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Program of Studies 2020 2019- 2020 PROGRAM OF STUDIES Dennis-Yarmouth Regional High School 210 Station Avenue South Yarmouth, MA 02664 Dennis-Yarmouth Regional School Committee Mrs. Jeni Landers, Chair Mr. Joseph Tierney, Vice Chair Mrs. Andrea St. Germain, Secretary Mr. Brian Carey, Treasurer Mr. James R. Dykeman, Jr. Mr. Phillip Morris Mr. Brian Sullivan District Administration Office (508) 398-7600 Mrs. Carol A. Woodbury Superintendent Mr. Kenneth T. Jenks Assistant Superintendent for Administration and Business Services Mrs. Maria Lopes Director of Pupil Services Mrs. Leila Maxwell Director of Instruction/STEM Ms. Sherry Santini Director of Instruction/Humanities & Arts Dennis-Yarmouth Regional High School Administration (508) 398-7630 Mr. G. Anthony Morrison Principal Mr. Joshua Clarkin Assistant Principal Dr. Paul A. Funk Assistant Principal/Athletic Director Ms. Jennifer A. Govoni Assistant Principal Ms. Mary B. O’Connor Assistant Principal Guidance and Counseling Department (508) 398-7650 Ms. Dale Fornoff Department Chair Ms. Annette Bowes Counselor Ms. Nicole D’Errico Counselor Mrs. Lisa Fedy School-to-Career Counselor Mrs. Kathleen Glasheen Counselor Mr. Joshua Steele Counselor Athletic Department (508) 398-7645 Dr. Paul A. Funk Athletic Director Attendance (508) 398-7655 Special Needs Department (508) 398-7649 Dr. Pamela Fee School Psychologist TABLE OF CONTENTS COURSE DESCRIPTIONS BY DEPARTMENT OR PROGRAM Alternative Learning Program ..................................................................................... .1 Applied Technology .................................................................................................... .5 English Language Education ....................................................................................... 11 English ........................................................................................................................ 14 Foreign Languages ..................................................................................................... 23 Health/Physical Education ........................................................................................... 29 Mathematics ................................................................................................................ 32 Music and Performing Arts .......................................................................................... 38 Science ....................................................................................................................... 45 History and Social Science .......................................................................................... 58 Visual Arts ................................................................................................................... 70 Special Education........................................................................................................ 77 WAVE Program ........................................................................................................... 78 ALTERNATIVE LEARNING PROGRAM The Alternative Learning Program (ALP) is designed to facilitate students who are identified by themselves, their families, guidance counselors and other faculty members as being “at risk” for dropping out of school. The program emphasizes an active approach to learning which, coupled with a relatively low teacher-student ratio, enables students who have had limited success within more traditional classroom settings to experience both academic and personal growth. The successful applicant to the Alternative Learning Program has the following attributes: a sincere desire to change the direction of her/his academic experience, a willingness to commit to the goals and rules of the program, and the ability to invest necessary time and energy toward achieving success. The student’s school day consists of a combination of ALP classes and appropriate courses chosen from the regular curriculum. ALP courses are designed to fulfill graduation credit and distribution requirements: they are deemed Level 2 (college preparatory) in expectations and curriculum. This means they are equivalent to those offered for students considering college after high school, and appear on the student’s transcript as such. Course requirements include class work, homework, and class participation. A variety of formative and summative assessment tools are used, including those common to the content area departments. Implicit in the design of the Alternative Learning Program is the awareness of the need for students to accept responsibility, develop initiative, overcome social anxiety, increase their sense of self-esteem and participate in class activities in a positive manner. Therefore, instructional strategies will include small group activities, classroom discussion, individual conferencing, response groups, a variety of technologies, as well as individually assigned iPads for use both inside and outside the school day. Students and parents/guardians must sign a contract agreeing to comply with ALP behavioral expectations, which include a commitment to regular attendance and participation in an outward-bound type experience. Facilitating students in developing their full potential and in pursuing their post-high school aspirations are the primary objectives of the Alternative Learning Program. ADOLESCENT SEMINAR (820) Grades 10-12: Level 2 (Year) 1.50 credits This course is designed specifically for students enrolled in the Alternative Learning Program. Its purpose is to assist students in coping effectively with life’s challenges, explore their aspirations and lifetime goals, and to address core issues impacting adolescents and society. The course provides personal growth opportunities, as well as experiences within a group setting of engagement and collaboration. Global, national and community issues will be examined, as seen through the lens of adolescence. Planning for one’s future after high school will also be focal point, with students being given an opportunity to explore educational and career options via field trips and in cyberspace. Individual research is emphasized, and students will be required to make both individual and group presentations regarding their findings. Of prime importance is assisting students in applying what they have learned to their own lives. Upon completion of the course, students will be better equipped to understand causes and consequences of human behavior; better able to cope with their own needs and frustrations; develop a clearer concept of identity and self-worth; and strive to respect the dignity and worth of every individual. ELEMENTS OF POETRY (840) Grades 9-12: Level 2 (Year) 1.50 credits Elements of Poetry focuses on poetry and poets. The output of student writing, combined with poetry from assorted anthologies, will provide the primary text for the class. The writing component of the course provides students with a variety of assignments ranging from the simple to the complex, enabling students to experience what it takes to be a poet by writing poems of their own. 1 The course emphasizes the following skills: recognizing the distinction between connotative and denotative meaning and between figurative and literal language; improving writing skills; becoming familiar with and using various literary devices; developing editing accuracy; increasing spelling accuracy; improving reading comprehension; and expanding vocabulary. Vocabulary is derived from literature read for class; spelling lists come from individual student writing. UNITED STATES HISTORY II: U.S. History since 1900 (851) Grade 11: Level 2 (Year) 1.50 credits This course employs the curriculum, common assessments, and expectations set forth by Dennis-Yarmouth’s Social Studies department for US History 2. It introduces students to major developments in US History from 1900 to the present. Students analyze the causes and consequences of the Industrial Revolution, westward expansion and America’s growing role in diplomatic relations. They study the goals and accomplishments of the Progressive movement and the New Deal, and learn about the various factors that led to America’s entry into World War I and World War II, as well as the impacts of both on American life. Finally, students will study the causes and course of the Cold War, important economic and political changes during the Cold War, including the Civil Rights movement, and recent events and trends that have shaped modern-day America. For US History since 1900, students will focus on the following concepts from the Massachusetts State Frameworks: historical understanding including chronology of events and cause and effect, geographic place and its impact on the human environment, basic economic concepts, rights and responsibilities of citizenship, and the role authority and power play in the evolution of US History over the past 135 + years. Three concepts, power, interdependence and equality, are spiraled through each unit to provide continuity and understanding. Students will be asked to develop a variety of skills, such as interpretation and construction of historical timelines, maps, charts and graphs; distinguishing historical fact from opinion, and intended from unintended consequences. Further emphasis will be placed on the development of the student’s reading, writing, speaking and research skills. Instructional strategies and materials include discussions, readings, lectures, role-playing activities, question and answer, cooperative learning, audio-visual programs and technology-based
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