COURSE DESCRIPTION for LITERATURE / READING:
Based on the required standards, this course is designed to study themes and genres in literature, examine literary elements and practice reading skills and strategies. Emphasis is placed on making reading, writing and thought processing connections, improving comprehension, and using class or small group discussion. Its purpose is also to increase written communication skills and to explore the presentation of thoughts and ideas in alternative manners. It is our intention that students will:
• increase their appreciation and enjoyment of literature.
• increase their ability to critique and discuss a piece of literature.
• increase their reading abilities, strategies and their level of reading.
• increase their writing abilities, strategies and the quality of their written products.
• increase their development of verbal, and nonverbal communication skills
GOALS for JUNIOR HIGH LITERATURE STUDENTS
The ultimate goal of instruction is to develop independent readers, writers and communicators. Reading is a tool that spans disciplines and addresses diversity. Our reading program is not just a reading class, it is a commitment to literacy. Our goal for writing instruction is for students to develop or advance skills, which increase their ability to communicate in both social and academic venues. Therefore, we believe that essential characteristics of our Junior High Literature program include:
• student focused activities, which accommodate the physical, cognitive, social and emotional needs of the young adolescent;
• initiatives that foster positive attitudes toward reading and writing;
• attention to cognitive development through higher order thinking process;
• integration of the reading and writing processes;
• direct instruction of reading & writing strategies applied to literature & other situations;
• opportunities for guided choice or/and self-selection of reading materials;
• opportunities to respond to reading through a variety of modes;
• utilization of heterogeneous grouping patterns;
• assessment of learning which matches instruction.
(Modified from the WRSA Position Statement, 1991)
1. To attend class daily.
2. To have all necessary supplies in the classroom daily.
3. To complete the assigned readings prior to each class.
4. To complete journal assignments on time.
5. To complete individual assignments and projects, cheating will NOT be tolerated.
6. To participate in whole or small group discussions.
7. To prepare and present cumulative activities to classmates, on time.
8. To be RESPECTFUL of themselves and others, to be RESPONSIBLE for themselves
and their actions.
1 Spiral Notebook - FOR READING ASSIGNMENTS There will be times when I collect them and keep them overnight.
A DARK writing utensil - pen or pencil
1 Folder - for handouts and ongoing coursework
Students will be provided with a separate classroom folder, which will be used for both years in Junior High Literature. This folder contains additional resource materials available for them to be used in class.
JUNIOR HIGH GRADING SCALE ~ 2010/2011
100% - 94% A
93% - 92% A-
91% - 90% B+
89% - 85% B
84% - 83% B-
82% - 81% C+
80% - 76% C
75% - 74% C-
73% - 72% D+
71% - 67% D
66% - 65% D-
64% - 0% F
CLASSROOM WEIGHTING IN Literature
Breakdown of 100%
45% - Reading Response Journal Entries
15% - Discussion of Literature, Small Groups / Whole Class
10% - Skills Sheets, Daily Work
5% - Attendance, Class Procedures, Supplies and Behavior
25% - Tests, Quizzes, & Projects
* COURSE EXPECTATIONS AND GRADING PROCEDURES ARE SUBJECT TO CHANGE AS WE RE-EVALUATE THE ONGOING INTEGRATION OF INSTRUCTION, PROCEDURES AND ASSIGNMENTS THROUGHOUT THE CURRENT SCHOOL YEAR.