Overview of Reading Approach

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.  

Reading Time

There will be around 60 minutes of reading each week in class with the number increasing during a novel study.  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.

Students may check out books from the Learning Commons during supervised study or other approved times in ELA class.  There is also the option to read online through Sora.  With teacher permission, students are also allowed to borrow books from the classroom library once those are made available.

Novels, Short Stories, etc.

Our study of literature dives into symbolism, thematic and societal importance, allusions, and the impact on readers.  We will draw most our texts from CommonLit, our primary resource for Naperville CUSD 203 ELA curriculum.  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.  Our goal is to complete at least three novel studies as well.

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, journalistic writing (concise and clear)

• Novel study - “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, Newsela Scary Story Competition

Unit 3 - World Building

• How do writers enable readers to experience different realities?

• Historical fiction, fantasy, science fiction, theme, setting, characterization, literary analysis

• Novel study - "Lord of the Rings: The Fellowship of the Ring" by J.R.R. Tolkien

Unit 4 - Comparing Interpretations

• How do creators interpret themes differently?

• Text-to-text comparison, thematic literary analysis essay, film studies, mini movie project

• Novel study - “To Kill a Mockingbird” by Harper Lee with comparison to 1962 film adaptation

• Possible additional novel study - “Fahrenheit 451” by Ray Bradbury with comparison to graphic novel adaptation

Unit 5 - The Spoken Word

• How can can we use language to convince audiences?

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

• Debate skills

Throughout ALL units we will… 

• Read independently but with purpose

• Practice routine writing and reflection

• Apply functional grammar lessons to our writing

Formative Grades: 10% 

These are the shorter, practice assignments that directly build towards summative assignments and assessments.  Completion of Formatives are essential as they are building blocks that construct a foundation for more complex skills AND provide essential feedback for the instructor regarding student understanding.

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 tasks

• - Final Projects (various for each unit)

• - Presentations (various for each unit) 

Piekarz: Our ELA Daily Slide is linked in Google Classroom. Homework is updated every day, usually by 2:00 PM.  What we did, links, standard, and HW is included. 

Hoepfner: My daily slide is available under "Quick Links" in Google Classroom.  It includes the agenda for each day as well as links to handouts and resources that are used during that day's instruction.  When students need to complete an assignment in a specific document, this link will be provided in Google Classroom under "Classwork."  Daily slides will be posted by 7:50 AM each morning.  Assignments will be published in Google Classroom at the beginning of the ELA block.

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

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:

• 2nd period Supervised Study (8:51 - 9:33 am) - for 1:1 or small group student support

• 8th period or 9th period depending on the schedule as needed for family correspondence

Mrs. Piekarz: 

EMAIL: jpiekarz@naperville203.org

I make every effort to respond promptly to emails and, in the event that I need an extended response time, I will send a quick confirmation reply.  If you have not seen a response from me within 48 hours and you have verified that your email was sent to my correct email address, please resend the email (as occasionally some non-D203 emails will be trapped in the district spam filter).

Mrs. Piekarz's Availability:

• 2nd period Supervised Study (8:51 - 9:33 am) daily:  small group & 1:1 student assistance

• Before or after school by appointment