StUDIES Syllabus
SYLLABUS FOR English StUDIES
Classroom phone: 355-7047 email: bpope@greenville.k12.sc.us
TEACHER’S DAILY ACADEMIC SCHEDULE:
2023-2024 8th Grade Bell Schedule for Mrs. Pope
1st Period - FLEX--8:25-8:55
2nd Period--Related Arts--9:00-9:47
3rd Period--Related Arts--9:51-10:38
4th Period--10:43-11:40--English Studies
5th Period--11:44-12:40--English Studies
LUNCH--12:44-1:14
6th Period--1:18-2:14--English Studies
7th Period--2:18-3:15--English I Honors
COURSE DESCRIPTION:
Unit 1: Literary Study/Narrative Writing
Students read and analyze multiple literary texts representing at least two literary genres: prose, poetry or drama. While studying the literary texts, students examine each for various aspects of the author’s craft: characterization, setting, plot structure and development, use of figurative language, connections to historical context, and themes.
While reading texts, students also learn about the characteristics and writing conventions associated with writing literary texts. The writing focus for the unit is the development and production of a narrative piece(s) in which students demonstrate an understanding of the defining characteristics of literary texts or personal narratives as defined by the literary text standards.
Additionally, students respond to text dependent questions for the literary texts read to practice citing evidence and providing commentary.
Remember, the habits of inquiry are taught year long. Keep these indicators in mind as you guide your students to approach each new text and task.
Novel Choice: The Outsiders: Ponyboy can count on his brothers. And on his friends. But not on much else besides trouble with the Socs, a vicious gang of rich kids whose idea of a good time is beating up "greasers" like Ponyboy. At least he knows what to expect, until the night someone takes things too far.
Unit 2: Informational Text/Research/Informational Writing
This unit guides students to implement effective reading strategies for informational texts. Informational texts may include news articles, non-fiction narratives, instructional manuals, commentaries, op-ed essays, letters, and more. Each of these genres produce texts that are relatively short, allowing for multiple reads and extensive analysis.
As a part of this unit, students conduct a research study and present those findings through informational writing and oral presentations. Additionally, students produce text dependent analysis essays for several of the informational texts read.
Remember, the habits of inquiry are taught year long. Keep these indicators in mind as you guide your students to approach each new text and task.
Unit 3: Informational Text/Research/Argument Writing
This unit guides students to implement effective reading strategies for informational texts.
As part of this unit, students conduct a research study and present their findings in the form of an argument essay. Prior to writing the argument essay, students participate in collaborative discussions and debates around a common topic.
Additionally, students produce text dependent analysis essays for several of the informational texts read to practice citing evidence and offering commentary.
Remember, the habits of inquiry are taught year long. Keep these indicators in mind as you guide your students to approach each new text and task.
Unit 4: Literary Study/Literacy Text Analysis
Students read and analyze multiple literary texts representing at least two literary genres: prose, poetry or drama. While studying the literary texts, students examine each for various aspects of the author’s craft: characterization, setting, plot structure and development, use of figurative language, connections to historical context, and themes.
If teachers choose to use a novel as an anchor text, the novel must meet the selection criteria. A compiled book list and the criteria for novel selection are provided in the Best Practices in ELA folder under Booklists and Guidelines. A Novel Unit Template and a STEM unit on Fractal Poetry are also provided but not required.
Novel Choice: The Hunger Games, In what was once North America, the Capitol of Panem maintains its hold on its 12 districts by forcing them each to select a boy and a girl, called Tributes, to compete in a nationally televised event called the Hunger Games. Every citizen must watch as the youths fight to the death until only one remains. District 12 Tribute Katniss Everdeen (Jennifer Lawrence) has little to rely on, other than her hunting skills and sharp instincts, in an arena where she must weigh survival against love.
OR
The Giver: The Giver, the 1994 Newbery Medal winner, has become one of the most influential novels of our time. The haunting story centers on twelve-year-old Jonas, who lives in a seemingly ideal, if colorless, world of conformity and contentment. Not until he is given his life assignment as the Receiver of Memory does he begin to understand the dark, complex secrets behind his fragile community.
REQUIRED TEXT / INSTRUCTIONAL MATERIALS AND RESOURCES:
Several previously adopted textbooks and novels
Videos and music to accompany literature
UNITS OF INSTRUCTION ARE ALIGNED WITH STANDARDS:
EVALUATION OF STUDENT PROGRESS:
Calculation of grades
50% major assessments—tests and compositions including research papers
50% minor assessments—classwork, quizzes, short composition, and homework
There will be weekly quizzes. Tests will be announced in advance and given on Wednesday or Friday.
Grading scale
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
59 and below F
MISSED WORK / MAKE-UP POLICY:
Missing work Due to an Absence:
Student work missed due to an absence is to be made up after the student returns to school.
It is the students responsibility to request missing work from each teacher.
A maximum of five school days is allowed to make up your work.
Missing Work—Not Handed In:
Work not handed in on the due date will be coded in the gradebook as an NHI.
NHI codes will be replaced with the GFA code for any work not turned in by the sixth day past the due date.
Provision for the make up of school work missed during excused absences will be worked out with the teacher(s) concerned and should not exceed five (5) school days after the student returns to school.
Provision for the make up of school work missed during unexcused absences must be made with the teacher(s) concerned. It is the responsibility of the student to make this contact.
There will be no make up of school work missed due to out of school suspensions unless specified by an administrator.
ATTENDANCE AND TARDY POLICY: Please see Student Agenda.
PRESENTATION OF RULES AND PROCEDURES:
Rules were explained to the students on the first day of school. They are also posted in the classroom.
RULES FOR STUDENT BEHAVIOR:
1. Be in your seat by the bell or you will receive an unexcused tardy.
2. Raise your hand to speak or to leave your desk.
3. Be respectful.
4. Follow the rule the first time.
CONSEQUENCES FOR VIOLATING CLASS AND SCHOOL RULES / POLICIES:
Behavior problems will follow the matrix in the Student Agenda.
PROCEDURES FOR NON-INSTRUCTIONAL ROUTINES:
Students should go to the restroom or locker during class. Students may go to the pencil sharpener or trash can only after the teacher's explanation is finished.
PLAN FOR PARENTAL COMMUNICATION:
Scheduled progress reports will be given at the scheduled time to all students and additionally as needed to individual students. Notes will be written in agendas as needed.
EXTRA HELP
I can help students Monday or Tuesday before school. Students should make an appointment with me and I will give them a pass.