Course Description
Reading, writing, and talking, oh my! Whether an avid or reluctant reader, students will certainly find this one-year, literature-based, complete English class engaging and fun. As we embark upon a grand literary adventure together, we will make numerous stops along the way to explore fantasies, mysteries, biographies, science-fiction, and more.
Students will practice and perfect their skills in spelling, reading comprehension, literary analysis, grammar, writing, vocabulary, listening, speaking, and critical thinking. Additionally, students will acquire the skill of annotation to help them slow down and think about what they are reading. Discussion is another essential component of this class and is conducted through Socratic seminars, an organized discussion where students seek a deeper understanding of complex ideas by asking questions.
Direct instruction in writing is taught by starting with the basic elements of a sentence and proper paragraph construction and culminating with the creation of multi-paragraph essays. Conducting research, developing a thesis statement, summarizing a variety of texts, and responding to a given prompt are some of the composition skills practiced throughout the year. The literature and informational texts read in this class serve as models to improve writing skills. Students will mature in their ability to write through practicing expository, narrative, descriptive, creative, and persuasive writing.
Students will read eight books as well as several short stories, articles, and poems. All Internet links to short stories, articles, and poems will be provided by the instructor. Books, however, must be purchased in advance and brought to class as needed. Because an important component of this class is learning how to provide textual evidence when writing about or discussing literature, it is helpful for all students to acquire the same editions of each book. Please refer to the ISBN numbers in the Required Texts tab above when ordering.
Basic Supplies
- a 2-inch, three-ring binder
- set of dividers, preferably with pockets (5-6)
- lined notebook paper for binder
- a composition notebook or spiral for journaling (unless a digital option is preferred)
- highlighters–yellow, green, blue, pink, orange
- Post-It Notes (various sizes, shapes, colors–yellow, green, blue, pink, orange)
- pens and pencils, erasers
- colored pencils, thin markers
- white, unlined copy paper (stored in course binder)
Course Structure
Weekly homework includes vocabulary, grammar/mechanics, reading, and writing assignments. Students learn to annotate assigned novels, short stories, poems, and articles. Students also respond to literature through a variety of methods including thought-provoking questions, story summary charts, essay-writing, group assignments, online discussion boards, journaling, oral reports, debates, dramatizations, and projects.
For students who choose to participate in the optional spelling portion of this course, they will complete weekly assignments in their differentiated spelling notebook in which a new spelling rule and word list is introduced and reinforced each week.
Who should enroll?
This class is designed for 7th graders and advanced 6th graders. Students who have taken Literature and Composition 5/6 will be well prepared.
Technology Requirements
- High speed, broadband Internet
- Headset and microphone (for live sessions)
- Streaming video capabilities to watch recorded lectures
- Microsoft Word and PowerPoint are extremely helpful. If using a different word processing program, documents should be saved or exported as a pdf in order to submit them on Canvas.
Evaluation and Feedback
Asking students to demonstrate their understanding of the subject matter is an integral part of the learning process. Both formal and informal assessments are administered in this course. Grammar and vocabulary quizzes are administered periodically. Comprehension of literature is assessed through live class and online discussions and written responses such as journal entries and essays.
After concluding each literature unit, students are assessed through a variety of methods including essays and major exams. Students are also asked to apply and demonstrate their ability to analyze literature by completing special, creative projects, or oral presentations.
Providing consistent feedback is imperative for student growth and success especially with writing. For this reason, I provide a detailed critique of each major writing assignment as well as general comments on all other assignments. In addition, I schedule individual writing conferences as needed where students and I meet one-on-one to address their specific writing needs.
Communication
Communication is an essential component of any educational endeavor. With that in mind, I encourage all of my students to contact me whenever they need assistance with an assignment, and I make it a priority to promptly respond to student inquiries. I also send a weekly “wrap-up” announcements outlining the learning objectives accomplished in class as well as reminders about upcoming assignments.
Beyond email correspondence, I have set aside an additional hour each week to assist students with writing, grammar, and literary skills. To participate in this extra learning opportunity, students need to register separately. See Language Arts Lab 6/7 for details and to register.
Parental inquiries are welcomed and encouraged as parental involvement is essential to student success. To best serve parents, I have established “office hours” on Friday mornings from 9:00–11:00 AM (ET) for responding to emails and phone calls. In addition, I am available for requested individual writing conferences periodically throughout the year where students and I meet one-on-one to address their specific writing needs. I consider it a great privilege to be able to walk alongside parents and assist them in educating their children.
Erin Jessen (verified owner) –
Mrs. Cook has been an amazing lit/comp teacher for my dyslexic middle-schooler. She has helped him to learn and grow as a writer, patiently fostering a positive attitude in him while challenging him to push forward. He is technically below grade level in writing due to his learning disability, but Mrs. Cook is excellent at providing positive feedback with a manageable amount of correction so he doesn’t feel discouraged. We did sign up for the writing labs so that he would have a little extra assistance from her each week, and it definitely made a difference for him. Mrs. Cook worked with us on accommodations/technology and, again, never singled him out or conveyed any disapproval of his efforts. We are signed up for the next level and he is excited to be in her class again in 2022-23!