Sandtown Middle School



Renaissance Middle School

7155 Hall Road

Fairburn, GA 30213

(770) 306-4330 Phone

(770) 306-4338 Fax

Dr. Sandra Deshazier, Principal

Mrs. Benzie Brinson, 8th Grade Assistant Principal

Mrs. Tracie Reese 7th Grade Assistant Principal

Mrs. Priscilla Branch, 6th Grade Assistant Principal

8th Grade Reading Syllabus 2014-2015

Instructor: Ms. Ernestine Griffin

griffine@

Textbook and Cost

Inside: Language, Literacy, and Content (Hampton-Brown, 2009) $82.25

Course Description:

Course Objective:

The reading curriculum is designed to empower students to become independent, strategic readers.

The course is designed to enable students to develop and demonstrate several reading strategies that

will help enhance their reading comprehension skills. Students will be able to make connections, ask questions,

visualize, make predictions, and summarization. A variety of instructional methods will be utilized

throughout the course. These methods include, but are not limited to, group and individual projects,

literature circles, and novel studies.

Common Core Georgia Performance Standards (CCGPS)

Reading Standards for Literature:

|Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the |

|text. |

|Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the |

|characters, setting, and plot; provide an objective summary of the text. |

|Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a|

|decision. |

|Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact|

|of specific word choices on meaning and tone, including analogies or allusions to other texts. |

|Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning |

|and style. |

|Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony)|

|create such effects as suspense or humor. |

|Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, |

|evaluating the choices made by the director or actors. |

|(Not applicable to literature) |

| Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or |

|religious works such as the Bible, including describing how the material is rendered new. |

|By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text |

|complexity band independently and proficiently |

Reading Standards for Informational Text:

| |

|Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |

|Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; |

|provide an objective summary of the text. |

|Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or |

|categories). |

|Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the |

|impact of specific word choices on meaning and tone, including analogies or allusions to other texts. |

|Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key |

|concept. |

|Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or |

|viewpoints. |

|Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular |

|topic or idea. |

|Delineate 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. |

|Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of|

|fact or interpretation. |

|By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and |

|proficiently. |

| |

|Writing Standards: |

|Write arguments to support claims with clear reasons and relevant evidence. |

|Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and |

|analysis of relevant content. |

|Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured|

|event sequences. |

|Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

|(Grade-specific expectations for writing types are defined in standards 1–3 above.) |

|5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, |

|or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of|

|Language standards 1–3 up to and including grade 8.) |

|6. Use technology, including the Internet, to produce and publish writing & present the relationships between info and ideas efficiently as |

|well as to interact and collaborate with others. |

|7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating |

|additional related, focused questions that allow for multiple avenues of exploration. |

|8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy |

|of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for |

|citation. |

|9. Draw evidence from literary or informational texts to support analysis, reflection, and research. |

|10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day |

|or two) for a range of discipline-specific tasks, purposes, and audiences. |

Speaking and Listening Standards:

| |

|Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and|

|texts, building on others’ ideas and expressing their own clearly. |

|Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives |

|(e.g., social, commercial, political) behind its presentation. |

|Delineate 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. |

|Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and |

|well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. |

|Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. |

|Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language |

|standards 1 and 3 for specific expectations.) |

Our exploration will include:

- Novel studies/Literature Circles

- Book Reports/Reviews

- Technology Integration

- Projects/Presentation with rubrics used for grading

Units of Study:

1. Decision Point 5. Stand or Fall

2. Making a Difference 6. At Home in the World

3. Our Precision World 7. Conflict and Resolution

4. Fair is Fair 8. Food for Thought

Grading Policy:

• Grades will be earned based on completion of class work, homework, participation, performance tasks, reading portfolio, quizzes, and tests.

• Tests will be given at the end of each unit; quizzes will be given at the discretion of the teacher.

• Homework is given for the purposes of practice, reinforcement, study or review.

