Last Updated: 1/17
ENGLISH - LANGUAGE ARTS
The Mount Desert Island English Department embraces the philosophy set forth by the National Council of Teachers of English: “Our task, we believe, is to prepare students to be informed, articulate citizens for a democratic society. To define our goals more narrowly would be a mistake, a breach of conscience. Scores on standardized tests, acquaintance with a literary canon, and the basic skills of encoding and decoding all have a place. But the great goal is literate citizenship. Literate citizens understand what language is and how it works and what effects it can have. Literate citizens receive language with a critical mind; they can use it to inform themselves and to weigh competing worldviews. Literate citizens use language to envision the future and to reshape their environment into more civilized, more humane forms. Paulo Freire is right: ‘the truly literate citizen reads the word and the world, writes the word and the world'. . . . . [W]e must teach as if we believe that each generation we teach can create a new world.” Our work with standards-based education focused on the Common Core has enhanced our ability to direct our students’ efforts towards effective communication and literacy. ANOTHER SENT TO TIE IN DIVERSE READING AND INDIVIDUAL CHOICE/VOICE.
The ELA Graduation Standards are rigorous and are explicitly taught and assessed in all 9th and 10th-grade courses. It is expected that most students will demonstrate proficiency in these standards by the end of their 10th-grade coursework and will begin to use this foundation to engage in more complex work. Students who need more time will be given the opportunity and support to meet these standards in coursework during their junior and senior years, finally certifying proficiency for graduation. All students are encouraged to address lagging skills with specialists or individual course instructors during Flex Time or through support classes like Academic Literacy in order to gain "just in time" instruction and growth.
To earn course credit, students must demonstrate that they are, at a minimum, on average approaching all of the standards taught and assessed in that course. This is represented as a final grade score of 2.0 or higher. A final grade score below 2.0 is considered a failing grade and the student will be required to either repeat the course or take an equivalent course.
Students must earn 4 credits of English to graduate. In addition, beginning with the Class of 2020, by the end of their high school career, students must demonstrate proficiency ("meets" or "exceeds") in the graduation standards. Student placement for courses will be based on demonstrated readiness as evidenced by their performance on standards, as well as by teacher recommendation.
English Graduation Standards
RL 9/10:1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL 9/10:2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
W 9/10:1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W9/10:5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W9/10:9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL 9/10:1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
L 9/10:1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 9/10:2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L 9/10:5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
These standards will be assessed in conjunction with reading, writing and analyzing of grade-level text.
Grade 9
1 credit
Freshman English provides students with an opportunity to develop their literacy, discussion, thinking, and time management skills with an eye to academic and career success. All classes will read a variety of works from different genres; in addition, students will have an opportunity to pick texts to develop their independent reading skills. Writing will develop the skills and conventions required for clear written communication, including analytical, responsive, and narrative modes; students will also be asked to reflect on their own academic growth and challenges during the course. Successful completion of the class will leave students with strengthened literacy skills, academic confidence for the rest of high school, and a developed sense of themselves as students.
Grade 10
1 credit
Prerequisite: enrollment in 10th grade; students working to develop independent grade-level literacy skills (especially in areas identified in Freshman English) should enroll in Critical Reading & Writing 10 and/or Learning Center for appropriate support and skill development.
This class is designed to develop students’ literacy, discussion, and time management skills with an eye to their future academic and career success. Students will expand and deepen their analytical reading and writing skills by examining various works that center around four essential questions:
How can we tell our own stories?
How do stories and storytelling inform our lives?
How can we emerge from life's challenges with new perspectives?
How are we the heroes of our own stories?
Students will routinely journal with mentor texts. Book groups and independent reading as well as shared texts allow students the opportunity to further develop their reading and discussion skills; writing tasks include personal narratives, literary analysis, and mentor text work. Students can anticipate 20-30 minutes of homework per night.
In addition, through their work in this class, students will have the opportunity to
investigate how their experiences have shaped and affected their lives;
explore both the dimensions of identity and how those dimensions show up in their own and others' lives;
practice using culturally-responsible language;
engage in collaborative project-based learning;
develop their skills as self-directed readers;
engage with different mediums like photography, film, art, and creative writing;
give and take air time in class discussions.
Grades 10
1 credit
Prerequisite: Successful completion of Freshman English with work that indicates a consistent readiness for a further challenge (meeting and exceeding standards) and/or teacher recommendation.
This class is designed to develop students’ literacy, discussion, and time management skills with an eye to their future academic and career success. Students will expand and deepen their analytical reading and writing skills by examining various works that center around four essential questions: How can we tell our own stories? How do stories and storytelling inform our lives? How can we emerge from life's challenges with new perspectives? How are we the heroes of our own stories? Students will routinely journal with mentor texts. Book groups and independent reading as well as shared texts allow students the opportunity to further develop their reading and discussion skills; writing tasks include personal narratives, literary analysis, and mentor text work. Students can anticipate 20-30 minutes of homework per night.
In addition, through their work in this class, students will have the opportunity to investigate how their experiences have shaped and affected their lives; explore both the dimensions of identity and how those dimensions show up in their own and others' lives; practice using culturally-responsible language; engage in collaborative project-based learning; develop their skills as self-directed readers; engage with different mediums like photography, film, art, and creative writing; give and take air time in class discussions. Students are expected to practice independent work habits, strong reading and writing skills, a willingness to revise one’s writing after editor feedback, and a strong curiosity about the world of literature are key to success in this class.
Grades 10
2 credits (1 Social Studies, 1 English)
Prerequisites: enrollment in 10th grade.
Students working to develop independent grade-level literacy skills (especially in areas identified in Freshman English) should enroll in Critical Reading & Writing 10 and/or Learning Center for appropriate support and skill development.
In Sophomore Humanities, an integrated, year-long course, students will expand and deepen their analytical reading and writing skills while studying the history and literature of various time periods in Western civilization with an eye towards political, cultural, technological, economic, and social impacts over time. Students will examine a variety of genres that will include non-fiction texts, plays, poems, short stories, and novels. Students who enroll in this class will be encouraged to think, talk, and write about big ideas and apply those ideas to their own lives.
HONORS HUMANITIES is a pathway offered within the Humanities class for students whose academic record indicates a consistent readiness for a further challenge as identified by meeting and exceeding standards in prior classes, strong work habits, and, where applicable, teacher recommendation. While the course content is the same, students choosing the Honors option will develop their skills through study of longer and/or more challenging texts, more demanding writing tasks, and/or more complex discussion questions.
Grades: 10
1 credit
Prerequisite: Enrollment in 10th grade and teacher/guidance placement
This course is for students who would benefit from supported practice to develop their independent literacy and time management skills. Students will work to develop their literacy, discussion, thinking, and time management skills by reading and studying a variety of novels, poems, plays, non-fiction works, and short stories. Students will write essays in which they examine the literature and its themes and will also create other types of writing in connection with the works they are reading. Students can expect to have enough time in class to complete most of their required work, but nightly reading or other targeted skill development is likely, with an eye toward improving literacy and independent skills to the college- and career-ready level. Self-reflection and goal setting is expected.
Grade: 11
1 credit
Prerequisites: Enrollment in the 11th grade.
Students enrolling in this course should have a confident grasp of the literacy skills assessed in earlier English classes; students working to develop independent grade-level literacy skills should enroll in Critical Reading & Writing 11 and/or Learning Center for appropriate support and skill development.
This class is designed to develop students’ literacy, discussion, media and cultural awareness, and self-regulation with an eye to their future success as maturing adults as well as in a two- or four-year post-secondary program. Collaborative and independent work will be required for successful completion. Students have opportunities to regularly reflect on their growth as readers, writers, and thinkers, thereby developing a greater understanding of themselves as a learner.
Students will focus on reading, writing, and discussion that will help them develop a sense of their personal identities as a reflection of and reaction to various national identities communicated in literature and media today. Course readings will include a variety of whole-group texts including films, poems, and short essays, and novels, book-club texts, and individual choices. Students will write analytical essays, personal responses to literature, and creative pieces (podcasts, memoirs, and the like). Students can expect lively discussions based on the readings, their cultural and historical significance, and current events.
Grades 11
1 credit
Prerequisite: Completion of earlier English classes with work that indicates a consistent readiness for further challenge (meeting and exceeding), strong work habits, and/or teacher recommendation.
This course is designed to provide challenge and skill development to students who enjoy reading literature, project-based learning, and who are eager to develop their view of themselves as a reflective writer, reader, speaker, and listeners. Students in this course will explore a wide range of texts from different time periods, lenses, and in different mediums ranging from poetry to podcasts, and will share their responses and develop their reading, writing, and speaking-and-listening skills through creative writing, literary analysis essays, and project-based learning. The class will focus on student-generated ideas, questions, and curiosities, balanced with teacher conferences and class discussion. Students will be expected to be self-directed thinkers and learners who construct their independent analysis of texts while welcoming feedback and opportunities for revision.
