Stratford High School - Mnemosyne Yearbook (Houston, TX)

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ut, art was not enough Man needed to converse. He formed words which became many different foreign . . . A grape eating contest, a said she used oral drill- il g trip to France, a fashion but less than modern wg show, a Roman banquet, languages to teach her , Q and more kept foreign Latin students. ssrt cs.s F language students While most students were A c ig ff interested throughout the learning Spanish, French, .gn Y so 'hiiss 'iisi ff year. Latin, and German as h The kids really liked it, foreign languages, Mrs. Q Mrs. Rosalie Sharkey, Peggy Feille taught foreign , department head, remarked students to speak English as :A 3, 'N in reference to her Spanish a second language tE.S.L.Q. if -t lV class' fashion showy this E.S.L. is teaching English was the first time Mrs. and American customs to Sharke had assi ned the to- keep a diary make travel plans . . .and decide on gifts to bring home Mrs. Jan DeVault prepared a travel unit for her French Ill class. Mr. Richard Lawson s German Ill students produced skits while his upper level classes read plays, short stories, and if - V f- - y g QQ ' 6 project. Requiring students S .4 ll , 3 . Modeling American styles, Spanish attempt to familiarize the cla students, Wendy Barros, sophomore, the Spanish names of clothing. and the speaker, Junior Lois Giese, novelettes. In the Latin classes, students enjoyed a Roman banquet and a mock Roman games which included a grape eating contest, a costume contest, and a discus throwing competition with a frisbee, according to Latin teacher Mrs. Barbara Johns. The audio-lingual approach is used, Mrs. ss with Sharkey stated, to instruct students. Junior Jack Muranami, German I student, commented that Mr. Lawson used flash cards, tapes, and films to teach the class. In addition Written on the blackboard are the 35 reflected by the students of Mrs. to flash Cards' Mrs. Johns intense feelings ot the Iranian Crisis Barbra Johns' Latin class. f g r We it 1 aww, , W -. AY X M' f it ,, ,, f we ,- .Z . . , ,,,. V, ,., K. . H ' j,,s9L',,w., V. 2 W V Q , , . ,,. . foreign students, according to Mrs. Feille. Through the use of pictures and gestures, Mrs. Feille taught her students survival things such as terms dealing with money, time, food, and school activities. Mrs. Feille describes her students from Iran, Ecuador, Argentina, Cuba, Holland, and Korea as fascinating In addition to learning English, sophomore Yoo Sun Moon took German, and freshman Carlos Mitchell studied French. The four skills: reading, writing, speaking, and listening were major points in the foreign language curriculum according to Mrs. Sharkey. Also, students learned about foreign culture and literature. For example, Mrs. Johns said she instructed her Latin classes in Roman history and some biology. By reading various pieces of French literature, Mrs. DeVault's students learned how other people think. Foreign language trains the mind, explained Mrs. De Vault, and helps with English vocabulary and sentence structure. Mrs. Sharkey added that it gives the ability to communicate about anything . . . or on any subject. By studying English derivations of Latin words, Mrs. Johns' Latin students received higher SAT scores in English, she reports. Jack Muranami simply described foreign language as different and challenging.

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an was still separated from his fellow man So he combined all the languages to form one unique and complicated B II language called .............. , f, M W it , ff! f W I' ff MMM Junior Rhett Rushing questions a Freshmen Leslie Lenser and Erica panel in Mrs. Deborah Culver's Eng- Garrison listen to Mrs. Bowers as she lish Ill class on the parallels in The Great Gatsby and the novel's effect on American literature. The class pre- sented panels on various novels they had read. 70 english Where can you see Romeo and Juliet, To Kill a Mockingbird, The Scarlet Letter, and A Farewell to Arms for free? Nowhere but the Stratford English Department. According to Department Head Mrs. June Hatfield, these movies highlighted the year for freshmen and juniors. The main topic of study forjuniors, however, was the ism's - from Puritanism to Realism and Nationalism, said Mrs. Hatfield. Following a study of Huckleberry Finn, said Mrs. Deborah Culver, junior English teacher, students developed projects and presented them according to their own talents. These projects included everything from fun games to satirical movies. For sophomores, the major topic taught was the beloved concept of five paragraph papers, said Mrs. Hatfield. Science fiction and non-fiction were stressed at this level. We did some reports explains sentence formation in their fifth period English lclass. I I when we read non-fiction, commented Sophomore Mimi Baumann. A lot of the books were ones you would never think of reading, and the reports made you want to go read them. Instead of regular English classes, seniors could take quarter electives in grammar, creative writing, and comparative novels. These courses could also be taken in addition to regular English classes. I really enjoyed reading Dante 's Inferno, commented Senior Jean Breaux. An Italian writer wrote his concept of hell. Jean also enjoyed the on your own unit at the end of the year. Students selected countries and read a certain amount of literature from that country. You made your own deadlines, explained Jean, and you had to stick to them. English, Mrs. Hatfield concluded, enables the individual to understand himself and the world he must live in. Z s 3