Beechwood High School

8th Grade English Course Syllabus

2015-2016

Instructor: Mrs. Rhonda Shriver

Room Number: 401

Email:

Course Description:

Middle level English/Language Arts is designed to present a wide range of reading experiences with print and non-print text for literary, informational, persuasive, and practical purposes. Students use writing-to-learn and writing-to-demonstrate learning strategies, as well as the writing process and criteria for effective writing, to write in a variety of forms and for multiple audiences and purposes. Speaking, listening, and observing skills are used to communicate information for a variety of authentic purposes, situations, and audiences. The integration of inquiry skills and technology with the other strands allows students to continue to discover and communicate ideas and information.

Course Standards:

This course adheres to Kentucky Core Academic Standard requirements.

Course Text:

-SpringBoard Grade 8 –Textbook

-The Giver by Lois Lowery –novel

-Vocabulary Workshop Level B

SpringBoard provides an excellent selection of both literary and informational texts representing a variety of genres and engages students in narrative, expository, and argumentative writing. Additionally, the text utilizes and teaches effective strategies which assist students while accessing texts of varying levels. The course will require students to fulfill independent reading expectations and formal vocabulary study. Other materials will be used in conjunction with the texts listed above as the teacher deems appropriate and necessary to support learning.

Course Outline (Note: The teacher reserves the right to modify this schedule. Significant changes will be communicated in a timely fashion.)

First QuarterSpringboard Unit 1: The Challenge of Heroism

  • Students will take an everyday concept like heroism and think about it analytically and creatively from diverse perspectives.
  • Each student will create two writing pieces: a Hero's Journey Narrative and a Definition Essay
  • Students will read excerpts from various genres including but not limited to novel, short story, narrative poetry, articles, autobiography, and essay.
  • The focus of language and writer's craft will be revising and editing, verbs and moods, and intentional usage of transitions and quotations within writing. (NOTE: additional language and craft topics will be explored as we progress through the unit and as needed to support learning.)

Vocabulary Workshop Units 1-4

Independent Reading

  • Each student will read two selections.
  • Text will be selected based on the following criteria:

▪Texts should be connected to the concept of heroism.

▪Texts should be selected by the student based on interest and reading level.

▪Texts should represent a variety of cultures and perspectives.

  • Students will be encouraged to read about fictional heroes in the first part of Unit 1; they will be encouraged to read about historical and modern heroes for the second half of Unit 1 as they prepare to write the definition essay.

Second QuarterSpringboard Unit 2: The Challenge of Utopia

  • Students will explore the topics of utopia and dystopia, deepen their understanding of the Hero's Journey, and develop effective research-based arguments.
  • Each student will produce two pieces of writing: an Expository Essay and an Argumentative Essay.
  • Students will read various genres including but not limited to The Giver, essays, short stories, and articles.
  • The focus of language and writer's craft will be embedding direct quotations, active and passive voice, choosing mood, and shifts in voice and mood. (NOTE: additional language and craft topics will be explored as we progress through the unit and as needed to support learning.)

Vocabulary Workshop Units 5-8

Independent Reading

  • Students will study The Giver as our class novel for the first part of Unit 2.
  • For the second part of Unit 2, students will be encouraged to select and read speeches, essays, and articles that represent opposing viewpoints on similar topics as they prepare to write an argumentative essay.

Third Quarter

SpringBoardUnit 3 The Challenge to Make a Difference

  • Students will be invited to study the Holocaust as a way to examine the similarities that exist in current global and national issues today as they prepare to research, create, and communicate ideas to positively influence others inside the classroom and outside in our community.
  • Each student will prepare two presentations: Presenting Voices of the Holocaust and Presenting a Multimedia Campaign.
  • Students will read/study a variety of genres including memoir, poetry, film, drama, novel excerpts, diary entries, informational texts, and public service announcements.
  • The focus of language and writer's craft will be using voice and mood for effect, participial phrases, and clauses. (NOTE: additional language and craft topics will be explored as we progress through the unit and as needed to support learning.)

Vocabulary Workshop Units 9-12

Independent Reading

•For the first part of Unit 3, students will engage in in-depth discussion and analysis of texts within their assigned literature circle. (Information detailing literature circles will be sent home at the start of this unit.)

•For the second part of Unit 3, students will select and read short selections about someone who made a difference in the world or by confronting social injustice.

Fourth Quarter

Springboard Unit 4: The Challenge of Comedy

•Student will examine the ways authors create humor for effect and will demonstrate understanding through analysis and performance.

•Each student will write and perform: an Analysis of a Humorous Text and Performing a Shakespearean Comedy.

•Students will read/study texts from a variety of genres including but not limited to essays, articles, short stories, novel excerpts, poetry, drama, and film.

•The focus of language and writer's craft will be the verbals and their use. (NOTE: additional language and craft topics will be explored as we progress through the unit and as needed to support learning.)

