Writing & Grammar (8th grade)

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This class will teach the writing process including grade level appropriate ... ( Student) will also be working through the Prentice Hall Grammar. Workbook and  ...

Writing & Grammar (8th grade) CEDARS Title:51036 Estimated Hours Per Week: 5.00 Class Description: This class will teach the writing process including grade level appropriate conventions, grammar and spelling skills. We will be using Institute for Excellence in Writing's Medieval History-Based Writing Lessons and the Student Writing Intensive DVD course. (Student) will also be working through the Prentice Hall Grammar Workbook and The Phonetic Zoo Spelling program. Learning Materials: Institute for Excellence in Writing's Medieval History- Based Writing Lessons Lenova Thinkpad Notebook Student Writing Intensive DVD course Prentice Hall Grammar Workbook The Phonetic Zoo Spelling program Analytical Grammar: Set, Companion DVD; Review and Reinforcement Learning Goals/Performance Objectives: 1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing. 1.2.1 Analyzes task and composes multiple drafts when appropriate. 1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. 1.4.1 Edits for conventions (see 3.3). 1.6.1 Applies understanding of the recursive nature of writing process. 1.6.3 Uses knowledge of time constraints to adjust writing process. 2.1.1 Applies understanding of multiple and varied audiences to write effectively. 2.2.1 Demonstrates understanding of different purposes for writing. 2.3.1 Uses a variety of forms/genres. 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.1.2 Analyzes and selects effective organizational structure. 3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. 3.2.3 Uses a variety of sentences consistent with audience, purpose, and form. 3.3.1 Uses legible handwriting. 3.3.2 Spells accurately in final draft. 3.3.3 Applies capitalization rules. 3.3.4 Applies punctuation rules. 3.3.5 Applies usage rules. 3.3.6 Applies paragraph conventions. 3.3.7 Applies conventional forms for citations. 4.1.2 Analyzes and evaluates own writing using established criteria. Learning Activities: Civilization in the Middle Ages—major figures and events come alive as students write, using Institute for Excellence in Writing’s stylistic techniques and the nine structural units. These 29 lessons acquaint young learners with Charlemagne, the Vikings, William the Conqueror, Knighthood, geniuses of the Renaissance, and others. Student will work through the workbook at approximately three lessons per month. Workbook includes assignments, blank outlines, source texts, checklists, vocabulary cards and grammar helps. The student will also work through daily lessons from Prentice Hall Grammar Workbook. This 21-chapter workbook is a comprehensive source of instruction for students who need additional grammar, punctuation, and mechanics instruction. Each chapter provides ample explanation, examples, and exercise sets. The exercises contain enough variety to

ensure a student's mastery of each concept. The student will also study from The Phonetic Zoo, which is a teacher-guided phonetically-based audio spelling program. After a short introductory lesson, students independently take spelling tests until mastery of the list is achieved. Students learn spelling rules incrementally, which will help with future spelling, and personal spelling lists ensure that a student’s spelling needs are addressed Progress Criteria/Methods of Evaluation: (Student’s) progress will be confirmed by his ability to accurately (85% and above) complete handouts and daily writing lessons. He will also be assessed for progress through weekly grammar and spelling quizzes. (Student) will write a 3-5 page paper with illustrations and footnotes each quarter that will be assessed according to a 6-Trait rubric. (Student) will take the CAT/5 test in May to meet the state annual assessment requirement in all subjects. *************************************************************** Monthly Student Progress: September 2011 Activities: This month (Student) progressed through lessons 1-3 of his writing program. Points he focused on were adding quality adjectives, strong verbs and -ly words to his writing. He completed 2 essay projects while continuing to practice key word outlines. (Student) also progressed at a satisfactory level in his grammar book and completed two chapters. Some topics were independent and dependent clauses, classifying sentences and conjunctions. Assessment: Progress was confirmed by (Student’s) ability to complete the review pages, scoring 90% and above, at the end of each section. Goals: 1.1.1; 1.3.1; 1.4.1; 3.3.3; 3.3.1; 3.3.5; 4.1.2 October 2011 Activities: (Student) continued with his Medieval Writing and progressed quickly through lessons 4-7. He continued writing using key word outlines and completed several 3 paragraph essays on Mohammed and Charlemagne in preparation for his first multipage paper next month. Lessons included those about five-sense descriptions, more strong verbs, and elements of style. He studied rules for punctuating dialogue and capitalizing words in titles. (Student) progressed at a satisfactory level in his grammar book and completed two chapters. He also mastered 3 spelling tests in The Phonetic Zoo. Assessment: Progress was confirmed by (Student’s) enthusiasm about the curriculum, ability to complete writing projects successfully and accurately (98%, 95%, 88%, 100%) as well as worksheets on study subjects. Goals: 1.1.1; 1.2.1; 1.4.1; 3.2.2; 3.3.3; 3.3.4

November 2011 Activities: (Student) began Analytical Grammar this month. He completed 2 units consisting of nouns, articles, adjectives and pronouns. He completed all exercises and skill support sheets at a satisfactory level (92% and above). (Student) continued with his medieval writing lessons 8 and 9 and worked on new skills including topic sentences, clinchers, sentence openers, and short reports. He continued working with the key word outline model and has shown progress in the flow of his writing. (Student) wrote the outline and rough draft of his first big writing project on the topic: The Coronation of Charlemagne. He then completed the final edit. (Student) also began a root word study

and completed a section of Greek words. He continued with his weekly lessons in his spelling program. Assessment: Progress was confirmed by (Student’s) ability to complete assignments accurately and progress through the material in a timely and accurate fashion. (Student’s) first writing project this month shows his progress already in the use of an outline, his ability to write paragraphs with topic sentences, and use of interesting adjectives. According to the 6 Trait Rubric, the student scored 91% on his first quarterly writing project. He is also demonstrating a solid understanding of the History intertwined with each writing lesson. Goals: 1.1.1; 1.2.1; 2.1.1; 3.1.1; 3.1.2; 3.2.3