Pre-AP Literature Grade 8
Course Philosophy
In the eighth grade, students learning Pre-AP strategies will write and read with a more critical
eye than they have in the past years. The eighth grade year is often a bridge between middle
school and high school and is, therefore, a pivotal year of instruction. Students will increase the
complexity of what they read and write as well as broaden their knowledge of literary texts and
quality authors. Their use of language in speaking and writing will become more sophisticated as
they learn new techniques of rhetoric from reading the work of master writers and as they use
these techniques in their own compositions. Eighth graders who have been using Pre-AP
strategies can be expected to use language correctly and precisely, having had a firm foundation
in grammar and composition during sixth and seventh grades.
Literacy involves the ability to analyze and respond, orally and in writing to a variety of texts.
This course will give the students opportunities to explore conflict through different genres.
Students will first explore their own experiences and read autobiographical pieces where writers
explore their personal conflicts. By examining these pieces and the effect of conflict, students
will learn how to cope with their own conflicts and see them as opportunities for growth.
Course Objectives: Refer to the eighth grade Skill Progression Chart for course objectives.
Brief Overview of Each Unit
First Unit
Second Unit
Third Unit
Fourth Unit
Fifth Unit
Sixth Unit
Close Reading the World: Literary Analysis and Life
Mind Games: Tone and Theme
Writing the Self: Memory, Voice, and Style
Taking a Stand: History and Argumentation
The Writer’s Craft: Literary Devices and Techniques
The Drama of Life
Novels
The Giver by Lois Lowry, The Outsiders by S. E. Hinton, Animal Farm by George Orwell,
Across Five Aprils by Irene Hunt
Other novels may be added at the instructor’s discretion.
Class Materials – Brought to class every day
2 inch 3-ring binder, paper, pencil, highlighters (at least 3 different colors), and post-its
Ongoing Assignments
1.
Students will read at least one AR novel each nine weeks in addition to the novels or
other works studied by the class. Only novels on the instructor’s list will be accepted for
this assignment. Students are required to keep a dialectical journal (focusing on
characterization, setting, conflict, themes, etc.) while reading each novel. Students are
also required to complete the AR test and write a book review for each novel.
2. The collection of student work throughout the year is an integral part of learning. Students
will keep track of all the writing samples and essays, compile them in a folder, and
complete an assessment of the writing. This will allow writers to see their growth (or
regression). Student writers will use some of the questions below in constructing their
personal assessment.
a. Rate each essay on a scale of 1 (novice) to 4 (distinguished) in the following
categories:
i. Ideas
ii. Organization
iii. Voice
iv. Sentence fluency
v. Word choice
vi. Conventions
vii. Presentation
b. Choose two of the above categories and explain your ratings in a paragraph with
an identifiable topic sentence
c. In a well-developed paragraph, explain any type of adversity you overcame in
order to write one of your pieces.
d. At the end of the school year, the students should write a short paper on the
following topic: What was your most difficult writing task this year?
e. Explain to next year’s eighth graders how to make this task easier.
3. Students are required to keep a rigidly organized notebook. Notebooks are required for
class daily. Students will receive a handout outlining the requirements of the notebook.
Grading and Evaluation
All student projects, presentations, process (multi-draft) papers, and timed writings will be
evaluated using scoring guides or rubrics that target specific objectives. Sometimes the teacher
will evaluate student work; at other times, the student will receive commentary and feedback
from other students and/or parents. Occasionally, the student will be asked to evaluate his or her
own work with the aid of a rubric.
Brief, daily writing assignments, participation in class discussion, and daily activities will make
up 25% of the student’s grade. These grades will be assessed using a “check plus,” “check,” and
“check minus” system.
Timed writing assignments, quizzes, annotation and highlighting of books, and other mid-level
activities count 25% of the grade.
Process (multi-draft) papers, projects, major presentations, tests, and other hefty assignments will
count as 50% of the grade.
Keep in mind that some assignments and activities will not be graded at all. Students will often
practice necessary skills in a non-graded structure, freeing them to concentrate on the learning
experience itself.
