Seventh Grade English Language Arts Mrs.

Moxie Syllabus 2012-2013

From your parents you learn love and laughter and how to put one foot before the other, but when books are opened you discover you have wings. Helen Hayes Teacher Information: Name: Mrs. Rebecca Moxie Education: M.A.T. Curriculum, Instruction, & Assessment; B.A. Secondary Education English/history (6-12th Grades) Room: 106 Telephone: (517) 546-0900 (school) Parent E-mail: I will reply to parent emails within 24 hours; e-mail address will be sent home once I receive one from school Student Help E-mail: rmoxie678@gmail.com (This email is for student use only when he/she may need help on an assignment, project, etc.) Class Website: http://elamoxie.weebly.com/ Password: ela678 (This is teacher-created website specifically for the classes I teach; students will use this for various communications and projects throughout the year) Conference Hours: Time TBA; by appointment only / No walk-ins please & thank you! Course Materials: *Please see school supply list that was sent via email over the summer

- Access codes to Edline Course Objectives: 1. To understand the development of written language and the characteristics that are used in the writing process 2. To demonstrate through visual, written, and verbal assignment/assessment the understanding of grammar, the writing process, and the English language 3. To demonstrate knowledge and growth in vocabulary 4. To become successful active readers 5. To analyze literature for creative and technical merit 6. To understand the organizational patterns of various genres of literature 7. To recognize and use various literary elements during reading and writing 8.
To demonstrate mastery in all areas covered in 7th grade English this year 9. To become cultivated members of a pluralistic and continually changing world 10. To become technological researchers, creators, and writers

Textbooks: Literature by Prentice Hall, Vocabulary Workshop Level A by Sadlier Oxford, Grammar & Writing by Prentice Hall Planner (please purchase a daily calendar for your student)

11. To exceed the Diocese Grade Level Content Expectations & Common Core Standards 12. To have fun and enjoy 7 grade English Language Arts
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Expectations: I expect to come to school with a positive attitude, ready to teach and learn and work; I expect my students to come to school with a positive attitude, ready to learn and work together as well. I expect each student to read and write as much and as well as he/she can English Language Arts This course is designed to engage students in the student-centered study of English literature, grammar, and written communication. Students will learn the content by reading, journaling, work-shopping, critiquing, creating, and by using the writing process and reading strategies to develop the characteristics used within English Language Arts. The students will review the different literary genres. Students will also review the elements of a story, and will again focus on these elements throughout the year as they read class novels together. The main focus this year will be uncovering the genres of mystery, classic young adult fiction, memoir, poetry, and drama. The students will read and will understand the elements of these various genres. The students will be able to incorporate these genres and their literary devices into their own writing and analyzing of literature. Students, on average, read between 20-30 pieces (novels/poetry) throughout the year and write between 17-25 pieces (in varying genres) throughout the year. Tentative Year Long Curriculum Plan September-October Introduction to the Writing and Reading Workshop

Introduce Writers Notebooks and Readers Notebooks Writing Workshop: o Narrative Writing/Memoir Unit o Review of Plot Elements, Writing Process, Reading Strategies, Smiley-Face Tricks, Small Moment Writing, Paragraphing, Leads, Titles o Additional Writing Workshop Pieces throughout the month(s) (2 Writing Pieces due every five weeks)

Grammar Units: Capitalization/Punctuation/Correcting Common Errors/Common Spelling Error Review

o Begin Vocabulary units Reading Workshop: o Readers Bill of Rights Created

Short Story Unit using a variety of pieces found in the Literature textbook and/or pieces read aloud by teacher w/ plot focus o The Outsiders (whole-class novel) with focus on Classic YA Lit. Genre, Characterization Methods, Flashback, Plot, Allusions, Figurative Language, Small Moments, Thought-shots, symbolism; analyze stereotypes of culture, age, class, and individual differences, major/minor characters; Five-Paragraph Analytical Essay o Reading Workshop with additional Independent Reading Novels throughout the month(s) /Rdg. NoteBk./Literary Letters November-December Writing Workshop: o Mystery Unit Focus on Mystery Genre Elements, Dialogue, World-Building/Setting, Conflict, and Theme (A.K.A: So What?) o Drama Unit Focus on Script Elements (i.e. scene intro., stage direction, dialogue, monologue, asides, etc) o Additional Writing Workshop Pieces throughout the month(s) (2 Writing Pieces due every 5 weeks) o Gifts of Writing #1 (before Christmas) o Grammar Units: Verbs (Linking, Helping, Action, Tense, etc.), Prepositions o Vocabulary units, cont. o Self-Evaluation Survey Writing Reading Workshop: o A Christmas Carol (script version) with focus on Theme, Character Transformations, Setting Various Mystery Novels (i.e. The Curse of the Black Diamond, Into the Shadows, The Westing Game, Egypt Game etc.) students will read independently and with book club/lit. circles members with focus on mystery elements o Additional Independent Novels (of student choice) will be read during Reading Workshop/Rdg. NoteBk./Literary Letters o Self-Evaluation Survey for Reading January-February IOWA testing (February) Writing Workshop: Oral Tradition (Myths and Legends sub-genres) with focus on culture in the context of writing, themes, Myth/Legend genre elements o Small Moment Myth Piece & Skit Presentations o Additional Writing Workshop Pieces to be completed (2 pieces of writing due every 5 weeks) o Grammar Unit: Nouns, Adjective/Adverbs, o Sentence Structure & sentence combining (types, adjective opener/closer, adverb opener/closer, appositive phrase, absolute phrase, prepositional phrase) o Vocab. units, cont. Reading Workshop: o Oral Traditions Myths/Legends from Literature Text and teacher-chosen pieces for read aloud o Additional Independent Reading Novels (of student choice) o Reading Journals/Literary Letters March Writing Workshop: o Research Writing Researching and finding sources Note taking skills MLA format Formal essay writing skills Thesis statements Documenting and citing sources o Additional Writing Workshop Pieces to be completed (2 pieces of writing due every 5 weeks) o Grammar Unit: Pronouns (types/uses, etc.), Pronoun/Antecedent Agreement, Sentence Structure, cont. Reading Workshop: o Additional Independent Reading Novels (of student choice) o Reading Journals/Literary Letters April Writing Workshop: Poetry Unit o Various types/poets will be read/discussed during this unit (Free Verse,Trintinas, Odes, Double Voice Poems)

