2010 Course Book
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93 Camp School Road P.O. Box 390 Wolfeboro, NH 03894-0390 TEL: (603) 569-3451 FAX: (603) 569-4080 E-mail: [email protected] www.wolfeboro.org Season For Success 101st Season
Transcript of 2010 Course Book
93 Camp School Road P.O. Box 390
Wolfeboro, NH 03894-0390
TEL: (603) 569-3451FAX: (603) 569-4080
E-mail: [email protected]
Season For Success
101st Season
Wolfeboro
CourseBook
101st Season
A C A D E M I C P R O G R A M & A D M I S S I O N F O R 2 0 1 0
Since 1910The Summer Boarding School
Season For SuccessSeason For Success
S i n c e 1 9 1 0a s u m m e r o n t h e s h o r e o f R u s tP o n d h a s m e a n t a" S e a s o n F o r S u c c e s s "f o r t h o u s a n d s o fy o u n g p e o p l e .
Wolfeboro
2009 Administration and Faculty.........................................22009 Residential Staff and Board of Directors.....................3Independent Schools Represented........................................4Program of Studies..............................................................6
Middle School Courses........................................................8
Upper School Courses.........................................................8
Course Descriptions.............................................................9Reading...............................................................................9Written Expression.............................................................10Literature...........................................................................12Science...............................................................................13SAT Preparation.................................................................13History..............................................................................14Mathematics.......................................................................15Foreign Language..............................................................16English as a Second Language...........................................17Admission..........................................................................18School Facts.......................................................................19
Wolfeboro
101st Season
C o u r s e B o o kTa b l e o f C o n t e n t s
Life At School
1T A B L E O F C O N T E N T S
Wolfeboro
2W O L F E B O R O : T H E S U M M E R B O A R D I N G S C H O O L
A D M I N I S T R A T I O NEdward Cooper, Head of SchoolWolfeboro, NHAppointed: 1978
Laura Cooper, Dean of FacultyBrewster AcademyWolfeboro, NHAppointed: 1979
Patricia Alonso Schaft, SpanishRutland High SchoolRutland, VTAppointed: 1998
Jack Bowers, MathematicsHill SchoolMiddleburg, VAAppointed: 2007
Sarkis Boyadjian, MathematicsWestover SchoolMiddlebury, CTAppointed: 2002
Curtis Brown, MathematicsSt. Mark’s School (retired)Southborough, MA Appointed: 1967
Susan Chiulli, EnglishWoodstown Middle SchoolWoodstown, NJ Appointed: 2008
Daniel Chretien, MathematicsWinchendon SchoolWinchendon, MAAppointed: 2001
Jim Connor, HistoryBlair AcademyBlairstown, NJ Appointed: 1991
Mark Crawford, ScienceRye Country Day SchoolRye, NYAppointed: 2009
John Daly, ReadingForman SchoolLitchfield, CT Appointed: 2006
Torey Davie, EnglishWyoming SeminaryKingston, PAAppointed: 2008
Edward Dobry, ReadingCentral Catholic High SchoolReading, PA Appointed: 1980
Ellen Ferguson, EnglishMontclair Kimberley AcademyMontclair, NJAppointed: 2007
Larch Fidler, EnglishMorristown-Beard SchoolMorristown, NJAppointed: 2008
Robert Googins, EnglishKingswood-Oxford School (retired)West Hartford, CTAppointed: 1981
Tom Greenwood, EnglishEpiscopal AcademyNewton Square, PAAppointed: 1999
Tom Herold, EnglishHotchkiss SchoolLakeville, CTAppointed: 2009
Anne Marie Hestnes-Harris, ESLHartford Area Career & Tech Ctr.White River Junction, VT Appointed: 1987
Barbara Jarvis, ESLYanbu International SchoolSaudia Arabia Appointed: 2004
Bradley Jarvis, ESLYanbu International SchoolSaudia Arabia Appointed: 2004
Matthew Kearney III, EnglishMercersburg AcademyMercersburg, PAAppointed: 2000
William Mandigo, Jr., MathematicsMiddlebury CollegeMiddlebury, VTAppointed: 1984
William Mandigo, Sr., HistoryBurrillville School District (retired)Harrisville, RIAppointed: 1992
Peter Mann, FrenchBrewster AcademyWolfeboro, NHAppointed: 2001
Frank Massey, EnglishBement SchoolDeerfield, MAAppointed: 2009
Kevin McCarthy, HistoryWorcester AcademyWorcester, MAAppointed: 1996
Kathleen McLead, MathematicsUpper Darby High SchoolDrexel Hill, PAAppointed: 2005
Robert Merrifield, ScienceBlair Academy Blairstown, NJAppointed: 2004
Robert Parker, Summer ReadingThe Hill SchoolPottstown, PAAppointed: 1981
Robert Piazza, EnglishHamden Hall Country Day SchoolHamden, CTAppointed: 2008
Kyle Reynolds, EnglishBrewster AcademyWolfeboro, NHAppointed: 2001
Roger Richard, HistoryMorristown-Beard SchoolMorristown, NJAppointed: 2007
Ted Schaft, MathematicsWoodstock Union High SchoolWoodstock, VTAppointed: 2007
Kimberly Severance, Studio ArtValley View Community SchoolFarmington, NHAppointed: 2004
Beth Shiffler, MathematicsFenn SchoolConcord, MAAppointed: 1997
Timothy Stark, LatinHarvey SchoolKatonah, NYAppointed: 1978
Michael Sweeney, MathematicsMercersburg AcademyMercersburg, PAAppointed: 2008
Hyun Cathy Yun, ESLWalnut Hill SchoolNatick, MAAppointed: 2009
William Cooper, Corporate ManagerWolfeboro, NHAppointed: 1967
Joyce Ferris, Academic DeanWolfeboro, NHAppointed: 2005
Alphonse Orio, Sr., Dean of Residential LifeDeptford Township High SchoolDeptford, NJAppointed: 1982
Peter Orio, Director of Student ActivitiesMonongahela Junior High SchoolSewell, NJAppointed: 1985
F A C U L T Y
Wolfeboro
3R E S I D E N T I A L C A M P U S H E A D SPeter GaynorUpper School - Boys Campus HeadStoneleigh-Burnham SchoolGreenfield, MA
Jeff MandigoMiddle School - Boys Campus HeadSalisbury SchoolSalisbury, CT
Sara ParkerGirls Campus HeadNaples, FL
B O A R D O F D I R E C T O R S
George K. AllisonPennsburg, PA
Malcolm A. BorgHackensack, NJ
Edward A. CooperWolfeboro, NH
William A. CooperWolfeboro, NH
Jennifer G. HaskellWolfeboro, NH
Daniel G. Lee, Jr.Fryeburg, ME
Ann Carol PriceColumbia, SC
Eric G. RuossWilmington, DE
Frederick H. Wandelt IIIWatertown,CT
W O L F E B O R O : T H E S U M M E R B O A R D I N G S C H O O L
Melanie Bozoian, RNHealth Center DirectorManchester Memorial HighManchester, NH
Philip ChaputThetford AcademyThetford, VT
Caitlin ConnellyAssistant Campus HeadMiss Porter’s SchoolFarmington, CT
Daniel CooperAssistant Campus HeadAvon Old Farms SchoolAvon, CT
Kimberly CooperSt. Lawrence UniversityCanton, NY
Hannah CorkerySt. Lawrence UniversityCanton, NY
Emily DeSimoneEmerson College Boston, MA
Gaetan DeSimoneMarywood UniversityScranton, PA
Tracey FerriterWilliams CollegeWilliamstown, MA
Nathan FisherRowan UniversityGlassboro, NJ
Catherine GaynorWaterfront Director/Summer ReadingStoneleigh-Burnham SchoolGreenfield, MA
