Instructors:  Mrs. Delaina Brown, Mrs. Lindsey Conway, Mrs. Casey Mayfield

Welcome to Riverton High School’s English Department.  The outcomes that we support for all students are improved reading, writing, speaking and listening.  Our mission in the English department is to ensure that all students are equipped with communication skills that will serve them in their world after high school. 

To view the Kansas standards, click here:  Reading, Writing, Communicating.

All Riverton students enroll in an English class each year of their high school career.  Some students enroll in an additional supplemental course offered by the English department.  Options include:

Academic Standards – (Brown and Conway) Sophomores and juniors are able to participate in a class called Academic Standards which is aimed at raising scores and achieving standards for reading.  The course centers around added practice in figurative language, prefixes, suffixes, and reading comprehension. 

Reading for Success – (Brown) During the freshman year a concentrated class in reading is offered aimed at enriching reading skills for students needing an extra boost.  Students concentrate on reading comprehension, speed, vocabulary and other reading skills as well. 

English I – (Brown) The purpose of the freshman English class is to discover and enjoy the different forms of communication and how they enhance life.  The class includes vocabulary lessons, short stories and novels, writing (personal, creative, persuasive, informational and technical), research, oral presentations, AR books, and test prep.  The computer is used to enhance both classroom and extended learning.

English II – (Conway) Sophomore English students continue to improve reading comprehension skills using a variety of group activities from short passages to longer novels, as well as personal AR books.  Daily journal writing lays the foundation for more involved writing projects and a research paper.  Weekly vocabulary/spelling assignments help to review and expand vocabulary skills.  Short oral presentations offer practice in speaking proficiency.

English III – (Mayfield) In English III students continue to build communication skills through exploration of American Literature (novels, short stories, poetry and drama) and a variety of writing genres (creative, persuasive and technical).  Students also read and write about local, regional, national or international events.  Speaking skills are practiced in both small and large projects.  A variety of activities are tailored to preparing for the ACT.  English III students use a course management system to engage with the instructor and their peers in a web-enhanced environment.  Many other digital tools are used by students to connect with content and reflect on learning.

English III – (Conway)  Junior English students cover a variety of review materials including basic grammar rules, punctuation and correct usage. Reading comprehension is still targeted and combined with writing skills about current events.  Daily journal writing allows students to comment on topics of interest to them personally.  Weekly vocabulary/spelling helps students increase individual vocabulary that will enhance their oral presentations.

English IV – (Mayfield) The purpose of English IV is to broaden the student’s reading repertoire by exposing them to a variety of British Literature and classic stories.  Students continue to hone their writing skills in persuasive and technical writing.  The year concludes with an in-depth reflection on achievements and goals tied to the exploration of published memoirs.  A large culminating project involves the student creating their own memoir while applying reading and writing skills learned.  Several digital tools are used by students to connect with content and reflect on learning. 

English IV – (Conway) Preparation for the world beyond high school is the focus for this senior class. They continue to practice the communication skills learned throughout the previous years of schooling.  Reading includes both class novels and personal selection.  In a research paper students are able to explore a topic of choice and incorporate technology to complete the end product.  Technical writing includes resume and cover letter practice to prepare for the future.

English Comp 101 – (Mayfield) Seniors are given the opportunity to enroll in English Comp 101 during the fall semester.  They receive 3 credit hours of college English through Labette Community College.  The course meets during the regular school day.  According to the common syllabus “this course develops students' abilities in basic, written communication skills.  Persons who plan to receive any type of degree must be able to communicate effectively, through both the spoken and written word; this class provides guidance in the areas of traditional grammar and communication logic and gives students practice in applying principles of exposition.  In general, the class helps students master language and provides them with critical thinking skills which are necessary in higher education.”

General Literature I – (Mayfield) Seniors are given the opportunity to enroll in General Literature I during the spring semester.  They receive 3 credit hours of college English through Labette Community College.  The course meets during the regular school day.  According to the common syllabus “This introduction to literature course is organized around three major literary genres—short fiction, poetry, and drama. The focus is on the elements of literature that these genres have in common—plot and structure, character, setting, style, symbolism and myth, and theme. Although these common elements are considered individually in the study of each genre, the emphasis remains on the interrelationship of the elements in the literary text; they function together to produce a whole that is greater than the sum of its parts.  The course also places a strong emphasis on writing about literature as an act of discovery and as a way for students to enhance their composition and critical thinking skills. Some writing activities are personal responses; some are analytical and interpretive essays.”