39 Hanover Street, Lebanon, NH 03766
(603)727-4772  
 
Come for a visit! (directions)
 
 
 
 

English Teacher

Ms. St-Laurent

This email address is being protected from spambots. You need JavaScript enabled to view it.

 

 

 

HEALTH SYLLABUS

INSTRUCTIONAL GOALS: Students will learn about all the relevant topics including alcohol and other drugs, community and environmental health, personal and consumer health, mental health, tobacco use, family and sexuality, physical activity, nutrition and injury prevention, through discussions, documentaries, debates and readings. There is a focus on personal goal setting as well as community health. We will utilize project based learning as a primary instructional method. 

At the end of this course, you will 

  • know… the different factors that impact your physical and emotional health.
  • be able to… make choices that advance your health goals and ensure a longer more productive life.
  • understand… the impact of bad health choices, and the consequences of certain actions. 

NEEDS AND RESOURCES

For this course, we will be using the textbook Essential Health (2nd edition) by Catherine A. Sanderson and Mark Zelman. 

Required Materials

To successfully complete this course, you will need [Insert bulleted list of required materials]

  •  Make daily entries in your health journal to record your sleep, food, social media, dreams, caffeine intake, etc. 
  • Participate in weekly activities
  • Successfully complete a midterm exam and a final. 

 

COURSE SCHEDULE

 

 

AMERICAN FICTION SYLLABUS

INSTRUCTIONAL GOALS: Students will read a variety of fiction written in the past 20 years. Students will analyse the craft and structure of the texts. They will learn to draw connections between the lives of fictional characters and the real world around them by analyzing the characters’ point of view and how that may affect their attitude in the world around them. Students will learn literary tools authors use to convey a bigger message through themes and symbols. 

At the end of this course, you will [Insert bulleted instructional goals below.]

  • know… the elements of fiction and how they function to create the general tone and message of the book. 
  • be able to… relate the topics covered in the novels to their own lives and they will be able to think critically about hard topics like censorship and other controversial issues. 
  • understand… the importance of looking at life through someone else’s eyes.

Required Materials

To successfully complete this course, you will need [Insert bulleted list of required materials]

  • Complete a reading journal
  • Complete art projects relating to the content of the books
  • Complete a midterm and a final exam

The class readings included but are not limited to:

  • Unit 1 - (5-8 weeks)
    • The Silver Linging’s Playbook by Matthew Quick
  • Unit 2 - (5 - 8 weeks)
    • I’ll Give you the Sun Jandy Nelson 
  • Unit 3 - (5 - 8 weeks)
    • The Art of Racing in the Rain or Where the Red Ferns Grow.

Each book will be connected to different projects and other writing responsibilities.

 

 

SPOKEN LITERATURE SYLLABUS

COURSE DESCRIPTION:  This class is all about the telling of stories. We will read together a variety of Mythology, folklore and fairy tales. Students will analyze and discuss the importance of sharing stories orally and in writing. This class will reach students to sharpen their ear for good critical listening and they will step out of their comfort zone to read aloud. 

INSTRUCTIONAL STRATEGIES:

At the end of this course, students will;

  • Be able to 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.
  • Be able to analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • Be able to pply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  • Be able to demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Be able to propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

 

NEEDS AND RESOURCES

 Print Resources 

  • American Indian Myths and Legends; edited by Richard Erdos and Alfonso Ortiz
  • Mythology; Timeless tales of Gods and Heroes 
  • The Complete World of Greek Mythology by Richard Buxton 

Online Resources

https://www.pbs.org/circleofstories/educators/index.html

https://vermont.pbslearningmedia.org/resource/echo07.lan.stories.lporaltrad/storytelling-oral-traditions/

https://ufdc.ufl.edu/UF00094880/00001/4x

COURSE SCHEDULE:

  • First quarter: American Indian Folktales
  • Introduction to storytelling, oral traditions, folktales, and legends 
    • Mapping the location of native tribes
    • Nature and human relationships to the natural world
    • Animals and their spirit 
    • Listen to stories and illustrate individual interpretations
    • Listen to stories and retell stories as accurately as you can
    • How to be a storyteller 
  • Second Quarter: Greek Mythology 
  • Introduction to Mythology; Greek and Romans 
    • God and creation of the world
    • Stories of love and adventure 
    • Great Heroes before the Trojan war
    • Heroes of the Trojan War
    • Great families of Mythology 
    • Intro to Norse Mythology 
  • Assessments:
    • Translate figurative language into literal language 
    • Isolate a theme from a tale 
    • Interpret, absorb, integrate stories through illustration
    • Create a folktale personal to student’s experiences using figurative language 

 

 

SUSPENSE LITERATURE SYLLABUS

Course / Content Area:

In this class, students will be expected to increase their literacy levels by reading out loud, learning about comprehension strategies, and learning how to determine the meaning of unknown words by analyzing their roots, prefixes and suffixes. One of the most important ways to get students to engage in more reading is to assign texts that are riveting, interesting, and at their skill level. Suspense literature provides all kinds of thrills, and intrinsically motivates young readers to keep reading! Reluctant readers will experience the rush of a good page-turner! 