Larrissa Hoffman-TerrySt. Lawrence UniversityCanton, NY
Tyler KallenRochester Institute of TechnologyRochester, NY
Colin LantryMiddlebury CollegeMiddlebury, VT
Fani MartinesBoston CollegeChestnut Hill, MA
Tyler McDougoldMount Allison UniversitySackville, New BrunswickCanada
Sean MurphyChungdahm Learning InstituteHwaseong, South Korea
Kathleen NicholsonAssistant Campus HeadKimball Union AcademyMeriden, NH
Al Orio, Jr.Assistant Campus HeadPerkiomen SchoolPennsburg, PA
Raymond OrioLebanon Valley CollegeAnnville, PA
Kathleen PhelanTemple UniversityPhiladelphia, PA
Mary RoseenCamping Program DirectorMiss Porter’s SchoolFarmington, CT
Rosa Rumery, RNAssistant NurseWolfeboro, NH
Tiffany Seigars, RNAssistant NurseWolfeboro, NH
Brian SmallRowan UniversityGlassboro, NJ
Michael SmallGloucester County CollegeSewell, NJ
Michelle SmartAssistant Campus HeadSpringfield CollegeSpringfield, MA
Michael WetzlerSt. Lawrence UniversityCanton, NY
Natalie WhiteRivendell AcademyOrford, NH
David WoodleyAssistant Campus HeadPoly Prep Country Day SchoolBrooklyn, NY
Lani WrightMiddlebury CollegeMiddlebury, VT
R E S I D E N T I A L L I F E S T A F F
I N D E P E N D E N T S C H O O L S
R E P R E S E N T E D I N 2 0 0 9 4Academy at Charlemont
Allendale Columbia School
American International School
American School Foundation
American School of Kuwait
American School of London
Avon Old Farms School
Belen Jesuit Preparatory School
Bement School
Benjamin School
Berkshire School
Berwick Academy
Blue Ridge School
Brewster Academy
Canadian International School
Cardigan Mountain School
Cheshire Academy
Choate Rosemary Hall
Christ School
Colegio Internacional de Caracas
Colegio Navarrete
Colegio San Patricio
Colegio Vista Hermosa
Commonwealth Academy
Dar Al Fikr School
Darlington School
Darrow School
Deerfield Academy
Delaware Valley Friends School
Derryfield School
Dunham School
E.F. International Academy
Eagle Hill School
Ecole Benedict
Ecole Internationale Boston
Emery/Weiner School
Escola Viva
Far Hills Country Day School
Fay School
Fessenden School
Forman School
Foxcroft School
Frederica Academy
Gould Academy
Governor’s Academy
Graded School
Grandview Preparatory School
Grier School
The Gunnery
Highland School
The Hill School
HKUGA College
Hoosac School
Horace Mann School
Hotchkiss School
Indian Mountain School
Institut auf dem Rosenberg
Instituo San Carlo
International School of Turin
Instituto Leone XIII
Kent School
Kents Hill School
Kimball Union Academy
La Lumiere School
Lake Forrest Country DaySchool
Landheim Schondorf
Lawrence Academy
Lyford Cay International School
Lyndon Institute
Maclay School
McLean School of Maryland
Mercersburg Academy
Miami Country Day School
Midland School
Miss Hall’s School
Miss Porter’s School
Morristown-Beard School
Moscow Secondary School
Najd International School
Nanke International School
Newton Country Day School
Norfolk Academy
Oldfields School
Palmer Trinity School
Perkiomen School
Ransom Everglades School
Rectory School
Regent School
Rivers School
Rocky Hill School
Rosarian Academy
Rumsey Hall School
Runnels School
St. Bernard Academy
Saint Edwards’ School
St. James School
St. John’s School
St. Mark’s School
St. Paul’s College
St. Stephen’s Episcopal School
Salisbury School
Seattle Preparatory School
Seoul International School
Sierra Canyon School
Spring Street International School
Stevenson School
Steward School
Stoneleigh-Burnham School
Storm King School
Stuart Country Day School of the Sacred Heart
Tabor Academy
Taft School
Taipei American School
Tec Milenio
Tilton School
Town School
Trevor Day School
Trey Whitfield School
Trinity-Pawling School
Ursuline Academy
Videdalskolan
Villa Maria Academy
Washington Waldorf School
Webb School (TN)
Webb Schools (CA)
West Hill Institute
Westmark School
Westover School
Wichita Collegiate School
Wilbraham & Monson Academy
Winpenny School
Woodward Academy
Zurich International School
Wolfeboro
NOTE: Boarding Schools noted in bold font.
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Wolfeboro
Wolfeboro
6
Every course can be taken for credit purposes; courses aretaken for credit with written permission from the student’sschool. Courses for credit are arranged in advance betweenWolfeboro and the student’s school and can be designed tomeet the specific requirements of the other school.
P R O G R A M O F S T U D I E S
WW o l f e b o r o C u r r i c u l u m
ithin a college preparatory curriculum, Wolfeboro’sprimary purpose is constructive scholastic work for girls andboys age 10 to 18 and entering grades 6 through 12. First and foremost, the program emphasizes effective andefficient study habits, study skills, organization, motivationand academic confidence.
Course selection is best developed in consultation withWolfeboro staff and, upon request, with the student’s school.Course decisions can be deferred until after acceptance andnear the end of the current school year.
In addition to taking courses for credit, courses are taken to:(1) Preview or Review specific academic courses. (2) Strengthen skills in all traditional subjects.
C o u r s e C r e d i t
• All students are in class for 3 class periods per day.• Most students enroll in 3 different single-period subjects.• Full year credit courses often require a two-period class.• All courses meet for the entire session.• Middle School students have structured academic time
four periods each morning - three class periods, one period of extra help or quiet study and one recreational break or extra help as needed. Two hours are dedicated to evening study activities.
• Upper School students have structured academic time five periods each morning - three class periods and two periods of extra help or quiet study. Two hours are dedicated to evening study activities.
A c a d e m i c S c h e d u l e
Wolfeboro
7ContinuedP R O G R A M O F S T U D I E S
Extra help is required as needed each academic day. By policy, students remain supervised until each assignment iscompleted satisfactorily. A mandatory, structured, thoroughlysupervised two-hour evening session is part of every student’sprogram. Evening study hall maximizes preparation for thenext day as well as fosters sustained focus and independentproductivity.
AP e r f o r m a n c e E v a l u a t i o n
ll students earn at least one grade in each class everyday. In general, all teachers administer a daily quiz and aweekly test. These assessments are graded and returned thesame or next day. Examinations are given at the end of allcourses. In those cases where a referring school requires theirown exam be taken, the school submits a complete courseoutline and/or practice exam to Wolfeboro prior to thebeginning of the session.
A c a d e m i c S u p p o r t a n d A c c o u n t a b i l i t y
Teacher reports and grades are provided weekly to both the student and the Head of School. Parents receive comprehensive teacher reports at the mid-term and at the conclusion of the session.
A comprehensive summary report is written by the Head of School or Academic Dean for each student and is sent to parents after the end of the session. At the parent’s request, an official school transcript and/or teachers reports will be sent to schools.
A c a d e m i c R e p o r t s a n d T r a n s c r i p t s
M i d d l e S c h o o l C u r r i c u l u m F o r s t u d e n t s e n t e r i n g g r a d e s 6, 7, 8
Middle School Students are typically enrolled in three of the following courses:
Written Expression 1 Reading Math 6/7Written Expression 2-1 Literature 1 Pre-AlgebraWritten Expression 2-2 Literature 2 Algebra 1
Spanish 1,2 American History (Study Skills 1)French 1,2 EcologyLatin 1,2 ESL
Common Middle School course combinations:
Written Expression 1 Written Expression 2-1 Written Expression 2-2 Developmental Reading Literature 1 Latin 1 Preview Math 6/7 Am. History (Study Skills 1) Algebra 1 Preview
Wolfeboro
8M I D D L E S C H O O L A N D U P P E R S C H O O L P R O G R A M S
U p p e r S c h o o l C u r r i c u l u m F o r s t u d e n t s e n t e r i n g g r a d e s 9 , 10 , 11 , 12
Upper School Students are typically enrolled in three of the following courses:
Written Expression 3 Literature 2 Algebra 1 BiologyWritten Expression 4 Literature 3 Geometry ChemistryWritten Expression 5 Literature 4 Algebra 2 PhysicsGrammar Lab Summer Reading 2 Pre-Calculus
Modern World History (Study Skills 2) Spanish 1,2,3 SAT Critical ReadingAncient World History French 1,2,3 SAT MathematicsUnited States History (Study Skills 3) Latin 1,2,3 ESL
Common Upper School course combinations:
Written Expression 3 Written Expression 4 Literature 4 Literature 2 U.S. History Preview Pre-Calculus Preview Geometry Preview Spanish Preview Chemistry Preview
The School serves as a valuable transition for students preparing for boarding school or a new schoolsetting. Through Wolfeboro, students experience boarding school without a full year commitment.
Wolfeboro
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R e a d i n g P r o g r a m
he School offers a traditional middle and secondary school college preparatory curriculum. Courses may be taken in the subject areas of English, writing, literature, reading, mathematics, history, science, Latin, Spanish, French, SATPreparation, English as a Second Language and study skills. The School’s underlying emphasis is on the development andcultivation of effective study skills and, more importantly, of effective study habits. The student’s non-academic program is designed to be supportive of the academic program.
Course descriptions in this section serve as a general guideline for course content. Adjustments are made to meet individualneeds as well as specific credit requirements for individual schools. The combination of any three courses at Wolfeboro willresult in the further development of a student’s study skills as well as study habits.
All courses can be taken for credit. Please read our credit policy stated on page 6. Some courses will require a double periodthus leaving room for only one additional course. All students will be enrolled in courses meeting in three academic periodsper day — six days per week. Academic credit may be earned in Studio Art and/or Physical Education by documented participation in the School’s recreational curriculum in addition to a student’s three course program.
C O U R S E D E S C R I P T I O N S
Courses: All reading courses can be taken for credit and/orskill-building purposes.
Testing: At the time of application, parents are asked to submit complete school records which should include ameasure of the student’s current reading ability. All studentsenrolled in reading will be administered a StanfordDiagnostic Reading Test at the beginning and the end of the program.
Reading For Pleasure: In addition to in-class activities andout-of-class exercises for each student in the reading pro-gram, all students are expected to read a minimum of onehour per day from a book chosen in conjunction with boththe reading teacher and the student. The purpose of thisadditional reading is to help students develop the habit of reading and to learn to read for pleasure. Books includefiction, adventure, mystery and sports stories. Informalcomment is encouraged as a student progresses through thebook, but no written review is demanded. Most studentswill read approximately 30 pages per day.
READING (Basic)Designed For: Students reading at least two levels belowgrade or with specific learning difficulties.
Content: Development of accurate word decoding skills,reading techniques, vocabulary and comprehension.
Materials: Individually designed; parents or current schoolmust provide a detailed analysis of the student’s recent reading program, materials used, recent evaluation ofprogress and suggestions for areas of concentration. Everyeffort is made to design a program as part of the student’sdevelopmental continuum and not an isolated series of exercises. The School must know as much as possible abouteach student’s educational history as well as proposed programs for the future.
READING (Developmental)
Designed For: Students reading on grade level or one totwo years below; intended to strengthen weak areas of reading so that the student reads with competence and confidence and establishes a habit of reading.
Content: Word mechanisms, vowel and consonant sounds,word stems, syllabification, vocabulary meaning, key words,phrase reading, selection of main ideas, noting details, recognizing analogies, comparing and contrasting, drawingconclusions and noting inferences and implications.
Materials: Individually selected to meet the student’s needs.
READING (Advanced)Designed For: The above average reader.
Content: The course emphasizes speed and comprehension.Course includes speed reading, skimming and scanning.
Materials: Individually selected to meet the student’s needs.
T
Wolfeboro
103. Most students have made significant progress with summer
reading through this system. Since the reading activity is done by the student at the student’s discretion, the extent of progress while at Wolfeboro can vary considerably and is dependent upon motivation and reading ability.
Summer Reading Option 2
Designed For: The student with a challenging and/or exces-sive summer reading assignment required by the student’sschool and who would be overwhelmed with three-corecourses in addition to a summer reading requirement. This course is considered one of the student’s three allottedcourses. Accordingly, students will receive weekly grades and teacher reports. Midterm and end-of-session grades aswell as reports will be sent to parents.
It is anticipated that very few students will be enrolled inOption #2.
Course Expectations:1. Course meets six days per week. 2. Includes a minimum one-hour daily preparation to include
reading as well as a written component.3. Extensive in-class activities to include discussion of nightly
reading, response writing and journal entries.4. Careful completion of any related essays or reports as
stipulated by the student’s individual school.5. A strong emphasis on the development of active reading
strategies essential for improved reading comprehension.
Materials: Titles as required by the student’s school. Pleasenote that a second copy of each required book will be providedto the teacher for reference purposes and will be charged tothe student’s personal expense account. Additional organiza-tional and support materials as required by the instructor.
ContinuedC O U R S E D E S C R I P T I O N S
PW r i t i n g
lacement in the proper writing course requires consider-able input from those who know the student’s writing skillsthe best. Teachers should be consulted about placement.Also, it is helpful if parents send a sample of the student’swriting which has been corrected by the teacher.
Written Expression 1 is the least challenging course; WrittenExpression 5 is the most sophisticated. When attempting toselect the appropriate writing course, give consideration toincluding a literature course and/or a study skills course as acompanion to a writing course.
SAT 1 PREPARATION (Critical Reading)Designed For: Rising 11th and 12th grade students in needof developing stronger verbal skills which will contribute togreater success on the Critical Reading (verbal) section ofthe new SAT 1.
Content: The primary goal of SAT 1 Preparation (CriticalReading) is to equip the student with the tools necessary toapproach the New SAT 1 with confidence. Course contentwill reflect the structure and content of the newly revised SAT 1 emphasizing critical reading and written expression toinclude grammar. Newly published SAT practice materials areused on a weekly basis. Short story content is used as a mediumfor further developing active reading skills, analytical abilities,as well as the improvement of critical reading, written expression and reading comprehension skills.
Materials: The New SAT 1 Workbook, (Kaplan); TheNew SAT 1 Writing Workbook, (Kaplan) and 11Practice Tests for the New SAT 1, (Princeton Review).
SUMMER READING (Assigned by Student’s School)Schools that require summer reading expect that reading will be a daily activity commencing at the conclusion of the school year and continuing until the project has been completed. Wolfeboro does not assume responsibilty for the student’s summer reading assignment but will support the project through two program options.
It is anticipated that most students will be able to make satisfactory progress with their summer reading endeavors through Option 1.
Summer Reading Option 1
Designed For: Students who have been assigned summerreading by their school and are expected to make someprogress on the project while at Wolfeboro. This program is provided as an optional service to students and is not agraded course nor will the student be required to completeall related reading and writing assignments. Parents mayrequest that the student not participate. Students are excusedfrom the program upon completion of their reading requirement. In addition to this option, a student must take a three-core course program.
Outline of Option 1 Program:1. Each student is assigned a summer reading monitor.2. The monitor does the following:
a) Meets with the student two times per week during one of the student’s morning study periods.
b) Tracks and records the student’s progress, encourages continued reading, addresses unusual difficulties as needed and provides a quiet time for reading or study.
Wolfeboro
ContinuedC O U R S E D E S C R I P T I O N S 11WRITTEN EXPRESSION 1 (Basic)Designed For: Rising 6th and 8th grade students.
Content: Grammar, punctuation, spelling, organization ofmaterial and other topics judged appropriate by the teacher.
Materials: Wordly Wise, Book 2 (EPS), Exercises inEnglish, Level F; A Book of Short Stories 1 and otherselected short stories.
WRITTEN EXPRESSION 2-1 (Grammar andComposition)Designed For: Rising 7th and 8th grade students.
Content: Reading for understanding, vocabulary, grammarand composition.
Materials: A Book of Short Stories 1, and other selectedshort stories, Wordly Wise, Book 5 (EPS); Exercises inEnglish, Level G.
WRITTEN EXPRESSION 2-2 (Grammar andComposition)Designed For: Rising 9th and 10th grade students.
Content: Reading for understanding, vocabulary, grammarand composition with an emphasis on writing essays of personal experience.
Materials: Wordly Wise, Book 6 (EPS); Evergreen with Readings (Houghton Mifflin); Characters in Conflict (Holt).
WRITTEN EXPRESSION 3 (Tools for Writing)Designed For: Rising 9th and 10th grade students.
Content: Defining and practicing the components of a basicessay. The course provides an introduction to elements ofstyle including the following: writing vivid sentences, sentencevariety and sentence combination, use of active/passive voice,word connotation, punctuation for emphasis, paragraphdevelopment and transitions.
Materials: Write Right (Ten Speed Press), Wordly Wise,Book 7 (EPS).
WRITTEN EXPRESSION 4 (The Process of Writing)Designed For: Rising 10th and 11th grade students.
Content: Reading and studying essays written in differentmodes; descriptive, narrative, persuasive, comparison/contrast.Using model essays, students develop their own essays in eachof the various modes. Following a process methodology, studentsgain daily practice in the following: prewriting, mapping, outlining, thematic focus, drafting, revision and editing. Theprimary goal is the development of confidence in ideation andthe ability to express ideas. In addition to daily writing, activitiesinclude journal keeping, class discussions and tutorials.
Materials: The Longman Reader, 6th Edition (Allyn &Bacon).
WRITTEN EXPRESSION 5 (The Polished CriticalEssay)Designed For: Rising 11th and 12th grade students.
Content: This course supports the development of the polishedcritical essay with specific reference to literature as well as an introduction to college-level writing. This course alsoincludes practice writing of a coherent college essay. Course skills include the following: close reading of text,developing a thesis from the text, supporting thesis statementswith evidence and stylistic polishing. In addition to dailywriting, students will complete a college essay draft for laterconsideration.
Materials: An Introduction to Literature (Longman);Writing a Successful College Application Essay (Barron’s).
GRAMMAR LABORATORY (The Structure of theEnglish Sentence)Designed For: Rising 8th, 9th and 10th grade students ofaverage or above average ability in need of comprehensivereview of basic grammar and sentence construction.
Content: Students are taught grammar terminology, how todiagram sentences, and how to understand the structure ofgrammar as a series of visual patterns. Through diagramming,students learn to better understand the logic and structure ofsentences, which increases logical thinking in general, enablesthem to transform simple ideas into more sophisticated writing and improves reading comprehension.
Materials: Writer’s Choice: English GrammarWorkbook 8 (Glencoe, McGraw-Hill); and other materialsselected to meet individual student’s needs.
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ContinuedC O U R S E D E S C R I P T I O N S
VOCABULARY BUILDINGDesigned For: Rising 9th and 10th grade students of aboveaverage ability not achieving at a level commensurate withability; an appropriate companion course for either WrittenExpression 3 or Written Expression 4.
Content: A review of many of the fundamental principles ofgrammar and composition and the development of vocabu-lary skills which will contribute to greater success on standardized tests of verbal ability.
Materials: IMPACT 50 Short Stories, 2nd Edition (Holt,Rinehart and Winston).
TL i t e r a t u r e
he following courses are designed to reinforce and developbasic skills in English and meet the needs of students ofvarying ages, abilities and learning styles. Although thecourses follow a traditional syllabus, strong emphasis isplaced on meeting individual needs while developing anappreciation for the intrinsic value of literature.
LITERATURE 1Designed For: Rising 7th, 8th and 9th grade students needingimprovement in reading motivation and comprehension andwhose tested reading skills are average or below. Literature 1proceeds at a somewhat slower pace than Literature 2, covering fewer works but in greater detail. This course canmeet the needs of students requiring a credit in 7th, 8th or9th grade English, especially when combined with a WrittenExpression course. Students may also benefit from theDevelopmental Reading Program.
Content: Emphasis is on developing reading motivation,concentration, comprehension and retention. Students learnhow to build vocabulary, paraphrase and summarize text, inferoverall meaning, and how to visually outline, analyze, and writeabout a poem, the essay, and the short story. Other strategiestaught include maintaining a daily journal of reading assignmentsand how to read, comprehend and interpret passages aloud.
Authors read include Steinbeck, Poe, Updike, Thurber,Shakespeare, Housman, Dickinson, Hemingway.
Materials: IMPACT 50 Short Stories (Holt, Rinehartand Winston) and other selected short stories; To Kill aMockingbird (a novel); other materials selected to meetindividual student’s needs.
LITERATURE 2Designed For: Rising 8th, 9th and 10th grade students inneed of further development in reading comprehension as
well as in analytical and inference skills. This course canmeet the needs of students requiring a credit in 8th, 9th or10th grade English, especially when Written Expression 3 or Written Expression 4 is taken as a companion course.
Content: Emphasis is on the development of active readingstrategies and techniques. The course teaches students howto read literature in three genres-- short stories and compactnovels, poetry and drama. Students learn how to buildvocabulary, increase comprehension and retention throughannotating, paraphrasing and summarizing text, and how to critically analyze the poem, the essay, the structure andtechniques of the drama and the elements of the short story.Guided reading is an instructional cornerstone.
Authors read include Steinbeck, Shakespeare, Fitzgerald,Williams, Housman, and Hemingway.
Materials: Perrine’s Literature Structure, Sound andSense, 8th Edition (Arp & Johnson); Sophocles/TheOedipus Cycle (Harcourt Brace); other materials selectedto meet individual student’s needs.
