CHAMPS Charter High School of the Arts - Multimedia and Performing

Skip to main content
English » Our Approach

Our Approach

The English department at CHAMPS strives to achieve our mission by exposing students to a variety and diversity of literature and other texts, engaging them in a broad range of written assignments, and affording them the opportunity to speak and challenge ideas in the classroom.

 

We devote considerable time to suggesting and compiling our summer and academic year reading lists. In making these choices for our students, we consider the contribution which each work may make to the education of the reader, its aesthetic value, its honesty, its readability, and its appeal to adolescents. Each teacher offers his or her rationale for any book to be read in order to ensure that they have given substantial thought to their choices. Additionally, these books are approved by our administration. 

 

While our teachers are entrusted to develop their own curriculum to meet their students' needs, there are certain common guidelines to which we all adhere. These include:

  • Late work policy for major assignments - Students will lose 10% of the grade on the assignment for each day that the assignment is late for up to five school days, after which the assignment will no longer be accepted.
  • Grading categories (Classwork/Homework, Quizzes/Tests, Projects, Essays, Final Exam) and percentages are consistent and aligned by grade level.
  • Written work is the cornerstone of the classroom experience. Students are challenged with a variety of both formal and informal writing tasks, including (but not limited to) free writes, literary analysis, creative writing, expositional writing, etc. Students can expect at least two comprehensive, formal essays each semester.

 

Our classrooms are spaces for the fervent and unfiltered exchange of ideas and opinions, which allow students to not only grow in the confidence of their ideas, but also to engage others in a healthy and respectful manner. 

 

**********

 

“Where suspicion fills the air and holds scholars in line for fear of their jobs, there can be no exercise of the free intellect. . . A problem can no longer be pursued with impunity to its edges. Fear stalks the classroom. The teacher is no longer a stimulant to adventurous thinking; [he]/she becomes instead a pipe line for safe and sound information. A deadening dogma takes the place of free inquiry. Instruction tends to become sterile; pursuit of knowledge is discouraged; discussion often leaves off where it should begin.”

 

Justice William O. Douglas, United States Supreme Court: Adler v. Board of Education, 1951.