Grade 8 English Language Arts Learning Standards
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1 Grrade 8 Englliish Language Arrtts Currrriicullum Overrviiew Eighth grade English Language Arts continues to build on what students have already learned and to develop new knowledge and understanding. They are encouraged to think more critically about their reading and writing. The curriculum consists of written composition, the history of language, the critical analysis of literature and independent reading, vocabulary development, and research skills. An integral part of eighth grade English is the encouragement of life long learning, incorporating opportunities for both oral and written expression in a variety of genres. A strong emphasis is placed upon student s responsibility for the learning process. Written Composition and Language In a writer s workshop forum, students write in a variety of genres, including personal narratives nonfiction/research. Students regularly write on topics of their own choosing. Revising and editing are stressed throughout the writing process. Students develop fluency in writing, exploring their insights, observations and feelings about themselves and the world about them. This includes the development of effective research skills. Time is spent on structural organization with focus on thesis statement and supporting detail. Students recognize and practice the elements of good writing and apply this understanding to their own compositions. Students understand that good writing includes rich content with specific concrete details, clear communication, coherent organization, fluency, and sentence variety and standard conventions. Language has a rich and varied history, which helps student writers develop engaging and meaningful word choices. Grammar instruction taught within the context of the student s writing lessons enables them to become more proficient writers. This instruction helps students effectively proofread their writing for content and standard English conventions. 9
2 Reading and Literature Literary analysis skills include examining the components of fiction and nonfiction. Students recognize the connections between the literary elements and the writer s purpose. Critical analysis is important to the development of the habit of reading independently, which is one of the most effective ways young people can prepare themselves for becoming lifelong learners. Students read books of their own choosing and write responses to their reading. Just as adults often talk to one another about books they are reading, students participate in discussions questioning, predicting, visualizing, making connections and drawing conclusions. Sharing insights and questions with one another deepens their understanding of the literature they read and their awareness of the world, its cultures and social issues. Vocabulary As a means of building vocabulary, students record, define and use in their reader response writing assignments at least five new or unusual words encountered in their reading each week. In addition, they complete vocabulary from context reading and writing. Students demonstrate a mastery of these lessons in frequent quizzes. Literature Selections Literature read by the class includes Seedfolks by Paul Fleischman, which serves as an excellent model for both good writing and literary analysis; William Shakespeare s A Midsummer Night s Dream, which provides a basis for instruction in the study of our English language as well as a comprehensive study of this influential playwright, and A Soldier s Heart by Gary Paulsen, which enhances the study of a critical time in our history, the Civil War era. The following authors may also be included: Ann Rinaldi, the Collier Brothers, Avi, Esther Forbes, Scott O Dell, Jacqueline Kohler, Julius Lester and Patricia Polacco. Rocket Boys, a memoir written by Homer Hickham, is read in conjunction with science. Several American poets are also included as part of the literary study. Students regularly complete close reading quizzes that include both multiple choice and open response questions modeled after the MCAS test. It is suggested that students choose either award-winning novels or books written by award-winning authors for outside reading. Classroom collections of fiction and non-fiction are available for student use. 10
3 As readers, oral discussions enhance their awareness of self and the world. What are the benefits of actively engaging in informal and formal discourse? How do oral discussions enhance selfawareness as readers and writers? How do oral discussions enhance learning? In what ways do oral discussions help students brainstorm ideas for writing and developing insights about literature? Students participate in a balanced, self-directed discussion through questioning, predicting, evaluating, visualizing, making connections and drawing inferences. Students evaluate the discussion techniques of peers including eye contact, delivery and assessment. Students evaluate the content of peer discussion. Students participate in partnered reading and discussion. Students present oral book presentations, which will reflect an understanding of plot, character development and theme. Students will utilize a variety of media and performance arts in order to enhance the presentation. Students conference individually with their teacher, supporting and explaining their book, using textual references. Language has a rich and varied history that affects them today. Literature is comprised of interconnected elements of fiction. How does new vocabulary help the writer express meaning, paint a picture