/Language Arts 8 (Pre-AP, ELA) Scott Rogers rogersc@bay.k12.fl.

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I. Course Description The language arts program at Breakfast Point Academy aims to develop critical thinkers and capable communicators. Students in this program will learn how to properly communicate in a variety of manners (reading, writing, speaking, listening, reasoning, and research), and practice assessment of their own strengths and limitations. Through their study in communication, the students will be challenged to explore ideas and issues that have a local and global significance, and to find respect for different points of view. II. State Standards, Common Core and Educational Outcomes Within this course, students will practice and apply effective strategies in their reading through a variety of materials: novels, short stories, non-fiction articles, poetry, and film. Through continuing practice of comprehension and analysis, the students determine authors purpose and effectiveness. Students will develop their own writing craft through activities that allow them to consider their ideas, feelings, and knowledge. Continued instruction in grammar, usage, vocabulary, and spelling will support their ability to express themselves in their written and oral communication. Additionally, as their understanding of language grows, they are able to comment on the language usage in a variety of media. The collaborative and communication skills required of 21st century workers will be encouraged through class discussions, group activities, peer evaluation, and oral presentations.

Grade Level Expectations for 8th Grade

Content Students will be able to Understand and analyze language, content structure, meaning and significance of both familiar and previously unseen oral, written and visual text. Compare and contrast works and connect themes across and within genres. Analyze the effects of the authors choices on an audience. Express an informed and independent response to literary and non-literary texts. Compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention.

Oral Expression and Listening

Students will use Communication skills and interviewing techniques are required to gather information and to develop and deliver oral presentations A variety of response strategies to clarify meaning or messages

Reading for All Purposes Student will demonstrate Quality comprehension and interpretation of literary texts demand self-monitoring and selfassessment. Quality comprehension and interpretation of informational and persuasive texts demand monitoring and self-assessment. Syntax, grammar, and word choice influenced by the understanding of literary, persuasive, and informational texts

Writing and Composition Students will Create work that employs organizational structures and language specific conventions throughout a variety of text types. Organize ideas and argument in a sustained, coherent and logical manner. Employ appropriate critical apparatus. Utilize stylistic devices and descriptive details in literary and narrative texts are organized for a variety of audiences and purposes and evaluated for quality. Understand ideas and supporting details in informational and persuasive texts are organized for a variety of audiences and purposes and evaluated for quality. Edit writing for grammar, usage, mechanics, and clarity is an essential trait of a well-written document.

Style and Language Mechanics Students will Use appropriate and varied register, vocabulary and idiom. Use correct grammar and syntax. Use appropriate and varied sentence structure. Use correct spelling/writing. Use language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings. Use language accurately.

Research and Reasoning

Design individual research projects begin with information obtained from a variety of sources, and is organized, documented, and presented using logical procedures Analyze common fallacies and errors that occur in reasoning Analyze media/

IV. Text and Resources A variety of sources will be used to achieve the objectives and standards of the course. Primary Text: Springboard, English Textual Power, Level 3 Novels (for Fall Semester): Typhoons (Pre-AP) - The Graveyard Book // The Jungle Book* // The Hobbit // "The Legend of Sleepy Hollow"* Tsunamis (ELA) - The Jungle Book* // The Giver // Dracula
*-The Jungle Book and "The Legend of Sleepy Hollow" are in Public Domain. This means they are free on any ereader (including your cell phone). Any unedited and unabridged edition is acceptable. Linked above are the free Kindle editions.

Word Smart: Genius Edition A variety of poems, short stories, articles, websites, and film clips Dictionaries, composition books, and online resources V. Methodology A variety of learning strategies will be used to engage the diverse learning styles in a classroom. The units of instruction will be viewed through a Learning Outcome. An Essential Question will frame the unit and connect to the Learning Outcome. Additional guiding and content questions will guide the inquiry into the subject and lead to a deeper understanding of the content.
Unit One: The Challenge of Heroism What defines a hero? Assessment Tasks: Students will write a definition paragraph. Students will create a graphic organizer that represents The Heros Journey in relation to the protagonist in The Giver or The Hobbit. Unit Two: Mystery Unit What can it possibly be? Assessment Tasks: All will be revealed at the end of October. Unit Three: Real Life Challenges How does commercialism impact daily life? How does research enhance the ability to persuade? Assessment Tasks: Students will write a persuasive research essay and present findings to the

class. Unit Three: Reflecting on Challenges What is the relationship between challenges, multiple intelligences, and strategies? Assessment Tasks: Students will analyze the multiple sources of data and investigate a field of interest. Unit Four: Voices and Challenges How can one person make a difference when encountering a social challenge? Assessment Tasks: Students will create a symbolic representation of an individual who lived during the Holocaust. Also, using points from the movie Life is Beautiful and the book Night by Elie Wiesel, students will write a reflective paragraph about life lessons they learned from the Holocaust study. Unit Five: The Challenge of Comedy How is humor created? Assessment Task: Students will examine texts for levels of humor, and then analyze and perform a comic scene.

VI. Methods of Assessment & Grading Policy Formative assessments are the activities that lead up to the summative (or final) assessment. Formative assessments will be used to measure understanding of concepts and skills including worksheets, journal writing, drafts, discussions, group work, etc. The formative assessments allow students to gain confidence and knowledge to complete the units summative assessment. The summative assessments will allow students to demonstrate their level of achievement as related to the Common Core and state standards. In ELA, summative assessments may be a written narrative, an essay, a group presentation, an oral presentation, a project or a test. Students will receive two weighted measures of achievement: (1) Summative assessments (2) Quizzes and mini-projects