Syllabus
Eighth Grade English Language Arts Syllabus
Ms. DuBose
Classroom Goals
Our main goal this year is to become lifelong readers and writers.
We should:
· read critically to understand an author’s purpose and perspective
· see reading as knowledge and thus read a variety of texts
· read for different purposes
· view texts as models for their own writing
· see reading as a way to view the world and learn about themselves
Other goals:
1. Apply what we learn to 'real life' situations
2. Be able to look 'through the eyes' of characters and other people that we read about
3. Look at thinking in new ways
Course Description
A variety of reading sources will be used throughout the year to aid students in the following units of study. These will include a textbook, as well as novels, plays, short stories, poetry, nonfiction articles, and nonfiction books.
There will also be a focus on writing. The three types of writing include argumentative, informational, and narrative. Research will be included throughout the year.
Curriculum
Class activities will be designed throughout the year to prepare students for lifelong learning in the 21st century. The curriculum will be based on the State Standards for 8th grade which help guide students along the path toward college and career readiness. The course is broken down into 4 quarters. Each of the quarters is centered upon one type of reading and writing. There will be accompanying reading in books and textbook, as well as writing projects.
Throughout the year, the Collections textbook will be utilized in the classroom, as well as other sources.
Units:
Units are displayed on the Unit Plan page. If you click on the link, it will display the types of work that will be done each nine weeks.
SC: English Language Arts (2015)
Grade Eight
Standards and Indicators
Inquiry-Based Literacy Standards (I)
Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
1.1 Develop a range of questions to frame inquiry for new learning and deeper understanding.
Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.
2.1 Formulate logical questions based on evidence, generate explanations, propose and present original conclusions, and consider multiple perspectives.
Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
3.1 Develop a plan of action by using appropriate discipline-specific strategies.
3.2 Examine historical, social, cultural, or political context to broaden inquiry.
3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
3.4 Organize and categorize important information, revise ideas, and report relevant findings.
Standard 4: Synthesize integrated information to share learning and/or take action.
4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternative views.
4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.
4.3 Reflect on findings and pose appropriate questions for further inquiry.
Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.
5.1 Acknowledge and value individual and collective thinking and using feedback from peers and adults to guide the inquiry process.
5.2 Employ past and present learning in order to monitor and guide inquiry.
5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.
Reading –Literary Text
Principles of Reading (P)
Standard 1: Demonstrate understanding of the organization and basic features of print.
Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.
Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.
Standard 4: Read with sufficient accuracy and fluency to support comprehension.
Meaning and Context (MC)
Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Standard 6: Summarize key details and ideas to support analysis of thematic development.
6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text; provide an objective summary.
Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.
7.1 Analyze how a visual or audio adaptation of a narrative or drama modifies or embellishes the text.
7.2 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, describing how the material is rendered new.
Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.
8.1 Analyze how dialogue and/or incidents propel the action, reveal aspects of a character, or provoke a decision; determine the impact of contextual influences on setting, plot and characters.
Language, Craft, and Structure (LCS)
Standard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.
9.1 Determine the figurative and connotative meanings of words and phrases as they are used in text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Standard 10: Apply a range of strategies to determine the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
10.1 Use context clues to determine meanings of words and phrases.
10.6 Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon.
Standard 11: Analyze and provide evidence of how the author’s choice of point of view, perspective or purpose shapes content, meaning, and style.
11.1 Analyze how the author’s development of perspectives of the characters and the reader create suspense or humor.
Standard 12: Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.
12.1 Compare and contrast the structure of two or more texts with similar topics or themes and analyze how the differing structure of each contributes to meaning.
12.2 Analyze the author’s choice of structures within the text and draw conclusions about how they impact meaning.
Range and Complexity (RC)
Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.
13.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility.
13.2 Read independently for sustained periods to build stamina.
13.3 Read and respond to grade level text to become self-directed, critical readers, and thinkers.
Reading –Informational Text (RI)
Principles of Reading (P)
Standard 1: Demonstrate understanding of the organization and basic features of print.
Standard 2: Demonstrate understanding of spoken words, syllables, and sounds
Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.
Standard 4: Read with sufficient accuracy and fluency to support comprehension.
4.1 Read grade-level text with purpose and understanding.
4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.
4.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Meaning and Context (MC)
Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Standard 6: Summarize key details and ideas to support analysis of central ideas.
6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development.
Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.
7.1 Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.
Language, Craft, and Structure (LCS)
Standard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific words, phrases, analogies, or allusions on meaning and tone.
8.2 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic.
Standard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple meaning words, phrase and jargon; acquire and use general academic and domain-specific vocabulary.
Standard 10: Analyze and provide evidence of how the author’s choice of purpose or perspective shapes content, meaning, and style.