and engage a reader s attention? How does the knowledge of etymology enhance a reader s ability to decipher meaning of new vocabulary? How does Shakespearean language compare to our language today? What does the reader need to do in order to understand Shakespeare s language? Why is it important to understand the specific elements of fiction? How does an author manipulate the elements of fiction to produce a quality piece of literature? If an element of fiction is changed, how does it affect the literary text? Students discuss the nuances of specific vocabulary used by an author. Students use their understanding of etymology to define unfamiliar words. Students identify a Shakespearean sonnet, iambic pentameter, literary devices including puns, hyperbole, metaphors, and similes, imagery, illusion, and personification. Students analyze and compose sonnets using iambic pentameter, literary devices, and puns. Students read Shakespeare aloud in class and discuss the meaning of textually complicated passages. Students translate Shakespearean text into their own words creating scripts and synopses. Students demonstrate how plot, character, setting, point of view and theme come together to form a work of quality fiction. After reading a quality piece of literature, students fill in story maps, write reader response letters, literary analyses, and character portraits, which demonstrate their understanding of the importance of the interconnectedness of the elements of fiction. Students identify omniscient and limited omniscient points of view. Students produce short stories, narrative poems, and picture books demonstrating 11
4 What they observe in literature has a direct correlation with effective writing and that connections exist between their original writing and the literature they read. Good writing includes rich content, clear communication, coherent organizations, fluency, and sentence variety and standard conventions. Research is the process of obtaining information and/or knowledge from a variety of sources. What is good writing? How does the first line set the tone, hook the reader, introduce the style, establish the voice and pique the reader s interest? In what ways does writing appeal to the senses? What is the structure and organization of good writing? How do you create sentence variety using constructs? How does the understanding of the structure and organization of good writing improve the student s own writing? What is the purpose of research? What are the steps of the research process? How and when are the steps of the research process applied? How do you know when a source is their ability to adjust the elements of fiction to a specific purpose. Students discuss literary analyses as a means to write their own literary analysis. Students write compositions, which demonstrate the utilization of multiple drafts, including self-editing, revising and proofreading. o Students will set the tone of a composition, hook the reader, establish their own voice, and create interest. o Students will incorporate sensory images to intensify their work. o Students will use sentence variety to establish their own writing style and create interest for the reader. o Students will organize their writing to effectively communicate their message to the reader. o Students keep personal response journals. o Students identify how the structure and organization of good writing enables the author to clearly express his/her thoughts. Students develop a thesis statement with a clear purpose point and reason that they are writing. Students write a friendly letter to an editor or author with a clear purpose and appropriate grammar, word choice, and tone. Students continue to utilize Construct structures: Appositives (1), Series (2), Compound Sentences (3), Introductory Adverbial Clauses (4), Participial Phrases (5), Relative pronouns, Adjectives, and Adverbs (6), Interrupters and Speech Tags (7), Direct Address (8), and Dates/Addresses (9). Students identify the use of active and passive voice. Students identify abstract nouns. Students recognize the difference between subordinate & coordinate conjunctions. Students design a rubric for a piece of original writing. Students write a personal reflection about a literary work. Students design a personal memoir. Students explore all aspects of research skills using the MLA packet as a guide. Students will practice brainstorming techniques using a variety of formats. Students will locate information from a variety of sources, including books, periodicals, and electronic sources. o Students distinguish between primary and secondary sources, using both when necessary. 12
5 reliable? o Students will evaluate the reliability, appropriateness and accuracy of sources. Students will learn how to use the MLA packet for research and documentation purposes. o Students will take notes in their own words and assemble notes using outlines, note cards, and graphic organizers. o Students will explore the definition and examples of plagiarism in various written samples, and discuss the steps required in order to avoid it. o Students will learn how to summarize, paraphrase, and quote written passages in order to implement another s work into their own writing. o Students will use in-text citations in order to give proper credit to outside sources. o Students will compile a bibliography/works cited using the MLA format. Students will create a thesis statement that will provide a direction and focus in their writing. Students will produce a multi-paragraph composition, which will incorporate research skills. 13
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