Mr. Dan Cavasin
dcavasin@daltonschool.kr
Mr. Dan Cavasin
dcavasin@daltonschool.kr
In 8th grade English students will explore several different genres of literature including realistic fiction, fantasy, drama, and tragedy, as well as various non-fiction texts. Students will develop their abilities to read, understand, and analyze increasingly complex texts as the year progresses and to produce quality pieces of argumentative, expository, and narrative writing by the end of the year. In addition, students will engage in a variety of collaborative discussions, building on the ideas of their peers and expressing their own clearly.
Course Materials:
File/folder
Pencil, pen, highlighter(s)
Chromebook
Required Texts: Romeo and Juliet (No Fear Shakespeare)
August 25th–October 17th
"Short stories are tiny windows into other worlds and other minds and other dreams. They are journeys you can make to the far side of the universe and still be back in time for dinner."
—Neil Gaiman
During this unit we will be working toward becoming proficient readers and analyzers of literary text, using short stories, and writers of clear, organized literary analysis paragraphs. The skills which students will learn and develop throughout the term will culminate in a literary analysis assessment at the end of the term.
October 20th–January 9th
"We are all apprentices in a craft where no one ever becomes a master."
—Ernest Hemingway
One of the most important skills you will ever learn is how to write well. In high school, in college/university, in your careers, and even in your personal lives, outside of school and work, you will do an enormous amount of writing, and now is the time to start learning... trust me.
During this unit we will be taking a close look at formulating ideas, establishing context, using exposition to its fullest, and sequencing events in a literary texts. Additionally, we will be taking a look at some of the more transferable writing techniques in word choice, sentence fluency, and, by far one of the most difficult things for a writer to “find” and/or develop, voice. The skills which students will learn and develop throughout the term will culminate in a 1,500-2,000 word narrative at the end of the term.
October 20th–December 5th
"Books are the plane, and the train, and the road. They are the destination and the journey. They are home."
—Anna Quindlen
This quarter, in Q2 Book Clubs, prepare to embark on a literary journey guided by this very idea. Get ready to unleash your inner bibliophile as you plunge into captivating stories, your discussions fueled by your own curiosity and diverse perspectives.
During this unit, you'll have autonomy in choosing your texts and shaping your book club experience. Dive deep into chosen worlds, ignite discussions sparked by your imaginative questions, and champion your interpretations with textual evidence. Sharpen your literary detective skills, become articulate advocates for your ideas, and prepare to really learn what it means to discuss literature.
January 12th–January 23rd
"Correct grammar is like good manners - you should employ it when necessary, but it should not get in the way of effective communication."
—Unknown
This unit is will help us to improve our understanding of the basic building blocks of language. By the end of this unit, we should have a solid foundation in grammar and usage, which will help us to communicate our ideas more effectively in writing and speaking. During this unit, we will explore various topics such as parts of speech, sentence structure, and punctuation, among others. Get ready to dive into the exciting world of grammar and improve your language skills!
January 26th–February 27th
"Nonfiction is the revelation of reality, and it is our job as writers and readers to seek the truth and hold it up for examination."
—John Dufresne
In this unit, we will be honing our skills as critical readers by learning how to make accurate and thoughtful inferences, identify and cite relevant evidence, and determine central ideas and themes. We will also be exploring the relationships between events, ideas, and concepts in the texts we read and learning how to explain these connections using specific information from the text. By the end of this unit, you will be well-equipped to tackle any informational text that comes your way. So get ready to sharpen your skills and gain a deeper appreciation for the power of reading and understanding informational text!
March 3rd–April 24th
"The aim of argument, or of discussion, should not be victory, but progress."
—Joseph Joubert
Welcome to the world of argument writing, where the power of persuasion is at your fingertips. However, it's important to remember that the goal of argumentation is not to simply "win" the argument, but to make progress and achieve a deeper understanding of the topic at hand. This quote by Joseph Joubert encapsulates the essence of what argument writing should be about: progressing towards a deeper understanding through healthy and productive discussion.