LITERATURE 3Designed For: Rising 10th and 11th grade students whoseneeds fall in between the challenge of Literature 2 and therigor of Literature 4. This course can meet the needs of students requiring a credit in 10th or 11th grade English,especially when Written Expression 3 or Written Expression 4is taken as a companion course.
Content: Literature 3 presents the three genres of literature(drama, poetry and short fiction.) Students will furtherdevelop strategies of vocabulary building, comprehensionand retention, paraphrasing, summarizing text and will alsoimprove their ability to critically analyze works of literaturein writing and in class discussion.
Materials: An Introduction to Literature, 12th Edition(Longman); other materials selected to meet individual student’s needs.
LITERATURE 4Designed For: Rising 11th and 12th grade students. Thiscourse can meet the needs of students requiring a credit in11th or 12th grade English, especially when accompanied by Written Expression 4 or Written Expression 5.
Content: Literature 4 presents the three genres of literature(drama, poetry and short fiction) and develops heightenedstrategies of vocabulary building, comprehension and reten-tion, paraphrasing, summarizing and textual annotating, andcritical analysis. Students learn a variety of literature terms,how to select appropriate evidence within the structures pre-sented, and how to write critically about both the classicaland modern selections studied, which include a Greek play,
ContinuedC O U R S E D E S C R I P T I O N S 13
Wolfeboro
a Shakespearean play, modern drama (e.g., Ibsen, Williams),short fiction (e.g., Poe, Hawthorne, Faulkner), and poetry(e.g., Dickinson, Owens, Eliot, Marvel).
Materials: An Introduction to Literature, 12th Edition(Longman); other materials selected to meet individual student’s needs.
NOTE: Students seeking a three-course program designed to maximize SAT preparation should consider the followingthree-course curriculum:Course 1: Written Expression 5 (The Polished Critical
Essay) described on page 13.Course 2: SAT 1 Preparation (Critical Reading)Course 3: SAT 1 Preparation (Mathematics)
SAT 1 PREPARATION (Critical Reading)
Designed For: Rising 11th and 12th grade students in need of developing stronger verbal skills which will contribute togreater success on the Critical Reading (verbal) section of the New SAT 1.
Content: The primary goal of SAT 1 Preparation (CriticalReading) is to equip the student with the tools necessary toapproach the New SAT 1 with confidence. Course contentwill reflect the structure and content of the newly revised SAT 1 emphasizing critical reading and written expression to include grammar. Newly published SAT practice materialsare used on a weekly basis. Short story content is used as amedium for further developing active reading skills, analyticalabilities, as well as the improvement of critical reading, written expression and reading comprehension skills.
Materials: The New SAT 1 Critical Reading Workbook,(Kaplan); The New SAT 1 Writing Workbook, (Kaplan); 11Practice Tests for the New SAT 1, (Princeton Review); 50Great American Short Stories, (Bantam Books).
SAT 1 PREPARATION (Mathematics)
Designed For: Rising 11th and 12th grade students in need ofdeveloping stronger mathematics and test-taking skills whichwill contribute to greater success on the Mathematics sectionof the New SAT 1. Students must have completed the equivalent of Algebra 1, Geometry and Algebra 2.
Content: The course includes a review of relevant topics inAlgebra 1, Geometry and Algebra 2 as well as statistics,probability and data analysis. Other primary goals include the development of test-taking strategies and confidence, as well as a reduction in test-taking anxiety often associatedwith standardized test-taking. New SAT 1 practice tests are utilized weekly.
Materials: The New SAT 1 Math Workbook, (Kaplan); 11 Practice Tests for the New SAT 1, (Princeton Review).
PS c i e n c e
review courses are structured to survey the fundamentalprinciples with an emphasis on key vocabulary and pertinent study skills. Credit courses often necessitate a double period, emphasize the basic concepts of a full-yearcourse and are modified to accommodate requirements asdirected by the student’s school.
Please note: Biology, Chemistry and Physics are presentedwithout laboratory; the local environment serves as the laboratory for Ecology.
BIOLOGYDesigned For: Secondary school students.
Content: This course presents an intensive study of traditionalsecondary school Biology. The curriculum begins with thestudy of atomic and chemical concepts. The course isdesigned to present cellular biology at the organism levelstressing part to whole relationships. Course content includeshuman biological systems.
Text: Biology: The Web of Life (Foresmann--Wesley).
PHYSICSDesigned For: Secondary school students.
Content: This course includes the essential topics included ina traditional secondary school Physics curriculum. Topicsinclude linear and projectile motion, Newton’s laws of motion,momentum, energy, waves, sound and light. The curriculumcan be modified to match the curriculum level of 9th and 10thgrade conceptual physics courses as well as traditional physicscourses typically targeted at the 11th and 12th grade levels.Scientific calculator required.
Text: Conceptual Physics (Addison--Wesley) or Physics(Merrill) as needed.
CHEMISTRYDesigned For: Secondary school students.
Content: The Chemistry curriculum includes the essentialtopics typically found in a traditional secondary school program.Major topics include classification and measurement systems,atomic theory and periodic table, chemical nomenclature, writing and balancing chemical equations, stoichiometry, gaslaws, acid-base reactions and equilibrium reactions. Scientificcalculator required.
Text: Chemistry (Addison--Wesley).
S A T P r e p a r a t i o n
14
Wolfeboro
This course is especially valuable for the student who plans to take United States History the next school year.
Content: Described above.
Text: The Americans (McDougal, Littell); MasteringUnited States Study Skills (Workbook).
AMERICAN HISTORYDesigned For: Rising 7th, 8th and 9th grade students in need ofAmerican History.
Content: This is a survey of American History with emphasison selected topics of major events which shaped the historyof the United States beginning with early voyages to the NewWorld and ending with the Vietnam conflict. Strong empha-sis is placed on reading strategies, the construction of a goodessay, note taking, outlining and test preparation.
Text: The American Nation (Prentice Hall).
ANCIENT WORLD HISTORYDesigned For: Rising 9th, 10th and 11th grade students in need of Ancient World History or an equivalent course.Course content can be modified to meet requirements asrequested by a student’s individual school.
Content: Ancient World History covers the period betweenthe Classical Civilizations to the height of The Middle Ages.The course focuses on the development of WesternCivilization but may include other cultures. Political, economicand social developments are central to the curriculum.
A student in need of a preview of Ancient World History may bebest served through our Study Skills 2 course.
Text: World History: Perspectives on the Past (D.C.Heath ‘97).
ContinuedC O U R S E D E S C R I P T I O N S
H i s t o r y
water and marine biomes, organic fuels and nuclear energy aswell as alternative energy sources. The curriculum is modifiedfor different grade levels as needed.
Text: Environmental Science: Ecology and HumanImpact (Addison--Wesley).
CS t u d y S k i l l s
ourses in this program have been designed to teach specific study techniques and to complement, reinforce andintegrate with courses in reading, writing, literature and history.This program has evolved from an acute awareness of the needto provide the student with a realistic arena in which skills can be learned, refined and practiced within the context ofsubjects commonly encountered in school.
Results are best attained by using social studies and historicalmaterials as the base on which each course is built. Amongthe study techniques which are emphasized are outlining,note taking, interpretation of maps, charts, graphs, tablesand primary sources. The ultimate goal is to teach the studentto read, synthesize and respond intelligently in essay form to the subject under consideration. For some students, a study skills course can be taken for credit in history or social studies.
