Greek and Roman
theatre, medieval theatre, Renaissance drama and the commedia
dell'arte, Elizabethan drama, Restoration drama, and drama in Asia,
Europe, and the United States with the emphasis on modern drama. The
survey of the history of theatre is
followed by a unit on dramaturgy, the study of the literature of the
theatre.
Students will read scenes from or the entire script of classic plays
from
both the tragic and comic literature of the theatre. Discussions of
interpretations
of the theme, characters, and plot lead to written analyses of the
pieces
read. Mter analyzing classic examples of dramatic literature, a unit requiring the writing of short scripts or scenes will allow students to put into use their understanding of the structural elements of a play. These scenes or scripts will then he developed into presentation material for the class. Students will learn to develop oral interpretation skills for perforanance and basic acting skills and techniques. While working on class performances, students will be required to develop a director's notebook, with the appropriate notations, cues, blocking, script analysis, and diagrams of sets and set pieces. Students will be introduced to the types of stages, the parts of the stage, and the jargon of the stage and theatre. Students will direct their own scene or script and will appear in a scene or script directed by another student. Prior to presentations being given, students will learn basic stage rules for onstage etiquette, backstage etiquette, rehearsal etiquette, and audience etiquette. Students in the introductory course will be encouraged to apprentice with the acting class, serving as ushers, box office personnel, publicity staff, scriptperson, technical crew, and understudies. Students will earn credit toward their class grade by working in an apprenticeship capacity on performances given by the acting class. It is suggested that Introduction to Theatre serve as a prerequisite to Theatre Production. (Note:A Departmental Academic Elective does not satisfy the English graduation requirement. The College Research and Study SItills course is counted in determining honor roll/scholastic achievement status.) |
|
|
|
|
The course is taught as a practicum. Students learn by doing. There are three to four productions a year in which students must participate. Theory is taught through performance situations in addition to acting fundamentals of stage movement, voice, character development and basic technical theater work in lighting, set construction, make-up, costuming and stage properties. |
|
|
|
|
The Creative
Writing
course includes traditional and non-traditional writing in various
genres.
The class receives practice in critiquing and being critiqued. In
general, Creative Writing is a class that requires thinking skills and
the willingness to share one's work. Creative Writing I is a prerequisite for Creative Writing II. This is a class intended to instruct and inspire. |
|
|
|
|
Creative Writing II students must have successfully completed Creative Writing I. This class is intended for the serious writer. Assignments are more sophisticated than Creative Writing I with a spotlight on possibilities in the writing world. Creative Writing Ii students might broadcast special occasion readings, conduct a cross county workshop, serve as mentors to Creative Writing I students, and produce a literary magazine. If circumstances permit, students will participate in "class-to-work" internship. This class is for a motivated wordsmith who wants to develop a style and consider a career direction. |
|
|
|
|
This course is designed to provide students with educational experiences which culminate in the actual production of a quality school paper. Students learn about the legality, staff organization, responsibility, history and philosophy of journalism. They learn to differentiate between, define and write feature articles, editorials, straight news articles and sports stories. This course also provides students with experiences in the technical production of a newspaper. These include layout, scheduling, ad solicitation, and photography. See description of Newspaper Production for the awarding of technology credit. |
|
|
Latin |
Long a
traditional language study course that is the basis for our native
English Language, active study of the subject faded in the 80's and
90's. It is now revitalized as a means of providing a more solid
basis for all things "English." It is also helping students
improve their SAT scores with fundamentals of grammar, conjugation, and
basic word and sentence structures. |
1
|
1
|
|
|
In this course students publish monthly editions of the school newspaper. Students research and write articles in a variety of formats. They size photographs, draw graphics or use clip art, and prepare a camera-ready copy for printing. Students are responsible for all business aspects of the newspaper. Students successfully completing the Journalism course and one semester of Newspaper Production will fulfill the technology education credit. An additional semester of Newspaper Production may count as Advanced Technology credit. |
|
|
|
|
This course introduces students to Greek and Roman Mythology. Students read and discuss The Iliad and The Odyssey. They study mythological allusions that occur frequen fly in literary works. |
|
|
|
|
This class is
direcdy responsible for the production of the high school yearbook.
This class teaches
students the basic principles of magazine style publication. Students
gain
practical knowledge of layout and advertising design and production;
photography;
photo editing; and research, interview, writing, and editing techniques
for
articles. Students also learn a variety of computer skills
including: word processing, data base construction and management, and camera ready graphics production techniques. The class is activities based and product oriented. Students are directly involved in every aspect of publication production from planning to advertising sales, to actual production and even sales and distribution. Students earning credit in this class will have a sound knowledge base for finding employment in a variety of publications occupations and their related fields. One Advanced Technology credit may he awarded upon successful completion of this course. |
|
|
|
|
This course
offers
a broad survey of a variety of communications arts areas. Some of these
include: interpersonal communications, nonverbal communications, speech
and listening skills, basic radio and television production,
advertising, and written communications
- both creative and journalistic. During the second semester, students have the opportunity to apply some of these skills through educational access channel television productions, daily morning in-house radio broadcasts and cable television radio broadcasts, publication of a communications arts magazine, producing a variety of film productions for the state film festival, and ongoing public service awareness programs. One Advanced Technology credit may he awarded upon successful completion of this course. |
|
|