Eighth Grade English Language Arts Mrs.

Moxie Syllabus 2012-2013

From your parents you learn love and laughter and how to put one foot before the other, but when books are opened you discover you have wings. Helen Hayes Teacher Information: Name: Mrs. Moxie Education: M.A.T. Curriculum, Instruction, & Assessment; B.A. Secondary Education English/history (6-12th Grades) Room: 106 Telephone: 517- 546-0900 (school) Parent E-mail: I will reply to emails within 24 hours of receipt; e-mail address will be sent to parents once I receive it from school Student Help Email: rmoxie678@gmail.com for student help only with projects, assignments, etc. Class Website: http://elamoxie.weebly.com/ Password: ela678 (This is teacher-created website specifically for the classes I teach; students will use this for various communications and projects throughout the year) Conference Hours: TBA; by appointment only/no walk-ins please and thank you! Course Materials: *Please see school supply list from School Newsletter/ School Website

Textbooks: Literature Prentice Hall, Vocabulary Workshop Level C by Sadlier Oxford, Writing & Grammar by Prentice Hall Planner Codes to Edline

Course Objectives: English Language Arts 1. To understand the development of written language and the characteristics that are used in the writing process 2. To demonstrate through visual, written, and verbal assignment/assessment the understanding of grammar, the writing process, and the English language 3. To demonstrate knowledge and growth in vocabulary 4. To become successful active readers 5. To analyze literature for creative and technical merit 6. To understand the organizational patterns of various genres of literature 7. To recognize and use various literary elements during reading and writing

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To demonstrate mastery in all areas covered in 8th grade English this year 9. To become cultivated members of a pluralistic and continually changing world 10. To become technological researchers, creators, and writers

11. To exceed the Diocese Grade Level Content Expectations & Common Core Standards 12. To have fun and enjoy 8 grade English Language Arts
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Expectations: I expect to come to school with a positive attitude, ready to teach and learn and work; I expect my students to come to school with a positive attitude, ready to learn and work together as well. I expect each student to read and write as much and as well as he/she can English Language Arts This course is designed to engage students in the student-centered study of English literature, grammar, and written communication. Students will learn the content by reading, journaling, work-shopping, critiquing, creating, and by using the writing process and reading strategies to develop the characteristics used within English Language Arts. The students will review the different literary genres. Students will also review the elements of a story, authors purpose, and will begin to focus on analyzing literature. This course is designed to create life-long readers and writers. Course is aligned with Diocese of Lansing and Common Core Standards for eighth grade ELA. Students, on average, read between 30-40 pieces (novels/poetry) throughout the year and write between 17-25 pieces (in varying genres) throughout the year. Tentative Year Long Curriculum Plan September-October

Introduction to the Writing and Reading Workshop/Readers Bill of Rights Created Introduction to the Portfolio Project that the eighth grade students will be working on throughout the year; pieces from the entire 8th grade year will also be included in this cumulative project. Further information regarding due dates, rubrics and expectations will follow. Reading Workshop: Realistic Fiction - the class will be reading a variety of realistic fiction novels/memoirs, which they will read in the Reading Workshop format.

Reading Workshop: Short Story Realistic Fiction unit using a variety of realistic fiction pieces found in the Literature textbook Writing Workshop: Realistic Fiction Writing/Analytical (Flash-forward/Flashback Piece & Analyzing Characterization project) Reading Workshop: Fantasy/Sci-Fi Genre/Author Study- which will emphasize setting/world-building, and the Heros Journey

Writing Workshop: Fantasy/Sci-Fi Writing/Analytical Writing Writing Workshop Pieces throughout the month(s) Reading Workshop with Independent Reading Novels throughout the month(s) Grammar Units: Capitalization/Punctuation review Begin Vocabulary units November-December Writing Workshop: Research Unit Topic TBA Researching and finding sources Note taking skills MLA format Formal essay writing skills Thesis statements Documenting and citing sources

Grammar Unit: Students will begin review of the eight main parts of speech; sentence fluency Reading Workshop with independent reading novels Self-evaluation reading & writing January-February IOWA testing (February)

