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Language Arts Curriculum
The 8th grade Language Arts curriculum has been designed to meet the standards and expectations of Washington's Essential Academic Learning Requirements.
During the school year, all students have a 20 minute
block of time focused on reading during FLEX class. Students are expected
to use this time to read a book of their choosing. There are no restrictions on
what students choose to read within the six required genres, as long as it's
The SSR program is based on the belief that self-selection motivates students to read with interest, and the resulting extended period of practice improves their reading achievement (Karweit & Slavin, 1981; Marliave, Fisher, & Dishaw, 1978). Another important element of SSR is modeling, based on the idea that effective learning results from following the example of another's model behavior (Bandura, 1986). Studies indicate that students who engage in SSR improve in both reading achievement and attitude toward reading (Bowermaster, 1986; Dionisio, 1989; Farrel, 1982; Oberlin & Shurgarman, 1989; Pilgreen & Krashen, 1993; Pyle, 1990). In addition, the kind of reading that occurs during SSR broadens students' background knowledge, providing them with a better base from which to relate to their subject area texts (Grubaugh, 1986). And the benefits of SSR seem to extend beyond the years of formal schooling. Tunnel and Jacobs (1989) found that adults who had been involved in a free reading or SSR program as students read more than did other adults. And adults who read more participate more in society and enter the workforce at higher levels Information in this section was borrowed from and inspired by: http://www.readingonline.org/articles/nagy/ssr.html A complete listing of references cited in this modified blurb is available at this site. The study of novels is a vital part of students developing as a reader, writer and thinker. There are so many possibilities with what could be done. Students will have the opportunity to think critically, take a look at reading strategies and participate in group discussions to name just a few of those possibilities. Students will read at least three novels as a class. The first novel is Elisa Carbone's historical-fiction, Blood on the River. This novel tells the story of the first English settlement, Jamestown, through the eyes of young Samuel Collier. Students will read assigned chapters outlined in the reading calendar in class and at home; they will complete corresponding in-class activities and homework response questions that will be compiled into a reading portfolio for submission at the end of the novel unit. It is advisable to complete the response questions according to the provided character analysis graphic organizergrading rubric. Upon reading Blood on the River, students will have their first opportunity to write a literature-based expository essay. Some valuable resources available to the students for writing their essay include the and the lit-based expository essay outline. The second novel, students will be reading is Avi's Nothing But the Truth. This novel is about a young boy, Philip Malloy, who doesn't exactly tell the whole truth of the story and no one is quite ready for the outcome. This novel deals with first amendment rights and how they play out in the classroom. Students can keep up with the required reading by following the reading calendar. As students read, they need to take a few minutes out of their day to answer the response questions. The third class novel is To Be a Slave by Julius Lester. It is a collection of interviews and narratives of former slaves gathered during FDR's Federal Writers Program. The accounts describe life from ship to plantation to freedom and everything in between. Students will read according to the reading calendar and answer some brief WASL format section questions to prepare for class discussions. Another novel we read is Walter Dean Myers' The Glory Field, is a fictional novel celebrating the history of the Lewis family from the 1700s to the present day. The story tells of struggles, hardships and victories in overcoming the shackles of bondage that held members of the Lewis family physically and/or psychologically captive. To help students understand key elements of the book, there will be a set of questions due for each section. This novel provides students another opportunity to demonstrate their proficiency in writing a literature based expository essay. Literature response circles combines two key ideas: independent reading and cooperative learning. The students will form small groups and together select a piece of literature from our LRC library, create a reading calendar for assigned reading and meet together on a regular basis to discuss what they have read. A component of this regular meeting is to come prepared with a job or assignment completed which will serve as the structure for discussion time. These assignments/roles rotate, allowing each student to either direct the discussion, summarize key events of the section, share personal connections, identify meaningful passages, or show a related illustration. The use of these cognitive jobs/roles help students to realize that reading can be complex, dynamic, and a recursive cognitive process, rather than a single, somewhat magical act. This process brings to light the usually unconscious thinking strategies skilled readers use before, during, and after reading. For a more in depth overview of the outcomes and process, navigate to the LRC page. Information in this section was borrowed from and inspired by Harvey Daniels’ book: Literature Circles: Voice and Choice in the Student-Centered Classroom. If you'd like to read this book online, it's available in PDF at the following address: http://www.stenhouse.com/0000.htm Students have been asked to read books of their choice from a variety of genres during their SSL time. Over the course of the year, they will complete four books, each from a different genre, and their corresponding projects. The intent of the projects is for the students to stretch and challenge themselves as readers. The genres that the students can read from include: realistic modern fiction, historical fiction, sci-fi/fantasy, non-fiction, suspense/horror/mystery, free verse, or manga. For more details, check out the project description, rubric, and record sheet. Supplemental Literature / Reading Material: Reading a novel or work of fiction is just one way in which students can improve themselves as readers, writers, and thinkers. Another great way for students to excel in these skills is to read a variety of materials, such as newspapers, magazines, and books and articles of the non-fiction genre. Reading a wide range of books and materials will help students to become well-rounded readers. Students will be responsible for reading and responding to a current events article weekly. The topic will vary from week to week. Students may choose an article that fits the topic from newspapers, magazines and credible Internet sources. Through a partnership with
The Columbian students in my classes have
weekly opportunities to experience As writers, it is my desire that my classes write
proficiently in an organized and clear manner. The large majority of
writing instruction for this class targets writing essays and letters that are
organized and
Creative and Narrative Writing: This year, students will have a number of opportunities to creatively write. In the fall, students will write a personal expository, explaining themselves to me, as a way of introduction. Later in the fall, students will create a fictional character and narrate the times of the American Revolution through that character's eyes. In the winter, students will read and write poetry. During our study of the Civil War in the spring, students will have an opportunity to create poetry inspired by war photography.
Students will study Greek and Latin root words to increase their vocabulary. Root words will be given in class; quizzes happen regularly during the unit and students can anticipate seeing root words from previous weeks on quizzes. Students must also be familiar with Commonly Confused Words. Students will define the words and must be able to use these word in sentences correctly.
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appropriate for the school
environment. Once they have completed a book from the featured genre,
they may pick any book of their choosing in or out of the genre. There is no assigned reading in SSR,
no quizzes, no strategy lessons, and little or no record keeping. Occasionally students will be given a grade for how on task they are during this
time. However, this time is primarily for students to enjoy the
opportunity to
read whatever they choose as research shows that reading achievement is more
highly correlated with independent reading than with any other single factor. 
newspapers. We use a variety of activities inspired by the national
structured, convey idea and content with clarity and contain
correct grammar and usage as well as topic sentences, thesis statements,
transitional words and phrases. Students will write in a variety of modes
including expository, lit-based expository and persuasive. Students will also
be brushing up on their business letter and speech writing skills.