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Welcome to 8th grade Communication Arts! I am looking forward to a great year and are excited to share our knowledge of Communication Arts.  To find  homework assignments, click on the correct class on the left side of this screen. To see learning goals (KUDs - Know, Understand, Do) scroll below.

Contact me at llambie@ladueschools.net or 993-3900 ext 5642 .

Click here for Infinite Campus.  You can find a link for my Course Expectations on Infinite Campus. It is the first assignment on Quarter 1. It also can be found on the homework page for CA and Advanced CA.
                 KUDs for Outsiders:

KNOW:

·   How to utilize pre, during, and post-reading strategies

·   How to use context clues to identify unfamiliar vocabulary

·   How to identify literary elements within text

·  How to identify slang and stereotypes

 

UNDERSTAND:

·    Reading a book with believable characters reveals information about other lives and cultures*

·     Literature provides life long lessons

·    Reflecting on life’s events provides opportunities to make better informed choices in the future*

·     The author has control over the literary elements that he/she uses which helps to determine the genre, theme, and coherence of the story*


DO:

·     Utilize strategies to self-question and correct, infer, visualize, predict and check using cueing systems (meaning, structure, visual) (R1G).

·     Apply post-reading strategies skills to comprehend and interpret text (clarify questions, reflect, analyze, draw conclusions, summarize and paraphrase) (R1H)

·     Use details from text to analyze POV, mood and theme; interpret actions, behaviors, and motives of characters, evaluate problem-solving processes of characters, consequences of character’s actions and effectiveness of solutions (R2C)

-Be able to define and apply the following literary elements to the story: theme, characterization, slang, stereotype, motive, allusion

·    Participate in various activities to expand connections between literature and real life.


Tolerance Unit KUDs


Big Ideas:  How do we fit into a global society?


Students will know:   (Reading Standards #7, 8, & 9:  Integration of Knowledge and Ideas (p.39 in CCSS);  Writing Standards #7, 8 & 9: Research to Build and Present Knowledge (p.44 in CCSS))

  • Academic Vocabulary: character, setting, conflict, theme, universal theme, and symbol

  • Genre:  play & documentary and elements of both

  • Context clues to define new words in fiction/nonfiction

  • Text-to-Text Connections/Predictions to analyze theme


Students will understand that:

... people all around the world share many of the same dreams, beliefs, and fears.

... all people seek meaning in the actions and choices of others.

... authors place universal themes at the center of their stories to allow readers to explore the themes and learn from them.

… respecting the dreams, beliefs, and ideals of those who are different from you opens doors of opportunity.  

         

Students will be able to:  

As measured by:

Define unknown words using context clues

LINCS & Lit Circle Tasks (as determined by each teacher)

Identify & analyze exposition elements (characters, setting, conflict) in fiction or nonfiction text and explain how they drive the plot

Lit Circle Tasks

The Diary of Anne Frank summative assessment

imovie project (CA)

Be an active reader by making connections and predictions, and asking questions in fiction/nonfiction text

Lit Circle Tasks

Summarize background information of this time period

(Holocaust, WWII)

online Scavenger Hunt

Analyze characters in a drama and trace their development over time

RAFT and/or writing prompts (as determined by each teacher)

Communicate an understanding of tolerance/intolerance suffered by people globally. Use research and understanding to solve a problem (ACA)

imovie Projects

Identify & explain symbolic meaning in a text

Butterfly symbol (as determined by each teacher)


 

Literature & Other Resources:

Play - "The Diary of Anne Frank" by Frances Goodrich & Albert Hackett (p.484 in Lit Text)

Diary - The Diary of a Young Girl by Anne Frank (excerpt p.520 in Lit Text) & full text

Movie -  Anne Frank and excerpts from Anne Frank Remembered documentary

Poetry - from I Never Saw Another Butterfly

Current Events from UPFront Magazine related to tolerance

A Place At The Table, collection of readings from Teach for Tolerance

Novels for Comm Arts Students:

  • Secret Life of Bees by Sue Monk Kidd

  • Joy Luck Club by Amy Tan

  • Ask Me No Questions by Marina Budhos

  • The Wave by Todd Strasser

  • I Beat the Odds:  Story of Michael Oher by Michael Oher

  • Diary of a Young Girl by Anne Frank

  • Three Cups of Tea by Greg Mortenson & David Relin (middle school edition)

  • Watsons Go to Birmingham by Christopher Paul Curtis

  • Between Shades of Gray- Ruta Sepetys


Additional Novels for Advanced Comm Arts Students:

  • The Help by Kathryn Stockett

  • Freedom Writers by Erin Gruwell

  • Unbroken: a World War II Story of Survival, Resilience & Redemption by Laura Hillenbrand

  • Diary of a Young Girl by Anne Frank

  • The Invention of Wings by Sue Monk Kidd

  • Guernsey Literary and Potato Peel Pie Society by Mary Ann Fiery Shaffer

  • Between Shades of Gray by Ruta Sepetys

Censorship Book unit goals

Know- What is censorship? How is censorship part of your life? What is the difference between censorship, banned and challenged books?

Understand/Explain- various issues of censorship, challenged, or banned books and age-appropriateness. Understand reasons behind challenges and decisions made regarding books in question. Understand intellectual freedom.

Apply- concepts learned in social studies re: Bill of Rights to explore how sound a challenge is and how things become banned

Analyze- issues of censorship as they relate to a specific title.

Evaluate- books critically based on relevancy to the topic and biases inherent in us as readers with personal experiences; exploring notions of censorship as students read novels

Do-

Task #1 Book Basics

Task #2 Jots (reasons for challenges) and Text Evidence (Examples of theme)

Task #3 Persuasive letter -Why should students be allowed to read this book?

Summative theme assessment

Summative theme essay



Public Speaking unit goals

Tasks:

AdvELA- T.E.D (technology, entertainment, design) talks

ELA- read the 12 Angry Men play and participate in a Socratic Seminar


    • CCSS.ELA-Literacy.SL.8.6    Students will adapt speech to a variety of contexts and tasks
    • CCSS.ELA-Literacy.SL 8.4 .  Students will use appropriate eye contact, adequate volume, and clear pronunciation

Do:
AdvELA- define and research a problem, view professional "model" T.E.D talks, complete graphic organizer, write, rehearse and perform a TED talk about chosen topic, reflection paragraph

ELA- view professionally produced play, rehearse and perform 12 Angry Men, complete graphic organizer for Socratic seminar. participate in Socratic seminar