Professional Documents
Culture Documents
COURSE DESCRIPTION:
Instruction in grade eight addresses students increasing maturity and the growing
sophistication of their abilities. Students should be able to comprehend more challenging
books and articles, basing all of their analyses, inferences, and claims on explicit and
relevant evidence from the texts. Students will expand on their ability to identify central ideas
by identifying how those themes are shaped and conveyed by particular details. Their
analysis of basic literary elements will extend to identifying connections and complexities
within narratives and how individual elements weave together to advance plot and reveal
character. The evaluation of the impact of language on tone and meaning will begin to
include more sophisticated concepts such as analogy and allusion, subtleties in point of view
such as dramatic irony, and a more sophisticated appreciation for connotative diction. These
skills will be incorporated into the students own narrative, informational, and argumentative
writing. Students will become increasingly adept at understanding an authors biases, the use
of complex rhetorical devices including logical fallacies, and tailoring his or her own prose for
maximum influence. In addition, the eighth grade curriculum embraces the three major shifts
of the Georgia Standards of Excellence:
1. Complexity: The standards require regular practice with complex text and its
academic language
2. Evidence: The standards emphasize reading and writing grounded in evidence from
text, both literary and informational
3. Knowledge: The standards require building knowledge through content rich non-
fiction
While continuing with a variety of literary non-fiction, students in grade eight will begin to
tackle more technical informational texts as well. Literary selections will include foundational
materials from mythology, cultural histories, and religious traditions. Text complexity levels
are assessed based upon a variety of indicators.
Additionally, key research concepts will include media literacy, conducting searches, and
finding and using sources. The Speaking and Listening standards require students to
develop a range of broadly useful oral communication and interpersonal skills. Students
must learn to work together, express and listen carefully to ideas, integrate information from
oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual
displays strategically to help achieve communicative purposes, and adapt speech to context
and task.
More information regarding the course standards can be found by accessing the following
link: https://www.georgiastandards.org/Georgia-Standards/Pages/ELA-6-8.aspx
CURRICULUM OVERVIEW:
The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS
SUBJECT TO CHANGE.
CURRICULUM OVERVIEW
Unit Unit Theme/Topic End of Unit Timeframe
Performance
Task
Collection Culture and Expository
1 Belonging Essay Each unit is seven weeks of
Collection The Move Towards Literary instruction
3 Freedom Analysis
Collection Approaching Argumentative
4 Adulthood
Collection The Value of Work Narrative
6
Collection Anne Franks Legacy Expository
5 Essay
The end of unit Collection Performance Tasks require students to develop a variety of writing
and speaking products, working through the process of planning, producing, revising, and
presenting for each task.
BOARD-APPROVED INSTRUCTIONAL MATERIALS
Title of the Literature Anthology Georgia Collections 8
ISBN-13/EAN: 9780544090958
ISBN
ISBN-10: 0544090950
Replacement Cost
$66.65
www.myhrw.com
Online book and/or resources
Websites, Programs, and Resources will be listed in our Google Classroom.
Remediation Tools
Online student access code TBA
(school specific)
GRADING SYSTEM: Clayton County Public Schools believes that the most important
assessment of student learning shall be conducted by the teachers as they observe and
evaluate students in the context of ongoing classroom instruction. A variety of approaches,
methodologies, and resources shall be used to deliver educational services and to maximize
each students opportunity to succeed. Teachers shall evaluate student progress, report
grades that represent the students academic achievement, and communicate official
academic progress to students and parents in a timely manner through the electronic grading
portal.