Throughout this unit, we will be exploring the art of argument writing and discovering the various techniques that will help you craft convincing and effective arguments. We will take a close look at crafting arguments from the ground up, the importance of research and analysis, and how to present your ideas in a clear, concise, and integrated manner.
But above all, we will be focusing on the mindset and attitude required for successful argumentation. The goal is not to shut down your opponents or come out on top, but rather to engage in meaningful conversation that leads to progress and mutual understanding.
So, let's begin our journey into the world of argument writing and discover how we can use the power of persuasion to make progress and achieve our goals.
April 27th–E.O.Y.
(On Shakespeare) "He was not of an age, but for all time!"
—John Milton
That's why we study Shakespeare, to not only understand his influence on literature and culture, but also to appreciate his masterful use of language and the timeless themes that he explores.
In this unit, we'll be diving into one of Shakespeare's most famous plays in Romeo and Juliet and exploring the complex themes of love, tragedy, and fate. By studying this play, we'll not only gain a deeper understanding of Shakespeare's work, but also improve our critical thinking, analytical, and communication skills.
The following broad learning categories represent the broad areas of knowledge and skills within which daily and unit-long learning targets and expectations in English can be organized.
Student Expectations
Students are expected to... R.I.S.E.
Respect yourself, your peers, your teachers, and the property of the school and your peers. Don't be afraid to encourage one another.
Put forth an honest effort at all times, both inside and outside of class. Have Integrity.
Maintain a Safe learning environment by respecting both your peers' physical space and the variety of ideas that may be presented in class.
Engage in classroom activities and with course material.
Grading Policy
The CDS English Department uses standards based grading to provide more accurate feedback of student performance. The following performance levels are used to convey the level of skill a student has demonstrated in English (refer to image).
Reassessments
Reassessments are not a given, they are earned. Reassessment opportunities are for those students who have completed the original task by the specified due date. If a student does not complete formative assessments (visible documentation of the students learning journey) in class then reassessment is not possible. In cases of prolonged absences, please refer to the CDS handbook.
Should a student not have given authentic effort on the initial assessment, throughout the learning process, or on formative assessments, a conversation with the student, parent, and/or administrator may be scheduled before the school can consider providing a reassessment.
Following a reassessment, the most recent score on a reassessment is what will be entered into PowerSchool. The old score will be included as either exempt score under the original summative or as a comment.
Reassessment Policy
Reassessments may range from an individual student to the entire class.
When tasks/assignments are re-assessed, they may be reassessed partially, entirely, or in a different format.
When reassessment is offered, students will be required to take the following steps to earn a reassessment opportunity.
Step 1: Within 3 school days from the assessment being returned, a student must communicate with their teacher concerning their desire to reassess. This communication will be in the form of a Google Form.
Step 2: Student(s) must create a plan in order to attempt an improvement in proficiency. This must be done collaboratively in a mini-conference or on the Google Form. This may include but is not limited to:
Re-teaching or re-learning activities
Correcting or reviewing prior assignments
Correcting or reviewing the original task or assessment
Step 3: A reassessment date will be determined by the teacher and will likely be no more than 1-2 weeks after the form completion. However, this date is at the discretion of the teacher.
There is a threshold to the reassessments to which students are entitled:
Summative Reassessment Threshold: You are able to reassess ONCE given you satisfy the requirements above. If there is a plan to reassess the same learning outcome, then no additional reassessment is necessary.
Formative Reassessment Threshold: You are provided with UNLIMITED formative reassessments as these types of assessments are solely meant for feedback and improving your skills and abilities in English.
Reassessment will not be possible in the following conditions across all content areas.
End-of-course or end of semester exams
Final research papers
Culminating projects/performances at the end of the semester or year
Plagiarism
The following infographic describing unoriginality by Turnitin.com (updated 2023) summarizes each type of plagiarism that is deemed as a breach of academic integrity. Any instances of plagiarism or academic dishonesty will be subject to the school's academic integrity policy.