Assistant Principal - Josephine Auilicino
In 6th grade English Language Arts, students will be exposed to a variety of literary genres, such as historical fiction, realistic fiction, mythology/fantasy and nonfiction, among others. Students will respond to literature using the workshop model, which focuses on comprehension skills and literary analysis. Students will also be introduced to many genres of writing such as argument, narratives, research, quick writes, summaries, expository, informative, and explanatory writing. During the writing workshop students will learn about the writing process, citing evidence and justifying how the evidence supports their ideas and opinions. In addition to the above, students will learn about levels of questioning using Blooms Taxonomy and Webb’s DOK (Depth of Knowledge). Students will work in groups using accountable talk to articulate their understanding, points of view and to widen their knowledge on the topic at hand.
Students will be immersed in various genres of texts throughout the year. Each unit will include an anchor text that students will read at home, along with reading other novels, poems and articles in class. Each unit will culminate in the students creating a particular piece of writing.
The first unit will focus on the novel A long Walk to Water by Linda Sue Park where students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. The unit culminates with a literary analysis essay about the theme of survival.
The second unit will focus on Lyddie by Katherine Paterson where students will explore the issue of working conditions, both historical and modern day. The unit culminates through an investigation of working conditions in the modern day garment industry, where students explore how businesses can affect working conditions, both positively and negatively.
The third unit will focus on the life of Frederick Douglass, the escaped slave and noted abolitionist who wrote Narrative of the Life of Frederick Douglass. The unit will culminate with students creating a Children’s Book based on an event in Douglass’ life
The fourth unit will focus on a “Science and society” topic, engaging students in reading compelling informational text about adolescent brain development and the effects of entertainment screen time on the brain. At the end of the unit, students will write a position paper, addressing the question: “After examining both the potential benefits and risks of entertainment screen time, particularly to adolescent development, make a recommendation. Should the AAP raise the recommended daily entertainment screen time from two hours to four hours?
Language Arts The eighth grade Language Arts program provides students with opportunities and resources to develop the skills of listening, speaking, reading and writing to enable students to participate as informed, literate members of society. Instruction provides the students with the necessary skills to write various types of genres and develop an appreciation for the writer’s techniques applied within sound pieces of literature. Strategies involve patterns and procedures for students to meet success utilizing the writing process to produce varied types of writing. Instruction advocates techniques for analyzing literature, and multiple opportunities for practice are encouraged.