St. Luke School
MYP Language and Literature
Year 2
Coursework
Seventh grade begins intensive language development in preparation for high school. Therefore, based on International Baccalaureate principles and Common Core Standards for MYP Language and Literature, students will improve their literacy skills through exploring key concepts across subject areas within a global context. The IB criteria include:
A: Analyze
B: Organize
C: Produce Text
D: Using Language
Ensuring a breath of critical thinking, seventh graders will explore the key concepts of Connections, Systems, Communication, Conflict, and Creativity this year. Students will learn inquiry and discussion techniques to build a depth of understanding and skills through related concepts based on reading, writing, applied grammar instruction, and vocabulary development.
Students will be formatively assessed according to their achievement in areas of:
- vocabulary acquisition
- reading comprehension techniques
- discussion participation
- syntax and grammatical constructions
- written work (journals, reflections, analysis).
Summative assessments will stretch students to apply their knowledge of language and texts in different contexts and modes, emphasizing student choice, inquiry, and academic rigor.
Homework will average fifteen to twenty minutes each weeknight with weekends free for time with family and for attending Mass. However, homework also includes long-term projects requiring time management skills and self-management. These ATL’s will be key to success in high school.
Reading
As we explore key concepts, students will read a variety of genres of literature, including novels, short stories, poetry, plays, and nonfiction texts associated with critical thinking. This will include diverse texts from around the world, broadening students’ understanding of people different from themselves.
The emphasis will be on gaining experience with more complex texts, increasing vocabulary acquisition while reading, and the thought processes good readers use to improve reading comprehension. Our analysis will focus on how the text builds our understanding of chosen key concepts.
Students will be formatively assessed on the depth of their understanding and recollection of details from the text to support their analysis. This also ensures their consistent completion of independent reading assignments with the depth required for analysis. If a student doesn’t read the book carefully, analysis of the text is impossible!
In addition to texts associated with chosen key concepts, each student will complete at least one book report per unit on a book of his or her choice related to the key/related concept. Students will find books that relate to the key concept, further building their understanding. The book choice must be approved by me at the beginning of each unit to ensure that each student is choosing a reading challenge based on each student’s individual reading abilities.
Writing
In preparation for the writing necessary at the high school level, students will continue to hone their writing skills and process. Effective writing for middle school students will depend on making steady progress throughout the year. In addition to writing informally about the analysis of reading assignments, students will have formal writing assignments in a variety of forms, for different purposes, and with different audiences in mind as they correspond to each key concept explored. They will focus on particular aspects of the craft of writing according to the needs of the class and a grammatical emphasis for each assignment.
The specific requirements will be outlined and correlated to IB rubrics for Language and Literature for each writing assignment. Students will focus primarily on developing their own personal process for audience-focused writing this year and will be assessed on their process development throughout the year.
Each student will be assessed according to the analysis of the key concept, skills required for each assignment, the process followed for that genre of writing, and their own individual progress made as a writer and thinker over each trimester. Although I consistently conference with students on the writing task, students will sometimes procrastinate or silently struggle through a writing assignment. I am here to help, so please reach out for assistance. If a student needs more time, it is his or her responsibility to see me for help and ask for an extension to finish the assignment through a message in Toddle. Deadlines are still there but have become flexible!
Grammar
Lessons in grammatical constructions are offered in conjunction with writing assignments. Students will study sentence structures and grammatical concepts as well as acquire tools for correcting their grammar mistakes in written work. Knowing the various elements that comprise the English language and how these facets work together makes students clearer, more deliberate writers. In addition to using these grammatical constructions in their own writing, homework assignments on specific skills may be assigned within the unit of study. Grammatical constructions will always be studied in conjunction with their application to student writing and how it impacts the text. We will use online tools and scaffolds to achieve this goal.
Vocabulary
To increase reading comprehension and build effective writing skills, students will study vocabulary in Language and Literature class. We will use online tools to increase each student’s base of commonly used adult vocabulary words.
Students will also learn word skills, such as common roots, prefixes, suffixes, and contexts to increase vocabulary acquisition, especially common Latin roots. Students will create a Master List of new words. From this list, students will apply new words to conversations and written assignments. This allows each student to encode these new adult words into their long-term memory for future use. Seventh graders will be required to learn and use at least 200 new words this school year.
Late and Missing Work
Homework is posted using Google Classroom and Toddle. Toddle provides a To Do list, an Overdue section, and a Completed section in conjunction with a calendar for planning. Because students need to practice academic responsibility and time management skills before continuing to high school, I do not usually accept late homework from a student without discussing the exceptional circumstances with me personally or through email. I will gladly grant extensions on classwork if a student explains the necessity and has a valid reason for needing more time. However, all work should be completed near the end of the given unit of study. When work is missing due to an excused absence, we will work with the student to get caught up and extra time will be given with a new deadline established.
You may email me anytime at jfargo@stlukeshoreline.org to discuss any issues that arise during the year. I am also available before and after school by appointment for additional help or to clarify assignments. I look forward to an excellent year of learning together!