Kamehameha
Middle School
English, Grade 8
http://www.booklineshawaii.com/music/image/Imua
NextGenerationc.jpg
2015-16 Course
Syllabus
Teacher:
Mrs. Vicky Quenga
J-01, 572-4203
e-mail: viquenga@ksbe.edu
blog: blogs.ksbe/viquenga (homework will be posted here weekly)
Office hours:
M-Th, 2:45-3:30 PM (with prior appointment)
Course description:
English is a year long course which meets every other day in an “A/B”
rotating schedule. Course content is based on Common Core grade 8
Language Arts Standards, Working Exit Outcome (WEO framework), and
DesCarte continuum of learning and will include major content strands
in reading, writing, and oral communication. Course material will
revolve around thematic units which elicit real life 21st century skills
that are thematically/genre/team IDU based through a variety of
settings.
Course objectives:
**Please note: Reading Plus will be done for HOMEWORK and will be
graded through English (10 points per week based on % of required
components completed).
UNIT 1: Narrative VOICES and Career Job Shadowing Narrative
Interview and Report:
Students will analyze narrative selections (short stories & biographies—both
fiction and non-fiction) for characteristics and purpose. As a unit focus,
students will read, analyze and summarize biographical literature from local,
Hawaiian, and contemporary subjects as models for an interviewing task. In
order to make more informed decisions about their future career and prepare
for high school academy, students will take a Career Cluster survey and will
participate in the 8th grade team’s Go to Work day where they will shadow,
interview and write a job shadowing narrative report about a significant adult.
Unit 2: Literary Analysis and Expository Writing: Exploring my place and
purpose in this World—A personal legend
Students will analyze the structural elements of plot/subplot and the theme
of growing up and navigating life’s purpose by reading the internationally
acclaimed fable and adventure, The Alchemist . Through an expository
essay outline, students will examine how the protagonist’s life is shaped,
guided and enlightened by numerous influences and will make supported
inferences about how author’s craft is used to create deeper meaning ( ex:
analogy, irony, flashback, personification, allusion, allegory) .
Unit 3: Poetry Unit:
Exploring poems by notable authors, students will articulate the
purposes and characteristics of different forms of poetry and will
analyze the poems for literary elements and devices.
Unit 4: DEBATE: Argument
Want to learn to win every argument? Students will learn the
difference between sound and faulty argumentation by analyzing
and evaluating persuasive articles and public documents. They will
refine their researching skills and learn the art of persuasion, logic
and middle school debate format by participating in a classroom
debate.
Course STANDARDS:
(Source: Common Core State Standards, 2013).
*Only the major reading, writing and language standards are
included in this syllabus although language and listening/speaking
skills are also taught.
Reading standards for Literature:
Key Ideas and Details:
CCS 8.RL.1
CCS 8.RL.2
CCS 8.RL.3
Craft and Structure:
CCS 8.RL.4
CCS 8.RL.6
CCS 8.RL.6
Integration of
Knowledge and Ideas
CCS 8.RL.7
CCS 8.RL.8
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze its development over the course of a text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.
Compare and contrast the structure of two or more texts and analyze how the differing structure of
each text contributes to its meaning and style.
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.
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs
from the text or script, evaluating the choices made by the director or actors.
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the Bible, including describing how the material
is rendered new.
Reading standards for Informational Text:
Key Ideas and Details:
CCS 8.RI.1
CCS 8.RI.2
CCS 8.RI.3
Craft and Structure:
CCS 8.Ri.4
CCS 8.RI.5
CCS 8.RI.6
Integration of
Knowledge and Ideas
CCS 8.RI.8
CCS 8.RI.9
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text
Determine two or more central ideas of a text and analyze their development over the course of the
text, including its relationship to supporting ideas; provide an objective summary of a text.
Analyze how a text makes connections among and distinctions between individuals, ideas or events
(e.g. through comparisons, analogies, or categories.
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
Analyze in detail the structure of specific paragraph in a text, including the role of particular sentences
in developing and refining a key concept.
Determine the author’s point of view or purpose in a text and analyze how the author acknowledges
and responds to conflicting evidence or viewpoints.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Analyze a case in which two or more texts provide conflicting information on the same topic and
identify where the texts disagree on matters of fact or interpretation.
Writing standards (standards are abbreviated below. Please view the following online reference for specific
details http://www.corestandards.org/ELA-Literacy/RL/8/).
Text types and purposes
CCS 8.W.1
Write arguments to support claims with clear reasons and relevant evidence.
CCS 8.W.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization and analysis of relevant content.
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
CCS 8.W.3
Production and
Distribution of Writing;
Research to build and
present knowledge
CCS 8.W.4,
5, 6, 7, 8
and 9.
Please view the following online reference for specific details
http://www.corestandards.org/ELA-Literacy/RL/8/).
Language standards (standards are abbreviated below. Please view the following online reference for
specific details http://www.corestandards.org/ELA-Literacy/RL/8/).
Vocabulary Acquisition
and Use
COURSE TEXTS:
CCS 8.L.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases, choosing
flexibly from a range of strategies.
CCS 8.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in words
meanings.
Unit 1: NARRATIVE Text sources: Literature, Gr. 8, Orlando: Houghlin
Mifflin Publishers, 2012 (readings from various genres: plays,
memoir, fantasy, folklore, historical fiction, adventure, etc…); Voices
of Wisdom. Hawaiian Elders Speak; Hanahana: An Oral History
Anthology of Hawaii’s Working People; online biographies (student’s
choice)
Unit 2: LITERARY ANALYSIS & EXPOSITORY Writing: The Alchemist.
