Course Syllabus for English Language Arts 8
St. Johns Middle School
St. Johns, Michigan
Teacher: Liane Matson
Megan Dreffs
Telephone: 989-227-4376
989-227-4365
E-mail: matsonl@sjredwings.org
dreffsm@sjredwings.org
Course Description: This course is based on the Common Core State Standards for English Language Arts
Grade 8. We will focus on skills and strategies in the areas of reading, writing, speaking and listening, and
language usage. Students will work with both fictional and informational genres in reading and writing.
Students will read short stories and novels in the narrative genres of realistic fiction, historical fiction, and
science fiction. Students will plan and draft narrative stories. Students will also read and write narrative
poetry. In the area of informational genres, students will read essays, articles, and books in connection to the
fictional pieces we are reading and through research. Students will write several constructed responses
focusing on informative-explanatory and argument writing, as well as an informative-explanatory essay.
Students will incorporate research throughout the year when completing the informational writing pieces.
Goals of Course: The goal of English Language Arts 8 is for each student to successfully complete the Common
Core State Standards for English Language Arts Grade 8 in the areas of reading, writing, speaking and listening,
and language usage as required by the State of Michigan Department of Education.
Course Materials: The following materials will be needed on a daily basis throughout the school year: oneinch three-ring binder with four dividers, lined paper, pencils, red pens, blue or black pens, and highlighters.
The use of the Google drive or a flash-drive to store and share electronic documents is highly recommended.
Resources: Teaching Reading: A Differentiated Approach, Daily Warm-ups: Language Arts and Figurative
Language, Write Source Writing Program Grade 8, selected short stories, selected novels as related to unit
study, online resources and databases, Information Center materials
Grading Policy: Assignments are graded using a point system. Each assignment is worth a certain number of
points. The points students earn on all assignments are added and then divided by the total possible points to
get a percentage. Percentages are then converted to grades using the grading scale.
The types of activities graded are written class and homework assignments, tests and quizzes, proper use of
time and preparedness for Reading and Writing Workshop, Reading Record, responses to reading, writing
assignments, and completion of trimester reading requirements. Final assessment pieces will make up the
majority of the final points counting towards grades.
Extra credit or bonus points may be available at times in connection with established assignments. However,
specially designed extra credit assignments or projects to enhance a grade will not be offered.
If a student is unhappy with his or her grade or needs extra help in class, I will be available before or after
school for additional help. Students wishing to receive extra help will need to schedule a meeting at least one
day in advance. I may not be available each day, so it is important students schedule meetings with me ahead
of time.
Grading Scale:
A
100% - 93%
A92% - 90%
B+
89% - 87%
B
86% - 83%
B82% - 80%
C+
79% - 77%
C
CD+
D
DF
76% - 73%
72% - 70%
69% - 67%
66% - 63%
62% - 60%
59% or lower
Assignment Policy: All work is expected to be completed and turned in on time. It should meet quality
standards, including neatness, legibility, and evidence of best effort.
A due date will be specified for all assignments when they are received. Assignments must be turned in on the
assigned due date. Assignments turned in one day late will receive 50 percent of the points that the students
would have earned if the assignment were turned in on time. If students do not turn in their late assignments,
their assignments will receive a zero.
Projects turned in late will drop one grade for each day the project is late. This includes writing projects
requiring multiple drafts and research projects.
When students are absent, they must check the class assignments calendar posted in the classroom or teacher
website and gather any missing assignments from the designated folder. Students are responsible for finding
out what needs to be done on these assignments, which includes seeing their teacher if they are unsure what
work needs to be done. Students have the number of days that they were absent to complete missed
assignments, unless otherwise specified by the teacher.
Behavioral Expectations: Students are expected to be respectful of others and their surroundings. Students
also need to be respectful in showing personal responsibility in their own achievement and success.
Students are expected to respect:
1. Yourself
 Keep a positive attitude.
 Be honest.
 Turn assignments in on time.
 Come to class with all required materials.
 Arrive on time.
 Do your best.
2. Others
 Listen carefully and follow directions.
 Be considerate of the feelings and ideas of others, even if they differ from your own.
 Do your part in group activities.
3. Property
 Return all classroom materials to their proper place.
 Be kind to books and other classroom materials and fixtures.
Learning and Social Behavior Plan: If it becomes necessary to address a student’s learning or social behaviors
(e.g. not following classroom rules, turning in several late assignments) the following steps will be taken:
1. A verbal notice is given, and/or I will hold a conference with
the student.
