Curriculum

Daily Plan

Computer Applications Syllabus

COURSE DESCRIPTION
Each student will be challenged to explore, understand, and appreciate all facets of communication through the use of thematic units. The ultimate goals of this course are to prepare students for future academic endeavors and to instill a life-long interest in reading, writing, listening and speaking.

LEARNING STANDARDS
Students will:

• use the language with enjoyment as a vehicle for thought, creativity, learning and self-expression.
• respond appropriately to a variety of texts.
• gain a deeper understanding of human nature and thus oneself and others.
• develop a critical approach to literature.
• read a variety of genres.
• use the writing process to create various types of writing.
• produce written and oral text.
• express themselves clearly to different audiences.
• acquire and demonstrate proficiency using mature vocabulary in oral and written communications.
• develop spelling proficiency.
• use appropriate grammar and mechanics.

• identify, describe, and analyze setting, plot, characters, conflict(s), theme(s), and point of view;
• identify and analyze the author's use of literary techniques;
• explain the meaning of titles;
• use a variety of word attack skills to increase vocabulary;
• evaluate reading in order to support or refute an author's main points.

• use complete sentences and a variety of sentence structures;
• write a developed paragraph and essay;
• use precise vocabulary words;
• use transitional words and phrases within paragraphs;
• identify, correct and apply rules of mechanics, usage, and grammar;
• use semicolons, quotation marks, and commas (various rules) properly;
• identification and use of nouns, verbs, pronouns, and prepositions;
• write descriptive, narrative, persuasive and creative pieces;
• respond to literature using details from the text;
• use the Modern Language Association (MLA) guidelines for documentation;
• choose and evaluate writing pieces; and combine sentences and use a variety of sentence beginnings.

• organize and present information using good public speaking techniques;
• take notes from lectures and discussions;
• conduct an organized and thoughtful discussion of literature.

TEACHING METHODS
The instructor will employ a variety of teaching methods that will include:
• Lecture/discussion
• Cooperative Learning
• Demonstration
• Video Taping of Student presentations
• Simulation
• Guided Practice
• Role Play
• Experiential/Inquiry Learning

ASSESSMENT TOOLS
The instructor will employ a variety of assessment methods that will include:
· Tests/Quizzes
· Daily Homework
· Journals/Notebooks
· Essays
· Oral Presentation
· Creative Writing
· Reading Response Journals
· Student Projects

TECHNOLOGY REQUIRED TASKS
· Power Point presentations
· Word Processing
· Post collection of Unit Work on the Internet (www.geocities.com)

AREAS OF INTERACTION
The following areas represent ways in which the student will interface with the curriculum in this subject area. This is a listing of activities students may experience throughout the year.

APPROACHES TO LEARNING (Tentative)
• complete a goal presentation in conjunction with the Guidance curriculum
• develop research skills: access different research materials and create a bibliography
• develop organizational skills through use of the agenda and time management
• improve test taking skills on objective and essay test preparation
• improve reading comprehension skills
• participate in the Spelling Bee

COMMUNITY SERVICE:
• read to elementary students

ENVIRONMENT
• read novels that deal with environmental issues
• complete the thematic unit "Our Environment"

HEALTH AND EDUCATION
• participate in cooperative group reading circles
• complete the thematic unit "There's No Place Like Home"
• complete the thematic unit "Do the Right Thing/Social Issues

ORIGINAL IDEAS:
• create original artwork in response to literature
• create an original story or poem
• participate in various writing contests such as Scholastic Writing magazine
• participate in the English/Language Arts Festival (tentative)

GRADING POLICY

Your final grade will be weighted on these three components:

1. Class Participation (Attendance/Attitude) and
    Homework/Activities: 20% of your grade.
2. Speeches (9): 40% of your grade.
3. Unit Tests (10) composing of at least 20 questions with A/B forms: 40% of your
    grade.

THE STANDARD GRADING SCALE

100--95% is an A(+).
  94--90% is an A(-).
  89--85% is a B(+).
  84--80% is a B(-).
  79--75% is a C(+).
  74--70% is a C(-).
  69--65% is a D(+).
  64--60% is a D(-).

* ANY GRADE LOWER THAN 60% IS FAILING. SEE ME IMMEDIATELY IF
   YOU FAIL A TEST, QUIZ, OR ACTIVITY. ALL MAKE-UP TESTS MUST BE
   GIVEN/TAKEN THE DAY AFTER YOUR RETURN UNLESS AN
   EXTENSION IS GIVEN BY SPECIAL PERMISSION.

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Mr. Colgrove’s Daily Language Arts (Tentative) Classroom Lesson Plan

Students should always be equipped with a folder, a “reading notebook,” a journal (additional notebook), pencil, pen, scissors, scotch tape or paste, and markers. Students should also bring to class (if not provided) a pocket dictionary. Points are given each day to the student who comes prepared to class.

