Welcome to Grade 8 English!
Ms. McWatters
This class will be...
Equitable & Inclusive � “To improve outcomes for students at risk,
all partners must work to identify and remove barriers and must actively seek to
create the conditions needed for student success. In an increasingly diverse Ontario,
that means ensuring that all of our students are engaged, included, and
respected, and that they see themselves reflected in their learning environment.”-- Ontario Ministry of Education ,
Realizing the Promise of Diversity...Ontario's Equity and Inclusive Education Strategy
This class will be...• integrated
• balanced
• creative
• (media) critical
Integrating subjects is a great way for students to have a morein-depth understanding of a topic. This class will include integrating his-tory, drama, science, geography, & math .
To ensure all students’ needs are met, this class has a balanced literacy program. There will be an emphasis on fluency, vocabulary, and domain knowledge while including shared reading/writing, guided reading/writing, indep-endent reading/writing, and oral communication.
Students learn best when they are interested in what they are doing. Allowing students the freedom to be creative is very important. In many instances, students will have choice about what to learn and of how to complete an assignment.
Our children are being exposed to media whether we teach them to be critical or not. Many teens are spending hours on the Internet. This classroom will reflect this increasingly online generation through less-ons, assignments, and learning how to be criti-cal in a sea of information.
A Week-at-a-GlanceDay 1 Day 2 Day 3 Day 4 Day 5
Independent Reading (15 min)
Read-Aloud(15 min)
Independent Reading & Small Group Guided Reading(15 min)
Journal Writing(15 min)
Free Writing(15 min)
Lesson(10 min)
Classroom Discussion or Think-Pair-Share(15 min)
Lesson(10 min)
Drama or Media Studies/Exercises(20 min)
Lesson(10 min)
Small Group Conferences & Group or Independent Working Time(35 min)
Small Group Conferences & Group or Independent Working Time(30 min)
Small Group Conferences & Group or Independent Working Time(35 min)
Community Building or Classroom Discussion(25 min)
Small Group Conferences & Independent Working Time(35 min)
The Year-at-a-Glance
September
Week 1 – 4th to 7thIntroduction, Surveys, &
Community Building
Week 2 – 10th to 14th
Unit 1: Short Stories& “Voice”
Week 3 – 17th to 21st
Week 4 – 23rd to 27th
October
Week 1 – 1st to 5th
Week 2 – 8th to 12th
Week 3 – 15th to 19th Unit 2: Novel Study & Literature Circles
** Possibly integrating with history class
Week 4 – 22nd to 26th
Week 5 – 29th to 2nd
November
Week 1 – 5th to 9th
Week 2 – 12th to 16th
Week 3 – 19th to 23rd Unit 3: Film, Media,& Technological Presentations
** Possibly integrating with science class
Week 4 – 26th to 30th
DecemberWeek 1 – 3rd to 7th
Week 2 – 10th to 14th
Week 3 – 17th to 21st
The Year-at-a-Glance
January
Week 1 – 7th to 11th
Unit 3: The Writing Process
Week 2 – 14th to 18th
Week 3 – 21st to 25th
Week 4 – 28th to 1st
Unit 4: Persuasive Writing/Media
February
Week 1 – 4th to 8th
Week 2 – 11th to 15th
Week 3 – 18th to 22nd
Week 4 – 25th to 1st Unit 5: Exploring
Non-Fiction
**Possibly integrating with science class
March
Week 1 – 4th to 8th
Week 2 – 11th to 15th -March Break-
Week 3 – 18th to 22nd (Unit 5 Continued...)
Week 4 – 25th to 29th
The Year-at-a-Glance
April
Week 1 – 1st to 5th
Unit 6: Poetry
** Possibly integrating with French class
Week 2 – 8th to 12th
Week 3 – 15th to 19th
Week 4 – 22nd to 26th
Week 5 – 29th to 3rd
May
Week 1 – 6th to 10th Unit 7: World Stories(Myths, Legends, Oral
History, Graphic Novels, etc...)
** Possibly integrating with geography class
Week 2 – 13th to 17th
Week 3 – 20th to 24th
Week 4 – 27th to 31st
June
Week 1 – 3rd to 7th
Week 2 – 10th to 14th
Unit 8: PortfoliosWeek 3 – 17th to 21st
Week 4 – 24th to 28th
A Unit OverviewAccording to the Ontario Curriculum, there are four strands of language to be covered each year—Reading, Writing, Oral Communication, & Media Literacy.
Here is an illustration how these strands exist in a unit.
Unit 5 – Exploring Non-Fiction
Reading: Learn How to Read Non-Fiction; Shared, Guided, & Independent Reading of Non-Fiction Materials; Analyze & Explore How Materials Were Written; Note Unfamiliar Words in Vocabulary Graphic Organizer
Writing: Generate, Gather, & Organize Ideas; Shared, Guided, & Independent Writing of Non-Fiction Materials; Revise & Edit Own Writing and Others’; Write a Comprehension Non-Fiction Text
Oral Communication: Think-Pair-Share About Non-Fiction Topics; Classroom Discussion About Non-Fiction Topics; Oral Presentation About a Non-Fiction Topic
Media Literacy: Create a Media Piece About a Non-Fiction Topic (Blog, Pamphlet, Poster, Public Service Announcement); Research Online
Assessment & EvaluationAs available on the Ontario Ministry of Education website, here
is a rubric for persuasive letter writing:
Assessment & Evaluation
What’s the Difference Between Assessment & Evaluation, Anyways?
From Duke University,http://web.duke.edu/arc/documents/The%20difference%20between%20assessment%20and%20evaluation.pdf
Feedback given along the way; assessment for, as, & of learning
Final grading & feedback
Assessment & EvaluationIn this class, assessment and
evaluation will be composed of:
• rubrics, like the previous slides (that are given out at the start of the assignment)• part-way-through-unit assessments• conferences• self-assessments & self-evaluations• teacher comments
If there are any questions about the grading, I would be happy to review the assignment with
the student or with you, parents/guardians.
Addressing Students’ NeedsStudents come from a diverse backgrounds and have a
variety of needs and interests. Here are ways these needs will be addressed in this class:• choices will be given when doing projects &
assignments, allowing students to choose the coursework which suits them best• accommodations & modifications to program available on a case-by-case basis (please let me know!)• the units and how they are taught will reflect the diverse student body in the class• extra help is available at lunch and after school on certain days
Parents’/Guardians’ RolesThe support you give your child is invaluable. Here are some
things you can do at home to extend your child’s learning:
• talk to your child! I know the adolescent learner can be reluctant to talk, but discussing the day helps your child consolidate their day’s learning & promotes oral communication skills
•create a quiet and supportive environment for your child to do their homework (even create a homework schedule)• show interest in your child’s work; boost their self-esteem with a compliment• read with your child or discuss a book you both read
Thank you for your time!
Any Questions?