Junior Humanities
Philosophy
In Junior humanities, language arts, history, and social studies are taught in an interdisciplinary setting. The historical focus of study each year often provides a general backdrop for selection of classic literature, geographic study, and writing themes. Concentration on a particular era in history allows the gifted student to explore a particular topic in detail, satisfying The Sage School’s depth of content approach to education, while at the same time developing necessary academic skill sets such as writing, note-taking, mechanics, grammar, vocabulary, reading comprehension, and research skills. Differentiation is accomplished by varying output expectations, using different levels of texts, and by varying the type and complexity of literature and other assigned readings.
The During discussions of literature, students are given the opportunity to think abstractly and make connections. Our students are characterized by the ability to work with focus, demonstrate concern for moral and ethical issues, display emotional sensitivity, and to generate original ideas. Consequently, complex literature and reference materials are selected with a corresponding emphasis on building a challenging vocabulary and a deeper understanding of the text. The reading curriculum is thematically organized with a strong emphasis on higher level reasoning. Students work on long-term projects, engage in independent research on issues of significance, and are given plenty of opportunities to personally respond to literature and language. Written expression is the most tangible and interactive aspect of language arts. Learning to write accurately and effectively is an invaluable life skill. It is an art which can never be perfected; however, it can be continuously improved. Whether working in the sciences, the arts, or any other area, academic success is affected by the ability to write successfully. The writing curriculum at The Sage School is designed to encourage taking risks, and provides frequent experiences to support, develop, and extend the abilities of all students. Students learn strategies for organizing and expressing their ideas through the writing process: pre-writing, drafting, revising, editing, and publishing. Students have many opportunities to write in different forms, for different purposes, to different audiences. Most assignments are in the areas of informal writing, journaling, and other reflective writing; writing on demand to produce an immediate draft without revision; and extended composition, including stories, essay, and research papers. Students are encouraged to use drawing, mapping, and other forms of visual expression to facilitate pre-writing. Formal instruction in grammar and mechanics accompanies the writing process. Writing can only be improved with practice and students are given the opportunity across disciplines. Students also study writing in conjunction with their study of reading. Through exposure to many authors, students learn to model the work of other writers as a foundation to their own writing. Oral communication includes the processes of listening and speaking. Inherent to these processes is the interaction between speaker and audience. The development of oral communication skills is important to all content areas. A successful member in a community of learners strives to master the art of listening. Active listening is a social skill that requires self-discipline crucial to learning. It requires filtering internal and external distractions, interpreting verbal and nonverbal cues, attempting to ascertain the speaker’s intended meaning, and evaluating the speaker’s message. Respectful listening demonstrates an openness to the beliefs, opinions, and ideas of others. Respectful response is the acknowledgment of the speaker in an appropriate manner. The second component to oral communication is speaking. The ability to speak confidently in a public setting is emphasized in the Junior Division. Students of The Sage School learn to effectively express ideas. Students practice public speaking in a variety of forums. These include discussions, sharing and presentations, debate, creative dramatics, and storytelling. These activities provide opportunities for students to express themselves and convey information. Students learn to reflect before they speak and to prepare for formal presentations. In addition, they give and use constructive feedback to improve future communication skills. Reading Program The Junior division follows the Harvey Daniel’s model of Literature Circles for reading instruction. Students read various types of literature including historical fiction, poems, short stories, folklore, essays, novels, biographies, and science fiction. The literature stimulates discussion, writing, and listening skills. Literature Circle groups meet weekly. Literature Circles encourage students to look at a text in new ways. Depending on their assigned role for the week's discussion, students focus on different elements of writing. Students learn to take responsibility for their learning by developing discussion questions, analyzing vocabulary, making personal and historical connections, investigating ideas presented in the novel, and choosing meaningful passages to share with their peers. These type of reading analyses improve comprehension skills. These responsibilities set the focus for each week's meeting while the teacher serves as a discussion facilitator. Writing Program Junior Division students develop into technically strong writers who enjoy expressing themselves through writing. Students are trained in the 5-Step Writing Process: pre-writing, drafting, revising, editing, and publishing. This process also involves conferencing with peers and teachers. They engage in a variety of writing styles (note-taking, persuasive, expository) and learn to support their ideas by choosing an appropriate structure for each. In addition to assigned, structured writing pieces, students are able to express their creativity through the Writing Workshop program. Writing Workshop is a time when students can work on a piece of their choice. The piece can be poetry, fantasy, short story, etc. Grammar The humanities classes use Michael Clay Thompson’s programs Topics