MEDFIELD HIGH SCHOOL PROGRAM OF STUDIES

MEDFIELD HIGH SCHOOL PROGRAM OF STUDIES 2016 2017 1

TABLE OF CONTENTS GENERAL INFORMATION A/B SCHEDULE 7 COURSE CHANGES.. 6 COURSE LEVELS/COURSE PLACEMENT.. 6 CREDITS... 5 FRESHMAN COURSES. 8 JUNIOR COURSES 10 NIGHT SCHOOL COURSES AND CREDITS... 6 PROMOTION AND GRADUATION REQUIREMENTS.. 4 SENIOR COURSES... 11 SOPHOMORE COURSES 9 SUMMER SCHOOL, SUMMER TUTORING.. 5 COURSE OFFERINGS BUSINESS AND TECHNOLOGY EDUCATION. 12 ENGLISH.. 14 MATHEMATICS.. 19 ONLINE 35 PERFORMING ARTS MUSIC. 24 SCIENCE.. 26 SOCIAL STUDIES.. 30 SPECIAL PROGRAMS. 35 SENIOR PROJECT. 35 VISUAL ARTS.. 36 WELLNESS AND FAMILY AND CONSUMER SCIENCE. 40 WORLD LANGUAGES AND CULTURES. 44 2

MEDFIELD HIGH SCHOOL MISSION STATEMENT Medfield High School in partnership with family and community, promotes both integrity and excellence in scholarship and citizenship for all learners. Dear Students: This 2016 2017 Program of Studies document is designed to assist you in selecting courses for the upcoming school year. In this document, you will find a wide range of course offerings in all subject areas. Please take time to read through these offerings and make selections that best meet your needs. As you make these selections, please make sure to communicate with your current teachers, your guidance counselor and your parents. You should focus on gathering as much information as possible so that you can make the most informed decisions. In addition to the courses you select, please look on our website for the many extra curricular activities that are offered at Medfield High School. These include clubs, the performing arts and interscholastic activities. I wish you much success in the coming school year. Sincerely, Robert Parga Principal 3

GENERAL INFORMATION CURRICULUM GUIDELINES PROMOTION AND GRADUATION It is expected that every student take seven major subjects. Students are expected to earn 35 credits yearly, keeping in mind that graduation requirements (listed below) must be fulfilled. Once a course is passed, it may be taken again only in order to raise the grade in that course. No additional credit will be given. Consult the tables below to determine the number of credits needed for graduation and promotion. Any student with a question regarding the number of credits he or she has earned should check with his or her guidance counselor. Any student not achieving the required number of credits will be retained in the appropriate grade. PROMOTION REQUIREMENTS FOR ALL CLASSES Promotion to: Grade 10 Grade 11 Grade 12 Graduation Requirements 27 55 84 115 REQUIREMENTS FOR A DIPLOMA 1. Students must pass a minimum number of full year courses or their equivalency according to the chart listed below: Required Courses English Social Studies Science Mathematics* Wellness** World Languages Visual & Applied Arts *** 20 credits 15 credits ( 5 credits must be US History) 15 credits 15 credits 10 credits 10 credits (of the same language at the high school level) 5 credits *Please note: The Massachusetts State Colleges and Universities will require four years of Mathematics. ** Students must take the required semester Wellness course each year starting with the Class of 2020. *** Included in this category are any courses in the Visual Arts, Performing Arts or Business and Technology sections, as well as Ballroom Dance, Culinary Arts, Child Development, International Cuisine and Culture, Journalism, Yearbook Design and Publishing, Creative Writing and Speech. Total credit requirements are: 115 credits 2. Students must achieve a competency determination on the English/Language Arts, Mathematics and Science MCAS tests. 4

CREDITS Credits are granted upon the successful completion of course requirements. Following are some special provisions: 1. Credits may not be granted for partial completion of any course. 2. When students transfer to MHS, the Assistant Principal and the guidance counselor will evaluate their transcripts, and credits will be granted according to Medfield High School s standards. 3. Students with more than six (6) unexcused absences per term will not receive credit in those courses. SUMMER SCHOOL Any student may attend an approved summer school program for make up, remedial, or enrichment purposes. Approval Process: A written request by the parent or guardian for the student to attend summer school must be submitted to and approved by the high school Assistant Principal before the close of school in June. This request must have the prior approval of the content specialist of the subject in question, the guidance counselor, and in some cases, the subject teacher, if credit is to be granted at Medfield High School. Summer School Credits: Medfield High School will grant credit for courses taken at summer school as follows: 1. Only one new course (five credits) with 120 hours of instruction from an accredited summer school program may be taken. 2. A course that was failed during the school year may be made up to gain credit, as long as the student had remained in the course for the entire school year. 3. A grade of C or better must be earned in the summer school course. 4. No more than two subjects may be taken for make up credit during any one summer session. 5. A maximum of three major courses taken for credit in summer school can be applied toward graduation. 6. No more than one sequential course* in a given subject matter area may be taken to meet qualifications of a prerequisite or to receive credit for a previously failed course. 7. Upon successful completion of a summer course, the student can receive credit for the course as well as the grade earned. Quality points for the course will NOT be included in the student s GPA. *Sequential Courses: Students making up a sequential subject, either failed or in which less than the prerequisite grade was earned, must meet the following conditions: 1. Earn a grade of C or better in summer school to be granted credit. 2. Take a qualifying examination upon return to school in the fall and obtain a grade of C or the prerequisite grade if the student is to continue in the sequence. This exam will be administered and corrected by the content specialist of the subject in question. Summer Tutoring for Make up Credit A student who may be unable to attend summer school may meet requirements through tutoring according to the following provisions: 1. Prior approval of the content specialist of the subject in question and the Assistant Principal or Principal must be obtained. 2. Work must be done with a tutor approved by the school. 3. A minimum of twenty clock hours of tutoring will be necessary. 4. Tutoring must observe the course outlines provided by the department concerned. 5. Within the first week of school at a time specified by the school, the student must take an examination and a minimum grade of C (or the prerequisite grade needed) earned. The exam will be administered and corrected by the content specialist of the subject in question. a. A grade will be assigned. b. Credit will be granted. c. The sequence can be continued. d. Quality point credit will not be included in the student s GPA. Students and parents should understand that 5