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Additional Writing Workshop Pieces will be completed (2 due every 5 weeks) Grammar Unit: conventions in poetry What Poetry Can Do Booklet Conventions for Poetry (stanzas/line breaks, etc.) Gifts of Writing #2 Workshop: Independent Reading Novels (of student choice) Reading Journals/Literary Letters

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o o Reading o o May-June

Writing Workshop: Memoir Unit; Non-Fiction Unit o Grammar Unit: o Self-Evaluation Survey for Writing Reading Workshop o Memoir Genre (Various Memoir Passages) with focus on genre study, narrative writing vs. autobiography in 1st person pieces, internal dialogue, expanding a moment and attaching smaller events to the moment, etc. o Independent reading novels o Reading Journals/Literary Letters o Self-Evaluation Survey for Reading -Writing Workshop/Published Pieces The students will be given 25-45 minutes of class time during the daily writing workshop (except Fridays) in which they will be working on various writing pieces in various genres as created from their Writers Notebooks or other seed ideas. The students may work on these pieces at home, but are required to write every day in class with a specific purpose/goal in mind. Individual and small group conferences will occur during this time period and will be documented on a daily basis. Students are required to complete an hours worth of writing, revising, publishing, etc. during the days of Thursday-Monday. A status-of-the-class/homework check will be done every Monday before Writers Workshop for this hours worth of writing. Students MUST try to have at least ONE writing piece professionally published within the school year (via writing contests, publishing opportunities, etc.) All writing pieces (brainstorming, drafting, revising, editing, conferring sheets, rubrics, etc) must be kept in students writing folders. Students will produce at least three to four pages of rough draft each week and bring at least two pieces of writing to completion every five weeks Students will choose their *best* writing piece to be graded every three weeks - Grammar Study Grammar study will be both formal & informal based on Common Standards & the class need. Diagramming may be taught in each grammar unit to prepare students for the various high school English experiences that will present themselves in the future. Some high schools are still requiring diagramming as an important element in English study - Reading Workshop The students will be given 10+ minutes of class time during the daily reading workshop in which they will be working on reading various independent novels of their choice and/or reading whole-class novels. Students are required to complete thirty-minutes of independent reading at home every night. Teacher will document student completion of this activity. Once children have mastered basic reading skills, the surest road to a richer vocabulary and expanded literacy is wide and sustained reading (Allington, 2006). During reading workshop students may be working on any of the following: reading, writing about what they are reading (one-pager, reading journal, semester reading activity), conferencing with a teacher, reading partner, or having a book club meeting. Students must turn in ONE literary letter from their Reading Journal every three weeks (due on Thursdays). You will write the literary letters in cycles every three weeksfirst three weeks= letter to Moxie, second three weeks= letter to friend, third three weeks= Return letter to Moxie, fourth three weeks= Return letter to friend, and then repeat the process. Please see my letter introducing this activity (will be handed out in class) - Semester Reading Activities for Independent Novels (These will be displayed at year Academic Fair) Students must pick one of the following to complete each semesterstudents may not repeat the same option for both semesters; students will set up individualized due dates for the activity they pick to complete (all due dates will be prior to the second to last week of the semester beginning of January for 1st semester and in the beginning of May for the 2nd semester) (SEE SEMESTER READING FILE): o Descriptive Literary Analysis (Memo) w/ focus on setting and Methods of Elaboration in writing o Persuasive Literary Analysis (Persuasive Essay) w/ focus on literary elements (i.e. characterization, plot, theme, setting, authors style, etc) o *These semester projects are a creative alternative to a general five-paragraph essay; however, the basic elements of analytical writing and essay writing will be present - Vocabulary o Students will receive 20 vocabulary words biweekly