1: Greet The Class
2. Take Attendance
3. Pass Back Graded Papers (if homework was assigned or tests/quizzes were given)
4. Go over Homework-Test-Quiz

5. Vocabulary/Spelling Exercises: From reading the newspaper earlier that morning, a buzzword is written on the board taken from an article in either world or local events.
Students are to read the articles searching for the buzzword and when they locate the buzzword, they must write in their notebooks the title of the article, page, column, and date of the newspaper where the buzzword was found. Next, they must cut and tape/paste the sentence where the buzzword is being used in its context in their notebooks and use the dictionary to write and define the buzzword. They get additional credit if they write a sentence using the buzzword’s synonym in addition to the definition. I also give credit for summarizing the article they read in one complete sentence. On an overhead projector, we discuss Daily Language Practice sentences that need corrections, or we complete sections of a vocabulary workbook. Students are also required to develop vocabulary flash cards and turn them in on test day for grading.

6. Reading: One to five vocabulary words are written on the board found in the assigned reading for the next day. They are to copy these words in their notebooks noting the corresponding pages they come from in their books. (I have written on the board.)
Next, 5 reading comprehension questions are written on the board covering the 5 assigned pages the students were to read the night before. Students are to copy the questions in their notebooks and answer the questions. Students are not allowed to talk. No more than 15 minutes is needed for this exercise. The questions and answers should be addressed under a proper heading I have placed on the board. Then, I have the students shut their notebooks and we simply begin to discuss the answers. I give credit when I randomly check their notebooks. These questions are considered quizzes. Questions for a weekly test will be taken from the questions and answers found in their notebooks. Next, I read aloud for five minutes the five pages I assigned from the night before. (Sometimes I may put the comprehension questions on the board and have them listen for the answers while I or another student reads aloud. They are still required to read the pages from the night before except they have class time to listen for the answers as well. This helps them to practice active listening skills.) When we finish reading the book, students will choose a character to dress like at our closing reading party.

7. Literary Element: Depending on the element we are covering, this objective will be reinforced through activity-based learning and students will receive credit when the activity is completed in its entirety. Let’s say the lesson involves teaching writing using
points of view. I will pass out sample paragraphs using 1st person and 3rd person perspectives. We will compare and contrast samples and talk about the advantages of each writing style. I will have a volunteer stand in front of the class and tell in two minutes a personal story in the 1st person mode. Then I will choose another student to tell the same story from the 3rd person mode summarizing what the 1st person said. I will then have the students write in their journals a paragraph on something that personally happened to them. Then they will write another paragraph in the 3rd person on the same story except telling the story as if it happened to someone else. This entire process is working towards students completing an oral book report that is tied into a book fair. I will submit a checklist for the students to use when they begin writing the book report.

8. Expository Writing: Students write in their journals paragraphs that contain elements of expository writing. We will discuss the mechanics of writing a definition paragraph, classification paragraph, contrast and comparison paragraph, cause and effect paragraph,
and persuasive paragraph. The ultimate goal is to teach essay writing applications for these structured papers. Sub-elements such as a thesis statement, an introductory paragraph, determining the main idea, 3 paragraphs to support the main idea, and providing a conclusion will be taught in a broader sense as we move through the lessons.

9. Creative Writing: Students will be required to bring in an object from home or outside that is meaningful to them and can fit in their hand. This object will be drawn out of a box or bag and place in front of the class. At the end of each class period, students will be required to write in their journals a paragraph on what that object means to them. I will have students at the end of each class take turns reading their paragraphs. At the end of the following week, a new object will be chosen. We will discuss descriptive writing and kinds of modifiers that make writing more appealing. We also will concentrate on the mechanics of various creative styles as we move through the unit or text that emphasizes kinds of creative writing.

10. Test-Taking Strategies: I had hoped to use the Reading and Writing portion of a practice GED test to illustrate this objective. I also will try to model my classroom tests after the SAT/ACT and GED reading sections in its structure. (Preparing for the ISTEP can also replace this objective).

11. Elements of Grammar: 10 minutes will be set aside every day to discuss the parts of speech. There will be a practice writing activity assigned in class or as homework using the parts of speech and mechanics that go with constructing proper sentences.

12. Integrating Technology Into the Classroom:
Meet with the librarian or technology coordinator to post student work to a web page or teach students to illustrate and post their own work to a web page.

*These daily activities lead to a quiz, a weekly or quarterly test, a book reports, sample writing of essays, short stories, creative poetry or drama pieces, and class parties and/or book fairs. At the end of the year, the students will have a portfolio and a web site where their best collection of work is displayed. Not all of these teaching methods or strategies may be covered in a single day. Instead, it is a progression of a variety of these methods that will lead to the ultimate goal of higher ISTEP scores and passing rate, as well as transfer and retention of skills learned in the classroom.

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