Eighth Grade English (B)
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 Title (District):||Eighth Grade English (B)|
|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 :||
How To Enroll:
|Email :||[email protected]|
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
- Various types of effective multimedia and visual displays that are used to relay information and add interest
- Participate in discussions
- Analyze multiple aspects of a novel
- Create a visual multimedia presentation
- Unit 5: Credible Sources
- Unit 6: Book Clubs
- Unit 7: Argument Writing
- A Chromebook (or similar device) with camera and microphone enabled
- Access to Google Chrome
- Access to web based learning management platform
Unit 5: Credible Sources
Students will be able to independently use their learning to understand both sides of a topic and present a well-rounded overview of it
Students will understand that…
U1 - Readers question their own beliefs and assumptions while determining what is true - or not - in a text.
U2 - Readers must analyze information as one interpretation instead of simply accepting it as the truth.
U3-Being informed is an essential component of discussing important issues with others.
U4-Being willing to change your mind when confronted with new information is essential to growth.
Students will know...
K1 - Know societal topics/current events
K2 - terms related to arguments including bias, credibility, claim, counterclaim, and rebuttal.
K3 - how to identify claims and counterclaims in an argument
K4 - terms related to arguments including relevant and irrelevant evidence, logical reasoning
Students will be able to…
S1- identify a topic of societal importance they are passionate about
S2 - Determine an author's point of view or purpose in a text
S3 -Analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
S4 - determine the difference between relevant and irrelevant evidence
S5 - Form opinions on disagreeing text by analyzing facts and opinions.
Unit 6: Book Clubs
The student will evaluate the success of clarifying information and strengthening claims of their own and another’s multimedia displays.
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Students will understand that carefully selecting from a variety of multimedia strategies can successfully suit a particular audience and purpose
Students will know…
Students will be able to...
Unit 7: Argument Writing
Students will be able to independently use their learning to analyze an argumentative text’s usage of persuasive techniques.
Students will understand that…
U1 - effectively persuasive arguments hinge upon a writer’s use of development of ideas, organization, and style (CCSS.ELA-LITERACY.W.8.4)
U2 - effectively persuasive arguments purposefully target a specific audience (CCSS.ELA-LITERACY.W.8.4)
Students will know...
K1 - components of a strong lead
K2 - essential parts of an argument, including qualified claim, audience, evidence, counterclaim, and rebuttal
K3 - components of a strong ending
Students will be able to…
S1 - use transitions to connect between ideas
S2 - stay fair to opposing views by acknowledging counterclaims
S3 - provide context for a debatable topic, including varying perspectives, history, and impact of the topic
S4 - use trustworthy sources
S5 - address problematic sources
S6 - analyze a debatable topic in a way that leads readers to follow their claims
S7 - choose language to create a tone that makes readers feel a certain way
S8 - use strong evidence to support claims
S9 - use comparisons, analogies, examples, anecdotes, or other rhetorical devices to help readers grasp the significance of a piece of evidence
NSQ National Standards for Quality Online Courses
|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|
|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|
|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|
|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|
|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|
|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|
|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|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Per District Policy||Per District Policy||Semester||05/26/2022|
Students will need the following: