Link to the Daily Agenda for Advanced English 8

 

Link to the Daily Agenda for English 8

 

 

 

E-Mail Mrs. Duffy:  lss11@scasd.org

 

Grade 8 English Language Arts Course Description:  The 8th­ grade English program continues to build on the language arts skills developed in 7th grade. Students read and critically analyze a variety of novels, short stories, plays, poetry, and select nonfiction. Writing instruction continues to focus on developing students’ skills in writing techniques. Students will engage in formal and informal writing assessments and process writing that requires them to apply instruction in writing strategies. Students will integrate proper use of various conventions, grammar, mechanics, and stylistic choices throughout writing tasks. Discussions and presentations are designed to strengthen the speaking and listening skills expected in an 8th-grade academic setting. Student achievement is determined through teacher-prepared materials such as process writing, conferencing, group and individual projects, presentations, and other formative and summative assessments.  In Advanced English 8, students experience a similar curriculum but the pace, depth, and amount of work increases.

Unit 1: The Ideal Society: Can Utopias Exist? Standards: CC.1.3.8.B  Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text. CC.1.3.7.C Analyze how particular elements of a story or drama interact and how the setting shapes the characters or plot. CC.1.4.8.B  Identify and introduce the topic clearly, including a preview of what is to follow. CC.1.4.8.J  Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the arguments presented. During this unit, students will... explore dystopian literature to analyze, draw inferences, cite textual evidence to support generalizations and draw conclusions.  write to make claims using the claim, evidence, and reasoning strategies.  explore how authors comment on societal issues through fictional genres. Teacher's choice of short stories from the following list:   “Examination Day” by Henry Selsar   “Harrison Bergeron” by Kurt Vonnegut   “There Will Come Soft Rains” by Ray Bradbury   “The Perfect Match” by Ken Liu   Student's choice of novel(s) from the following list:    The Giver by Lois Lowry   The Hunger Games by Suzanne Collins    Scythe by Neal Shusterman (ADV English 8 only)   Unwind by Neal Shusterman   Flawed by Cecelia Ahern   The Knife of Never Letting Go by Patrick Ness  (ADV English 8 only)   Uglies by Scott Westerfeld   Optional additional texts:   Gathering Blue by Lois Lowry    Messenger  by Lois Lowry    Son by Lois Lowry   Mockingjay by Suzanne Collins    Catching Fire by Suzanne Collins  A Ballad of Songbirds and Snakes by Suzanne Collins

Unit 2: Suspense and Evidence: What Keeps Us Reading? Standards: CC.1.3.8.B  Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text. CC.1.3.7.E Analyze how the structure or form of a text contributes to its meaning  CC.1.3.8.D  Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. CC.1.3.8.F  Analyze the influence of the words and phrases in a text, including figurative and connotative meanings and how they shape meaning and tone. CC.1.4.8.K  Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary to inform about or explain the topic. Use sentences of varying lengths and complexity. Create tone and voice through precise language. Establish and maintain a formal style. CC.1.4.8.S  Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. During this unit, students will... examine how observation, descriptive language, and inquiry are used in the text of mystery literature.     write a nonfiction narrative essay at the culmination of the unit.   Core commitment text:   And Then There Were None by Agatha Christie   Optional additional texts:   “The Lamb to the Slaughter” by Roald Dahl   “The Landlady” by Roald Dahl   Sorry, Right Number by Stephen King   Sorry, Wrong Number by Lucille Fletcher   The Hitchhiker by Lucille Fletcher    The Monsters Are Due on Maple Street by Rod Serling   The Hound of the Baskervilles by Sir Arthur Conan Doyle The Rag and Bone Shop by Robert Cormier

Unit 3: Perspectives on Justice: Who Decides What is Fair and Just?  Standards: CC.1.3.8.A  Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CC.1.3.8.F  Analyze the influence of the words and phrases in a text, including figurative and connotative meanings and how they shape meaning and tone. CC.1.2.8.H  Evaluate an author’s argument, reasoning, and specific claims for the soundness of the arguments and the relevance of the evidence. CC.1.4.8.J  Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the arguments presented. During this unit, students will...          examine the ideas of justice and fairness. identify how literary elements enhance meaning with a concentration on a theme.  write a literary essay at the culmination of the unit. Core commitment text: Just Mercy (YR Edition) by Bryan Stevenson

Unit 4:  Taking a Stand: How Can Our Voices Drive Change?  Standards: CC.1.4.8.B  Identify and introduce the topic clearly, including a preview of what is to follow. CC.1.4.8.F  Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation. CC.1.2.7.A Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. CC.1.4.8.K  Write with an awareness of the stylistic aspects of composition. Use precise language and domain-specific vocabulary to inform about or explain the topic. Use sentences of varying lengths and complexity. Create tone and voice through precise language. Establish and maintain a formal style. CC.1.4.8.S  Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. During this unit, students will... write a position paper demonstrating how to use information/research to make arguments.  prepare and present a speech. Core commitment texts: “Ain’t I a Woman?” by Sojourner Truth   “I Have a Dream” by Martin Luther King Jr.   “The King’s Speech” by King George VI   Optional additional texts:   Farewell Speech - Lou Gherig   Speech from Ground Zero - George W. Bush    Select commercials/advertisements

Unit 5: Life Lessons in Literature: What Connects Us to a Story? Standards: CC.1.2.8.B  Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text. CC.1.2.8.F  Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone. CC.1.2.8.J  Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. CC.1.5.8.E  Adapt speech to a variety of contexts and tasks. During this unit, students will... take stock of their academic and personal attributes in order to set goals for the year. (done at the start of the school year) read texts analyzing and evaluating the success of others to generalize what it takes to be successful. spend the last weeks of the school year reflecting on individual learning and growth from their 8th-grade year.  analyze how writers use words and phrases to create meaning.  consider the audience and purpose of writing and how they can be used to create an effective message.  write an informative letter to themselves at the culmination of the unit. Core commitment texts: Teacher's choice from a list of articles curated by SCASD librarians - TBD   Optional additional texts:   The Young Traveler’s Gift by Andy Andrews   Pay It Forward - Catherine Ryan Hyde   Tuesdays with Morrie - Mitch Albom    Marley & Me - John Grogan    This I Believe: Life Lessons - Dan Gediman, Mary Jo Gediman, et al.    QB 1 - Mike Lupica  Dairy Queen - Catherine Gilbert Murdock