This program of studies booklet is intended to help you in selecting courses for next year and in planning the rest of your high school program. It is recommended that you use this booklet along with assistance from your parents, teachers, and guidance counselor to choose a program that is appropriate for you.

You will notice that this booklet contains information about requirements for graduation and promotion, as well as specific subjects that are required and suggestions as to when they should be taken. Along with these requirements, students may choose other subjects called electives each year to round out their schedules. Please read carefully the section that applies to your individual course of study and note the suggested subjects and levels. The course descriptions at the back are brief summaries of each course. Some courses require that you have successfully completed other courses called prerequisites before taking the next level.

You are advised to use great care when planning your schedule for next year because it can have a significant influence on what you do after you graduate.

Hall-Dale's Mission Statement and Behavioral Expectations can be found in the Student Handbook.

The schedule for the school year 200-2002 has some unique features that are intended to provide students with the greatest number of options while attempting to minimize the amount of confusion that is often associated with a traditional high school schedule. Major features that will have a significant impact on courses and how they are offered:

l. Extended periods.

 

The traditional eight-period schedule is spread over two days with each period 80 minutes in length.

The "Red" day schedule is periods one (l-A) through four (4-D) and the "White" day schedule is periods five (5-E) through eight (8-H).

For each student, two five-minute breaks and a forty -minute lunch period are built into the schedule

The extended period plan is one we feel will bring a more personal approach to education by allowing more time on task and getting students more involved in their own learning.

Students will select at least three courses during the 4 periods provided each day. Therefore, another advantage of this rotation plan is that students would be preparing for three courses (more in-depth perhaps) on each evening for the following school day. In an eight-period day, it was not uncommon for students to prepare for six courses daily.

2. Trimester Plan.

 

The school year is divided into thirds (trimesters) instead of into halves (semesters).Each trimester will be approximately 12 weeks in length. This allows us to provide a greater number of electives for students as they attempt to supplement the core course offerings.

The yearlong courses are graded each trimester and a final grade and credit given at the end of the year. Trimester courses are given a final grade and credit at the end of the 12-week term.

Because the grading period for courses is twelve weeks, there are progress reports for all students, as well as parent conferences, midway through each trimester, with report cards at the end of each trimester term.

3. Heterogeneous Grouping/Thematic Teaching

 

As Maine's Common Core of Learning and the NASSP document Breaking Ranks suggests, and as the research overwhelmingly recommends, several of our courses modify or eliminate tracking. We are integrating students into mixed (heterogeneous) classes in English, American Studies, and 9th and 10th grade science. Many courses have been heterogeneously grouped for some years now.

The 11th grade U. S. History and English courses are team taught in an interdisciplinary fashion. The course is called American Studies and uses "themes" as the approach. This permits flexibility as the teachers utilize small and large group strategies. Upon successful completion, credit is awarded for both English and U. S. History.

Heterogeneous grouping and thematic teaching promote relevance to learning, enhance one's skills in team building, and provide an equal opportunity for all students. It is hoped that students will truly reach their potential as they experience this.

Twenty-three (23) Carnegie units or sixty-nine (69) credits (trimester) are needed for graduation. Of these sixty-nine (69) credits, students must complete the following:

English 4 years (12 credits)	Physical Education 2 year (6 credits)
Math 3 years (9 credits)	Health 1 year (3 credits)
Science 3 years (9 credits)	Fine Arts 1 year (3 credits)
Social Studies 3 year (9 credits)	Technology -Demonstrate computer proficiency
U. S. History 1 year (3 credits)

Starting with the class of 2005, World History 1 & 2 will be required.

Diplomas will be awarded at graduation ceremonies to only those students who have met all state and local requirements for graduation.

Hall-Dale High School believes that we are preparing all our students for a lifetime of learning; a high school diploma alone will not guarantee entry into the current job market at any level. Therefore, we encourage all our students to design a four-year program that will allow them access to post-secondary learning opportunities. Working with parents, we see our job as directing students to take the most rigorous program available that corresponds to their interests and abilities.

Generally, all our students should plan to take four years of English, three years of math and science, and at least two years of social studies. Additionally, students should seriously consider taking at least two years of a foreign language, as well as a broad range of appropriate electives.

Liberal arts colleges vary in their requirements for admission depending on the competitiveness of the admission process and the program the applicant desires to enter. A highly selective liberal arts college states in its catalog, "the typical entering first-year student will have had four years each of English, foreign language, mathematics, and social studies...studies in arts, music, and computer sciences." Students who plan to attend a technical college need to plan a program that includes three or more years of both math and science to the level of Algebra II and physics/chemistry. Most business colleges now expect students to prepare as they would prepare for a liberal arts college program.

For those students who have not decided on a post-secondary program or a career direction, we strongly recommend that a traditional core program be pursued to keep options open.

For information only, one Carnegie unit equals three (3) credits and meets for one full year.

All students are required to carry a minimum of 6 courses at all times. The exception to this is senior year students who can carry only five courses assuming they don't need more than that to graduate.

Students are placed in homerooms based on total credits accumulated. Currently students in homeroom meet one day each week for thirty minutes and other days for five minutes. This allows for appropriate grade level dialogue of issues between students and homeroom advisors as students proceed through their high school career. A "minimum credit earned schedule" for this homeroom placement is listed below:

Grade 10 15 Credits ( 5 Carnegie Units)

Grade 11 33 Credits (11 Carnegie Units)

Grade 12 51 Credits (16 Carnegie Units)

The grading system follows:

A 93 - 100

B 85 - 92

C 76 - 84

D 70 - 75

F Below 70-Failure

Pass/Fail

The Honor Roll is determined as follows:

High Honors - All subjects 93 or above.

General Honors - All subjects 85 or above.

A student's class rank and grade point average is determined at the end of each year for the first three years and the final class rank and GPA is calculated at the end of the second trimester for the senior year. This is done at this time to determine the top ten list of students and possible speakers for graduation.

Grade point average is calculated each year by multiplying each final course grade earned by the number of credits the course is worth. These amounts are then totaled and divided by the total number of credits attempted for the year. Effective with the 1999-2000 school year all honors and advanced placement courses will be weighted with a factor of 1.05. This factor will be used only in determining a student's grade point average (GPA). All other high school courses (non-honors, non AP) will be weighted at 1.00.

Each year's average has equal weight in the final average regardless of the number of courses taken in any given year with the exception of the senior year when the average for the year is given a two-thirds value.

Hall-Dale High School allows students to graduate early if they meet all graduation requirements and follow the procedure outlined below.

Procedure for Requesting Early Graduation:

1. Parent and student completes Request for Early Graduation form

2. Parent and student meet with both the guidance counselor and principal to discuss the request and review alternative means of fulfilling graduation requirements

  Note: The Request for Early Graduation form and the meeting with school administration must take place prior to the October 1 deadline the school year in which the student plans to graduate.

3. The counselor will meet with the principal to review the request, evaluate the alternative means for meeting graduation requirements, and recommend approval or non approval

4. If the request is denied, the parent and student may appeal the decision to the principal for further review

Hall-Dale High School students may supplement their educational experience by taking courses or completing independent studies in accordance with our External Credit Procedure. The following guidelines will assist in this procedure:

 

1. External credits may not be used in lieu of required courses which are defined as those needed to fulfill local or state graduation requirements. They may be used to make up a failed course, or to enhance, enrich, or expand upon one's knowledge in a particular subject, or area of interest.

2. Students in grades 9, 10, and 11 must be taking a minimum of six (6) courses each trimester. Students in grade 12 must be taking a minimum of five (5) courses. External courses are not to be considered in these minimum course requirements.

3. The External Credit Application must be completed and approved by the administration, a teacher sponsor, and a parent prior to beginning the work.

4. A faculty member will serve as the student's mentor for the duration of the external credit course work.

5. External credit course work will receive a pass/fail or numerical grade. If approved for a numerical grade, the average attained will be factored into the student's grade point average (GPA). A pass/fail will not be factored into the GPA.

6. The only time an external course may be considered to replace a requirement of Hall-Dale High School is if it is an approved and accredited college or university course. Refer to policy IHCDA.

7. It is the student's responsibility to provide evidence of successful completion of the work within the time period specified on the External Credit Agreement.

 Add/drop for full year or first trimester courses must occur no later than two weeks after the start of the course. Changes for a trimester course must be made prior to the first class. Schedule changes at other times of the year are discouraged and will be handled on an individual basis only if there is sufficient merit for the change. Credits are awarded only upon successful completion of an entire course unless other arrangements are made with the teacher. Students who elect to drop a course after the two-week period and before the completion of the course must follow the following procedure.

1. Complete a "Request to Drop Course" form.

2. Meet with counselor to discuss request.

3. Conference with the teacher involved.

4. Receive parent permission.

When a course is dropped before completion, the student will receive a grade on the transcript that will reflect the average at that point.

Students who transfer to Hall-Dale High School are expected to meet the graduation requirements mandated by the State of Maine. It is also expected that students will meet the graduation requirements of Hall-Dale High School; any exception to this can only be granted by the principal. Credits that have been accumulated at another school will be converted to Hall-Dale credits based on three credits for each course taken an entire year.

Occasionally, a Hall-Dale student will elect to participate in a foreign exchange program for all or part of a school year prior to graduation. Credit will be given for course work taken based on the amount of time spent in each subject. Grades will be pass or fail and, therefore, will not be used in determining class rank or grade point average.

It will be the student's responsibility to make sure that Hall-Dale graduation requirements are met and that the necessary documentation for determining credits is made available to the school upon return.

Heterogeneously Grouped and Leveled Classes

In several areas of the curriculum students of mixed abilities are grouped together in classes. In English all freshmen take the same level, while sophomores, juniors, and seniors have an honors option. Social studies and science offer different options at each grade level. However, students of mixed abilities are often found in those classes as well. Physical education, wellness, fine arts, foreign language, human development, business, and tech ed are totally heterogeneously grouped. Mathematics offers a choice of levels beginning with pre-algebra.

Honors and AP Classes

Honors and Advanced Preperation courses are available at Hall-Dale High School in English, social studies, and mathematics. Honors classes are offered and maintained under the regulations of the Maine State Department of Education regarding services to students who are identified as gifted and talented.

Criteria for enrollment in honors classes are consistent with the screening process under Chapter 104 Educational Programs for Gifted and Talented Children. This process includes a review of objective and subjective assessment methods in general intellectual ability and specific academic aptitude.

