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Syllabus

Boyd County Middle School
8th Grade Language Arts
Jamie Webb
606-928-9547
Course Description
 
Eighth Grade Language Arts is a course designed to cultivate the development of students toward becoming proficient learners and lifelong readers and writers. To accomplish this goal, all students will focus their learning and skill development within these major components of language arts study: reading, writing, listening, and speaking.  All instruction in this class is aligned with the English/Language Arts Common Core Standards (http://www.corestandards.org/). 
 
Course Materials: 
·         Elements of Literature
Holt
·         Binder – 1 inch
·         Highlighters
·         Independent reading book-in every class
***Additional/supplementary reading and writing materials may also be provided by your teacher.
Online Text - http://my.hrw.com/
Username: bcmsv
Password: p6z6s
Grading Scale:
90 - 100 A
80 - 89   B
70 - 79   C
60 - 69 D
 0 - 59 F
Grading Criteria:   In this class there will be formative and summative assessment.
Examples of assessment:
Class work
Exit Slip
Flashback/Bell work
Test
Quiz
Open-Response
Final draft of an On-Demand Writing
Project
Literature circle on-line
Attached are the learning targets for each unit. These are the specific learning targets your child will be working on in class throughout this upcoming school year. Due to variations in the school schedule the following unit timeline and included content is subject to change. If you have any questions please call 606-928-9547 or contact us by email.
 
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                                                                                  Unit 1 Learning Targets
Knowledge Targets
“What do I need to know?”
1. I can understand theme and central idea of a text.
2. I can know the literary elements (characters, setting, plot).
3. I can objectively summarize a text.
4. I can identify words and phrases, figurative words and phrases, and connotative words and phrases in a text.
5. I can identify meaning and tone of a text
6. I can identify analogies.
7. I can identify allusions to other texts.
8. I can recognize choices directors and actors make.
9. I can define and evaluate the choices directors and actors make.
10. I can identify the central idea of a text and ideas that support the central idea.
 11. I can identify mediums of different types (print, digital text, video, and multimedia).
12. I can define and evaluate the advantages and disadvantages of using different mediums.
13. I can use different mediums to present a topic or idea.
14. I can identify various points of view in narratives.
15. I can identify narrative techniques used in a variety of narratives.
16. I can recognize transition words, phrases, and clauses.
17. I can recognize how authors use precise words/phrases, description, and sensory details to help readers visualize or sense the action of a narrative.
Reasoning Targets
“What can I do with what I know?”
1. I can analyze the development of a theme or central idea over the course of a text.
2. I can analyze its relationship to the literary elements over the course of a text.
3. I can provide an objective summary of the text.
4. I can determine the meaning of words and phrases, including figurative and connotative meanings, as they are used in a text.
5. I can analyze the impact of word choices on meaning and tone of a text.
6. I can analyze the impact of analogies and allusions to other texts on meaning and tone.
7. I can compare and contrast text (story or drama) and live or filmed production.
 8. I can analyze the faithfulness or departure between the text (story or drama) and the live or filmed production.
9. I can evaluate the outcome/impact of choices made by directors and actors.
10. I can determine the relationship of ideas that support the central idea.
11. I can analyze the development of the central idea over the course of the text.
12. I can provide an objective summary that includes the relationship of supporting ideas to the development of the central idea.
13. I can identify the advantages of using print, digital text, video, and/ or multimedia
to present a topic or idea.
14. I can identify the disadvantages of using print, digital text, video, and/ or multimedia
to present a topic or idea.
15. I can interpret points of view of various narratives.
16. I can design and organize event sequences that unfold naturally and logically.
17. I can use a variety of transitions to shift from one setting to another.
18. I can analyze the relationships among experiences and events.
19. I can design and organized sequence of events with dialogue to develop experiences, events, and/or characters.
20. I can use precise, descriptive, and sensory language to capture the action and to develop experiences and events.
21. I can assemble a conclusion that reflects on experiences and events in a narrative.
Product Targets
“What can I create with what I know?”
1. I can write a narrative to develop real or imagined experiences or events that:
  • Engages the reader
  • Establishes a context with point of view and introduces a narrator and/or characters
  • Uses techniques such as: dialogue, pacing, description, and reflection to develop experiences, events, characters
  • Uses a variety of transitions to convey sequence, signal shifts, and reflect relationships
  • Uses appropriate precise, descriptive sensory language
  • Leads to a reflective conclusion
Unit 1 Texts:
“Broken Chain”
The Outsiders
Informational texts
Articles about Growing Up/ Self-Esteem
 
