2011-2012 Course Syllabus for Language Arts 8 Term 2

Teacher: Patrick Wadsworth E-mail: patrick.wadsworth@biloxischools.net

Teacher’s Web Site:

Objectives: 1 The student will use word recognition and vocabulary (word meaning) skills to communicate.a1 The student will apply knowledge of roots and affixes to infer meaning of unfamiliar words in novel texts. (Review prefixes non-, trans-, over-, anti-. inter-, super, semi-, com-, ex-, il-,mid-, under-, sub-, en-, em-, fore-, de-, mid-) (DOK 2)c The student will apply knowledge of synonyms, antonyms, and homonyms to evaluateword choices in a variety of texts (e.g., analyzing author’s craft, revising writing, peerediting). (DOK 3)e The student will apply knowledge of figurative language (e.g., simile, metaphor,personification, hyperbole, idiom) to evaluate author’s intent. (DOK 3)g The student will analyze and evaluate vocabulary usage based on appropriateness forcontext and purpose (e.g., formal and informal language). (DOK 3)2 The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety oftexts of increasing length, difficulty, and complexity.a The student will apply knowledge of text features, parts of a book, text structures, anda3 Text structures - sequential order, description, cause and effect, procedure,compare/contrast, order of importance, problem/solution, etc. (DOK 2)a4 Genres – Fiction, nonfiction, poetry, biographies, autobiographies, and plays (DOK 2)b The student will infer, justify, evaluate, draw conclusions, predict outcomes, synthesize,and evaluate information. (DOK 3)b1 Infer the implied main idea from one or more related texts. (DOK 3)b2 Justify inferences about main idea by providing supporting details. (DOK 3)b3 Evaluate author’s use of sequence for its effect on the text. (DOK 3)b4 Infer how the sequence of events may have contributed to cause and effect relationshipsin a text. (DOK 3)b5 Apply knowledge of cause and effect relationships to infer logical causes and/or effects.(DOK 3)b6 Synthesize information stated in one or more texts with prior knowledge and experience todraw valid conclusions with supporting evidence including text based-evidence. (DOK 3)b7 Predict a logical outcome based upon information stated in a text and confirm or revisebased upon subsequent text. (DOK 3)c The student will evaluate or revise a summary or paraphrase of the events or ideas in oneor more literary texts, literary nonfiction and informational texts of increasing length anddifficulty citing text-based evidence. (DOK 3)d The student will respond to, interpret, compare, contrast, critique, or evaluate increasinglycomplex literary text, literary nonfiction, and informational text citing text-based evidence.(DOK 3)d2 Literary devices (e.g., imagery, exaggeration, dialogue, irony (situational and verbal),sarcasm) (DOK 3)d3 Sound devices (e.g., rhyme, rhythm, alliteration, onomatopoeia, assonance) (DOK 3)e Evaluate the author’s use of facts, opinions, or tools of persuasion in written and visualtexts to determine author’s purpose and consider the effect of persuasive text on theintended audience. (DOK 3)e1 Evaluate the author’s use of and distinguish between fact and opinion. (DOK 3)e2 Evaluate the use of tools of persuasion (e.g., name calling, endorsement, repetition, airand rebut the other side’s point of view, association, stereotypes, bandwagon, plain folks,tabloid thinking. (DOK 3)e2 Evaluate the use of tools of persuasion (e.g., shock tactics and fear, intertextualreferences, card stacking, slanted words, glittering generalities, false syllogisms, etc).(DOK 3)3 The student will express, communicate, evaluate, or exchange ideas effectively.a The student will use and reflect on an appropriate composing process (e.g., planning,drafting, revising, editing, publishing) to express, communicate, evaluate, or exchangeideas with a focus on texts of increasing complexity and length. (DOK 3)a1 Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing,graphic organizers, peer discussion, reading, viewing). (DOK 3)a2 Drafting • Draft with increasing fluency. (DOK 3)a3 Revising • Revise selected drafts by adding, elaborating, deleting, and rearranging textbased on teacher/peer feedback, writer’s checklist, or rubric. (DOK 3)a4 Editing • Edit/proofread drafts to ensure standard usage, mechanics, spelling, and variedsentence structure. (DOK 3)a5 Publishing/Sharing • Share writing with others formally and informally using a variety of media. (DOK 3)b The student will incorporate descriptive details into texts including, but not limited to,narrative, expository, or persuasive. (DOK 3)e The student will compose persuasive text with a clear problem and solution utilizingeffective organization, transitions, vivid word choices, and specific supporting details.(DOK 3)e1 Letters (DOK 3)e2 Speeches (DOK 3)e3 Advertisements (DOK 3)4 The student will apply Standard English to communicate.a The student will apply Standard English grammar in composing or editing. (DOK 1)a10 Use adverbs correctly (avoiding double negatives; comparative forms) (DOK 1)a4 Subject-verb agreement in sentences containing collective nouns, indefinite pronouns,compound subjects, and prepositional phrases separating subject and verb (DOK 1)a6 Adjectives (e.g., descriptive, comparative, superlative; predicate adjectives) (DOK 1)a7 Prepositions (DOK 1)b The student will apply Standard English mechanics to compose or edit. (DOK 1)b10 Spell words commonly found in eighth grade level text.b11 Produce legible text.b5 Semicolons (compound sentences; with conjunctive adverbs)b8 Colons (e.g., time, before lists introduced by independent clauses, business letters)c The student will apply knowledge of sentence structure in composing or editing to achievea purpose. (DOK 2)c1a Analyze the structure of sentences (e.g., simple sentences including those withcompound subjects and/or compound predicates; compound sentences including thosewith compound subjects and/or compound predicates) (DOK 2)c1b Analyze the structure of sentences (e.g., complex sentences including independent anddependent clauses; and compound-complex sentences). (DOK 2)c4 Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases(functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverbclauses, and noun clauses. (DOK 2)c5 Compose sentences using descriptive adjectives, adverbs, prepositional phrases(functioning as adjectives or adverbs), appositive phrases, adjective clauses, adverbclauses, and noun clauses. (DOK 2)c6 Analyze sentences containing parallel structures to present items in compound subjectsand verbs, items in a series, and items juxtaposed for emphasis. (DOK 2)

Tests and Grades

Grading: A=90-100 B=80-89 C=75-79 D=70-74 F=below 70 I=incomplete

Grading follows the policies of Biloxi Public Schools. A mid-term progress report and a report card following the end of each term are issued. The student’s current grades are available via Internet IOD. (http://iiod.ssts.com/Home.asp?state=MS)

Tests: Students will be given a minimum of 5 test grades per term.

Retesting: All students will be allowed to participate in the re-teach/retest process. The student much schedule a time with the teacher for re-teaching and a date for the retest. Students have 10 days to retest, beginning the day after the original test date.

Homework/Assignments/Projects: Students are required to complete daily language arts activities, group projects, writing assignments, etc. The teacher will follow district policy IHB concerning homework.

Course Requirements: Students must satisfactorily master all competencies and objectives as listed above.     

Important Dates:

Midterm progress report: Sept. 16 Common Term Assessment: Oct 14-15