Select a Department

Department

English

The English Department guides students to develop specific reading, writing, and speaking skills. Students hone their abilities to think logically, analytically, creatively, and inferentially, and to gain insight through the study of literature. The curriculum exposes students to variety of literary genres from diverse cultures and time periods. The department is committed to differentiated instruction and recognition of multiple intelligences, which both encourage students to participate in classroom discussion, develop group and individual presentations, and write personal, descriptive, analytical, and persuasive essays.

The Discovery of Self

This course, designed for ninth-grade students, emphasizes the development of fundamental skills in reading, writing, and discussion while introducing a range of literature chosen to engage adolescents in discussions of identity and its development. Core texts will include Macbeth, The Golden Compass, and short stories by a variety of authors. Every trimester, students will read an additional book of their own choosing, with the goal of fostering enjoyment of reading alongside academic pursuits. Each student will practice various formats of writing, including formal essays, reflective journaling, and creative pieces. Students will also memorize and perform sonnets, participate in group discussions, and engage in debates. These readings and exercises all serve as an introductory lens to various social and interpersonal issues, ultimately examining the parallels between the journeys taken in literature and the journeys they, themselves, take in their own lives.
Critical Reading & Writing

Centered on literature that explores issues of community and the development of identity, this course is designed to develop students’ reading, writing, and speaking skills. While reading contemporary shorts stories featured on the LeVar Burton Reads podcast, Marjane Satrapi’s graphic memoir Persepolis, and Octavia Butler’s novel Kindred among other works, students consider what it means to be a member of a society, and, at the same time, they learn how writers communicate their views to an audience. Writing-intensive, this course provides students with the opportunity to practice a wide range of writing techniques, including description, narration, literary analysis, and other creative modes. Because of its emphasis on the development of writing skills, this course is considered foundational and should be taken prior to American Literature or a senior elective at Chapel Hill-Chauncy Hall.
American Literature

Traditionally, the canon of American literature has celebrated a central narrative dominated by a limited and homogenous set of voices; however, this course deliberately shifts focus away from these mainstream perspectives to offer a view that does not seek to hide or ignore America’s painful past. We explore the contributions of writers from diverse backgrounds whose works challenge, enrich, and redefine the conventional boundaries of American literature.

In American Literature we will engage with texts that reveal the resilience, struggle, and insight of voices often left on the periphery. These narratives explore difficult and uncomfortable topics, reflecting the complex history and legacies of oppression and resistance in America. Students will be supported through thoughtful discussion, reflective writing, and resources aimed at fostering empathy and understanding. Our discussions will explore how these marginalized perspectives echo the foundational problems that continue to affect American society today. By confronting these issues head-on, through a lens of historical, political, psychological, and social contexts, we aim to foster a classroom environment where healing begins with understanding.

Students will critically analyze and interpret literature through various lenses, enhancing their awareness of the complexities within American society. The course emphasizes the development of advanced communication skills, critical thinking, and analytical prowess through intensive writing exercises and dialogue based learning, emphasizing a connection between the literary works studied and contemporary societal issues.
Honors American Literature

Traditionally, the canon of American literature has celebrated a central narrative dominated by a limited and homogenous set of voices; however, this course deliberately shifts focus away from these mainstream perspectives to offer a view that does not seek to hide or ignore America’s painful past. We explore the contributions of writers from diverse backgrounds whose works challenge, enrich, and redefine the conventional boundaries of American literature.

In Honors American Literature we will engage with texts that reveal the resilience, struggle, and insight of voices often left on the periphery. These narratives explore difficult and uncomfortable topics, reflecting the complex history and legacies of oppression and resistance in America. Students will be supported through thoughtful discussion, reflective writing, and resources aimed at fostering empathy and understanding. Our discussions will explore how these marginalized perspectives echo the foundational problems that continue to affect American society today. By confronting these issues head-on, through a lens of historical, political, psychological, and social contexts, we aim to foster a classroom environment where healing begins with understanding.

Students will critically analyze and interpret literature through various lenses, enhancing their awareness of the complexities within American society. The course emphasizes the development of advanced communication skills, critical thinking, and analytical prowess through intensive writing exercises and dialogue based learning, emphasizing a connection between the literary works studied and contemporary societal issues.

