Ninth Grade Literature and Composition



8th Grade English/Language Arts

(Reading, Writing, Language, Speaking, and Listening)

Instructor: Ms. Shayla Roberts

214-287-2859

Email: robertss@jefferson.k12.ga.us

Textbook: Holt Literature, Second Course. Novels (one per nine weeks): Sojourner Truth, To Kill A Mockingbird, Chasing Lincoln’s Killer, Julius Caesar (1 per nine weeks). Materials: paper, pens, pencils, composition book for journal

Course Description / Prerequisite: In order to move onto the high school, you must successfully complete 8th Grade Literature. Students will study different types of literature with a special focus on literary and informational elements and reading comprehension. Students will also study the writing process, vocabulary, and grammar.

Instructional Philosophy/ Delivery Plan:

• High quality work is expected. All major assignments should be completed at the proficient or exemplary level. Students will have to revise work as needed until proficiency is reached.

• Whole and small group instruction and activities.

• Extensive practice in reading and writing.

• Homework when assigned will involve reading selections from textbook or novel, completing graphic organizers, grammar activities, writing activities, or vocabulary practice.

Major Course Goals:

• Raise student Lexile levels through intense focus on reading and responding to literary and informational texts. (Students will read in groups, pairs, individually in class AND AT HOME EVERY NIGHT)

• Understand and interpret information through reading and writing.

• Communicate effectively through reading, speaking and writing.

• Use technology such as word processing, presentation software, and research mediums to complete projects related to the course.

• Develop vocabulary skills- Students will utilize the “Building Academic Vocabulary” program. Vocabulary words will be identified for the selections taught.

Major Course Projects/ Grades – For each major project or writing, a rubric will be provided.

1st 9 weeks informational (non-fiction text) Sojourner Truth (biography) will be our main focus but we will also read and view other stories, poems, and speeches throughout this 9 weeks. We will focus on argumentative writing, narratives, and research projects (short and long) as well. Every day we will produce journals, summaries, and short responses. Grammar and vocabulary will be emphasized weekly.

By the end of the first nine weeks, students should be able to say, “I CAN…”

1. …make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can infer indirectly.

2. ...determine a central idea and explain its development throughout the text using specific details; objectively summarize.

3. …compare and contrast the structures and styles found in two or more texts.

4. …compare and contrast a subject presented through various mediums.

5. ...evaluate the argument and specific claims in terms of 1) reasoning and evidence (is it sound and sufficient?), and 2) false statements and fallacious reasoning.

6. …present my argument in a formal style that includes an introduction, supporting details with transitions, and provide a concluding statement/section that supports my argument.

7. …compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research.

8. …write (journal, reflection, research) for a variety of reasons (inform, describe, persuade, entertain).

9. …determine if a speaker has provided enough relevant evidence to support his/her claim or argument.

10. …distinguish between literal and figurative language and analyze how certain words and phrases with similar denotations have different connotations.

11. …recognize (and acquire) the difference between general academic words/phrases and domain-specific words/phrases.

12. …infer the meaning of unknown words using context clues.

Course Assessment Plan – Grades for the course will be based on the following levels of performance:

• A (90-100) – Independent Learner –Independently applies exemplary academic skills; consistently completes exemplary work; needs little help from the teacher; seeks and finds resources independently; demonstrates mastery (often exemplary) with a grade of 90 or higher.

• B (80-89) – Semi-independent Learner – Needs some help from teacher; completes quality work with a few flaws; often needs feedback from the teacher to realize work does not meet standard; revises work to meet mastery standards; demonstrates knowledge with a grade of 80 or higher.

• C (70-79) – Dependent Learner –Relies a great deal on the teacher; has to be given procedures for performing tasks; requires significant help to produce a quality product; needs help to re-evaluate a product; demonstrates knowledge with a grade of 70 or higher.

Students will be evaluated as follows:

Assessment Description

Daily grades homework, drills, practice

Projects/Unit Tests novel/poetry, research paper, tests

Essays writings consisting of at least 2 pages

Independent Reading books of a least 100 pages and project

Nine Weeks Exams

Student Expectations: Work with partners cooperatively, engage in all work—independent and paired, take good notes, participate in class discussions, be willing to TRY and then REVISE if needed.

Behavioral Expectations

• Students will be expected to have all materials ready and be working on opening assignment immediately upon entering the room.

• Students will refrain from behavior that disrupts learning or is disrespectful to teacher or others.

• Students are expected to follow all school and classroom rules.

Discipline Procedures

• Classroom disturbances will result in a verbal warning the first time, a call to the parent or guardian the second time and a referral for disciplinary action after the third offense.

• Failure to bring materials to class will result in a warning the first time.

• Disrespectful behavior will result in immediate discipline referral.

Dear Parents/Guardians,

I am looking forward to teaching your child this year. I come from many years of middle school experience and much success with raising students’ achievement in writing—it is my PASSION!!!!! I will be pushing your child EVERY DAY to READ AND WRITE because the demands for reading and writing are INCREASING at the high school level, and also critical to being successful and productive in our society today. I am a phone call or email away and anytime you wish to visit our classroom, you will be welcomed!!

Ms. Shayla Roberts

robertss@jefferson.k12.ga.us

I WILL MAKE SURE MY STUDENT IS READING THEIR MEDIA CENTER BOOK, the NEWSPAPER, or a MAGAZINE EVERY NIGHT FOR AT LEAST 25-30 MINUTES:

Parent’s signature: _______________________________________________________

Student’s signature: _____________________________________________________

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READ AT HOME EVERY NIGHT FOR 25-30 MINUTES

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