These classes are intended to challenge the exceptional student who is highly committed to learning and is able to meet the demands of these classes as shown by consistent effort, working to full potential, and improved student learning. At any time these expectations are not being met, a conference will be held involving the teacher, student, parent, and representative from guidance and/or administration to discuss the course of action that would be in the student's best interest.

Special Education

Hall-Dale High School offers a wide array of services to students who have been identified by teachers and specialists as having moderate special needs which would prevent them from succeeding in our regular program without such help. A Pupil Evaluation Team (PET) composed of the parents, regular classroom teachers, a special education teacher, an administrator, and, in most cases, the student, meets periodically to review progress and write or modify the student's Individualized Educational Plan (IEP). In most cases, a student's identification as qualifying for special services is initiated by the school; parents, however, have the right to request a PET be convened to consider the appropriateness of evaluating their child.

Special services offered by Hall-Dale High School range from monitor status, support study, or aides to help students taking all of their courses in the regular program, to small group or individual instruction to take the place of some regular courses and self-contained programs.

English 9 &10 Lab (Every Day-40 Minutes) Full Year

Course Description: This course is designed for those students who do not read on grade level and have difficulty with comprehension and writing. The class is slow paced with the maximum of 15 minutes of homework per night

Criteria for Acceptance into the Course: Teacher recommendation, Test Results

Expectation of Student Performance: Participate in class. Work diligently to improve reading comprehension. Demonstrate basic writing skills (sentences, paragraphs, essay)

Means for Measuring Student Achievement: Grade is based on daily work, tests on books read, and writing assignments.

English 9 Full Year

Course Description: The major emphasis of Freshman English is placed on reading and writing. Students read and analyze different types of literature, such as the short story, play, novel, and some nonfiction and poetry. English 9 includes emphasis on terms used to analyze literature. Writing emphasis will include grammar, punctuation, mechanics, essay development, and the editing process. Students must be able to work effectively in groups as well as independently and be willing to participate in class discussions. Students will be extensively using the Internet for class and project work.

Criteria for Acceptance into The Course: Enrolled as a Grade 9 student

Expectations for Student Performance:

Students will:

1. write in a journal format each class period

2. participate in discussion of reading and writing

3. read classical and contemporary short stories, novels, and drama

4. be able to identify literary terms and analyze literature

5. be able to use grammar and punctuation effectively and correctly

Means for Measuring Student Achievement: In class work/writing Includes both written and oral participation. Homework Reading and written work. Quizzes Usually based on readings and work covered (Combined: 60%) in class. Tests 25% Usually based on material covered in class and from reading. Final Exam 15% Usually based on material covered during the trimester

English 10 Full Year

Course Description: This course continues the development started in the freshman year program. Students will continue to develop critical reading, expository writing, and discussion skills. The major emphasis in literature will be the study of the basic elements of fiction and nonfiction. Such works as Julius Caesar, Ethan Frome, Night, I Know Why the Caged Bird Sings, and When the Legends Die will be read as well as the writing of a research paper and the presentation of a career project.

Criteria for Acceptance into The Course: Successful completion of Grade 9 English

Expectations for Student Performance: Successful completion of assigned homework Successful mastery of the 5 paragraph expository essay Adherence to writing conventions outlined in the MLA Handbook for Writers of Research Papers Participate in a career exploration unit which culminates in an oral presentation and a day of job shadowing.

Means for Measuring Student Achievement: Homework, quizzes, daily work 40% Essays Tests (Combined - 45%) Project Trimester Final Exam 15%

English 10 Honors Full Year

Course Description: English 10 Honors is designed for the student who has demonstrated exceptional abilities in English 9, especially in the areas of writing and reading. The student will continue to develop critical reading skills using such literary works as Julius Caesar, Jane Eye, The Awakening, The Chosen, A Separate Peace, and A Tale of Two Cities.

The student will refine expository writing skills by editing and revising student generated and teacher prompted writing assignments. The student will complete a research paper that incorporates specified research conventions as outlined in the MLA Handbook for Writers of Research Papers and participate in a career exploration unit which culminates in an oral presentation and a day of job shadowing.

Criteria for Acceptance into The Course: Performance levels of advanced or higher on the reading and/or writing subtests of the Maine Educational Assessment test Demonstrated consistent effort and achievement in English or language arts as evidenced by progress reports and report cards Sample of student work(s) submitted to Honors Screening Committee which supports academic strength in reading and/or writing Interest in English honors level work as expressed in a student-written letter of application

Summer Reading Recommendations: Sense and Sensibility by Jane Austin, Oedipus The King by Sophocles, Native Son by Richard Wright, An Enemy of The People by Henrik Ibsen, Crime and Punishment by Dostoevsky, The Good Earth by Pearl Buck. Successful completion of assigned work related to this reading list that includes keeping a reading journal and responding to questions provided by the teacher upon return.

Expectations for Student Performance: Consistent effort and achievement as demonstrated by performance on assigned tasks. Students are encouraged to maintain a B average in this course

Means for Measuring Student Achievement: Daily class participation: 40%

-completes assigned reading and is prepared for class discussions/quizzes

-cooperates with peers during group work, peer-editing, or presentations

-maintains loose leaf notebook of handouts and written assignments

Edited papers/exams/other assigned projects 45%, Trimester Project 15%

American Studies (Grade 11) Full Year (6 Credits)

(Combines English Grade 11 and U. S. History)

Course Description: American Studies is a team taught, interdisciplinary, humanities oriented cultural survey of the United States. The four disciplines of history, literature, art, and music make up the content of this course.

The purpose of this course is to help the student synthesize ideas from each discipline to make a coherent study of American culture from colonial time to the present .

Students will learn and use historic analysis, literary criticism, and art and music appreciation to demonstrate an understanding of themes the define us as Americans. Students will have an opportunity to express their knowledge through an array of visual, performing, and written projects.

Criteria for Acceptance into The Course: Successful completion of English 10 or permission of the instructors

Expectations for Student Performance: Demonstrate having read and understood texts. Completion of major projects, exams and papers. Positive contribution to class as an individual and small group member. Display a respect for others, self and property.

Means for Measuring Student Achievement: Quizzes 30% Papers/ Exams/ Major Projects 50% Group grades/Class activities/Discussion/ Participation 20%

Honors/AP (2004) American Literature (Grade 11) Full Year

Course Description: This is a survey course of the last two centuries of writing in the United States. It challenges the readers to develop an appreciation for the writers and critical reading skills. There are four major parts to this course:

a. a chronological study of 18th and 19th century writers Sept. - Dec.

b. a student led seminar on an author of choice from a teacher generated list (teacher approval required) January

c. a thematic study of 20th century writers Feb. - May

d. an ongoing personal writing assignment

Criteria for Acceptance into The Course: Demonstrated consistent effort and achievement in English classes as evidenced by progress reports and report cards. A written recommendation from one teacher attesting to student potential. A sample of student work which demonstrates writing talent. Successful completion of the summer reading list and accompanying assignment which includes the following literary works: HAL Summer List

Expectations for Student Performance: Maintenance of a positive attitude toward the goals of the class and a positive attitude toward scholarship. Commitment to improved student learning. Willingness to participate actively in the class. High quality writing and reading skills. Adherence to writing conventions as outlined in the MLA Handbook for Writers of Research Papers . Ability to work independently and be resourceful.

Means for Measuring Student Achievement: Students Papers 65%, written in response to readings,written in response to teacher, generated prompts,Response Log: a record of responses to readings 5%,Interview: to determine improved student learning 5%, Seminars: student led to determine understanding 10%, Trimester Finals 15%

English 12 Full Year

Course Description: Senior English will focus primarily on British literature. Students will deal with literary works which will include Canterbury Tales, Beowulf, Bless the Beasts and Children, Robinson Crusoe, Lord of the Flies, All Quiet on the Western Front, Hamlet, The Stranger, Pygmalion, and others. These texts are used as the basis for discussing key concepts such as: isolation, class distinction, the individual's relationship to the society in which he/she lives, and the hero. Student will develop and refine writing and communication skills.

Criteria for Acceptance into The Course: Successful completion of English 11

Expectations for Student Performance: Students are expected to read all assigned material, pass in all homework on the expected date, attend to make up on the day they return. Group discussion is an essential component of this class. Consequently, it is important that students attend class regularly and participate often thus ensuring positive contribution to this class

Means for Measuring Student Achievement: Class participation and attendance 25% Tests and Quizzes 50% (Tests and quizzes may take many different forms: dramatic readings, oral presentation, visual representation, or pen and paper testing) Homework 25%

English 12 Honors/(AP 2004) Full Year

This course is designed for students who have demonstrated superior language arts proficiency and who wish to work with advanced curriculum. The works of established British and world authors such as Chaucer, Shakespeare, Coleridge, Dickens, Bernard Shaw, Solzhenitsyn, and Camus will be studied, and students will be expected to complete a year long project to develop their research, literacy skills.

Criteria for Acceptance into The Course: Successful completion of Honors American Literature.

Means for Measuring Student Achievement: Class participation and attendance 25% Tests and Quizzes 50% (Tests and quizzes may take many different forms: dramatic readings, oral presentation, visual representation, or pen and paper testing) Homework 25%

American Literature for Seniors: Full Year

This course is designed for those students who have already taken American Studies during their junior year but did not earn the English credit, or have experienced difficulty reading and writing . It is not an alternative to English 12, but it may be taken in conjunction with it. The course will concentrate on American short stories drama, and poetry. It will also include some American novels and a unit on modern forms of literature. There will be a third trimester project. This course will count as credit for the required junior English.

Writing Seminar: Full Year

This course is designed for students in grades 9-12 who have a special interest and aptitude in writing. Expecting the Unexpected, Writing the Academic Essay, Opening Texts, On Writing Well, and To Compose will be some of the resources used in this course. Simplicity, audience, clarity, the internal critic, and word choice will be some of the topics discussed in class. All students will be expected to complete and present to the class an original piece of writing each week

See Flow Chart at the end of the mathematical course description for additional guidance.

Math 9 & 10 Lab (Every Day-40 Minutes) Full Year

Course Description: This course is designed for those students who need to revisit basic math operations and concepts before they con be successful with more advanced math. This class is intended to be slow paced. Homework is kept to 15 minutes per day, although extra credit is awarded and students are encouraged to spend more time on their own with their own problem areas. Each morning extra help is provided for students.

Criteria for Acceptance: Teacher Recommendation, Test Results

Expectations for Student Performance: Participate in Class. Do Required Homework. Seek extra help

Means for Measuring Student Progress: Grades are based on test (given every two weeks), frequent quizzes, class participation (attendance), and time spent on homework.