First Unit - Reading the World: Literary Analysis and Life
Unit Introduction
In the following unit, students will review and practice most of the close reading skills they will need to
analyze a text. In addition, they will e exploring the idea that the interpretation of literature is really
practice for interpreting their own lives and the world around them.
Texts
The following texts contain most of the literary elements and techniques that students will learn about
during this unit; however, more texts may be added as needed for deeper instruction.
Excerpts from The Red Pony by John Steinbeck, “Pain for a Daughter” by Anne Sexton, “Name” and “The
House on Mango Street” from The House on Mango Street by Sandra Cisneros, “Abandoned Farmhouse”
by Ted Kooser, “An Open Heart” by Judith MacKenzie, excerpt from “Of Negotiation” by Frances Bacon,
and excerpt from “The Gentleman” by Joseph Addison
Second Unit – Mind Games: Tone and Theme
Unit Introduction
This unit will focus on internal conflicts that can distort a person’s perception, conflicts that can be found in
a variety of stories where characters become so absorbed in their beliefs that they lose contact with reality.
Students will analyze the conflicts and better understand causes for misperception. Conflict may be
internal or external; conflict can be positive or negative; conflict is inevitable; conflict can result in growth
and change.
Texts
The following texts contain most of the literary elements and techniques that students will learn about
during this unit; however, more texts may be added as needed for deeper instruction.
The Giver by Lois Lowry; “Blueflag” by Elizabeth Brewster; various poems and tales by Edgar Allan Poe;
“The Legend of Sleepy Hollow” by Washington Irving; “Johnny Reeves,” “Leonora Sutter,” and “Reynard
Alexander” from Witness by Karen Hesse; “Baseball in April” by Gary Soto; and “The Cutting of My Long
Hair” from American Indian Stories by Zitkala-Sa
Third Unit – Writing the self: Memory, Voice, and Style
Unit Introduction
The center of this unit is the reflection on childhood experiences and their relation to the universal
experience of growing up. Students will reflect on their own internal conflicts by analyzing a wide variety
of writings by authors who use as a subject their own “growing up” experiences. From this study of
reflection, students will have an opportunity to explore ways of dealing with personal conflict.
Texts
The following texts contain most of the literary elements and techniques that students will learn about
during this unit; however, more texts may be added as needed for deeper instruction.
The Outsiders by S. E. Hinton; “Edna’s Ruthie” and “Geraldo No Last Name” from The House on Mango
Street by Sandra Cisneros; “Nothing Gold Can Stay”, “Stopping by Woods on a Snowy evening”, and “The
Road Not Taken” by Robert Frost; “Dream Deferred” and “Salvation” by Langston Hughes; “My Mother
Pieced Quilts” by Teresa Paloma Acosta; “Those Winter Sundays” by Robert Hayden; and “My Papa’s
Waltz” by Theodore Roethke
Fourth Unit – Taking a Stand: History and Argumentation
Unit Introduction
This unit centers on internal and external conflicts as students examine literature from an historical and
philosophical perspective. The goal of this unit is for students to see that many thinkers have taken stands
on issues and have dealt with the conflicts that resulted. Students will discover that, though taking a stand
may seem easy, it often requires great courage. Techniques of argumentation will be the cornerstones of
the skills practice during this unit.
Texts
The following texts contain most of the literary elements and techniques that students will learn about
during this unit; however, more texts may be added as needed for deeper instruction.
Across Five Aprils by Irene Hunt, “Man Without a Country” by E. E. Hale, “Paul Revere’s Ride” by Henry
Wadsworth Longfellow, “The Highwayman” by Alfred Noyes, “O Captain, My Captain” by Walt
Whitman, Abraham Lincoln’s First Inaugural Address, Gettysburg Address, The Declaration of
Independence, The Preamble to the Constitution, “Letter from Birmingham Jail” and “I Have a Dream” by
Martin Luther King, Jr., “Speech to the Virginia Convention” by Patrick Henry, and “Some Keep the
Sabbath” by Emily Dickinson
Fifth Unit – The Writer’s Craft: Literary Devices and Techniques
Unit Introduction
During this unit, students will concentrate on the art of interpreting literature through a study of literary
devices and techniques and the craft of using literary devices and techniques in their own writing.