Vocabulary Workshop Units 13-15

Independent Reading

  • Students will read a minimum of one humorous novel for teens by suggested authors.

Methods of Assessments:

•50% Tests, Writing Assignments, Presentations

•25% Quizzes

•15% Classwork

•10% Homework

Grading Scale:

Percent / Letter Grade
92% – 100% / A
84% – 91% / B
76% – 83% / C
70% – 75% / D
0% – 69% / F

Classroom Expectations:

Be Safe:

  • No horseplay in the classroom
  • Enter and exit the classroom in an orderly fashion

Be Accountable:

  • Show positive character in words and action
  • Meet all the deadlines of the class
  • Have materials that you need every day
  • Begin and finish promptly.

Give Respect:

  • Be courteous to classmates and teacher at all times. Discussion in class might lead to sharing opinions and viewpoints that are not always popular. You do not have to agree with everyone’s opinion, but you must respect their right to have it.
  • Keep room clean and orderly. Make sure your desks are clean of garbage, water bottles, books, pencil markings, etc. If your area is not clean when you arrive to class, please let me know.
  • Please respect the belongings and space of others in the classroom. Keep your hands and feet to yourself.

*For all other school related rules, please refer to the Student Handbook.

Consequences for not Meeting Classroom Expectations:

  • 1st Consequence – Verbal warning and / or parent contact (phone call or e-mail)
  • 2nd Consequence – Detention with teacher. Parent contact will be at least 24 hours prior to scheduled detention.
  • 3rd Consequence – Referral to the administration

Depending on the severity of the classroom disruption or behavior, the teacher may bypass consequences listed above.

Academic Dishonesty:

Please refer to the student handbook for all guidelines regarding academic dishonesty.

Class Policies:

  • Absences: Make-up work will be available to all students. It is the responsibility of the student to request make-up work. Typically, the student has one day per day absent to turn in the work. If a test or quiz needs to be made up, the student is responsible for setting up a time after school to take the missed assessment within a week.
  • Late Work: It is the expectation that you manage your time so that all assignments are completed and turned in on time. However, if for whatever reason you do not have an assignment, you must fill out a “Yellow Sheet” which can be found in the student workstation. Instead of the assignment, this sheet must be turned in so that I am aware you did not have your assignment. Your grade will be deducted for every day it is late. It is possible you will be assigned lunch detention in order to complete missing assignments. If you are having a problem meeting deadlines for this course, please see me before falling behind.
  • Technology: Technology should be used only as a tool in the academic setting. The device must be turned off and put away unless given explicit permission from the teacher. If you are found to be using a device without permission, you will receive a teacher detention. Consequences will increase if this becomes a habit. Taking pictures of your classmates or teacher at any time without explicit permission will result in immediate detention.
  • Hall Pass: You will be issued three hall passes per quarter. This pass can be used to leave class to use the restroom, get a drink, etc. If you do not use these passes, bonus points will be issued at the end of the quarter for unused passes that are turned in.

Required Materials:

(Must be brought to class daily unless the instructor announces otherwise. Please see board outside classroom for what you will need each day)

•2 inch binder

•Loose leaf paper in the binder

•Spiral notebook

•Pencils, pens, and highlighters

•2nd and 3rd period students ONLY – a box of tissues and a pack of pencils

•4th and 5th period students ONLY – sanitizing wipes

Note to Parents and Guardians

Dear Parents and Guardians,

I am excited to be part of the Beechwood community, and I consider it a privilege to be your child's teacher this year. I look forward to the partnership that we create in the coming year. Please know that if you or your child need anything, I am available by email or phone. Email will bring a quicker response, but I will certainly return phone calls in a timely manner. Philosophically, this is the time in your child's life when he or she can practice engaging in problem solving with other adults and peers. However, I recognize that you are the most important adult in your child's life and will gladly communicate with you about your concerns. I just encourage your child to initiate those conversations.

Again, I welcome our upcoming year together as we work toward common goals.

Sincerely,

Rhonda Shriver

Name: ______Period: ______8th Grade English Syllabus Signature Sheet

Student:

I have read, I understand, and I agree to the terms outlined in this syllabus. I agree to meet all deadlines and complete all assigned work to the best of my ability.

______

Student Signature

Parent:

I have read and reviewed this syllabus with my student. I am aware that my student will be using websites under supervision in class and at home including the Google Suite.

______

Parent Signature

Necessary Contact Information

In order to keep in contact regarding what’s going on in your student’s class, please provide an email address that is frequently checked.

Parent Email: ______

How would you prefer to be contacted regarding grades or issues that arise in class?

Email Work phone Home phone

Please place a check on the appropriate line regarding internet access.

_____ My child has access to the internet at home.

_____ My child has access to the internet at a place away from home (ie., library).

_____ My child only has access to the internet at school.

_____ I prefer my child not access the internet at school or home.