(from the Springfield School District 186 2012-2013 Literacy Assessment
Calendar ... Course Syllabus. Page 5. 10. Be in uniform – If you come to class
wearing ...
Course Syllabus 2012-2013 835 and 836 Literature 735 Literature Mrs. Kelly Joyner Grant Middle School 1800 West Monroe Street Springfield, Illinois Teacher’s Contact Information (217) 525-3170
[email protected] I can be reached by phone before school, after school, and during my prep time (Monday – Friday, 10:07 – 11:02). I can be reached anytime by email.
Course Description (from the Springfield School District 186 Middle School Course Handbook; please note that I teach ONLY the Literature portion of each listing) Language Arts 86/Literature 86 This advanced course focuses on expanding skills in reading (literature), language, composition, spelling and oral communication, builds on skills developed in seventh grade. The reading component will emphasize comprehension, critical reading skills and advanced vocabulary development using complex pieces of literature. Writing instruction will continue to develop the writing process and a variety of in-depth writing projects will be developed. Students will use technology and library services. This course will focus on preparing students for advanced coursework in high school. Independent work skills and a desire to read and write at advanced levels are required for this course. Language Arts 85/Literature 85 This course, which focuses on reading (literature), language, composition, spelling and oral expression, builds on skills developed in seventh grade. The reading component will emphasize comprehension, critical reading skills and vocabulary development. Writing instruction will focus on the writing process and review correct sentence, paragraph and essay development, parts of speech and correct word usage. The focus of this component will be on further refinement of skills and providing opportunities for a variety of in-depth writing. This course also focuses on preparing students for the high school curriculum
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and workload. Students in this class will need to be able to work independently. Students will use technology and library services. Language Arts 75/Literature 75 This course focuses on reading (literature), fluency, language, composition, spelling and oral expression. The reading component will emphasize comprehension, critical reading skills, and vocabulary development. Writing instruction will focus on the writing process and review correct sentence, paragraph and essay development, parts of speech, and correct word usage. The focus of this component will be on further refinement of skills and providing opportunities for a variety of in-depth writing. Students in this class will need to be able to work independently. Students will use technology and library services.
Student Textbooks
Holt McDougal Elements of Literature Second Course 2007
Holt McDougal Elements of Literature First Course 2004
Academic Calendar First Quarter Second Quarter Third Quarter Fourth Quarter
August 20 – October 19 October 22 – December 19 January 3 – March 15 March 18 – May 28
District Assessment Calendar (Literature only) (from the Springfield School District 186 2012-2013 Literacy Assessment Calendar at http://www.sps186.org/resources/literacy68/?p=28857)
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September 4-14 September 24-26 December 5-7 January 16-29 February 18-20 March 5-15 April 15-17 April 22-26 May 2-16
Scholastic Reading Inventory (SRI) First Quarter Reading Assessment Second Quarter Reading Assessment Scholastic Reading Inventory (SRI) Third Quarter Reading Assessment ISAT Fourth Quarter Reading Assessment Explore Tests (8th grade only) Scholastic Reading Inventory (SRI)
Classroom Assessments Literature – Comprehension and skills assessments are typically given at the end of each reading selection or unit of study. Essential Vocabulary assessments are given at the beginning of each quarter (diagnostic) and at the end of each quarter to measure growth and areas of focus. All students will maintain an assessment file in the classroom where assessments are filed and scores are recorded throughout the school year. This file will be made available at parent teacher conferences (or on request) and will be forwarded to the student’s high school at the end of the year.
Grading Policy Grades will be computed as follows: A+ A AB+ B BC+ C CD+ D DF
Course Syllabus
98 - 100% 93-97% 90-92% 88-89% 83-87% 80-82% 78-79% 73-77% 70-72% 68-69% 63-67% 60-62% 0-59%
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Grade Book Weights and Categories Student Practice 40% Assessments 60% I will keep you updated regularly on your grades so you will know where you stand. If you ever need extra help, please come see me immediately. Do not wait until the end of the quarter to get help, because it will likely be too late by then.
Late Work Policy In the event of an absence (ex. illness, travel), that student is allowed the number of days absent in order to make-up work. Unless otherwise indicated, all homework assignments are due the following school day. Late assignments will be accepted one day after the due date for half credit, but will not be accepted after that.
Technical Support Students are encouraged to regularly check their grades on their cumulative folders using the district’s intranet system at https://186.springfield.k12.il.us/IS3/index.php. Students who do not have access to the internet at home may use the computers in my classroom (with permission) to check their grades.
Student Conduct & Discipline The district will provide each student with an Informational and Discipline Handbook (which is also available online at http://www.springfield.k12.il.us/about/policy/) and teachers will review this handbook with the students early in the school year. In addition to the policies outlined in the district’s handbook, the following classroom management policies will be in effect in my classroom: 1. Once you come in, you stay in. 2. Sharpen pencils, get into your assigned seat, and begin your starter activity before the bell rings. 3. Bring all materials (pencil, paper, homework) to class every day. 4. Bring a book to class every day. You must always have something to read in case you finish your work early. 5. Respect your classmates, your teacher, and any visitor in the room. 6. Raise your hand before speaking. 7. Raise your hand and ask permission before leaving your seat. 8. No grooming (hairbrushes, combs, and makeup stay in your lockers) 9. No tapping, thumping, or pounding on tables/desks
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10. Be in uniform – If you come to class wearing something that does not comply with the school’s uniform policy, you will not be allowed into the classroom. All students are expected to follow the class rules listed above. The following positive consequences are for those students and the class as a whole when the rules are followed exceptionally well: 1. 2. 3. 4.
Verbal praise/recognition Inform parent/guardian about good work/behavior Inform guidance dean about good work/behavior Special classroom privileges
The following are the negative consequences for any student who chooses to violate the rules and, by doing so, deprive the class of a positive learning environment. Consequences are sequential. If misbehavior ceases after a verbal warning, no other action will be taken. If misbehavior continues, the student will be assigned the next consequence. 1. 2. 3. 4.
Verbal warning Safe seat Buddy room (a call will be made to your parents) Office referral *
* If the misbehavior is severe enough, the student will be sent directly to the office without undergoing the previous steps.
Curriculum Notes In addition to the literacy curriculum guides located on the district’s website at http://www.springfield.k12.il.us/resources/literacy68/?p=13410, I will also begin integrating the national common core standards. For literature students, these standards are as follows: Common Core Standards - ELA - Reading Literature (8th) Key Ideas and Details CC.8.RL.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CC.8.RL.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CC.8.RL.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
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Craft and Structure CC.8.RL.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CC.8.RL.5 - Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. CC.8.RL.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Integration of Knowledge and Ideas CC.8.RL.7 - Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. CC.8.RL.8 - (Not applicable to literature) CC.8.RL.9 - Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Range of Reading and Level of Text Complexity CC.8.RL.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. Common Core Standards - ELA - Reading Informational (8th) Key Ideas and Details CC.8.Ri.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CC.8.RI.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. CC.8.RI.3 - Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). Craft and Structure CC.8.RI.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CC.8.RI.5 - Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CC.8.RI.6 - Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Integration of Knowledge and Ideas
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CC.8.RI.7 - Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. CC.8.RI.8 - Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. CC.8.RI.9 - Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Range of Reading and Level of Text Complexity CC.8.RI.10 - By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. Common Core Standards - ELA - Speaking and Listening (8th) Comprehension and Collaboration CC.8.SL.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. CC.8.SL.2 - Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. CC.8.SL.3 - Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Presentation of Knowledge and Ideas CC.8.SL.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CC.8.SL.5 - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. CC.8.SL.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 52 for specific expectations.)
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Common Core Standards - ELA - Reading Literature (7th) Key Ideas and Details CC.7.RL.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.7.RL.2 - Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CC.7.RL.3 - Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Craft and Structure CC.7.RL.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CC.7.RL.5 - Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. CC.7.RL.6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Integration of Knowledge and Ideas CC.7.RL.7 - Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CC.7.RL.8 - (Not applicable to literature) CC.7.RL.9 - Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Range of Reading and Level of Text Complexity CC.7.RL.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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Common Core Standards - ELA - Reading Informational (7th) Key Ideas and Details CC.7.Ri.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.7.RI.2 - Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. CC.7.RI.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Craft and Structure CC.7.RI.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. CC.7.RI.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. CC.7.RI.6 - Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Integration of Knowledge and Ideas CC.7.RI.7 - Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). CC.7.RI.8 - Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. CC.7.RI.9 - Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Range of Reading and Level of Text Complexity CC.7.RI.10 - By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Common Core Standards - ELA - Speaking and Listening (7th) Comprehension and Collaboration CC.7.SL.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific
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goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views. CC.7.SL.2 - Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CC.7.SL.3 - Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Presentation of Knowledge and Ideas CC.7.SL.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CC.7.SL.5 - Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CC.7.SL.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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