|
|
Ms. Hannaford: 8th Grade English |
| Home | Teacher | Class Documents | Independent Reading | Supply List | Homework | Links | Threaded Discussion | Syllabus | Email |
|
SyllabusEighth Grade English 2009-2010 Ms. Hannaford Welcome to eighth grade English! ________________________________________________________________________ Course Goals and Objectives We will concentrate on four areas of study in eighth grade English. These areas and their related skills will be explored and detailed in comprehensive thematic units. Our goal is to provide a wealth of opportunity for you to grow as a perceptive reader, a critical thinker, and a competent writer. I. Literary Fluency A. To further advance critical analysis and discussion of both prose and poetry B. To identify, define, and manipulate literary terms C. To read for both comprehension and critical deconstruction D. To synthesize a variety of sources for research purposes E. To view literature as a source for new ideas, inspirations, and connections II. Writing for Purpose A. To advance our consideration of sentence and paragraph structure B. To utilize the paragraph as an effective response to short-answer examination questions C. To write articulate, comprehensive, yet focused thesis statement D. To refine the development of and transitions within the thesis-driven five-paragraph essay E. To outline and compose persuasive / argumentative essays employing various forms of research (primary / secondary sources as well as electronic / hard copy sources) in support of the paper’s claim F. To reinforce the use of direct and indirect quotations with accurate documentation of the source G. To generate creative writing in a variety of genre: the short story, the poem, the scene sketch, the character sketch H. To experiment with varying tones, styles, narrative voice, and narrative arcs to deliberately represent the student-author’s intention III. Speech and Vocabulary
IV. Grammar Fundamentals A. To identify and properly punctuate phrases: participial, gerund, infinitive, prepositional, and appositive B. To identify and correctly punctuate clauses: relative, independent and subordinate in simple, compound and complex sentences C. To use verbs in the appropriate tense and voice D. To use correct agreement: subject and verb, pronoun and antecedent E. To use pronouns correctly: subjective, objective and possessive F. To implement the correct use of semicolon, dash, hyphen, and apostrophe G. To recognize and correct comma splices, run-ons, and sentence fragments H. To avoid the misuse of homonyms and contractions ________________________________________________________________________ Course Content Eighth grade English offers an in-depth study of various literary forms, as well as a challenging writing program that completes the middle school student’s preparation for literary analysis and writing at the upper school level. The course is divided into several comprehensive units, each of which centers on a particular theme or genre. Within these thematic units, we will read at least two novels (one or more chosen for the class and one or more outside novel selected by the student from a list of book that I will make available). These thematic units also include a variety of short selections consisting of poems, essays, and articles. Of Mice and Men Unit Goals:
To Kill a Mockingbird Unit Goals:
“On Being Female, Black, and Free” Margaret Walker “Courage” Anne Sexton “If” Rudyard Kipling “Scottsboro, Too, Is Worth Its Song” Countee Cullen “We Wear the Mask” Paul Laurence Dunbar “The Haunted Oak” Paul Laurence Dunbar “The Charge of the Light Brigade” Alfred Lord Tennyson Excerpts from Native Son Richard Wright To Kill a Mockingbird Harper Lee Scottsboro: An American Tragedy (film) ________________________________________________________________________ Personal Narratives, Poetry, and the Writer’s Café Unit Goals:
Personal Narratives: “Reminiscences of Childhood” Dylan Thomas “My Name is Margaret” Maya Angelou The Kite Runner (excerpt) Khaled Hosseini “Michelle on Tape” Michelle Fitzpatrick Poetry “The End of the World Archibald MacLeish “The Raven” Edgar Allen Poe “I Heard a Fly Buzz When I Died” Emily Dickenson “There’s a Certain Slant of Light” Emily Dickenson “Lament” Edna “Fire and Ice” Robert Frost “Poetry” Pablo Neruda “Eating Poetry” Mark Strand “Tract” William Carlos Williams “The End of the World” Archibald MacLeish Selections from Mary Oliver Selections from Jimmy Santiago Bacca “Do Not Go Gentle into That Good Night” Dylan Thomas “Cut” Sylvia Plath “Last Night” Ted Hughes “Ironing Grandmother’s Tablecloth” Jane Kenyon “The Hunted Moon Was Caught” “ “Necessary Explanation” Yannis Ritsos “A Love Poem” Pablo Neruda Romeo and Juliet Unit Goals:
Independent Students are asked to read four books on their own during the course of the year. Due dates, a suggested reading list, and an explanation of student accountability are included in information given during the first unit. No class time will be given for this required part of the course. Grading and Assessment Students will be graded on all daily assignments, quizzes, tests, essays, and major projects. In addition, student effort and participation will be assessed. Effort is measured by my observation of a student’s willingness to do his / her very best work. Participation is measured by my observation of a student’s enthusiasm toward and meaningful contribution to classroom discussion and activities. · All final writings and projects will be assessed as follows: o Content and Style o Organization and Clarity o Grammar and Writing Mechanics · Homework is due at the beginning of class. It is my policy that work submitted late but with a week of its due date will receive late credit. This policy also applies to work returned with a request that the assignment be redone and resubmitted for credit. If there are mitigating circumstances interfering with homework completion, a student may bring a note from a parent. In this circumstance, a student is granted an extension and full credit for the assignment. Of course, this should be a rare occurrence. · I expect that final drafts of essays and fiction are typed. If this presents a difficulty for a student, that student should see me and alternative arrangements will be made. Supplies In order to be a full and active participant in class, it is important that you bring the following supplies with you on a daily basis: · A three ring binder with dividers · Loose-leaf paper · Pens and pencils for daily work · An assignment notebook / daily planner · Your “textbook” · A thumb drive *
|
|
