Junior High Language Arts- Course Syllabus
Instructor: Mrs. DeBoer Email: [email protected]
Description: The course is designed to include the basic concepts learned in Language Arts. These concepts and skills are reinforced and supported in all of the following curriculum areas: literature in the form of novel contracts, writing, grammar/English, and spelling vocabulary. The South Dakota Department of Education content standards of reading; writing; and listening, speaking, and viewing are covered throughout the course.
Homework: Assignments are given to help students further understand and gain competency of the concepts taught by the instructor. Please make every effort to stay current with daily assignments. Late work will be accepted, however, full credit will not be given. Daily practices and assignments comprise 67% of the course grade.
Assessments:
Quizzes, tests, formal and informal assessments, objective and subjective assessments of material covered in the course comprise 33% of the grade.
Novel Contracts-Reading Literature: Novels offer students a variety of “classical” literature options to explore. This is an alternative to the old-fashioned book report. Students select one novel and projects from a detailed list of 30+ projects to be assessed. The projects selected are linked to preferred learning styles and learning strengths and utilize all skills learned in the areas of reading, writing, speaking, and listening. An AR test on the book is taken at the end of the 5-6 week period. With the variety of literary selections, skills and strategies are developed for students to become successful, independent learners.
Writing: Writing skills are developed throughout the course. Students learn to think about writing through the process of pre-writing, drafting, and revising established with the 6+1 traits in the Write to Learn curriculum. Opportunities for writing are done in the following: writing notebooks, essays, stories, reports, papers, note taking, and non-traditional poems. These opportunities are reinforced in grammar, spelling/vocabulary, and novel projects.
Grammar/English: Grammar is essentially the study of language and its uses. This knowledge enables students to develop skills to improve and effectively use language in both writing and speech communication by covering areas of parts of speech, usage, and mechanics. The content utilizes all types of communication-reading, writing, listening, speaking, viewing, along with resources and practice activities online with NoRedInk and HMH Grammar Practice.
Spelling/Vocabulary: Language is essentially vocabulary. Membean offers personalized, differentiated instruction — automatically tailored to each student’s skill level — helping achieve lasting outcomes by prioritizing higher order thinking over memorization. Membean is a vocabulary program that builds word consciousness. Weekly assessments will be individualized per student.
Extra Credit: Extra credit is allowed. A student can do enough extra credit to raise their grade one letter grade. For example, a student may go from a C to a B, but not a C to an A with extra credit. Extra credit may be done in three forms: extra entries in a writing notebook, extra book reports, and service learning projects.
Grading Scale: A 93-100 B 85-92 C 77-84 D 67-76 F 66 or below
THE NOVEL CONTRACT
Title- "What a Novel idea!"
Subjects- Literature, art, history, geography, writing, tech./keyboarding
Level-Middle school
Abstract- Do you remember the dreaded “book report” assigned by your English teacher?
Do you remember scrambling to meet the reading deadline and then writing a two-page paper including only the teacher’s criteria?
Do you remember reading it aloud to an unenthused class of peers?
Now here is a new twist on the traditional, teacher-directed “book report”.
Invitation- What makes this book report process a “novel” idea?
How is this different from the ones done in the past?
The novel contract gives students ownership of their book report. Students contract with the teacher the elements of novel choice, novel grade, and novel projects for assessment. Students read the novel and create projects for publishing and presentation.
Situations-Students will read the novel and work on projects in English class. They will work for 15-20 minutes two times a week for approximately five weeks. Students will be provided time in the library and on computer for research. Outside of school time will be required to read novel and work on projects.
Tasks- Students will sign a contract specifying choice of novel and the number of projects to be completed for a tiered assessment (grade).
Students will choose a book from the book list and read it in the assigned time frame.
Students will choose from a list of projects the ones they wish to complete. The number of projects completed will correspond to the assessment tier (i.e.: Five projects for Gold, four for Silver, etc.). The projects will come from the novel project requirement list (See Contract Requirement Choices). At the end of the five weeks the students will have projects ready for publication and /or presentation to the class.
Students will complete an Accelerated Reader computerized test on the novel on or before the day the novels are due. The test is to be handed in at the time of the novel projects in class.
Standards- This is a literature-based unit. The standards that follow are from the Common Core Standards.
Infer word meanings through the use of context clues. Use direct and implied meanings to interpret materials read.
Make predictions about the information or message that may be found in text. Connect the content and ideas in a specific text to other topics and related content areas. Use organizational patterns and structure to comprehend meaning. Analyze the quality of literary works according to established criteria. Synthesize information to apply in decision-making or task completion. Use available technology to gather, organize, and retrieve information.
