Eighth Grade Language Arts Syllabus
Department: English Course Title: English 8
Grade Level: Eighth Grade Prerequisite: None
I. Course Description
English 8 is a required class for all eighth grade students. Students will engage in the five modes of communication: reading, writing, speaking, listening, and viewing. The following units will instill learning using the five modes: Review of the Writing Process, “Why I say No to Drugs and Alcohol Essay” among others, Accessing and Processing Information, Public Speaking, Book Reading/Analyzing, Novel 1--Little Women, Novel 2--Shoeless Joe, and Chicago Black Sox Mock Trial (in conjunction with the social studies class.
II. Course Outcomes
1. Students will develop skill in the use of mechanics and conventions of language in relation to purpose, audience, and performance.
2. Students will think critically in order to solve problems and make decisions in their daily lives using the modes of communication.
3. Students will learn character empathy and improve their decision making process by analyzing the choices made by characters in their reading material.
4. Students will locate information and use it to answer questions and present it as a written compilation.
5. Students will understand how language adapts to the needs of people through different times and situations.
6. Students will increase their multi-cultural, non-sexist, and global awareness, while at the same time, develop understanding of common cultural experiences.
7. Students will use the communicative arts to increase awareness of the negative affects of alcohol, cigarettes and other drugs in every aspect of life.
8. Students will develop an increasing awareness of technical developments and how to apply these towards communication.
9. Students will become more comfortable and capable speaking in front of peers.
III. Course Competencies
1. Students will use the five step writing process.
2. Students will produce documents void of spelling errors.
3. Students will demonstrate proper grammar, usage, and mechanics skills.
4. Students will keep a journal.
5. Students will increase their vocabulary.
6. Students will read at least one of the Iowa Teen Award books.
7. Students will develop essay response skills.
8. Students will use note-taking skills
9. Students will be able to access and process information using the computer.
10. Students will analyze the novel Little Women.
11. Students will compare and contrast roles of women today with those in the novel.
12. Students will create, present and critique a speech
10. Students will develop strategies to write persuasively.
11. Students will review the concepts of informative, expository, and narrative writing as well.
12. Students will analyze the novel Shoeless Joe.
13. Students will compare and contrast Shoeless Joe and the movie Field of Dreams.
14. Students will use information gathering skills to find information via media center, computer sources, and outside sources.
15. Students will read at least 8 books independently throughout the year.
16. Students will read at least one Newberry nominated book.
17. Students will read at least one biography/autobiography.
18. Students will read at least one historical fiction book.
IV. Course Outline
A. Reading
-will increase vocabulary. (Through reading + periodic quizzes)
-will read at least 8 books individually/year. (Reading day every Friday; 1 book report/1story frame each quarter)
B. Writing
-use of the five step writing process. (4 weeks + occasional workshop)
-will produce documents low in spelling errors. (List on Monday; test on Friday)
-use of proper grammar, usage, and mechanics. (Every Tuesday.)
-will keep an ongoing journal throughout the year. (6 reg. Entries +1 vocab entry/3 weeks)
C. Identifying and Using Information (incorporated through writings)
-will access and process information using the computer.
-will use note taking skills.
D. Speaking: Little Women Themed Speech (2 weeks)
-will create, present and critique an informative speech.
-will develop strategies to write informatively.
-will review the concepts of persuasive, expository, and narrative writing as well.
-will develop effective and accurate researching skills
E. Literature: Little Women - Book 1 (Novel) (6 weeks)
-will analyze the novel Little Women.
-will compare/contrast the roles of women today to those in the novel and throughout history.
F. Literature: Shoeless Joe (Novel) (6 weeks)
-will analyze the novel Shoeless Joe.
-will compare and contrast Shoeless Joe and the movie Field of Dreams.
-will use information gathering skills to find information via media center, computer sources, and outside sources.
-will develop materials for and participate in a mock trial in conjunction with the social studies class.
V. Course Resources
Students in this class will be required and expected to use the following resources:
-Resources in the Valley Media Center
-Computer Lab for word processing and other productions.
-Independent reading material
-A separate notebook for a journal
-A notebook for notes
-Supplementary material provided in class
VI. Course Projects and Assessment Strategies
Book Reports - Students are required to complete at least one book report and one story frame report per quarter. These 8 books need to be chosen according to the Booklist provided.
Writing Pieces - Students are expected to publish several writing pieces in this class, but will draft many more. Most will use the MyAccess software.
Journaling - Students are expected to maintain and periodically turn in an ongoing journal.
Informative Speech - Students are expected to write and present a five-minute informative speech on an approved Civil War era topic.
Literature Units - Students will complete two novel units. Students are expected to keep current on assigned reading while completing projects and writing essays.
Tests - Students will be expected to successfully complete a written test following each unit, which requires the student to demonstrate their acquisition of unit competencies and objectives.
VII. Evaluation Methodology and Scale
All course projects will be evaluated to determine the attainment of identified competencies and objectives. Project and major assignment evaluation will be based upon an established rubric, which identifies the targeted competencies and objectives. Successful completion requires a quality demonstration of all competencies. Projects, tests, and major assignments will be given a letter grade to denote the level of achievement of the identified competencies. Daily or practice work will be given a complete or incomplete grade. Late work significantly lowers the grade (50%). If incompletes are not made up, the student’s grade will be drastically lowered.
The grading scale is as follows:
A = Quality work! Attention is paid to neatness, detail, accuracy, and thoroughness.
B = Good work. The basic requirements are attained, and some effort to go above and beyond is displayed.
C = Adequate work. May be sloppy, undeveloped, and only attains the bare bone minimum of the assignment.
D = Low quality work. Work that is turned in on time, but does not attain the expectation of the assignment.
F = Unacceptable work. Work not on time, or not worthy of a passing grade.
I = In progress. Work is incomplete. An important element of the assignment is missing or the work is very low quality. Needs to be redone.
Letter grades given out at the end of the quarter are based on the number of competencies achieved during the grading period. Extended learning must be shown in the specific competencies covered in the grading period in order to achieve an “A” or a “B.” Satisfactorily completing the assigned course work within the grading period equals a “C” or “D” grade. Not completing the course work within the grading period equals an “F” grade. Incomplete or “I” grades will he held only one week after the grading period ends before changing to an “F”, unless dictated through special, approved circumstances.
VIII. Classroom Rules and Expectations
1. Students are expected to be in their seats and writing their assignments in their planners when the class period starts, or they will be tardy.
2. Students are expected to contribute positively to the learning environment. Negative comments will not be allowed. *Thumper Rule.
3. Other students’ materials and other classes’ materials are off-limits in the classroom (especially multimedia composition)!
4. If a student is absent, he or she is responsible for finding out from the teacher what the make-up assignment is. Find this out before or after class. During class is a bad time because I will be busy teaching and you should be busy learning.
5. Students are expected to put forth their best effort in learning and demonstrating the course competencies.
6. Students are expected to show respect for the other students and the instructor at all times.
7. Students may chew gum if it is not seen or heard. One mishap ruins it for the whole class for the quarter, so help your neighbor out if he/she needs it.
8. Students need to sit on all four legs of their chairs.
9. No cell phones, beepers, headphones, etc. in class.
10. You need to be dismissed by the teacher to leave the classroom.
11. Substitute teachers will be treated with respect or the consequence is a minimum double detention.
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