Vocabulary consists of the definition, part of speech, using the word w/in context, etc. Pronunciation Marks on test will be extra credit during 7th grade Students will be tested on biweekly word list every other Friday

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Course Success: Here are a few tips that will help you to succeed in this course:

Attend class everyday: Plan to attend class awake and ready to learn! Be up-to-date on assignments: Students have new assignments each day/week that the teacher will collect for grading. Edline is updated weekly. Study regularly: In order to succeed each student needs to study the necessary materials and needs to be able to apply his/her knowledge to activities, readings, essays, tests, etc. Ask questions: In class or outside, of other students or the teacher, ask whatever simple or difficult question that need to be addressed. Make questioning a regular practice if anyone needs help simply ask!

General Class Information: Grade Distribution -Tests, Projects, Final Drafts, Reading Activities 45% -Quizzes, Vocabulary 30% -Homework: 25% Weekly Homework (some additions may be made to this on a daily/weekly basis depending on class need/unit of study) -DUE Monday: Read a book for at least a half hour Study current Vocabulary Unit -DUE Tuesday: Read a book for at least a half hour

One hours worth of writing according to your plan (My plan was: __________)

Study current Vocabulary Unit -DUE Wednesday: Read a book for at least a half hour

Study current Vocabulary Unit -DUE Thursday: Literary Letter due on Thursdays (every three weeks) for novel(s) of your choice Read a book for at least a half hour
Study current Vocabulary Unit (every other week Vocabulary Unit due) Reminder: One hour of writing is due on Monday -DUE Friday: Read a Book for at least a half hour Response to novel in RNB Vocabulary Test (every other Friday) Reminder: One hour of writing is due on Monday

Daily Class Schedule (45/50 Minute Class M-TH)

Warm Up/ Reading & discussing of a poem (switch every other day) (five-ten minutes) Writing/Reading Mini-lesson (five -twenty minutes) Status-of-the-class conference about individuals plans for writing workshop (three minutes) Independent writing and conferring (twenty-five to forty minutes)

Independent reading/whole-class novel reading, including roving status-of-the-class record keeping while students read (10 minutes+) Daily Class Schedule (45/50 Minute Block Fri.)

Warm Up (five-ten minutes) Vocabulary Test (every other week) (fifteen-twenty minutes) Independent writing/conferencing Independent reading/whole-class novel reading, including roving status-of-the-class record keeping while students read

Cafe MoxieSmall Group Meeting

Typed-Text Expectations: MLA STYLE IS REQUIRED All rough drafts & final drafts must be typed Typing must be 12 font Times New Roman All drafts must be double-spaced All paragraphs must be indented using tab button All writing should be in paragraph format Heading MLA Style/Header MLA style Unique title (centered 12 font/Times New Roman/ NO underline, NO quotation marks, NO italics) One- inch margins on all sides o Any drafts not turned in with the above criteria will not be graded Note Taking: -

Students are expected to take notes in the Cornell format, which will be taught in Language Art class

Test/Quiz Policy: 1. Tests will be a combination of open-note and closed book/note 2. Tests will be announced at least 3-5 days prior to day it is taken 3. Tests will have study guides either teacher-made or based on class notes, text books

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Tests can not be made-up (unless excused absence, but must make up within # of days absent & student must schedule date with teacher) Parents can view student grades on Edline. Tests are available upon parent requests within two weeks of being returned to students.

ANY COMMUNICATION and/or cheating during a test will result in a zero, detention, and no make up test will be given Missing/Late Work Policy:

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Late/Missing/No Name work is not permitted (other than excused absences) (# of days absent to complete work and turn in for credit) Long-term projects/papers, etc. will not be permitted past the due date (even with an excused absence) One late/missing HOMEWORK grade may be dropped at the end of each quarter

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Absent Students/Absent Work/Tests: Students must check Edline for absent work. Absent work will not be provided prior to an absence; therefore, students must organize, complete, and turn in absent work after the absence has occurred. Student must check absent file for handouts/rubrics. Students must copy class notes from another student when need be. Students must schedule a make-up time/date for tests/quizzes, etc. The students need to be responsible for making up absent work within the # of days absent. Each students ability to become responsible and organized in regard to absent work will result in an easier transition from middle school to high school. ***This syllabus/curriculum calendar/Whole-Class novels are tentative and can change based on teacher discretion and class need*** I am so GLAD to be your teacher! Lets have a fabulous year together full of learning, fun and success!

Syllabus Confirmation: After reading this syllabus, please sign and return this half sheet to Mrs. Moxie by the second full day of school. Parent Signature:_______________________ Student Signature:______________________ Student Information (Is there anything specific to your students needs in the classroom that you would like to introduce me to?): ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ________________________________________________________________________________