Texts
The following texts contain most of the literary elements and techniques that students will learn about
during this unit; however, more texts may be added as needed for deeper instruction.
Animal Farm by George Orwell, Witches’ speech from Macbeth and the “When icicles hang on the wall”
speech from Love’s Labor Lost by William Shakespeare, the poetry of Robert Frost and Emily Dickinson,
various short stories by Ray Bradbury, “The Witch” by Jack Prelutsky, and “A Mother in Mannville” by
Marjorie Kinnan Rawlings
Sixth Unit – The Drama of Life
Unit Introduction
During this unit, the class will examine philosophical questions and their relationship to literature. Class
members will also reflect on their experiences during the school year and assess their progress as writers.
Texts
The following texts contain most of the literary elements and techniques that students will learn about
during this unit; however, more texts may be added as needed for deeper instruction.
Excerpts from Night by Elie Wiesel, The Diary of Anne Frank (play), and excerpt from Cyrano de
Bergerac by Edmond Rostand
“If you want to be a writer, you must do two things above all others: read a lot and write a lot.”
– Stephen King
In this class, we are all writers…so guess what we will be doing a lot of? Right! Now let’s get started!
English Grade 8
Course Philosophy
In general, this syllabus is founded on critical thinking and writing. Critical thinking includes
literary and language analysis and a study of their role in creating meaning. Critical writing also
includes analysis of literature and language but adds the task of expressing this analysis in
concise but insightful discourse in a variety of modes always connected to meaning.
During this course, students will become proficient/distinguished in the areas of personal writing,
narrative writing, persuasive writing, informational writing, and literary analysis. Students will
begin with basic grammar, work into sentence composing, begin to construct well-developed
paragraphs, and move forward with entire essays. Along the way, students will focus on various
writing strategies including idea development, organization, diction, syntax, revision/editing, etc.
Course Objectives
Refer to the eighth grade Skill Progression Chart for course objectives.
Class Materials:
2 inch 3-ring binder, 5 tab dividers (class notes, writer’s notebook strategies, rough drafts,
revising/editing, published pieces), Paper, Pencils, Highlighters (at least 3 different colors), One
subject notebook (college rule, approximately 70 pages), Post-its
Ongoing Assignments
1.
The collection of student work throughout the year is an integral part of learning. Students
will keep track of all the writing samples and essays, compile them in a folder, and
complete an assessment of the writing. This will allow writers to see their growth (or
regression). Student writers will use some of the questions below in constructing their
personal assessment.
a. Rate each essay on a scale of 1 (novice) to 4 (distinguished) in the following
categories:
i. Ideas
ii. Organization
iii. Voice
iv. Sentence fluency
v. Word choice
vi. Conventions
vii. Presentation
b. Choose two of the above categories and explain your ratings in a paragraph with
an identifiable topic sentence
c. In a well-developed paragraph, explain any type of adversity you overcame in
order to write one of your pieces.
d. At the end of the school year, the students should write a short paper on the
following topic: What was your most difficult writing task this year?
e. Explain to next year’s eighth graders how to make this task easier.
2. Students will work with language by continuing to complete activities in Killgallons’s texts
Sentence Composing for Middle School and Grammar for Middle School.
http://userpages.umbc.edu/~killgall/
Students are required to keep a rigidly organized notebook. Notebooks are required for
class daily. Students will receive a handout outlining the requirements of the notebook.
4. Students are required to write in their writer’s notebook daily. During the first weeks,
students will be instructed on notebook strategies; eventually, students will take full
responsibility for their daily writings.
3.
Grading and Evaluation
All student projects, presentations, process (multi-draft) papers, and timed writings will be
evaluated using scoring guides or rubrics that target specific objectives. Sometimes the teacher
will evaluate student work; at other times, the student will receive commentary and feedback
from other students and/or parents. Occasionally, the student will be asked to evaluate his or her
own work with the aid of a rubric.
