• Peoples Publishing Group (2006). Measuring up to the Georgia performance standards and success strategies for the CRCT.
• English Language Arts (ELA). Saddle Brook, NJ: Peoples Publishing Group.
  
• Correlation to the Georgia Performance Standards for ELA.
• Instructional work texts.
• Georgia Diagnostic Practice Tests.
• Reading/Comprehension – Writing:
• Several novel units / trade books, and read-along tapes

·  Scholastic Action Magazine
·  The Atlanta Journal – Constitution

• Wheeler High School Portfolio: Current Events/News Review

CONTENT:

I. COBB COUNTY SCHOOL DISTRICT

• CURRICULUM STANDARDS:  ESOL – 8TH GRADE

Note: supporting the language acquisition process embedded in the academic content areas, the Cobb County School District 8th Grade ESOL Curriculum Standards follow the WIDA Consortium Standards. In addition, they are aligned with the Georgia Performance Standards listed below.

II. GEORGIA DEPARTMENT OF EDUCATION

• GEORGIA PERFORMANCE STANDARDS

Note: the Georgia Performance Standards are not specifically designed for ESOL learners. Hence, appropriate adaptations, modifications, and accommodations must be made.

• READING AND LITERATURE

In reading a text closely, the student works carefully to discern the author’s perspective
and the particular facts and details that support it. The student reads thoughtfully and
purposefully, constantly checking for understanding of the author’s intent and meaning so
that the interpretation will be sound.

ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.

For literary texts, the student identifies the characteristics of various genres and produces
evidence of reading that:
a. Identifies the difference between the concepts of theme in a literary work and
    author’s purpose in an expository text.
b. Compares and contrasts genre characteristics from two or more selections of
    literature.
c. Analyzes a character’s traits, emotions, or motivations and gives supporting
    evidence from the text (s).
d. Compares and contrasts motivations and reactions of literary characters from
    different historical eras confronting similar situations or conflicts.
e. Evaluates recurring or similar themes across a variety of selections, distinguishing
    theme from topic.
f. Evaluates the structural elements of the plot ( e.g. subplots, climax), the plot’s   
    development, and the way in which conflicts are (or are not) addressed and resolved.
g. Analyzes and evaluates the effects of sound, form, figurative language, and
    graphics in order to uncover meaning in literature:
    i. Sound (e.g. alliteration, onomatopoeia, internal rhyme scheme, and meter).
    ii. Figurative language (e.g. simile, metaphor, personification, hyperbole,
    symbolism, imagery).
h. Analyzes and evaluates how an author’s use of words creates tone and mood and
    provides supporting details from text.

For informational texts, the student reads and comprehends in order to develop
understanding and expertise and produces evidence of reading that:
a. Analyzes and evaluates common textual features (e.g. paragraphs, topic sentences,
    concluding sentences, introduction, conclusion, footnotes, index, and bibliography).
b. Applies, analyzes and evaluates common organizational structures (e.g. graphic
    organizers, logical order, cause and effect relationships, comparison, and contrast).
c. Recognizes and traces the development of an author’s argument, point of view, or
    perspective in text.
d. Understands and explains the use of a complex mechanical device by following
    technical directions.
e. Uses information from a variety of consumer, workplace, and public documents
    (e.g. job applications) to explain a situation or decision and to solve a problem.

ELA8R2 The student understands and acquires new vocabulary and uses it
correctly in reading and writing. The student
a. Determines pronunciations, meanings, alternate word choices, parts of speech,
    or etymologies of words.
b. Determines the meanings of unfamiliar words in content and context specific to
    reading and writing.
c. Demonstrates an initial understanding of the history of the English language.

ELA8R3 The student reads aloud, accurately (in the range of 95%), familiar
material in a variety of genres of the quality and complexity illustrated in the
sample reading list, in a way that makes meaning clear to listeners. The student
a. Uses letter-sound knowledge to decode written English and uses a range of cuing
    systems (e.g. phonics and context clues to determine pronunciation and meaning.
b. Uses self-correction when subsequent reading indicates an earlier miscue
    (self-monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

Additional Standard:

ELA8R4 The student acquires knowledge of Georgia authors and significant text created by them. The student

a. Identifies a variety of Georgia authors both male and female.
b. Identifies authors’ connections to Georgia through a variety of materials including 
    electronic media.
c. Identifies award winning Georgia authors.
d. Examines texts from different genres (e.g. picture books, poetry, short stories, novels,
    essays, informational writing, and dramatic literature) created by Georgia authors.
e. Relates literary works created by Georgia authors to historical setting and or events.
f. Explains how Georgia is reflected in a literary work through setting, characterization,
    historical context or current events.
g. Evaluates recurring or similar themes across a variety of selections written by Georgia
    authors, distinguishing theme from topic.

Note: The addition of this standard places a specific requirement on eighth grade teachers, but it does not place an additional requirement on them. The study of literary works is required in the first standard in the Reading and Literature strand; therefore, this standard simply specifies a category of works to be studied.

• READING ACROSS THE CURRICULUM

Students encounter a variety of informational and fictional texts, and they read texts in all
genres and modes of discourse. In the study of various disciplines of learning (language
arts, mathematics, science, social studies) students must learn, through reading, the
communities of discourse of those disciplines. Each subject has its own specific
vocabulary, and for students to excel in all subjects, they must learn the specific
vocabulary of all subject areas in context.

Reading across curriculum develops students’ academic and personal interests in
different subjects, as well as their understanding and expertise across subject areas. As
students read, they develop both content and contextual vocabulary. They also build good
habits for reading, researching, and learning. The Reading Across the Curriculum
Standards focus on the academic and personal skills students acquire as they read in all
areas of learning.

ELA8RC1 The student reads a minimum of 25 grade-level appropriate books or
book equivalents (approximately 1,000,000 words) per year from a variety of
subject disciplines. The student reads both informational and fictional texts in a
variety of genres and modes of discourse, including technical texts related to various
subject areas.

ELA8RC2 The student participates in discussions related to curricular learning in
all subject areas. The student
a. Identifies messages and themes from books in all subject areas.

b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from subject area to those in another area.
d. Evaluates the merits of texts in everyday subject discipline.
e. Examines the author’s purpose in writing.
f. Recognizes and uses the features of disciplinary texts (e.g. charts, graphs, photos,
    maps, highlighted vocabulary).

ELA8RC3 The student acquires new vocabulary in each content area and uses it
correctly. The student
a. Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.

ELA8RC4 The student establishes a context for information acquired by reading
across subject areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate to
    multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar
    words or concepts.

• WRITING

The student writes clear, coherent text that develops a central idea or tells a story. The
writing shows consideration of the audience and purpose. The student progresses
through the stages of the writing process (e.g. prewriting, drafting, revising, and editing
successive versions).

ELA8W1 The students produces writing that establishes an appropriate
organizational structure, sets a context and engages the reader, maintains a
coherent focus throughout, and signals a satisfying closure. The student
a. Selects a focus, organizational structure, and a point of view based on purpose,
    genre, expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g. chronological order,
    cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structure to ensure coherence (e.g. transition elements, parallel
    structure.
e. Supports statements and claims with anecdotes , descriptions, facts and statistics,
    and specific examples.

ELA8W2 The student demonstrates competence in a variety of genres.
The student produces a narrative (fictional, personal, and experimental) that:
a. Engages readers by establishing and developing a plot, setting, and a point of
    view that are appropriate to the story (e.g. varied beginnings, standard plot line,
    cohesive devices, and a sharpened focus).
b. Creates an organizing structure appropriate to purpose, audience and context.
c. Relates a clear, coherent incident, event, or situation by using well-chosen
    details.
d. Reveals the significance of the writer’s attitude about the subject.
e. Develops complex major and minor characters using standard methods of
    characterization.
f. Includes sensory details and concrete language to develop plot, setting, and
    character (e.g. vivid verbs, descriptive adjectives, varied sentence structures,
    and specific narrative action).
g. Excludes extraneous and inappropriate information.
h. Uses a range of strategies (e.g. suspense, figurative language, dialogue,
    expanded vocabulary, flashback, movement, gestures, expressions,
    foreshadowing, tone, and mood).
i.  Provides a sense of closure appropriate to the writing.

The student produces writing (multi-paragraph expository composition such as
description, explanation, comparison and contrast, or problem and solution) that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
    otherwise developing reader interest.
b. Develops a controlling idea that conveys a perspective on the subject.
c. Creates an organizing structure appropriate to purpose, audience, and context.
d. Develops the topic with supporting details.
e. Excludes extraneous and inappropriate information.
f. Follows an organizational pattern appropriate to the type of composition.
g. Concludes with a detailed summary linked to the purpose of the composition.

The student produces technical writing (business correspondence: letters of application and letters of recommendation, résumés, abstracts, user guides or manuals, web pages).
a. Creates or follows an organizing structure appropriate to purpose, audience,
    and context.
b. Excludes extraneous and inappropriate information.
c. Follows an organizational pattern appropriate to the type of composition.
d. Applies rules of Standard English.

The student produces a response to literature that:
a. Engages the reader by establishing a context, creating a speaker’s voice, or
    otherwise developing reader interest.
b. Demonstrates an understanding of the literary work.
c. Support a judgment through references to text and personal knowledge.
d. Justifies interpretations through sustained use of examples and textual evidence from the literary work. e. Support a judgment through references to text, references to other works, authors, or non-print media, or references to personal knowledge. f. Produces a judgment that is interpretive, analytic, evaluative, or reflective (orally, graphically, in writing). g. Anticipates and answers a reader’s questions. h. Provides a sense of closure to the writing.

The student produces a multi-paragraph persuasive essay that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
   otherwise developing reader interest.
b. States a clear position or perspective in support of a proposition or proposal.
c. Creates an organizing structure that is appropriate to the needs, values, and
    interests of a specific audience, and arranges details, reasons, and examples.
d. Includes appropriate relevant information and arguments.
e. Excludes information and arguments that are irrelevant.
f. Provides details, reasons, and examples, arranging them effectively by
    anticipating and answering reader concerns and counter-arguments.
g. Supports arguments with detailed evidence, citing sources of information as
    appropriate.
h. Anticipates and addresses reader concerns and counter-arguments.
i. Provides a sense of closure to the writing.

The student produces a piece of writing drawn from research that:
a. Poses relevant and tightly drawn questions about the topic.
b. Engages the reader by establishing a context.
c. Conveys clear and accurate perspectives on the subject.
d. States a thesis.
e. Records important ideas, concepts, and direct quotations from significant
    information sources, and paraphrases and summarizes all perspectives on the
    topic, as appropriate.
f. Uses a variety of primary and secondary sources and distinguishes the nature
    and value of each.
g. Organizes and displays information on charts, maps, and graphs.
h. Provides a sense of closure to the writing.
i. Documents resources (bibliography, footnotes, endnotes, etc.).

ELA8W3 The student uses research and technology to support writing. The student
a. Plans and conducts multiple-step information searches by using computer
    networks and modems.
b. Achieves an effective balance between researched information and original
   ideas.
c. Avoids plagiarism.

ELA8W4 The student consistently uses the writing process to develop, revise, and
evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises writing for appropriate organization, consistent point of view, and
    transitions between paragraphs, passages, and ideas.
c. Edits writing to improve word choice, grammar, punctuation, etc.

• CONVENTIONS

Conventions are essential for reading, writing, and speaking. Instruction in
language conventions will, therefore, occur within the context of reading, writing,
and speaking, rather than in isolation.

Use of Standard English conventions helps readers understand and follow the student’s
meaning, while errors can be distracting and confusing.
Standard English conventions are the “good manners” of writing and speaking that make
communication fluid.

ELA8C1 The student demonstrates understanding and control of the rules of the
English language, realizing that usage involves the appropriate application of
conventions and grammar in both written and spoken formats. The student
a. Declines pronouns by gender and case, and demonstrates correct usage
    in sentences.
b. Analyzes and uses simple, compound, complex, and compound-complex
    sentences correctly, punctuates properly, and avoids fragments and run-ons.
c. Revises sentences by correcting misplaced and dangling modifiers.
d. Revises sentences by correcting errors in usage.
e. Demonstrates appropriate comma and semicolon usage (compound, complex,
    and compound-complex sentences, split dialogue, and for clarity).
f. Analyzes the structure of a sentence (basic sentence parts,
   noun-adjective-adverb clauses and phrases).
g. Produces final drafts/presentations that demonstrate accurate spelling and the
   correct use of punctuation and capitalization.

• LISTENING, SPEAKING, VIEWING

The student demonstrates an understanding of listening, speaking, and viewing skills for
a variety of purposes. The student listens critically and responds appropriately to oral

communication in a variety of genres and media. The student speaks in a manner that
guides the listener to understand important ideas.

ELA8LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Confirms understanding by paraphrasing the adult’s directions or suggestions.
e. Displays appropriate turn-taking behaviors.
f. Actively solicits another person’s comments or opinions.
g. Offers own opinion forcefully without domineering.
h. Responds appropriately to comments and questions.
i. Volunteers contributions and responds when directly solicited by teacher or
   discussion leader.
j. Gives reasons in support of opinions expressed.
k. Clarifies, illustrates, or expands on a response when asked to do so.
l. Employs a group-decision making technique such as brainstorming or a
   problem-solving sequence (e.g. recognizes problem, defines problem,
   Identifies possible solutions, selects optimal solution, implements solution,
   evaluates solution).
m. Develops a plan of action or agenda for written and/or verbal follow-up.

ELA8LSV2 The student listens to and views various forms of text and media in
order to gather and share information, persuade others, and express and
understand ideas. The student will select and critically analyze messages using
rubrics as assessment tools.
 
When responding to visual and oral texts and media (e.g. television, media, film
productions, and electronic media), the student:
a. Interprets and evaluates the various ways in which visual image makers
    (e.g. graphic artists, illustrators, news photographers) communicate
    information and effect impressions and opinions.
b. Analyzes oral communication by paraphrasing a speaker’s purpose and
   point of view, and asks relevant questions concerning the speaker’s content,
   delivery, and purpose.
 
When delivering and responding to presentations, the student:
a. Gives oral presentations or dramatic interpretations for various purposes.
b. Organizes information (e.g. message, vocabulary) to achieve particular
    purposes and to appeal to the background and interests of the audience.
c. Shows appropriate changes in delivery (e.g. gestures, expression, tone,
    pace, visuals).
d. Uses language for dramatic effect.e. Uses rubrics as assessment tools.
f. Responds to oral communications with questions, challenges, or
   affirmations.
g. Uses multimedia for presentations.

GRADING SCALE EXPLANATION:

Spelling/Vocabulary Tests: 20%; Unit Tests: 20%; Context Clues / Inferences: 20%;
Creative Writing: 20 %; Quizzes: 15%; Class Participation: 5%.
Total: 100%

PLEASE NOTE: This syllabus is subject to change to accommodate the needs of the
students.

Classes will be notified when a change is made.

Student signature: _________________________________

Date: _______________________

Parent / Guardian Signature: __________________________

Date: ____________________

Mrs. Csaszar's Research Projects

Egypt

China