English Writing 8 2016-2017

Teacher: Ms. Arpine BarseghyanEmail: abarseghyan@ferrahian.com

Course Description: Welcome to Writing 8! This Writing/Grammar course is designed to instruct and motivate students into critical thinkers and writers by utilizing proper grammar and the necessary steps in the writing process (prewriting, writing, revising, editing, and publishing), Writing is both a social and cognitive process. Students will write to communicate with an audience by drawing their own knowledge and research, as well as from existing literature, news media and various other sources.

We will focus on the different forms of writing such as: narrative writing, response to literature (literary analysis), persuasive writing, expository writing, and research writing, where students will do more than just write. They will ask questions, discuss research, write about, and think about the concepts and ideas centered on their topic. Students will develop their writing skills through instruction, research, and practice through numerous drafts. We will also focus on grammar, vocabulary building, and spelling. Each lesson will begin with whole-group, teacher-directed lessons giving every student access to the same model and information.

TEXTBOOKS: Grammar & Composition II, A Beka Book Write Source textbook, Write Source (Great Source Education Group)

COURSE MATERIALS:1. A 3-ring binder with 5 colored dividers labeled as follows: a) Important Handouts b)

Notes c) Journals d) Drafts e) Final Papers 2. One Two-pocket folder to keep essays3. Pencils, Ink Pens (Blue, Black, Red, and Green)4. Post-Its 5. Mini Stapler6. Highlighters

ESLRs Addressed1a 1b 1c 2a 2b 2c 3a 3b 3c 4a 4b 4c 5a 5b 5c

Re-enter in the following boxes the designated ESLRs numbers, which are addressed by this course

1a, 1b, 1c 2b 2c 3a 3b, 3c 4a, 4b, 4c 5a, 5b 5c

Content Standards

Writing GRADE EIGHT

WRITING

1.0 Writing StrategiesStudents write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus1.1 Create compositions that establish a controlling impression, have a coherent thesis, and

end with a clear and well-supported conclusion.1.2 Establish coherence within and among paragraphs through effective transitions, parallel

structures, and similar writing techniques.1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from

authorities, comparisons, and similar devices.Research and Technology1.4 Plan and conduct multiple-step information searches by using computer networks and

modems.1.5 Achieve an effective balance between researched information and original ideas.Evaluation and Revision1.6 Revise writing for word choice; appropriate organization; consistent point of view; and

transitions between paragraphs, passages, and ideas.51 2.0 2.0

GRADE EIGHT Writing

2.0 Writing Applications (Genres and Their Characteristics)Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade eight outlined in Writing Standard 1.0, students: 2.1Write biographies, autobiographies, short stories, or narratives:a. Relate a clear, coherent incident, event, or situation by using well-chosen details.b. Reveal the significance of, or the writer’s attitude about, the subject.c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).

2.2 Write responses to literature:a. Exhibit careful reading and insight in their interpretations.b. Connect the student’s own responses to the writer’s techniques and to specific textual references.

Writing GRADE EIGHT

WRITING

1.0 Writing StrategiesStudents write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus1.1 Create compositions that establish a controlling impression, have a coherent thesis,

and end with a clear and well-supported conclusion.1.2 Establish coherence within and among paragraphs through effective transitions, parallel

structures, and similar writing techniques.1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from

authorities, comparisons, and similar devices.Research and Technology1.4 Plan and conduct multiple-step information searches by using computer networks and

modems.1.5 Achieve an effective balance between researched information and original ideas.Evaluation and Revision1.6 Revise writing for word choice; appropriate organization; consistent point of view; and

transitions between paragraphs, passages, and ideas.51 2.0 2.0

GRADE EIGHT Writing

2.0 Writing Applications (Genres and Their Characteristics)Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade eight outlined in Writing Standard 1.0, students: 2.1Write biographies, autobiographies, short stories, or narratives:a. Relate a clear, coherent incident, event, or situation by using well-chosen details.b. Reveal the significance of, or the writer’s attitude about, the subject.c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).

2.2 Write responses to literature:a. Exhibit careful reading and insight in their interpretations.b. Connect the student’s own responses to the writer’s techniques and to specific textual references.c. Draw supported inferences about the effects of a literary work on its audience.d. Support judgments through references to the text, other works, other authors, or to personal knowledge.

2.3 Write research reports:a. Define a thesis.b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.c. Use a variety of primary and secondary sources and distinguish the nature and value of each.d. Organize and display information on charts, maps, and graphs.

2.4 Write persuasive compositions:a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment).b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion.c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.

2.5 Write documents related to career development, including simple business letters and job applications:

a. Present information purposefully and succinctly and meet the needs of the intended audience.b. Follow the conventional format for the type of document (e.g., letter of inquiry, memorandum).

2.6 Write technical documents:

a. Identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization.b. Include all the factors and variables that need to be considered.c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.

52 The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

Written and Oral English Language Conventions GRADE EIGHT

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language ConventionsStudents write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure1.1 Use correct and varied sentence types and sentence openings to present a lively and

effective personal style.1.2 Identify and use parallelism, including similar grammatical forms, in all written

discourse to present items in a series and items juxtaposed for emphasis.1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the

relationship between ideas.Grammar1.4 Edit written manuscripts to ensure that correct grammar is used.Punctuation and Capitalization1.5 Use correct punctuation and capitalization.Spelling1.6 Use correct spelling conventions.

Class Schedule - Quarter 1The schedule includes the textbook chapters to be covered throughout the year, additional subject matter, all lectures, tests, quizzes, projects and other relevant information.

First Semi-Quarter (1-5)Week 1 Review Course Guidelines, Syllabus and California

English/Language Arts Content Standards

Week 2 Introduction to The Writing Process & The Forms of Writing

Week 3 Narrative Writing - Selected readings and assignments from Write Source textbook and Grammar & Composition II.

Week 4 Oral Presentation – Narrative Essay

Week 5 Intro. - Response to Literature - Selected readings and assignments from Write Source textbook and Grammar & Composition II.

Second Semi-Quarter (6-10)Week 1 Response to Literature - Selected readings and

assignments from Write Source textbook and Grammar & Composition II.

Week 2 Response to Literature - Selected readings and assignments from Write Source textbook and Grammar & Composition II.

Week 3 Response to Literature - Selected readings and assignments from Write Source textbook and Grammar & Composition II.

Week 4 Oral Presentation – Response to Literature

Week 5 Test on grammar

Class Schedule - Quarter 2

First Semi-Quarter (11-15)Week 1 Grammar - Selected readings and assignments from

Grammar & Composition II and Write Source textbook

Week 2 Intro. to Creative Writing

Week 3 Creative Writing - Prewriting

Week 4 Creative Writing – 1st draft

Week 5 Creative Writing – 2nd draft, peer editing

Second Semi-Quarter (16-20)Week 1 Creative Writing – Final paper

Week 2 Creative Writing – Final paper

Week 3 Grammar - Selected readings and assignments from Write Source textbook and Grammar & Composition II.

Week 4 Oral Presentation – Creative Writing

Week 5 Tests on grammar

MIDTERM EXAM: The midterm exam will be based on an in-class Response to Literature Essay.

Class Schedule - Quarter 3

First Semi-Quarter (21-25)Week 1 Intro to Persuasive Writing

Week 2 Persuasive Writing - Selected readings and assignments from Write Source textbook and Grammar & Composition II.

Week 3 Persuasive Writing – 1st draft

Week 4 Persuasive Writing – 2nd draft

Week 5 Persuasive Writing – peer editing & final paper

Second Semi-Quarter (26-30)Week 1 Intro. to Expository Writing

Week 2 Expository Writing - Selected readings and assignments from Write Source textbook and Grammar & Composition II.

Week 3 Expository Writing - prewriting

Week 4 Expository Writing – 1st draft

Week 5 Expository Writing – 2nd draft, peer editing

Class Schedule - Quarter 4

First Semi-Quarter (31-35)Week 1 Expository Writing – final paper

Week 2 Expository Writing - projects

Week 3 Expository Writing - projects

Week 4 Expository Writing - projects

Week 5 Test on grammar

Second Semi-Quarter (36-40)Week 1 Selected readings and assignments from Write Source

textbook and Grammar & Composition II – Grammar & Research Writing

Week 2 Read sample essays on Research Writing

Week 3 Tests on grammar

Week 4 Review persuasive essays

Week 5 The final exam will be based on an in-class Persuasive Essay.

Classroom RulesNote: The following rules are to be taken very, very seriously. The consequences for breaking each rule are as follows: Consequences of Rules

1st offense of breaking a rule = Verbal Warning 2nd offense of breaking a rule = Written Warning and phone call home 3rd offense of breaking a rule = Referral to the Office

Classroom Rules

RESPECT YOURSELF AND THOSE AROUND YOU1. Always be on time or you will be marked tardy and given a warning.2. Raise your hand if you have a question or comment.3. Please remain in your seat at all times, unless I have given you permission.4. Absolutely, positively, with no exceptions, NO TALKING in the classroom, unless it is part of classwork.5. No aggressive or inappropriate behavior or language will be tolerated.6. If you have just come from recess or lunch, I will not let you go to the bathroom,    drink water, or get things from your locker.7. Always, Always bring your books and supplies for class. 8. Electronic devices such as cell phones, I-pods, I-pads, games, etc. are not permitted for use in class.9. I will only give you a make-up exam the very next day you return to school.10. No writing, scratching or tearing up anything in my classroom or on the wallsand bulletin boards. IF YOU WRITE OR DRAW ON A DESK, YOU WILL RECEIVE A REFERRAL. NO EXCUSES OR EXCEPTIONS.

School Grading PolicyThis section includes grading policies set by the school administration for grades 6-12

The grades assigned to students are based on their academic progress and their classroom behavior. Students receive Academic and Cooperation grades for every quarter of the four-quarter academic year. Students also receive a mid-term progress report for each of these 9-10 weeklong quarters. Besides the quarter grades, students are assigned semester grades for each class or course.

The quarter grade is assigned based on the following percent distribution:Quarter Grade

Tests and quizzes 50-70 % Homework 10-15 %

Projects, labs, etc. 10-15 % Class participation 10-15 %

The semester grade is assigned based on the following percent distribution:

1st Semester Grade 2nd Semester Grade1st Quarter grade 40% 3rd Quarter grade 40%2nd Quarter grade 40% 4th Quarter grade 40%Mid-year exam grade 20% Final exam grade 20%Total 100% Total 100%

Academic Grade Scale - Grades 6-12LetterGrade

Scale100

Scale4

ScaleWt.

LetterGrade

Scale100

Scale4

ScaleWt.

LetterGrade

Scale100

Scale4

ScaleWt.

LetterGrade

Scale100

Scale4

ScaleWt.

A+ 100 4.4 5.4

A+ 99 4.3 5.3 B+ 89 3.3 4.3 C+ 79 2.3 3.3 D+ 69 1.3 1.3

A+ 98 4.2 5.2 B+ 88 3.2 4.2 C+ 78 2.2 3.2 D+ 68 1.2 1.2

A+ 97 4.1 5.1 B+ 87 3.1 4.1 C+ 77 2.1 3.1 D+ 67 1.1 1.1

A 96 4.0 5.0 B 86 3.0 4.0 C 76 2.0 3.0 D 66 1.0 1.0

A 95 3.9 4.9 B 85 2.9 3.9 C 75 1.9 2.9 D 65 0.9 0.9

A 94 3.8 4.8 B 84 2.8 3.8 C 74 1.8 2.8 D 64 0.8 0.8

A 93 3.7 4.7 B 83 2.7 3.7 C 73 1.7 2.7 D 63 0.7 0.7

A- 92 3.6 4.6 B- 82 2.6 3.6 C- 72 1.6 2.6 D- 62 0.6 0.6

A- 91 3.5 4.5 B- 81 2.5 3.5 C- 71 1.5 2.5 D- 61 0.5 0.5

A- 90 3.4 4.4 B- 80 2.4 3.4 C- 70 1.4 2.4 D- 60 0.4 0.4

F 0-59 0 0

AssessmentTest/Quiz PolicyStudents take at least TWO tests and two quizzes per class or course per semi-quarter. Two to four quizzes may be counted as one test. It is up to the individual teacher to adopt a policy to drop the lowest

test grade of a student in calculating the quarter grade. No more than two tests are scheduled on the same day. The test scheduled last will be automatically dropped.

Test/Quiz Make-UpStudents with excused absences shall have the opportunity to complete missed class work and make up all tests receiving full credit. The student is responsible to arrange for the make-up.

Students who miss a test/quiz because of an unexcused absence will receive a failing grade on that test/quiz, except when the teacher decides to offer the chance for make-up.

If a student misses a test/quiz while on suspension, he/she will not have the opportunity to make up the test/quiz and will receive an "F".

Cheating Acts of cheating or plagiarism will result in suspension and the student will receive an "F" (20/100) on the test or the assigned work.

RequirementsAll assignments must be turned in with the proper heading in the upper left hand corner. The appropriate heading for this class is listed below.

First and Last Name Michael SarkisianName of Class and Period Writing 8 Per.3Teacher’s Name Ms. BarseghyanDate August 27, 2016

All essays and writing assigned for homework must be typed. I will not accept anything on a memory stick, nor will I allow you to go to the computer lab and print it out during class. You must come to class prepared with your homework or typed assignment in hand.

Students will need to keep all class information, notes, and assignments in their English Binder. All assignments will need to be kept in the appropriate section of each binder. All homework must be turned in at the beginning of the class period. Classwork will be collected before the end of the period (unless otherwise stated by the teacher) so that it may be entered into the grade book that day or by the end of the week.

Grading Policy:

Tests, Quizzes, Projects -50%SSR, Group Work, Class Work, All other Activities – 30%Homework – 10%Participation – 10%

Student and Parent Contract

I have read the course syllabus and classroom rules.

Parent Name (please print) __________________________ Email: ____________________________ Parent Signature __________________________ Date: ____________

I have read the course syllabus and classroom rules. Furthermore, I agree to abide by the classroom rules and to give my best effort in the work that I do for this course.

Student Name (please print) __________________________ Student Signature __________________________

Dear Student,

Thank you for your attention. I am looking forward to a wonderfully successful school year and I am very excited to have you in my classroom!

Happy Writing!Ms. Barseghyan