                                                                                Unit 2 Learning Targets
Knowledge Targets
“What do I need to know?”
1.  I can identify the key ideas explicitly stated in the text and evidence in the text that strongly supports the key ideas.
2. I can recognize the difference between inference and what is explicitly stated in the text.
3. I can understand theme and central idea of a text.
4. I can know the literary elements (character, setting, plot).
5. I can objectively summarize a text.
6. I can identify elements of literature (dialogue, plot, characterization).
7. I can identify key ideas and details which provide evidence to support conclusions about the text accessed through research.
8. I can cite textual evidence to support analysis of what the text says explicitly.
9. I can recognize that many words have more than one meaning.
10. I can identify common, grade-appropriate Greek and Latin affixes and roots.
11. I can identify general academic and domain specific words and phrases that are grade appropriate.
12. I can gather vocabulary knowledge when considering words and phrases important to comprehension or expression.
Reasoning Targets
“What can I do with what I know?”
1. I can analyze text by making inferences about what a text says that is not directly stated and evaluating which evidence most strongly supports the identified key ideas.
2. I can cite the evidence used to make inferences not explicitly stated in the text.
3. I can analyze the development of a theme or central idea over the course of a text.
4. I can analyze its relationship to the literary elements over the course of a text.
5. I can provide an objective summary of the text.
6. I can analyze lines of dialogue for propelling action, revealing characters, and provoking decisions.
7. I can analyze lines of incidents for propelling action, revealing characters, and provoking decisions.
8. I can draw evidence from key ideas and details as support for research.
9. I can analyze key ideas and details in a text as evidence for support understanding of text.
10. I can reflect on key ideas and details in a text as evidence for support understanding of text.
11. I can verify the initial determination of the meaning of a word.
12. I can clarify the intended meaning of multiple-meaning words and phrases.
13. I can make meaning and use accurately words and phrases important to the comprehension of academic and domain-specific words through applying and using knowledge of vocabulary when considering words and phrases important to comprehension or expression and selecting appropriate references and resources to aid in gathering vocabulary knowledge.
Unit 2 Texts:
“The Landlady”
“The Tell-Tale Heart”
“The Monkey’s Paw”
“The Third Wish”
“The Fog Horn”
 
                                                                                     Unit 3 Learning Targets
Knowledge Targets
“What do I need to know?”
1. I can understand theme and central idea of a text.
2. I can know the literary elements (characters, setting, plot).
3. I can objectively summarize a text.
4. I can identify structural elements of two or more texts.
5. I can recognize choices directors and actors make.
6. I can define and evaluate the choices directors and actors make.
7. I can identify differences or conflicting information.
8. I can recognize facts or interpretations.
9. I can identify criteria for analyzing.
10. I can identify topic.
11. I can select relevant content for topic.
12. I can identify transitions.
13.  I can identify precise language and domain-specific vocabulary.
14. I can identify formal style.
15. I can identify a conclusion for the topic that follows from and supports the information or
explanation presented.
16. I can identify author’s purpose of information presented.
17. I can identify author’s motives for the presentation of information.
18. I can identify general academic and domain specific words and phrases that are grade appropriate.
19. I can gather vocabulary knowledge when considering words and phrases important to comprehension or expression.
Reasoning Targets
“What can I do with what I know?”
1. I can analyze the development of a theme or central idea over the course of a text.
2. I can analyze its relationship to the literary elements over the course of a text.
3. I can provide an objective summary of the text.
4. I can compare and contrast the structure of two literary texts.
5. I can analyze how the structure of each text contributes to its meaning and style.
6. I can compare and contrast text (story or drama) and live or filmed production.
7. I can analyze the faithfulness or departure between the text (story or drama) and the live or filmed production.
8. I can evaluate the outcome/impact of choices made by directors and actors.
9. I can analyze two or more texts for conflicting information as to how the texts disagree in facts or interpretation.
 10. I can organize ideas, concepts, and information into broader categories.
11. I can analyze and organize relevant content using facts, definitions, concrete details, and quotations to develop the topic.
12. I can select appropriate and varied transitions to create cohesion and clarify relationships.
13. I can determine precise language and domain specific vocabulary.
14. I can determine an effective, supportive conclusion for the topic or section that follows from and supports the information or explanation presented.
15. I can analyze the purpose of information presented in diverse media and formats.
16. I can evaluate the motives behind the presentation of the information.
17. I can make meaning and use accurately words and phrases important to the comprehension of academic and domain-specific words.
18. I can apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression.
19. I can select appropriate references and resources to aid in gathering vocabulary knowledge.
Product Targets
“What can I create with what I know?”
1. I can write an informative/explanatory text examining a topic to convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
2. I can introduce topic previewing what is to follow.
3. I can organize ideas, concepts, and information Into broader categories.
4. I can develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, other information, and examples.
5. I can apply formatting, graphics, and multimedia to aid comprehension.
6. I can use appropriate and varied transitions to clarify the relationships among ideas and concepts and create cohesion.
7. I can use precise language and domain-specific vocabulary.
8. I can establish and maintain a formal style.
9. I can provide an effective, concluding statement or section that supports the topic.
Texts:
Anne Frank play
Excerpt from Anne Frank’s book
“A Tragedy Revealed” (article)
“Walking with Living Feet” (article)
Harriet Tubman excerpt (biography)
 