Reading Workshop: Historical Fiction Unit: we will be reading the class novel, The Boy in the Striped Pajamas, in which the class will be focusing on perspective, conflict, literary techniques, and genre study Students will also be choosing another novel from a variety of choices to read during a reading workshop unit. Study of conflict and perspective in writing Writing workshop: students will write a simulated memoir piece and will continue with additional writing workshop pieces

Grammar Unit: Continued review of eight parts of speech; clauses Midterms (January) March Reading Workshop: Non-fiction & Historical biographies. The Mysterious Mr. Lincoln with focus on historical context, symbolism, thematic choices, narrative writing in biography and prose Writing Workshop: Continued writing workshop pieces in a variety of genres Grammar Unit: Sentence Structure (Preparation for in-depth review of phrases i.e. participal, infinitive, prepositional, etc.)

This unit will also correlate with the 8th Grade Wax Museum project (biography writing piece/speech) April-June Poetry Month Celebration; students will review the qualities, forms, types and style of poetry Reading Workshop: Science Fiction The Giver by Lois Lowry Writing Workshop: Students will pair up and write a science fiction story Writing Workshop: Continued writing workshop pieces in a variety of genres Reading Workshop: Independent novel choices Grammar Unit: Greek & Latin Roots Students will finalize their portfolio projects Final Exams (portfolio/vocab/booklist/self-evaluation)

-Writing Workshop/Published Pieces The students will be given 25-45 minutes of class time during the daily writing workshop (except Fridays) in which they will be working on various writing pieces in various genres as created from their Writers Notebooks or other seed ideas. The students may work on these pieces at home, but are required to write every day in class with a specific purpose/goal in mind. Individual and small group conferences will occur during this time period and will be documented on a daily basis. Students are required to complete an hours worth of writing, revising, publishing, etc. during the days of Thursday-Monday. A status-of-theclass/homework check will be done every Monday before Writers Workshop for this hours worth of

writing. Students MUST try to have at least ONE writing piece professionally published within the school year (via writing contests, publishing opportunities, etc.) All writing pieces (brainstorming, drafting, revising, editing, conferring sheets, rubrics, etc) must be kept in students writing folders. Students will produce at least three to five pages of rough draft each week and bring at least two pieces of writing to completion every three weeks; students will choose their *best* piece to be graded every three weeks - Reading Workshop The students will be given 10+ minutes of class time during the daily reading workshop in which they will be working on reading various independent novels of their choice and/or reading whole-class novels. Students are required to complete thirty-minutes of independent reading at home every night. Teacher will document student completion of this activity. Once children have mastered basic reading skills, the surest road to a richer vocabulary and expanded literacy is wide and sustained reading (Allington, 2006). During reading workshop students may be working on any of the following: reading, writing about what they are reading (one-pager, reading journal, semester reading activity), conferencing with a teacher, reading partner, or having a book club meeting. Students must turn in ONE literary letter from their RNB every two weeks (due on Thursdays). You will write the literary letters in cycles every two weeksfirst two weeks= letter to Moxie, second two weeks= letter to Friend, third two weeks= Return letter to Moxie, fourth two weeks= Return letter to friend, and then repeat the process. Please see my letter introducing this activity (will be handed out in class)* 48 hour response rule for responding to others letters! - Semester Reading Activities for Independent Novels: Students must pick one of the following to complete each semesterstudents may not repeat the same option for both semesters; students will set up individualized due dates for the activity they pick to complete (all due dates will be prior to the second to last week of the semester beginning of January for 1st semester and in the beginning of May for the 2nd semester): o Persuasive Book Talk/Commercial (script/dvd) turned in via email (as an attachment, but also presented to class) o Internet Blog/Site (technological writing) (posted to the Internet w/ help of weebly.com) o Project of Student Choice (see teacher)*If you enjoy the big product projects (i.e. scrapbooks, etc. this is the option for you!) o Two Formal MLA analytical papers for EACH semester - Vocabulary o Students will receive 20 vocabulary words biweekly

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Vocabulary consists of the definition, part of speech, using the word w/in context, synonyms and antonyms, etc. Pronunciation Marks will NOT be extra credit for 8th grade Students will be tested on biweekly word list every other Friday

Course Success:

1. 2. 3. 4. 5. 6.