Pre-algebra (Grade 9 - 12) Full Year

Course Description: Pre-algebra is an entry level math course for students who need a better foundation in mathematics. It builds on the basic skills learned in middle school and serves as a transition to Algebra 1. Emphasis is on operations with real numbers, solving simple equations and translating word problems into algebraic expressions.

Criteria for Acceptance into The Course: Successful completion of 8th grade math with a grade of 70 or above and recommendation of the 8th grade math teacher

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Demonstration of a positive attitude toward scholarship

Means for Measuring Student Achievement: Written quizzes, tests and project (test grade) 55% Trimester examination 15% On-task performance in individual and group settings 10% Homework 20%

Algebra 1 (Grade 9 - 12) Full Year

Course Description: Algebra 1 builds on the basic skills learned in pre-algebra with emphasis on solving equations, inequalities, systems of equations, proportion and variation, graphing, problem solving, and critical thinking

Criteria for Acceptance into The Course: Successful completion of pre-algebra with a grade of 70 or above

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Demonstration of a positive attitude toward scholarship

Means for Measuring Student Achievement: Written quizzes, tests and project (test grade) 55% Trimester examination 15% On-task performance in individual and group settings 10% Homework 20%

Geometry (Grade 10 - 12) Full Year

Course Description: This course is intended for those who have successfully completed Algebra 1. Emphasis will be on fundamental concepts of geometry, including basic properties about lines, angles, triangles, and polygons.

Criteria for Acceptance into The Course: Successful completion of Algebra 1 with a grade of 70 or above

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Demonstration of a positive attitude toward scholarship

Means for Measuring Student Achievement: Written quizzes and tests 55% Trimester examination 15% On-task performance in individual and group settings 10% Homework 20%

Geometry Honors (Grade 10) Full Year

Course Description: Geometry Honors is a challenging course. The assigned homework enables the motivated student to use the theorems in creative ways, unlike regular geometry where the homework is the application only. Proof is introduced and is done throughout the course. The Honors course also covers solid geometry and coordinate geometry, topics not covered in the standard geometry class.

Criteria for Acceptance into The Course: Demonstrated achievement in mathematics as evidenced by successful completion of Algebra 1 Honors. Demonstrated consistent effort in mathematics as evidenced by progress reports and report cards. Above average ability in mathematics as evidenced by attainment of performance levels of advanced or distinguished on the Maine Educational Assessment test. Interest in the study of mathematics as evidenced by a student-written letter of appreciation

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Demonstration of a positive attitude toward scholarship

Means for Measuring Student Achievement: Written Quizzes and Tests 60% Includes Trimester Projects - Test Grade Trimester Examination 15% On-Task Performance in Individual and Group Settings 5% Homework 20%

Algebra II (Grade 11 - 12) Full Year

Course Description: This course is designed for students who intend to pursue some form of post-secondary education (including vocational training programs). The course continues to develop the concepts and skills learned in Algebra 1 and geometry emphasizing critical thinking skills and varied approaches to problem solving. New and expanded topics introduced include: linear, quadratic, and inverse functions, graphing, systems of equations, and extension of real number system.

Criteria for Acceptance into The Course: Successful completion of Algebra I and geometry with grades of 70 or above

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Demonstration of a positive attitude toward scholarship

Means for Measuring Student Achievement: Written quizzes and tests 55%. Trimester examination 15%. On-task performance in individual and group settings 10%. Homework 20%

Algebra 2 Honors (Grade 11) Full Year

Course Description: Algebra 2 Honors continues to develop the concepts and skills introduced in Algebra 1 Honors and Geometry Honors, including solving and graphing linear equations, operations with polynomial and rational functions, inequalities, and regression equations, Algebra 2 Honors also includes the complex number system, systems of nonlinear equations and inequalities, compound and irrational equations, exponential and logarithmic functions, statistics and discrete functions. Throughout the course there is a much greater emphasis on mathematical theory and in-depth problem solving than in Algebra 2.

Criteria for Acceptance into The Course: Demonstrated achievement in mathematics as evidenced by successful completion of Algebra 1 Honors and Geometry Honors. Demonstrated consistent effort in mathematics as evidenced by progress reports and report cards. Above average ability in mathematics as evidenced by attainment of performance levels of advanced or distinguished on the Maine Educational Assessment test. Interest in the study of mathematics as evidenced by a student-written letter of application

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Demonstration of a positive attitude toward scholarship

Means for Measuring Student Achievement: Written Quizzes, Tests, and Project (test grade) 55%. Trimester Examination 15%. Trimester Projects Test Grade. On-Task Performance in Individual and Group Settings 10%. Homework 20%

Advanced Math Trigonometry (Grade 12) Trimester 1

Course Description: Trigonometry is designed to help students develop an understanding of trigonometric and circular functions and their graphs , simplify trigonometric expressions and solve trigonometric equations. Students apply their knowledge in solving real world problems that can be modeled by right and oblique triangles or by trig graphs and equations.

Criteria for Acceptance into The Course: Successful completion of Algebra 1, Algebra 2, and geometry with a grade of 70 or above

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Demonstration of a positive attitude toward scholarship.

Means for Measuring Student Achievement: Written quizzes, tests, and project (test grade) 35%. Trimester examination 15%. On-task performance in individual and group settings 25%. Homework 25%

Advanced Math Statistics (Grade 12) Trimester 2

Course Description: Topics covered in statistics are statistical graphs, measures of central tendency, measures of deviations, permutations, combinations and probability.

Criteria for Acceptance into The Course: Successful completion of Algebra 1, Algebra 2, and geometry with a grade of 70 or above

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Demonstration of a positive attitude toward scholarship

Means for Measuring Student Achievement: Written quizzes, tests and project (test grade) 35%. Trimester examination 15%. On-task performance in individual and group settings 25%. Homework 25%

Advanced Math - Algebra Topics (Grade 12) Trimester 3

Course Description: Algebra Topics continues to develop strands of study in Algebra 2 including operations with and properties of matrices and determinants, logarithmic and exponential functions and polynomial equations.

Criteria for Acceptance into The Course: Successful completion of Algebra 1, Algebra 2 and geometry with a grade of 70 or above

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Demonstration of a positive attitude toward scholarship

Means for Measuring Student Achievement: Written quizzes, tests, and project (test grade) 55%. Trimester examination 15%. On-task performance in individual and group settings 10%. Homework 20%

Advanced Math Honors (Grade 11 - 12) Full Year

Course Description: Advanced Math Honors continues to develop the concepts and skills learned in Geometry Honors and Algebra 2 Honors. Major units of study include definitions and properties of trigonometric and circular functions, graphs and solutions of trigonometric and circular equations, solutions of oblique triangles, inverse circular functions, polar and parametric equations, vectors, and limits and derivatives of polynomial and rational functions. There is an emphasis on mathematical theory and proof, and application of skills and concepts.

Criteria for Acceptance into The Course: Demonstrated achievement in mathematics as evidenced by successful completion of Algebra I Honors, Geometry Honors, and Algebra 2 Honors. Demonstrated consistent effort in mathematics as evidenced by progress reports and report cards. Above average ability in mathematics as evidenced by attainment of performance levels of advanced or distinguished on the Maine Educational Assessment test. Interest in the study of mathematics as evidenced by a student-written letter of application

Expectations for Student Performance: Consistent effort and achievement on tests, quizzes, and trimester examination. Consistent on-task performance in both individual and group settings. Demonstration of a positive attitude toward scholarship

Means for Measuring Student Achievement: Written Quizzes, Tests, and Project (test grade) 35%. Trimester Examination 15%. On-Task Performance in Individual and Group Settings 25%. Homework 25%

Calculus Honors (Grade 12) Full Year

Course Description: Students will study the differential calculus including implicit differentiation, related rates and the Mean Value Theorem, which will be used to establish the relation between differentiation and integration. Also considered will be the definite integral, the calculus of transcendental functions and solutions of separable differential equations.

Criteria for Acceptance into The Course: Demonstrated achievement in mathematics as evidenced by successful completion of Algebra 1 Honors, Geometry Honors, Algebra 2 Honors and Advanced Math Honors. Demonstrated consistent effort in mathematics as evidenced by progress reports and report cards. Above average ability in mathematics as evidenced by attainment of performance levels of advanced or distinguished on the Maine Educational Assessment test. Interest in the study of mathematics as evidenced by a student written letter of application

Expectations for Student Performance: Consistent effort and achievement on homework and projects.. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Demonstration of a positive attitude toward scholarship.

Means for Measuring Student Achievement: Written quizzes, tests, and project (test grade) 35%. Trimester examination 15%. On-task performance in individual and group settings 25%. Homework 25%

Math Flow Chart

Grade 9 Pre-algebra Algebra 1 Geometry Honors

Grade 10 Algebra 1 Geometry Geometry Honors Algebra 2 Honors

Grade 11 Geometry Algebra 2 Algebra 2 Honors Honors Advanced Math

Grade 12 Algebra 2 Advanced Math Honors Advanced Math Calculus

American Studies (Grade 11) Full Year (6 Credits) (Combines English Grade 11 and U. S. History)

Course Description: American Studies is a team taught, interdisciplinary, humanities oriented cultural survey of the United States. The four disciplines of history, literature, art, and music make up the content of this course.

The purpose of this course is to help the student synthesize ideas from each discipline to make a coherent study of American culture from colonial time to the present .

Students will learn and use historic analysis, literary criticism, and art and music appreciation to demonstrate an understanding of themes the define us as Americans. Students will have an opportunity to express their knowledge through an array of visual, performing, and written projects.

Criteria for Acceptance into The Course: Successful completion of English 10 or permission of the instructors

Expectations for Student Performance: Demonstrate having read and understood texts. Completion of major projects, exams and papers. Positive contribution to class as an individual and small group member. Display a respect for others, self and property

Means for Measuring Student Achievement: Quizzes 30%. Papers/ Exams/ Major Projects 50%. Group grades/Class activities/Discussion/ Participation 20%

Honors United States History (Grade 11) Full Year

Course Description: Honors United States History is a comprehensive study of the United States from the explorations to the present. A goal of the class is to offer the students the opportunity to take the Advanced Placement examination in the spring. A second goal is for students to examine history using a variety of primary and secondary sources from many perspectives. The primary text Out of Many is college level; thus, the typical reading assignment of 15-25 pages per class is demanding. There are three to four examinations per trimester, as well as three to four academic essays. Following the advanced placement examination in the spring, students will participate in a project that includes individual and group research, and presentations, and student writing.

