Enriched Language Arts Syllabus 2013-2014
Mr. O’Malley 674-6010 (x41110)
Grade 8 pomalley@phm.k12.in.us
Be sure to check out my blog at <pomalleyla.blogspot.com> to keep up to date on the latest happenings in the enriched language arts class.
Available Conference Times: I will be available to meet with students by appointment prior to school from 8:00-8:45, during lunch, and after school once cross country season ends (middle of October) until track season begins (middle of March).
Course Overview
If you want to be a better writer, you must do two things above all others: read a lot and write a lot. There’s no way around these two things. -Stephen King
That sounds like sage advice from the man who has given us The Green Mile, It, The Mist, Pet Semetary, Under the Dome, The Shawshank Redemption, Children of the Corn...I could go on, but you see he practices what he preaches. The man writes a lot. And I guess that’s why we are all here--to read and write a lot. Actually, the enriched language arts class is founded on the same basic curriculum and objectives as the accelerated and regular sections; however, it emphasizes a deeper and broader understanding of the material following the program established by the Center for Gifted Education at the College of William and Mary. Through intense literary study, students will move beyond comprehension and focus on insightful analysis and in-depth discussion of the material. Writing assignments will assess mastery of structure and the student’s ability to show depth and demonstrate understanding of the material. Simply put, we will prepare the students by following The Literacy Triangle: reading and writing and speaking and listening everyday.
Reading
Writing Speaking/Listening
Our focus on the Literacy Triangle will be aided by our Pre-Acuity tests. From these we will discover areas in need of remediation. We will strengthen those areas while digging ever deeper into our curriculum so we will be prepared for our quarterly Performance Tasks which will allow students to demonstrate what they have learned over the previous nine weeks. Throughout each quarter a variety of texts, both literary and informational, will be used in conjunction with our educational standards to ensure the students are progressing and learning.
Enduring Understandings/Course Objectives
As stated above, we will stress the importance of the literacy triangle by reading, writing, speaking and listening in every class, every day. Emphasizing these strategies in our lessons will allow us to focus on four key enduring understandings:
1) Reading to infer/interpret/draw conclusions
2) Supporting arguments with evidence
Resolving conflicting views encountered in source documents
Solving complex problems with no obvious answer
The enduring understandings of the enriched curriculum reflect an emphasis on critical thinking skills, analyzing, and problem solving. Here’s a closer look at how we will use The Literacy Triangle to achieve the enduring understandings.
Literary Analysis
Criticism may not be agreeable, but it is necessary.
--Winston Churchill
And we will be doing a lot of analysis as we critique what we read and write. Four key questions we will be constantly returning to are:
What is the author’s credibility?
What is the author’s purpose? (is the author biased?)
What are the arguments offered for support?
Are the information and the sources credible?
--Students will develop a literary vocabulary that will enable them to articulate their ideas about literature with increasing confidence and proficiency.
--Students will understand that writers make conscious choices about how to use words, phrases and sentences to communicate meaning and effect.
Close Reading
You want to know where the blues come from? The blues come from behind the mule.
--Booker White; blues singer
A quick read will make you say, “Huh?” A close reading will offer clarity. That’s why...
--Students will become reflective readers who experience an interaction between themselves and what they read.
--Students will engage in reading as a dynamic process in which they apply active reading strategies to question, react and respond to what they read.
Rhetoric
Rhetoric is the art of ruling men’s minds. --Plato; philosopher
Ah...the power to control the way others think? That’s cool...so...
--Students will make oral arguments that demonstrate their ability to effectively analyze and write arguments.
Writing Tactics
Every worthwhile writer I know has trouble writing. --Joseph Heller; writer
Read that quote closely and try to explain in your own words why it is significant.
--Students will be able to support their opinions with cited, relevant, specific information.
--Students will learn to focus their attention on the fundamentals of composition--a strong central idea; pertinent evidence; clear, cohesive order--in any writing scenario.
Essential Course Requirements
*Come to each class prepared to work with the proper materials
*Focus each class period on the task at hand
*Participate in a positive way at least once each class
*Carefully study and complete reading materials and assignments
*Respect yourself and the others in the classroom
*Study grammar and usage
*Read in depth a large variety of short stories, articles and non-fiction works in and out of class
*Write several argumentative papers of varying breadth and depth
*Make presentations based on readings from the class
Writings
*There are a variety of writings which the enriched student will be composing this year. The majority will involve presenting arguments. An enduring understanding is a student’s ability to write a paper that expresses a well-documented, supported opinion. Thus each student will be engaged in writing myriad argumentative pieces that demonstrate his or her control of persuasive writing.
*Multiple timed writings will be composed to generate a baseline competency level as well as to gauge progress throughout the school year.
*Poetry will be read throughout the year and to help them comprehend what they read students will try their hands at writing several types of poems including, but not limited to, a sonnet, ode, elegy, narrative and free verse.
*Students will receive an assessment rubric for each major essay; in addition, a standard rubric will be used to assess less formal writings.
*Students may have the opportunity to rewrite assessed papers that have been taken through the complete writing process BUT ONLY after a conference with the teacher. The original copy must accompany any rewrite. All rewrites must be submitted no later than one week before the end of the quarter. Late work cannot be rewritten.
*All major essays will move through the writing process--brainstorming, organizing, drafting, self/peer/teacher reviewing, revising and editing.
Literary/Resource Texts
McDougal/Littell Literature and McDougal/Littell Critical Analysis
Utopia (Center for Gifted Education; The College of William and Mary)
Sentence Composing for Middle School
The Chortling Bard...and an unbelievable amount of fiction and nonfiction texts and articles
Grading Scale
The enriched class will follow the PHM grade scale as noted below:
A+ 98.0-100 C+ 78.0-79.9
A 92.0-97.9 C 72.0-77.9
A- 90.0-91.9 C- 70.0-71.9
B+ 88.0-89.9 D+ 68.0-69.9
B 82.0-87.9 D 62.0-67.9
B- 80.0-81.9 D- 60.0-61.9 F 59.9 and below
A note on classroom participation. I won’t undersell it; this is important. We all need to be actively participating in the class. We will be discussing our writings as we look for ways we can improve. We will be discussing our readings as we search for the meaning in the texts and the writer’s purpose. We will be having discussions and debates over topics that will have us supporting why we think and feel the ways we do. In order to garner the most out of our time together, active, positive participation from every class member is a necessity. Make it a point to participate in some way at least once each class. Finally, absorb the words of John Dewey:
Such happiness as life is capable of comes from our full participation.
Classroom Expectations
Be prepared. Be respectful. Participate. Give your personal best.
Consequences
One-on-one discussion 2) Phone call home 3) Parent meeting 4) Disciplinary write-up
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I have read the syllabus and understand what is expected of me.
______________________________ _________________________________
printed student name student signature
I have read the syllabus and understand what is expected of my child.
______________________________ _________________________________
printed parent name parent signature
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PARENTS!!
At your earliest convenience, please send me an email with your child’s name referenced so that I may add it to my address book should I need to contact you for any reason. Thank you.
My email is pomalley@phm.k12.in.us
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