LANGUAGE ARTS SYLLABUS
Mrs. Johnette Warner
2012-2013
Welcome to 7th Grade English Language Arts!!!
This year we will divide our time together into four different units. Each unit will focus on specific National Standards for reading, writing, language and speaking/listening. Students will read and write various genres such as: short stories, novels, articles, poems and editorials. We will use reading strategies to enhance our understanding of the texts and work through the writing process to publish several pieces of writing. I will update this page as each unit is developed or visited.
UNIT 1 – Take a Stand! Students will focus on the following standards while we integrate the novel, "Roll of the Thunder, Hear My Cry!"
Kentucky Core Academic Standards
Learning Target
R.CCR.01:
Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.7.01: Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.7.02: Determine a theme or central idea of a text and analyze its development over the course
of the text; provide an objective summary of the text.
RL.7.03: Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
22W.A: Text Types and Purposes (Note: These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.)·
W.CCR.03: Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
W.7.03: Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b: Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e: Provide a conclusion that follows from and reflects on the narrated experiences or
events.
2W.C: Research to Build and Present Knowledge
W.CCR.09: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
3SL: Speaking and Listening:
3SL.A.: Comprehension & Collaboration
SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
4L.A: Conventions of Standard English
L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a: Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b: Spell correctly.
4L.C: Vocabulary Acquisition and Use
L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Supplies:
Students will need to bring a pencil, paper, folder (or small binder), with them to class every day. Students will be responsible for bringing a composition book which will be used as their "Writer's Notebook" and will keep those in the classroom. It would be great if students could furnish highlighters too but not a must.
Expectations:
I expect students to choose behaviors that are safe, responsible and respectful. Remember! “Discipline yourself before someone else has to!” (unknown author). I expect ALL students to respect self and others and to "Never Settle." It is important to recognize that we must do our best at ALL times to reach our full potential. :)
Absences:
When students are absent, it is their responsibility to come back to school and promptly pick up their missing work. I will have those assignments available in a folder based on class period on the back bulletin board. Students will have three days to complete those assignments from the day they missed. If students missed a summative assessment, they will need to make arrangements to make up the summative before or after school.
Extra Help:
I will be available after school several nights a week to assist students with tutoring or catching up. I am also available early morning at request. I am very flexible when it comes to making arrangements to meet my students needs. Just ask! :) The 21st Century Program is also a great resource that offers before and after school homework help! If you need information on this, let me know and I will point you in the right direction. :)
Grading:
Grading will follow the school policy. Students will work to achieve mastery on all assignments. This may include extra practice assignments before retaking a test.
Discipline:
My classroom discipline will follow the school policy. If a student is disrespectful and/or disruptive, the following actions will be taken (each day). Students enter my classroom with a clean slate every day!
1st: Warning & Redirect
2nd: Review Expectations & move seat
3rd: Parent Contact & call for principal to come to classroom.
For students coming unprepared or not completing work:
1st: Warning
2nd: Review Expectations
3rd: Contact Parent/Guardian
If you have any questions, concerns or just want to drop by our classroom, please don’t hesitate to contact me! I am so excited about a new school year!
Johnette Warner
[email protected]
606-348-6691
Planning: 6th period
http://MrsJWarner.weebly.com
UNIT 1 – Take a Stand! Students will focus on the following standards while we integrate the novel, "Roll of the Thunder, Hear My Cry!"
Kentucky Core Academic Standards
Learning Target
R.CCR.01:
Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.7.01: Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.7.02: Determine a theme or central idea of a text and analyze its development over the course
of the text; provide an objective summary of the text.
RL.7.03: Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
22W.A: Text Types and Purposes (Note: These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.)·
W.CCR.03: Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
W.7.03: Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b: Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e: Provide a conclusion that follows from and reflects on the narrated experiences or
events.
2W.C: Research to Build and Present Knowledge
W.CCR.09: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
3SL: Speaking and Listening:
3SL.A.: Comprehension & Collaboration
SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
4L.A: Conventions of Standard English
L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a: Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b: Spell correctly.
4L.C: Vocabulary Acquisition and Use
L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Supplies:
Students will need to bring a pencil, paper, folder (or small binder), with them to class every day. Students will be responsible for bringing a composition book which will be used as their "Writer's Notebook" and will keep those in the classroom. It would be great if students could furnish highlighters too but not a must.
Expectations:
I expect students to choose behaviors that are safe, responsible and respectful. Remember! “Discipline yourself before someone else has to!” (unknown author). I expect ALL students to respect self and others and to "Never Settle." It is important to recognize that we must do our best at ALL times to reach our full potential. :)
Absences:
When students are absent, it is their responsibility to come back to school and promptly pick up their missing work. I will have those assignments available in a folder based on class period on the back bulletin board. Students will have three days to complete those assignments from the day they missed. If students missed a summative assessment, they will need to make arrangements to make up the summative before or after school.
Extra Help:
I will be available after school several nights a week to assist students with tutoring or catching up. I am also available early morning at request. I am very flexible when it comes to making arrangements to meet my students needs. Just ask! :) The 21st Century Program is also a great resource that offers before and after school homework help! If you need information on this, let me know and I will point you in the right direction. :)
Grading:
Grading will follow the school policy. Students will work to achieve mastery on all assignments. This may include extra practice assignments before retaking a test.
Discipline:
My classroom discipline will follow the school policy. If a student is disrespectful and/or disruptive, the following actions will be taken (each day). Students enter my classroom with a clean slate every day!
1st: Warning & Redirect
2nd: Review Expectations & move seat
3rd: Parent Contact & call for principal to come to classroom.
For students coming unprepared or not completing work:
1st: Warning
2nd: Review Expectations
3rd: Contact Parent/Guardian
If you have any questions, concerns or just want to drop by our classroom, please don’t hesitate to contact me! I am so excited about a new school year!
Johnette Warner
[email protected]
606-348-6691
Planning: 6th period
http://MrsJWarner.weebly.com