Criteria for Acceptance into The Course: Students in Honors United States History must also be enrolled in Honors American Literature. Successful completion of World History 1 and World History 2. Demonstrated consistent effort and achievement in language arts and history classes as evidenced by progress reports and report cards. Awareness of the need for an individual writing process that includes feedback and revision. Ability to read and write at or above present grade level. Interest in United States History as expressed in a student-written letter of application. Successful completion of the summer reading list which includes the following literary works: A work of historical fiction Student choice

The Jungle by Upton Sinclair or The Awakening by Kate Chopin

Successful completion of assigned work related to this reading list that includes-write one-two pages reaction to each literary work-using the literary works as support, write a 4-6 page essay answering the following: To what extent can literature unlock history for the reader?

Expectations for Student Performance: Consistent effort and achievement on all assigned tasks. Consistent performance in classroom activities that includes active involvement in class discussion and positive group interaction skills. Positive attitude toward scholarship

Means for Measuring Student Achievement: Written examinations, papers, individual and group presentations 50%. Quizzes 5%. Completion of Bulletin Board 5%. Trimester Examinations 20%. Class Participation 20%

United States History Survey Full Year

Course Description: This course is designed for those students who have already taken American Studies during their junior year but did not earn the required US History credit. The course will address a traditional approach to American history noting the following areas for research and projects: The Colonial Period, The Revolution and Confederate Periods, The Constitutional Period, The Westward Movement, The Industrial Revolution, The Civil War, The Reform Period, U.S. Expansionism, and the U.S. as a world power. This course will count as the U.S. History requirement.

World History 1 (Grade 9) Full Year

Course Description: World History 1 is the first part of a survey course that spans the history of the world from prehistory to the dawn of the nineteenth century. Chronological development provides the historical framework necessary for future, more specialized course work in the humanities. Through individual and group reading, writing, research and discussion, students explore a series of complex questions: What is the nature of human beings? How have humans related to the physical world? What structures have humans imposed on themselves to maintain order in society? Additionally, students are introduced to the tools necessary to work from an historical perspective.

Criteria for Acceptance into The Course: Reading and writing levels near or at grade level; motivation to learn the skills necessary to organize, learn, and apply information; readiness to work both independently and with others

Expectations for Student Performance: Completion of all assigned work on time; use of new study skills; cooperativeness in working with others; participation in making the classroom a positive learning community

Means for Measuring Student Achievement: Major grades (including tests, projects,

presentations,papers) 50%. Quizzes and graded class activities 15%. Class Participation(includes participation in activities,. listening, contributing, preparation) 20%. Final Exam 15%

World History 2 (Grade 10 - 12) Full Year

Course Description: World History 2 continues the exploration of the issues identified in World History 1 from 1800 to the present. These students have the basic tools of the study of history and are, therefore, able to work more independently. Through group and individual projects, students will conduct expanded studies in areas of personal interest.

Criteria for Acceptance into The Course: Successful completion of World History 1; interest in world history; ability to work in groups; willingness to work independently; reading and writing at or above grade level

Expectations for Student Performance: Completion of all assigned work on time; use of appropriate study skills; cooperativeness in working with others; participation in making the classroom a positive learning community

Means for Measuring Student Achievement: Major Grades (tests, projects, presentations, papers) 50%. Class participation 20%. Bulletin Board 5%. Final Exam 15%. Quizzes 10%

Problems of Democracy (Grade 12) Full Year

Course Description: POD gives twelfth-grade students opportunities to apply social studies skills learned in previous years as they explore the world since 1945. The first trimester will be a close look at the 1950s as a aftermath of World War II. In the second they will examine the worldwide struggle for human rights. A major portion of the third trimester will involve the students working in the community to examine a local issue or problem.

Criteria for Acceptance into The Course: Reading level at or above grade level; willingness and motivation to work independently: high level listening and discussion skills; willingness to subject writing to criticism and college-level standards; interest in the connection between current events and historical/geographical concepts; desire to know more about the period 1945 to the present; recommendation of current social studies instructor

Expectations for Student Performance: Timely completion of all assigned work; high level of interest and motivation to learn; willingness to engage in the writing process; ability to work at a high level both independently and in groups; a commitment to the class as a learning community.

Means for Measuring Student Achievement: Major Grades(papers, tests, projects, and presentations) 50%. Class Participation 20%. Bulletin Board 10%. Final exam 20%

The Involved Citizen (Grade 11 - 12) Full Year

Course Description: Involved Citizens is a traditional civics class presenting world, national, state, and local government models. Strong emphasis is placed on instruction in constitutional law and the history and evolution world politics. Projects the third trimester focus on local and teen issues.

Criteria for Acceptance into The Course: Students from the 11th and 12th grades may take this as a social studies elective. The course is a full year .

Expectations for Student Performance: Students will be required to work independently and in groups on wide range of assignments from research papers to daily work. A high level of quality work will be expected of each student.

Means for Measuring Student Achievement: Project work 20%, Tests 60%, Final exam 20%

This course is designed to expand community awareness and encourage active participation in local government and service functions. It is a study of basic economics, law, and government. The program will include class discussions, projects, guest speakers, and community visits. This course will provide the non-college bound student with practical life skills.

Economics (Grade 10 - 12) Full Year

Course Description: The course is designed as an overview of world and U. S. economic models. Included is an introduction to macro and micro economics with projects in small business, the corporation, products and advertising, and stocks and bonds. Students will be required to do research utilizing primary materials through the Internet and software programs.

Criteria for Acceptance into The Course: Admission to the course will be based on a first come basis to seniors and juniors. Underclass people will be admitted if space is available.

Expectations for Student Performance: Students will be required to work independently as well as in groups on a variety of projects with direction developed by the class.

Means for Measuring Student Achievement: Project Work 20%. Tests and Quizzes 60%. Final Exam 20%

World Geography (Grade 9 - 12) Trimesters 1, 2, & 3

Course Description: The world geography curriculum is broken up into two levels required ninth grade courses and upper class electives. The ninth grade trimester courses are United States/Canada, Europe, and Middle East. The elective offerings for grades 10 through 12 are made up of Latin America, Africa, and Far East. These courses provide in depth study of physical and political geography using varied resources and materials. Examples : Map work, projects, oral presentation, artwork, and group festivals.

Criteria for Acceptance into The Course: Required of all ninth grade students unless enrolled in World History 1.

Expectations for Student Performance: The course material requires a high level energy and strong background in independent study habits. Students will be required to work in groups as well as on independent projects. These will be graded using high standards to both challenge and instruct each student.

Means for Measuring Student Achievement: Project work 15%. Tests and quizzes 70%. Final Exam 15%

See Flow Chart at the end of the science course description for additional guidance.

Terrestrial Systems (Grade 9) Full Year

Course Description: This course, required of all ninth grade students, is essentially an earth science course with additional physics, chemistry and biology incorporated to build on student's middle school work and prepare them for further study in science at Hall-Dale. Students will investigate the systems and cycles that allow our world to support life and our civilization to flourish, such as the water cycle, marine systems, fossil fuel use, forestry, marine resources, minerals, etc. Students will also examine space and space exploration, including a mathematical investigation of weightlessness and inertia. Predictions about the future and debate on current issues will be centerpieces of the course.

Criteria for Acceptance into the Course: Required of all ninth grade students

Expectations for Student Performance: Students will do a major research paper. Students are required to revise and rework assignments until they meet the requirements of the course. A positive attitude is expected. All assignments must be completed and all tests passed to receive a passing grade in the course.

Means for Measuring Student Achievement: Course specific grading system provided by instructor at first class.

Biology (Grade 10) Full Year

Course Description: Biology is the study of life. Students will be exposed to the diversity of life from microorganisms to large ecological systems. Areas of investigation include biological principles/the scientific method, cell biology, taxonomy, genetics, evolution and ecology. A wide variety of instructional methods are offered including laboratories, computer assisted instruction and high quality scientific films. An option of traditional dissection or visual dissection experiences is offered.

Criteria for Acceptance into The Course: Successful completion of terrestrial systems science. In some cases students of exceptional ability/focus can take biology concurrently with the listed prerequisites.

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Consistent attendance as this course is heavily invested in hands-on activities

Means for Measuring Student Achievement: Projects and Tests 50%. Laboratory Work 15%. Trimester exam will reflect 25% of total grade. Homework 10%

Applied Science (Grade 11 - 12 ) Full Year

Course Description: Applied Science is a class for grade 11th & 12th students who are interested in the applications of science principles to daily life. The intent is to foster an interest and appreciation in the relationship between science and technology. Topics investigated include ecology, disease and medical technology, and natural resources. Units of study can be included as student interest warrants.

Criteria for Acceptance into The Course: This class is designed for junior and senior students who have already successfully completed terrestrial systems or physical science and biology.

Expectations for Student Performance: Students are expected to maintain an organized science notebook at all times. Regular class attendance is critical in order to participate in class discussions and in class projects. Individual presentations as well as group presentations will be assigned.

Means for Measuring Student Achievement: Science Notebook 25%. Projects and Reports 25%. Class Participation 25%. Homework 15%. Trimester Exam 10%

Chemistry (Grade 11 - 12) Full Year

Course Description: Chemistry is the study of materials. Chemistry stresses the quantitative measure of materials. Students will be heavily invested in mathematical solutions to problems. Students will be exposed to concepts of the mole, chemical dynamics, thermodynamics, stoichiometry, pH, concentrations, and quantum mechanics model of the atom.

Criteria for Acceptance into The Course: Generally the student will have successfully completed biology, which is recognized as a gateway course to chemistry. Students will have also successfully completed Algebra 1. In some cases exceptional, focused student may take chemistry with the other prerequisite(s) simultaneously.

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Consistent attendance as this course is heavily invested in hands-on activities.

Means for Measuring Student Achievement: Projects and Tests 65%. Homework, labs, class participation 35%. Trimester exam and project will reflect 15% of total grade

Physics (Grade 12) Full Year

Course Description: Physics is the study of energy and its use. Students will be exposed to Mechanics/ Waves/Electricity/Radiation. This course is math intensive and is designed as a process course. Students must develop synthesis skills in handling physics problems in computation (tests) as well as application (projects). A great deal of the time is invested in hands-on laboratories and projects.

Criteria for Acceptance into The Course: Successful completion of Chemistry and Algebra II. In some cases students of exceptional ability/focus can take Physics concurrently with the listed prerequisites.

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Consistent attendance as this course is heavily invested in hands-on activities.