You will have a successful year if you Give your best effort Read daily (in class and 30 min. required at home each night) Write daily (in class and at home) Think about other viewpoints aside from your own Consider how your actions affect others Stand up for yourself and ask questions when you do not understand

General Class Information: Grade Distribution: -Tests, Projects, Final Drafts, Reading Activities 45% -Quizzes, Vocabulary 30% -Homework: 25% **Mid-term & Final Exams will be distributed based on schools guidelines Weekly Homework (some additions may be made to this on a daily/weekly basis depending on class need/unit of study) -DUE Monday: Read a book for at least a half hour

One hours worth of writing according to your plan (My plan was: __________)

 Study current Vocabulary Unit -DUE Tuesday: Read a book for at least a half hour Study current Vocabulary Unit -DUE Wednesday: Read a book for at least a half hour

Study current Vocabulary Unit -DUE Thursday: Literary Letter due on Thursdays (every two weeks) for novel(s) of your choice Read a book for at least a half hour
Study current Vocabulary Unit (every other week Vocabulary Unit due) Reminder: One hour of writing is due on Monday -DUE Friday: Read a Book for at least a half hour Response to novel in RNB Vocabulary Test (every other Friday) Reminder: One hour of writing is due on Monday Daily Class Schedule (45/50 Minute Class M-TH)

Warm Up/ Reading & discussing of a poem (switch every other day) (five-ten minutes) Writing/Reading Mini-lesson (five -twenty minutes) Status-of-the-class conference about individuals plans for writing workshop (three minutes)

Independent writing and conferring (twenty-five to forty minutes) Independent reading/whole-class novel reading, including roving status-of-the-class record keeping while students read (fifteen minutes+) Daily Class Schedule (45/50 Minute Class Fri.)

Warm Up (five-ten Minute) Vocabulary Test (every other week) (fifteen-twenty minutes) Independent writing/conferencing Independent reading/whole-class novel reading, including roving status-of-the-class record keeping while students read Caf MoxieSmall Group Meetings

Typed-Text Expectations: MLA REQUIRED All rough drafts & final drafts must be typed Typing must be 12 font Times New Roman All drafts must be double-spaced All paragraphs must be indented using tab button All writing should be in paragraph format Heading MLA style/Header MLA style Unique title (centered 12 font/Times New Roman/ NO underline, NO quotation marks, NO italics) One- inch margins on all sides o Any drafts not turned in with the above criteria will not be graded Note Taking:

Students are expected to take notes in the Cornell format, which will be taught in Language Art class

Test/Quiz Policy: 1. Tests will be a combination of open-note and closed book/note 2. Tests will be announced at least 3-5 days prior to day it is taken 3. Tests will have study guides either teacher-made or based on class notes, text books 4. Tests can not be made-up (unless excused absence)

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Parents can view student grades on Edline. Tests are available upon parent requests within two weeks of being returned to students.

ANY COMMUNICATION and/or cheating during a test will result in a zero, detention, and no make up test will be given Missing/Late Work Policy:

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Late/Missing/No Name work is not accepted (other than excused absences) (# of days absent to complete work and turn in for credit) Long-term projects/papers, etc. will not be accepted past the due date (even with an excused absence) One late/missing HOMEWORK grade may be dropped at the end of each quarter

Absent Students/Absent Work: Students must check Edline for absent work. Absent work will not be provided prior to an absence; therefore, students must organize, complete, and turn in absent work after the absence has occurred. Student must check absent file for handouts/rubrics. Students must copy class notes from another student when need be. Students must schedule a make-up time/date for tests/quizzes, etc. The students need to be responsible for making up absent work within the # of days absent. Each students ability to become responsible and organized in regard to absent work will result in an easier transition from middle school to high school. ***This syllabus/curriculum calendar/whole-class novels are tentative and can change based on teacher discretion and class need*** I am so GLAD to be your teacher! Lets have a fabulous year together full of learning, fun and success! Syllabus Confirmation: After reading this syllabus, please sign and return this half sheet to Mrs. Moxie by the second full day of school. Parent Signature:_______________________ Student Signature:______________________ Student Information (Is there anything specific to your students needs in the classroom that you would like to introduce me to?): ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ________________________________________________________________________________