This course will focus on developing students as readers, writers, and analytical thinkers. As we study a variety of literary genres (novel, non-fiction [primary and secondary], short fiction, poetry, drama), we will develop the strategies, skills and vocabulary needed to explore and express the many layers of language arts .
Here is a link to the 8th Grade Common Core Standards for ELA. An understanding of these documents will provide parents and students with additional context and insight into our 8th grade curriculum.
Required Materials:
-Three-ring binder (this may be shared with other courses) -Devoted ELA section divider for binder -A supply of loose-leaf paper -Black or blue pens or sharpened pencils -A red “corrector” pen -The issued textbooks (literature, grammar, vocabulary)
It will be posted outside of class and/or announced in class as to what textbooks and special materials are required on a particular day. Proper management of the required materials is a key component to successful learning in this class.
Class Activities:
Students will spend time in class reading a variety of literary genres, discussing that literature and analyzing its content. This literature study will function as the basis for most of our writing activities. Students will receive instruction, examples, and time to hone their skills in class. Often students will present their writing in class in order to gain understanding of audience and to receive the crucial feedback necessary to progress. Grammar and vocabulary activities will be integrated to support our literature and writing goals.
Grading:
Each assignment will have specific point values depending on the effort, time, and skills necessary to complete it. Essays, projects, tests and quizzes will represent the majority of points each quarter, and the assigned homework will be the key to preparing for these high point-value assessments. Keep in mind that zeroes do significant damage to a student’s overall grade, so please be certain that all assignments are turned in completed and on time. A hard copy (printed on paper) must be submitted for homework, projects or papers, unless other expectations are specifically stated. Please, do not send assignments digitally unless requested to do so. Students are responsible for printing their work on their own time and on the library's or their own printer.
Most essays may be revised and resubmitted for a new grade.
All formal essays in which we follow the editing and revision process must be submitted with at least one printed-out draft with handwritten revision marks showing the student's attention to our editing and revision process. Without a draft with handwritten revision marks, a student's final draft will not be accepted.
Late work will often be accepted, however students will receive reduced credit for those assignments. Homework will generally earn 50% credit while late essays will receive a flat 10% deduction.
Students are responsible for writing down assignments posted in class and taking the necessary notes needed to successfully complete the work once at home. If you have had problems with this issue before, please make an effort to work with me to create a plan for your success.
The following is an approximation of a grading period’s point distribution:
Tests and quizzes 200 points
Writing 200 points
In-class assignments and participation 50 points
Homework 50 points
A final exam will be given at the end of the year, representing 10% of the student's final grade (4 quarters plus final).
Proofreading and Helping Your Student on Writing:
Because our primary goal this year is to develop students' academic writing skills, it is important that students receive feedback on their writing from peers and adults. When I grade student writing, I am looking for the individual student's ideas expressed in the student's own words. Those peers or adults proofreading and guiding a student's revision process must make sure that, right or wrong, each student's writing represents their ideas in their own words. Therefore, when proofreading a student's paper, a proofreader may identify and circle misspelled words, unclear wording, improper quote integration, etc, but the proofreader may not fix the problem or offer their own words as a solution. A proofreader may suggest that the student use a complex sentence in a particular place, but the proofreader may not suggest the specific wording of that sentence. To those proofreading student work: please, use the handouts and resources students have been provided. Directing your student to the available resources and clarifying the ideas and concepts behind those resources is very beneficial; however, providing your student with specific words, ideas and phrasings to express the ideas in a piece of writing is not helpful, and in the end, is plagiarism. Plagiarism, according to the HRHS handbook results in a loss of credit on that assignment.
Behavioral Expectations:
Arrive to class on time and prepared with all necessary materials.
Immediately check the day’s agenda and homework listed on the board.
Begin the first activity listed on the board upon the ringing of the bell.
Attend to bathroom and locker needs before arriving to class.
Refrain from eating in class. If unique circumstances require it, please check with the teacher for permission.
Speak or leave your seat only when it is appropriate or when permission is granted. Be aware of the situation, and act accordingly.
Use respectful and courteous language.
Follow directions when they are given.
Respect the property of the school and the property of the individuals in it.
All behavior must reflect respect for yourself, your classmates, your teachers, and your school’s learning environment.
·The rules and regulations stated in the 2018-2019 Hampshire Regional High School Student Handbook will be followed in this classroom.