The Literacy Enthusiast: Upper Elementary Language Arts (PART 1)

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

1) NOVEL STUDY LIST (please feel free to access these titles as it is best for you: through your local library or through purchase):

-- Restart (by Gordon Korman)
-- Fish in a Tree (by Lynda Mullaly Hunt)
-- Out of My Mind (by Sharon M. Draper)
-- The Miraculous Journey of Edward Tulane (by Kate DiCamillo)
-- Wishtree (by Katherine Applegate)

2) POTENTIAL SENSITIVE TOPICS WITHIN TEXTS:

-- Restart (by Gordon Korman) Situations of bullying
-- Fish in a Tree (by Lynda Mullaly Hunt) Situations of bullying/ insults based on physical/ academic differences
-- Out of My Mind (by Sharon M. Draper) A handful of instances using out of date/ inappropriate terminology regarding individuals with disabilities. As seen in the course outline below, the importance of *person-first language* is set up to be the first lesson discussed and addressed during this book study.
-- The Miraculous Journey of Edward Tulane (by Kate DiCamillo) During one of Edward's journeys, he lives with a family who struggles immensely (two brief parts include an unkind father slapping his son once, and the sickly little girl passing away).
-- Wishtree (by Katherine Applegate) The main character, Red, has been a beloved tree in a neighborhood for over two hundred years. He discusses how the neighborhood continues to change and welcome in new people, families and cultures; but not everyone IS welcoming to the newly moved in Samar and her family.

3) During this intensive literacy study, we will not only be targeting connection to the five beautifully written fiction pieces above, but immersing ourselves in countless, intertwined lessons born from:

-- figurative language (i.e. simile, personification)
-- story elements (i.e. parts of a plot, conflict/ resolution)
-- notable vocabulary (i.e. story specific)
-- basic grammar (i.e. structuring sentences to make sense, synonyms/ antonyms)
-- styles of writing (i.e. Narrative, Persuasive)
-- personal expression (i.e. specific journaling, creative writing)


4) FOR COMPLETE ENGAGEMENT, learners will need the following to accompany them to * * each * * class:

-- a three-ring binder with loose-leaf notebook paper specific for this course
-- a folder for teacher-made templates (i.e. book studies, homework, class activities)
-- pencils and/ or pens for writing

5) COURSE EXPECTATIONS:

-- The course outline 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 reading material.
-- 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.

6) 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, encouraged and expected 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
-- 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 (to be 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.)

7) 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/ 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 the literacy enthusiast 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.
-- I have a passion for connecting to literature; and while our classroom has a heavy discussion/ opinion element, I will *never* require a learner to share their words or written piece if that is not in their comfort zone. It is always my goal to build a classroom family dynamic, and respect for one another's feelings is key.

8) COURSE OUTLINE (* * * daily themes and project dates are subject to ebb and flow with change at times, based on what is best for the class):

WEEK OF 8/29, 8/31: No prior reading
-- Tuesday: Introduction to our book studies on personal/ social growth, setting the stage for learner responsibilities and expectations, discussion on narrative writing and 'rotating' narratives (i.e. the style of writing in our first book, Restart)
-- Thursday: Highlighting notable vocabulary in our first text, begin personal narratives 

WEEK of 9/5, 9/7: Restart (by Gordon Korman)
-- Tuesday: (Pages 1-53 read/completed) First impressions/ making judgements as readers, character dynamics, introduction to character arcs
-- Thursday: (Pages 54-107 read/completed) Text and message format, main characters and background characters, share personal narratives, introducing writer reflections

WEEK of 9/12, 9/14: Restart (by Gordon Korman)
-- Tuesday: (Pages 108-144 read/completed) Layered symbolism with Mr. Solway and the Medal of Honor, the text's 'behind the scenes' characters, introduce narrative writing project
-- Thursday: (Pages 145-206 read/completed) Old Chase/ new Chase, check in on character arcs, continue work on narrative writing project

WEEK of 9/19, 9/21: Restart (by Gordon Korman)/ Fish in a Tree (by Lunda Mullaly Hunt)
-- Tuesday: (Pages 207-243 read/completed) Discussion on redemption, revisiting our first impressions and satisfaction of character arcs, sharing final narrative writing projects
-- Thursday: (Pages 1-57 read/completed) Introduce/ begin Journal of Opinions, notable vocabulary, lesson/ discussion on parts of a plot

WEEK of 9/26, 9/28: Fish in a Tree (by Lynda Mullaly Hunt)
-- Tuesday: (Pages 58-107 read/completed) Journal of Opinions topic writing, lesson/ discussion on parts of a plot
-- Thursday: (Pages 108-149 read/completed) Journal of Opinions topic writing, Ally and Mr. Daniels’ dynamic, “I’m only different to the people who see with the wrong eyes”

WEEK of 10/3, 10/5: Fish in a Tree (by Lynda Mullaly Hunt)
-- Tuesday: (No prior reading) Discussion on Ally’s poetry/ ‘pity’ award, poetry and award writing
-- Thursday: (Pages 150-208 read/completed) Journal of Opinions topic writing, true friendship

WEEK of 10/10, 10/12: Fish in a Tree (by Lynda Mullaly Hunt)/ Out of My Mind (by Sharon M. Draper)
-- Tuesday: (Pages 209-266 read/completed) Final Journal of Opinions topic writing, oxymorons, protagonists/ antagonists, transition into new text
-- Thursday: (Pages 1-60 read/completed) Lesson/ discussion on person-first vocabulary and its effect, notable vocabulary, onomatopoeias, synesthesia and Melody

WEEK of 10/17, 10/19: Out of My Mind (by Sharon M. Draper)
-- Tuesday: (Pages 61-101 read/completed) Levels of communication, family dynamics, “normal”
-- Thursday: (Pages 102-166 read/completed) Advocacy of Mrs. Valencia, lesson/ discussion/ exercises on similes, introduction to Character Similes project

WEEK of 10/24, 10/26: Out of My Mind (by Sharon M. Draper)
-- Tuesday: (Pages 167-217 read/completed) Notable vocabulary, revisiting of person-first vocabulary and its effect, group dynamics
-- Thursday: (Pages 218-265 read/completed) Jealousy, disappointment and betrayal, share Character Similes project

WEEK of 10/31, 11/2: Out of My Mind (by Sharon M. Draper)
-- Tuesday: (Pages 266-295 read/completed) Themes of frustration, judgement and perseverance, conflict and resolution, dissecting Rose’s character
-- Thursday: NO LIVE CLASS

WEEK of 11/7, 11/9: The Miraculous Journey of Edward Tulane (by Kate DiCamillo)
-- Tuesday: NO LIVE CLASS 
-- Thursday: (Pages 5-58 read/completed) Notable vocabulary, focus on 'ennui', Pellegrina and Edward’s dynamic, role of illustrations

WEEK of 11/14, 11/16: The Miraculous Journey of Edward Tulane (by Kate DiCamillo)
-- Tuesday: (Pages 61-129 read/completed) Personification, Edward's physical and emotional journey
-- Thursday: (Pages 133-198 read/completed) Elements in Edward's fantastical dream, Edward's character development, coming full circle, introduction to The Power of Love prompt

WEEK of 11/21, 11/23: NO LIVE CLASS

WEEK of 11/28, 11/30:  Wishtree (Katherine Applegate) 
-- Tuesday: (Pages 1-56 read/completed) History of names, notable vocabulary, personification and idioms, narrative voice
-- Thursday: (Pages 57-122 read/completed) Power of words, foreshadowing, dynamics between human and non-human characters

WEEK of 12/5, 12/7: Wishtree (Katherine Applegate)
-- Tuesday: (Pages 123-179 read/completed) Origin of May Day, Red as a storyteller, journal entry of Maeve’s
-- Thursday: (Pages 181-211 read/completed) Reflection on 'Be Different to Trees', Maeve’s legacy

WEEK of 12/12, 12/14: Persuasive book reviews
-- Tuesday: Discussion/ lesson on persuasive writing, persuasive vocabulary, being a trustworthy writer, begin Persuasive book reviews
-- Thursday: Share Persuasive book reviews