Eighth Grade English (A)
Course Description:
This course is designed to expand students’ reading, writing, speaking, listening, and language skills so that each skill is able to be performed independently during an authentic performance task. Students read and analyze a variety of fiction (narrative) and nonfiction (informational) texts. Students also have opportunities to improve their speaking, listening, and communication skills through small group and whole-class presentations.
Course Details:
| Course Title (District): | Eighth Grade English (A) | ||||||||||
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| Course Title (NCES SCED) : | Language Arts (grade 8) | ||||||||||
| Course Provider : | Novi Community School District | ||||||||||
| Content Provided By : | Novi Community School District | ||||||||||
| Online Instructor Provided By : | Novi Community School District | ||||||||||
| Standards Addressed : | |||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 01036 |
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How To Enroll:
| Email : | [email protected] |
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| Phone : | 248-675-3159 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 248-675-3159
- proper MLA formatting for explicit and implicit evidence (RL8.1)
- The definition of theme
- Character and theme are related
- Words are made up of prefixes, root words, and suffixes (RL8.4)
- Select the strongest explicit evidence to support an analysis of what the text says (RL8.1)
- Write a theme statement that is closely aligned with the text
- Determine the meaning of words and phrases as they are used in a text (RL8.4)
- the character drives the plot, and both drive the theme of a narrative story (RL8.2)
- themes are timeless because they represent the human condition
- that dialogue serves a purpose in a story’s plot or character development
- what makes a theme timeless
- how authors modernize themes
- common story elements used by authors (to modernize a story?) (character, setting,
- different types of conflict
- Identify the purpose of dialogue (i.e. creating a complex character or moving the plot)
- write a simple summary of a story that focuses on conflict
- Revision is a tool to help us achieve our writing goals (W8.5)
- Sophisticated story elements increase reader engagement. (W8.3.B)
- K1 - Character types (main vs. secondary, static and dynamic, etc.) (W8.3.D)
- K2 - Examples of flashback and flash forward (W8.4)
- K3 - The difference between mood and tone (W8.3D)
- K4 - Common character traits (W8.3.B)
- Point of view (W8.3.B)
- K5 - Purposeful paragraphing including rules for dialogue (W8.4)
- K6 - Show not tell and figurative language (W8.3.D)
- K7 - Relationships, strengths, weaknesses, pressures, goals and dreams are integral parts of creating a complex character (W8.3.D)
- the protagonist and foil character have conflicting POVs on the overall theme
- complicated setting
- the protagonist’s actions conflict with their beliefs or dialogue
- Creating symbolism
- Creating a clear tone / mood
- Creating an internal character change (readers can see the change through thoughts, dialogue, or actions)
- Changes in the setting or the character’s relationship to the setting
- Adding Figurative Language
- Unit 1: Narrative Character
- Unit 2: Narrative Plot
- Unit 3: Narrative Writing
- Unit 4: Novel - Speaking, Listening and Literary Analysis
- A Chromebook (or similar device) with camera and microphone enabled
- Headphones/Earbuds
- Access to Google Chrome
- Access to web based learning management platform
Unit 1: Narrative Character
The student will analyze two texts with a similar theme, including how the authors used characters to develop the theme in ways that are similar or different
The student will understand that the theme and characters of a narrative story are mutually dependent on each other.
Students will know…
Students will be able to…
Unit 2: Narrative Plot
The student will analyze how a modern work of fiction draws on themes, patterns of events or character types from traditional stories including describing how the material is rendered new (RL8.9)
The student will understand that…
Students will know…
Students will be able to…
Unit 3: Narrative Writing
Students will be able to independently use their learning to reflect on changes they would make to their overall/theme, craft, elaboration, and organization after writing an on-demand narrative piece.
Students will understand that…
Students will know…
Students will be able to…
Overall:
S1 - Ss will be able to develop theme through story elements (character, setting, plot, and conflict)
Organization:
S2 - Ss are able to implement a flash-forward or a flashback to manipulate time in a purposeful way...to understand how sophisticated organization directly impacts higher reader engagement
Elaboration:
S3 - Ss can create two characters: the protagonist, and one character that foils the protagonist to show the protagonist’s strengths and weaknesses
S4 - Ss will include a complicated story element such as:
S5 - Craft: Ss can focus on character development such as:
Unit 4: Novel - Speaking, Listening and Literary Analysis
Students will be able to independently use their learning to support or refute a claim with evidence from a novel, the real world, and group discussions. Including explicit evidence from the text read, group discussions, and citations where appropriate. And uses strong reasoning to show how that evidence supports or refutes the claim.
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Fully Met | |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | |
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met |
| Rating | Comments | |
|---|---|---|
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Fully Met | |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Fully Met | |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Fully Met | |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Fully Met | |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Fully Met | |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | |
| C7. The online course provides regular opportunities for learner-learner interaction. | Fully Met | |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Fully Met | |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Fully Met | |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Fully Met | |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | |
| E2. The online course design facilitates readability.* | Fully Met | |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Fully Met | |
| E4. Course multimedia facilitate ease of use.* | Fully Met | |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Fully Met | |
| F2. The online course tools support the learning objectives or competencies.* | Fully Met | |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Fully Met | |
| F4. The course allows instructors to control the release of content.* | Fully Met | |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met |
Review Conducted By: Novi Community School District
Date of Review:
05/27/2022
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
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| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
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Students will need the following: