Language Arts Syllabi

Texts

The Language of Literature and The Language Network
McDougal, Littell & Company 2001
Various fiction and nonfiction novels

Each unit integrates reading, writing, and listening/speaking/viewing standards.

Incompletes will not be given. If a student has missed an assignment due to an absence, a grade of zero will be averaged in the place of that grade until the student makes up the work within a prescribed length of time. All pre-assigned work will be due on the day of a student’s return from an absence.

No more than one (1) grade of zero (0) should be assigned during a grading period unless a parent contact is made. A parent should be contacted each time a grade of zero (0) is assigned after the first zero (0). It is not acceptable for a student to not complete assignments.

Based on the policy of our new program, zeros are not permitted (ZAP), students who fail to complete assignments will be assigned a day to stay after school to complete the missing work. The day will vary by teacher. Students assigned to ZAP will be required to attend. A bus will be available to take students home if they are not picked up by 4:30.

Parents should be kept apprised of student grades as often as possible, particularly if the student’s grades are poor and parental help might serve to encourage the student. No student should receive a failing grade in a course unless parent contact has been made by phone or in person when the failure occurs and prior to the student’s receiving the grade. The teacher must maintain documentation of this contact.

The current grading policy places the following weight on each category of grades that compose a student’s average:

By the end of their seventh grade ELA experience,

o Students expand their uses of descriptive words and complex sentences, as well as their choices of modes of writing.

o Students continue to develop the ability to critique constructively their own and others’ work.

o They attempt to imitate favorite authors, demonstrating increasing evidence of the author’s craft in their own writing, a natural increase in writing, editing, and proofreading skills results.

o As readers, seventh graders continue to broaden their reading experiences through the study and analysis of compelling literature.

o Seventh grade readers are less likely to be locked into one series than previously, but still may read extensively about a favorite topic or in a particular genre.

o Students are expected to read at least 1,000,000 words from a variety of fiction and nonfiction sources related to all subject areas.

o In assignments related to oral communications or performances, seventh graders prefer group interaction as opposed to individual assignments.

o Students are sometimes reluctant to speak out or draw attention to themselves because they are afraid they will be viewed as “uncool.” Despite those social predilections, seventh graders give oral presentations and dramatic interpretations for various audiences.

o Students also analyze the effects that media images, text, and sounds have on viewers.

Texts

The Language of Literature and The Language Network

McDougal, Littell & Company 2001

Various fiction and nonfiction novels

Each unit integrates reading, writing, and listening/speaking/viewing standards.

Based on the policy of our new program, zeros are not permitted (ZAP), students who fail to complete assignments will be assigned a day to stay after school to complete the missing work. The day will vary by teacher. Students assigned to ZAP will be required to attend. A bus will be available to take students home if they are not picked up by 4:30.

The current grading policy places the following weight on each category of grades that compose a student’s average:

By the end of their eighth grade ELA experience,

o Students continue to refine their skills in the production of quality essays and narratives. develop their own writing styles.

o They use strong verbs, adjectives, and adverbs.

o Many enjoy writing in the first person.

o Students begin to embrace causes, and their writing reflects their developing
social consciences.

o They often rely on arguments from emotion in their persuasive writing.

o As readers, eighth graders continue to broaden their reading experiences through the study and analysis of compelling literature. Enthusiastic eighth-grade readers read texts by popular adult authors.

o Eighth graders enjoy debating a variety of topics, even without proper preparation to support their stands on issues.

o Students like to work within a group setting on individual tasks. They are willing to share ideas, but prefer to be responsible for their own products.

o Viewing and listening skills vary according to an individual’s maturity.

o Eighth grade students deepen their study of Georgia history by identifying Georgia authors and examining texts these authors have created.

o They will be able to identify the connections between an author, their work, and Georgia, and can determine which of the following criteria an author meets: a) born in Georgia, b) lives in Georgia, c) writes about Georgia, d) is or was a long time resident of Georgia, and this is reflected within their work.

o They become aware of the ways Georgia is reflected within text through the study of setting, characterization, theme, historical context, and current events.

Each unit integrates reading, writing, and listening/speaking/viewing standards according to the Georgia Performance Standards.

The current grading policy places the following weight on each category of grades that compose a student’s average: