A Force of Literature: Where Readers, Writers and Thinkers Meet

* * * REMINDER: Kindly ensure you read through the course outline and pace, AS WELL AS learner and teacher expectations * * *

1) For COMPLETE ENGAGEMENT, learners will need the following to accompany them to each class:

-- the text we are reading (novel list shared below)
-- a three-ring binder specific for this course, with loose-leaf notebook paper
-- a folder for teacher-made printables (i.e. attachments, writing projects, homework, class activities)
-- pencils and/ or pens for writing

2) COURSE EXPECTATIONS:

-- The course outline (referenced below as NOVEL STUDY 'BREAKDOWN' and formally posted prior to class) has clear, well-paced reading assignments that are required to be completed in preparation for each meeting; please ensure that you come into each class being * up-to-date * on your reading. Every meeting directly relates to the readings and subsequent writing projects.
-- Writing projects and assignments go hand-in-hand with class readings. Care, best effort and mindfulness of due dates is an important student skill within this class. In addition, I nurture the knowledge that ‘all good writers are rewriters’; rewriting, when necessary, is a key part of our expression and is expected to be completed as part of the given writing project as a whole.
material.
-- As we are spending many weeks together, respectful voices and listening ears is paramount to connecting to our personal/ social growth themed literature. While reader's opinions will be heavily encouraged and often varied (what additional flavor is added when we share our different thoughts!), each learner is expected to express themselves and communicate with respectful language. 
-- While I do not require learners to be muted, I ask you respectfully that if you are in a space with background noise/ conversation, etc., please mute yourself to allow the other learners to hear me (and each other) clearly. If your 'environmental' noise is challenging the group's ability to hear me or one another during a lesson, I will discreetly need to mute your microphone.

3) LEARNER 'RESPONSIBILITIES':

In addition to the in-depth literacy aspect of this semester course, learner communication, attention to due dates and responsibility will be guided and encouraged in a warm and specific way. 

As the course grows in momentum, LEARNERS will:

-- Log on to class with all materials in hand
-- Check the Classroom between classes for posted notes and/ or attachments that need to accompany them to class
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-- Communicate with me when they need to. As you can expect and count on steady, consistent and nurturing communication from me, communication from my students is EQUALLY important. Whether we are working on something together, or I am communicating an area of one’s work that needs a revisit or rewrite, communication follow through is a student skill encouraged and expected within our time together.
-- Learn to utilize the teacher-made course outline (informally referenced to below as NOVEL STUDY 'BREAKDOWN'; to be 'formally' posted prior to the start of the course), complete with focused reading assignments for the entire course. 

The outline is additionally helpful for readers who fall in love with these books and can't help but read ahead! Checking the outline prior to coming into class will ensure we are only discussing the assigned reading and accompanying focused themes, as we don't want to give anything away to the other classmates.

4) WHAT YOU CAN EXPECT OF ME:

-- I am a firm believer in communication. Each written assignment (both worked on in and outside of class) will have a completion due date and get extensive, handwritten feedback/ verbal feedback/ encouragement/ celebration and, at times, possible revising from me. 
-- For any learners that need some assistance, brainstorming or further clarity on an assignment, ANY message sent to me will be replied to within 24 hours. I love questions and I love when learners check in; please always feel welcome to do so!
-- Any needed templates or attachments will be posted in the Classroom * * at least 24 hours prior * * to the class they are needed in.
-- While my connection and nurturing of all things literacy focuses on the extensive feedback element, I can issue a letter grade, upon request, at the end of the course. Please feel free to message me on the parameters that would encompass a letter grade.
-- I find that (often) the most difficult part of any writing process is the 'revisiting/ revising' portion. In my class, revising our work is * never * a bad thing or indicative of a job not done well; it's actually quite the opposite! If I suggest some revisions or add-ons, it is because each learner's voice is unique, valuable and I only want to hear MORE.

5) NOVEL STUDY 'BREAKDOWN': Specific reading pages, literacy elements, thematic text elements, writing focus/ lessons/ projects, potential sensitive topics. 


(* * IMPORTANT, IMPORTANT: Please keep in mind that daily themes and project dates are subject to be tweaked/ added AND to ebb and flow with change at times, based on what is best for the class * *)

* * As mentioned above, the NOVEL STUDY 'BREAKDOWN' will transition into a more 'formal' course outline that is posted prior to the start of the course * *

NOVEL ONE: A Place to Hang the Moon (by Kate Albus)

-- Specific reading pages: 1-69/ 70-137/ 138-194/ 195-251/ 252-303

-- Literacy elements: Notable vocabulary, narrative POV, characterization, setting, conflict, tone

-- Thematic text elements: History (World War 2, child evacuees, rationing, blackout curtains, bomb shelters), sibling relationships, family roles, solace in literature, hardship (familial, financial, personal), definition of 'home'

-- Writing focus/ lessons/ projects: Journaling, poetry (i.e. kenning, blackout)

-- Potential sensitive topics: The main characters are orphans and long for the feeling of home. There is a scene in which the older siblings must go 'ratting' (catching and getting rid of rats) to earn money for the family they are staying with as evacuees. 


NOVEL TWO: Cookies and Milk (by Shawn Amos)

-- Specific reading pages: 1-71/ 72-138/ 139-190/ 191-249/ 250-296

-- Literacy elements: Notable vocabulary, conflict and resolution, irony, symbolism, oxymorons, memoir/ autobiography

-- Thematic text elements: Using music to heal, family dynamics, the power of words (ties into a * potential sensitive topic * below), the importance of community, second chances/ redemptions, personal growth and becoming your true self

-- Writing focus/ lessons/ projects: Music and personal writing, Compare and Contrast, Informative 'recipe' writing, art expression

-- Potential sensitive topics: This loosely-based memoir takes place in a neighborhood that has areas that are deeply struggling and highlights some of this by discussing the homeless community. Within the pages of 85-89, a derogatory and offensive slur is used toward Ellis' family by a neighborhood homeless man, slurring his words from drink. Ellis' father and best friend use this as an opportunity to have a powerful and honest discussion about the power of words, name calling and bullying. 

A couple examples of slang are used by Ellis' father, such as when the oven baking his cookies starts smoking.


NOVEL THREE: We Dream of Space (by Erin Entrada Kelly)

-- Specific reading pages: 1-98/ 99-152/ 153-234/ 235-308/ 309-381

-- Literacy elements: Notable vocabulary, author's writing style ('chapter' names, visuals, rotating POV), irony, plot, plot structure

-- Thematic text elements: History (the Challenger), the power of words, humans versus machines, the definition of friendship, perseverance, character perspectives

-- Writing focus/ lessons/ projects: Schematics, labeling, taking notes, perspective poetry (i.e. palindrome and/ or calligram poetry), procedural writing

-- Potential sensitive topics: A large theme within the novel is the challenges that can be found in family life. This is often seen in the author's centering on the main characters' parents' relationship, who frequently argue and speak to one another unkindly. Their 'discussions' can reach a screaming level, with the author illustrating this in a specific way that can be seen in the following example on page 66: "You didn't have to explode in front of the [expletive] kids!" Please note that * * * * the [expletive] is NEVER USED * * *, just alluded to and written as such by the author for the purpose of highlighting the frequent parent dynamic.

Surface mentions of middle schoolers beginning to have a 'crush' and 'going with' a boyfriend or girlfriend. A mention of considering a first kiss. 

The failed Challenger space mission is a central theme.


NOVEL FOUR: The Unteachables (by Gordon Korman)

-- Specific reading pages: 1-67/ 68-124/ 125-181/ 182-234/ 235-279

-- Literacy elements: Notable vocabulary, rotating narratives, author's writing style/ purpose, stories evoking emotion, allusion 

-- Thematic text elements: Personal growth, stereotypes, being misunderstood, learning disabilities, redemption

-- Writing focus/ lessons/ projects: POV writing, character 'sketch', symbolic writing, creative parts of speech, art expression

-- Potential sensitive topics: Peer-to-peer name calling (i.e. 'this little creep')