John D.

O'Bryant School of Math and Science

Syllabus - School Year 2006 - 2007
Mission: The John D. O'Bryant School of Mathematics and Science is a diverse, supportive community of
learners that engages in a rigorous and comprehensive Science, Technology, Engineering, and Mathematics
program integrated with Humanities. Our college-preparatory exam school enables our students to reach their full
potential and become leaders who will shape the direction of society.

Teacher's Name: Mr. Marotta

Subject: ENGLISH LANGUAGE ARTS 8

Textbook: Literature/Third Course, Prentice Hall, Elements of Writing/Third Course, Holt,
Rinehart, and Winston.
Other Instructional Materials: Please note: other textbooks may be added to this list
if I feel instruction will benefit from their use.
Course Description: Instruction focuses on the core instructional practices of a comprehensive literacy
program that include the use of read aloud, think alouds, shared reading, independent reading, modeled writing,
word study, guided writing, and independent writing to support students’ reading, writing, thinking, listening,
speaking and linguistic development. All students develop as independent readers equipped with a variety of
reading strategies that enhance their understanding, enjoyment, and appreciation of literature in a variety of genres
and prepare them for transition to grade 9.

Using a modified readers workshop approach, students learn and apply their knowledge of the basic elements of
different literary genres, including fiction (realistic, historical, science), nonfiction (biography, autobiography,
essays, speeches, articles), poetry, drama, myths, legends, folktales, and informational texts. They make personal
connections, and use the elements to interpret, analyze and evaluate the structure, language and ideas in the
culturally diverse literature they read.

Using a modified writers workshop approach, students develop as independent writers equipped with a variety of
writing strategies that allow them to compose effective pieces of writing for different purposes and audiences. In
addition, all students are provided with support and opportunities to develop as critical and reflective thinkers.
They develop their ability to acquire and use oral and written language effectively to express what they have
learned, and to share their ideas and perspectives on important issues, in formal and informal situations.

BPS Student Product:.

 Students are expected to read and respond to a variety of books or "book equivalents" (e.g., series of
periodicals or articles, manuals, collections of essays or poetry) each year. These works must be
from multiple genres, including fiction and non-fiction. At least three of these texts should be
selected from a list of books developed by the teacher in collaboration with his or her colleagues and
serve as a common experience for all same course students
 Students are expected to meet and exceed acceptable standards (levels 6-10 using MCAS Scoring
Guides) on at least two independent Responses to Literature (Key Questions) by the close of the
school year

Additional Requirements:
In addition to other reading and writing requirements, students are expected to complete an additional, in-
depth, research paper. The student will be expected to:
• discuss some aspect of a culture, race, socio-economic, or gender issue
• paraphrase appropriately
• punctuate direct quotations correctly
• use parenthetical citations
• use multiple sources
 • cite all source material on a works cited page

EXPECTATIONS FOR STUDENT LEARNING

Academic Expectations for Students

John D. O’Bryant School of Mathematics and Science students will:
1. Demonstrate effective communication skills
2. Utilize critical thinking skills to solve problems
3. Interpret information to draw and defend conclusions
4. Think independently
5. Pursue learning experiences to expand knowledge

Social Expectations for Students

John D. O’Bryant School of Mathematics and Science students will:
1. Demonstrate respect for self and others

Civic Expectations of Students

John D. O’Bryant School of Mathematics and Science students will:
1. Participate in one’s community, state, and nation as a responsible citizen

Instructional Objectives
Major Topics: Students are expected to read and respond to several pieces of
literature each year. These works must be from multiple genres, including fiction and non-fiction
(narrative and non-narrative). At least half of the works must be whole books, fiction, and non-fiction.
Three of these books should be selected from a list of 10-15 books developed by the teacher, in collaboration with his or her
colleagues.
Students are expected to meet minimally acceptable standards (level 2-4 using BPS Task
Descriptions, MCAS Scoring Guides, or comparable school-developed alternatives; levels 3-6 on
MCAS ELA Composition Scoring Guide) on at least one independently written Narrative/Memoir
and one independent Response to Literature (Key Question) by the close of the school year.
Students are expected to keep a writer’s notebook where they have the opportunity to collect
ideas each day, think about their writing, and write about what they are thinking and reading. The
notebook will include a large volume of work. A minimum of 8 pieces of work from multiple
genres will emerge from their notebook, be taken through the writing process (including a seed
idea, initial drafts, revisions, edits, completion/publication) and be assessed using a rubric. At
least two of these works will be responses to complete works of literature.
Students are expected to take and meet minimum competency benchmarks on the Scholastic
Reading Inventory, Qualitative Reading Inventory, or Flint-Cooter Reading Assessment. Mid and
End-of-Year ELA Open-Response Writing Assessments are also required. (2)
(2) BPS Office of Curriculum and Instructional Practices 2004 English Language Arts-Grade 8

Assessment/Grading Policy
Assessment: Students' progress will be continually assessed using the following methods.