Means for Measuring Student Achievement: Projects and Tests 65%. Homework/Labs/Class Participation 35%. Trimester exam/project will reflect 15% of total grade

Anatomy and Physiology (Grade 11-12) Full Year

Course Description: Anatomy is the study of internal and external structure and the physical relationships between body parts. Physiology is the study of how living organisms perform vital functions. The course integrates these topics. The text used in the course is written for a college-level audience. Reading assignments are an important element of the course. Course includes a combination of didactic instruction, projects, computerized instruction, and laboratories. There will be an option of virtual or traditional dissections of selected vertebrates throughout the year.

Criteria for Acceptance into The Course: Successful completion of biology and chemistry. Physiology requires study of the molecular basis of tissue functions. In some cases, with instructor approval, students of exceptional ability/focus can take anatomy and physiology concurrently with the listed prerequisites.

Expectations for Student Performance: Consistent effort and achievement on homework and projects. Consistent effort and achievement on tests, quizzes, and trimester examinations. Consistent on-task performance in both individual and group settings. Consistent attendance as this material builds upon prior class material and is hands-on activities.

Means for Measuring Student Achievement: Projects and Tests 50%. Laboratory Work 15%. Trimester exam will reflect 25% of total grade. Homework 10%

Science Flow Chart

Grade 9 Terrestrial Systems Science**Required of all freshmen

Grade 10 Biology

Grade 11 Applied Science Chemistry

Grade 12 Chemistry Physics Anatomy & Physiology

Biotechnology (CATC) - Can be used to meet one of the science requirements. See Page 57.

Most colleges and universities require at least two consecutive years of a foreign language as an entrance requirement. More than two years of consecutive study is strongly recommended.

The Foreign Language Department of Hall-Dale High School strongly encourages the study of more than one foreign language. We suggest, however, that students do not take the first level of two languages at the same time.

Learning a language requires a commitment both in and out of class. All students of foreign language should expect to devote between 30-45 minutes per day outside of class to the study of their foreign language(s). While a specific written assignment may not require that much time, students should spend time reviewing old and new material daily.

Speaking is the best way to learn a foreign language. Therefore, students should be prepared for the class to be conducted primarily in the target language

Criteria for Inclusion in High School Foreign Language Classes

Level 1 Priorities: (Spanish 1, French 1, Latin 1)

1. Ninth graders with past experience in the language being selected and teacher recommendation;

2. Ninth graders with no prior foreign language experience;

3. Ninth graders transferring from another foreign language and teacher recommendation;

4. Any student in grades 10 - 11: Priority will be given to those who can continue the sequence for the longest time (i.e., Grade 10=first priority among this group);

5. Twelfth graders may not elect a level 1 class.

Level 2 Qualifications: 80% or higher in Level 1 (which may have been completed prior to entering high school) or teacher recommendation.

Level 3 Qualifications: 80% or higher in Level 2 or teacher recommendation.

Level 4 Qualifications: 80% or higher in Level 3 or teacher recommendation.

Level 5 Qualifications: 80% or higher in Level 4 or teacher recommendation.

Latin 1 (Grade 9 - 11 Full Year

(Courses may be offered on site or via ATM.)

Course Description: The course offers an introduction to Latin and gives students practice in the major forms of the language including the declensions and conjugations. A good deal of the year is devoted to vocabulary. Some time will be given to the history of Rome and students will complete a project on a work by Homer.

Criteria for Acceptance into The Course: There are no specific prerequisites but interest in language might be an indicator of aptitude

Expectations for Student Performance: Students will do daily assignments and will be expected to memorize several forms. Participation in class is crucial to success

Means for Measuring Student Achievement: Trimester Finals 20%. Quizzes 20%. Tests 50%. Projects 10%

Latin 2 (Grade 10 - 12) Full Year

(Courses may be offered on site or via ATM.)

Course Description: The course is a continuation of Latin 1 and again the focus is on language skills. We focus on subjunctive clauses, and constructions of time, space and place. In the third trimester we will begin a study of the poetry of Ovid and students will complete a project on a book in translation.

Criteria for Acceptance into The Course: Successful completion of Latin I

Expectations for Student Performance: Students are expected to be motivated to work on their own initiative and to be disciplined in their approach to the language

Means for Measuring Student Achievement: Trimester Finals 20%. Quizzes 20%. Tests 50%. Projects 10%

French 1 (Grade 9 - 11) Full Year

Course Description: The course is an introduction to French language and culture. The student will follow the process of language communication in the natural sequence: from listening to speaking and from reading to writing.

The course will stress oral work including basic communication strategies: How to get food, clothing, shelter; how to ask and follow directions, etc. The teacher will introduce students to an overview of French culture, geography, and the varieties of Francophone culture: France, Canada, Africa, U.S.A., and the Caribbean Islands of Martinique and Guadeloupe. The student should master the regular and common forms of the Present and Perfect tenses, as well as basic vocabulary and idioms. The teacher will supplement the course with a variety of audio and videotaped material. Every possible effort will be made to accommodate this course to a wide variety of backgrounds and levels of preparation among the students enrolled.

Criteria for Acceptance into The Course: Grades 9 - 11: None

Expectations for Student Performance: Consistent effort and achievement in quizzes, tests, projects, homework, daily in-class work, oral work, individual and group activities, and trimester exams. A willingness to speak French. A positive attitude and acceptance of other cultures

Means for Measuring Student Achievement: Quizzes 20%. Tests, Papers, Projects 40%. Oral Work 10%. Homework / Written Work 15%. Trimester Exam 15%

French 2 (Grade 10 - 11) Full Year

Course Description: The course is a continuation of French grammatical principles, basic vocabulary, and Francophone culture. The student will read aloud, use directed dialogues, and write and give original dialogues. The student should master indicative mood verb tenses, as well as vocabulary and idioms taught. The teacher will assign reading selections from a level appropriate supplemental reader. The cultural focus will be on Francophone Africa. The teacher will supplement the course with a variety of audio and videotaped materials.

Criteria for Acceptance into The Course: Grades 9 - 12: Successful completion of the Level 1 curriculum with an average of 80% and/or teacher approval

Expectations for Student Performance: Consistent effort and achievement in quizzes, tests, projects, homework, daily in-class work, oral work, individual and group activities, and trimester exams. A willingness to speak French. A positive attitude and acceptance of other cultures

Means for Measuring Student Achievement: Quizzes 20%. Tests, Papers, Projects 40%. Oral Work 10%. Homework / Written Work 15%. Trimester Exam 15%

French 3 (Grade 10 - 12) Full Year

Course Description: The course reviews French grammar and culture taught. New grammar includes the Subjunctive Mood verb tenses. Students read contemporary short stories, plays, a level appropriate reader, and a geography and culture reader with stress on France. Conversation days are an integral part of the program, as are skits and videotaped materials. These activities help build communication and comprehension skills. Class is in French as much as possible.

Criteria for Acceptance into The Course: Grades 10 - 12: Successful completion of the Level 2 curriculum with an 80% and/or teacher approval

Expectations for Student Performance: Consistent effort and achievement in quizzes, tests, projects, homework, daily in-class work, oral work, individual and group activities, and trimester exams. A willingness to speak French. A willingness to lead and / or participate in class discussion on conversation days. A positive attitude and acceptance of other cultures

Means for Measuring Student Achievement: Quizzes 10%. Tests, Papers, Projects 40%. Oral Work 20%. Homework / Written Work 15%. Trimester Exam 15%

French 4 (Grade 12) Full Year

Course Description: This course emphasizes aural / oral proficiency skills, reading skills, and writing skills. The course reviews the grammar taught. Conversation days continue to be an integral part of the course, as do films and videos in the target language. Discussions will include such topics as culture, history and contemporary issues. The literary readings are by Francophone authors from around the world with emphasis on Belgium, Switzerland, and Canada. Class is in French.

Criteria for Acceptance into The Course: Grades 11 - 12: Successful completion of the Level III course with an 80% and/or teacher approval

Expectations for Student Performance: Consistent effort and achievement in quizzes, tests, projects, homework, daily in-class work, oral work, individual and group activities, and trimester exams. A willingness to speak French. A willingness to lead and / or participate in class discussion on conversation days. A positive attitude and acceptance of other cultures.

Means for Measuring Student Achievement: Quizzes 20%. Tests, Papers, Projects 40%. Oral Work 10%. Homework / Written Work 15%. Trimester Exam 15%

French 5 (Grade 12) Full Year

Course Description: This course is a continuation of French 4. It emphasizes aural / oral proficiency skills, reading skills, and writing skills. SAT II work is included as part of the grammar review. Conversation days are an integral part of the course, as are films and videos in the target language. Discussions and readings will emphasize Francophone authors from around the world with emphasis on Francophone African authors. Class is in French.

Criteria for Acceptance into The Course: Grade 12: Successful completion of the Level 4 curriculum with an 80% and/or teacher approval

Expectations for Student Performance: Consistent effort and achievement in quizzes, tests, projects, homework, daily in-class work, oral work, individual and group activities, and trimester exams. A willingness to speak French. A willingness to lead and / or participate in class discussion on Conversation Days. A positive attitude and acceptance of other cultures

Means for Measuring Student Achievement: Quizzes 20%. Tests, Papers, Projects 40%. Oral Work 10%. Homework / Written Work 10%. Trimester Exam 15%. Trimester Exam 15%

Spanish 1 (Grade 9 - 11) Full Year

Course Description: An introductory course designed to provide beginning students with basic communication skills in the Spanish language and a general introduction to Hispanic cultures. Students develop the ability to understand and communicate information in Spanish (both orally and in writing) about themselves, their peers, their families, and familiar environments.

Criteria for Acceptance into The Course: Ninth or tenth grade status. Eleventh graders admitted only with prior permission of instructor, generally granted only if student is concurrently enrolled in a higher level of another language. Twelfth graders are denied entry into first year languages owing to their inability to achieve at least a two year sequence and the need to ensure space for those who can.

Expectations for Student Performance: All skill areas (listening, reading, speaking, writing, and cultural competence) are practiced and evaluated. Classroom activities include: watching, listening, and responding to highly contextualized audio and video segments; paired conversational activities; role plays; and programed reading and writing activities. Students are expected to participate actively in class, which requires that they engage in an average of 45 minutes independent preparation between classes.

Means for Measuring Student Achievement: Quizzes 20%. Class Work/Homework 25%. Participation/Lessons/Tests 20%. Projects (Making skits, research, etc.) 20%. Final Test 15%

Spanish 2 (Grade 9 - 12) Full Year

Course Description: A continuation of Spanish 1, during which students acquire some ability to understand and carry on narration of past events and to project plans and desires for the future. More complex grammatical subjects are introduced, as well as a wider variety of reading, auditory, and visual material. It should be noted that the pace of Spanish 2 is somewhat more accelerated than Spanish 1.