meeting the minimum requirements for graduation may not fulfill entrance requirements for post secondary schools. Therefore, parents and students must check the admissions requirements for each specific school to which the student may apply and the required test results needed to complete the application. NIGHT SCHOOL COURSES AND CREDIT 1. Night school courses may be taken only by seniors in jeopardy of not graduating in June, and only with the approval of the Assistant Principal, counselor, content specialist and parents. 2. A minimum of 30 clock hours must be spent in classroom time to receive credit for such a course. 3. Quality points for the course will not be included in the student s GPA. However, a grade and credit will be given upon successful completion of the course. COURSE LEVELS/COURSE PLACEMENT Our goal is for all students to be placed at a level where the work and the pace will challenge but not overwhelm them. Teachers make recommendations for appropriate course placement for students in January and February*. Teacher recommendations for your son/daughter s courses will appear on his/her online course registration form. Should you want to ask questions or discuss a course recommendation, please contact the teacher who made the recommendation. If the discussion with the teacher does not answer your question and/or you continue to disagree with the placement recommendation, parents can choose to begin the appeal process. In this process, a parent and student wishing to appeal a placement recommendation must meet with the appropriate content specialist for additional information. Please plan carefully. The required meetings and signed appeal form must be submitted to the guidance department prior to April 15, and parents/students must understand that this course appeal will only occur if the requested class has not reached its recommended student capacity. *Please see individual department sections for more specific placement information **Unless otherwise noted all of our courses are college level courses. COURSE CHANGES Students are expected to select courses carefully. The master schedule of courses in the high school is determined by student s course requests. Once the student has made his/her initial course selections, he/she should not consider requesting changes unless absolutely necessary. Semester Long Course Changes: No elective changes will be made within the first 5 school days of each semester, unless there is an error on the student s schedule. An error would consist of a course on your schedule that was not selected as a first choice or alternate course during course selection, or if you are missing a class. After the first 5 school days, students will have 5 additional school days to potentially make elective changes if there is space and availability to do so. After 10 school days, if an elective course change occurs, a W will appear as a final grade. Full Year Course Changes: No changes will be made within the first 5 school days, unless there is an error on the student s schedule. Course Change Forms (available in the Guidance Office) must be completed and submitted to the Assistant Principal by mid point in Term 1, day 23. No record of the original course will appear on the transcript. After day 23, a final grade of W (withdraw) will appear on a student s transcript next to any dropped year long course. After day 23, the grade in the withdrawn course will be the grade reflected for the term. There must, however, be room in the new course for the student. If there is no room in the new course, the student must stay in the original course until the end of the first semester (Terms 1 + 2). At the end of the first semester, every effort will be made to investigate alternative courses. 6

Important information about dropping a course: If a student drops a course at any time during the school year, s/he cannot take a make up summer course for credit. Instead, the student must take an original credit summer school course (120 hours). The opportunity to take a make up course is reserved only for students who complete the course during the school year. Changing courses is carefully monitored and only occurs when a student experiences serious difficulty in a course in spite of a consistent and concerted effort on the part of the student to succeed. Attendance at extra help, attendance at math lab or writing center (if applicable), consistency in completing homework assignments, and peer tutoring represent evidence of consistent and concerted effort on the part of the student to succeed in the class. A/B Schedule Several courses at Medfield High School are offered on alternating school years. It is important that students interested in taking these courses plan accordingly. A Year 2016 2017 2018 2019 AP Environmental Science Future Studies Creative Writing Printmaking & Design B Year 2017 2018 2019 2020 AP European History Practical Law Shakespeare H Clay Art Studio Graphic Design 2 Video Production 2 App Development Intro to Web Design 7

FRESHMEN Course Selection Process Class of 2020 A freshman course load at Medfield High School often includes the following courses: English 9 Algebra 1 or Geometry Biology World History World Language Wellness 9 (one semester) Electives Freshmen students may choose one full year elective and a semester elective, or three semester long electives. Full Year Electives: Band Concert Choir Orchestra Or, an additional World Language Semester Electives: 21st Century Citizenship 3 Dimensional Design Activities for Life 9/10 App Development Ballroom Dance Behavioral Studies Child Development Computer Science Creative Writing Culinary Arts Drawing & Painting Engineering I Graphic Design I Graphic Design II (*prerequisite) Introduction to Art Introduction to Business International Cuisine and Culture Introduction to Guitar Outdoor Pursuits Photography I (*prerequisite) Printmaking & Design Stress Management Technology Help Desk Video Production For more information about each class, please see the detailed course descriptions. 8

SOPHOMORE Course Selection Process Class of 2019 A sophomore course load at Medfield High School often includes the following courses: World Literature Algebra II Physics US History I World Language Wellness 10 (two semesters) Electives Sophomore students may choose one full year elective or two semester long electives. Full Year Electives: Accounting 1 Art 1 (*prerequisite) Band Concert Choir Orchestra Or, an additional World Language Semester Electives: 21st Century Citizenship 3 Dimensional Design Activities for Life 9/10 App Development Athletic Training Ballroom Dance Behavioral Studies Child Development Computer Science Creative Writing Culinary Arts Drawing & Painting Engineering I Entrepreneurship Graphic Design I Graphic Design II (*prerequisite) Introduction to Art Introduction to Business International Cuisine and Culture Introduction to Guitar Outdoor Pursuits Personal Safety Photography I (*prerequisite) Photography II (*prerequisite) Printmaking & Design Speech Stress Management Technology Help Desk Video Production For more information about each class, please see the detailed course descriptions. 9

JUNIOR Course Selection Process Class of 2018 A junior course load at Medfield High School often includes the following courses: American Literature Math Chemistry US History II World Language Juniors have at least two periods in their schedules for electives. Business & Technology Full year courses: Accounting I Accounting II Semester courses: App Development Entrepreneurship Introduction to Business Technology Help Desk English Semester courses: Advanced Writing Seminar Creative Writing Expository Writing Film Theory Journalism Speech Yearbook & Design Performing Arts Music Full year courses: Band Concert Choir Orchestra Semester courses: Introduction to Guitar Math Full year courses: AP Statistics Statistics H Science Full year courses: AP Biology II AP Environmental Science AP Lab AP Physics II Environmental Studies Human Anatomy & Physiology Semester courses: Forensic Science Marine Science Social Studies Full year courses: AP Economics AP Psychology AP US Government & Politics General Psychology Semester courses: 21st Century Citizenship Future Studies Modern World Conflicts Sociology World Languages French Latin Mandarin Spanish Visual Arts Full year courses: Art I Art II AP Art History Semester courses: 3 Dimensional Design Drawing & Painting Graphic Design I Graphic Design II (*prerequisite) Introduction to Art Photography I (*prerequisite) Photography II (*prerequisite) Printmaking & Design Video Production Wellness Activities for Life 11/12 Athletic Training Ballroom Dance Child Development Culinary Arts International Cuisine and Culture Outdoor Pursuits Personal Safety Stress Management Survival Skills Online/Special Programs Online Courses Independent Study For more information about each class, please see the detailed course descriptions. 10

SENIOR Course Selection Process Class of 2017 A senior course load at Medfield High School must include English Literature. For many students, it will also include a full year of Math, Science, World Language, and Social Studies. Business & Technology Full year courses: Accounting I Accounting II Semester courses: App Development Entrepreneurship Introduction to Business Technology Help Desk English Full year courses: AP Literature and Composition British Literature Semester courses: Advanced Writing Seminar H Creative Writing Expository Writing Film Theory Journalism Speech Yearbook & Design Performing Arts Music Full year courses: Band Concert Choir Orchestra Semester courses: Introduction to Guitar Math Full year courses: AP Statistics Statistics H Science Full year courses: AP Biology II AP Chemistry AP Environmental Science AP Lab AP Physics II Environmental Studies Human Anatomy & Physiology Semester courses: Forensic Science Marine Science Social Studies Full year courses: AP Economics AP Psychology AP US Government & Politics General Psychology Semester courses: 21st Century Citizenship Future Studies Modern World Conflicts Sociology Online/Special Programs Online Courses Independent Study Visual Arts Full year courses: Art I Art II AP Art History AP Studio Art Semester courses: 3 Dimensional Design Drawing & Painting Graphic Design I Graphic Design II (*prerequisite) Introduction to Art Photography I (*prerequisite) Photography II (*prerequisite) Printmaking & Design Video Production Wellness Activities for Life 11/12 Athletic Training Ballroom Dance Child Development Culinary Arts International Cuisine and Culture Outdoor Pursuits Personal Safety Stress Management Survival Skills World Languages French Latin Mandarin Spanish For more information about each class, please see the detailed course descriptions. 11

SECTION I BUSINESS AND TECHNOLOGY EDUCATION BUSINESS EDUCATION PHILOSOPHY Business Education deals with relationships, methods, attitudes and knowledge necessary for the individual student to understand the world of business and adjust successfully to it. The program hopes to provide the student with marketable skills that will help them to succeed in business and in life. BUSINESS EDUCATION OBJECTIVES 1. Students will learn about several business areas that provide lifelong consumer needs. 2. Students will learn basic business principles in preparation for study at the collegiate level. TECHNOLOGY EDUCATION PHILOSOPHY As information managers of the 21st century, our students will need to be able to think critically, solve problems, make informed decisions, and form value judgments. Basic life skills include the ability to work cooperatively, to communicate effectively, and to use technology competently. Students will collaborate to produce projects and assignments utilizing interactive multimedia resources and curriculum related courseware. As members of an international global community, students will communicate with their peers via telecommunications, video, and computer technology. The study of computer programming, as a science and an art, demands clear and logical thinking. Expansion of computers into business and personal use demands computer proficiency. TECHNOLOGY EDUCATION OBJECTIVES 1. Students will become proficient in the use of integrated software applications. 2. Through the study of computer programming, students will develop an understanding of the powers of deductive reasoning, logic, problem solving and an appreciation for the subsequent generation of applications. 3. Students will use multimedia technology to design and create projects. 4. Students will utilize computer courseware that implements and enhances the curriculum. 5. Students, as information managers of the 21st century, will utilize the converging technologies of computer, telecommunications, and video and other interactive multimedia. 6. Students will experience the fun, the opportunity for enrichment, and the potential for creative expression which technology provides. 7. Students will learn the legal and ethical parameters of using technology. 8. Students will acquire skill in performance and knowledge of theoretical principals of specific technologies through participation in significant learning experiences. 9. Students will use problem solving abilities relative to material, processes and products used in a technological society. COURSE PLACEMENT **All courses are taught at the College level with the exception of Accounting II H. ACCOUNTING I Course #704 Grades 10 12 Full Year 5 credits Accounting I offers an opportunity to learn methods of recording business transactions. Students become familiar with the accounting cycle and learn how to keep simple, effective records for a small business using a double entry system. This course is recommended for those students planning to enter a business career, operate their own business, or attend college majoring in business or accounting. 12

ACCOUNTING II (Honors) Course #706 Full Year 5 credits Honors Accounting II will prepare students for the rigor of college accounting. Continuing the concepts and skills introduced in Accounting I, an emphasis will be placed on accounting for corporations, highlighting financial statements and analysis of these financial statements. This course is highly recommended for students planning to enter a college business program. Prerequisite : Successful completion of Account I and permission of Instructor. COMPUTER APPLICATION DEVELOPMENT Course #460 Grades 9 12 Semester 2.50 credits Students will explore the process of designing and creating original mobile applications that can be accessed from and utilized on an IOS or Android device. Students will learn the basics of computer programming to add interactivity to their applications. COMPUTER SCIENCE Course #702 Grades 9 10 Semester 2.50 credits Exploring Computer Science courses present students with the conceptual underpinnings of computer science through an exploration of human/computer interaction, web design, computer programming, and data modeling. While these courses include programming, the focus is on computational practices associated with doing computer science, rather than just a narrow focus on coding, syntax, or tools. Exploring Computer Science courses teach students the computational practices of algorithm design, problem solving, and programming within a context that is relevant to their lives. ENTREPRENEURSHIP Course #722 Grades 10 12 This course will take the student through a step by step process of creating a small business from scratch. Its focus will be on selecting a business, preparing a business plan, and managing the operation. Biographies of famous entrepreneurs are used to analyze the keys to their success. INTRODUCTION TO BUSINESS Course #700 Grades 9 12 This course serves as an introduction to the Business Education program. Students will be introduced to the stock market, personal banking, consumer economics, and careers in business. INTRODUCTION TO WEB DESIGN (2017 2018 Course #450 Grades 9 12 This course provides students with step by step activities that will teach the skills needed to plan and create a web site. The first part of the semester will focus on html basics to create a web project. A variety of hands on activities will be combined with Macromedia Dreamweaver in the second part of the semester, to help students with web design projects. Emphasis will be on the fundamentals of web basics, computer basics and web graphics. TECHNOLOGY HELP DESK Course #459 Grades 9 12 Semester 2.5 Credits As Medfield High continues its commitment to a 1:1 learning environment, providing technology support for students and faculty will be critical to its success. Students taking this class will learn about technology, hardware (macs, pcs, ipads, etc) software (MS Office, Apps, etc), operating systems (Windows, Android, ios) and a whole lot more. Students will use this knowledge to help run a technology help desk that will provide assistance and training to students and staff. If you are comfortable with technology and are interested in helping others, this course is for you. 13

SECTION II ENGLISH ENGLISH PHILOSOPHY The aim of the English Department is to improve students awareness of the importance of language and literature in their lives and to stress competence in the skills of reading, writing, speaking and listening. The English program emphasizes development of critical thinking skills, effective communication of ideas, both oral and written, and comprehension of literary works. Literary and media works, selected for excellence in content and style, are intended to promote aesthetic appreciation, critical evaluation skills, and humanistic attitudes. ENGLISH OBJECTIVES 1. Students will read, comprehend, interpret, evaluate and respond to written material. 2. Students will read and respond to various genres of significant literature. 3. Students will write as a means of developing fluency and as a tool for learning. 4. Students will write standard English in a grammatically acceptable, coherent, and well organized manner. 5. Students will speak effectively in formal and informal situations to communicate ideas and information. 6. Students will listen critically and analytically. 7. Students will develop critical thinking skills through the study of language and literature. English Placement Process To make sure students are appropriately challenged but not overwhelmed, it is important that the placement process consider each student thoughtfully. Our department goal is to find the right level of challenge and the right depth/pacing for each student. We look for the level where each student can increase writing, thinking, and reading skills best. While all courses follow the same curricula and target the same exit skills, the pacing, delivery methods, level of independence, type of homework, and assessments vary between levels. All students in Grades 9, 10, and 11 take a 20 minute in class standardized reading comprehension test. This data will be used to help teachers with the placement process for each student. Most students are appropriately challenged by their current English level and will remain in the same level as the previous year. However, some students whose consistent excellence and superior academic motivation indicate they are ready for the next level up in English may be recommended to the next level by their English teacher. Others, who are misplaced and struggling in their current placement, may be recommended to move down to a level more appropriate for their overall success. All students will learn about their recommended placement in English for the following year from their current English teacher. For the majority of students, the placement process for English will be complete at this point. Some students, after hearing about their English placement, may decide they want to appeal and move up a level beyond the recommendation. To appeal a teacher s placement recommendation, student(s) and parent(s)/guardian(s) must complete all the steps outlined below, including the after school placement essay. Only students wishing to appeal the teacher s recommended level of English placement will complete the steps below. None of the steps can be skipped, and each must be completed in order. o o o Step 1: Complete a 45 minute after school English placement essay. Students must attend one of the three scheduled after school opportunities to complete this requirement. For 2016, these after school appeal placement essays will be held on February 10, 11 and 24 and 25 after school in room 220. Step 2: After their son/daughter completes the placement essay as directed in step 1, the parent(s)/guardian(s) of students will email the English content specialist to schedule a meeting. The student, parent(s)/guardian(s), and the content specialist will attend this meeting, and the content specialist will review academic expectations for the next level up for the student. In addition, the results of the standardized reading comprehension test and the placement essay will be reviewed. Step 3 : The student, parent(s)/guardian(s), and content specialist will all sign the appeal form by 14

the April 15, 2016 deadline, and this change will be made to the student s schedule for the next school year. AP English Classes see course description Honors English classes focus on analytical writing, upper level style techniques, and syntactical sophistication. Honors pacing/delivery is demanding and challenging. It often precludes grammar/structural review techniques. Students are expected to have exceptional written and oral organizational skills. Novels are often read independently and assigned for a short reading period. Homework is typically in essay format. Independent work is stressed. Although teachers are careful to remind student about homework and due dates, Honors students must take responsibility for these deadlines. Punctuality and readiness are non negotiable expectations at the Honors level. Long term assignments are a hallmark of Honors classes. They are often done completely independent of classroom discussion and frame an important part of Honors homework; other short term writing, responding, and reading assignments are given daily. C1 level courses follow the identical curriculum, but analytical writing delivery is, by design, at a more moderate and incremental pace. Analytical writing is an important part of the curriculum, and faculty work closely with classes to help students understand the blueprint of sound analytical writing, crafting lessons to incrementalize each portion of the writing process. Often, but not always faculty offer peer editing and rough draft opportunities to ready students for the final and graded submission. Grammar delivery is similar, with review, practice, and application delivered at an appropriate and incremental pace. Our novels are often showcased within our classroom discussion; time is set aside to help students understand the relationship of plot to theme. Guide questions and/or in class discussion are part of our novel unit design. Homework is given on a daily basis; this includes reading assignments as well as written work. C2 level courses share the same curriculum and emphasize identical exit skills; however delivery in a C2 class is tailored to student need. Writing instruction includes emphasis on pre writing, organizational strategies, rough drafting, and editing. Time is devoted to mastery at each of these important stages in the writing process. Delivery is, by design, incremental. Handouts, organizational aids including graphic organizers, and study questions help ensure students gain understanding and mastery in reading, writing, and communication. Novels are part of in class discussions where students gain mastery in understanding the relationship between plot and such complex concepts as symbol and theme. Grammar, an important part of writing mastery, is a key component in C2 English. Instruction includes ways to integrate good grammar skills into student writing. Homework is given on a daily basis. This includes reading assignments as well as written work. REQUIRED COURSES ENGLISH 9 Grade 9 This course is designed to provide students an integrated study of literature, composition, grammar and usage, and vocabulary. Development and improvement of students skills in literal and inferential reading composition, written and oral communication, and abstract and critical thinking are major goals of Grade 9 English. English 9 (College II) Course #102 English 9 (College I) Course #101 English 9 (Honors) Course #100 Honors students must complete a teacher selected outside reading novel in preparation for an assessment scheduled for the first week of class in September. This assessment includes an in class writing component. 15

WORLD LITERATURE Grade 10 In this course students will read literary works of major writers from around the world from 1800 to the present and explore characteristics of the various literary periods. This course will integrate grammar, usage, mechanics, vocabulary development, and oral communication. Additionally, students will analyze, criticize, and respond to their reading through a broad range of writing experiences. World Literature (College II) Course #143 World Literature (College I) Course #142 World Literature (Honors) Course #141 Honors students must complete a teacher selected outside reading novel in preparation for an assessment scheduled for the first week of class in September. This assessment includes an in class writing component. AMERICAN LITERATURE Grade 11 This course is designed for juniors to strengthen their appreciation and interpretation of literature, writing ability, understanding of grammar, oral expression, vocabulary development and research skills. This course provides students with a comprehensive study of outstanding works of American literature in a variety of genres. Students also review and apply the basic principles of expository writing, grammar, and usage to their own compositions. Furthermore, the techniques and skills of clear, logical, and effective analytical writing and thinking are stressed. American Literature (College II) Course #135 American Literature (College I) Course #134 American Literature (Honors) Course #133 Summer Work: Honors students must complete a teacher selected outside reading novel in preparation for an assessment scheduled for the first week of class in September. This assessment includes an in class writing component. Students enrolled in Honors American Literature are strongly encouraged to enroll in (H) Advanced Writing Seminar. ADVANCED PLACEMENT LANGUAGE AND COMPOSITION Course #154 Grade 11 Full Year 5 credits This Advanced Placement Language and Composition course focuses on critical reading, writing, thinking and discussion skills using primarily non fiction with an appropriate percentage of fiction whose aim is social or cultural change. Students choosing this AP Language and Composition course should be interested in understanding more about the process and creation of well reasoned, evidenced centered rhetorical (argument) or persuasive essays, a key skill for college writing. Readings of recognized worth include political and social essays, nonfiction, and some fiction. Writing is an integral part of this course, and assignments are, in large part, essay based. As part of fulfilling course expectations in AP Language and Composition, students will take the Advanced Placement Language and Composition examination in May. Prerequisite: Approval of current English teacher and Content Specialist B+ or better in Honors World Literature or teacher recommendation Strong reading, writing and communication skills Summer Work : AP English Language and Composition students must read two teacher selected works of literature and non fiction and complete one paper due the first full day of classes and prepare for one assessment on the second reading assignment. 16

ENGLISH LITERATURE Grade 12 This course is designed as a chronological survey of English literature from Beowulf to the present. Students will become familiar with major British writers and genres. Regular reading and frequent analytical writing assignments are required. English Literature (College II) Course #150 English Literature (College I) Course #151 English Literature (Honors) Course #152 Summer Work: Honors students must complete two teacher selected outside reading novels and paper assignment. The paper is due the first full day of September classes. ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION Course #153 Grade 12 Full Year 5 credits This Advanced Placement course in English Literature and Composition engages students in careful reading and critical analysis of literature originally written in English from the sixteenth century to the present. Through close reading of selected texts, students should deepen their understanding of structure, style, theme, figurative language, symbolism, and tone. Writing is an integral part of the course, and assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays. As part of fulfilling course expectations in AP Literature and Composition, students will take the AP Exam in May. Prerequisite: Approval of current English teacher and Content Specialist B+ or better in Honors American Literature Strong reading, writing and communication skills. Summer Work: AP English Literature and Composition students must read two works of literature and complete one paper due the first full day of classes and prepare for one assessment on the second piece of literature. ENGLISH ELECTIVES ADVANCED WRITING SEMINAR (Honors) Course #126 Grades 11 12 This seminar is designed to expose students to the craft and techniques of collegiate level writing. Class participants survey several diverse units of composition including but not limited to expository, analytical and creative writing. In addition to completing the course curriculum, Advanced Writing Seminar students are trained to serve as peer tutors and expected to assist in the Writing Center with language arts tutoring. This class is offered both fall and spring semesters. Students may take Advanced Writing Seminar for repeat credit as an independent study. Prerequisite: English teacher recommendation, approval of the instructor. CREATIVE WRITING (2016 2017) Course #118 Grades 9 12 Creative writing is a workshop aimed at developing the student s ability to write poetry and short fiction. Daily writing is required. The student must be willing to revise and share his or her work with classmates in order to evaluate writing techniques and develop the ability to judge effective writing. Emphasis will be placed on the student as editor of his or her own work and that of his or her peers. The course is recommended for any student with a strong commitment to writing. EXPOSITORY AND ANALYTICAL WRITING Course #116 Grades 11 12 17

This course is designed to help students prepare for the type and depth of writing expected in college. Assignments are structured to teach writing as a process. Close attention is paid to gaining analytical skills, sentence and paragraph structure, word choice, organization, and coherence. There is strong emphasis on rewriting for the purpose of developing clarity and coherence in students writing. Students write a variety of essays including, when applicable, the college application essay. FILM THEORY Course #122 Grades 11 12 This semester elective will explore the origins of film, its cultural impact, important film movements, and analytical theory. Class time will be dedicated to viewing and analyzing films, as well as helping students understand the medium s importance and impact. The philosophy is to expose students to many different types of films, from the silent era of the nickelodeons to present day. A look at the annual Golden Globes and Academy Awards allows insight into how film history has shaped current day Hollywood. Much of this course is based on journaling and discussions, both formal and informal. Grading will include tests and quizzes, activities and various methods of writing. JOURNALISM Course #119 Grades 11 12 Students in this course will learn the primary facets of journalism. Class members will master the principles of reporting and editing by surveying several specific units of study, including news, feature, editorial, and sports writing. Students will also become proficient with web publishing tools. Participants in journalism create the MHS school newspaper, the Kingsbury Chronicle. Meeting deadlines, producing a high volume of written work, and developing sound editing and revision strategies are primary goals for the course. Prerequisite for Journalism : Submission of a writing sample and a recommendation from primary English teacher is required. SHAKESPEARE (Honors) (2017 2018) Course #149 Grades 10 12 No writer has reflected the Elizabethan Age with greater accuracy than William Shakespeare; yet, he created characters, developed incidents, and explored themes that are not of an age, but for all time. This course provides an in depth study of several Shakespearean tragedies, comedies, and histories. Students will demonstrate their understanding of the universality, structure, and content of the plays in written analyses, oral discussions, and performance activities. SPEECH Course #120 Grades 10 12 This course helps student s gain self confidence in their ability to organize and communicate ideas to others. It aims specifically at helping students feel at ease while talking casually to small groups and/or formally to large audiences. During the course students are given opportunities to deliver speeches with various objectives such as to inform, to persuade, to entertain, and to debate. YEARBOOK DESIGN AND PUBLISHING Course #148 Grades 11 12 Students in this course will produce the yearbook during first semester and its supplement during second semester. The course combines design technology, production training, and writing practice. Students will learn to work within an organizational structure that includes student editors. They will become proficient in reporting, photography, web based publishing, and advertising. Students will be required to solicit funding for the yearbook as part of the advertising unit. The course will be conducted as a workshop with peer editing and cooperative learning being the norm. Giving and receiving instructions, meeting deadlines, and striving for a common goal will be emphasized. Prerequisite : Completed Yearbook Information Sheet required. 18

SECTION IV MATHEMATICS MATHEMATICS PHILOSOPHY To understand mathematics is to have at one s disposal a source of intellectual delight as well as a tool of great practical usefulness. Mathematical power is achieved through exploration, reasoning, problem solving, communication, and connections. Students in our mathematics classes work toward achieving the Medfield High School learner outcomes as they connect ideas within mathematics and between mathematics and other intellectual activity. MHS mathematics courses challenge students of all ability levels and encourage them to excel academically. MATHEMATICS OBJECTIVES The student will: 1. Explore mathematical ideas in ways that stimulate curiosity, create enjoyment of mathematics, and develop depth of understanding. 2. Explain and justify solutions to problems. 3. Recognize the relationships among different topics in mathematics and apply mathematical thinking to solve problems in other disciplines. 4. Recognize and apply deductive and inductive reasoning. 5. Use multiple approaches to investigate and understand mathematical content. CALCULATOR POLICY The MHS mathematics department consistently integrates graphing calculators into our curriculum. STUDENTS IN ALGEBRA II and subsequent courses are required to have a graphing calculator every day in class. They also need graphing calculator access in order to do homework, class work, and some assessments. The department s instruction supports the TI 83 (plus/silver edition) and TI 84 (plus/silver edition) calculators. We look to ensure that students are able to become comfortable with certain functions of the calculator as we know that many students will use the graphing calculator beyond high school. STUDENTS IN ALGEBRA I and GEOMETRY are required to have at least a scientific calculator for every day use as there are times when students will work with exponents, square roots, and trig functions. As needed and where useful, teachers will integrate graphing calculator technology using classroom sets. However, students who wish to purchase their own graphing calculators are encouraged to do so (see above paragraph for graphing calculator type). This will give them an advantage at familiarizing themselves with this tool, which will be required in Algebra II and subsequent courses. If there is a financial need, please contact the math content specialist, and the school will provide loaner calculators for students to sign out for the year. COURSE PLACEMENT Course placement is determined by a student s performance and learning needs. Courses are offered at college levels, designated College I and College II, and honors/advanced Placement levels. The curriculum in the different levels will be similar, but the pace, depth of coverage, and independent study may differ. Instructional strategies will be geared to students learning styles, and support personnel will be available where appropriate. Advanced Placement courses constitute a well established national program that brings college level study to highly motivated and academically able high school students. Colleges grant either advanced standing and/or credit to students who have successfully completed an AP course, based on their performance on the AP examination. 19

ALGEBRA I Grade 9 Algebra I is a course in the study of the axiomatic structure of the real number system. Some of the topics that will be covered include integers, absolute value, linear equations, inequalities, graphing, systems, factoring, quadratics, polynomials, and exponents. Algebra I (College II) Course #406 GEOMETRY Grades 9 10 This course has been developed to increase an understanding of the nature of deductive and inductive reasoning. Development of critical thinking and an understanding of the relationship between algebra and geometry are the primary goals of this course. Some of the topics that will be covered include plane geometry, proofs, coordinate geometry, parallel and perpendicular lines, congruence and similarity of polygons, quadrilaterals, area, volume, transformations, right triangle trigonometry, and circles. Geometry (College II) Course #405 Prerequisite : Successful completion of Algebra I (Grade 9) Geometry (College I) Course #404 Prerequisite : A grade of C or better in Algebra I (Grade 8), or a grade of A or better in Algebra I (Grade 9) Geometry (Honors) Course #403 Prerequisite : Teacher Recommendation and a grade of A or better in Algebra I (Grade 8), or a grade of B or better in Accelerated Algebra I (Grade 8). ALGEBRA II Grades 10 11 Algebra II is a continuation of the study and techniques of algebra as a system of real and complex numbers. Emphasis is placed on the comprehension of the function concept and its importance in mathematics. Students will be required to develop skills in the application of the algebraic concepts. Some of the topics that will be covered include linear functions, exponential functions, logarithmic functions*, quadratic functions, radical functions*, polynomial functions*, absolute value equations, inequalities, systems, sequences*, probability, data. (Asterisked items not covered at the C2 level in Algebra II, but are covered in the next course in the sequence.) Algebra II (College II) Course #409 Prerequisite : Successful completion of Geometry (College II) and Algebra I or a grade between a D & D+ in Geometry (College I) Algebra II (College I) Course #408 Prerequisite : A grade of C or better in Geometry (College I) or a grade of A or better in Geometry (College II) and an A in Algebra I (Grade 9). Algebra II (Honors) Course #407 Prerequisite : A grade of A or better in Algebra I and an A in Geometry (College I), or a grade of B or better in Geometry (Honors). ADVANCED ALGEBRA AND TRIGONOMETRY Grades 11 12 In this course the concept of functions is the unifying theme connecting the study of trigonometric, polynomial, rational, exponential, and logarithmic functions. Functions will be examined from algebraic, graphical, and numerical viewpoints to bring together in a cohesive way the mathematics studied in algebra and geometry. Graphing technology will be used to explore mathematical ideas and concepts, to verify solutions and to develop mathematical models. Some of the topics that will be covered include solving equations algebraically and graphically, characteristics of specific algebraic and trigonometric functions, graphs and inverses, radian and degree measure, the unit circle, right triangle trigonometry, trigonometric identities, and trigonometric formulas. Successful completion of this course will prepare the student for Precalculus. Advanced Algebra and Trigonometry (College I) Course #422 20

Prerequisite : A grade of C or better in Algebra II (College I) FUNCTIONS AND TRIGONOMETRY Course #423 Grades 11 12 This course will pick up where the Algebra II College II course leaves off. Topics covered will include polynomial, radical, exponential, logarithmic and rational functions. An introductory unit on trigonometric functions, including right triangle trigonometry, will be a significant part of the course. Functions will be examined from algebraic, graphical, and numerical viewpoints to bring together in a cohesive way the mathematics studied in algebra and geometry. Graphing technology will be used to explore mathematical ideas and concepts, to verify solutions and to develop mathematical models. Successful completion of this course will prepare the student for a traditional college Pre calculus course or Topics in Math. Prerequisite : Successful completion of Algebra II (College II) or a grade between D & D+ in Algebra II (College I). MATH ANALYSIS (Honors) Course #417 Grade 11 This course is designed to build a strong foundation in precalculus. The essential concepts and skills of algebra and the unifying theme of functions will connect the study of trigonometric, polynomial, rational, exponential, and logarithmic functions. Students will use algebraic, graphical, and numerical techniques, as well as graphing technology in their study. Graphing technology will be used to explore mathematical ideas and concepts, to verify solutions, and to develop mathematical models. Some of the topics that will be covered include graphs and inverses, algebraic and trigonometric functions, identities, analytical trigonometry, sequences and series, probability, complex numbers, analytic geometry including conics, parametric equations, polar coordinates, and limits. Successful completion of this course will prepare the student for Calculus. Prerequisite : A grade of A or better in Algebra II (College I) and approval of the math content specialist, (summer work required), or a grade of B or better in Algebra II (Honors). PRECALCULUS Grade 12 5 credits Precalculus builds on the concepts and skills studied and applied in Advance Algebra and Trigonometry. Some of the topics that will be covered include algebraic functions, probability and statistics, sequences and series, matrices and determinants, analytic geometry including conics. Applications of these topics will be emphasized throughout the course. Successful completion of this course will provide a strong background for college level work in calculus and other mathematics courses related to science and engineering programs. Precalculus (College I) Course #424 Prerequisite : A grade of C or better in Advanced Algebra and Trigonometry (College I) or approval of the content specialist. Precalculus (College II) Course #427 Prerequisite : A grade of B or better in Functions and Trigonometry (College II) and recommendation of current teacher or a grade of D to D+ in Advance Algebra and Trigonometry (College I). TOPICS IN MATH (College II) Course #426 Grades 11 & 12 Topics in Math builds on the concepts and skills studied and applied in previous math courses. This course is designed to study mathematics through real world applications. Some of the topics that will be covered include: Finance (personal and community based), Apportionment Theory, Voting Theory. Prerequisite : Successful Completion of Algebra II (College II) or approval of the math content specialist. 21