New York: HarperCollins Publisher, 1998.
Unit 3 Poetry text sources: Out of the Dust;“The Highwayman”;
Odyssey (graphic novel); The Rime of the Ancient Mariner; Poetry for
Children; A Child’s Introduction to Poetry; Teen Ink; many local
authors.
Unit 4: ARGUMENT text resources: How to Win Every Argument;
Speak out! Voices in the Middle; How to Debate; various on-line &
informational sources (Lexiled; some student choice); informational
text articles contained in Literature, Gr. 8, Orlando: Houghlin Mifflin
Publishers, 2012. Chew on This; newspapers, newsletters, public
documents; Kid’s Discovery and other online magazines.
Required supplies:
3x5 lined index cards, 2” binder, composition book, folder paper,
pencils, pens (blue/black/red), Post It Notes (small and med size)—will
be used throughout year, Flash drive, earphones (mandatory; must be
brought to class DAILY).
Home supplies: thesaurus, dictionary, markers, crayons
Internet access or library card to have public internet access.
Grading:
Quarterly grades are a reflection of skills and degree of mastery toward
the achievement of standards/goals/objectives . Grading is based on a
standard accumulated measure of graded coursework including
classwork, homework, tests, quizzes, projects activities, team IDUs,
porfolios and participation points. Please refer to Middle School
Parent/Student Handbook for more grading information.
90-100% = A
80-89% = B
70-79% = C
60-69% = D
50-59% = F
Grades will be posted on-line via KS connect every two weeks. Please
check your grades often and communicate any concerns or
discrepancies immediately.
Progress reports may be sent home at mid-quarter for students
receiving a grade at or below a C-. A parent signature is required on all
reports sent home.
Please refer to Middle School Parent/Student Handbook, “Absences,
Leaves and Tardiness,” for information on absences and make up work.
Classwork:
Positive, active participation in all class activities is vital if progress is to
be achieved. Cooperative participation and sustained effort in daily
activities are necessary and active practice of required skills is
important and can affect final quarter grades. Excessive absences,
tardiness, failure to hand in assignments and lack of participation in
class will affect final grades.
Quizzes and Exams:
Bi-monthly vocabulary quizzes can be expected. Periodic quizzes
(announced) will be used to measure knowledge, skills and
achievement of unit standards and indicators. Unit final exams are
generally not given in lieu of rubrics used to assess performances,
products, projects and processed writing. End of the year final course
review quizzes can be expected.
Attendance:
(Please see Middle School Parent/Student Handbook, “Absences,
Leaves and Tardiness,” for more specifics).
Communication:
The school planner and teacher’s blog will serve as the primary means
of communication; secondary contact via e-mail: viquenga@ksbe.edu.
Homework assignments will be given daily and are designed to practice
skills introduced in class, and/or for enrichment. Homework will be
posted online weekly at: www. blogs.ksbe.edu/viquenga/.
.
Student conduct and
Behavioral policy:
Suggestions for success:
Classroom rules: Hō ʻihi (respect); Kāohi ʻiho (self-control); Hoʻomau
(persevere). Please see Middle School Parent/Student Handbook,
“Student Discipline” section for specifics and possible consequences.
Come to class prepared and be attentive in class; stay abreast of all
assignments. There will be homework daily, don’t fall behind and keep
up with all assignments or readings. Prepare for quizzes and tests
ahead of time and review class material. Rubrics are used frequently to
assess growth and learning. Quality work is expected.
Please view the following online reference for specific details
http://www.corestandards.org/ELA-Literacy/RL/8/).
TENTATIVE SCHEDULE for 8th grade English-Quenga
Unit 1: VOICES: (Narrative Text) 8 WEEKS:
Week 1
Week 2
Week 3
Week 4-5
Week 6-7
Week 8
Orientation
Course introduction
Examine narrative format & text; Read narrative texts
Read and analyze narrative texts
Read and write narrative biographies 4-square summary; Interview procedure & practice
Go to Work Day; rough and final draft of Job Shadowing Narrative Report; read biography of choice (Lexile)
Unit 2: Literary analysis of literature and expository writing, 9 WEEKS
Week 1
Week 2
Week 3
Week 4
Week 5=6
Week 7
Week 8
Week 9
Introduction to book, theme, concepts
Part 1 of book; analysis of plot and literary devices
Part 2 of book; analysis of plot and literary devices
Part 3 of book; analysis of plot and literary devices
Part 4 and post-novel analysis of plot, theme, literary elements and devices; Work of Art introduction.
Rough draft of expository essay outline, part 1
Rough draft of expository essay outline, part 2; self/peer/teacher review
Final draft of expository essay outline
Unit 4: POETRY : 4 WEEKS
Week 1
Week 2
Week 3-4
Introduction to unit; Out of the Dust introduction and assigned readings.
Whole , small group, individual analysis of poetry forms, also;“Highwayman” “Odyssey.”
Whole group, small group, individual analysis of lit devices;
Unit 5: Argumentation, Research and DEBATE: 13 WEEKS
Week 1-2
Week 3-5
Week 6
Week 7-9
Week 9
Week 10
Week 12
Week 13
Introduction to unit; Analyze informational text format, structure, features;
Logic and Persuasion
Ethics: MLA format; Intro to research
Read, analyze and evaluate persuasive articles
Debate speech essay outline
Read & annotate debate articles; create annotated bibliography
Rough draft speech
Practice and Final debate