Assessment- the student will take the computerized Accelerated Reader (AR) test.
Next, each project chosen by the student is graded individually out of 100 points. The projects are written or oral.
Written- 100 points total
Ideas and content-50 points Meets requirements- 10 points Sentence structure-5 pointsCreativity-10 points Word choice-5 points Presentation- 10 points Voice-5 points Organization-5 points Conventions-5 points
Oral- 100 points total
Ideas and content-50 points Eye contact-5 points Creativity and originality-10 points Meets requirements-
5 points Visual Aids- 10 points Preparedness- 5 points Language- 10 points Voice- 5 points
The students also critique the oral performances using a strengths and weaknesses approach in a numbered rubric where they evaluate the general elements of an oral presentation and write comments to the presenter. This comprises the Listening and Speaking requirements of the Common Core Standards.
Tools- List of novel books (See Novel Contract Book List), novel books, and requirement list. Depending on the novel project choices selected, students will need many of the following: paper, construction paper, tag board paper, pens, pencils, colors, markers, paint, shoe box, computer or word processor, the internet, research materials and resources.
Projects- Students are contracting for their grade by the number and type of projects they choose to do. I named my tiered assessment: Gold for 5 projects, Silver for 4 projects, and Bronze for 3 projects. You could create your own categories and number of projects.
This novel project ties in well with other curriculum areas. In social studies the students could choose as projects a time era comparison and contrast, a report on a historical figure or event, a map of a character’s journey, etc. This unit also could be incorporated into art as the students could create posters, pictorial time lines, stage scenarios, and book jackets. Projects can also be worked on in computer class and/or technology class by composing Word documents, using Internet for research, using Power Point, Inspiration, scanners and cameras to enhance oral presentations.
For More Information-
Attachments of book lists, novel requirement choices, and novel criterion can be found below.
Contract Requirement Choices
1. Make a poster using tag board. This should include a picture, title, and author’s name. Pictures should have captions explaining them.
2. Design a twenty+ question quiz with answers attached to it. Use question variety (true and false, matching, multiple choice, etc.) and a variety of material from the book.
3. Design a book jacket with a new picture on the front that you have designed. On the back, 3+ quotes from a character in the book, copy them with page numbers, and tell in your own words what the quotes mean and a summary on the back.
4. Write a poem using information from the book. Poems must be at least sixteen lines long. Remember rhyme and rhythm or some clever way to organize the poem's lines.
5. Orally present the poem to the class.
6. Find and define twenty-five new words from the book. List the dictionary you used for the definitions and page number the word was found in the book.
7. Create a one+ page new ending to the story. You must tell where you began from the original book and how it is different. Then write it as if you were the author using dialogue and other literary elements.
8. Present new ending to the class.
9. Write a two+ page list of pro’s and con’s about the book. This is the same as your like's and dislike's to the book. Be sure to include an example and specific proof from the book for each like and dislike.
10. Present pro’s and con’s to the class.
11. Using a shoebox, build a miniature stage representing a scene from the novel. Explain the scene on a note card on the box.
12. Write a critique stating your likes and dislikes from the novel. Give support for each element from specific examples from the book. Also, rate the book on a creative scale such as three out of four volleyballs.
13.Present novel critique to class.
14.Research any historical event, name, place, or fact mentioned in the book. Write a one+ page report on the historical element. Be sure to tell how this element is featured in the novel and be sure to site your references or sources of information in a bibliography.
15 .Present your historical element report to the class.
16. Determine the moral of the novel and write a one+ page paper explaining the moral and how this moral relates to your life and others.
17. Present the moral paper to the class.
18. Create three new titles for the novel with an explanation that is at least a paragraph long for each supported by details from the novel. Be very specific with the proof from the book.
19. Present the three new titles to the class.
20. Write a diary with seven entries from a character’s point of view on events and emotions that he or she is experiencing throughout the book. Be sure to use your own words to tell how the character feels.
21. Make a map and trace the journey of a character or characters. Use construction paper and include a legend or a key.
22. Construct a pictorial timeline which highlights important plot events and describe each with a caption. You should have at least 5 pictures with detailed explanations in order. Use construction paper.
23. Orally present the pictorial timeline to the class.
24. Write a one+ page paper on a situation that happened that could have been handled better or differently. Explain the situation and your suggestions for change. Also explain why your ideas are better that the author's.
25. Present the situation paper to the class.
26. Select three of the following parts of the novel and explain each using explanations and descriptions from the novel. Some suggestions are the following: funnies, saddest, most unbelievable, happiest, etc.
27. Orally present the three+ parts paper to the class.
28. Create a newspaper with construction paper. The articles, pictures with captions, advertisements, etc. should all relate to the novel.This should look like the front page of a newspaper.
29. Present the newspaper to the class.
30. Construct a crossword puzzle using new words, story facts, literature terms, etc. You must have a minimum of twenty clues with answers. You cannot use more than 10 of the same type of items in the puzzle. Create one on graph paper or try the internet source www.puzzlemaker.com.Include the puzzle and the answers shown in the boxes on a separate sheet.
31.Write an era comparison and contrast paper on the similarities and differences between the time of the novel and now. Explain each and how it was used in the book. Be sure to know the year or era of your book.
32. Orally present the time era comparison and contrast paper to the class.
GOLD 5 PROJECTS 401-500 POINTS
SILVER 4 PROJECTS 301-400 POINTS
BRONZE 3 PROJECTS 201-300 POINTS
You do only one novel per nine weeks.
You choose novel, color, and project.
You have 4-6 weeks to do each contract.
You take an essay test on the novel the day projects are due.
You do each project only twice a year.
You will lose 5 points a day on each project that is late.
You will receive a minimum of 77 points per project if requirements are met.
You will be given time in class to read and work on projects.
You hand in the book and projects the day they are due, not before unless you will be absent the day they are due.
7TH NOVELS
1sT NINE WEEKS:
The Call of the Wild, Little Women, Robinson Crusoe, Tuned Out
2ND NINE WEEKS:
A Christmas Carol, Cheaper by the Dozen, Johnny Tremain, Mrs. Mike
3rd nine weeks:
The Adventures of Tom Sawyer,The Light in the Forest, Megan, Snowbound
4th nine weeks:
Men of Iron, Old Yeller, The Pearl, The Man Without a Country
8TH NOVELS
1ST NINE WEEKS:
The Hobbit, A Connecticut Yankee in King Arthur's Court, The Hound of the Baskervilles, White Fang
2nd nine weeks:
The Adventures of Huckleberry Finn, Lost Horizon, The Swiss Family Robinson, The Great Stone Face
3rd nine weeks:
Animal Farm, Around the World in 80 Days, Black Like Me, The Old Man and the Sea
4th nine weeks:
Death Be Not Proud, Of Mice and Men, The Red Badge of Courage, Treasure Island
Instructor: Mrs. DeBoer Email: [email protected]
Description: The course is designed to include the basic concepts learned in Language Arts. These concepts and skills are reinforced and supported in all of the following curriculum areas: literature in the form of novel contracts, writing, grammar/English, and spelling vocabulary. The South Dakota Department of Education content standards of reading; writing; and listening, speaking, and viewing are covered throughout the course.
Homework: Assignments are given to help students further understand and gain competency of the concepts taught by the instructor. Please make every effort to stay current with daily assignments. Late work will be accepted, however, full credit will not be given. Daily practices and assignments comprise 67% of the course grade.
Assessments:
Quizzes, tests, formal and informal assessments, objective and subjective assessments of material covered in the course comprise 33% of the grade.
Novel Contracts-Reading Literature: Novels offer students a variety of “classical” literature options to explore. This is an alternative to the old-fashioned book report. Students select one novel and projects from a detailed list of 30+ projects to be assessed. The projects selected are linked to preferred learning styles and learning strengths and utilize all skills learned in the areas of reading, writing, speaking, and listening. An AR test on the book is taken at the end of the 5-6 week period. With the variety of literary selections, skills and strategies are developed for students to become successful, independent learners.
Writing: Writing skills are developed throughout the course. Students learn to think about writing through the process of pre-writing, drafting, and revising established with the 6+1 traits in the Write to Learn curriculum. Opportunities for writing are done in the following: writing notebooks, essays, stories, reports, papers, note taking, and non-traditional poems. These opportunities are reinforced in grammar, spelling/vocabulary, and novel projects.
Grammar/English: Grammar is essentially the study of language and its uses. This knowledge enables students to develop skills to improve and effectively use language in both writing and speech communication by covering areas of parts of speech, usage, and mechanics. The content utilizes all types of communication-reading, writing, listening, speaking, viewing, along with resources and practice activities online with NoRedInk and HMH Grammar Practice.
Spelling/Vocabulary: Language is essentially vocabulary. Membean offers personalized, differentiated instruction — automatically tailored to each student’s skill level — helping achieve lasting outcomes by prioritizing higher order thinking over memorization. Membean is a vocabulary program that builds word consciousness. Weekly assessments will be individualized per student.
