8th Grade English

Ms. Madison
WELCOME TO ENGLISH LANGUAGE ARTS!

Hello Everyone! I would like to welcome you to 8th grade English.

My name is Ms. Madison and we will have a very busy and exciting year together! We will be
learning a lot this year, but we will have so much fun while working together. The goal for this
class is to engage you in reading and writing and to ultimately prepare you for high school. Our
motto for this class is thatour classroom is a community of compassionate, determined and
enthusiastic learners who will respect and support the learning environment.
Contact Information:
I am available by phone, Monday-Friday at: (623) 210-2433, please leave a message and I will
return the call within 24 hours, if not on the same day. You can also reach me by email, SundayFriday at: breanna.e.madison@gmail.com
School Schedule for 2015-2016:
Regular hours are 7:00am 3:05pm
Period 0: 7:00- 7:50
Period 1: 8:00- 8:50
Period 2: 8:55- 9:45
Period 3: 9:50- 10:40
Period 4: 10:45- 11:35
Lunch: 11:40- 12:30
Period 5/ Advisory: 12:35- 1:15
Period 6: 1:20- 2:10
Period 7: 2:15- 3:05
Course Description:
Students will be learning a great deal in preparation for high school. We will be reading, novels,
articles, plays, essays, as well as, learning and practicing the four types of essay writing. Students
will also learn what it takes to research topics for group and individual projects. Group
discussion will also play a major role in learning this year.
Required Reading:

Student Choice
o Refer to reading list
Novels
Plays
Short Stories
News/ Journal Articles
Essays
Poems
Songs

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Course Breakdown:
The year will be broken up into 4 major reading and writing units:
1. Personal Readings
a. Novels
b. Discussions
c. Essay
d. Presentation
2. Poetry/Plays
a. Discussions
b. Essay
c. Presentation
3. Classroom Readings
a. Novels/ Plays
b. Discussions
c. Essay
d. Presentation
4. Research
a. Topics
b. Research
c. Essay
d. Presentation
Homework Policy:
Student will place their assignments into an all purpose document sorter, by last name, at the
beginning of every class. In class or short assignments will be graded and handed back to
students within 2-3 days. Larger assignments, like essays, projects and tests, will be given back
to students within a week of them being turned in. Graded homework will be placed on the daily
assignment desk, so that students can put it in their backpacks before they are hung up for the
day. The larger essays, tests, and projects will be given back on an individual basis, near the end
of the day in case of any questions.
Late Work Policy:
Students will have until I leave for the day to turn in an assignment for full credit. They will then
be given one additional day to turn in the homework with an automatic 10% deduction. After the
second day, only extreme extenuating circumstances will be taken into account. There will be a
few extra credit opportunities throughout the year for students to make up any points they might
have missed; but laziness or apathy will not be acceptable in my classroom.
Make-up Work:
Any student who is absent is responsible for getting the notes from a peer.
Students will be able to pick up their missing work, at the absent work station, by the
homework table at the beginning or end of class.
Students with the excused absences will be given an additional day to turn in any the
homework. Unexcused absences will depend on the type of assignment/ direction that the
student has missed.
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Daily assignments, quizzes and participation points cannot be made up and will result in
a ZERO.
However, for the large assignments, essays, projects, and tests students must take
responsibility to check with the teacher for individual explanation and retakes.

Homework Assistance:
Students needing minimal or clarifying assistance will be able to come in to my classroom
during lunch or during my prep hour. If a student needs tutoring they can come see me to set up
an appointment.
Communication:
Communication will play a large role in our classroom, and we want parents to be as involved as
possible. Parents are encouraged to take an active part in their students learning. Volunteering
and observing are always welcome! Questions or concerns will be addressed as soon as possible
via email or phone.
Important information will be sent out with my students on an as needed basis. However,
I will send home all of my contact information with my students, and my information
should also be listed on the school website.
I will notify parents that my preferred method of communication will be via email, or in
person (if parents do call me, I will return the call the same day.) Parents will have the
opportunity to speak with me at parent-teacher conferences, or after school.
I will also set up additional meetings before school, after school or during prep with any
parent who feels the need to check in on their students behavior or academics; or if I
believe there is a reason to meet with said parents.
Phone calls will be implemented for students who have gone above and beyond, in terms
of grades or behavior. Calls will also be made for students who are having trouble
keeping their grades up, or who might have behavioral issues in my class.
Grading:
Grades will be put into both a written grade book and online digital grade books.
Grades will first be recorded in hard copy, and then transferred to the computer for parent
portal use on designated days, most likely Tuesdays and Sundays. This way parents will
be able to track their students grades through the online grade book.
Daily assignments and homework will be given back to students, within 2-3 days; while
larger assignments will warrant a full week before they are returned.
Student progress reports will go out every 3 weeks and will require parent signatures; this
will also be for a grade.
All assignments will be given a percentage rate that will go toward the students overall
grade. This way I can take students top test grades.
Tests
Essays
Homework
Projects
Participation/ Community points

25%
20%
20%
20%
15%
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Total
Grading Scale:
90%-100%
80%-89%
70%-79%
60%-69%
50% or Below

100%
A
B
C
D
F

Class Expectations/ Policies:

All students will be responsible for following the appropriate behaviors for all classroom
interactions. The students will have district, school, and classroom rules and procedures that they
will be taught on the first day of school. The rules of the classroom will be posted for students to
view at all times.
The expectations of our classroom are that:
Students are expected to follow the classroom procedures, and act with the
appropriate behaviors for all classroom interactions.
Students will improve listening skills by actively engaging and appropriately
responding during conversations, discussions and debates.
Students will exposed to a plethora of learning materials including: computers,
tablets, videos, maps, graphs, smartboards, cell phones, test/ quizzes, surveys etc.
Students will have fun while learning new information from: articles, collages,
graphic organizers, websites, plays, dramas, poetry, novellas, textbooks, journals,
novels, clay, paintings, etc.
Students will gain and understanding and appreciation for others point of view
through discussions, readings, and videos.
I, the teacher, will make sure that every student who enters the classroom will be
educated in a way that best fits their specific and diverse needs.
Entrance Policy:
Students will be required to check-in by writing their signature on the sign in sheet posted on the
table near the door. They will pick up any needed papers or returned homework on the daily
assignment desk, and then quietly make their way to their assigned seat. Materials needed for
class that day will be listed on the white board. Students will get out all of the items they need
for that day, and then wait for me to dismiss them, by rows, to go hang their backpacks up on the
hooks in the back of the class. If needed, they will also pick up a textbook from the classroom
set.
Bell-work Policy:
Every day there will also be a bell ringer showing on the SMART board. While waiting to hang
up their backpacks they will be working on the bell ringer in a specific bell ringer journal. The
bell ringer will vary; it could be studying/ reviewing for a quiz, a word problem, a quick write,
quote, or practice paragraph editing. Depending of the type of bell ringer, and the assignment for
the day, this portion of the class should take no longer than 10 to 15 minutes.
Homework Policy:
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Collecting Assignments: Homework will be collected first thing to keep students from
working on it during class time. During the beginning of class, students will have been
asked to take their homework out of their backpacks and place it on their desks. When
students are hanging their backpacks they should place their homework on the collection
table near the teachers desk. Instead of just turning work into a basket, I prefer for
student to put their assignments into an all purpose document sorter, by last name, thus
cutting down on the amount of time needed to sort, and grade homework.
Handing Back Assignments: In class or short assignments will be graded and handed
back to students within 2-3 days. Larger assignments, like essays, projects and tests, will
be given back to students within a week of them being turned in. Graded homework will
be placed on the daily assignment desk, so that students can put it in their backpacks
before they are hung up for the day. The larger essays, tests, and projects will be given
back on an individual basis, near the end of the day in case of any questions.

Dismissal Policy:
Since the students backpacks are hanging up, clean up will start 10 minutes before dismissal.
Students will once again be dismissed by rows to pick up their backpacks, and drop off the
textbooks. They will then return to their desks and clear up their materials before the days
closure. Most days closures will be a written exit ticket, and writing their homework/ assignment
due dates in their student planners. Students will again be dismissed by row. The first thing they
will do is turn in their exit ticket to the homework box by the teachers desk, and then form a line
at the door. I will stand at the door and dismiss the students, who will then walk in a line to their
next class.
Bathroom Policy:
Students will raise their hands to ask for permission before going to the bathroom. Permission
will NOT be granted during teaching/lectures, reading, notes, tests, essays, or 10 minutes before
class is over.
Consequences/ Discipline:
There is a 4-steps procedure that I will follow when students break the classroom rules:
These rules will be consistent for every student who enters the classroom. If at any time a
student does not follow the rules, they will be made to follow the procedures of due
process. All disobedience of classroom rules will be documented and placed in the
students disciplinary file.
The consequences for not following the class expectations will be:
1st offense - A Warning/ Conversation
2nd offense - A Call Home
3rd offense - A Detention
4th offense - An Administrative Referral
*I reserve the right to skips steps as necessary based upon the severity of the offense.
Additionally, I am required by the State of Arizona to report signs of abuse or neglect, or threats
to self or others.
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My Philosophy as Your Teacher:

I want to inspire my students- I want them to want to learn. Kids should enjoy school, they
should want to come to school, and have fun while learning new information. To have that kind
of learning environment I need to have a structured, organized, and safe classroom. My
education has instilled in me an understanding that there are multiple classroom strategies to
insure that every single one of my diverse group of learners has the ability, and opportunity to
succeed in my class. Every student who steps into my classroom has the right to be educated in a
way that best fits their specific needs, and in my classroom students will know they, and their
needs, will be met and appreciated.
Parental Support and Involvement:
Parent involvement is very important to student success. There are multiple times throughout the
year that parents will be invited to join in classroom activities. For students to succeed in school
they need support from every angle, and I want my students and their parents to always have an
open and understanding relationship. I want students to have a connection with the community
they live in, so there will be many opportunities for parents and students to help make a
difference together.
I hope to foster and greater commitment to school, reading and writing and our community! I
look forward to getting to know all of you! Ms. Madison
____________________________________________________
Teacher Signature: __________________________________
I have read and understand all of the policies in this syllabus. I am committed to making this
year a success for myself and my classmates. I look forward to the 2015-2016 school year.
Students Name: ___________________________________ Class Period: _______________
Students Signature: _________________________________ Class Period: _______________
Parents Signature: ________________________________________
(Please have your parents sign and return)

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Arizonas College and Career Ready Standards for 8th Grade Language Arts/ Literacy:
Reading:
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each
other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and
proficiently.
Writing:
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
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6. Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames
(a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking/ Listening:
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others' ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow
the line of reasoning and the organization, development, and style are appropriate to
task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information
and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating
command of formal English when indicated or appropriate.

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