Criteria for Acceptance into The Course: A grade of 80 in Spanish 1 is the minimal level of prior achievement, or evidence satisfactory to the instructor of serious remediation in the interim . If space in the course becomes limited, priority will be given to those who can complete the longest sequence in Spanish before graduation.

Expectations for Student Performance: Students are expected to carry on most of their classroom discourse in Spanish and to be scrupulous about promptly making up any work missed due to absence.

Means for Measuring Student Achievement: Quizzes 20%. Class Work/Homework 25%. Participation/Lessons/Tests 20%. Projects (Making skits, research, etc.) 20%. Final Test 15%

Spanish 3 (Grade 10 - 12) Full Year

Course Description: This course concludes the overview of Spanish grammar, including all commonly used tenses and moods of the verb. A greater amount of authentic material (e.g. newspaper articles, short stories, poems, etc.) is used as a base for classroom discussion in Spanish about Hispanic culture, as well as a means of illustrating grammatical topics.

Criteria for Acceptance into The Course: A minimal grade of 80 in Spanish 2 or its equivalent.

Expectations for Student Performance: Students are expected to show evidence of a desire to improve proficiency in all skill areas, particularly by taking all available opportunities to use Spanish as a means of spoken and written communication. Student generated projects are required, e.g. videos, journals, and correspondence with native speakers

Means for Measuring Student Achievement: Quizzes 20%. Class Work/Homework 25%. Participation/Lessons/Tests 20%. Projects (Making skits, research, etc.) 20%. Final Test 15%

Spanish 4 (Grade 11 - 12) Full Year

Course Description: This course emphasizes oral proficiency, writing skills, and reading comprehension of authentic material written for native Spanish speakers. Spanish 4 is the first of a two-year sequence intended to prepare students for success on the College Board Spanish language Advanced Placement exam. Spanish 4 students are urged to take the Spanish S.A.T. II test in the spring.

Criteria for Acceptance into The Course:,A minimal grade of 80 in Spanish 3.

Expectations for Student Performance: Spanish 4 and Spanish 5 are intensive and demanding courses designed for highly motivated students eager to do college-level work.

Means for Measuring Student Achievement: Quizzes 20%Class Work/Homework 25%. Participation/Lessons/Tests 20%. Projects (Making skits, research, etc.) 20%. Final Test 15%

Spanish 5 (Grade 12) Full Year

Course Description: Spanish 5 is a continuation of Spanish IV and is intended to prepare students for successful performance on the College Board Advanced Placement Spanish Language test. Through readings of contemporary Hispanic literature and watching selected films & television broadcasts, students will develop the ability to discuss and write about complex issues in Spanish with some measure of sophistication

Criteria for Acceptance into The Course: It is expected that students enrolling in Spanish 5 will have successfully completed Spanish 4 with a minimal grade of 85, or be able to demonstrate equivalent proficiency to the instructor's satisfaction.

Expectations for Student Performance: Spanish 4 and Spanish 5 are intensive and demanding courses designed for highly motivated students eager to do college-level work.

Means for Measuring Student Achievement: Quizzes 20%. Class Work/Homework 25%. Participation/Lessons/Tests 20%. Projects (Making skits, research, etc.) 20%. Final Test 15%

Japanese 1 ( Grade 9-11) Full Year

Course Description: This course is an introduction to Japanese and culture. Students will develop the basic skills to communicate information and understand greetings, personal information (age, birthday, zodiac sign, address, etc) The teacher will introduce students to Japanese culture and geography as well as language. The students should master basic verb conjugations as well as basic vocabulary and idioms. The students will also learn one of the Japanese alphabets (Hiragana characters) in addition to 15 Chinese characters (Kanji).

Criteria for Acceptance into The Course: Anybody who has a strong passion to learn Japanese

Expectations for Student Performance: Reading and writing all 46 Japanese Hiragana characters. A willingness to listen to and speak Japanese. A positive and serious attitude. Acceptance of other cultures

Means for Measuring Student Achievement: The final test at each trimester 15%. Lesson tests 20%. Quizzes ( Hiragana, Katakana, Kanji, listening comprehensions, oral conversations, etc ) 20%. Homework and Participation 25%. Projects (Skits, research, etc. ) 20%

Japanese 2 (Continuing Course, Grade 9-12) Full Year

Course Description: This is a continuing course for both, those students who started Japanese in Middle School and for those who passed Japanese 1 at the high school level. This course expands on basic grammatical structures and vocabulary. Students will learn a second Japanese alphabet (Katakana) and additional Kanji (Chinese characters). Heavy emphasis will be placed on daily conversation.

Criteria for Acceptance into The Course: Grade 9-12 : Completion of Middle School Japanese or Level 1 High School Japanese with an 80% or by teacher approval

Expectations for Student Performance: Learn all Katakana and additional Kanji. Willingness to listen to and speak Japanese. A positive and serious attitude. Acceptance of other cultures

Means for Measuring Student Achievement: The final test at each trimester 15%. Lesson tests 20%. Quizzes ( Hiragana, Katakana, Kanji, listening comprehensions,. oral conversations, etc ) 20%. Homework and Participation 25%. Projects (Skits, research, etc. ) 20%

Japanese 3 ( Grade 10-12) Full Year

Course Description: The goal of this course is for students to gain intermediate skills in four areas : listening, speaking reading and writing. Students will develop a solid foundation of communication in Japanese language in preparation for more authentic conversation.

Criteria for Acceptance into The Course: Grade 10-12 : Successful completion of Level 2 Japanese with an 80% or by teacher approval

Expectations for Student Performance: Learn all Katakana and additional Kanji. Willingness to listen to and speak Japanese. A positive and serious attitude. Acceptance of other cultures

Means for Measuring Student Achievement: The final test at each trimester 15%. Lesson tests 20%. Quizzes ( Hiragana, Katakana, Kanji, listening comprehensions,. oral conversations, etc ) 20%. Homework and Participation 25%. Projects (Skits, research, etc. ) 20%

Japanese 4 ( Grade 11-12) Full Year

Course Description: Students gain a basic understanding of the culture of communication in Japan and other relevant Japanese social behaviors. Activities and assignments will require students to build upon the four skill areas (listening, speaking, reading and writing) developed in previous classes. This course emphasizes accuracy of spoken communication in face to face situations within a broad range of topic areas.

Criteria for Acceptance into The Course: Grade 11-12 : Successful completion of Level 3 Japanese with an 80% or by teacher approval

Expectations for Student Performance: Learn all Katakana and a significant number of Kanji. Willingness to listen to and speak Japanese. A positive and serious attitude. Acceptance of other cultures

Means for Measuring Student Achievement: The final test at each trimester 15%. Lesson tests 20%. Quizzes ( Hiragana, Katakana, Kanji, listening comprehensions,. oral conversations, etc. ) 20%. Homework and Participation 25%. Projects (Skits, research, etc. ) 20%

Japanese 5 ( Grade 12) Full Year

Course Description: Students exchange information (orally and/or in writing) in the target language, regarding topics of significance within Japanese-language communities. Students demonstrate an emerging understanding of cultural nuances in both written and spoken language. Students prepare short stories and simple written reports about personal experiences, current or personal events, or relating to course subjects. The acquisition of Kanji sufficient for study at the college level is also a major objective.

Criteria for Acceptance into The Course: Grade 12 : Successful completion of Level 4 Japanese with an 80% or by teacher approval

Expectations for Student Performance: Memorize all Katakana and essential Kanji. Willingness to listen to and speak Japanese. A positive and serious attitude. Acceptance of other cultures

Means for Measuring Student Achievement: The final test at each trimester 15%. Lesson tests 20%. Quizzes ( Hiragana, Katakana, Kanji, listening comprehensions, oral conversations, etc. ) 20%. Homework and Participation 25%. Projects ( Making skits, research, etc ) 20%

American Sign Language 1 Full Year

An introductory course in American Sign Language using the text A Basic Course in American Sign Language. This course will be offered using ATM and receiving the instruction daily from the Governor Baxter School for the Deaf. No previous experience is necessary.

Criteria for Acceptance Into the Course: To assist students in developing their ASL receptive, expressive, and conversational skills. To assist students in understanding basic ASL linguistic features. To assist students in gaining basic understanding about Deaf Community and Culture

Means for Measuring Student Achievement: Attendance 20%. Quizzes 20%. Exams 20%. Lab assignments 20%. Final exam 20%

American Sign Language 2 Full Year

A continuation for those students who have successfully completed ASL 1. This course will meet every other day. The purpose of the course will be: To assist students in developing their ASL receptive, expressive, and conversational skills;To assist students in understanding basic ASL linguistic features; To assist students in gaining basic understanding about Deaf Community and Culture

Criteria for Acceptance Into the Course: Successful completion of ASL 1

Means for Measuring Student Achievement: Attendance 20%. Quizzes 20%. Exams 20%. Lab assignments 20%. Final exam 20%

American Sign Language 3 Full Year

A continuation for those students who have successfully completed ASL 2. This course will meet every other day. Purpose of the course will be: To assist students in developing their ASL receptive, expressive, and conversational skills; To assist students in understanding basic ASL linguistic features; To assist students in gaining basic understanding about Deaf Community and Culture.

Criteria for Acceptance Into the Course: Successful completion of ASL 2

Means for Measuring Student Achievement:;Attendance 20%; Quizzes 20%; Exams 20%; Lab assignments 20%; Final exam 20%

Accounting Principles (Grade 10 - 12) Full Year

Course Description: This course will introduce students to the principles of accounting and acceptable accounting practices. After the accounting cycle is introduced, student will learn to use Quick Books Pro and finally will use Quick Books Pro to run a business simulation.

Criteria for Acceptance into The Course: Any students in grades 10 - 12 with preference given to those pursuing further study in accounting or business.

Expectations for Student Performance: Students will successfully work through the accounting cycle using text book and worksheets. Students will then learn to use Quick Books Pro Small Business accounting software using the principles of accounting and will run a simulated business using Quick Books.

Means for Measuring Student Achievement Performance tests 30%. Worksheets 20%. Objective tests 20%. Activities 10%. Attendance & Participation 10%. Trimester exam 10%

Desk Top Journalism (Grade 11 and 12) 1 Trimester

Course Description: This course will replace the current Page Maker Strand. Students will learn the features of Adobe PageMaker and use it as a tool to create a school publication to be published on a biweekly schedule. Emphasis will be placed on "Looking Good In Print ." Formatting graphics, details with text, and creating an appealing layout. Students will create content of their own, solicit content from the student body and staff, edit material submitted, format the layout, and decide what material will and will not be printed in the in the publication.