to be covered are: The goal of grammar instruction is for students to be able to identify the components of grammar and develop competency with grammar in their writing. Word Studies Beginning Juniors use Cynthia M. Stowe’s Spelling Smart! program. The program approaches spelling as a cognitive task. It integrates concepts from the whole language philosophy and phonics strategies. Instead of memorizing hundreds of individual words, students identify patterns and consistencies. This provides a challenging program, which defines the structure of the English language and encourages the student to apply logical thinking skills to the task of spelling. As students progress through the Junior Division, our word studies focus on word origins and vocabulary development through the use of Caesar’s English I and II by Michael Clay Thompson and Myriam Thompson. Furthermore, students sharpen their reasoning skills as they study analogies, through which they analyze the subtleties of language and relationship. History The Historical studies in the Junior Division include a mix of U.S. History, World History, and ancient cultures study. Students study a combination of topics each year throughout the three year cycle Cycle A Cycle B Cycle C Immigration Middle Ages American Revolution Industrial Age Renaissance American Indians Ancient Civilizations: Age of Exploration Westward Expansion Colonization Ancient Civilizations: Ancient Civilizations: Ancient Mayans, Aztecs, and Ancient Incas Civics and Geography In addition to the major historical themes, students are involved in civics and geography studies. Civics topics taught include, but are not limited to: elections, forms of government, the three branches of the Federal government, law making, citizenship, and patriotism. Throughout their development in the Junior Division, students learn how geography affects different people and cultures throughout history and in the present day. Students examine a variety of maps, utilize map making skills, and study landforms and climates. With the study of geography, students become more aware of the world around them and become more geographically literate global citizens. The literature that students are required to read in the Junior humanities program stimulates discussion, writing, and listening skills. The reading program is also designed to ensure that students: Writing Spelling and Grammar Skills Study Skills Students continue to develop: Oral Communication: Listening and Speaking Students learn to: Reading Materials by Theme For each historical theme, there includes a wide variety of biographies, nonfiction, historical fiction, histories, and literature including science fiction, survival stories, folk tales, fantasy, and many forms of poetry. Materials used may include, but are not limited to the following: Immigration Ancient Middle Ages Renaissance Survival Colonization Revolutionary War Westward Expansion American Indians Ancient Content
The Parts of Speech
The Parts of the Sentence
Phrases
Clauses Skills
1. Read aloud with fluency and confidence
2. Demonstrate critical reading strategies to support understanding of text
3. Find evidence from a text to support opinions and ideas in class discussion and in writing
4. Distinguish between the main idea and supporting ideas
5. Improve comprehension skills through making connections between literature, history, and life
6. Identify literary structures of theme, plot, character, setting, point of view, and stylistic elements
7. Identify the author’s purpose and audience
8. Learn to take responsibility for their learning through
Students are trained in the 5-Step Writing Process: pre-writing, drafting, revising, editing, and publishing. Students:
1. Use the writing process to focus and improve written work
2. Effectively use pre-writing tools – brainstorming, outlining, webs, concept maps, and story maps
3. Write clear, concise sentences
4. Vary sentence beginnings and structure – simple, compound, complex
5. Apply spelling rules and consistently check for spelling errors
6. Use dictionaries effectively
7. Focus on mechanics: capitalization, punctuation, and complete sentences
8. Write full paragraphs with introductory and concluding sentences
9. Support introductions and main points with specific details
10. Effectively transition between paragraphs
11. Add descriptive detail to writing through realized plots, characterization, authentic dialogue, utilizing the five senses, writing lively leads, and developing setting
12. Proofread and edit individual work and the work of peers
13. Identify and use the components of grammar competently
14. Edit for verb-subject agreement, noun-pronoun agreement (correct use of antecedent)
15. Develop summarization skills
16. Reflect on writing and the writing process
1. Ability to identify the components of grammar and develop competency with grammar in writing
2. Ability to identify the parts of speech in simple sentences by the end of year one
3. Mastery of the identification of the parts of speech in simple sentences and the ability to identify the parts of a sentence (subject, predicate, direct object, subject complement) by the end of year two
4. Mastery of the identification of the parts of speech and parts of a sentence in simple sentences and the ability to identify phrases and clauses by the end of year three
5. Understanding word origins (i.e. Latin stems)
6. Application of spelling rules and patterns
1. Beginning research skills (selecting a topic, developing essential questions, organizing research, outlining notes, reporting)
2. Research report length requirements:
a. 1st Year Juniors - 3-5 paragraph reports
b. 2nd Year Juniors - 5-7 paragraph reports
c. 3rd Year Juniors - 7-9 paragraph reports
3. Ability to cite sources
4. Synthesize newly acquired information and relay in their own words
5. Note taking
6. Highlighting from non-fiction texts
7. Test preparation
8. Time management (completing assignments in a timely manner, organizing long term assignments with daily work, etc.)
9. Keeping a planner
10. Adhering to handwriting requirements:
a. 1st Year Juniors - legible manuscript or cursive on all assignments
b. 2nd Year Juniors - legible cursive on all assignments after January 1st (manuscript is accepted Sept.-Dec.)
