Grade 4-6: English Language Arts for the Reluctant, Creative, & Terrified [T2]

*THIS LISTING IS FOR TRIMESTER 2 ONLY.

**This is a full-year reading curriculum for  grades 4-6,  divided into three trimesters. Separate enrollment is required for each trimester. Trimesters may be taken independently or consecutively; however, be advised that units will build on each other to some degree.  Trimesters are subject to vary in length in an effort to schedule the course in accordance with traditional, American holiday breaks; however, each trimester shall be priced equally. The full length of the course shall be 36 weeks, meeting three times a week on consecutive days. As a full year course, it will also include available office hours and occasional 1:1 meetings. This listing is for Trimester 2 only.

***This course is aligned with core standards for grades 4-6 and is taught by an experienced and credentialed teacher.  Letter grades are available for each trimester upon request.

As an alternative English and reading course, we will replace the heavy reading with films and graphic novels, analyzing them and discussing them through a literary lens, the same as if we were reading the books. Sure, reading would be better, but core standards and analysis can be taught through film as well. As we work our way through films, we will also  incorporate weekly poetry and comic book superheroes as we examine  comic books as modern folklore through a series of mini units laced through all three trimesters. Our writing focus will also shift, working more with fun and creative writing exercises that are low stakes and only require students to give their best. Student will also be given a variety of critical and creative thinking challenges and activities. Finally, in lieu of stressful exams and formal essays, students will instead be tasked with creative projects that will allow them freedom while at the same time still conveying an argument.

Combining project-based instruction with class discussion, my classes are anything but ordinary.  My often unorthodox and creative approaches to teaching require students to think in ways they never imagined, inspiring both critical and creative thinking. My fun writing exercises empower students’ voice and encourage them to develop as writers, both formally and creatively, without the burdens and limitations that often come with old school teaching techniques. But above all, it is the relationships that I build with the students that really drives the classroom experience.  

This course in designed to teach higher level critical and creative thinking skills through in-depth literary analysis of prose, poetry, and film, and project based learning.  Students will also work to develop and hone their writing skills through a variety of creative and formal writing exercises.  In order to better facilitate student learning, this coursed has been designed more thematically rather than in a linear fashion. 

In this course students will…
-determine theme;
-analyze plot and its various phases;
-examine how literary elements affect plot progression, assist in character development, and convey meaning, including: motif, symbol, foreshadowing, echoing, flashback, opposition, metaphor, irony, foil, choice of language; 
-understand the mono-myth (Hero’s Journey), The Heroine’s Journey, The Villain’s Journey, and character archetypes;
-develop an understanding of modern pop-culture.

This course provides opportunities to for students to develop the following skills:
1.Explain the function of character.
2.Explain the function of setting.
3.Explain the function of plot and structure.
4.Explain the function of the narrator or speaker.
5.Explain the function of word choice, imagery, and symbolism.
6.Explain the function of comparison.
7.Develop textually substantiated arguments about interpretations of a portion or whole text.

*This is a listing for Trimester 2 only. Please see bottom of class experience the full-year curriculum map and pacing guide.

Trimester 2: LOGOS (logic and identity)
Book: “Spy School”
Films:“And then There Were None/10 Little Indians),” “Sherlock Holmes” (1980’s BBC, episode TBD, available on youtube,) First episode of “Sherlock,” “Enola Holmes,” “Anne of Green Gables,” “Searching for Bobby Fischer”
Day 3 Focus: Critical and creative thinking
Superheroes discussed: Batman, the Flash, Daredevil, 
Book report: Detective or spy book from list provided, “Spy Kit” project
Final Project: Identity and memory box

Unit 5: Character Archetypes
Unit 6: Critical and Creative Thinking
Unit 7: Detectives and Spies
7.1 Spies
7.2 Comics as folklore part 3: Batman, Commissioner Gordon, and Daredevil 
7.3 Holmes and other detectives
Unit 8: Identity and Imagination
8.1 Anne
8.2 Comics as Folklore 4: The Flash and more
8.3 Bobby Fischer
Basic Class Structure
In order to maximize student learning and allow for differentiated instruction, a thematic curriculum will be followed; however, specific daily lessons and timelines are liable to vary slightly. Our weekly class structure will, however, typically follow the same format.

Each day will begin with a 5 minute warm-up writing activity (usually a journal entry or a would you rather question), followed by the daily class lesson, discussion, or activity. As a three day a week class, the typical weekly format may differ from time to time, but will typically be as follows: 

Day 1: Focus on reading comprehension. This may take shape as a discussion, quiz, game, or other activity that is completely teacher created (I do not use kahoot, or any other computer based programs). This will lead to discussion and thinking questions. Students will be given 2-5 questions to write a short response to for homework that will be used to drive day-two reading discussions. 

Day 2: Analysis and discussion. Day two will vary a bit more, as it may be more activity or discussion based. The purpose of day two is to get students to think beyond the story, introducing them them to literary analysis, theme, symbolism, figurative language, personal connections to reading, and social relevance.

