• Leavelle McCampbell Middle School

    Course Syllabus and Classroom Procedures

    8th grade ELA and 8th grade advanced ELA

    Mrs. Kilbourn

    kkilbourn@acpsd.net

    Phone: (803) 663-4300

    Room 803

     

    Course Description:

    In ELA we focus on the process of writing, from the generation of idea to composition, editing, revising, and grammatical correctness.  Beginning with a thorough understanding of the parts of speech and sentence structure, students learn that clarity in the expression of ideas leads to effective communication.  Students demonstrate mastery of these elements by writing in a variety of genres and by working independently and in small groups on assignments to master multiple-step planning.  Also students will analyze the connection between the texts they read and the real world.  They will demonstrate how to paraphrase, evaluate, summarize, take Cornell notes, cite evidence, and use MLA to cite sources with all the information they read.  They will further analyze the differences between fact and opinion, and will be able to create an argumentative essay with support and counter claim.  Students will also continue to detect bias in the texts they read. Students will learn about propaganda and will be able to identify the different styles. The students will respond to texts both orally and in writing.  Students will enhance their ability to access information from a variety of sources, as well as, polish their skill in conducting independent research and summarizing the information they gather.  Daily warm-up activities are planned to allow for mini grammar lessons, the use of higher level thinking skills, and to review previous objectives.  Fluency and conventions are taught through mini lessons that incorporate actual student writing.

     

    Reading, writing, communicating, thinking critically, and performing in meaningful, relevant ways within and across disciplines are essential practices for accessing and deeply understanding content. Immersion in the language and thinking processes by each discipline guides students to develop and cultivate a deeper understanding of particular disciplines. Prior to Eighth Grade Advanced English, students should have developed skills to interpret various texts, produce clear and coherent writings, demonstrate a range of vocabulary, analyze the development of texts, and effectively communicate. By the end of Eighth Grade Advanced English, students will have read a variety texts in print and multimedia formats: fiction, literary nonfiction, poetry, and drama, informational (expository, persuasive, argumentative) texts in multimedia formats, and written three genres of writing (argumentative, informative, narrative).

     

    The Eighth Grade Advanced English, curriculum will spiral above-grade level standards throughout each instructional unit. The above-grade level (English I) standards address all five strands of standards, which are Inquiry-Based Literacy, Reading-Literary Text, Reading-Informational Text, Writing, and Communication. The purpose of the above-grade level standards is to increase the rigor of instruction, as well as the application of skills. Students will engage in instruction that requires them to synthesize information to analyze relationships and patterns of evidence, reflect throughout the inquiry process, communicate ideas using multiple modalities along with critiquing speeches and an in depth knowledge of rhetoric and rhetorical devices. Additionally, students will analyze paired texts and compose drafts that focus on all elements of argument writing to include warrants and calls to action, while creating informative publications that focus on the research process to include MLA formatting.

     

    In Eighth Grade Advanced English, students will be emerged in language and thinking processes in order to communicate and create understanding. Students will read, write, communicate, think critically, and perform in meaningful ways through interaction with various texts, genres, and real-world tasks. Students are expected to gain and apply reading strategies, comprehension strategies, a recursive writing process, collaborate with peers, and communicate their ideas.

     

    Unit I should be the primary instructional focus for the quarter. Unit 2 is designed to provide a secondary instructional focus that allows for the use of paired text activities to develop increased comprehension of a topic or subject, develop a range of reading strategies, increase abilities to think about a topic from different perspectives, and support students to write in more authentic ways.

    Quarter 1: Narrative Unit

    Quarter 2: Informational/Expository Unit

    Quarter 3: Argumentative Unit

    Quarter 4: Cumulative Review Unit

     

    Pacing Guide Outline:  

    1st Nine Weeks Literary reading and narrative writing.  Standards of study are RL6, 7,8,11, RI8, 9, and W3, W4.  Standards tested are RL7, 8, 11, and W.3

    RL7—development of theme

    RL8—plot elements and how they interact with characters and setting

    RL11—Identify author’s point of view

    W3—grammar and writing rules

     

    2nd Nine Weeks Informational text and informational/expository writing.  Standards of study are RI5, 6, 7, 9, RL9, 10 12, and W2, W5.  Standards tested are RI5, 6, 9, and W2, 5

    RI5—drawing conclusions

    RI6—Write an objective summary and analyze central ideas of text

    RI9—Use context to determine meaning of words

    W2—Identify credible sources and format citations correctly

    W5—Commas, ellipses, and dashes as pauses, breaks, or omission

     

    3rd Nine Weeks Informational text and argumentative writing.  Standards of study are RI8, 10, 11 RL5, 6, and W1.  Standards tested are RI8, 11, W1, 4, and RL6.

    RI8—Identify text features and explain how they support author’s claim

    RI11—Interpret and analyze author’s use of language and tone.

