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Syllabus with Unit Outlines

Course Syllabus

8th Grade Language Arts

TEACHER:  Eileen Tierney Baker            ROOM #:  184        EMAIL:  eileen.baker@pendleton.kyschools.us                                               

CLASSROOM PROCEDURES AND EXPECTATIONS:

·         Upon entering the classroom, you are to sit in your assigned seat. All students must be sitting at their desks when the bell rings, or they will be counted tardy.

·         You are expected to bring your materials to class every day.  This includes your Language Arts three-subject notebook, and writing utensil. Your Springboard books will be kept in the classroom.

·         During class your active engagement is important to your success.

·         Electronic devices will be used only with my permission during instruction; otherwise, they are not to be visible. This includes cell phones.

·         All policies and procedures of the school’s discipline code and student handbook also apply.

Three basic expectations for the classroom everyday:

1.       Be Respectful

2.       Be Prepared

3.       Be Engaged

Grading:

All grades will be based on mastery of the Kentucky Core Academic Standards.  All assignments, test, class work, and discussion will be designed to help students master the standards for the appropriate grade level. 

The grading scale of Phillip Sharp Middle School is as follows:      

A                             100-93                                                                                                                                                                   B                             92-85                                                                                                                                                                     C                             84-73                                                                                                                                                                     D                             72-65                                                                                                                                                                     F                              64                                                                          

 

 

 

Materials:

The following list is what you are expected to bring with you to class every day.

1.       Pen or Pencil:  You will always need a writing utensil.  (blue or black ink only)

2.       Three- subject notebook (learning targets/bell work, notes, classwork):  You will keep all learning targets, bell work, notes, and class work in this notebook. You are responsible for replacing this throughout the year when needed.

3.       Three highlighters – different colors (text annotation)

ABSENCES:

Attendance is very important to be successful.  Therefore it is your responsibility to be in class each and every day possible.  If you are absent from class, it is your responsibility to find out what the missing assignments were for you to complete.  You may need to find a classmate to get missed notes and make a copy.  If you missed a test or quiz, you will have time to make that up during your Advisor/Advisee class following your absence. 

 

Academic Outline for the 2017 – 2018 School Year:

Unit 1: The Challenge of Heroism (August 11 – October 2nd)

Unit Goals: To use narrative techniques such as sequencing, dialogue, and descriptive language, write narratives to develop real or imagined events, pronouns, punctuating dialogue, transitions, vivid verbs, sentence variety, sharing and responding in writing groups sharing and discussing textual evidence, collaborating to create a poster collaborating to create a storyboard viewing diverse media

Essential Questions: What defines a hero? How does the Hero’s Journey archetype appear in stories throughout time?

Vocabulary: Concise, negation, archetype, diction, tone, epic, nuance, coherence, pacing, thesis

Assessments: CUA#7, multiple-choice assessment

                           Embedded writing assessment (A Hero’s Journey Narrative)

CUA#8, common end of unit (multiple-choice and constructed response) assessment

 

Common Core: RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.6, RL.6.10; RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.7, RI.6.10; W.6.3, W.6.4, W.6.5, W.6.6, W.6.9, W.6.10; SL.6.1, SL.6.2; L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6 

 

Key skills in this unit:

v  Create an original illustrated narrative based on the Hero’s Journey archetype.

v  Examine a variety of texts to develop an original definition of hero.

v  Evaluate expository texts for ideas, structure, and language.

v  Write original expository texts using strategies of definition.

 

 

Unit 2: The Challenge of Utopia (October 12 – December 19th)

Unit Goals: Write an expository response, practice using verb tenses and creating sentence variety, sharing and responding in writing groups, sharing and discussing textual evidence, collaborating to create a poster, collaborating to create a story board, viewing diverse media

Essential Questions: To what extent can an ideal society exist? What makes an argument effective?

Vocabulary: Compare/contrast, utopia, dystopia, Socratic, argument, controversy, seminar

Assessments: CUA #3, multiple-choice assessment

Embedded writing assessment (expository compare/contrast writing)

CUA #4, common end of unit (multiple-choice and constructed response) assessment

Common Core: RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.9, RL.6.10; RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.7, RI.6.10; W.6.2. W.6.3, W.6.4, W.6.5, W.6.6, W.6.9, W.6.10; SL.6.1, SL.6.2, SL.6.4, SL.6.6; L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6 

 

Key skills in this unit:

v  Analyze a novel for archetype and theme.

v  Evaluate expository and argumentative writing for ideas, structure, and language.

v  Develop informational and explanatory texts using the compare/contrast organizational structure.

v  Develop effective arguments using logical reasoning and relevant evidence.

 

Unit 3: The Challenge to Make a Difference (January 4 – March 5th)

Unit Goals: Goals:  Engage effectively in a variety of collaborative discussions, understand and use simple, compound, and complex sentences, support a claim with reasons and evidence, write an argumentative letter

Essential Questions: Why is it important to learn about the Holocaust? How can one person make a difference?

Vocabulary: Euphemism, target audience, evaluate, enunciation, found poem, call to action

Assessments: CUA #5, multiple-choice assessment

Embedded writing assessment (argumentative writing)

CUA#6, common end of unit (multiple-choice and constructed response) assessment

Common Core: RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6, RI.6.7, RI.6.8, RI.6.10; W.6.1, W.6.4, W.6.5, W.6.6, W.6.7. W.6.8, W.6.10; SL.6.1, SL.6.2, SL.6.3, SL.6.4, SL.6.5, SL.6.6; L.6.2.b, L.6.3, L.6.4, L.6.6

 

Key skills in this unit:

v  Engage effectively in collaborative discussions and academic work.

v  Analyze the development of a theme (central idea) in a text.

v  Research an issue of national or global significance.

 

Unit 4: The Challenge of Comedy (March 6th – May 10th)

Unit Goals: Research a drama from a different time period, revise for effective sentence variety, rehearse and present an engaging performance of a drama

Essential Questions: How do writers and speakers use humor to convey truth? What makes an effective performance of a Shakespearian play?

Vocabulary: Juxtaposition, derision, denounce, alliteration, dialect, irony, caricature, satire

Assessments: CUA#1, multiple-choice assessment

Embedded writing assessment (Humorous Text Analysis)

CUA#2, common end of unit (multiple-choice and constructed response) assessment   

Common Core: RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.6, RL.6.7, RL.6.10; RI.6.1, RI.6.2, RI.6.4, RI.6.5, RI.6.7, RI.6.10; W.6.1, W.6.2, W.6.4, W.6.5, W.6.6, W.6.7, W.6.8, W.6.9, W.6.10; SL.6.1; L.6.2, L.6.3, L.6.4, L.6.5, L.6.6

 

Key skills in this unit:

v  Understand the process of creating humor in text and non-text mediums.

v  Analysis of how humor is used to expose universal truths.

v  Write a well-developed analysis of a humorous text.

v  Analyze and perform a scene from a Shakespearian play.

 

 

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Parents and students please sign, indicating you have read this syllabus.  Thank you.

I have read and understand what is expected of me this year in Mrs. Baker’s language arts class.

 

_____________________________________

Student Signature

 

I have read and reviewed the course syllabus with my student.

 

_______________________________________

Parent Signature

 

 

 

 

Thanks,

Eileen Tierney Baker