• 8th Grade ELA Class Syllabus

    Carr Lane Middle School

    8th Grade English Language Arts

    Mr. Petty

    ribeil.durley-petty@slps.org

    314-231-0413

    Course Title Here- 8th Grade English Language Arts

    Course Description: Welcome to 8th Grade English Language Arts (ELA)! I am elated to start our year together. This year we will work tirelessly to improve our reading, writing, verbal, and listening skills. In addition, we will work on our problem-solving and critical analysis tools so you can all become knowledgeable, independent thinkers. These are abilities that we must mold throughout the school year, in order for everyone to expand their knowledge of ELA, efficiently complete their work, and grow as readers and writers. Students will become adept at using textual evidence, drawing inferences, critically analyzing a broad range of texts, and developing written responses. As we continue to learn and mature on a daily basis, you will enjoy prosperity in all elements of your life from school, athletically, socially, and in community service volunteering. These skills will open the pathways to continual success as you always strive to do your best and never settle for less. You will prepare yourself for high school, college, vocational school, and your future career.

    Text(s): To Kill a Mockingbird, Newsela articles, short reading texts and supplemental readings, standard-based readings, IXL, Hip Hop lyrics, R&B lyrics, English worksheets, and reading test preparation packets, 

    Methods of Instruction: Direct instruction, guided practice, partner work, group work, lecture, cooperative learning, question generation, instructional videos, historical videos and documentaries, visual, audio, and music.

    Course Objectives: To instill within students a comprehensive understanding of textual evidence, central ideas, inferences, and writing techniques, so they will be equipped with the skills to think critically, independently, and consciously solve real world problems, while enjoying success throughout their lives.

    Course Requirements: Students are to come to class prepared to learn. Every day, students are expected to bring a pencil, paper, and homework. Students are responsible to engage in class, ask questions, be timely, work cooperatively with their peers, and conduct themselves in such a way that positively contributes to the classroom learning environment.

    Attendance Policy: It is necessary students are in school daily. It is difficult to help students reach their full potential if they are not present. If an emergency occurs, please call the school to let them know the student will not be present. Students need to make sure they are present on our virtual meetings and actively participating in our virtual meetings every day. It is the student’s responsibility to get the work they missed. All work is due one week from the absent date. No exceptions.

    Grading Criteria: Grades can be accessed by parents and students at any time using the Student Information Systems per the school district. Parents can contact the office for assistance in retrieving access to site. Grades will be based on the combination of the following components:      

    A - 90% - 100%

    B - 80% - 89%

    C - 70% - 79%

    D - 60% - 69%

    F - 0% - 59%

    • Classwork (30 percent)- workbook, work packets, standard-based instruction
    • Homework (10 percent)—given and graded DAILY
    • Do Now/Exit Slips (25 percent)—completed in class everyday
    • Participation/Notes (15 percent)—involvement in class, answering questions, attentiveness, groupwork
    • Assessments (20 percent)—exit slips, quizzes, and tests

    Assignments: Independent Practice: Classwork accounts for 30 percent of students’ overall grade. All work must be completed IN CLASS when present. If a student does not complete their assignment in class, they will be given partial credit for what they completed. Students who are struggling with an assignment need to ask for assistance from the teacher, or receive help from a peer. If a student has an excused absence, they are responsible to complete the work they miss and bring it to the teacher to grade within one week.

    Homework Policy: Students are expected to complete homework daily. Homework will be administered at the open of class and is due the next day. The school board establishes the following major purposes of homework for the St. Louis Public Schools:

    • To reinforce the principles, concepts, and information taught and learned in the classroom.
    • To assist teachers in assessing the student's comprehension of concepts and skills covered in class.
    • To stimulate creative, logical, and critical thought.
    • To provide an opportunity for the creative application of material mastered during the formal class time.
    • To teach the student self-discipline and self-motivation regarding the responsibility and effort required to complete assignments.
    • To permit parents to have a more active role in educating their children, and in monitoring their classroom assignments and in becoming familiar with their textbooks. The average time to be spent on homework is as follows: Twenty (20) minutes per evening for each of the basic subject areas for students in grades six (6) through eight (8). This translates to an average of eighty (60) minutes of study each evening for students in these grades.

    Homework is given Tuesday-Thursday. Assignments are late if they are not submitted by Friday. Assignments are to be turned in at the beginning of class. If assignments are not turned in on time, students will have an opportunity to turn them in for a maximum of 70% at any time before the missing work deadline at the end of the grading period (progress report or quarter). No work will be accepted after the deadline.

    Late Assignments Policy:  Assignments are late if they are not submitted by the end of class. Assignments are to be turned in by the end of class. If assignments are not turned in on time, students will have an opportunity to turn them in for a maximum of 70% by the end of the week. No work will be accepted after the deadline.

    Independent Practice: All work must be completed IN CLASS when present. If a student does not complete their assignment in class, they will be given partial credit for what they completed. Students who are struggling with an assignment need to ask for assistance and receive help from the teacher, or a peer. If a student has an excused absence, they are responsible to complete the work they miss and bring it to the teacher to grade within one week.

    Assessments: Students will be assessed on the skills they are practicing and refining through class work, homework, and activities. All quizzes, tests/exams account for 20 percent of students’ overall grade. Quizzes can be given at any time during the week. Mid and End-of-Unit tests/exams will consist of a combination of True/False, multiple-choice, and essay questions. In addition, Constructed-response quizzes may be given.

    Participation/Notes: Participation accounts for 15 percent of students’ overall class grade. Students are expected to participate in every aspect of the class. Students will participate in all direct instruction by asking questions, during class instruction, guided practice by discussing concepts, completing notes on the Promethean, and independent practice by completing class assignments.

