Syllabus…
The textbook is available online http://my.hrw.com Each scholar has an individual username and password to access the book and supplemental material.
Purpose of this Syllabus
This guide is to help scholars and parent(s) and/ or guardian(s) to understand the Language Arts content being studied. In addition, this syllabus outlines major assignments, projects and homework planned for the unit. This resource is a guide. Instructional changes may be made to meet the needs of the scholars as the teacher sees fit.
Unit 1-Ends Oct.31,2014
What Makes A Piece Unforgettable?
Scholars are expected to KNOW the following:
- Writers use a variety of story elements to create an unforgettable piece.
- Readers are influenced by the various story elements and use this knowledge to like or dislike a piece whether consciously or unconsciously.
Scholars are expected to DO the following:
- Identify the definitions of story elements.
- Analyze the effects of story elements on a teacher- selected piece.
- Use story elements in the creation of an original piece AND analyze the effects this use will have on readers.
- Use the writing process to create a narrative.
- Use the writing process to create an organized argumentative essay.
- Use language in an effective and appropriate manner.
Scholars are expected to UNDERSTAND the following:
- How writers use a particular story element to create a particular effect on the reader.
- How readers may react differently to the use of a particular story element.
Key Literary Terms:
Argument, point of view, perspective, claim, reason, evidence, support, genre, character traits, foreshadowing, flashback, imagery, theme, structure, text features, summarizing, medium, diction, mood, tone, inference
Homework- Read 20 minutes
Scholars will write all homework assignments in their agenda.
Home Support
1. Encourage reading at home. Get the entire family involved.
Shut off the television put your phone on silent and slip into a good book.
Discuss your readings with others.
2. Analyze and discuss environments in your daily lives.
3. Analyze and discuss why artists create the things they do in the medium that they chose.
4. Use online learning tools, such as Study Island, to practice EOG skills. It is never too early to start preparing.
5. Learn a new word every day. Use the word in your vocabulary. Keep a record of how many new words you learn.
Final Thoughts
All scholars learn at different rates and in different ways. Throughout the unit, scholars may be working on different classroom assignments and exploring different questions to contribute to our Language Art Unit: How does an environment influence who we become? Remediation and enrichment activities will be given to meet student needs.
Communication
If you have any questions, comments or concerns, please do not hesitate to contact the teacher at (980)343-3830 or at [email protected].
Classroom information is also found at http://sonyapowell.cmswiki.wikispaces.net. Here’s to an awesome exploration of environmental influences!
Unit Two ends January 31,2015
Unit Two :How does an author’s background influence what they create
Key concept-Global Interactions
Related concept(s) Global context- Genre ,Setting , Context
Globalization and Sustainability: Students will explore the interconnectedness and impact of decision-making on humankind and the environment.
Factual --What is a personal narrative and it’s components?
Conceptual— How do writers establish a relationship between their past and present?
Debatable— What are the relationships between background and choice?
Objectives
A: i, iii, iv
i. analyse the content, context, language, structure, technique and style of text(s) and the relationships
iii. justify opinions and ideas, using examples, explanations and terminology
iv. evaluate similarities and differences by connecting features across and within genres and texts
B: i, ii
i. employ organizational structures that serve the context and intention
ii. organize opinions and ideas in a sustained, coherent and logical manner
C: i, ii, iii
i. produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting
critically on new perspectives and ideas arising from personal engagement with the creative process
ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
iii. select relevant details and examples to develop ideas
D: i, ii, iii,
i. use appropriate and varied vocabulary, sentence structures and forms of expression
ii. write and speak in a register and style that serve the context and intention
iii. use correct grammar, syntax and punctuation
Approaches to learning (ATL)
Thinking: Critical thinking skills—Consider ideas from multiple perspectives
Communication: Communication skills—Read critically and for comprehension
Make inferences and draw conclusions
Organize and depict information logically
Structure information in summaries, essays and reports
Thinking: Creative thinking skills—Apply existing knowledge to generate new ideas, products or processes
Literary Terms Pre-assessment – tests prior knowledge of story element terms and informational text terms (ex. Setting, theme, purpose, point of view, main idea, etc.) Does not count for a grade unless student has mastered terminology with 85% or better.
Summative assessment
Literary Terms Post assessment -
Informational Brochure on World Issue-topics may vary, such as child labor, homelessness, trafficking, global warming, pollution, health issues, etc.
Multi-genre Memoir Project- choice board utilized to create memoir pieces reflecting multiple genres.
Culminating Essay-scholars will select an author/poet and write an analysis of the relationship between background and craft.