c. 3rd Year Juniors - legible cursive on all assignments
1. Use rules for formal and informal discussion
2. Be an active listener capable of filtering internal and external distractions
3. Interpret verbal and nonverbal cues
4. Demonstrate openness to others’ opinions, beliefs, and ideas
5. Focus and sustain attention during an oral presentation of 20-30 minutes
6. Give appropriate feedback to peers following oral presentations
7. Organize an effective oral presentation of 5-10 minutes
Social Studies (History, Civics, Geography)
Students learn to:
1. Cite sources and relay information in their own words
2. Identify government concepts
3. Identify economic concepts
4. Evaluate and compare cultures
5. Understand events in a proper historical perspective
6. Read and understand the elements of a map, including: compass rose, legend, title, coordinates, and scales
7. Identify geographical features
8. Understand and effectively use a variety of different maps
9. Expand the use of geographic vocabulary
10. Identify the relationship between culture and geographyMaterials
The
Spelling Smart! by Cynthia M. Stowe; Jossey-Bass Publishers, 2002.
History of Our World: Survey Edition. Prentice-Hall Publishers, 2005.
Our American Nation: Survey Edition. Prentice-Hall Publishers, 2005.
Daily Language Review: Grades 3,4,5. Evan-Moor Publishers.
Daily Geography Practice: Grades 3,4,5. Evan-Moor Publishers.
Tom Snyder Productions software programs: Timeliner 5.0; Decisions, Decisions; Mapmaker’s Toolkit; and Inspiration.
Simulation units on Westward Expansion, Colonization of Plymouth, Immigration, Inventors, and the
Reference tools: dictionaries, thesauruses, atlases, almanacs, library catalogs, periodicals, and the Internet.
Dragonwings by Laurence Yep
Going Home by Nicholoasa Mohr
Year of Impossible Goodbyes by Sook Nyui Choi
So Far From Home by Barry Denenberg
Esperanza Rising by Pam Munoz Ryan
Grandfather’s Journey by Allen Say
Miss Bridie Chose a Shovel by Leslie Connor
“The New Colossus” by Emma Lazarus
The Golden Goblet by Eloise Jarvis McGraw
Mara, Daughter of the
Cleopatra VII, Daughter of the
Nzingha by Zilpha Keatley Snyder
A Door in the Wall by Marguerite de Angeli
Crispin by Avi
Adam’s Road by Elizabeth Gray Vining
A Medieval Feast by Aliki
The Shakespeare Stealer by Gary L. Blackwood
The Second Mrs. Giaconda by E.L. Koningsburg
Beware, Princess Elizabeth by Carolyn Meyer
Julie of the Wolves by Jean Craighead George
Julie’s Wolf Pack by Jean Craighead George
My Side of the Mountain by Jean Craighead George
Hatchet by Gary Paulsen
Brian’s Winter by Gary Paulsen
Island of the Blue Dolphins by Scott O’Dell
The Girl Who Owned a City by O.T. Nelson
The Sign of the Beaver by Elizabeth George Speare
Abel’s Island by William Steig
The Witch of Blackbird Pond by Elizabeth George Speare
The Double Life of Pocahontas by Jean Fritz
Night Journey by Avi
Paul Revere: Son of
Patrick Henry: Voice of the American Revolution by Louis Sabin
Ben and Me by Robert Lawson
Johnny Tremain by Esther Forbes
My Brother Sam is Dead by James and Christopher Collier
Early Thunder by Jean Fritz
“Paul Revere’s Ride” by Henry Wadsworth Longfellow
Sarah, Plain and Tall by Sarah MacLachlan
Ride With the Wind by Bernie Fuch
Esperanza Rising by Pam Munoz Ryan
Little House in the Big Woods by Laura Ingalls Wilder
Little House on the Prairie by Laura Ingalls Wilder
The Birchbark House by Louise Erdrich
The Girl Who Loved Horses by Paul Goble
Sunflower’s Promise: A Zumi Legend
Brave Bear and the Ghosts: A Sioux Legend
Red Hawk and the Sky Sisters: A
Coyote and the Grasshoppers: A Pomo Legend
Song of the Hermit Thrush: An Iroquois Legend
Dancing Drum: A Cherokee Legend
Turquoise Boy: A Navajo Legend
The Life and Times of Pandora of
Atticus of
Greek and Roman Myths