    Do Now/Exit Slips: Students will be required to keep an ELA folder that will remain in the classroom. This will contain all Do Now’s and Exit Slips for each unit. Exit slips will gauge student understanding for the day’s concept. Do Now’s and Exit Slips comprise 25 percent of student grades.

    Extra Credit: Extra credit will only be given to the whole class. Extra credit assignments will not be offered to individual students. Extra credit is always optional and will be given at the teacher’s discretion. Late extra credit will NOT be accepted. Take advantage of these opportunities.

  • Carr Lane VPA Middle – Weekly Virtual Learning Planner

     

    Teacher

    Mr. Petty

    Grade

    8th Grade   

    Subject

    English Language Arts

    Week of

    9/7/20-9/1120

    Topic/Title

    Essay/Central Idea and Inferencing

      

    Lesson

    /Topic

    Lesson Target/ Objective

    Synchronous/Live Instruction

    Asynchronous Playlist

    Assessment/

    Performance Task

    Due Date

    Lesson 1 (9/7)

    •        No School Labor Day

    No School Labor Day

    •        No School Labor Day

    •        No School Labor Day

    09/7/20

    Lesson 2 (9/8)

    •        I will learn the rules, procedures, and expectations at Carr Lane Visual & Performing Arts Middle School

    •        I will learn the rules, procedures, and expectations in Mr. Petty’s class

    •        I can identify the central idea of the poem, “Declaration of Self-Esteem: I am Me”

    •        I can cite text-based evidence that provides the strongest support for an analysis of literary text.

     

    •        30 minute live lesson

    •        Review classroom rules, procedures, and expectations for in the virtual learning setting

    •        Read Declaration of Self-Esteem: I am Me” Poem

    •        Teacher will use question and answer, in order to guide students thinking and critically analyze the poem, “Declaration of Self-Esteem: I am Me”

    •        Teacher will provide an exemplar of how to compose complete sentences, and construct paragraphs

     

    •        Students will receive an outline of guided questions designed to help them construct a five paragraph essay based off the poem, “Declaration of Self-Esteem: I am Me”

    •        Students will construct a five paragraph essay in response to the poem, “Declaration of Self-Esteem: I am Me”

    •        

    •        Students will  begin constructing a five paragraph essay in response to the poem, “Declaration of Self-Esteem: I am Me” and complete introductory paragraph

     

    09/8/2020

    Lesson 3 (9/9)

    •        I will learn the rules, procedures, and expectations at Carr Lane Visual & Performing Arts Middle School

    •        I will learn the rules, procedures, and expectations in Mr. Petty’s class

    •        I can identify the central idea of the poem, “Declaration of Self-Esteem: I am Me”

    •        I can cite text-based evidence that provides the strongest support for an analysis of literary text.

     

    •        30 minute live instruction

    •        Teacher will use question and answer, in order to guide students thinking and critically analyze the poem, “Declaration of Self-Esteem: I am Me”

    •        Teacher will provide an exemplar of how to compose complete sentences, and construct paragraphs

    •        Class will go over capitalization, common noun, and proper nouns rules and worksheet

    •        Students will receive an outline of guided questions designed to help them construct a five paragraph essay based off the poem, “Declaration of Self-Esteem: I am Me”

    •        Students will construct a five paragraph essay in response to the poem, “Declaration of Self-Esteem: I am Me”

    •       Students will work over capitalization, common noun, and proper nouns rules and worksheet

    •        

    •        Students will construct a five paragraph essay in response to the poem, “Declaration of Self-Esteem: I am Me” and complete paragraphs 2-3

    •       Class will complete capitalization, common noun, and proper nouns rules and worksheet

    09/10/2020

    Lesson 4 (9/10)

    •        I will learn the rules, procedures, and expectations at Carr Lane Visual & Performing Arts Middle School

    •        I will learn the rules, procedures, and expectations in Mr. Petty’s class

    •        I can identify the central idea of the poem, “Declaration of Self-Esteem: I am Me”

    •        I can cite text-based evidence that provides the strongest support for an analysis of literary text.

     

    •        30 minute live instruction

    •        Teacher will use question and answer, in order to guide students thinking and critically analyze the poem, “Declaration of Self-Esteem: I am Me”

    •        Teacher will provide an exemplar of how to compose complete sentences, and construct paragraphs

    •        Class will go over capitalization, common noun, and proper nouns rules and worksheet

    •        Students will receive an outline of guided questions designed to help them construct a five paragraph essay based off the poem, “Declaration of Self-Esteem: I am Me”

    •        Students will construct a five paragraph essay in response to the poem, “Declaration of Self-Esteem: I am Me”

    •       Students will work on capitalization, common noun, and proper nouns rules and worksheet

     

    •        Students will construct a five paragraph essay in response to the poem, “Declaration of Self-Esteem: I am Me” and complete a rough draft of the essay

    •       Students will work on capitalization, common noun, and proper nouns rules and worksheet

     

    09/11/2020

    Lesson 5 (9/11)

    •        I will learn the rules, procedures, and expectations at Carr Lane Visual & Performing Arts Middle School

    •        I will learn the rules, procedures, and expectations in Mr. Petty’s class

    •        I can cite text-based evidence that provides the strongest support for an analysis of literary text.

     

     

     

    •        30 minute live instruction

    •        Read news article about September 11, 2001 anniversary

    •        Teacher will model annotating an informational text

     

    •        Newsela September 11, 2001 anniversary article

    •        Read news article about September 11, 2001

    •        Annotate September 11, 2001 anniversary article, and complete article assignment

    •        

    •        Annotate September 11, 2001 anniversary article, and complete article assignment

    •        

    09/11/2020

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