• Literature I, Reading – 1 Credit
  Students relatively new to the study of English will focus on elementary aspects of the language in order to build a strong foundation for further study. Students will build their own personal dictionaries as they read a variety of texts, including fiction and nonfiction. They will learn to identify setting, plot, characters, and themes in fictional texts; main ideas and details in nonfiction texts. They will learn to guess the meaning of new words using context clues and will develop their reading fluency and speed. Students will begin to evaluate the reliability of their on-
  line resources with the RADAR (Relevant – Authority – Date – Appearance – Reason) technique.
• Literature II, Reading – 1 Credit
  Continuing with the theme of American studies, literature at level II uses fiction and nonfiction works as the basis for improvement of reading comprehension. Students build their own personal dictionaries as they read a variety of texts, including fiction and nonfiction. They continue to evaluate the reliability of their online resources with the RADAR technique and to apply various reading strategies to improve their comprehension and interaction with the texts. Exposed to various genres, they learn the discourse structure of each. They learn how writers express their ideas without directly stating them and how they create characters and make them round and dynamic. The novels read at this level are chosen by the students, but they mostly discuss the American Revolution time period.
• Literature III, Reading – 1 Credit
  With more exposure to written texts in English, the competence and along with it, the confidence of second-language learners rises in regard to interacting with text. Students can tackle more sophisticated tasks and respond to more complex reading tasks. Their comprehension and reading speed increase. They demonstrate greater skill at deconstructing words and using context clues to determine their definitions. They also learn to break down sentences in chunks to increase comprehension. They are exposed to several genres and learn the discourse structure, which will enhance not only their reading of assignments, but also their pleasure reading. Reading novels together as a class (Seedfolks by Paul Fleischman, The Pearl by John Steinbeck, Stargirl by Jerry Spinelli) and having a voice in selecting independent reading titles, students also utilize on-line sources to read the news and research topics of interest.

• English I, Writing – 1 Credit
  Writing with clarity and clear purpose is a skill essential for students if they wish to successfully navigate the academic world. Using the first level of Longman Academic Writing Series, students learn to express their thoughts in writing, first at the sentence level, then at the paragraph level. They practice the structure of various genres, such as e-mails, poems, and academic writing (compare-contrast, cause-effect, or process). Students start to develop techniques to write with coherence and cohesion. This course complements the Literature class, and students will write about the topics covered in their reading class, which mostly relate to American culture, history, or current events. Using Basic English Grammar by Azar, students learn to edit their own writing and to keep a writer’s notebook to enhance their writing skills. They learn to use various websites to help them practice their writing in a more engaging way. Putting their skills into practice, they work collaboratively to write a class novel and to create a website to illustrate what they have learned about America.
• English II, Writing – 1 Credit
  Learning to write is a process that flowers over time, and writing in English as a second-language learner is no exception to that fact. As students begin to write with greater maturity, their attention focuses on responding personally to questions like these: What is the writing workshop model, and how will it be used to compose a paper? Who is the audience for this piece of writing, and what should be communicated to that audience? How do writers utilize different styles to compare and contrast, show cause and effect, or persuade? Students learn to use various writing tools and resources independently to help them write across the curriculum. In addition, students practice editing and proofreading their writing to help them communicate their ideas and arguments clearly, accurately, and with grammatical and syntactical correctness. The second level of Longman Academic Writing Series and Fundamentals of English Grammar by Azar are two of the guides used at this level.
• English III, Writing –1 Credit
  In order to organize their thoughts into successful five-paragraph essays, students review sentences and varied paragraph structures, repeatedly practice creating thesis statements, develop supportive ideas and details, and learn to effectively conclude paragraphs. They enhance their writing by keeping a daily journal in class to build their writing fluency, create a record of their progress, and reflect on their writing skills. Exposed to a variety of Web 2.0 tools to publish their work (Medium, Blogger, WordPress), as a class, students create a website and participate in a social networking website. The textbooks Understanding and Using English Grammar and Longman Academic Writing Series 4 serve as guides in this process.

• American Culture – 1 Credit
  Can be taken with English I, or Literature I
  American Culture is designed for beginning English Language Learners and seeks to develop fundamental listening and speaking skills through a research based exploration of contemporary American society and life. American Culture is taken concurrently with English I and Literature I, all of which work in concert to further develop essential communication skills necessary for success in American schools.  Speaking and presenting are two of the main skills developed in this class.
• American History – 1 Credit
  Can be taken with English II, or Literature II
  American History is designed for intermediate English Language Learners and seeks to develop fundamental listening and speaking skills through a research based exploration of American History, ranging from the first British colonies through World War II. American History is taken concurrently with English II and Literature II, all of which work in concert to further develop essential communication skills necessary for success in American schools.
• Modern American History – 1 Credit
  Can be taken with English III, Literature III
  Modern American History is designed for advanced English Language Learners and seeks to develop fundamental listening and speaking skills through a research based exploration of issues facing America in the modern day. Topics include an exploration of America’s core values, freedoms, rights, the application and protection of those on the domestic stage, and America’s role in the world. Modern American Issues is taken concurrently with English III and Literature III, all of which work in concert to further develop essential communication skills necessary for success in American schools.

Electives in the Humanities

English and history electives can be taken by students as a fifth or sixth credit to complement required study in math, science, and Global Dynamics.