    W1—Structure and organization of an essay

    W4—Gerunds, participle, infinitives, active and passive voice, verb form, and inappropriate shifts

    RL6—Identify themes; explain setting, characters, and plots; annotate a text, and create and objective summary.

     

     4th Nine Weeks Review of all standards.  Standards of study are RL8, RI5, RI8, RI11, and W5.  All standards will be tested on SC Ready reading and writing test.

    RL8— plot elements and how they interact with characters and setting

    RI5—Proved text evidence to support thinking and drawing conclusions

    RI8-- Identify text features and explain how they support author’s claim

    RI11-- Identify author’s point of view

    W5-- Commas, ellipses, and dashes as pauses, breaks, or omission

    Materials:  The following items are required for this class:

    1. Blue/Black Pens /#2 Pencils
    2. A pack of different colored highlighters, pencils
    3. A composition notebook for notetaking
    4. Binder or folder with loose leaf, college rule paper for assignments

    Conduct:  Behavior of becoming a mature, young adult is expected.

    Be Appropriate – You are old enough to know what behavior and language is appropriate.  You will be expected to keep hands and feet to yourself and refrain from all foul language, racial slurs and backtalk.  In other words, my classroom is rated G

    Be Attentive – You are responsible for attaining information given.  You are also expected to be present and engaged from the beginning of class to the end.  Offer ideas, participate in discussions and group activities, and complete your own work. You will need to take notes and pay attention to information in class.

    Be Prepared– Be ready to work when you enter the classroom. Come to class with all necessary materials for success.  Take responsibility for your own learning.

    • It is expected of you to be IN YOUR ASSIGNED SEAT when the TARDY bell rings and working on your bell ringer assignment.

    Be Positive – Enjoy this class, the people in the room, and the opportunity to learn.  If you don’t like something, or disagree with someone, find a way to express it in a respectful manner or keep your thoughts to yourself.  Put forth your best effort for every task.  Give an attempt, not an excuse.

    • You will sleep on your own time

    Behavior Plan:  If your behavior is unbecoming of a mature young adult, the following will happen:

    1. verbal warning/conference with teacher
    2. notification to parent/guardian
    3. written referral/administrative action conference with parent/guardian

    Plagiarism – Plagiarism is a serious offense that will be treated as such.  Any work turned in that is not your own, even if only parts of it are not your own, regardless of where you received the information, will receive a zero.  Repeated offenses will be referred for administrative discipline.  It is up to all of us to maintain the integrity of the classroom.

    Hall Passes: Out of courtesy, please do not ask to leave while I am addressing the group, or class.  You will not be allowed to leave in the first or last 15 minutes of class – use the change of class time.  

    Cell Phones/Electronic Devices: Cell phones/electronic devices are not allowed to be out in my classroom. AT ALL!  Cell phones, electronic devices should be stored in locker.

    Hats: Please no hats, hoods, or sunglasses on during class time.

    Expectations for Class:

    Be on time, be prepared, be respectful, and be responsible.  Everyone has the right to, and should expect to, learn.  Each individual is worthy of respect.  Classroom orderliness is necessary for an effective classroom.  Hard work is necessary to learning.

     

    1. Enter the classroom quietly, sit down, and start working on the bell ringer.
    2. Use proper hand signals and wait for permission before getting out of your seat.
    3. Clean up behind yourselves when you are done using classroom materials and pick up trash from the floor.
    4. Straighten up the materials that you used and put away notebooks and other books.
    5. Do not shoot paper at the trash basket.
    6. Remain in your seat and be quiet until I dismiss you. The bell does not dismiss you.

     

    Late Work:

    1. Work turned in late and not associated with an absence will not earn full credit. Each day the work is late 10% will be removed from the grade. 

     

     

    Missed Work:

    1. It is the student’s responsibility to obtain the class work, homework assignments, notes & any other pertinent information that is missed during an absence. All work missed is located on the wall in the designated area.
    2. Missed work due to an absence: Additional time (up to five school days) and full credit will be allowed for each day of a verifiable and excused absence. After five school days, credit will be reduced one letter grade for each additional day (grade earned on work less letter grade deduction for each day over due). Exceptions will be made in unique, deserving situations as determined by the teacher and/or administrator.

     

    Grading:

    1. The District grading scale as applied to points earned by the end of a grading period is as follows:

    A = 100-90%,

    B = 89-80%,

    C = 79-70,

    D = 69-60%,

    F = 59% or lower.

     

    Grades are determined by the following weights:

    Majors: Test and project = 60%

    Minors: Quizzes, classwork, and homework= 40%

     

    The best way to communicate with me is during the day is through e-mail.  My e-mail address for this class:   kkilbourn@acpsd.net 

     

     Remind code -- text @34bc63 to the number 81010

  • https://kahoot.it/challenge/0114584?challenge-id=119b402e-2eff-41dd-96dc-fa891f636a2e_1585168264597

    0114584

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