Extra Credit: Extra credit is allowed. A student can do enough extra credit to raise their grade one letter grade. For example, a student may go from a C to a B, but not a C to an A with extra credit. Extra credit may be done in three forms: extra entries in a writing notebook, extra book reports, and service learning projects.
Grading Scale: A 93-100 B 85-92 C 77-84 D 67-76 F 66 or below
THE NOVEL CONTRACT
Title- "What a Novel idea!"
Subjects- Literature, art, history, geography, writing, tech./keyboarding
Level-Middle school
Abstract- Do you remember the dreaded “book report” assigned by your English teacher?
Do you remember scrambling to meet the reading deadline and then writing a two-page paper including only the teacher’s criteria?
Do you remember reading it aloud to an unenthused class of peers?
Now here is a new twist on the traditional, teacher-directed “book report”.
Invitation- What makes this book report process a “novel” idea?
How is this different from the ones done in the past?
The novel contract gives students ownership of their book report. Students contract with the teacher the elements of novel choice, novel grade, and novel projects for assessment. Students read the novel and create projects for publishing and presentation.
Situations-Students will read the novel and work on projects in English class. They will work for 15-20 minutes two times a week for approximately five weeks. Students will be provided time in the library and on computer for research. Outside of school time will be required to read novel and work on projects.
Tasks- Students will sign a contract specifying choice of novel and the number of projects to be completed for a tiered assessment (grade).
Students will choose a book from the book list and read it in the assigned time frame.
Students will choose from a list of projects the ones they wish to complete. The number of projects completed will correspond to the assessment tier (i.e.: Five projects for Gold, four for Silver, etc.). The projects will come from the novel project requirement list (See Contract Requirement Choices). At the end of the five weeks the students will have projects ready for publication and /or presentation to the class.
Students will complete an Accelerated Reader computerized test on the novel on or before the day the novels are due. The test is to be handed in at the time of the novel projects in class.
Standards- This is a literature-based unit. The standards that follow are from the Common Core Standards.
Infer word meanings through the use of context clues. Use direct and implied meanings to interpret materials read.
Make predictions about the information or message that may be found in text. Connect the content and ideas in a specific text to other topics and related content areas. Use organizational patterns and structure to comprehend meaning. Analyze the quality of literary works according to established criteria. Synthesize information to apply in decision-making or task completion. Use available technology to gather, organize, and retrieve information.
Assessment- the student will take the computerized Accelerated Reader (AR) test.
Next, each project chosen by the student is graded individually out of 100 points. The projects are written or oral.
Written- 100 points total
Ideas and content-50 points Meets requirements- 10 points Sentence structure-5 pointsCreativity-10 points Word choice-5 points Presentation- 10 points Voice-5 points Organization-5 points Conventions-5 points
Oral- 100 points total
Ideas and content-50 points Eye contact-5 points Creativity and originality-10 points Meets requirements-
5 points Visual Aids- 10 points Preparedness- 5 points Language- 10 points Voice- 5 points
The students also critique the oral performances using a strengths and weaknesses approach in a numbered rubric where they evaluate the general elements of an oral presentation and write comments to the presenter. This comprises the Listening and Speaking requirements of the Common Core Standards.
Tools- List of novel books (See Novel Contract Book List), novel books, and requirement list. Depending on the novel project choices selected, students will need many of the following: paper, construction paper, tag board paper, pens, pencils, colors, markers, paint, shoe box, computer or word processor, the internet, research materials and resources.
Projects- Students are contracting for their grade by the number and type of projects they choose to do. I named my tiered assessment: Gold for 5 projects, Silver for 4 projects, and Bronze for 3 projects. You could create your own categories and number of projects.
This novel project ties in well with other curriculum areas. In social studies the students could choose as projects a time era comparison and contrast, a report on a historical figure or event, a map of a character’s journey, etc. This unit also could be incorporated into art as the students could create posters, pictorial time lines, stage scenarios, and book jackets. Projects can also be worked on in computer class and/or technology class by composing Word documents, using Internet for research, using Power Point, Inspiration, scanners and cameras to enhance oral presentations.
For More Information-
Attachments of book lists, novel requirement choices, and novel criterion can be found below.
Contract Requirement Choices
1. Make a poster using tag board. This should include a picture, title, and author’s name. Pictures should have captions explaining them.
2. Design a twenty+ question quiz with answers attached to it. Use question variety (true and false, matching, multiple choice, etc.) and a variety of material from the book.
3. Design a book jacket with a new picture on the front that you have designed. On the back, 3+ quotes from a character in the book, copy them with page numbers, and tell in your own words what the quotes mean and a summary on the back.
4. Write a poem using information from the book. Poems must be at least sixteen lines long. Remember rhyme and rhythm or some clever way to organize the poem's lines.
5. Orally present the poem to the class.
6. Find and define twenty-five new words from the book. List the dictionary you used for the definitions and page number the word was found in the book.
7. Create a one+ page new ending to the story. You must tell where you began from the original book and how it is different. Then write it as if you were the author using dialogue and other literary elements.
8. Present new ending to the class.
9. Write a two+ page list of pro’s and con’s about the book. This is the same as your like's and dislike's to the book. Be sure to include an example and specific proof from the book for each like and dislike.
10. Present pro’s and con’s to the class.
11. Using a shoebox, build a miniature stage representing a scene from the novel. Explain the scene on a note card on the box.
12. Write a critique stating your likes and dislikes from the novel. Give support for each element from specific examples from the book. Also, rate the book on a creative scale such as three out of four volleyballs.
13.Present novel critique to class.
14.Research any historical event, name, place, or fact mentioned in the book. Write a one+ page report on the historical element. Be sure to tell how this element is featured in the novel and be sure to site your references or sources of information in a bibliography.
15 .Present your historical element report to the class.
16. Determine the moral of the novel and write a one+ page paper explaining the moral and how this moral relates to your life and others.
17. Present the moral paper to the class.
18. Create three new titles for the novel with an explanation that is at least a paragraph long for each supported by details from the novel. Be very specific with the proof from the book.
19. Present the three new titles to the class.
20. Write a diary with seven entries from a character’s point of view on events and emotions that he or she is experiencing throughout the book. Be sure to use your own words to tell how the character feels.
21. Make a map and trace the journey of a character or characters. Use construction paper and include a legend or a key.
22. Construct a pictorial timeline which highlights important plot events and describe each with a caption. You should have at least 5 pictures with detailed explanations in order. Use construction paper.
23. Orally present the pictorial timeline to the class.
24. Write a one+ page paper on a situation that happened that could have been handled better or differently. Explain the situation and your suggestions for change. Also explain why your ideas are better that the author's.
25. Present the situation paper to the class.
26. Select three of the following parts of the novel and explain each using explanations and descriptions from the novel. Some suggestions are the following: funnies, saddest, most unbelievable, happiest, etc.
27. Orally present the three+ parts paper to the class.
28. Create a newspaper with construction paper. The articles, pictures with captions, advertisements, etc. should all relate to the novel.This should look like the front page of a newspaper.
29. Present the newspaper to the class.
30. Construct a crossword puzzle using new words, story facts, literature terms, etc. You must have a minimum of twenty clues with answers. You cannot use more than 10 of the same type of items in the puzzle. Create one on graph paper or try the internet source www.puzzlemaker.com.Include the puzzle and the answers shown in the boxes on a separate sheet.
31.Write an era comparison and contrast paper on the similarities and differences between the time of the novel and now. Explain each and how it was used in the book. Be sure to know the year or era of your book.
32. Orally present the time era comparison and contrast paper to the class.
GOLD 5 PROJECTS 401-500 POINTS
SILVER 4 PROJECTS 301-400 POINTS
BRONZE 3 PROJECTS 201-300 POINTS
You do only one novel per nine weeks.
You choose novel, color, and project.
You have 4-6 weeks to do each contract.
You take an essay test on the novel the day projects are due.
You do each project only twice a year.
You will lose 5 points a day on each project that is late.
You will receive a minimum of 77 points per project if requirements are met.
You will be given time in class to read and work on projects.
You hand in the book and projects the day they are due, not before unless you will be absent the day they are due.
7TH NOVELS
1sT NINE WEEKS:
The Call of the Wild, Little Women, Robinson Crusoe, Tuned Out
2ND NINE WEEKS:
A Christmas Carol, Cheaper by the Dozen, Johnny Tremain, Mrs. Mike
3rd nine weeks:
The Adventures of Tom Sawyer,The Light in the Forest, Megan, Snowbound
4th nine weeks:
Men of Iron, Old Yeller, The Pearl, The Man Without a Country
8TH NOVELS
1ST NINE WEEKS:
The Hobbit, A Connecticut Yankee in King Arthur's Court, The Hound of the Baskervilles, White Fang
2nd nine weeks:
The Adventures of Huckleberry Finn, Lost Horizon, The Swiss Family Robinson, The Great Stone Face
3rd nine weeks:
Animal Farm, Around the World in 80 Days, Black Like Me, The Old Man and the Sea
4th nine weeks:
Death Be Not Proud, Of Mice and Men, The Red Badge of Courage, Treasure Island