Syllabus

Advance Language Arts  

2014-2015 Syllabus

Kathy Vogel Conference Hours:   by appointment only

kvogel@nvps.net 6:30-7:30 a.m. (616) 361-3430 2:35-5:00 p.m.

Website:   vogelkh.blogspot.com

Course Description:

Advanced Language Arts is a course designed for students who excel in literacy. The course aligns with the Common Core State Standards. In addition to the 8th grade Language Arts requirements, students will pursue a more rigorous and in-depth study of writing and reading.  Increased expectations in this advanced course will require a greater investment in the writing process with more publishable pieces, a greater in-depth discussion of texts, and willingness to work at a rigorous pace. Students who choose this course must be willing to put in the extra effort needed for success.

Classroom Expectations;

5 Be Ps…

-Be Prompt -Be Prepared -Be Productive -Be Polite -Be Proud

Supplies:

Students will need to bring the following items to class every day:

-Reading/Writing  Notebook (you will want a second notebook for 2nd semester)

-Required Text

-Choice Reading text

-Sticky Notes

-Pocket Folder

-Pen/pencil

Required Text:

A Separate Peace by John Knowles

Set at a boys’ boarding school in New England during the early years of World War II, A Separate Peace is a harrowing and luminous parable of the dark side of adolescence. Gene is a lonely, introverted intellectual. Phineas is a handsome, taunting, daredevil athlete. What happens between the two friends one summer, like the war itself, banishes the innocence of these boys and their world.A bestseller for more than thirty years, A Separate Peace is John Knowles’s crowning achievement and an undisputed American classic. (Goodreads)

A Midsummer’s Night Dream by William Shakespeare

Hermia refuses to marry Demetrius because she loves Lysander, and her friend Helena loves Demetrius. The romantic confusion thickens when Puck, a troublesome sprite, interferes. Shakespeare’s beloved comedy ends happily after a string of mishaps and mistaken identities have been resolved. (Amazon)

Fahrenheit 451  by Ray Bradbury

First published in 1953, Fahrenheit 451 is a classic novel set in the future when books forbidden by a totalitarian regime are burned. The hero, a book burner, suddenly discovers that books are flesh and blood ideas that cry out silently when put to the torch. (Goodreads)

While each student is strongly encouraged to purchase the books, it is not required. Owning a copy of each novel will allow students to annotate the text, practicing Pre-AP Literature strategies.  

Short Stories and Nonfiction Text

Throughout throughout the year, students will read a variety of short stories and narrative text.  Listed below are a few samples.  Copies of short stories will be provided.

“Broken Chain” by Gary Soto

“The Lottery” by Shirley Jackson

“The Sniper” by Liam O’Flaherty

Students who are enrolled in Pre-AP or AP courses are encouraged to obtain the reading ahead of time in order be efficient readers.  Having the text ahead of time will allow students to preview, pause to consider the author’s message, think about the historical context,  and discuss with others.

Reading

We will increase our reading volume and stamina! The ultimate goal is for each student to build confidence in reading critically.  This course will require readers who are active, dynamic, and informed.  We will work on a variety of skills and strategies through independent reading, as well as shared reading.  Key skills include:

• reading closely
• thinking analytically
• making connections
• annotating text
• generating and using questions to drive reading forward
• noticing clues and using them to make inferences
• analyzing characters
• discussing literary elements
• understanding features and structures of non-fiction texts
• summarizing key ideas

Annotating the text is a key skill for all students particularly those who wish to pursue Advance Placement courses in high school.  Annotating, talking back to the text, requires readers to record thinking so that it can be remembered and reused.  Students will annotate the text in a variety of ways.    

Writing

“What you write might just change the world.”

We will also write volumes this year! The more you read, the better writer you will become. We will constantly be navigating through the writing process producing narratives, argumentative writing, and informational writing. You will create a variety of products and develop a range of skills. Key skills include:

• process writing (thinking, planning, drafting, reviewing, discussing, redrafting, revising, editing, polishing, and publishing)
• focusing ideas  
• sensory details
• dialogue
• show don’t tell
• leads that hook readers
• logical, coherent structure

As students prepare for future AP Courses and state assessments, students will learn to write "on demand." This requires and time and practice.   Key guidelines to remember in learning to write a critical essay:

• Take time to organize ideas.
• Make pertinent use of the text provided
• Analyze text
• Quote judiciously from the text to support thinking.
• Be logical and coherent

Course Grade:

Assessments: 60%     Assessments will occur periodically throughout the semester and may take the form of annotation of text, a  test, a project, presentation, process essay, or on-demand writing.

*Note - If a student would like to have the opportunity to revise and edit an assessment, the original paper must have been turned in on time and a conference must be held with the teacher.

Assignments: 40% Assignments will occur more frequently and may also be known as daily work or homework.   All assignments must be turned in  on the due date.  No exceptions. I will accept emailed assignments as long as they are emailed before class on the due date, Most assignments usually will be collected via Google Classroom or sharing a google document.

Choice Reading:  Choice reading is a core expectation for this course. The most important preparation for high school and college, as well as for a successful life, is reading. Students will be expected to do extensive outside choice reading, which will be monitored through tracking weekly reading goals, teacher conferences and written responses. Grades will be based on both meeting the weekly reading goal and the periodic reading reflection responses.