STUDY SKILLS 1 (American History Preview)Designed For: Rising 7th, 8th and 9th grade students. The course is often used to supplement a course in Readingand/or Written Expression.
Content: Described above.
Text: The American Nation (Prentice Hall).
Please note: The goal of teaching and learning broadbased studyskills is integrated into all courses at Wolfeboro. It is not neces-sary to take a course within this specific curriculum in order toimprove a student’s study skills. The combination of anythree courses at Wolfeboro will result in the further devel-opment of a student’s study skills as well as study habits.
ECOLOGYDesigned For: Middle and secondary school students.
Content: This course is designed to provide students with anappreciation for the delicate interdependent nature of globalenvironmental systems as well as the details and inter workingsof individual ecosystems. Specific topics include energy andmatter in the ecosystem, ecosystem balance, terrestrial, fresh
STUDY SKILLS 2 (World History Preview)Designed For: Rising 9th and 10th grade students. The courseis especially valuable to the student who plans to take Worldor European History the next school year.
Content: Described above.
Text: World History: Perspectives on the Past (D.C.Heath ‘97).
STUDY SKILLS 3 (United States History Preview)Designed For: Rising 10th and 11th grade students.
ContinuedC O U R S E D E S C R I P T I O N S 15
Wolfeboro
UNITED STATES HISTORYDesigned For: Rising 10th, 11th and 12th grade students inneed of United States History.
Content: This is an upper-level United States History course,starting with the American Revolution and the creation ofgovernment through World War 1. The course emphasizesthe economic and political development of critical issueswhich shaped the history of the United States. Modificationcan be made to satisfy specific requirements for individualschool credit courses.
A student in need of a preview of United States History may bebest served through our Study Skills 3 course.
Text: The Americans (McDougal, Littell).
Text: Mathematics: Course II (Dolciani, Houghton Mifflin).
ALGEBRA 1Designed For: Rising 8th, 9th and 10th grade students whohave not completed a full course in first-year algebra or whoare in need of further development of first year algebra skills.
Content: A full course in elementary algebra through thesolution of quadratic equations. Students are taught the fundamental concepts as well as essential procedural skills.Major topics include a brief review of pre-algebra content,manipulation of algebraic espressions, linear equations,inequalities, factoring, word problems, graphing functionsand quadratic equations.
Text: Modern Algebra: Structure and Method (Dolciani;McDougal, Littell).
PLANE GEOMETRYDesigned For: Rising 9th and 10th grade students who havenot yet completed a full course in Plane Geometry or those inneed of further skill development.
Content: Traditional secondary school course in PlaneGeometry including the axiomatic system, line and angle relationships, polygons, congruency, similarity, geometry of the circle, area and volume.
Text: Geometry Jurgenson/Brown/Jurgenson (McDougal,Littell).
AM a t h e m a t i c s
ll mathematics courses can be taken for credit. Creditcourses cover the material traditionally presented in a full-year course. Frequently, a double period of course work isnecessary thus leaving room for only one additional course.Please read our policy regarding academic credit as stated onpage 6. Selected topics in a course can be deleted or addedat the request of the student’s school. We can administeranother school’s final exam, although most students take the Wolfeboro exam.
Preview and Review: Every mathematics course can also betaken for preview and skill building purposes. Course contentis modified accordingly.
MODERN WORLD HISTORY(Western Civilization, Principles of Geography or ModernEuropean History)
Designed For: Rising 9th, 10th and 11th grade students in need of Modern World History.
Content: Modern World History covers the period betweenthe Enlightenment and the Age of Imperialism. The coursefocuses on the development of Western Civilization but mayinclude other cultures. Political, economic and social develop-ments are central to the curriculum.
A student in need of a preview of Modern World History may be best served through our Study Skills 2 course.
Text: World History: Perspectives on the Past (D.C.Heath ‘97).
MATH 6/7 (Arithmetic Foundations)Designed For: Rising 6th, 7th and 8th grade students whohave completed or nearly completed the usual elementary ormiddle school arithmetic program but need additionalstrengthening of basic skills.
Content: The course emphasizes addition, subtraction, mul-tiplication and division of whole numbers, fractions, decimalsand percents. Additional topics are covered on an individualbasis after the student has mastered the core curriculum.
Text: Mathematics: Course I (Dolciani, Houghton Mifflin).
MATH 8 (Pre-Algebra)Designed For: Rising 7th, 8th and 9th grade students whohave not yet mastered the concepts or procedural skills prerequisite to the successful study of first-year algebra.
Content: Addition, subtraction, multiplication, division ofrational numbers, basic plane geometry, measurement, percents, ratio, proportion, solution of simple algebraicequations and an overall emphasis on the fraction concept.
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Wolfeboro
ContinuedC O U R S E D E S C R I P T I O N S
PRE-CALCULUSDesigned For: Rising 10th, 11th and 12th grade students whohave successfully completed Algebra 2 and are now ready foran advanced course in mathematics or for students who are inneed of further work at the Pre-Calculus level.
Content: The major emphasis is on the study of elementaryfunctions. Topics covered include coordinate geometry, cir-cular functions and their inverses, polynomial functions, loga-rithmic and exponential functions and advanced algebra.Graphing calculator required.
Text: Advanced Mathematics Brown (McDougal, Littell).
CALCULUSDesigned For: Rising 11th and 12th grade students who havedemonstrated adequate mastery through the Pre-Calculuslevel. Offered as enrollment permits.
Content: The course includes a review of essential Pre-Calculustopics and introduces the student to the basic concepts andprocedures of differential and integral calculus.
Text: Calculus (Larson, Hostetler & Edwards).
SPANISH 1Designed For: Students seeking a full course of first-yearSpanish or those students in need of further work at this level.
Content: The course includes topics covered in a traditionalSpanish 1 program recognizing that students may have beenexposed to different vocabulary inventories. Included is thestudy of regular and irregular verbs in all three verb conjuga-tions. Particular attention is paid to agreement of subjectwith verb and noun with adjective.
Text: Spanish First Year (Amsco).
SPANISH 2Designed For: Students seeking a full course of second-yearSpanish or those students in need of further work at this level.
Content: The study of Spanish 2 continues the study of topicsusually covered in a traditional Spanish 1 program. Vocabularyis expanded, writing skills refined and grammar drilled in greaterdepth. Special attention is paid to the relationship between thepreterit and imperfect tenses and in uses of ser and estar.
Text: Repaso (Published by NTC).
ADVANCED FOUNDATIONSDesigned For: Rising 9th and 10th grade students who demon-strate underdeveloped calculation skills and who need to revisitthe study of decimals, fractions, percents, ratios, proportions,related skills and their applications.
Content: Intensive drill with fractions, decimals, percents andtheir applications. The curriculum is modified to meet eachstudent’s individual needs and goals.
Text: Selected by the teacher in accordance with the student’sneeds.
ALGEBRA 2Designed For: Rising 10th, 11th and 12th grade students whohave yet to fully complete Algebra 2 or those who are in needof further skill development at the Algebra 2 level.
Content: Course topics include linear and quadratic functions,coordinate geometry, the trigonometry of the right triangleand systems of equations. The course begins with a briefreview of first-year algebra. The course prepares students fora traditional course in Pre-Calculus.
Text: Algebra and Trigonometry: Structure and Method(Dolciani; McDougal, Littell).