Grade 11
1 credit
Prerequisite: An appreciation for the craft of writing and story-telling; a willingness to be a self-guided reader and to take good academic risks in the interest of growth and learning.
Voracious readers unite! In AP Literature and Composition, students will engage with multiple different types of literature: poetry, long/short fiction, plays, art, and film. Students will explore the craft of writing with a strong emphasis on clarity, meaning, and authorial intent. A key concept in this course is that literature is a tool for social commentary, persuasion, and identity exploration. Close readings, socratic Seminars, book clubs, and one-on-one conferences are routine protocols throughout the course. Students are urged to take academic risks and engage in literary discourse. Students will routinely study mentor texts from literary critics and novelists, like David Lodge, Elaine Castillo, Haruki Mirakami, and Camille Paglia.
Student collaboration and creativity is encouraged. From independent reading to group presentations, navigating and negotiating group work is essential. Students will also develop an appreciation for literature by writing their own; students will write satire and poetry.
Although students are strongly encouraged to take the AP Literature exam in the spring, AP Lit is not a test-prep course; however, we will explore exam structure and test-taking techniques, participate in a limited number of timed assessments and writings, and use preparatory resources.
Grades: 11
1 Credit
Prerequisite: Enrollment in 11th grade and teacher/guidance placement
This course is for students who would benefit from supported practice to develop their independent literacy and time management skills. Students will work to develop their literacy, discussion, thinking, and time management skills by reading and studying a variety of novels, poems, plays, non-fiction works, and short stories. Students will write essays in which they examine the literature and its themes and will also create other types of writing in connection with the works they are reading. Students can expect to have enough time in class to complete most of their required work, but nightly reading or other targeted skill development is likely, with an eye toward improving literacy and independent skills to the college- and career-ready level. Self-reflection and goal setting is expected.
Grades: 11, 12
1 Credit
Prerequisite: Successful completion of English 9 and 10
Is big tech harmful or helpful to society? How is artificial intelligence (AI) changing our world? How much do social media algorithms control you? In this course you will explore the potential benefits and dangers of technology’s increasing entwinement in our daily personal and academic lives through the study of non-fiction texts, podcasts, and documentaries, using these texts to inform thoughtful discussion and debate. You will also have the opportunity to create digital content to share your learning with others in the form of photo essays, infographics, podcasts, and mini-documentaries, thereby improving your digital literacy. The course will end with a project you design based on your own interest in how technology impacts our world. This course may be taken only once for English credit.
Grades 12th grade; in extenuating circumstances (per LAL) 11th grade students demonstrating the required skill level;
1 credit
Prerequisites: Students enrolling in this course should have a confident grasp of the literacy skills assessed in earlier English classes; if an interested student has skill gaps they should enroll in Senior English:Modern Fiction or be prepared to seek out extra help, support, and practice through the Learning Center.
Senior English provides students with opportunities to develop their literacy, discussion, thinking and time management skills to meet a variety of academic and life goals necessary for academic, personal, and career success.
All classes will study and engage with a variety of thematically connected works from different genres and seek to answer essential questions. To deepen and foster literacy skills, students will also be expected to read independently-chosen books appropriate for their levels and interests.
Weekly practice will be given to the writing process, resulting in college essays, personal narratives and opinion pieces. Students will also examine how language shapes their thinking and culture. Special focus will be given to writing and discussion skills to reflect on academic challenges and growth.
Students can expect 1-2 hours worth of work outside of class per week; students working to develop their independent literacy skills may need to put in more time with teacher support in Flextime, after school, or Learning Center.
Grades 12
1 credit
Prerequisites: Successful completion of a junior English course.
Students will expand, practice, and reflect upon their reading and writing skills in this course that seeks to prepare students with the communication and time management skills necessary to flourish in a variety of academic and work environments. Students read and examine both required and self-selected works of fiction including mythology, novels, poetry, and film. Weekly practice will be given to the writing process, focusing on personal essays, response tasks, and opinion pieces. Students will also examine how language shapes their thinking and culture. Special focus will be given to writing and discussion skills to reflect on academic challenges and growth.
Students will engage in large and small group discussions and teacher-student conferences about literature and writing. Students who attend regularly and use class time well may be able to complete their work with a minimal amount of homework. Students working to develop their independent literacy skills may need to put in more time with teacher support in Flextime, after school, or Learning Center.