                                                                                  Unit 4 Learning Targets
Knowledge Targets
“What do I need to know?”
1. I can identify theme, pattern of events or character types.
2. I can determine the similarities and differences between a modern work of fiction, myth, and  
traditional story or religious work.
3. I can define the following: compare/contrast, analogies, and categorization.
4. I can identify individuals, events, and ideas within a text.
5. I can identify differences or conflicting information.
6. I can recognize facts or interpretations.
7. I can identify criteria for analyzing.
8. I can apply reliable sources of information, appropriate inquiry methods to conduct a research project, and multiple avenues of exploration (technology, library skills, etc.).
9. I can integrate multimedia and visual displays.
Reasoning Targets
“What can I do with what I know?”
1. I can compare/contrast themes, patterns of events, character types of a modern work of a modern work of fiction, myth, traditional story or religious work.
2. I can evaluate how the myths, traditional stories, or religious works are rendered new.
3. I can compare how individuals, ideas, and events are connected (including classification and analogies).
4. I can contrast the distinctions between individuals, ideas, and events within a text (including
classification and analogies).
5. I can analyze two or more texts for conflicting information as to how the texts disagree in facts or Interpretation.
6. I can determine which facts/examples best answer a question.
7. I can draw conclusions about the validity of sources.
8. I can formulate questions, either verbally or written, that would allow for other avenues of exploration.
9. I can conduct short research projects that: answers questions (including self-generated questions), draw on several sources, and generates additional related focused questions that allow for multiple avenues of exploration.
10. I can determine when to integrate multimedia and visual displays to clarify information and strengthen claims and evidence.
11. I can determine when to integrate multimedia and visual displays to add interest.
Texts:
“I, Too, Sing America”
 “Oh Captain, My Captain”
 “I Know Why the Caged Bird Sings”
“I Hear American Singing”
“Refugee in America”
“The Gettysburg Address”
Excerpt – Narrative of the Life of Frederick Douglas: An American Slave
I Have a Dream
Preamble to the Constitution
“George vs. George: The American Revolution as Seen From Both Sides”
 
                                                                                  Unit 5 Learning Targets
Knowledge Targets
“What do I need to know?”
1. I can determine the author’s point of view or purpose.
2. I can identify evidence the author uses to support his/her viewpoint/purpose and conflicting evidence or viewpoints presented in a given text.
3. I can define and identify: relevant/irrelevant evidence, sufficient/insufficient evidence, and sound/unsound reasoning in informational text.
4. I can identify/understand: key ideas and details, craft and structure, and integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9.
Reasoning Targets
“What can I do with what I know?”
1. I can compare and contrast the author’s evidence and/or viewpoints to the conflicting evidence and/or viewpoints.
2. I can analyze the techniques the author uses to respond to conflicting evidence.
3. I can support my analysis with examples from the text.
4. I can delineate the argument and specific claims in a text.
5. I can classify: evidence as relevant/irrelevant, reasoning as sound/unsound, and evidence as sufficient/ insufficient in informational text.
6. I can evaluate an argument in a text based on sound reasoning, and relevant and sufficient evidence.
7. I can comprehend independently: key ideas and details, craft and structure, and integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9.
Texts: Various Informational Texts
 
