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We'll read (a lot!)--to increase fluency, build comprehension, foster critical thinking skills, study author's craft, expand vocabularies, and learn about the world.
We'll write (a lot!)--to increase fluency, build comprehension, foster critical thinking skills, express THEIR own unique voice, emulate writers craft, and play with conventions to achieve THEIR own purposes.
We'll collaborate (a lot!)--in small group instruction, conferences, and group challenges--to hone communication social, and presentation skills, to give and receive feedback, and learn from one another. As a QUEST/Advanced student, they'll explore their own unique gifts and talents and share these with our community.
We'll have fun--because learning should be fun!
Unit 1 - Setting Up Shop: Establishing Our Workshop Community
Unit 2 - Where Themes Come True: The Literacy Essay
Unit 3 - The Past, Today: Historical Fiction
Unit 4 - Taking Sides: Research and Argumentation
Unit 5 - The Best of Both Worlds: Literary Nonfiction
Unit 6 - From Stanza to Stage: A Comparative Lens
Unit 7 - Testing as a Genre
Unit 8 - Investigative Journalism
Paradox - Affective: Gifts, Talents, & Skills
Project: Metaphorically Me
Choice/Debate - Trial of Planet Earth
Project: Mock Trial
Conflict - World in Conflict
Project: Museum Exhibi
In English Language Arts we use a standards-based grading system. Students will be assessed on critical attributes of language arts. Students will have a rubric for each of the individual skills, with a detailed explanation of how to achieve mastery. Students and the teacher will keep track of progress, seeing growth and development as the year unfolds.
Just like learning to ride a bike, bake a cake, or drive a car, becoming strong in reading and writing takes time, practice, and patience. No one becomes proficient on the first try; you study, you practice, and sometimes you ask for help along the way. Literacy is no different. Some skills will click quickly, while others may take more work and repetition. Every student learns at their own pace, and what matters most is consistent effort, because over time, small steps lead to big progress.
In my classroom, I strive to make that practice meaningful, engaging, and connected to the real world. Middle school is a time to ignite curiosity, build confidence, and help students discover the power of their own voice. Whether we’re diving into a novel, debating big ideas, or creating projects that challenge students to think deeply, learning is always active and collaborative. My goal is for every student to leave my class as a stronger reader and writer, a critical thinker, and a confident communicator, ready to take on whatever challenges come next.
In a standards-based grading system, students are given multiple learning opportunities to practice a skill before being assessed (or formally "graded"). Here are the steps in the assessment process you would find in a typical classroom using this system:
Teacher introduces and models the skill.
The student practices (not graded) and receives feedback from the teacher and/or peers.
After practice, students are given an assessment (assignment, test, written task, project, etc.) to measure their current proficiency level. Students are scored on a rubric that has clear, written expectations of what mastery of a skill looks like.
Students will have an opportunity to improve their scores after a combination of re-teaching, practice, correction, revision, or small group instruction.
All students have until the close of the grading period to redo, correct, or revise an assessment to meet or exceed profiiency standards for that skill
In the grade book you will see the following:
10% - Beginning of Unit: This will tell you where you stand in mastery of a particular skill at the beginning of a unit
30% - Middle of Unit: This will tell you where you stand in mastery of a particular skill after exposure to a number of mini-lessons and opportunities to practice a particular skill.
50% - End of Unit: This will tell you where you stand in mastery of a particular skill at the end of a unit
10% - Collaboration /Presentations: This score is for student collaboration on performance tasks/projects, and performance on presentations completed throughout a unit.
Students will be assessed on English Language Arts skills as specified in the state standards, known as the Texas Essential Knowledge and Skills (TEKS).
Each rubric contains clear, specific explanations of how to achieve or exceed grade-level mastery. Rubric scores range from 1 to 4. Students earn a 1 if they are unable to complete the skill or only complete it with substantial help. Students who master the skill and are considered proficient will earn a score of 3. A score of 4 exceed expectation, going above and beyond mastery at that grade level.
Level 1 - the skill cannot be completed without significant help
Level 2 - the skill can be performed independently at a simple level
Level 3 - the skill is mastered; can be performed independently at the required level of complexity
Level 4 - the skill can performed at advanced and highly complex levels
District Conversion Chart
4 = 100
3.5 = 95
3 = 90
2.5 = 80
2 = 70
1.5 = 65
1 = 60
In our class, we will be using the Depth & Complexity framework to help students think more critically and make deeper connections in their learning. Each icon represents a unique way to explore ideas, such as examining origins, identifying patterns, considering multiple perspectives, or analyzing ethical issues. By using these tools across reading, writing, and discussion, students will learn to ask thoughtful questions, see relationships between concepts, and engage in higher-level thinking. This approach challenges learners to go beyond surface understanding and apply their knowledge in meaningful ways.
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