Reader’s Workshop

Text Analysis

A significant portion of our class is dedicated to analyzing text.  Text can be traditional such as books and short stories.  The text can also be alternative such as newspaper articles, instruction manuals, images, film, and so much more.  In reader’s workshop, our time will be spent annotating, reflecting, and discussing.  Students will keep track of “Reading Responses” in a Google doc throughout the school year as a way to self-assess growth and set goals.  

Reading Time

There will be around 60 minutes of reading each week with the number increasing during a novel study.  It is highly recommended that students read 20-30 minutes 5 days a week.  Reading does not always mean books.  Some students will be highly encouraged and expected to read nonfiction print, online, and/or audio aspects, which may change the dynamics of time spent. Also, and keep this in mind, reading MORE doesn't make you a better student of English.  Lifting 5-pound weights all year makes you good at lifting five-pound weights, but that doesn't make you stronger. Keep in mind, too, that what you consume in your reading is produced in your writing.  Reading diverse types of literature helps produce more solid writing and skilled reading.

Novels, Short Stories, etc.

Our study of literature dives into symbolism, thematic and societal importance, allusions, and the impact on readers. The following are some of the texts from which we will draw our analysis with a layered approach.  The list of texts is fluid, as more may be added or exchanged, depending on the needs of the students and the standards wanting to be achieved.

Unit 1 - Our World’s Stories

• Why do stories have power?  How do we decide what stories to tell?

• Images as text, articles, news stories, memoirs

• “Tuesdays With Morrie” by Mitch Albom

Unit 2 - The Art of Suspense

• How do authors create suspense and why are we drawn to it?

• Literary devices, point of view, dramatic irony, short stories

Unit 3 - Time Travel & World Building

• How do writers enable readers to experience different realities?

• Historical fiction, fantasy, theme, setting, characterization

• “The Watch That Ends the Night” by Allan Wolf

Unit 4 - Comparing Interpretations

• How do creators interpret themes differently?

• Text-to-text comparison, theme, film studies

• “To Kill a Mockingbird” by Harper Lee

• “Fahrenheit 451” by Ray Bradbury

Unit 5 - The Spoken Word

• How can can we use language to convince audiences?

• Construction of arguments, evidence credibility, research, public speaking

Throughout ALL units we will… 

• Read independently but with purpose

• Practice routine writing and reflection

• Apply functional grammar lessons to our writing

Research supports the positive impact of self-selected independent reading on vocabulary acquisition, motivation, comprehension, content knowledge, and overall academic success. Providing as few as twenty minutes per day can yield positive results.

Books:

Students are expected to read multiple books per trimester and participate in group discussions regarding said books.

Students may go to the LC during Supervised Study or go to our online LC.

Students may borrow a book from the classroom library with permission.

Formative Grades: 10% 

These are the shorter, practice assignments: 

• Writer's Workshop assignments, completion or task

• Reader's Workshop assignments, completion or task

• Initial practice on grammar, speech practice videos, self-assessments 

Summative Grades: 90% 

Of the 90%, the areas are weighted as well. The categories and their %: Reading assessments 25%; Writing assessments 25%; Speech and Discussion assessments 25%; and Sentence Structure, Vocabulary, Grammar 15%. 

These are the larger assignments and assessments:

• - Major Assessments

• - Formalized writing

• - Debate

• - Final Projects (various for each unit)

• - Presentations (various for each unit) 

K-C: Canvas Homework is updated every day, usually by 2:00 PM.  What we did, links, standard, and HW is included. 

Hoepfner: My daily slide embedded on Canvas will include the agenda for each day as well as links to handouts, resources, and homework.  I will post the daily slide by 7:50 AM each morning.  The Canvas calendar will be used to help students track homework due dates and check-ins.

Color, lighting, shadow, camera angle, casting, score, music, effects, screenplay, motif, symbolism, director's choice

Mr. Klein-Collins 

EMAIL: jkleincollins@naperville203.org

I will return your correspondence as soon as possible. If you do not hear from me within a few hours, make sure you spelled my name correctly (it's long and there is no hyphen in my email address). I'm an early riser, so emails you send late in the evening will be returned promptly the next morning. In most cases, I will advise you to have your child come and talk to me about assignments or other issues to build their sense of self-advocacy.  

Mr. K-C's Availability:

• Before and after school by appointment

• 3rd Period - Supervised Study - conferring with students individually or in small groups.

• 7th Period - Lunch - by appointment

• I am part of the generation tethered to email, so I'll admit it's the most efficient way to contact me. 

Ms. Hoepfner:

EMAIL: jhoepfner@naperville203.org  

My goal is to reply to all emails and calls within 48 hours.  Email is the best way to contact me.

Ms. Hoepfner's Availability:

• 3rd period - Supervised Study - for 1:1 or small group student support

• 9th period (2:05 - 2:50pm) as needed for family correspondence