                                                                                  Unit 6 Learning Targets
Knowledge Targets
“What do I need to know?”
1. I can identify elements of literature (dialogue, plot, characterization).
2. I can define analysis.
3. I can identify strategies author uses to contrast points of view of different characters or narrator.
4. I can identify effects such as suspense or humor (dramatic irony).
5. I can recognize choices directors and actors make.
6. I can define and evaluate the choices directors and actors make.
7. I can identify/understand in literary text: key ideas and details, craft and structure, integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative, and Reader and Task) as seen in standards 1-9).
8. I can produce clear and coherent writing (the underpinning knowledge targets are found in Writing Standards 1,2,3,7,8,9 and Language Standards 1-6).
9. I can define and identify a speaker’s argument and claims.
10. I can define and identify: sound reasoning, unsound reasoning, relevant evidence, irrelevant evidence, sufficient evidence, and insufficient evidence.
11. I can recognize the meaning of figurative language (e.g. verbal irony, puns) and different types of relationships of words.
12. I can define the meaning of the terms connotation and denotation (e.g. bullheaded, willful, firm, persistent, resolute).
13. I can identify general academic and domain specific words and phrases that are grade appropriate.
14. I can gather vocabulary knowledge when considering words and phrases important to comprehension or expression.
Reasoning Targets
“What can I do with what I know?”
1. I can analyze lines of dialogue for propelling action, revealing character, and provoking decisions.
2. I can analyze line of incidents for propelling action, revealing character, and provoking decisions.
3. I can cite details or examples in a text where the author develops the point of view of various characters or narrators.
4. I can compare and contrast points of view of different characters or narrators.
5. I can analyze how the author develops points of view of different characters or the narrators.
6. I can analyze how the author contrasts different points of view in a single text.
7. I can analyze how differences in point of view create suspense or humor.
8. I can compare and contrast text (story or drama) and live or filmed production.
9. I can analyze the faithfulness or departure between the text (story or drama) and the live or filmed production.
10. I can evaluate the outcome/impact of choices made by directors and actors.
11. I can comprehend in literary text: key ideas and details, craft and structure, and integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9, independently and proficiently.
12. I can analyze the reason for writing a piece to decide on task, purpose, and audience.
13. I can determine suitable idea development strategies, organization, and style
appropriate to task purpose and audience (additional underpinning reasoning targets are found Writing Standards 1, 2, 3,7, 8).
14. I can delineate a speaker’s argument and specific claims.
15. I can evaluate the soundness of a speaker’s reasoning.
16. I can evaluate the relevance and sufficiency of a speaker’s evidence.
17. I can distinguish between: Sound and unsound reasoning, relevant and irrelevant evidence, and sufficient and insufficient evidence in a speaker’s argument.
18. I can analyze text to locate figures of speech (e.g. personification) and interpret meaning in context.
19. I can analyze the relationship between particular words (e.g. cause/effect, part/whole, item/category) for clarity.
20. I can distinguish among the connotations of words with similar denotations (e.g. bullheaded, willful, firm, persistent, resolute).
21. I can make meaning and use accurately words and phrases important to the comprehension of academic and domain-specific words.
22. I can apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression.
23. I can select appropriate  references and resources to  aid in gathering vocabulary
knowledge.
Performance/
Skill Targets
“How can I show others what I know?”
(The underpinning skill targets are found in Writing Standards 5, 6, 7, 10)
 
Product Targets
“What can I create with what I know?”
1. I can produce a writing piece that is clear and coherent with idea development, organization, and style appropriate to task, purpose and audience (grade-specific expectations and writing types are found in Writing Standards  1-3).
 
Texts:
A Midsummer Night’s Dream
Sorry, Wrong Number
Various Poems
 
                                                                          Ongoing Unit: Literature Circles
Knowledge Targets
“What do I need to know?”
1. I can identify key ideas from reading material or research.
2. I can describe components of collegial discussion and decision-making.
3. I can recognize key ideas and new information posed during discussions.
 
Reasoning Targets
“What can I do with what I know?”
1. I can analyze text, issues, and others’ opinions.
2. I can synthesize ideas, issues and arguments to formulate personal opinion and questions for others.
3. I can evaluate personal views and the views of others.
4. I can track progress toward specific goals and deadlines, defining individual roles as needed.
5. I can evaluate new information posed and personal views, as well as the views of others.
6. I can formulate comments, questions, and responses based on evidence, observations, and ideas.
Performance/
Skill Targets
“How can I show others what I know?”
1. I can engage in variety of discussions by listening and sharing acquired and prior knowledge of grade 8 topics and texts.
2. I can demonstrate collegial rules for discussion and decision-making.
3. I can articulate own ideas clearly.
4. I can pose relevant questions that connect ideas of several speakers.
5. I can respond to questions and comments with relevant details.
6. I can acknowledge new information posed and use evidence to justify personal viewpoints.
Independent Reading Texts: (will vary according to student and teacher selection)
 
 
 
 
 
 
 
 
Contact Us
Boyd County Public Schools
1104 Bob McCullough Drive
Ashland, KY 41102
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Phone: 606-928-4141
Fax: 606-928-4771