Individualized, Interactive 7th Grade English Language Arts (Semester 2) (3 Day)

By the end of the class, students will possess:
--An understanding of the texts they read
--Increased vocabulary and reading comprehension skills
--A greater understanding of creative writing
--Improved technical and creative writing skills
--A grade-level understanding of grammar and mechanics
--Greater abilities to make text-to-text, text-to-self, and text-to-world connections
--A basic understanding of themes in genre fiction

I was a Title I tutor in a classroom setting for several years. I primarily worked with students with learning differences and those who were academically behind. One of my proudest achievements was working one-on-one with a student for three years, beginning in 6th grade. They were several grade levels below the norm for their age. Usually, I worked with them four days each week, primarily through reading and ELA assignments. By high school, they were nearly at grade level in both reading and writing. 

One of my college minors was early childhood education. Relevant college courses include: child development, childhood socialization, children's programming/curriculum development, programming for children and families, and child exceptionality and psychopathology. I also completed multiple classes on technical writing.

I have a graduate diploma in Applied Neuroscience. Through independent research, I have also studied Black American history, marine life, the Space Race, and the use of Navajo during World War II.

Additionally, I taught "Hidden Figures" before initially teaching this class. I have a history of helping teach and communicate sensitive subjects, especially when I was a Title I tutor. (The classroom curriculum included "Teaching Tolerance" materials by the Southern Poverty Law Center.) All books and discussions will be age-appropriate, and students are taught to respect others' opinions. However, if any sensitive subjects arise, they will be handled delicately through guided discussions.

I was a freelance grant writer from 2012 to 2021. Please see my profile for more information about my experience and education.

Reading Homework: Students are expected to read 80-90 pages per week, but this will vary by unit. Most of the books average 220 pages. "Vincent & Theo" is over 400 pages, although some pages are illustrated. Depending on the student's reading comprehension, students should allow 1.5-3 hours per week for reading.

Other Homework: Students are expected to submit one creative writing assignment each unit. Students must also submit at least three unit projects. (The Unit Project for Unit 5 is required.) Unit projects will help reinforce technical writing skills learned in the previous semester and prepare students for more advanced writing in 8th grade. Students are encouraged to complete the main topic for the unit project, but an alternative is provided for each unit. If students choose to complete more than 3 unit projects, they will receive credit for their highest grades.

Creative Writing Assignments:
--Unit 1: A creative story of at least 2 typed pages should be written. The story must use at least 5 literary devices and 3 "advanced" creative writing techniques discussed in the lectures. As an example, students might use personification, hyperbole, metaphors, onomatopoeia, and idioms, as well as foreshadowing, a red herring, and a cliffhanger. 
--Unit 2: Students must submit 5 poems: 1 free verse, 1 haiku, 1 acrostic, and 2 narrative.
--Unit 3: A creative story between 2 and 5 typed pages should be written. Students can choose to focus on historical fiction, science fiction, or fantasy. Students must use at least 5 literary devices or advanced concepts.
--Unit 4: A creative story between 2 and 6 typed pages should be written. Students can choose to focus on mystery, thriller, science fiction, or fantasy. Students must use at least 8 literary devices or advanced concepts.
--Unit 5: A creative story between 3 and 8 typed pages should be written. The story must be literary or realistic fiction. Students must use at least 10 literary devices or advanced concepts.
(Note: It is fine if students need to write their stories by hand, but they should contain the same level of information as if they were within the page range when typed.)

Unit Projects: 
--Unit 1: Students write a report on the Census of Marine Life, as discussed in the book. Alternatively, with permission from the teacher, students may submit a report on a specific aspect of marine life.
--Unit 2: Students perform research and write a biography of either Vincent or Theo, or a person of significance. Students may choose from family members or other famous artists and influential individuals. A list of potential subjects will be provided at the beginning of class, as well as a handout to assist students in organizing their thoughts. Biographies must be at least 2 typed pages. Alternatively, students may research the critiques of Van Gogh's art and write an argumentative essay regarding whether Van Gogh's work is "good". The essay must be at least 5 paragraphs.
--Unit 3: Students write a report on one of the codes discussed in the book, including its usage and practicality. Alternatively, students may submit their own code with a detailed explanation of why the code would be beneficial.
--Unit 4: Students complete research regarding a historical or scientific aspect of the book and write a report. Alternatively, students may submit a proposal of a potential experiment or design that would further astronautical engineering.
--Unit 5: Students write a 1-page analysis comparing the fiction and nonfiction events regarding the Space Race discussed in "Hidden Figures" and "I Love You, Michael Collins".

Book Reports: Students will complete two short book reports on the books they read independently and present them to the class.

Unless families opt-out of receiving a grade, grading for the class is as follows:

Creative Writing: 40%
Unit Projects: 40%
Book Reports: 20%

All writing assignments and unit projects receive feedback. Bonus opportunities are available.

2 hours 30 minutes per week in class, and an estimated 4+ hours per week outside of class.

I create most of the curriculum independently. Some curriculum developed by other teachers may be used (with permission from the educator). Some of the information on writing is paraphrased from articles on Masterclass.

For grammar and mechanics, I will use select pages from Glencoe Language Arts' "Grammar and Language Workbook: Grade 7". Most of this will be used to supplement in-class lectures. Some pages may be provided to students to help solidify concepts.

During Unit 3, a short video is viewed in class about Kryptos. You can preview it here: https://www.youtube.com/watch?v=CwdUwevayRU

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Specific to Poetry:

When introducing free verse poetry, students use an exercise by published poet Simon Mole. You may preview the video (shown in class), here: https://www.youtube.com/watch?v=r3FZyXFS6bU

When studying symbolism, we watch Rita Dove read "Heart to Heart". You may preview that video here: https://www.youtube.com/watch?v=4xtM1FUgS-E

When introducing haiku poetry, I use 3 poems by Matsuo Basho: "The Old Pond", "Autumn Moonlight", and "In the Twilight Rain".

Excerpts of other poems are given as examples including those by John Updike and Gerard Manley Hopkins.