Criteria for Acceptance into The Course: Juniors and seniors

Expectations for Student Performance: Students will create various publications using Adobe PageMaker, various other software, and skills learned in class to prepare documents for publication. The Hall-Dale High School newspaper will be created as a part of this class, as well as several other school publications. Student must be self motivated in order to complete out of class assignments and duties. Each student will keep a detailed journal that will be graded.

Means for Measuring Student Achievement: Detailed journal 30%. Assignments 20%. Projects 20%. Tests 20%. Attendance & Participation 10%

Computer As A Tool (Grade 9 & 10) 1 Trimester

Course Description: This course is a general computer course where students will learn the components of a computer, how a computer works, and advanced features of various commonly used software. Microsoft Office 2000 will be covered in depth, as well as other software needed to complete projects. This will fulfill the computer literacy requirement.

Criteria for Acceptance into The Course: All students in grades 9 - 12

Expectations for Student Performance: Students will work through step by step instruction with the instructor and complete related projects within the allotted time.

Means for Measuring Student Achievement: Projects 40%. Tests 30%. Attendance & class participation 20%. Trimester exams 10%

Web Page Design 1 Trimester

Course Description: Students will investigate the history of the Internet, explore its uses, and gain an understanding of how this technology works. After learning the basics of Hyper Text Markup Language (HTML), the students will use world class software Adobe GoLive, as well as various other production software to create web pages of their own. Each web page will incorporate some aspect of the student 's academic life. Students will work on the school network to post their own pages to the World Wide Web.

Criteria for Acceptance into The Course: Basic Computer course completion

Expectations for Student Performance: Student will complete all assignments and submit for grade on or before due date. Student will be self motivated and will seek community or school based projects for assignments.

Means for Measuring Student Achievement: Completed web pages 40%. Tests 30%. Attendance and productive class time 20%. Trimester exam 10%

All courses are recommended for 10 - 12 grade students with the exception of Home Economics Overview. which is designed for freshmen.

Family and Consumer Studies Overview (Freshman) Full Year

Course Description: The course includes three major areas of study--foods and nutrition, clothing construction, personal relationships and resource management skills. The course requires students to supply materials needed for the clothing construction unit. The class is designed for freshmen.

Criteria for Acceptance into The Course: As an elective, the student should select the course based on interest of subject.

Expectations for Student Performance: Demonstrate a willingness to participate in classroom learning activities to his/her highest achievement level. Respect and tolerate each others individual differences and learning styles while working together in group situations. Complete projects related to class. Complete written work and homework to a satisfactory level.

Means for Measuring Student Achievement: Projects 50%. Use of Lab time 10%. Written Assignments 30%. Final Exam 10%

Shelter and the Environment (Grade 10-12) 1 Trimester

Course Description: Historic details, stories of old homes in the community, periods of housing and student curiosity, make this course exciting and informative. Our search for information resembles a treasure hunt at times! Learn facts, hear about the ghost stories and discuss environmental concerns related to building homes and planning communities today. Designing a community and other "hands on projects" are a major part of the course work.

Criteria for Acceptance into The Course: As an elective, the student should select the course based on interest of subject.

Expectations for Student Performance: Demonstrate a willingness to participate in classroom learning activities to his/her highest achievement level. Respect and tolerate each others individual differences and learning styles while working together in group situations. Complete projects related to class. Complete written work and homework to a satisfactory level.

Means for Measuring Student Achievement: Projects 50%. Use of Lab time 10%. Written Assignments 30%. Final Exam 10%

Home Design (Grade 10-12) 1 Trimester

Course Description: Wondering were to store your earthly belongings? Join us in solving this problem and others concerning home selection and interior design. Principles and elements of design are used in projects that reflect students' ideas and interpretation of the information. Skills related to interior design will be taught such as painting, wallpapering, and simple home repairs, along with a project that incorporates students' plans for their future home or business.

Criteria for Acceptance into The Course: As an elective, the student should select the course based on interest of subject.

Expectations for Student Performance: Demonstrate a willingness to participate in classroom learning activities to his/her highest achievement level. Respect and tolerate each others individual differences and learning styles while working together in group situations. Complete projects related to class. Complete written work and homework to a satisfactory level.

Means for Measuring Student Achievement: Projects 50%. Use of Lab time 10%. Written Assignments 30%. Final Exam 10%

Fabric Art (Grade 10-12) 1 Trimester

Course Description: Feeling creative but unsure where or how to start a project using fabrics? Sign up for this course. You have the freedom to select your projects and work at your individual pace while learning new skills, concepts and decision-making.

Criteria for Acceptance into The Course: As an elective, the student should select the course based on interest of subject.

Expectations for Student Performance: Demonstrate a willingness to participate in classroom learning activities to his/her highest achievement level. Respect and tolerate each others individual differences and learning styles while working together in group situations. Complete projects related to class. Complete written work and homework to a satisfactory level.

Means for Measuring Student Achievement: Projects 50%. Use of Lab time 10%. Written Assignments 30%. Final Exam 10%

Culinary Arts (Grade 10-12) 1 Trimester

Course Description: Searching for a place to create the ultimate culinary delight? Wishing to explore the possibility of a career in a food related area and have fun at the same time? Then join this class, become involved with your work and enjoy! We will concentrate on food selection, preparation, and nutrition. Lab experiences in food preparation will reinforce nutritional concepts, safety and sanitation in the kitchen, and evaluate food choices available today. Environmental and global issues concerning our food safety and supply will be included.

Criteria for Acceptance into The Course: As an elective, the student should select the course based on interest of subject.

Expectations for Student Performance: Demonstrate a willingness to participate in classroom learning activities to his/her highest achievement level. Respect and tolerate each others individual differences and learning styles while working together in group situations. Complete projects related to class. Complete written work and homework to a satisfactory level.

Means for Measuring Student Achievement: Written assignments,tests, and homework 70%. Lab time 20%. Final Exam 10%

Cultures and Cuisines (Thinking Globally) (Grade 10-12) 1 Trimester

Course Description: What do rice, potatoes and couscous have in common? Why are Mexican foods so spicy: We will focus on cultural similarities and difference of other countries and evaluate how they influence our food choices. The lab experience will teach food preparation techniques using international recipes. We will examine how geography, history, and society continue to influence our food supply and choices, both today, and for the future.

Criteria for Acceptance into The Course: As an elective, the student should select the course based on interest of subject.

Expectations for Student Performance: Demonstrate a willingness to participate in classroom learning activities to his/her highest achievement level. Respect and tolerate each others individual differences and learning styles while working together in group situations. Complete projects related to class. Complete written work and homework to a satisfactory level.

Means for Measuring Student Achievement: Written assignments,tests, and homework 70%. Lab time 20%. Final Exam 10%

Human Dynamics (Grade 10-12) 1 Trimester

Course Description: Family and friends--some days you cannot live with them and other days you cannot live without them. This course will include adolescent and adult issues that you will explore--such as how to cope, communicate and help with others. Community resources are used to expand learning opportunities for students. Visitations, interviews, organizing activities revolving around classroom topics, such as wellness, resources and relationships issues, will allow more student participation and active learning.

Criteria for Acceptance into The Course: As an elective, the student should select the course based on interest of subject.

Expectations for Student Performance: Demonstrate a willingness to participate in classroom learning activities to his/her highest achievement level. Respect and tolerate each others individual differences and learning styles while working together in group situations. Complete projects related to class. Complete written work and homework to a satisfactory level.

Means for Measuring Student Achievement: Written assignments,tests, and homework 70%. Lab time 20%. Final Exam 10%

Rebels and Rascals (Grade 10-12) 1 Trimester

Course Description: Have you observed a young child misbehaving in public and watched how the adult reacted? Have you said, "I'd never do that to my child!" or "That parent should make him behave!" If you want answers on working with children and caring for them appropriately, then this course is for you.

Criteria for Acceptance into The Course: As an elective, the student should select the course based on interest of subject.

Expectations for Student Performance: Demonstrate a willingness to participate in classroom learning activities to his/her highest achievement level. Respect and tolerate each others individual differences and learning styles while working together in group situations. Complete projects related to class. Complete written work and homework to a satisfactory level.

Means for Measuring Student Achievement: Written assignments,tests, and homework 70%, Lab time 20%, Final Exam 10%

Psychology of Children (Grade 10-12) 1 Trimester

Course Description: If you want to experience shaping a young person's life--then sign up now for this course. It is our plan to place you in a situation where you will work with younger children for at least part of this course work. Our content focus will be on the four areas of growth and development, methods of working with young people, and developing helping skills.

Criteria for Acceptance into The Course: As an elective, the student should select the course based on interest of subject.

Expectations for Student Performance: Demonstrate a willingness to participate in classroom learning activities to his/her highest achievement level. Respect and tolerate each others individual differences and learning styles while working together in group situations. Complete projects related to class. Complete written work and homework to a satisfactory level.

Means for Measuring Student Achievement: Written assignments,tests, and homework 70%. Lab time 20%. Final Exam 10%

Independent Living ( Grade 10-12) 1 Trimester

Course Description: Everyone needs basic living skills that help you stretch and protect your finances while buying the best products and services available for your money. You will be able to answer questions about credit cards, insurances, how to buy a used car, investing your money, and opening a checking account. Other hot topics will be covered, too!

Criteria for Acceptance into The Course: As an elective, the student should select the course based on interest of subject.

Expectations for Student Performance: Demonstrate a willingness to participate in classroom learning activities to his/her highest achievement level. Respect and tolerate each others individual differences and learning styles while working together in group situations. Complete projects related to class. Complete written work and homework to a satisfactory level.

Means for Measuring Student Achievement: Written assignments, tests, and homework 70%. Lab time 20%. Final Exam 10%

ART

Trimester 1	Trimester 2	Trimester 3
Design 1	Design 2	Design 3
Drawing/Printmaking	Performance Art	Crafts
Drawing/Still-life/Figure	Painting	Portfolio

Design 1: Learning a Visual Language (Grades 9 - 12) Trimester 1

Hall-Dale High School art program is organized to offer a foundation art program for all students. This is offered in three trimesters, each worth one credit. Taking the courses in sequence is preferable but not required. A student can fulfill Maine's one year fine art requirement by taking all three design courses or may choose to take partial credit in visual art and the remainder in other fine art offerings.

