"The limits of my language mean the limits of my world."
- Ludwig Wittgenstein
Independent Study
|
"Learning another language is not only learning different words for the same things, but learning another way to think about things."
Flora Lewis "Language is the blood of the soul into which thoughts run and out of which they grow."
Oliver Wendell Holmes |
Students Writing Portfolio
Students that take my course will create a writing portfolio that includes all of their big work and writing sample from the year. They get to take some time to design and journal write in it for the first semester. Then we work our way into the fall and take on narrative writing. When we make it back from holiday it's expository writing until last quarter when we introduce persuasive writing and public speaking. Students will include in their Google Site Writing Portfolio all of their big writing samples. It will be there for them to go back to in the future as a reference for writing.
language_handbook_and_proofreading_marks.pdf | |
File Size: | 7994 kb |
File Type: |
IXL is an amazing program that personalizes the learning path. Students come here to master skills. I have been using this program in my private tutoring program for over 10 years. It is not just helpful in Language Arts but it can also help you with math, social studies, and science!
Collaboration during English Language Arts
Even though English Language Arts is a course where much of the students work is done independently, there will be opportunities for "Think Tank" sessions. However, this is strictly a time for communicating and collaborating on specific subjects and helping others brainstorm ideas, not do someone else's work. Cheating and plagiarism are not tolerated and actions of such are highly enforced and will lead to handbook consequences.
When in a "Think Tank" session students are expected to have the control necessary to: speak kindly to other students, stay on topic using an acceptable noise level, be respectful to others and their ideas, be part of the solution and not part of a problem, and CONTRIBUTE in a POSITIVE way, ALWAYS! This is part of growing up. It is time to learn how to work with all kinds of people in all kinds of settings. One never knows what life is going to throw at them, working with and among others and doing it in a respectful way is important!
When in a "Think Tank" session students are expected to have the control necessary to: speak kindly to other students, stay on topic using an acceptable noise level, be respectful to others and their ideas, be part of the solution and not part of a problem, and CONTRIBUTE in a POSITIVE way, ALWAYS! This is part of growing up. It is time to learn how to work with all kinds of people in all kinds of settings. One never knows what life is going to throw at them, working with and among others and doing it in a respectful way is important!
English Language Units
The ELA Curriculum follows Common Core Standards. Students are given a lot of autonomy in the classroom on what topics they want to write about and where their research takes them. I encourage my students to pick topics that they have an interest in or know something about and would like to know more, using this method they are getting more out of the course.
Unit 1 Literary Analysis Writing
Students are introduced to the concept of analyzing literature, how to respond to a text, and how to fluently write about their response.
Through the analysis of a poetry and short stories, students will learn to structure paragraphs of literary analysis using the PEEL method: writing clear, debatable claims, backing them up with evidence, providing deeper analysis and explanation, and then fluently linking back to the overall topic.
This unit works great at as being the first because it teaches key skills that will be needed throughout the school year. Skills that can be learned, referred back to, built on, and developed throughout the school year.
QUESTIONS?
Curriculum Standards
CCSS.ELA-LITERACY.CCRA.R.1
CCSS.ELA-LITERACY.CCRA.R.2
CCSS.ELA-LITERACY.CCRA.R.10
CCSS.ELA-LITERACY.CCRA.W.1
CCSS.ELA-LITERACY.CCRA.W.2
CCSS.ELA-LITERACY.CCRA.W.4
CCSS.ELA-LITERACY.CCRA.W.5
Resource:
Stacey Lloyd
Students are introduced to the concept of analyzing literature, how to respond to a text, and how to fluently write about their response.
Through the analysis of a poetry and short stories, students will learn to structure paragraphs of literary analysis using the PEEL method: writing clear, debatable claims, backing them up with evidence, providing deeper analysis and explanation, and then fluently linking back to the overall topic.
This unit works great at as being the first because it teaches key skills that will be needed throughout the school year. Skills that can be learned, referred back to, built on, and developed throughout the school year.
QUESTIONS?
- How does responding to literature impact your understanding of a text?
- How do literary elements help convey meaning?
- How do we fluently express our thoughts and ideas about a text?
- Make unique, original claims about a text, evidencing critical thought and engagement.
- Identify and cite strong textual evidence to support their inferences and opinions.
- Analyze and explain how an author crafts a text using narrative, dramatic or poetic techniques.
- Write strong literary analysis essays, which are well-structured and detailed.
- Fluently embed quotations in their writing, with correct punctuation and format.
Curriculum Standards
CCSS.ELA-LITERACY.CCRA.R.1
CCSS.ELA-LITERACY.CCRA.R.2
CCSS.ELA-LITERACY.CCRA.R.10
CCSS.ELA-LITERACY.CCRA.W.1
CCSS.ELA-LITERACY.CCRA.W.2
CCSS.ELA-LITERACY.CCRA.W.4
CCSS.ELA-LITERACY.CCRA.W.5
Resource:
Stacey Lloyd
Poems used in my class to analyze are:
Unit 2 Narrative Writing
In this unit we will explore how language is used to craft compelling, engaging narrative stories. Students will learn to employ such language in their own written pieces.
The main goal for this unit is for students to recognize, understand, and be able to use key elements which make narrative writing creative and engaging: fluent sentences, the importance of narrative perspective, developing characterization, embedding authentic dialogue, and crafting descriptive imagery. Moreover, students will analyze mentor texts - such as a short stories - in terms of how writers craft compelling pieces.
At the very start of the unit, student will write short narrative pieces to use throughout: shaping, refining, and applying their new skills to these pieces as the unit progresses. Students will then transfer these skills to a final piece, to demonstrate their learning.
QUESTIONS?
CCSS.ELA-LITERACY.CCRA.W.3
CCSS.ELA-LITERACY.CCRA.W.4
CCSS.ELA-LITERACY.CCRA.W.5
CCSS.ELA-LITERACY.W.8.3
CCSS.ELA-LITERACY.W.9-10.3
Resource:
Stacey Lloyd
In this unit we will explore how language is used to craft compelling, engaging narrative stories. Students will learn to employ such language in their own written pieces.
The main goal for this unit is for students to recognize, understand, and be able to use key elements which make narrative writing creative and engaging: fluent sentences, the importance of narrative perspective, developing characterization, embedding authentic dialogue, and crafting descriptive imagery. Moreover, students will analyze mentor texts - such as a short stories - in terms of how writers craft compelling pieces.
At the very start of the unit, student will write short narrative pieces to use throughout: shaping, refining, and applying their new skills to these pieces as the unit progresses. Students will then transfer these skills to a final piece, to demonstrate their learning.
QUESTIONS?
- What is narrative writing?
- What makes a non-fiction story compelling?
- How can a writer create vivid images with their words?
- Write complex, varied sentence types which will make their writing more engaging and fluent.
- Use figurative techniques to make their narrative writing appropriately descriptive, vivid, and compelling.
- Strategically use and develop narrative elements (e.g., narrative perspective, characterization, dialogue) to strengthen their writing.
- Plan, revise, and edit their own writing for accuracy, content, and structure.
CCSS.ELA-LITERACY.CCRA.W.3
CCSS.ELA-LITERACY.CCRA.W.4
CCSS.ELA-LITERACY.CCRA.W.5
CCSS.ELA-LITERACY.W.8.3
CCSS.ELA-LITERACY.W.9-10.3
Resource:
Stacey Lloyd
Unit 3 Narrative Writing
Over the course of this expository writing unit, students will master the techniques required to complete well-structured informational writing. Using the P.E.E.L method for organizing paragraphs, students will learn to write fluent, multi-paragraph compositions.
The units are broken down into the following types of essays: explanatory; cause/effect; process; and compare/contrast. Each unit guides students through the process of idea generation, planning, drafting, and editing. Teaching key elements such as writing strong introductions, using transition words and phrases for fluency, and forming solid, mature thesis statements.