2. If the behavior continues, I will contact parents or guardians to
develop a plan to address the behavior.
3. If a student reaches step three, further appropriate action is
taken, such as a referral to the Assistant Principal.
This plan may change as warranted by circumstances, such as in the case of a severe disruption in the
classroom, verbal harassment or intimidation of other students, the use of inappropriate language, or an act
threatening the safety of others.
Helpful Hints: Students will keep an English Language Arts Binder. This one-inch three-ring binder will include
sections labeled “Resources,” “Texts,” and “Assignments,” and “Journal.” Students are responsible for
keeping their English Language Arts Binders organized according to the guidelines given for each marking
period. Binders are an important resource in supporting student achievement each marking period. Students
need to bring their English Language Arts Binder to class each day. Binders may also go home with students to
help with the completion of assignments and to study for tests and quizzes.
Students will complete individual reading requirements each marking period. These requirements will be
given to students near the beginning of each trimester. Requirements will be based on students’ individual
performance on the Scholastic Reading Inventory (SRI) and assessed using the quizzes provided in Scholastic
Reading Counts (SRC) and other reading strategy assignments.
Students need to come to class each day with reading materials of their choice. Students will need to have the
book they are currently reading for their reading requirements. In addition they may also bring magazines or
newspapers. We will frequently have Reading and Writing Workshop, and independent reading will be one of
the activities. Reading and Writing Workshops include a variety of activities that foster individual
development of reading and writing skills, strategies, and setting purposes for reading and writing.
Students will take a final exam at the end of each trimester. The English Language Arts binder will be crucial in
preparing for these exams. Exams will cover trimester content as well as content from previous trimesters.
Review sheets will be provided each trimester. Students are responsible for completing these by scheduled
due dates to be prepared for whole class discussion and review.
Online Resources: The following resources are available to parents and students.
Infinite Campus: https://stjohnsmi.infinitecampus.org/campus/portal/StJohns.jsp
 Infinite Campus portal is helpful in keeping track of student grades and progress as well as late or
missing assignments.
SJMS Website:
http://www.sjredwings.org/middleschool/
 Links to teacher websites are available here.
Course Outline:
Reading and Viewing
Narrative Poetry
 Characteristics and figurative
language
Realistic Fiction Short Stories and
Novels
 Reading strategies
 Elements of fiction
 Characteristics of genre
Awakenings
 Viewing strategies
 Development of character
and conflict through film
Nothing but the Truth
 Reading strategies
 Character development
 Conflict
 Newspaper writing
Science Fiction Short Stories and
Novels
 Reading strategies
 Characteristics of genre
 Application of reading
strategies
 Elements of fiction
Historical Fiction Short Stories
 Apply reading strategies
Ellis Island Film and Shutting Out the
Sky informational book
 Determining importance and
developing background
knowledge
 Note-taking skills and
strategies
Immigration Historical Fiction Novels
 Dialectical journals
 Reading strategies
Ongoing
Trimester Reading Requirements
Reading Assessments
 Scholastic Reading Inventory
 Scholastic Reading Counts
Media Literacy and Research
Writing
Narrative Poetry
 Compose a narrative poem about
yourself
Realistic Fiction Short Story
 Five Facts of Fiction for character
and story development
Constructed Reading Response
 Using evidence from the text to
support ideas
Constructed Response to Film
Awakenings
 Constructed writing response
 Comparison/Contrast writing with
research to support position
 Pulling evidence from multiple
sources
Nothing but the Truth
 Constructed reading response
using evidence from the text to
support ideas
 Writing from character’s
perspective
 Compare/contrast characters
 Essay/short answer test
 Writing an argument with
evidence to support position
Newspaper writing
 Retell “Rain, Rain, Go Away”
Constructed Reading Response with
Science Fiction Stories
 Using evidence from the text to
support ideas
Science Fiction Short Story
 Apply characteristic of science
fiction
Informative-Explanatory Essay
 Smarter Balanced format
 Research and inquiry
 Integrating and presenting
research
 Forming ideas supported by
evidence from research
Immigration Historical Fiction Novels
 Dialectical journals
 Discussion groups
Language Study
Parts of Speech
Sentence Structure
Focus on proper mechanics,
usage, and grammar
Ellipsis and dash
Vocabulary study
 Context clues to
determine meaning
 Parts of Speech
 Sentence Structure
 Focus on proper
mechanics, usage, and
grammar
Speaking and Listening
Speaking and listening activities are incorporated throughout the year’s learning activities. Student will perform
speaking and listening tasks to show comprehension and collaboration as well as presentation of knowledge and
ideas.