Grades 12
1 credit
Prerequisite: Completion of earlier English classes with work that indicates a consistent readiness for a further challenge (meeting and exceeding), strong work habits, and/or teacher recommendation.
**Some work may be assigned before class starts.
This course is designed for students who are independent learners, have time outside the regular school day to commit to advanced study and have demonstrated an interest in the humanities, a readiness for challenge and a willingness to develop their literacy skills through extensive reading and written work. The class will focus on communication in many forms: absorbing information through reading a variety of texts (poetry, non-fiction works,, modern fiction, journalism; some chosen, some assigned); sharing information through class discussion and various forms of writing (narrative, analysis, opinion pieces); presenting information (speeches, projects, publications, and presentations). Students enrolling in this class are choosing to commit to a serious academic effort that includes 2-4 hours of homework per week. Successful completion of the class should leave them confident in their ability to meet the challenges of post-secondary education in any form.
Grade 12
1 credit
Prerequisite: An appreciation for and commitment to the craft of writing; a willingness to be a self-guided reader and to take good academic risks in the interest of growth and learning.
A recent addition to MDIHS's offerings, the AP Language and Composition course will focus exclusively on nonfiction texts and will serve as a bookend and complement to our new AP Literature course.
While AP Lit is a literary text-based course, AP Lang is an issues-based course -- in some ways, it would feel right at home in a Social Studies Department Program of Study. That said, our work in AP Lang will focus on developing language skills such as the formal study of rhetoric, writing in multiple modes, and developing a personal voice. While students will engage in 2 - 3 full-length texts during this semester (Don't Let It Get You Down by Savala Nolan and The Lifespan of a Fact by Kareken, Murrell and Farrell are two), the majority of other readings will be arranged in thematic text sets that will accompany and enable our development of the literacy skills required for college and beyond.
Although students are strongly encouraged to take the AP Language exam in the spring, AP Lang is not a test-prep course; however, we will explore exam structure and test-taking techniques, participate in a limited number of timed assessments and writings, and use preparatory resources offered by the College Board.
Students in AP Language and Composition are expected to demonstrate “The Seven Traits of Highly Successful Students”: Kindness, Positivity, Honesty, Attentiveness, Perseverance, Punctuality and Respect. These traits will help us to develop and maintain a collegial working environment, whether online or in person.
Grades 9, 10, 11, 12
1 credit
Journalism and its responsibilities are not easy to negotiate, but the field's importance continues to increase and broaden. This is an introduction to journalism course designed to provide students with an opportunity to develop their writing skills while studying the role of journalism in modern society. Students will practice detecting bias in media and political rhetoric. We will explore and question the concept of neutrality in journalism with an eye towards podcasts and op-eds. Students will be provided with multiple individualized opportunities to develop their voice and writing style. Students are urged to explore their interests. Student writers will contribute their own piece for The Trojan Tribune, the digital student newspaper. With prior arrangement, the class may provide the opportunity to earn a partial English credit.
Grades 10, 11, 12
1 credit
Prerequisites: Successful completion of Journalism and teacher recommendation
If you have taken at least one section of Journalism and would like to continue refining your skills and serving on the school newspaper's editorial board, you can sign up for Advanced Journalism. The editorial board will give feedback to their peers, offer model exemplars, and make executive decisions for the newspaper.
Grades 10, 11, 12
1 credit
BAM! POW! CRASH! Welcome to the exhilarating world of graphic novels, or GN for short! In this course, students will explore how literature meets graphic art to create graphic novels of every genre. Students will learn how to storyboard, develop their own characters, write intriguing dialogue, and communicate complex themes. By the end of the course, they will have created their very own graphic novel.
Grades 10, 11, 12
1 credit
Whether a mystery with a devoted sleuth, a psychological suspense story with a serial killer, or a cat and mouse thriller with an FBI Cyber Agent, tension is what keeps the reader engaged. Through discussions based on readings, viewings, and writing assignments, one will explore techniques the authors use to build tension in the gripping, blood-chilling, page-turning genres of different mysteries and thrillers.
Grades 11, 12
1 credit
Prerequisite: 2 full credits earned in English and a commitment to writing, creativity and collaboration.
Essential Question: How can engaging the writing process inform my creativity?