Composition and Rhetoric I – 1 English Credit
Can be taken concurrently with GD I
Composition and Rhetoric I is an intensive communication skills tutorial that purposefully aims to further develop student ability in public speaking and writing. This for-credit English elective is available to be taken as a fifth or sixth course while students are concurrently enrolled in Global Dynamics I.

Composition and Rhetoric II – 1 English Credit
Can be taken concurrently with GD II
Composition and Rhetoric II is an intensive communication skills tutorial that purposefully aims to further develop student ability in public speaking and writing. This for-credit English elective is available to be taken as a fifth or sixth course while students are concurrently enrolled in Global Dynamics I.

Composition and Rhetoric III – 1 Credit
Can be taken concurrently with GD III
This course is designed to allow students to continue to refine their use of metacognitive reading strategies. All students have the opportunity to use reading strategies in non-fiction and other informational texts. The course emphasizes content area reading strategies, including understanding the text structure of textbooks and digital print conventions, using literature and nonfiction text to make relevant connections to content instruction and build background knowledge, concept mapping of content area vocabulary, analysis and synthesis of ideas through written summaries, reflective journaling, and open response questions. Materials include content area textbooks, primary and secondary sources of information via text or digital text, and novels chosen by students with teacher support for independent reading and for close reading practice. This course is appropriate for students looking to supplement their studies in Global Dynamics with a course focused on further honing those traditional skills in the Humanities.

Composition and Rhetoric IV – 1 Credit
Can be taken concurrently GD IV
Despite the growing role of multi-media, writing remains a quintessential skill for every student. Composition and Rhetoric IV introduces students to the various rhetorical strategies that enable them to express their opinions on societal issues through clear, convincing composition. By studying various writing styles such as description, narration, and persuasion, students learn to alter their composition depending on their audience and purpose. The course emphasizes the essential nature of prewriting strategies such as journal writing, brainstorming, and outlining as skills to produce influential and effective compositions and guides students as they implement a variety of styles and techniques into their own writing.

International students must apply for an F-1 Student visa and maintain an F-1 status during their studies in the United States.To support their F-1 Student visa application, The Winchendon School will issue a Form I-20, Certificate of Eligibility for a Nonimmigrant (F-1) Student, based on the Application for the Form I-20. To assure timely issuance of the Form I-20, as well as compliance with all regulations, we respectfully request that you provide us with the complete information solicited and all appropriate supportive evidence as noted. Winchendon will mail the Form I-20 via Federal Express to the preferred mailing address specified in your application.

Please complete the following steps:

1. Return the signed enrollment contract and deposit.
2. Submit a copy of the documentary evidence of financial support (proof of income/bank statement)  You may send a copy via email to koravainen@winchendon.org, or by fax to 001-978-297-0352.
3. Submit a copy of the identification page of your son or daughter’s passport.  You may send a picture of the identification page via email to: koravainen@winchendon.org, or by fax to 001-978-297-0352.

Students currently maintaining an F-1 status (living in the U.S. and enrolled in a full course of study in a middle school or a high school) might be eligible to transfer their status. Based on the documents requested below, Winchendon will issue a Transfer Form I-20. Your son/daughter will not need to renew his/her visa, as long as its validity extends to the 2024-2025 Academic year, or pay again the $350 SEVIS fee. To assure timely issuance of the Transfer Form I-20, as well as compliance with all regulations, we respectfully request that you provide us with the complete information solicited and all appropriate supportive evidence as noted. Winchendon will mail the Transfer Form I-20 via Federal Express to the preferred mailing address specified in your application.

Please complete the following steps:

1. Return the signed enrollment contract and deposit
2. Submit a copy of the documentary evidence of financial support (proof of income/bank statement)  You may send a copy via email to koravainen@winchendon.org, or by fax to 001-978-297-0352
3. Submit a copy of the identification page of your son or daughter’s passport.  You may send a picture of the identification page via email to: koravainen@winchendon.org, or by fax to 001-978-297-0352
4. Have current attending school transfer the I-20 to the Winchendon School, School Code BOS214F00580000

Although citizens of Canada, Bermuda, and BVI do not need to apply for an F-1 visa, they must still maintain an F-1 status during their studies in the United States. Therefore, students must obtain the Form I-20 and complete an online Form I-901, along with a submission of the adjacent payment ($350). Upon their entry to the U.S., students must present both, the Form I-20 and the receipt of payment of the SEVIS I-901 fee.

The Winchendon School will issue the Form I-20, Certificate of Eligibility for a Nonimmigrant (F-1) Student, for Citizens of Canada, Bermuda and BVI based on the Application for the Form I-20. To assure timely issuance of the Form I-20, as well as compliance with all regulations, we respectfully request that you provide us with the complete information solicited and all appropriate supportive evidence as noted. Winchendon will mail the Form I-20 via Federal Express to the preferred mailing address specified in your application.

Please complete the following steps:

1. Return the signed enrollment contract and deposit
2. Submit a copy of the documentary evidence of financial support (proof of income/bank statement)  You may send a copy via email to koravainen@winchendon.org, or by fax to 001-978-297-0352
3. Submit a copy of the identification page of your son or daughter’s passport.  You may send a picture of the identification page via email to: koravainen@winchendon.org, or by fax to 001-978-297-0352