Through the many activities included - such as analyzing mentor texts, engaging with rubrics, peer editing, creating anchor charts - students are provided with multiple opportunities and modes for engaging with the writing process.
QUESTIONS?
CCSS.ELA-LITERACY.CCRA.W.1
CCSS.ELA-LITERACY.CCRA.W.2
CCSS.ELA-LITERACY.CCRA.W.4
CCSS.ELA-LITERACY.CCRA.W.5
Resource:
Stacey Lloyd
Over the course of this expository writing unit, students will master the techniques required to complete well-structured informational writing. Using the P.E.E.L method for organizing paragraphs, students will learn to write fluent, multi-paragraph compositions.
The units are broken down into the following types of essays: explanatory; cause/effect; process; and compare/contrast. Each unit guides students through the process of idea generation, planning, drafting, and editing. Teaching key elements such as writing strong introductions, using transition words and phrases for fluency, and forming solid, mature thesis statements.
Through the many activities included - such as analyzing mentor texts, engaging with rubrics, peer editing, creating anchor charts - students are provided with multiple opportunities and modes for engaging with the writing process.
QUESTIONS?
- What is the purpose of expository writing?
- How do writers use language and structure to explain their ideas?
- What is the overall process required to write a well-structured piece of expository writing
- Plan and structure their writing in a way which is highly organized, and logical.
- Write clear, concise, and defined thesis statements.
- Craft strong body paragraphs with highly focused topic sentences.
- Use transition words and phrases to make writing fluent and articulate.
- Craft introductions and conclusions which grab the attention of the reader, and clearly open & close the essay.
CCSS.ELA-LITERACY.CCRA.W.1
CCSS.ELA-LITERACY.CCRA.W.2
CCSS.ELA-LITERACY.CCRA.W.4
CCSS.ELA-LITERACY.CCRA.W.5
Resource:
Stacey Lloyd
Unit 4 Persuasive Writing
From print advertisements to political speeches, persuasive language is all around us. In this unit we will explore how language, specifically techniques of rhetoric, are used to persuade. Students will learn to employ persuasive language in their own written and verbal pieces.
The main goal for this unit is for students to learn the main techniques of persuasive language (including ethos, pathos, and logos), and how to use them in their own work. This will help them craft more effective arguments in their speech and writing. Moreover, they will analyze how advertisements and political speeches employ rhetorical techniques, to help them become more critical consumers and citizens.
QUESTIONS?
CCSS.ELA-LITERACY.RI.9-10.4
CCSS.ELA-LITERACY.RI.9-10.6
CCSS.ELA-LITERACY.W.9-10.1
CCSS.ELA-LITERACY.W.9-10.2
Resource:
Stacey Lloyd
From print advertisements to political speeches, persuasive language is all around us. In this unit we will explore how language, specifically techniques of rhetoric, are used to persuade. Students will learn to employ persuasive language in their own written and verbal pieces.
The main goal for this unit is for students to learn the main techniques of persuasive language (including ethos, pathos, and logos), and how to use them in their own work. This will help them craft more effective arguments in their speech and writing. Moreover, they will analyze how advertisements and political speeches employ rhetorical techniques, to help them become more critical consumers and citizens.
QUESTIONS?
- What is rhetoric? How can I identify it?
- How can language be used to persuade and convince?
- How can persuasive language be used politically to manipulate?
- Identify, name and explain the use of ethos, pathos, and logos in a text; be able to use these tools in their own writing.
- Determine the meaning of words and phrases as they are used in a text, including figurative language and jargon, and how they are used to be persuasive.
- Determine an author’s underlying purpose in a text and analyze how they use rhetoric (and rhetorical tools) to advance that point of view or purpose.
- Write persuasive arguments to support original claims, using reasoning and evidence to substantiate.
CCSS.ELA-LITERACY.RI.9-10.4
CCSS.ELA-LITERACY.RI.9-10.6
CCSS.ELA-LITERACY.W.9-10.1
CCSS.ELA-LITERACY.W.9-10.2
Resource:
Stacey Lloyd