SAT 1 PREPARATION (Mathematics)Designed For: Rising 11th and 12th grade students in need ofdeveloping stronger mathematics and test-taking skills whichwill contribute to greater success on the Mathematics sectionof the New SAT 1. Students must have completed the equiva-lent of Algebra 1, Geometry and Algebra 2.
Content: The course includes a review of relevant topics inAlgebra 1, Geometry and Algebra 2 as well as statistics, probability and data analysis. Other primary goals includethe development of test-taking strategies and confidence aswell as a reduction in test-taking anxiety often associated with standardized test-taking. New SAT 1 practice tests are utilized weekly.
Materials: The New SAT 1 Math Workbook, (Kaplan);11 Practice Tests for the New SAT 1, (Princeton Review).
LF o r e i g n L a n g u a g e
anguage at Wolfeboro focuses on the four skills of writing,reading, listening and speaking. Major emphasis is placed ongrammar and writing; pronunciation is emphasized in speaking.For some students, Wolfeboro may require a double period ofa language, thus leaving only one single period available for athird course.
Preview and Review: All foreign language courses can betaken for preview or skill-building purposes. Course contentis modified accordingly.
ContinuedC O U R S E D E S C R I P T I O N S 17
FRENCH 1Designed For: Students seeking a full course in first-year Frenchor those students in need of further work at this level.
Content: The course includes topics covered in a traditionalFrench 1 program recognizing that students may have beenexposed to different vocabulary inventories. Included is thestudy of regular and irregular verbs in all three verb conjuga-tions. Particular attention is paid to agreement of subjectwith verb and noun with adjective.
Text: French First Year (Amsco).
FRENCH 2Designed For: Students seeking a full year course in second-yearFrench or those students in need of further work at this level.
Content: The study of French 2 continues the study of topicsusually covered in a traditional French 1 program. Vocabularyis expanded, writing skills refined and grammar drilled in greaterdepth. Special attention is paid to all personal pronouns and tothe comparison of the two tenses, imparfait and passé composé.
Text: French Two Years (Amsco); Le Monstre dans leMétro et dáutres Mervielles (Amsco).
ENGLISH AS A SECOND LANGUAGEEach year approximately 20 to 25 students seek admission toWolfeboro for the primary goal of improving their abilities inEnglish. Concurrently, many of these students are also seeking to experience a traditional boarding school routine inpreparation for eventual placement in an American boardingschool setting. Enrollment in the English as a Second Languageprogram and curriculum is purposefully limited in number inorder to ensure maximum immersion and skill development.
Designed For: International students seeking concentrated work in English to include reading, written expression and conversation. All English as a Second Language courses can be taken for credit.
Content: English as a Second Language is offered at the begin-ning, intermediate and advanced levels. Students in the begin-ning and intermediate levels take courses in reading, writing andconversation. Students in the advanced level take one course inreading, one course in writing and a third mainstream course.Advanced level students may take modified courses in subjectssuch as history, mathematics or literature. TOEFL preparationis integrated into all coursework at each level.
Materials: Course materials are individualized by section and level.
NOTE: Please consult our ESL literature for additionalinformation.
Wolfeboro
SPANISH 3Designed For: Students needing a full course of third-yearSpanish or those students in need of further work at this level.
Content: The study of Spanish 3 continues the study of topicstypically covered in a traditional Spanish 2 curriculum. As withall courses in the Wolfeboro curriculum, course content will be developed to mirror the skills and rigor inherent in the student’s other school’s curriculum as appropriate.
Text: Selected by the teacher in accordance with student needs.
LATIN 1Designed For: Students seeking a full course of first-year Latin or those students in need of further work at this level.
Content: The study of Latin is pursued up to and including the four uses of the subjunctive.
Text: Cambridge Latin Course, Part I.
LATIN 2Designed For: Students seeking a full course of second yearLatin or those students in need of further work at this level.
Content: The course covers sections of Caesar’s Gallic Wars or equivalent material specified by a student’s own school.
Text: Cambridge Latin Course, Part II.
LATIN 3Designed For: Students seeking a full course of third year Latin or those students in need of further work at this level.
Content: As specified by the student’s school.
Text: Selected as needed.
FRENCH 3Designed For: Students needing a full course of third-yearFrench or those students in need of further work at this level.
Content: The study of French 3 continues the study of topicstypically covered in a traditional French 2 curriculum. As withall courses in the Wolfeboro curriculum, course content will be developed to mirror the skills and rigor inherent in the student’s other school’s curriculum as appropriate.
Text: Selected by the teacher in accordance with student needs.
Wolfeboro
18S T U D E N T E X P E C T A T I O N S
GA d m i s s i o n
irls and boys who have completed the 5th grade areeligible to attend the School. Enrollment is for the full sessiononly. The maximum age is 18.
Wolfeboro admits students of any race, color, national andethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students at the School. It does not discriminate on the basis of race,color, national or ethnic origin in administration of its educational policies, admissions policies, financial assistanceand athletic and other school-administered programs.
Basic FeesA flat fee is charged for residence, board, and tuition for theentire session. Most activities are included in the fee exceptpersonal expenses and some optional off-campus activities.
See Application for 2010 fees.
A deposit of $3,000 is due when application for admission is presented. If the student is not admitted, the $3,000 isreturned. If the student is accepted, the $3,000 is creditedtoward the total fee for residence, board, and tuition and isnot returnable.
ApplicationAn application is enclosed with our school literature and isavailable at www.wolfeboro.org.
InvoiceAn invoice is presented upon written confirmation of thestudent’s acceptance and is payable by June 1st.
Personal Expense DepositA $1,400 personal expenses deposit will be included on theinvoice. This deposit allows the student to make charges foritems such as allowances, laundry, books, entertainment,trips, and various incidental expenses. An exact accountingwill be made of this fund. Parents are responsible for over-charges; credits are returned.
Foreign Service FeeFor students whose residence is outside the United States, an additional $150 fee will be included on the invoice tosupport correspondence and processing costs.
Wolfeboro
19WolfeboroF A C T S
Academic ProgramPurposeThe primary purpose is constructivescholastic studies. All courses are offeredfor credit. Each student’s program isindividualized and guided by a specificallydeveloped Goals Document. Everycourse addresses the development ofeffective and efficient study skills, habits, organization, motivation and confidence.
Support• Positive environment• Individualized Goals Document• Required Wolfeboro Planbook• Emphasis on organization/study skills• Thorough accountability• Daily evaluation and grading• Weekly internal written reports• Weekly academic recognition• Supervised evening study halls• Extensive and required extra help
Overview• Each student takes 3 courses per day.• Each course meets 6 days per week.• Two periods per day are designated
for extra help, study and/or rest.• Typical class size is 4-6 students.• Approximately 70 students take at least
one course for credit each year.
Course Offerings by SubjectEnglish SAT PreparationWritten Expression MathematicsLiterature Biology, ChemistryVocabulary & PhysicsReading HistoryGrammar Latin, Spanish Study Skills & FrenchESL
Travel to WolfeboroChartered supervised bus travel is pro-vided to and from the airport at theopening and closing of the session.
Driving timeFrom Boston 2 hoursFrom Westchester County, NY 6 hoursFrom Manchester, NH 1-1/4 hours
Medical ResourcesHuggins Hospital 1-1/2 miles awayFire/Rescue 1-1/2 miles awayNursing Staff On campus911 Calling
Daily Schedule
Academics6:45 am Rising Bell7:05 Waiters’ Bell7:15 Breakfast7:45 Daily Chores
and Inspection8:05 am Class Bell8:10 1st Period9:00 2nd Period9:50 3rd Period
10:40 Recess/Snacks10:50 4th Period11:40 5th Period12:30 pm End of 5th
Period
Activities12:50 pm Waiters’ Bell
1:00 Dinner2:00 Programmedto Activities and
5:00 Sports5:15 School Meeting5:50 Waiters’ Bell6:00 Supper6:40 Intramuralto League Play
7:20
Academics7:20 pm Prep for
Evening Studies7:30 Evening Studies8:30 Break 8:45 Evening Studies9:30 End of Evening
Studies 9:45 Prep for Lights
Out 10:00 Lights Out
VisionA Season For Success
MissionTo create a program and communitydesigned to maximize the opportunityfor each student to achieve his or herindividual goals and live the life of a successful student for 6 weeks.
ProgramA traditional, college preparatory programis integrated with supportive recreation,activities and residential life. The Schoolemphasizes preparation in core academicsubjects. The development of organiza-tional and study skills as well as soundstudy habits is paramount. The simplifiedenvironment promotes confidence, focusand success.
LocationLakes Region of Central NewHampshire. Lakeside campus 2 milesfrom the village of Wolfeboro.
Year Established1910
Head of SchoolEdward A. Cooper
Staff Total - 108Teaching Faculty.....37 Administration..6Residential Faculty..31 Medical Staff.....4Support Staff .........30
Average full-time teaching experienceexceeds 15 years per teacher.
Facilities•128 acres •1250 feet of shore line•36 classrooms •3 study halls•3 residential campuses
Principal Buildings•Jousson Dining Hall•Johnson Center •William Cooper Student Center
Other Facilities3 tennis courts, 2 basketball courts, volleyball court, softball/baseball field,soccer field, weight room, completewaterfront (6 swimming lanes, sailboats, canoes, kayaks)
Season For Success
Wolfeboro
20F A C T S Continued
93 Camp School RoadP.O. Box 390
Wolfeboro, NH 03894
TEL: (603) 569-3451 FAX: (603) 569-4080
E-mail: [email protected]
Events of the DayTuesday, July 14, 2009
1:50 pm Prep Bell for WLM/MAPS
2:00 pm WLM/MAPS Week 4 Continues:
Group 4 - Day HikeGroup 5 - Boating SafetyGroup 6 - Water SafetyGroup 1 - Camp Sports Group 2 & 3 - Basic Fitness
MAPS Studio ArtLifeguard TrainingWeight RoomBasketballPing-Pong/BarnSoftball
3:00 pm MAPS TennisMAPS CPRMAPS Studio ArtMAPS BaseballMAPS SoccerMAPS BasketballWeight RoomCanoeing/ KayakingSailingGeneral Swim
4:00 pm Open Studio ArtWeight RoomBasketballMAPS Hiking Groups A,B,CSwim LessonsSailingCanoeing/ KayakingGeneral Swim
5:00 pm All School Meeting
6:40 pm INTRAMURALS:
Softball: Average Joe’s vs.Mind Erasers
Soccer: The Octagon vs. The Tropics
Basketball: Hollabacks vs. Channel 5 News Team
Volleyball: Semi Pro vs.Ellusive Eels
8:45 pm Intramural, Hikers and Boaters of the Week go to town for ice cream.
Admission
Admission information and 2010application are available at
www.wolfeboro.org or by request.
Applicants must be at least 10 yearsold by the start of the session. Themaximum age is 18; grades 6-12;enrollment is for the full sessiononly. Admission policies are non-discriminatory. The school is a non-profit organization.
A simplified environmentpromotes learning
Non-Academic Program
Lifeguard Training/Water SafetyIntramural Sports
Fall Sports TrainingCPR/First Aid
Studio ArtsPhysical Fitness
Swimming, Sailing, Canoeing,Kayaking, Hiking, Soccer, Basketball,
Baseball, Softball, Volleyball,Tennis, Ping Pong, Lacrosse,
Aerobics, Weight Lifting
Daily Activities and Recreation:
Weekend Trips:
Movie Theaters Roller SkatingWater Park Bowling
Minor League Baseball GameAmusement Park
Countries Represented 2005-2009
AfghanistanAngolaAntiguaBahamasBelgiumBermudaBrazilBritish West IndiesCanadaDominican RepublicEast AfricaEcuadorEnglandFrance GermanyGhanaHong KongIcelandIndiaItalyJamaicaJapanKuwait
Typical Yearly Enrollment2005 - 2009
Total Enrollment: 195
Boarding Boys:137Boarding Girls: 58
Typical Yearly Boarding Student Enrollment
2005 - 2009
Age Distribution:
Ages 11-14: 68 (32%)Ages 15-16: 92 (48%)Ages 17-18: 35 (20%)
Geographic Distribution:
United States: 149International: 46
Typical Yearly RegionalRepresentation 2005-2009
New England (CT, MA, ME, NH, RI, VT) 31
Mid-Atlantic (DC, DE, MD, NJ, NY, PA, VA, WV) 44
Southeast (AL, FL, GA, KY, LA, MS, NC, SC, TN) 26
Southwest (NM, OK, TX) 8
Midwest (IL, IN,KS,MI,MN,MO,OH,SD,WI) 13
Rocky Mountains (AZ, CO, ID, NV, WY, UT) 8
Pacific Coast (AK, CA, OR, WA) 18
US Territories (PR, VI) 1
States & U.S. TerritoriesRepresented 2005-2009
AlabamaAlaskaArizonaCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaIdahoIllinoisIndianaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriNevada
New HampshireNew JerseyNew MexicoNew YorkNorth CarolinaOhioOklahomaOregonPennsylvaniaPuerto RicoRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahVermontVirgin IslandsVirginiaWashingtonWest VirginiaWisconsinWyoming
MexicoNicaraguaNigeriaPalestinePanamaPhilippinesPolandPortugalRepublic of ChinaRussiaSaudi ArabiaSingaporeSouth KoreaSpainSwedenSwitzerlandTaiwanThailandTurkeyVenezuelaVietnamWest Indies
Location & DirectionsThe School is situated about two milesfrom the center of Wolfeboro, a charmingNew England town in mid-New Hampshire.
The School is located on a 128-acre tractof woodland and meadows extending forabout a quarter mile along the shore ofRust Pond. Rust Pond is a crystal-clear,spring-fed lake named for the pioneerfarmer who cleared the land. It is abouttwo miles long and three quarters of amile wide, allowing for easy supervisionof all water activities.
Boys’ Residential
Boys’ Residential Girls’Residential
Hospital
Pleasant Valley Road
Middleton Road
To Concord44 miles
To Portsmouth 54 miles To Boston- 100 miles
To Alton
Alton Bay Traffic Circle
Gravel Road entrance to school
Wolfeboro Campus
Fire & Police Department
1.5 miles from school
DowntownWolfeboro 2 miles
from school
Playing Field
TennisBarn
Jousson LodgeDining Room
Academic Area
Basketball & Volleyball
Johnson Center
TeacherRoom
Rust Pond Beach/Dock
Wolfeboro Bayon Lake Winnipesaukee
Rust Pond
Lake Wentworth &Crescent Pond
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Wolfeboro