The Honors level of this course includes summer reading and an accelerated pace intended to prepare students for the Advanced Placement literature course.
AP English Literature & Composition

Definitions and Transformations is designed for students who wish to pursue a deeper and more challenging curriculum in English with the potential of earning college credit through the Advanced Placement exam. The pace, complexity of material, and amount of written work required in the course is significant. More important, the course embraces the study of several genres and literary periods as a vehicle for reconsidering definitions of love, humanness, and social responsibility, as well as the ways in which individuals undergo transformations. The reading list includes Pride and Prejudice by Jane Austen, Much Ado about Nothing by William Shakespeare, Frankenstein by Mary Shelley, and The Tragical History of Dr. Faustus by Christopher Marlowe. Students who enroll in this course must be recommended by their junior English teacher and must participate in the class’s summer reading project.
Creative Writing

Creative Writing is a senior elective course that offers students an opportunity to explore multiple genres and styles of writing in a flexible environment steered by student goals and interests. While the focus is on developing a student's own creative work, the class will also critically analyze short stories, poems, and memoirs. The year begins with a focus on world building and character arcs, followed by a deep dive into poetry and lyric analysis, and concluding with memoir, personal narrative, and performance. Students will develop their unique voice and originality while learning to respectfully engage with diverse perspectives. By the end of this course, students will have produced at least two publishable pieces of work.
Genre Studies

Genre Studies is a senior elective designed to explore the form, style, conventions, and subjects of various storytelling genres, including Science Fiction, Afrofuturism, Horror, Fantasy, and Magical Realism. The course aims to help students understand their reading preferences, foster community through shared enjoyment of genres, and track societal trends through narrative. Students will develop literary analysis, dialogical skills, and writing craft while engaging with diverse stories through literary and cinematic genres. This course includes a major project, in which students will demonstrate their mastery of English literary skills through a long-form genre study and accompanying analysis.
Literature & Film

This senior English elective focuses primarily on the role of theme in storytelling, and the ways different storytellers (authors, screenwriters, directors, and more) explore and convey it in their work. Students will study and analyze a variety of written work, including short stories, essays, and poems, and watch a collection of long and short films. Alongside this study, they will develop their vocabulary of writing methods as well as basic film terms and techniques. This language will allow them to effectively perform critiques of creative work and prepare them to create their own creative written work and short films. For their Capstone, each student will closely analyze a self-selected short story, write an analytical paper focused on the author’s techniques, and create a short film adaptation showcasing their interpretation of the text. Other student work may include writing personal essays and making short documentaries and making abstract poetry films. Through this work, students will learn to see the role of the storyteller in the story, and empower their own developing storytelling skills.
*Please note these electives may not run every year
Media Studies

English 12: Through the Lens and Back Again - Media Studies
This course is for students who have grown up in a world saturated in multimedia and want to become more literate producers and consumers of culture.

We will examine the power of media to influence social values, political beliefs, identities, and behaviors, and how class, gender, generation, and race can impact the production and reception of media. We will analyze specific media texts, such as films, television shows, music videos, advertisements, and photographs. We will consider who made these texts, why these texts were created, and the ultimate effect of the text, intended or otherwise. We will also explore how technology has changed the way in which we produce and experience art, and begin to imagine possible future transformations.

The course will involve a range of opportunities for production including analytical and critical essays, research papers, presentations, and creative projects that involve creating media of some kind. The Capstone project will involve producing a film, video, sound work, or other media-based project. The course will also involve discussions of current events and real-world examples of media messages and their impact on society.
Senior Seminar in Peace & Social Justice (English)

The Senior Seminar in Peace & Social Justice is a two block, team-taught humanities course that guides students toward deeper understanding of historical and present-day systems of injustice. Experiential and service learning are essential components of the course, giving real-world, hands-on context to the literature, and empowering engaged student-citizens to meet injustice with action
*Please note these electives may not run every year

Department Faculty

Graeme Peel

English Department Chair

Durban University of Technology - BTech, Youth and Child Development
University of South Africa - BEd, English, Humanities, Technology

gpeel@chch.org
Bio
What is your role at CH-CH?

English Department Chair

How do you get to know our students best?
Building strong relationships is where my heart lies as a teacher. To me, knowing our students as whole individuals, not just students on a curriculum path, is crucial. I try to understand not only their hopes and dreams, but also the quiet anxieties tucked beneath smiles. It's not just about their academic journey, but about walking alongside them through the tapestry of their lives, celebrating triumphs and offering support and complete acceptance when paths get muddy. That's where true learning blooms, in the fertile ground of connection and shared humanity.

What led to your career at CH-CH?
For 20 years, I've been lucky enough to teach in 7 different countries, each one a unique learning experience. Every stage of the journey has shaped my understanding of what it means to be an educator. I stumbled upon this amazing community quite by chance, and it has truly revitalized my passion for teaching. Joining this group of dedicated colleagues who share my values and commitment to individual and communal growth has been incredibly rewarding. Now, I'm not just a teacher with two decades of lessons under my belt, but also a member of a community that's rekindled my purpose. I'm grateful to be here, contributing to our shared learning journey.
Joshua Bubar

Assistant Head of School, English Teacher

781-314-0846

Colby College - B.A.
Cambridge College - M.Ed.

jbubar@chch.org
Bio
What is your role at CH-CH?

I am currently the Assistant Head of School here at CH-CH which means that all aspects of an upper school student’s life here at CH-CH, academic, residential, or co-curricular, come under my purview. Since I began working at CH-CH in the fall of 2001, I have taught English, World Civilizations, SAS, lived in both boys’ and girls’ dormitories, and coached multiple sports...in short, a little bit of everything...and I think that has prepared me well for this role.

What led to your career at CH-CH?

Through most of high school and into college I worked at a variety of fast food restaurants...Arby’s, Wendy’s, Burger King, and McDonald’s to be specific. It was here that I got the first inklings of what I would later see crystalized in Gardner’s MI theory. I met adults in all these places who were really good with people, great trainers, funny, excellent with their hands, smart, and with good work ethics...but who had not gone to college, or in some cases even finished high school, and now worked full time in the fast-food industry. How does this happen? How can someone able to effectively train a teenager and handle a grease fire not finish high school? How can someone able to manage a team through three busloads of tourists, two indecisive senior citizens, and a failing walk-in cooler not have a college degree? I began to think that maybe it wasn’t them...maybe schools weren’t wired up the right way. I now work at a school that sees every student’s gifts and find ways for them to reach their potential; CH-CH is a place that is wired for student success.

What activities do you enjoy outside of CH-CH?

When I’m not at CH-CH, I drive my children to various activities (Irish dance, soccer, and basketball), play basketball myself, and try to find time to take my wife to dinner.
Caitlin Coston

English Teacher

University of Massachusetts, Amherst - B.A., Theater
University of Massachusetts, Amherst - M.Ed, English

cbaker@chch.org
Bio
What is your role at CH-CH?
English Teacher, Theatre Tech Director

What about our students inspires you?
Our students are some of the most empathetic and kind young people I've ever met. I consistently see students offering each other help during class, making space in their social circles for new students, and reaching out to offer support during stressful times. They have an awareness and compassion far beyond their years.

What activities do you enjoy outside of CH-CH?
I'm a self-taught metalsmith, and spend much of my time designing and fabricating jewelry. Most of my work is based on my favorite books and poems. I also love knitting, and going for long hikes with my husband and our dog.
Annie DiAdamo

English and History Teacher

adiadamo@chch.org
Brenna Lewis-Slammon

English Teacher

University of Vermont - B.A., English, B.S., Psychological Science
Harvard University Graduate School of Education - Ed.M., Teaching and Teacher Leadership

blewisslammon@chch.org
Bio
What is your role at CH-CH?
Upper School English Faculty, Assistant Cross-Country Coach, Assistant Ultimate Frisbee Coach

What about our students inspires you?
What inspires me most about our students at Chapel Hill-Chauncy Hall is their incredible capacity for kindness. Alongside their empathy with the broader world, our students practice community care that helps create an inclusive and supportive environment on campus. They are justice-minded and often exhibit a willingness to learn and grow in the name of care for one another and themselves.

What makes the CH-CH community unique?
One of the things I value most about the CH-CH community is how students are invited to be their full selves. There is a real focus on highlighting students many strengths and celebrating their accomplishments, big and small! With this, there are also numerous humanizing practices in place which allow us as faculty to place our students' wellbeing above all else. From a pedagogical standpoint, there is an eye towards improvement and innovation that makes it an incredibly exciting and collaborative place for teaching and learning. Being in community with educators who are always working towards bettering and expanding their practices and with students who bring their innate curiosity to the classroom inspires me daily.
Jacquie Macdonald

English Teacher

Mount Holyoke College - B.A., English

jmacdonald@chch.org
Bio
What led to your career at CH-CH?

The fellowship program here at CH-CH was a good entryway for me into independent school life. I learned how to be a triple threat working in dorm life, co-curriculars, and teaching. Additionally, being an English Teaching Fellow provided me with focused mentorship. I had a great mentor who taught me how to write a lesson plan in tandem with observing his classes. I had the opportunity to observe other classes as well and watching other teachers teach using differentiated instruction helped my own teaching and understanding of MI/DI at the school.

How do you get to know your students best?

I observe other classes outside of my department as well as tutor students. Working at a place like CH-CH, you work with students not only in the classroom but one-on-one on the field and in the courts. It’s truly a better way of finding out how the kids learn. You see what they do outside of the English classroom and you can apply that later. If you see them on the basketball court and they learn something in a certain way, you can often apply it in the classroom.

How has your role shifted after the fellowship program and now in a full-time role? What have you learned about yourself and your teaching practice and our students?

This year I’m teaching English 9 and 10 and the Writing Lab. I’ve become better at breaking down writing, especially teaching the younger kids. Teaching younger students who struggle with writing actually forces you to find out how you write critically, and how to break down critical thought into smaller pieces so the kids can access it. Coaching has helped in my teaching in this way. When you have to break skills down into the smallest pieces for coaching, it’s the same as teaching. Break it down and then put it back together; it helps the kids understand it.

Why teach and live in an independent school?

I grew up in a dorm environment, as both of my parents teach and live at an independent school so this atmosphere is very normal to me. The kids that board get a special opportunity; this is where they live and this is their home. They forge a community by themselves without their parents and create a home away from home. In study hall, I can help them with their English homework. You get to know the kids on a different level. It’s a nice opportunity to see them as a learner outside of the classroom. If they struggle in my class and are a leader in the dorm, it’s a great way to see the full picture I might not see otherwise.
Benjamin Riggs

Director of 11th & 12th Grade Programs, English Teacher

781-314-0892

UMass-Dartmouth - B.A., English
San Diego State University - M.A., English-British Literature
San Diego State University - M.F.A., Creative Writing

briggs@chch.org
Bio
What makes the CH-CH community unique?

The combination of small class size coupled with such diversity within those small classes is wonderfully appealing and a great fit for a teacher to really practice differentiated instruction on a daily basis.

What about our students inspires you?
Part of the beauty of this place is the diversity in learning experiences that we have. For every student, growth looks so different because we're all here working on such different things. We really embrace that as a school. Our students discover things they want to pursue and areas in which they would like to grow—largely because we know them so well.

How do you get to know your students best?

It benefits me greatly as a teacher in that I get to know my kids outside of the bounds of the classroom, certainly on the athletic fields, but more so in living closely with them day to day and having my family and my young kids here. It is so cool to see kids that really connect with my little guys and with young children in general - that is such a gift that many of our students have, and it has been really amazing for us to see as parents. It also allows me to build strong relationships with my students outside of the classroom that positively impacts students' learning. Plus, there is the inherent benefit of having my children living here at an age of such profound developmental importance, and to be around kind, thoughtful, interesting people that are driven and hold strong values. That is a huge benefit.
Dillon Stone

English Teaching Fellow

Brown University - B.A.

dstone@chch.org

Chapel Hill - Chauncy Hall

785 Beaver Street
Waltham, MA 02452
781-314-0800
admissions@chch.org

Located 10 miles from Boston, Chapel Hill-Chauncy Hall (CH-CH) is a private, college preparatory day and boarding school for grades 8-12/PG. CH-CH cultivates intellectual courage, creative ambition, and unwavering empathy that drives students to achieve their best.

This website uses cookies to ensure you get the best experience on our website. By continuing to use this website, you consent to our use of these cookies. Read our Cookie and Privacy Policy.