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English Language Arts  picture of text

English Language Arts involves reading and writing.  This year, all ELA classes will be double blocked into 90 minute periods.  Students will have more time to dive deeper into their understanding of reading and writing.  Although, reading and writing is integrated into every core class, ELA provides the specific understanding and teaching of the reading and writing student expectations (SE). 
 

6th Grade Language Arts
Ms. French, Ms. Klebba, Ms. Lackey, Ms. Borchers
 
During the 2nd and 3rd nine weeks, the students will be working on: exploring informational text, exploring persuasive text/media, and generating connections in both literary and informational texts.    The students will have to complete the several Performance Indicators to show their understanding of the information including:
  • After reading an expository text of choice, write a summary of the main ideas. Use supporting details from the text to demonstrate understandings. In a separate paragraph, explain how the organizational pattern of the text developed the main idea and the author’s viewpoint. 
  • After reading 2-3 teacher-selected texts (same or different genres) with similar ideas, use the information gathered to complete a Venn diagram that reflects the connections between ideas within and across the texts. 
  • Write a multi-paragraph expository essay on a self-selected topic of interest. Include an effective introduction and conclusion, key ideas and evidence, specific facts, details, and examples.
  • Use an appropriate map(s) to plan the route of an automobile trip with a friend to a chosen destination. Present an overview of the directions to a small group. In an informal letter to a friend, explain the route chosen and describe the scenery or sites you will encounter along the way. 
  • Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of literary and informational texts. Provide evidence from the text to support ideas
  • Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings. 
  • After reading two persuasive texts by different authors with similar purposes, create a graphic organizer to compare and contrast the structure and viewpoint of each author, including the facts used to defend each argument.
  • After reading and/or viewing various forms of media (e.g. advertisements, newspaper articles, web pages, televised news, commercials, product labels) on the same topic in a small group, discuss and critique the effectiveness of the persuasive techniques based on audience, purpose, and message. Write a paragraph explaining the effect of persuasive techniques on an audience.

     

       
     

    7th Grade Language Arts
    Ms. Getty, Ms. Marks, Ms. Dupree, Mr. Johnson, Ms. Brooks
     
    Seventh grade students will take both the reading and writing STAAR exam.  During the 2nd and 3rd nine weeks, the students will be working on: exploring informational text, exploring persuasive text/media, and generating connections in both literary and informational texts.    The students will have to complete the several Performance Indicators to show their understanding of the information including:
    • After reading two teacher-selected expository texts, collaborate with another student and assign one of the texts to each partner. Use the organizational pattern (e.g., cause/effect, sequential, order of importance, problem/solution, etc.) as a guide for writing a summary of the assigned text. Exchange summaries with your partner.  Evaluate your partner’s summary for accuracy. With your partner, create a visual representation (e.g., Venn diagram, double T-chart, creative illustration) that shows logical connections between ideas in the two texts.

    • After reading 2-3 informational texts (or excerpts from texts) on a familiar topic, write a multi-paragraph essay that synthesizes the ideas from the texts. Be sure the essay is well organized with a clearly stated purpose. 

    • Write a letter to the teacher reflecting on growth as a writer. Address strengths, improvements, and areas of concern, requesting specific support as applicable.

    • Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of expository and procedural texts that include graphical components. Provide evidence from the text to support ideas.

    • Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings. 

       


       

       

     

    8th Grade Language Arts
    Ms. Burgamy, Ms. Hester, Ms. Doane, Ms. Browder, Ms. Washington
     
    In 8th grade, students must pass their 8th grade reading STAAR exam in order to be promoted to the 9th grade.  Students will have to meet the criteria for the Student Success Initiative (SSI) to be promoted.  During the 2nd and 3rd nine weeks, the students will be working on: exploring informational text, exploring persuasive text/media, and generating connections in both literary and informational texts.    The students will have to complete the several Performance Indicators to show their understanding of the information including:
     
    • After reading two teacher-selected expository texts, collaborate with another student and assign one of the texts to each partner. Use the organizational pattern (e.g., cause/effect, sequential, order of importance, problem/solution, etc.) as a guide for writing a summary of the assigned text. Exchange summaries with your partner.  Evaluate your partner’s summary for accuracy. With your partner, create a visual representation (e.g., Venn diagram, double T-chart, creative illustration) that shows logical connections between ideas in the two texts. 
    • After reading 2-3 informational texts (or excerpts from texts) on a familiar topic, write a multi-paragraph essay that synthesizes the ideas from the texts. Be sure the essay is well organized with a clearly stated purpose. 
    • Write a letter to the teacher reflecting on growth as a writer. Address strengths, improvements, and areas of concern, requesting specific support as applicable.
    • Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of expository and procedural texts that include graphical components. Provide evidence from the text to support ideas.

     

     







         
         

        English I
        Ms. Browder
         
        Students that take English I will take the End of Course Exam.  This exam will be part of their high school transcript and students must score a certain score in order to move forward.  During the 2nd and 3rd nine weeks, the students will be working on: exploring informational text, exploring persuasive text/media, and generating connections in both literary and informational texts.    The students will have to complete the several Performance Indicators to show their understanding of the information including:
         
        • Read a procedural text and analyze the clarity of the information presented.  Rewrite a portion or all of the text to improve the clarity.  Share with a partner to evaluate the effectiveness of the revisions. 
        • After reading an expository text about a specific current event, prepare a visual representation (e.g., slide presentation) to summarize key ideas. In small groups focused on the same event, present the information and synthesize the ideas between the texts. Draw a conclusion about the event and use the writing process to individually write an analytical essay using textual evidence to support understanding.
        • Write multiple reflections to include personal and world connections, thoughts, and responses to informational texts and media. 

        • Write multiple notebook entries that demonstrate knowledge of new words, their meanings, and origins.