Using models and established authorial practices, students will explore the elements of storytelling, poetry and the creative experience throughout many different genres. Special attention will be paid to the writing process and peer feedback protocols. Throughout the semester, students will engage many “stems” or potential projects with an eye towards a fina; independent project of their own design for the last four weeks of the class. Past projects have included writing and recording a 8-10 song CD, producing and screening short films, writing a one act theatrical play, writing a screenplay treatment, writing and publishing collections of poetry and short stories, amongst many, many others. There will be nightly/weekly homework expectations for this class with an academic expectation similar to that of a Junior or Senior level English course. While the writing will not be based in academic writing as such, the process will be academically formal and standards focused. Note: this class is about practicing creativity as a discipline; it is not a place to work on personal projects alone. According to individual interests, students will also have the opportunity to enter writing contests and apply for publication.
Grades: 11, 12
1 credit
In this course, students will read texts ranging in genre, time period, and length that showcase diverse perspectives on a range of real-world topics and issues. These will include novels, short stories, essays, poems, podcasts, music, TV show episodes, and films. Students should be prepared to engage respectfully and enthusiastically in class discussions, analyze the purpose and development of texts, and self-reflect on their learning and development as a global thinker throughout the course. Students will practice skills of analytic writing, speaking and listening, and creative projects.
The texts and topics covered in this class will examine the effects of gender on literature and consider how gender intersects with race, ethnicity, class, sexual orientation, and other factors in shaping identity. We will also consider the multiple ways writers have responded to being silenced throughout history.
Grades 10, 11, 12
1 credit
In this semester-long course, students will participate in the Eastern Maine Skippers Program (EMSP), a program developed and supported by the Maine Center for Coastal Fisheries. A central feature of EMSP is a project in which students work collaboratively with community members like scientists, fishermen, regulators, and industry professionals, to investigate serious challenges within the fishing industry, and to research, develop and present effective solutions. Students will develop the core knowledge and skills needed to participate in co-managed fisheries, working with scientists and regulators to sustain the fisheries they depend upon as well as to run successful and adaptable businesses. EMSP students are building relationships, knowledge and skills to graduate high school ready to face the rapidly changing business, science, politics and fishing environments of the 21st Century. Projects can be done individually, in small groups, or as a Senior Exhibition project. Students may choose the lens through which they carry out the project. Engagement in this course optimally earns you Career and Technical Education as well as English credit.
Grades 9, 10
.5 credit
Highly Recommended: A commitment to writing!
Essential Question: How will exploring language and creativity help me express myself? Students will explore the elements of poetry, storytelling and the creative experience throughout genres. Students will also learn how to best ask for and receive constructive feedback to better inform their own process. An emphasis on how to use a critical feedback process will help students learn more about themselves as creatives. Students will design an independent project for the last two weeks of the class. Homework expectations will be minimal for this class; as such, it is expected that students will be totally on task while in class. Note: this class is about practicing and playing with creativity; it is not a class focused on how to improve academic writing nor a place to work on personal projects, per se. Based on individual interests, students will also have opportunities to enter writing contests and apply for publication.
Grades 9, 10, 11, 12
.5 credit
Introduction to Acting is a course designed to teach students the basics of enhancing their physical acting techniques and character development and scene study skills. Students will participate in activities that cover topics such as physical warm-up, vocal preparation and development, scene study techniques, neutral mask work, blocking and movement, performance dynamics and theatrical improvisation. They will also learn the basics of technical stagecraft and how it impacts the performance of a play.
This is a very dynamic and interactive class, so students should expect to be working on the stage and providing feedback (both written and verbal) to their classmates every day -- active involvement is required. Students will maintain an acting journal in which they will record their observations of their own and their classmates’ preparation and performances. The course will culminate in an individual or group performance that showcases the skills developed by the actor and the submission of a final performance analysis.
The primary text for this course will be Richard Boleslavsky’s Acting: The First Six Lessons.
Grades 9, 10, 11, 12
.5 credit
In Introduction to Theatrical Improvisation students will work to develop their acting improvisational skills through both short and long form improvisational structures. We will explore both traditional performance “handles” such as those seen on Whose Line is It Anyway? as well as those which are primarily used for warmup and character development. Students will also explore how they may use improvisational acting techniques to enable and develop traditional acting skills.
This is a very dynamic and interactive class, so students should expect to be working on the stage and providing feedback (both written and verbal) to their classmates every day -- active involvement is required. Students will maintain an acting journal in which they will record their observations of their own and their classmates’ preparation and performances.
The primary text for this class will be selections drawn from Improvisation for the Theater by Viola Spolin. We will also explore other online resources such as The Improv Encyclopedia.