% Of Term Grade
Tests and Oral/Written Projects 60%
Quizzes 20%
Homework and Classwork/Notebook 20%
The final grade for the year will be the average of the 5 marking term grades, the Final
Exam grade, and the BPS Student Product grade.
Instructional Strategies

A variety of instructional strategies and on-going assessment activities must be utilized to provide
scaffolding and support a student's successful completion of all graduation and promotion requirements.
These strategies and activities should include but not be limited to the following:

• Reciprocal Teaching – (Summarizing, Questioning, Clarifying, Predicting) strategy for improving students’
understanding of the text.
• QAR: Question Answer Relationship (Right There, Between the Lines, Beyond the Lines) - to identify and
review literal and interpretive questions
• KWL (What I know, What I want to know, What I want learned) - to utilize prior knowledge, set a purpose
for learning, make predictions about the text, summarize skills and knowledge learned
• PREP (Pre-reading Plan) - activates prior knowledge that involves associations, reflections about the
associations, and reformulation of knowledge
• Graphic Organizer - to organize information and recognize text structures
• Semantic Mapping - to enhance understanding of new words and their relationship to the text
• Transformation of the Text (Prose  Poetry  Drama Visual) - taking the essence of the text and
extending its meaning by transforming it from one genre to another
• Think, Pair, Share - students listen; think about a question or problem; pair with a partner; discuss and
reformulate their responses (with their partner and then others)
• "How Do You Know" Questions - hold students accountable for their responses to the text; require evidence
and supporting details
• “Who, What, When, Where, Why” Questions - ensure literal comprehension of text
• Brainstorming - to generate and share prior knowledge about the topic or text
• Free write/draw - to engage and record or illustrate prior knowledge about the text
• Context Clues - to identify unknown words and multiple meanings of known words through associations with
other words or phrases in the text
• Reader Response Journals and Learning Letters - to assess students' personal responses to and
understanding of what they are reading
• Think Aloud - to model and share learning strategies and thinking abilities
• RAFT (Role, Audience, Format, and Topic) - an outline/organizer; the student is told the role (who is the
writer, the audience (who is the audience), the format (what form the writing will take, and the topic (what
they will write about)
• QtA (Questioning the Author) - questioning approach for enhancing student engagement and understanding
of different text
• Word splash – key terms or concepts are taken from a text; students to make predictions about how terms
relate to the title or main focus of the intended reading
• Strategic Teaching - to develop students' metacognitive abilities (3)

(3) BPS Office of Curriculum and Instructional Practices 2004 English Language Arts-Grade 8

Additional Information/Expectations

Students will be expected to type a majority of all work handed in to me. The work must be
typed in black ink only, #12 Times New Roman Font. I have this expectation because
handing in hand written work is not satisfactory preparation for students expecting to enter
college and the professional work force in the future. The typing of this syllabus should be
proof enough that the aforementioned is true.
Extra Help Schedule; Parent Conference Times (for appointment, please call 635-9932):
I am available for meetings after school, from 1:45 pm, at the convenience of the parent.
Please make an appointment.
Students may only obtain make up work after school. Make up work and extra help after
school only, Monday, Tuesday, and Thursday, 1:45 to 2:30. Students must show up between 1:45
and 2:00. No appointment required. All questions about work missed for any reason, or work
to be collected, or work to be distributed, will be addressed AFTER SCHOOL ONLY.
Class time is for class work and ALL MAKE UP is AFTER SCHOOL.
To receive credit for work, all student papers must be identified. Name, date and period are
required on ALL papers submitted or no credit can be given. Papers not identifiable with this
information will be discarded. I do not conduct time-consuming investigations to identify the
alleged owners of such papers.
Has your son/daughter done his/her homework? Have you seen it? Have you checked it?
Student/Parent Signatures: I understand the objectives, expectations, and other information
included on this page.
Name, date and period on all papers, or Mr. Marotta will not correct the work. All work is due
on time.
It is the responsibility of the student to come after school and inquire about make up work
Immediately after an absence. Make up work is for excused absences only.
Student’s Signature: _______________________________
Parent/Guardian: __________________________________
Parents/guardians should keep one copy. The other copy must be signed and returned to the
teacher.
NAME______________________________DATE___________________PERIOD______

Student/Parent Signatures:

Student's Signature: ______________________________________

Parent/Guardian: ________________________________________

Parents/guardians should keep one copy. The other copy must be signed and returned to the teacher.