*All of our group classes are also available online on a one-on-one basis.
See the schedules for our group classes here:
2023-2024 School Year Group Class Schedule
The dates for our terms are on the Registration page.
See the schedules for our group classes here:
2023-2024 School Year Group Class Schedule
The dates for our terms are on the Registration page.
General English - Grades 1-12
|
Grade 1/2
Grade 3/4 Grade 5/6 Grade 7/8 Grade 9/10 |
Goal:
To help students of this grade level meet and exceed school requirements of a similar level |
Content:
-all areas of language development; both fiction and non-fiction reading; emphasis on language analysis; poetry is introduced in later grades; heavy emphasis on vocabulary development |
|
Grade 11/12
|
Goal:
To give students an advantage over others during these two years crucial for applying to university; to prepare students to graduate with high marks |
Content:
-introduces more intellectually challenging materials |
ELL Classes
|
ELL Support
(for ELL students in levels 1 and 2) ELL Build (ELL students in levels 2 and 3) ELL Transition (ELL students in levels 3 and 4) |
Goal:
To teach students the vocabulary, grammar, speaking, listening, and writing skills necessary to exceed the expectations of the teacher at school so they can exit the ELL program and enter mainstream coursework in the school system; to teach the students correct methods for language learning |
Content:
-emphasis on vocabulary; forming natural, correct English sentences and paragraphs; heavy emphasis on listening and speaking; special emphasis on matching native English language production |
|
ELL Grammar and Writing
(ELL students in levels 2 to 4) |
Goal:
To push students beyond the basic grammar forms they tend to use; to help students visualize English differently, so they can self-correct, proofread, and produce grammatically-correct language; to raise their awareness of the components of grammar (i.e. parts of speech, the function of parts of speech, etc.); to help students move from translation to natural production of English |
Content:
-all the parts of speech (e.g. noun, verbs, etc) - what they are and how they function; phrases, clauses, transitions, and much more; reading analysis for grammar structure and sentence and article production; emphasis on the correct application and use of vocabulary in context |
|
ELL Foundations of Writing
(ELL students in levels 1 to 2) |
Goal:
To teach students the fundamentals of writing in English, starting with orthography and progressing to writing structured, cohesive, fluent paragraphs |
Content:
-focus on printing and handwriting, spelling, sentence structures, basic paragraphs, and the mechanics of writing in English |
AP/IB Classes
|
AP English Literature and Composition
(Gr. 9 and above, AP students) |
Goal:
To help students prepare for the AP English Literature exam, as well as strengthen English skills in literary analysis; to analyze poetry and prose fiction; to develop advanced reading comprehension; to increase vocabulary through reading texts; to improve advanced grammar usage; to master the 6 "bid ideas" as outline in AP: Character, Setting, Structure, Narration, Figurative Language, Literary Argumentation; to increase the level of students critical thinking about texts |
Content:
-fiction texts, poetry, short stories, novels, dramas, essay writing (poetry analysis, prose analysis, literary argument), AP test practice, story elements (theme, setting, point of view, character, resolution, climax, etc.), essay skills (theses, transitions, essay structures, paraphrasing, cohesion, diction, register), writing sophisticated sentences, supporting claims with textual evidence |
|
AP English Language and Composition
(Gr. 9 and above, AP students) |
Goal:
To help students prepare for the AP English Language exam, as well as strengthen English skills in rhetorical analysis; to analyze non-fiction texts; to develop advanced reading comprehension; to increase vocabulary through reading texts; to improve advanced grammar usage; to master the 4 "bid ideas" as outline in AP: Rhetorical Situation, Claims and Evidence, Reasoning and Organization, Style; to increase the level of students critical thinking about texts |
Content:
-nonfiction texts, speeches, essays, books, essay writing (synthesis, rhetorical analysis, argumentation), AP test practice, rhetorical modes and persuasive devices (ethos, pathos, logos), essay skills (theses, transitions, essay structures, paraphrasing, cohesion, diction, register), writing sophisticated sentences, supporting claims with textual evidence |
Writing and Reading
|
Advanced Analytical Writing
(high school students) |
Goal:
To give students the skills necessary to engage in analytical and expository writing for English and other subjects |
Content:
-practice in various modes of writing (eg. persuasive, descriptive, illustrative, and much more); logical fallacies and how to spot them and avoid them; language patterns and structures found in advanced forms of formal written English; articles written by professionals in the most high forms of English; emphasis on high vocabulary |
|
University-level Reading and Writing
(upper high school students) |
Goal:
To provide students with 1st-year university level texts to read and think about, and to have students engage in writing at the university level (including content, register, conventions, format, etc.); to prepare students to engage in concepts necessary to succeed in university; to sharpen students’ IQ |
Content:
-published peer-reviewed articles from academic journals; podcasts; university texts of various forms; university-level academic vocabulary and essay structures |
|
Non-ELL Grammar and Language Mechanics, Editing and Proofreading
(Grades 5-8) (Grades 9-12) |
Goal:
To give students an awareness of foundational English structure and the ability to catch and fix mistakes before submitting their work. |
Content:
-basic aspects of grammar: verb conjugation, parts of speech, phrases, and clauses; introduction to sentence structure and ways to level up sophistication; basics of punctuation; editing and proofreading component, including reviewing materials provided, their own written work and each other's work |
Creative Writing and Competitions Class
The Competitions Class is a writing course designed to help students develop and practice their writing skills with the goal of entering fiction and non-fiction writing and poetry competitions. This class is ideal for students who are interested in writing and are looking to improve their skills while also competing against their peers. Some of the contests include the Scholastics Art and Writing Contest, The Foyle Young Poets of the Year, and the CBC Poetry Prize contest. Participating in a competition, regardless of your age or grade, is a great first step for your future university application.
|
Goal:
To help students develop their writing skills by providing them with opportunities to practice writing and poetry and prepare students to enter competitions. Students will use their creativity, imagination, and critical thinking skills to write original pieces that showcase their unique writing style. Additionally, the class will provide feedback and guidance on how to improve their writing skills as well as build a curated portfolio of peer- and teacher-edited works. Some of the contests include the Scholastics Art and Writing Contest, The Foyle Young Poets of the Year, and the CBC Poetry Prize contest. Participating in a competition, regardless of your age or grade, is a great first step for your future university application. |
Content:
The Competitions class covers a variety of writing and poetry styles. The class will also focus on developing students' research skills to help them write more informative, engaging, and entertaining pieces. 1. Writing Prompts: Each week, students will receive a writing prompt that will help them practice writing in a specific style or genre. 2. Readings: Short stories, non-fiction articles, and poems will be presented to students for inspiration and analysis, and from these students will have models to refine their work 3. Writing Workshops: Students will participate in writing workshops where they will receive feedback on their writing from their peers and the teacher. 4. Competitions Preparation: Throughout the course, students will prepare their writing and poetry pieces for entry into competitions according to competition rules. The class will provide guidance on how to write winning pieces, as well as how to submit entries to competitions. |
Labs and Workshops
The Labs and workshops provide a supervised environment for practicing and enhancing self-directed study skills. They serve as a stress-reduction program. They are particularly appropriate for students who need guidance with homework and for students who want to reduce their homework load. The labs will provide continuous assessment to ensure students are reaching their goals and fulfilling their responsibilities. Students will do Potts-assigned homework or use customized materials provided by the labs. Students will be introduced to and expected to apply correct study and work methods.
In short, the labs are two-hour time slots for students to practice and repeat the skills learned in other classes. They are skill and method-driven rather than content-driven. The labs make sure the student is spending adequate time on the target skill. The labs do not generate new content or additional homework, but will provide in-lab activities as needed. These are labs - not classes; one student’s independent work does not affect another’s. As such, the labs are not grade or level specific and should be seen as a place for structured study, meaning that students from different classes will be in the lab simultaneously.
In short, the labs are two-hour time slots for students to practice and repeat the skills learned in other classes. They are skill and method-driven rather than content-driven. The labs make sure the student is spending adequate time on the target skill. The labs do not generate new content or additional homework, but will provide in-lab activities as needed. These are labs - not classes; one student’s independent work does not affect another’s. As such, the labs are not grade or level specific and should be seen as a place for structured study, meaning that students from different classes will be in the lab simultaneously.
|
Listening & Speaking Lab & Workshop
|
Content:
-generally a weak point for students learning English, this will provide a venue to quickly enhance listening comprehension and accuracy as well as production of native-like oral language; students find this the most uncomfortable part of learning another language - the lab gives a safe venue to overcome hesitation and boost confidence |
|
Writing Lab & Workshop
|
Content:
-students work on writing assignments (brought or given in the lab); students will be offered a variety of modes of writing (narrative, persuasive, etc.); they will be guided how to generate ideas and work productively |
|
Reading Lab & Workshop
|
Content:
-level-appropriate reading workshop with note-taking and comprehension skills guidance; customized book suggestions will be provided; additional prompts and worksheets will help develop reading strategies |
|
Vocabulary Lab & Workshop
|
Content:
-level-appropriate vocabulary; roots and word families; study and memorization methodology; word usage and context; parts of speech; dictionary skills; this is one of the most needed and least worked-on areas of language development - since the pandemic, students have failed to learn new words on their own - this lab is highly, highly recommended |
Homework Help
|
Homework Support and Additional Solutions
|
Goal:
To support students at the elementary school / high school level with homework and other classwork, and to teach them the skills needed to succeed in their classes |
Content:
-help students complete homework assignments, reteach confusing concepts from class, prepare them for tests, and teach studying and organizational skills |