Day 3: Following the format I used in a traditional school for my “Fun and flexible Fridays,” the third day will take a variety of shapes. Third day activities will typically include either poetry, creative writing, or critical and creative thinking exercises; however, they may also serve to finish covering material from the previous days if needed or as work days. While the three primary activities will be included in each trimester, each trimester will also have a primary focus for these activities. (T1: introduction to poetry, T2: critical and creative thinking, T3: telling stories and formal writing)


Homework
Students will be assigned weekly homework, unit projects, and periodical writing assignments.  The majority of the homework in this course will be will be watching films, completing comprehension packets as they do, including comprehension questions, vocabulary, and analytical and discussion questions.  During each trimester, students will be assigned two creative projects, including one creative book report project. While this course will primarily use film as opposed to texts, students will still be required to read two books during each trimester. Students may choose to read the books instead of watching the films if they wish, but our focus will typically be on the films, with occassional excerpts from the original work. Additional activities may also be assigned.  As a grade 5 and 6 reading class, writing will be included, but in minimal form.

Reading and Films
Each trimester will include the reading of 2-3 books. Audio books may be used. The first book will be a book the entire class will read and discuss. Reading shall be done independently. The second will be student choice from a teacher provided list. During trimesters 1 & 3, a “Mighty Marvel Masterwork”will be added (a collection of the first few issues of the respected hero). Additional works of short prose and of poetry will also be read. In lieu of heavy reading, we will focus on films. Students may always choose to read the books or listen to the audio instead if they prefer. Many of the books are available in “The Great Illustrated Classics” collection.

Films in this course are films that are typically  based on major novels. Those films will be analyzed in the same manner that we would discuss and analyze a book. Some films, however, serve to teach a specific concept, allow for comparison, or simply provide students with familiarity of a particular work, and therefore, may not be analyzed to the same extent.

All required books and films in this course are generally approved for ages 8-12; however, individual sensibilities may vary and parents are always advised to preview materials. In addition to required films and books, students will also be provided book lists for their book reports and suggested viewing lists with each trimester. Be aware, that some material on these lists may be better suited for ages 11-14, and may contain a PG-13 rating or similar.

Projects
Two projects will be assigned each trimester. The first project will be based on the units covered in class. The second will be a creative book report project based based on independent reading. Both projects will be assigned during the second week and due the final week of the trimester.  Parents and students are responsible to pace themselves appropriately, but the teacher will provide a suggested pacing guide.
T1: Creating superheroes and halfbreeds
	-Book Report: Cereal Box project
T2: Memory and identity box
	-Book report: Detective/Spy kit 
T3: Pizzaria Project
	-Book Report: Comic book or photo story

Grading
Students shall be evaluated overall by a combination of engagement, progression, and learning.  Rather than waste time on trivial grading, much of the work in this course is designed as exercises in order to promote student development.  Students that are actively engaged and put forth the effort will excel with the assessments. That being said, it is the finish product that is more important when it comes to student assessment.

Students shall maintain all work as assigned in a digital folder or physical notebook. As most assignments are designed as practice exercises, these will typically be scored as credit/no credit based on effort and completion.  Daily assignments and regular homework will be kept in this file and submitted for scoring at the end of the trimester.  Students keeping a physical copy rather than a digital copy must submit their work in photograph form as a slideshow.

In lieu of formal exams, this course will use projects as the primary form of student assessment. Essays and projects must be submitted on the date due. Work submitted after the deadline may not be evaluated or scored.

The 5-point scale:
A=5 (4.5-5): Far surpasses all standards and expectations
B=4 (3.5-4.4): above average, exceeds standard
C=3 (2.5-3.4):  Meets standard expectations and requirements
D=2 (1.5-2.4): Needs improvement/meets some expectations but falls below standard
F= 1 (0-1.4): Does not meet standard expectations
0=0: did not turn in or did not complete

Weighting
40%  Engagement, effort, and participation
20%  Homework/daily assignments (Trimester folder)
40% Projects

(A note on grading: My classes are designed to be easy to pass provided students put forth the effort; however, I do not grade easily. I expect my students to always give me their best effort, but quality of a finished product and assessment of learning, knowledge, and understanding require more than just effort.  In other words, I am an easy C, but a hard A.) 

*********SEPARATE ENROLLMENT REQUIRED FOR EACH TRIMESTER***********

Full Year Curriculum Map and Pacing Guide (anticipated)

CURRICULUM MAP

Trimester 1: PATHOS (understanding characters and emotion)
Books: “James and the Giant Peach” AND “Mighty Marvel Masterworks: The Amazing Spiderman Vol 1”
Films: “Charlie and the Chocolate Factory,” “Superman,” “Percy Jackson and the Lightning Thief,” “Clash of the Titans,” “Jason and the Argonauts,” “Wonder”
Day 3 Focus: Poetry
Superheroes discussed: Superman, Spiderman, Wonder Woman, and Thor
Book report: Odd and Interesting characters (Books by Roald Dahl or Lemony Snicket), “Cereal Box” project
Final Project: Creating an original hero or half-breed

Unit 1: Introduction to literature, “Who am I and why am I here?”
1.1Characterization
1.2Intro to poetry
1.3Literary devices
Unit 2: Superheroes as folklore part 1
2.1 Origins and history (Superman)
2.2 Spiderman
Unit 3: Mythology
3.1 Greek Mythology
3.2 other mythology in brief
3.3 Superheroes as folklore part 2: Wonder Woman, Aquaman,Thor
Unit 4: Bullying, self confidence, and social acceptance

Trimester 2: LOGOS (logic and identity)
Book: “Spy School”
Films:“And then There Were None/10 Little Indians),” “Sherlock Holmes” (1980’s BBC, episode TBD, available on youtube,) First episode of “Sherlock,” “Enola Holmes,” “Anne of Green Gables,” “Searching for Bobby Fischer”
Day 3 Focus: Critical and creative thinking
Superheroes discussed: Batman, the Flash, Daredevil, 
Book report: Detective or spy book from list provided, “Spy Kit” project
Final Project: Identity and memory box

Unit 5: Character Archetypes
Unit 6: Critical and Creative Thinking
Unit 7: Detectives and Spies
7.1 Spies
7.2 Comics as folklore part 3: Batman, Commissioner Gordon, and Daredevil 
7.3 Holmes and other detectives
Unit 8: Identity and Imagination
8.1 Anne
8.2 Comics as Folklore 4: The Flash and more
8.3 Bobby Fischer


Trimester 3: ETHOS (experience and credibility)
Books: “The Count of Monte Cristo” (Great Illustrated Classics Version) AND “Mighty Marvel Masterworks: The Justice League Vol 1”
Films: “Robin Hood,” “The Lion, the Witch, and the Wardrobe,” “Huck Finn,” and additional “student choice” films from list to be provided.
Day 3 Focus: writing, telling stories, and making arguments
Superheroes discussed: Green Arrow, Incredible Hulk, X-men, and The Avengers
Book report: student choice from a wide list of genres, list to be provided, “Comic book” or “Photo Story” Project
Final Project: The Pizzaria Project

Unit 9: Major works and Themes
9.1 The Count of Monte Cristo
9.2 Robin Hood
9.3 Narnia
9.4 Huck
9.5 Monsters and Creatures
9.6 Comics as folklore 5: Hulk
Unit 10: Linking literature with modern society
10.1 Comics as folkore 6: X-men
10.2 Comics as folklore 7: The Justice League
10.3 Poetry Conclusion


PACING GUIDE

Trimester 1
Characterization, bullying and empathy, introduction to comic books and superheroes, introduction to poetry, Greek mythology

Week>book* and/or film
*denotes reading, all others are films
1.Intro and “James and the Giant Peach*
2. “James and the Giant Peach*
3. “James and the Giant Peach*
4. “James and the Giant Peach* and “Charlie and the Chocolate Factory”
5. Introduction to superheroes and modern folklore
6. “Superman” Superhero origins
7. “Spiderman*
8. “Spiderman*
9. “Percy Jackson and the Lightning Thief”
10. “Clash of the Titans”
11. “Jason and the Argonauts”
12. “Wonder”
13. “Wonder” and Poetry Wrap-up
14. Closing discussions and project presentations (Heroes and Half-breeds)

Winter Assignment
Student choice: WATCH: “Harry Potter,” “Lord of the Rings” or “Star Wars”

Trimester 2
Characterization, plot development, identifying theme, detectives and spies, growing up, family, and imagination

Week>book* and/or film
*denotes reading, all others are films
1.Winter assignment-discussing character archetypes
2.“Spy School*
3.“Spy School*
4.“Spy School* and “James Bond” (student choice of Bond movie)
5.“And then There Were None/10 Little Indians)”
6.“Sherlock Holmes” (1980’s BBC, episode TBD, available on youtube)
7.First episode of “Sherlock” 
8.“Enola Holmes”
9.“Anne of Green Gables”
10.“Anne of Green Gables”
11.“Searching for Bobby Fischer” and project presentations.

Trimester 3
Analyzing and understanding major themes, and symbols: Perseverance, revenge, courage, trust, family, friendship, and loyalty

Week>book* and/or film
*denotes reading, all others are films
1.“The Count of Monte Cristo* (Great Illustrated Classics)
2.“The Count of Monte Cristo*
3.“The Count of Monte Cristo*
4.“Robin Hood”
5.“The Lion, the Witch, and the Wardrobe”
6.“The Lion, the Witch, and the Wardrobe”
7.“Huck Finn”
8.“Huck Finn”
9.Classic monsters and creatures (suggested viewing list)
10.“Mighty Marvel Masterworks The Avengers,”  Comics as folklore wrap-up (suggested viewing list)
11.Poetry wrap-up
12.Closing discussions and project presentations.