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

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.

Credentialed teacher with almost 20 years of experience in education. Certified AP English teacher, forensics coach(speech and debate), with an extensive background in drama.  I have taught in multiple states in the U.S. and spent three years teaching in China.  I am traveler, chef, poet, and storyteller, specializing in writing instruction, literary analysis, creative projects, and above all, building student teacher relationships.

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/ELA class, writing will be included, but in minimal form.

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.) 

2 hours per week in class, and an estimated 2 - 4 hours per week outside of class.

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,