At the end of this class, students will:

  • be able to:

-Read with accuracy and fluency 

-Summarize the contents of at least 3 novels

-Cite strong and thorough textual evidence to support analysis 

-Determine the meaning of words, both connotative and figurative 

  • understand… the importance the author’s craft in producing a desired effect by manipulating time, and space and the reader’s emotions.

NEEDS AND RESOURCES

Students will read the following: 

    1. My Friend Dahmer by Derf Backderf
    2. The Christopher Killer by Alane Ferguson
    3. A Million Little Lies by Liane Moriarty
  • Selected Short Stories 

 

 

CERAMICS SYLLABUS

COURSE DESCRIPTION: An introductory class on hand building with clay. Students will create both functional pottery and decorative sculptures. There will be a small component on the potter’s wheel as well. All pieces will be fired and glazed and students will take home all of their creations. 

INSTRUCTIONAL STRATEGIES:

By the end of this course, students will…

  • Be able to compare the creative processes used in the visual arts with the creative processes used in the other arts and non-arts disciplines; 
  • Be able to defend personal interpretations to better understand specific works of art;
  • Be able to apply critical and aesthetic criteria in order to improve their own works of art;
  • Be able to use subject matter, symbols, ideas, and themes that demonstrate knowledge of contexts, values, and aesthetics. 
  • Be able to demonstrate a more complex understanding of the elements of art and principles of design to accomplish commercial, personal, communal or other purposes of art; 
  • Be able to create works that use the elements of art and principles of design to solve specific visual arts problems; 
  • Be able to apply media, techniques, and processes with sufficient skill, confidence, and sensitivity in ways that reflect their intentions; 
  • Be able to create works of visual art that demonstrate a connection between personal expression and the intentional use of art materials, techniques, and processes; 
  • Be able to reflect on how artworks differ visually, spatially, and functionally; 

NEEDS AND RESOURCES

Required Materials

Materials needed:

  • Earthenware clay (laguna is the best) 
  • Low fire glazes 
  • Pottery tools
  • Glazing tools 

Additional Print Resources

Textbooks and weekly magazines

Online Resources 

Ceramic Arts Network online

Amaco.com

COURSE SCHEDULE

Each unit will be 2 weeks long. 

Units

  1. Coil Pots (decorative)
  2. Slab building (functional)
  3. Sgraffito (decorative)
  4. Molded pots (functional) 
  5. Sculpting in clay
  6. Wind chimes  

MIDTERM: Students will evaluate their own work in a written essay.

Potter’s wheel. Each student learns to throw on the wheel for one week. Meanwhile, other students make a second version of the pots they learned to make last quarter. This allows students to grow their skills and solidify their new knowledge. The teacher will have already taught the skills to all students, so she/he will be available to focus on the student at the wheel.

To vary the work, students can choose to switch the purpose (decorative or functional) of their piece. For example; a coil pot that was decorative in Q1 could be made as a Functional item in Q2. 

  1. Coil Pot
  2. Slab Building
  3. Sgraffito 
  4. Molded Pots
  5. Sculpting 

Items will be bisqued and glazed. 

Final: Art Show

 

 

POLICIES AND PROCEDURES FOR ALL CLASSES

General Rules:

The class will be expected to maintain appropriate behavior with regard to respecting themselves, their peers, their superiors as well as their classroom. Failure to be respectful will result in a discipline referral and/or detention. 

Smart Phone use is not allowed in class UNLESS the teacher specifically asks students to use it for class purposes. 

Laptops must be signed out on the chart on the cart. 

Grading Policies:

  • Daily participation 10%
  • Formative exercises and activities 40%
  • Summative assignments 30%
  • Midterm/Finals 20%
  • Extra Credit points will be given each day for handing in smart phones to the charging station. 

 CONTACT INFORMATION

Marianne St-Laurent

This email address is being protected from spambots. You need JavaScript enabled to view it.

  

Go to top