Dear Parent(s)/Guardian(s):
As a part of the Grade 8 English Language Arts Common Core Standards, eighth graders will be participating in
several listening and viewing activities to support their learning in fictional and informational genres. Below is
a list of some of the films we may be sharing with students throughout the school year. (Film synopses from
Amazon, IMDB and Barnes and Noble Bookstores.)
To Build a Fire (1969)
Rated: Not Rated
Genre: Realistic Fiction
Jack London's famous short story including chilling images combined with the power of Orson Welles' reading fills the viewer with an
awesome admiration for the story's courageous hero. The visuals add a new dimension to London's prose and the viewer feels the
icy cold to an extent that reaches far beyond the power of words alone. This chilly discomfort provides a tense background for the
suspense which is to come as the man attempts to build the fire he must have in order to survive.
Awakenings (1990)
Rated: PG-13
Genre: Realistic Fiction (dramatization of a true story)
Based on the acclaimed book by neurologist Oliver Sacks, director Penny Marshall's hit 1990 drama stars Robin Williams as Dr.
Malcolm Sayer. Sayer is a neurologist who discovers that the drug L-Dopa can be used to "unlock" patients in a mental hospital from
the mysterious sleeping sickness that has left them utterly immobilized. Leonard (Robert De Niro) is one such patient who awakens
after being in a comatose state for 30 years, leaving Sayer to guide Leonard in adjusting to the world around him. Earning Oscar
nominations for best picture, actor, and screenplay, this moving fact-based drama was a hit with critics and audiences alike.
Bicentennial Man (1999)
Rated: PG
Genre: Science Fiction
This film follows the 'life' and times of the lead character, an android that is purchased as a household robot programmed to
perform menial tasks. Within a few days the Martin family realizes that they don't have an ordinary droid as Andrew begins to
experience emotions and creative thought. In a story that spans two centuries, Andrew learns the intricacies of humanity while
trying to stop those who created him from destroying him.
An Occurrence at Owl Creek Bridge (1962)
Rated: Not Rated
Genre: Historical Fiction
A Southern planter is about to be hanged for sabotage during the Civil War; when he is dropped off the bridge the rope breaks and
he flees for his safety amid bullets and shots from a cannon. In this wonderful adaptation of Ambrose Bierce's short story, the
depths of a condemned man's mind are probed. What does go through one's mind moments before death? Winner of both the
Academy Award and Cannes Film Festival Award.
Ellis Island (2003)
Rated: Not Rated
Genre: Historical Background
This film--produced for and first broadcast on the History Channel--documents in full detail the life of the way station, Ellis Island.
What started out as a modest outpost became a monumental processing center where, during its 62-year history, nearly 12 million
people were poked, prodded, tested, and graded to see if they were fit for citizenship. Rich with personal accounts and rare footage
and photos, Ellis Island is a fitting tribute to the island and the era.
Triangle Fire (2011)
Rated: Not Rated
Genre: Historical Informational
It was the deadliest workplace accident in New York City’s history. A dropped match on the 8th floor of the Triangle Shirtwaist
Factory sparked a fire that killed over a hundred innocent people trapped inside. The private industry of the American factory would
never be the same.
After reading through the syllabus and the film list, please take the time to fill out and return the attached
form. This information necessary for your child to participate in viewing activities and is extremely helpful
when staying in contact throughout the school year. If you have any questions or concerns, please write them
at the bottom of the sheet or contact your child’s teacher. Your time and the information shared are greatly
appreciated.
Thank you,
Liane Matson
Megan Dreffs
English Language Arts 8
My child is ___________________________________.
I hereby give my permission for my child to view:
______Any of the movies described in the letter
______All of the movies described EXCEPT:
______My child does not have permission to participate in the viewing of any of the films.
______If any additional films are added later in the school year I would like to receive
notification to give permission before viewing.
I have read the information in this course syllabus. I understand the policies in place in this class, and I accept
the responsibility for abiding by them.
_______________________________________________________________
Parent Signature
_______________________________________________________________
Student Signature
The best way to contact parents/guardians is (mark all that apply):
___ Phone call home
Best time:
Number:
___ Phone call at work
Best time:
Number:
___ Cell phone
Best time:
Number:
___E-mail
E-mail address:
Questions or concerns:
Please return by Tuesday, September 16.
__________________
Date
__________________
Date