Course Information

Course Syllabus 7th Grade Language Arts

Welcome to my 2015/2016 7th Grade Language Arts Course Syllabus.  Below I have highlighted my instructional goals, outlined interventions and extensions, explained my grading policy, and touched on my educational philosophy.  I have also included my contact information at the end of this document for your convenience.

Instructional Goals

Students will be working to achieve proficiency in a number of common core state standards throughout the school year. However, the 7th Grade Language Arts team has selected the following benchmarks as “priority standards”:

Reading

7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

7.RL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contract, adequate volume, and clear pronunciation.

7.RI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Writing

7.W.1. Write arguments to support claims with clear reasons and relevant evidence.

7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis of relevant content.

7.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.

7.W 8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Language

7.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

7.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

As a staff we are committed to interpreting and analyzing these “priority standards” to provide the best possible education for each of our students. Of course, curriculum in my classroom will focus on more than just these standards. They will be, however, emphasized and revisited throughout the year.

Interventions and Extensions

Students are offered interventions when additional strategies are needed to help them achieve proficiency as determined by classroom assessments. Interventions may include the following:

● Reteaching the subject matter

● Providing additional practice opportunities

● Providing accessible text

● Considering placement in intervention classes

● Offering other interventions appropriate to student's needs

Students demonstrating advanced proficiency are offered extensions to address individual rate and level of learning. Extensions may include the following:

● Creating opportunities that require higher order thinking skills and inquiry

● Offering options to explore class topics more deeply

● Providing access to advanced-level text

● Offering other extensions appropriate to student's needs

Grading Policies

As we embrace proficiency grading, I will make every effort to provide students with grading rubrics prior to assessing skills. Summative assessments (tests, papers, and projects) will be worth more points and will subsequently have a greater impact on students’ grades than formative assessments (related homework or classwork). That said, if students are not practicing skills, they will not improve, and the likelihood of this student achieving proficient and advanced scores diminishes. The grading scale is as follows:

A: Exceeding (9-10)

B: Proficient (8-8.9)

C: Progressing (7-7.9)

D: Emerging (6-6.9)

F: Insufficient Evidence (0-5.9)

Please check your student’s progress on the Synergy grading system as I will update it regularly.

Educational Philosophy and Classroom Expectations

I firmly believe that every child is entitled to a quality education. Whether a student needs extra support on an assignment or needs to be introduced to a new challenge, I want my classroom to be a space in which every student can blossom. Reading and writing are not only valuable skills, but can be extremely fun too! It is my wish in the upcoming school year that all of my students grow intellectually, but also view reading and writing with enlightened perspectives. As a class we will laugh, reflect, examine new viewpoints, realize our strengths, and work on our weaknesses. Perhaps most importantly, we will see ourselves as a team - all in this together. I have as much to learn from students as they do from me. Most of my behavioral expectations are related to a mantra taught to me by a mentor teacher: “Do not interfere with my right to teach you or your own right to learn.” As a class we need to value every individual’s right to grow whether it means coming to class prepared or listening intently during a class dialogue. I also value LRMS’s commitment to respect and plan to constantly remind students of their contribution to a healthy school environment.  I am very excited to get to know all of my students and work with them throughout the upcoming year.

Please do not hesitate to contact me with any questions or concerns regarding this syllabus or the course in general.

Contact Information

Nathan Yoder

School Phone: (503) 825-5841

District Email: nyoder@sherwood.k12.or.us


I will respond to any phone or email messages as quickly as possible.


Course Syllabus Advanced Literature

Welcome to my 2015/2016 Advanced Literature Course Syllabus.  Below I have highlighted my instructional goals, outlined interventions and extensions, explained my grading policy, and touched on my educational philosophy.  I have also included my contact information at the end of this document for your convenience.

Instructional Goals

Students will be working to achieve proficiency in a number of common core state standards throughout the school year. However, as this is an academic elective in its inaugural year, much of the course is fluid and subject to change.  Students will engage in advanced forms of reading and writing, and ideally, explore multiple and varied aspects of the humanities.

 Interventions and Extensions

Students are offered interventions when additional strategies are needed to help them achieve proficiency as determined by classroom assessments. Interventions may include the following:

● Reteaching the subject matter

● Providing additional practice opportunities

● Providing accessible text

● Considering placement in intervention classes

● Offering other interventions appropriate to student's needs

Students demonstrating advanced proficiency are offered extensions to address individual rate and level of learning. Extensions may include the following:

● Creating opportunities that require higher order thinking skills and inquiry

● Offering options to explore class topics more deeply

● Providing access to advanced-level text

● Offering other extensions appropriate to student's needs

Grading Policies

As we embrace proficiency grading, I will make every effort to provide students with grading rubrics prior to assessing skills. Summative assessments (tests, papers, and projects) will be worth more points and will subsequently have a greater impact on students’ grades than formative assessments (related homework or classwork). That said, if students are not practicing skills, they will not improve, and the likelihood of this student achieving proficient and advanced scores diminishes. The grading scale is as follows:

A: Exceeding (9-10)

B: Proficient (8-8.9)

C: Progressing (7-7.9)

D: Emerging (6-6.9)

F: Insufficient Evidence (0-5.9)

Please check your student’s progress on the Synergy grading system as I will update it regularly.

Educational Philosophy and Classroom Expectations

I firmly believe that every child is entitled to a quality education. Whether a student needs extra support on an assignment or needs to be introduced to a new challenge, I want my classroom to be a space in which every student can blossom. Reading and writing are not only valuable skills, but can be extremely fun too! It is my wish in the upcoming school year that all of my students grow intellectually, but also view reading and writing with enlightened perspectives. As a class we will laugh, reflect, examine new viewpoints, realize our strengths, and work on our weaknesses. Perhaps most importantly, we will see ourselves as a team - all in this together. I have as much to learn from students as they do from me. Most of my behavioral expectations are related to a mantra taught to me by a mentor teacher: “Do not interfere with my right to teach you or your own right to learn.” As a class we need to value every individual’s right to grow whether it means coming to class prepared or listening intently during a class dialogue. I also value LRMS’s commitment to respect and plan to constantly remind students of their contribution to a healthy school environment.  I am very excited to get to know all of my students and work with them throughout the upcoming year.

Please do not hesitate to contact me with any questions or concerns regarding this syllabus or the course in general.

Contact Information

Nathan Yoder

School Phone: (503) 825-5841

District Email: nyoder@sherwood.k12.or.us


I will respond to any phone or email messages as quickly as possible.
 

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