This is a informational break-down for you, so that you can be aware of what the year will look like, as well as what is expected of you. Please show this to your parents so that they are aware of what we will be cover this year, after which please keep this sheet safely in your Language Arts folder for the year for your reference (you might need to refer to it for certain projects.)
Every week, you will receive a list of 12 words (found in the classroom on the Weekly Word Board). You are required to fill out a Weekly Word sheet that includes: parts of speech, definition(s), synonym, antonym, and a sentence using the word. These are always due on Thursday at the beginning of class. You can receive extra credit for finding 5 of more of the words in your scheduled reading and listing the page numbers next to the words on the sheet.
Homework will be kept to a minimal, however you will have the responsibility of reading outside of class, occasionally working on extended writing assignments, and finishing up work not completed in class. I expect class time to be focused and efficient so that very little will need to be done outside of school.
You are required to keep an organized Language Arts folder. In this folder, you must maintain 5 distinct sections: Grammar Warm-Ups (unless they are in a separate notebook from which they cannot be removed), Weekly Words, Grammar Notes, Literature Notes and a List of Quotes which you will be referring to through-out the year as help with writing prompts.
This year, Language Arts will be reading heavy. Each class will be split in two, one part reading their own selection while the other reads the class selection, switching roles approximately every two weeks. Our literature selections will fall under the theme “Dystopias and the Individual’s Dream of Life”. We will look at novels showing historical significance of how people lived at various points in the past (including novels linked with the History curriculum) to novels that portrait a vision of the future. We will use these readings as a means of exploring emotional health and the influence that culture, environment, technology and choices all have on our outlook and health as individuals as well as societies. In general, you will be accountable for not only finding this general theme in the works we read, but the following list of topics as well, along with expressing it in formal written or oral presentations: points of view; characters; themes; plot developments; settings and mood, tone and style. Much of our vocabulary will come from these readings. Below is a list of books that we will use. This list is subject to change as we progress through-out the year and the actual books read will vary from class to class depending on a number of factors (# of boks available, average reading levels, etc…):
Living Up the Street The Old Man and the Sea Night Wrinkle in Time
Lord of the Flies One Flew Over the Cuckoo’s Nest Beowulf
Animal Farm 1984 Red Scarf Girl
Anthem Fahrenheit 451 Ms. Frisby
Grammar will use your selected articles and readings as well as exercises selected by me to investigate sentence structure, parts of speech and style. Twice a week grammar reviews/warm-ups will help fill in the gaps and keep you on your toes.
Writing will be a topic covered either with informal, twice a week journal writing warm-ups, or in our weekly seminar. During these lessons, we will cover the 6 traits of writing, types and styles of writing, presentation styles, peer review and the application of grammatical lessons.
Towards the second half of the year, we will look at modern media and its many forms and effects. Topics covered will be the internet, visual media and advertising. We will look at the benefits and draw backs of these modes of communication.
Grades for Language Arts will be broken up into 6 main categories. The following chart shows those categories, along with the approximate number of that type of assignment for the grading semester. Each semester is approximately 12 weeks in length. We will be reading 4 books per semester, 2 of which will be selected by you and 2 by me. You will also get a participation grade every week. This grade, ranging 1-3, will be based on how much input you have during discussions or group work, as well as being willing to try questions if called upon by me. Please do not worry - I will take into account personality types, as some students have an easier time in a group setting as others. Every student will receive 8 grace points to help overshadow any “bad” days. However, talking out of turn, messing around, and not being “present” will have a lower score (although you do get a 1 just for showing up.)
Grading Assignment Approx. Amount for Sem. Total possible points % Total Grade
Weekly Words 12 60 15%
Literature Quizzes 6 60 15%
Grammar Work 6 60 15%
Writing Assignments 6 60 15%
Projects for Literature 2 80 20%
Participation 12 80 20%
Totals 44 400 100%
True Lies Spring 2010 Curriculum
1. Intro: True Lies exercise - Inspiration Homework
2. Inspiration: share examples
3. Observations: classroom writing exercise; Observational homework
4. Observations: Outside journaling
5. Observations: share HW, compile into a writing
6. Style/ Tone: copy tone/style from Hw#1
7. Style/ Tone: narrative exercise in tone
8. Characters: discuss and create 3
9. Characters: write story from 3 different view points
10. Dialogue: rules and tricks
11. Dialogue: write and share
12. Themes: Sun article exercise
13. Themes: 2 themes/ 2 writings
14. Inspiration: bring in favorite readings to share and discuss
15. Inspiration: share and journal
16. Brainstorm: write and comment
17. Brainstorm: write and comment
18. Example: create an except to submit
19. Example: finish writing and edit
20. Example: peer commentary; submit to Art for cover creation
21. Outline: form
22. Outline: create
23. Share and comment progress
24. Set-up creation
25. Set-up creation
26. Climax
27. Climax
28. Share and comment
29. Inspiration Day (the War of Art)
30. Ending
31. Ending
32. Revision
33. Peer Editing
34. Revision
35. Final
36. Final
37. Class readings and presentations
38. Class readings and presentations
39. Class readings and presentations
40. Class readings and presentations#
Lives of Music
Spring 2010 Curriculum
1. Musical Terms
2. Africa/ European Parents
3. New Orleans
4. Blues
5. Blues footage
6. Listening Challenge/ Jeopardy
7. Jazz
8. Jazz footage
9. Listening Challenge/ Jeopardy
10.Musical comparison
11. Rock
12. Rock footage
13. Listening Challenge/ Jeopardy
14. Hip-hop
15. Hip-hop footage
16. Listening Challenge/ Jeopardy
17. Semester Review
18. Final Jeopardy
To foster an interest in foreign language, particularly Spanish, in the students
Areas of study:
Spanish grammar, vocabulary, and the cultures of the Spanish-speaking world
Grading:
Students receive grades on assessments, homework, class work, and class participation. Students who miss a great deal of class will lose participation points.
Topics:
Verbs- ser, estar, gustar tener, ir; AR verbs, ER/IR verbs, all in the present tense;
Vocabulary- la comida, la ropa, el tiempo, la escuela, la casa, números, el calendario, a viajar, el cuerpo
Culture: Spain, Latin America
Classroom Conduct:
Maintain Proper Posture
No profanity
Hands (etc.) to yourself
Show respect to everyone
Clark Syllabus:Fine Art 2nd Semester
Ink Block Printing:black ink on linoleum.Series of three
Film Appreciation:Critically view film/moving making as art (2-3 classic films)
Ink Wash with felt tip pen:India ink with water color brushes on textured paper then fine point felt tip pens for texture, hatching, and details.
One, two and three point perspective drawings using vanishing points: Intro to Architecture and exterior design.
Portraiture: 3 positions: ¾ view, front and profile.Proportions and define form through value.
Final Projects:Choose and submit design proposals and proceed with medium of students choice
SCIENCE
We are starting second semester with a bang – so to speak.It is our chemistry unit.The students are always asking if we can blow something up.We have in the past set off the fire alarm because of smoke from an experiment, but no huge explosions, at least not yet – thank goodness.As we do experiments we will be following the scientific method, reviewing measurements, looking at positive and negative relationships, and working to prove or disprove our hypothesis.
We will also cover Earth’s process and structure of the Earth.We spent quite a bit of time last semester on outer space and will now cover rock formation and classification, plate tectonics, erosion and volcanism on Earth.In this unit we will also do some graphing and review the different types of graphs we can use and which type of graph will best show our data, or help to illustrate the information we are trying to share.
We always have fun learning about genetics, and beginning our understanding of how plants and animals get their individuality.We will explore some into human genetics as well and look into our own genetics, and decipher why some of us have blue eyes and some brown or hazel eyes, different colored hair and height. It is always a fun exploration.
We will finish up the semester with changes in our environment and a technology unit.In these final units we will do 2 year end projects consisting of a bridge building contest and our mouse trap contraptions.
The goal for our year is to cover the state standards as well as build some curiosity and basic background in a multitude of areas in science.The students will have experienced a myriad of explorations, included but not limited to experiments, self directed and teacher directed activities, individual, partner and team projects, computer investigations, video and varied technology presentation, hands on activities, as well as basic reading and writing activities.As students enter high school they will have a wide range of experiences in several areas of science that will have prepared them to move on and dig deeper into one or two specific areas they have enjoyed the most.
