Deborah Hansen Room 114
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Language Arts Units focus on reading, writing, speaking,and listening aligned with the Minnesota State Standards
First Quarter: The Narrative-Short Stories, Poetry and Shared Inquiry. The Narrative unit is centered on three narrative pieces: short stories from the Junior Great Books Series (8) include “Sucker” by Carson McCullers, “The Destructors” by Graham Greene, and “Thank You Ma’am,”by Langston Hughes. Students will also read the poem “Oranges” by Gary Soto.Eighth graders will keep a Reader’s/Writer’s Notebook to record their thinking about narrative writing. Students will participate in shared inquiry discussions to deepen their understanding of the texts.The summative assessmentsinclude twocreative writing assignments: an alternative ending to “The Destructors”and a personal narrative poem.After reading McCullers’s short story we will watch the movie The Heart is a Lonely Hunter based on her novel of the same name and compare/contrast the movie with her story “Sucker”.
Second Quarter: AMidsummer Night’s Dream by William Shakespeare: We will read Shakespeare’s famous comedy and continue inquiry discussions, writing in response to what we read, and learning about dialogue. We will also act out portions of the play, possibly inviting families in to observe (depending on students’ comfort level). Homework assignments are assigned throughout the unit. The summative assessment is a 5- paragraph persuasive essay in which students will argue which character in the play should get their way and why. At the end of this unit we will watch the movie A Midsummer Night’s Dream.
Third Quarter: Community and Personal Beliefs, The Giver by Lois Lowry: How do personal beliefs influence the communities we live in? This unit focuses on the short story “Harrison Bergeron” by Kurt Vonnegut, and the novelThe Giver, by Lois Lowry. Students will read, write, and participate in shared inquiry about these texts in order to develop responses to the unit’s overarching questions.Students will create and write about their imagined perfect community as summative assessment.
Fourth Quarter: To Kill a Mockingbird by Harper Lee. Personal v. Community beliefs. This unit focuses on the short story “Indian Education” by Sherman Alexie and Harper Lee’s famous novel. We will explore racism during the 30’s and 40’s looking at historical and fictional texts. The summative assessment is a choice project illustrating the student’s favorite character in the novel. At the end of the unit we will watch the famous Gregory Peck film To Kill a Mockingbird.
Independent study / Student choice: African Americans in Literature. In April and May, students will choose to read one of four novels: Rite of Passage, NightJohn, Somewhere in the Darkness,or Right By My Side.Students will answer comprehension questions, learn new vocabulary in context, and discuss their novel with peers. Theculminating assignment for this unit will be a self-designed literary project. We will watch NightJohnat the end of this unit.
Vocabulary/Daily Spark and Grammar homework
We will explore commonly used vocabulary on the SAT exam. Students will record a new word each day in their language arts notebook.We’ll use these words in context, conversations, and in our writing, as we work towards adding them to our vocabulary.Students will be tested on these words at the end of each month, and at the end of each semester.Words from our class novels and foreign phrases complete the vocabulary list. Vocabulary homework will be handed out most Mondays, will be due on Thursday, and will be tested on Friday.
Grammar homework focuses on punctuation, sentence usage, and parts of speech. Grammar homework will be handed out most Mondays and will be due on Wednesday. Grammar concepts are tested quarterly.
Journal Writing
My students are expected to write 2-3 pages in their journal every week. We will have time for journal writing on Tuesdays and Thursdays in Language Arts, but students will likely have to do most of their journal writing at home. Students can write about any subject they choose and in any genre. Near the end of each quarter, students will have their journals graded by the amount they wrote. Students who fill up 25% of their journal notebook per quarter will receive full credit. The goal for journal writing is to improve writing skills and to feel more comfortable writing.
Reading Log
My students are expected to read 30 minutes daily from a book of their choosing. Students will record and respond to their independent reading on a quarterly reading log. Parents verify the reading by signing the log. There will be blocks of silent reading time almost every Wednesday and Friday in Language Arts.
Grades
Grades will be given at the end of each quarter, and will be based on the following percentages.
- Classwork/Homework: 50% of the overall grade (reading logs, class notes, study guides, vocab./ spelling homework, grammar homework, characterization/scene posters, Word of the Day warm-ups)
- Writing Assignments: 25% of the overall grade (paragraph assignments, culminating writing assignments for units, creative writing assignments, journal writing)
- Quizzes: 25% of the overall grade (vocabulary/spelling quizzes, grammar quizzes, novel quizzes)
93-100%A83-86% B73-76% C 63-66% D
90-92% A-80-82% B-70-72%C- 60-62% D-
87-89% B+77-79% C+ 67-69% D+ Below 60% F
Late Assignment Policy
Assignments that are one day late will be reduced 20%. Assignments that are two days late will be reduced 40%. Assignments that are three days late will be reduced 60%
- Assignments that are more than three days late will be given no credit.
Novel/grammar quizzes: If you miss a novel or grammar quiz, you will make it up during a class period.
Vocabulary/spelling quizzes: If you miss a vocabulary/spelling test, please have a parent give you the test, sign it, and return it before the following Friday’s test for full credit.
Student signature______
Parent (print name)______Parent signature______
Films
Parents: Please check this box if you do NOT want your child to watch any of the films above.