Class Participation/Class work 25%

(On-task, follows instructions, works well in groups, uses material effectively, graphic organizers, board work, writing activities, and notebooks)

Homework 10%

(Completion effort, accuracy)

Reports and Performance Tasks 20%

(Research, special activities)

Quizzes (Average of quizzes) 20%

Major Tests (2 per semester) 25%

Fulton County Grading Scale: A= 100-90

B= 89-80

C= 79-70

F= Below 70

NG = No Grade

INC = Incomplete

Tutoring Days and Times: Tutoring will be offered on an as needed basis.

Reading Notebooks: Each student is required to keep a 5 subject notebook with pockets for all notes, assignments, worksheets and graded assignments. Periodic “Notebook Checks” will be made throughout the semester for completeness. The notebook will be divided into 5 sections: Warm-up Activities, Notes, Vocabulary, Journaling, and Class Work/Homework.

Discipline: Students are expected to adhere to the rules and policies of Renaissance Middle School and Fulton County Schools as stated in the Middle School Code of Conduct.

Renaissance Middle School Expectations

• Be Responsible

• Be Prepared

• Be Respectful

• Be Cooperative

Absences: Make-up Work for Excused and Unexcused Absences

Parent(s)/guardian(s) and students are encouraged to request make-up work for any excused or unexcused absence. Make-up work may be requested before, during or after the student's absence, subject to the following:

Requesting Make-up Work After an Absence

Upon returning to school following an absence, it is a student's responsibility to contact the teacher or teachers to request make-up work. The contact should be made on the day the student returns to school.

Make-up work must be completed by the student within the amount of days of the absence. Make-up work submitted late will not be counted and resulting in failing grades for each assignment.

Recovery Policy: Provision for Improving Grades

Students who have low or failing cumulative grades may ask the teacher for opportunities to improve their grade when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance. All recovery work is due two weeks before the end of the semester. (FCBOE Procedure IHA-p.5)

Teacher/Parent Communication:

An open line of communication is encouraged between teachers and parents. Please update contact information if changes occur during the school year. Email is the preferred and quickest way to receive a response. Parental visits are encouraged; however, it is the policy of Renaissance Middle School that all visitors must report to the office before going to other parts of the building. A “Visitor’s Pass” will be issued as evidence that this procedure has been followed.

*Modifications of lessons will be made when needed.

8th Grade Reading

Syllabus

Signature Form

All basic texts are loaned to students for their use during the school year. These books are the property of the Fulton County Board of Education. Textbooks are expected to be kept clean and handled carefully. It is the responsibility of the student to keep up with and to protect all books. Failure to return books at the end of the school year or upon withdrawal will result in the collection of a lost or damaged book fee. Report cards, transcripts, and other records may be held until the book is returned or the fee has been paid.

Each student has been provided with a copy of this syllabus. The syllabus should be signed by a parent/guardian, shown to the teacher for verification, and retained in the student’s portfolio/notebook. By signing this syllabus, I’m agreeing that I understand the criteria and requirements for this class.

Signature Sheet

Student Name ______________________________ Grade______ Class Period____

Address______________________________________________________________

City_____________________Zip___________HomePhone____________________

Mother’s Name____________________________ Work #_____________________

Cell # ________ ____Mother’s e-mail address____________ _______ ______

Father’s Name___________________________ Work #________________ ______

Cell # __ ___Father’s e-mail address____________________ ________

Guardian’s Name___________________________ Work #________________ ____

Cell # __ ___Guardian’s e-mail address____________________ ______

Do you object to having your child’s photo on the website or in the classroom? _____

Student Commitment

I have read and understand the expectations and grading policies which governs participation in the Renaissance Middle School Reading Program, and I am confident that I have the ability and sense of responsibility to carry out what is required in order to become a better reader and a contributing student of this program.

____________________________________________

Student Signature

Parent Commitment:

We have read and understand the expectations and grading policies that govern participation in the Renaissance Middle School Program. We are aware of the importance of the responsibility required as a student of the Renaissance Middle School Reading Program and we will help our student to meet his/her obligations to the program. We will also communicate any problems or circumstances that may arise that would in some way hinder our student and their success in the Reading Program.

____________________________________________

Parent/Guardian Signature

*This syllabus is a general outline of the course and is subject to modification.

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