Course Description: Design 1 is a foundation studio course to acquaint students with basic art vocabulary,design concepts and skills. Strong emphasis is placed on learning to develop and change visual ideas through the creative process. Students will learn to develop and solve visual problems by manipulating line, color, texture, form and space in a variety of media including watercolor, charcoal, tempera,and pastel. They will learn to cut space" and see objects in relation to a real or imagined environment through contour drawing, negative space drawing and perspective drawing. They will explore different historical models for art such as romantic, classic, and impressionist.

Criteria for Acceptance into The Course: Open to any student 9-12 grades with preference given to upper classmen and students who might want to pursue a career in visual art.

Expectations for Student Performance: Students will be responsible for a design notebook focusing on the elements of design. Much of this will be completed in class, much will be completed as homework preparation and sketches. In class, students will complete a variety of drawing, painting, and design projects. Students will complete a unit in art history from prehistoric to Roman.

Means for Measuring Student Achievement: Major projects completed in class 20%. Design notebook 40%. Participation, attitude, behavior 20%. Quizzes 10%. Trimester exam 10%

Design 2: 3 Dimensional Design (Grades 9 - 12) Trimester 2

Course Description: Students will continue to explore art elements and art principles as they relate to 3-dimensional forms and space. Students will study a variety of historical and contemporary sculptors and their work in terms of their technical processes, concepts and historical background, and construct sculptures in media such as paper, clay, cardboard, paper mache, found objects. Students will learn to use appropriate tools and procedures. Students will complete a survey study of art from Early Christian to Gothic.

Criteria for Acceptance into The Course: Grades 9-12. Successful completion of Design 1 or permission of instructor.

Expectations for Student Performance: Students will maintain a sketchbook and do regular preparation for studio projects at home. This may include research in books or the Internet, written assignments and assigned sketches. In class, students will complete a variety of drawing and sculpture projects.

Means for Measuring Student Achievement: Portfolio of projects completed in class 70%. Quizzes/written work 10%. Preparation, participation, sketchbook 10%. Trimester exam 10%

Design 3: Using a Visual Language (Grades 9 - 12) Trimester 3

Course Description: A graphic design unit will include including layout, pen and ink, typography and printmaking. A drawing unit will expand drawing and seeing skills using charcoal and chalk on landscapes and portraits. A painting unit will offer experiences in tempera, and watercolor. Emphasis will continue to be placed on good design, craftsmanship and appropriateness of idea to media as well as aesthetics and art history. Students will complete a design notebook focusing on design principles. Much of the work will be done in class, much outside of class in the way of design problems. Students will also complete a survey of art from The Renaissance to the Impressionists.

Criteria for Acceptance into The Course: Successful completion of Design 2 or permission of instructor

Expectations for Student Performance: Students will maintain a sketchbook and do regular preparation for studio projects at home. This may include research in books or the Internet, written assignments and assigned sketches. In class, students will complete a variety of drawing, graphic design, painting and printing projects.

Means for Measuring Student Achievement: Portfolio of projects completed in class 70%. Quizzes/written work 10%. Preparation, participation, sketchbook 10%. Trimester exam 10%

Advanced Art Electives

A variety of art electives are offered each year, each one a trimester course for one credit. There are 2 or 3 electives offered each trimester, rotated so that a student can complete a comprehensive art program at the end of four years or choose only several areas of interest. A student can repeat electives and is especially encouraged to take drawing whenever it is offered.

Drawing (Grade 10 - 12) Trimester 1

Course Description: Students will continue to develop skill in drawing through continued practice with contour, negative and positive space, gesture and volume. One section will concentrate on polished drawings in charcoal , pastel, pen and ink based on still-life and figure drawing. The other section will concentrate on drawing as it relates to printmaking.

Criteria for Acceptance into The Course: Grades 10-12. Successful completion of design 1, 2, and 3

Expectations for Student Performance: Students will maintain a sketchbook and do regular preparation for studio projects at home. Students in elective art classes should have a high interest in studying art and be highly motivated to direct their own course of study. This may include research in books or the Internet, written assignments and assigned sketches. In class, students will complete a variety of drawing, and printing projects.

Means for Measuring Student Achievement: Portfolio of projects completed in class 80%. Preparation, participation, sketchbook 10%. Trimester exam 10%

Performance Art: Dance, Music, and Art: Trimester 2. An art class will work with a physical education class and the music department to study and learn four dance forms: Tango, waltz, swing, and folk. The goal will be a dance performance with stunning art backdrops accompanied by live music.

Criteria for Acceptance: Grades 10 - 12

Expectations: Students will work individually on dance related art work and also in small groups to design and paint large dance murals, and develop costumes for the performance. Art students will also learn and assist in the dance performance. Students will research the dances, maintain sketch books, and contribute in all class activities.

Means for Measuring Student Achievement: Individual designs and projects 20%. Participation in large art murals 50%. Participation in the performance and dance 20%. Trimester exam 10%

Crafts (Grade 10 - 12) Trimester 3

Course Description: Students will learn, practice and apply skills in craft areas such as basket making, bookbinding,stain glass, quilt making and other fiber arts. Students will research traditional as well as contemporary design to develop their own craft ideas.

Criteria for Acceptance into The Course: Grades 10-12. Successful completion of Design 1, 2, and 3

Expectations for Student Performance: Students will be expected to research selected craft areas in books, Internet, slides and videos and write on selected topics. Students will maintain a sketchbook and do regular preparation for studio projects at home. Students in elective art classes should have an interest in studying art and be highly motivated to direct their own course of study. In class, students will participate in class presentations, complete a variety of craft projects.

Means for Measuring Student Achievement: Portfolio of projects completed in class 70%. Research and written work 10%. Preparation, participation, sketchbook 10%. Final Exam 10%

Painting (Grade 10 - 12) Trimester 2

An advanced art elective. Students will practice and complete work in watercolor, tempera, and acrylic.

Criteria for Acceptance: Grades 10 - 12

Expectations: Students will work individually on dance related art work and also in small groups to design and paint large dance murals, and develop costumes for the performance. Art students will also learn and assist in the dance performance. Students will research the dances, maintain sketch books, and contribute in all class activities.

Means for Measuring Student Achievement: Individual designs and projects 20%. Participation in large art murals 50%. Participation in the performance and dance 20%. Trimester exam 10%

Portfolio (Grade 10 - 12) Trimester 3

Course Description: Students will develop their own art projects in guided independent study.

Criteria for Acceptance into The Course: Successful completion of Design 1, 2, and 3 and other advanced art electives, and permission of instructor

Expectations for Student Performance: Students in a portfolio class should have an interest in studying art and be highly motivated to direct their own course of study. This class is especially offered for those who would like to continue art study in a college or another setting and would like to spend time preparing a portfolio for entrance review. It is also for those who enjoy art and want to develop skills in a particular art area. Students generally plan and complete at least three major projects.

Means for Measuring Student Achievement: Portfolio of projects completed in class 80%. Preparation, participation, sketchbook 10%. Final self and teacher evaluation 10%

MUSIC

Concert Band Full Year

Course Description: Concert Band gives students the opportunity to play their musical instrument in an ensemble during the school day. Students will learn music of a variety of styles that challenge and expand their musical awareness. They will have the opportunity to move ahead in their section as well as opportunities for solos and small ensemble performance. It is a performance based class and as such has a minimum of two evening performances each year.

Criteria for Acceptance into The Course: A student must play an instrument that is part of a concert band; flute, oboe, clarinet, saxophone, bassoon, trumpet, French horn, trombone, baritone, tuba or percussion. Any student wishing to be in band who does not currently play an instrument but is interested, should see the director to set up lessons so that they may participate in the future.

Expectations for Student Performance: Students must be present and on time. Students must bring their instrument, music and a pencil to class. Students must respect other people and their property. Students must be prepared to participate. Students must keep the music room and storage area neat. Students must attend all required performances

Means for Measuring Student Achievement: Performance 30%. Participation 30%. Attendance and Preparedness 30%. Written Exam 10%

Band Arranging/Music Composition Full Year

Course Description: An independent study course that runs concurrently with Music Theory. Students will use this opportunity to expand on the band arranging portion of the Music Theory class. They will work on major arrangements, including a work for our school band. Those interested can develop an original piece of music and transcribe it for band or chorus.

Criteria for Acceptance into The Course: Music Theory

Expectations for Student Performance: Students will actively participate in class. They will do the required assignments, projects and tests. They will positively interact with each other and their instructor.

Means for Measuring Student Achievement: Homework 40%. Tests or projects 40%. Class Participation 20%

Music Theory Full Year

Course Description: Students will learn the fundamentals of music theory, composition and arranging. The course will begin with a study of basic note reading and musical notation. It will then move to intervals, scales and key signatures. We will then explore chord structures, harmonic progressions and melody writing. The students will then begin to write their own musical compositions. The course will end with an introduction to band arranging and the study of writing music for instrumental groups. The class will end with students arranging a piece of music for band or small instrumental ensemble.

Criteria for Acceptance into The Course: An interest in learning about music and how it is written

Expectations for Student Performance: Students will actively participate in class. They will do the required assignments, projects and tests. They will positively interact with each other and their instructor.

Means for Measuring Student Achievement: Homework 40%. Tests or projects 40%. Class Participation 20%

Chorus Full Year

Course Description: Chorus gives students the opportunity to sing in a musical ensemble during the school day. Students will learn music of a variety of styles that challenge and expand their musical awareness. They will sing music in four part harmony, will sing in foreign languages and will even learn some choreography. While no student will ever have to sing alone, there will also be opportunities for solos and small group performances. It is a performance based class and as such has a minimum of two evening performances each year.

Criteria for Acceptance into The Course: An interest in singing

Expectations for Student Performance: Students must be present and on time. Students must bring their music and a pencil to class. Students must respect other people and their property. Students must be prepared to participate. Students must keep the music room and storage area neat. Students must attend all required performances

Means for Measuring Student Achievement: Performance 30%. Participation 30%. Attendance and Preparedness 30%. Written Exam 10%

Music of the Twentieth Century Full Year

(Fine Arts Credit, not History Credit)

This full year class will explore the history of music as it leads up to and includes the 20th Century. Famous composers, their works and individual styles will be studied, analyzed, and listened to. We will begin our study with Medieval Music and follow it through Baroque, Classical, Romantic, Post Romantic, Impressionistic, and the 20th Century. Students will work individually and in groups, take written and listening exams, and be expected to identify major works. This class is open to all inte