10.1 Determine an author’s perspective or purpose and analyze how the author acknowledges or responds to conflicting evidence or viewpoints.
Standard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
11.1 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic.
11.2 Analyze and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Range and Complexity (RC)
Standard 12: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning and building stamina; reflect and respond to increasingly complex text over time.
12.1 Engage in whole and small group reading with purpose and understanding.
12.2 Read independently for sustained periods of time.
12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.
Writing (W)
Meaning, Context, and Craft (MCC)
Standard 1: Write arguments to support claims with clear reasons and relevant evidence.
1.1 Write arguments that:
a. introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically;
b. use relevant information from multiple print and multimedia sources;
c. support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources;
d. use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and evidence;
e. develop the claim and counterclaims providing credible evidence and data for each;
f. develop and strengthen writing as needed by planning, revising, editing, rewriting;
g. paraphrase, quote, and summarize, avoiding plagiarism and following a standard format for citation;
h. establish and maintain a formal style and objective tone; and
i. provide a concluding statement or section that follows from and supports the argument.
Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
2.1 Write informative/explanatory texts that:
a. introduce a topic;
b. use relevant information from multiple print and multimedia sources;
c. organize ideas, concepts, and information into broader categories;
d. assess the credibility of each source;
e. include formatting, graphics, and multimedia to aid comprehension;
f. develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples;
g. develop and strengthen writing as needed by planning, revising, editing, rewriting;
h. paraphrase, quote, and summarize to avoid plagiarism;
i. follow a standard format for citation;
j. use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts;
k. use precise language and domain-specific vocabulary to explain the topic;
l. establish and maintain a style and tone authentic to the purpose; and
m. provide a concluding statement or section that follows and supports the information or explanation presented.
Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:
a. develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences;
b. engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;
c. organize an event sequence that unfolds naturally and logically;
d. use dialogue, pacing, manipulation of time, and reflection, to develop experiences, events, and/or characters;
e. use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events;
f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;
g. use imagery, precise words and phrases, relevant descriptive details, and sensory language to capture the action, convey experiences and events, and develop characters; and
h. provide a conclusion that follows from and reflects on the narrated experiences or events.
Language (L)
Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4.1 When writing:
a. show knowledge of the function of gerunds, participles, and infinitives and their functions in particular sentences;
b. form and use verbs in the active and passive voice;
c. form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood; and
d. recognize and correct inappropriate shifts in verb voice and mood.
Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
5.2 Use:
a. commas, ellipses, and dashes to indicate a pause, break, or omission; and
b. an ellipsis to indicate an omission.
Range and Complexity (RC)
Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.
Communication (C)
Meaning and Context (MC)
Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.
1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking.
1.2 Participate in discussions; share evidence that supports the topic, text, or issue; connect the ideas of several speakers and respond with relevant ideas, evidence, and observations.
1.3 Apply effective communication techniques based on a variety of contexts and tasks.
1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas.
1.5 Consider new ideas and diverse perspectives of others when forming opinions; qualify or justify views based on evidence presented regarding a topic, text, or issue.
Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
2.1 Gather relevant information from diverse print and multimedia sources to develop ideas, claims, or perspectives emphasizing salient points in a coherent, concise, logical manner with relevant evidence and well-chosen details.
2.2 Analyze and evaluate credibility of information and accuracy of findings.
2.3 Quote and paraphrase the data and conclusions while avoiding plagiarism and following a standard format for citation.
Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and multimedia to enrich understanding when presenting ideas and information.
3.2 Utilize multimedia to clarify information and emphasize salient points.
Language, Craft, and Structure (LCS)
Standard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.
4.1 Determine the effectiveness of a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
4.2 Analyze the effectiveness of the speaker’s use of chronological, cause/effect, problem/solution, and compare/contrast relationships to convey messages.
4.3 Evaluate the presentation to determine how the speaker:
a. articulates a clear message;
b. monitors audience awareness;
c. addresses possible misconceptions or objections;
d. chooses appropriate media; and
e. uses an appropriate style for the audience.
Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.
5.1 Consider audience when selecting presentation types.
5.2 Select and employ a variety of craft techniques to convey a message and impact the audience.
Rules of the Classroom
Respect Everyone
Listen
Be prepared
Consequences
Verbal Warning
Team & Student Conference/Silent Lunch
Parent Call
ISS
Parent Conference
Administrative Discipline/OSS
Grading Procedure
Minor Assignments (50%)
Class-work
Homework
Exit/Entrance Slips
Journals
Vocabulary Quizzes
Major Assignments (50%)
Projects
Book Projects
· Writing Assignments
Tests
Instructional Strategies
This course will include lecture, note taking, class discussions, small group work, reflective journals, homework, peer evaluation, peer modeling, independent reading, class readings and written and oral assessments.