25% - Writer’s Notebook
25% - Grammar/Sentence Composing
50% - Process (multi-draft) papers, projects, major presentations
Keep in mind that some assignments and activities will not be graded at all. Students will often
practice necessary skills in a non-graded structure, freeing them to concentrate on the learning
experience itself.
First Unit:
To begin the year, students will focus on grammar, sentence composing, and writer’s
notebook. Students will complete a pre-test so that I can assess their strengths and
weaknesses in basic grammar. Class instruction will vary as a result of those tests.
Students will also participate in sentence composing. Sentence Composing is an
approach to teaching improved sentence structure by using respected professional writers
as mentors whose sentences become models for students. Using those models as a
starting point, the approach uses four sentence manipulating activities--unscrambling,
combining, imitating, and expanding--to provide practice in learning from the mentor
how to write similar sentences.
Students will write daily in their writer’s notebook. In class, students will learn various
writing strategies and implement those strategies into their writer’s notebook. I will have
several handouts on this process during the first week of class.
Literature 7
Course Philosophy
In general, this syllabus is founded on the critical thinking and writing. Critical thinking includes
literary and language analysis and a study of their role in creating meaning. Critical writing also
includes analysis of literature and language but adds the task of expressing this analysis in
concise but insightful discourse in a variety of modes always connected to meaning.
Course Objectives
Refer to the seventh grade Skill Progression Chart for course objectives.
Brief Overview of Each Unit
First Unit
Second Unit
Third Unit
Fourth Unit
Fifth Unit
Sixth Unit
Building a Vocabulary of Literary Analysis
The Real Story: Research and Writing
Strategies for Argumentation
Grammar and Style in Poetry and Drama
It’s Greek To Me: Story and Structure
Putting It All Together: Thinking through Literary Analysis
Personal Research Project
Novels
When You Reach Me by Rebecca Stead, Julie of the Wolves by Jean Craighead George, The
Pearl by John Steinbeck, Tunes for Bears to Dance To by Robert Cormier, and The Education of
Little Tree by Forrest Carter
Students may choose to purchase these novels or check them out from our school library. I
recommend purchasing the novels so students can annotate the text and not worry with post-its
and loose papers. At this time, we do not have copies of When You Reach Me, Julie of the
Wolves, or Tunes for Bears to Dance To in the school library; however, I have requested a
classroom set and I will give you information on those novels as soon as I know.
Ongoing Assignments
1.
Students will read at least one AR novel of their choice each nine weeks in addition to the
novels or other works studied by the class. Students are required to keep a dialectical
journal (focusing on characterization, setting, conflict, themes, etc.) while reading each
novel. Students are also required to complete the AR test and write a book report for each
novel.
2. Students will keep a writing portfolio and will periodically revise compositions they wish
to improve, lengthen, and polish.
3. Students are required to keep a rigidly organized notebook. Notebooks are required for
class daily. Students will receive a handout outlining the requirements of the notebook.
Grading and Evaluation
All student projects, presentations, process (multi-draft) papers, and timed writings will be
evaluated using scoring guides or rubrics that target specific objectives. Sometimes the teacher
will evaluate student work; at other times, the student will receive commentary and feedback
from other students and/or parents. Occasionally, the student will be asked to evaluate his or her
own work with the aid of a rubric.
Brief, daily writing assignments, participation in class discussion, and daily activities will make
up 25% of the student’s grade. These grades will be assessed using a “check plus,” “check,” and
“check minus” system.
Timed writing assignments, quizzes, annotation and highlighting of books, and other mid-level
activities count 25% of the grade.
Process (multi-draft) papers, projects, major presentations, tests, and other hefty assignments will
count as 50% of the grade.
Keep in mind that some assignments and activities will not be graded at all. Students will often
practice necessary skills in a non-graded structure, freeing them to concentrate on the learning
experience itself.
First Unit – Building a Vocabulary of Literary Analysis
Unit Introduction
In the following unit, students will review and practice the close reading skills they will need to
analyze a text.
Texts
The following texts contain most of the literary elements and techniques that students will learn
about during this unit; however, more texts may be added as needed for deeper instruction.
When You Reach Me by Rebecca Stead, various selections from the literature textbook, “The
Witch” by Jack Prelutsky, excerpt from Mossflower by Brian Jacques, “Seventh Grade” from
Baseball in April and Other Stories by Gary Soto, and “Sister” by Leona Gom
Second Unit – The Real Story: Research and Writing
Unit Introduction
This unit centers on internal and external conflicts as students examine literature from an historical and
philosophical perspective.
Texts
The following texts contain most of the literary elements and techniques that students will learn
about during this unit; however, more texts may be added as needed for deeper instruction.
Out of the Dust by Karen Hesse, Julie of the Wolves by Jean Craighead George, “Speech to the
Virginia Convention” by Patrick Henry, and “Some Keep the Sabbath” by Emily Dickinson
Third Unit – Strategies for Argumentation
Unit Introduction
The goal of this unit is for students to see that many thinkers have taken stands on issues and have dealt
with the conflicts that resulted. Students will discover that, though taking a stand may seem easy, it often
requires great courage. Techniques of argumentation will be the cornerstones of the skills practice during
this unit.
Texts
The following texts contain most of the literary elements and techniques that students will learn
about during this unit; however, more texts may be added as needed for deeper instruction.
The Pearl by John Steinbeck; “Letters from Birmingham Jail” and “I Have a Dream” by Martin
Luther King, Jr.; “The Smallest Dragonboy” by Anne McCaffrey; “Johnny Reeves,” “Leonora
Sutter,” and “Reynard Alexander” from Witness by Karen Hesse; “Baseball in April” from
Baseball in April and Other Stories by Gary Soto; and “Being Mean” from Living Up the Street
by Gary Soto
Fourth Unit – Grammar and Style in Poetry and Drama
Unit Introduction
During this unit, students will concentrate on the art of interpreting literature through a study of literary
devices and techniques and the craft of using literary devices and techniques in their own writing.
Texts
The following texts contain most of the literary elements and techniques that students will learn
about during this unit; however, more texts may be added as needed for deeper instruction.
Tunes for Bears to Dance To by Robert Cormier, The Monsters Are Due on Maple Street by Rod
Serling, various poems from the literature textbook, “Nothing Gold Can Stay” and “Stopping by
Woods on a Snowy Evening” by Robert Frost, “Dream Deferred” by Langston Hughes, and
“Ozymandias” by Percy B. Shelley
Fifth Unit – It’s Greek To Me: Story and Structure
Unit Introduction
This unit centers around Freytag’s Pyramid of plot development.
Texts
The following texts contain most of the literary elements and techniques that students will learn
about during this unit; however, more texts may be added as needed for deeper instruction.
The Education of Little Tree by Forrest Carter; various myths, legends, folktales, and tall tales
from different lands (specifically The Gilgamesh Trilogy, Theseus, Orpheus, Perseus, Phaethon,
Paul Bunyon, Johnny Appleseed, and Cinderella stories around the world)
Sixth Unit – Putting It All Together: Thinking Through Literature
Unit Introduction
During this unit, the class will examine philosophical questions and their relationship to literature. Class
members will also reflect on their experiences during the school year and assess their progress as readers
and writers.
Texts
The following texts contain most of the literary elements and techniques that students will learn
about during this unit; however, more texts may be added as needed for deeper instruction.
Maniac McGee by Jerry Spinelli, excerpts from A Year of Impossible Goodbyes by Sook Nyul
Choi, “Blow, Blow, Thou Winder Wind” from As You Like It by William Shakespeare, “By the
Waters of Babylon” by Stephen Vincent Benet, and “The Sound of Summer Running” by Ray
Bradbury
“If you want to be a writer, you must do two things above all others: read a lot and write a lot.”
– Stephen King
In this class, we are all writers…so guess what we will be doing a lot of? Right! Now let’s get
started!