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Surfers - Language Arts
Sarah Azzarello
WEST ROWAN MIDDLE
Contact Sarah Azzarello

Page Last Updated Sep 01, 2009
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Surfers
8th Grade
Language Arts
Social Studies

Welcome to 1st quarter.   In language arts this quarter, we are reading the Where the Red Fern Grows. Our library day is scheduled for every other Friday. Students are allowed to check out 2 books at a time. For homework we are focusing on comprehension and studying for the EOG by reading small passages and answering 5-6 multiiple choice questions that go with the stories.  On Mondays we read from our textbooks, Tuesdays we work with our class novel.  On Wednesdays we work on vocabulary and reading comprehension.  Thursdays are reserved for writing practice and on Friday we have EOG remediation.  Generally, homework is assigned every night. To be more convienient for students with evening obligations, I give a week's worth of assignments on Friday afternoon so that students can work at their own pace. Each Tueday the students will bring home an envelop with all of their graded work with a cover sheet for parents to sign stating that they have seen their child's papers.  Our social studies classes have a less traditional format.  We are working in groups and partnerships to discuss and complete activities pertaining to United States history with a North Carolina slant. We are starting with geography and moving into the early settlers of North Carolina.
I am offering EOG tutoring on Tuesday and Thursday mornings from 7-8 for math and 3:30-4:30 for reading.   Anyone from our team is welcome to attend. 


HOMEWORK HOTLINE # 704-633-9561 EXTENTION  8300

MY VOICEMAIL EXTENTION IS 237

1st quarter
Reading-  Treasure Island, Where the Red Fern Grows, comprehension, and Personal Narratives
Social Studies-  geography and early settlers of North Carolina

Standards:

SOCIAL STUDIES

1.01 Assess the impact of geography on
the settlement and developing
economy of the Carolina colony.
1.02 Identify and describe American
Indians who inhabited the regions
that became Carolina and assess their
impact on the colony.
1.03 Compare and contrast the relative
importance of differing economic,
geographic, religious, and political
motives for European exploration.
1.04 Evaluate the impact of the Columbian
Exchange on the cultures of Native
Americans, Europeans, and Africans.
1.05 Describe factors that led to the
founding and settlement of the
American Colonies including
religious persecution, economic
opportunity, adventure, and forced
migration.
1.06 Identify geographic and political
reasons for the creation of a distinct
NC colony and evaluate the effects
on the government and economics of
the colony.
1.07 Describe the roles and contributions
of diverse groups, such as Native
Americans, European immigrants,
landed gentry, tradesmen, and small
farmers to everyday life in colonial
NC, and compare them to the other
colonies.
What are the 3 regions of NC and their
major features?
How have N. Carolinians modified, used
and adapted to NC’s physical
environment?
What were the 4 pre-contact Native
American cultures of NC and their
contributions to NC?
How did the NA’s impact the development
of the colonies?
What were the different motives of
European explorers toward the
development of the colonies?
What is the Columbian Exchange?
What were the reasons the first settlers had
for founding NC?
How would the Europeans justify coming
to America?
What are some of the geographical and
political issues that surrounded the
founding of NC?
What were the roles of various groups on
the development of the colony?


ELA
Competency Goal 5 The learner will respond to various literary genres using interpretive and evaluative processes.
  5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
using effective reading strategies to match type of text.
reading self-selected literature and other materials of interest to the individual.
reading literature and other materials selected by the teacher.
assuming a leadership role in student-teacher reading conferences.
leading small group discussions.
taking an active role in whole class seminars.
analyzing the effects of elements such as plot, theme, characterization, style, mood, and tone.
discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
extending understanding by creating products for different purposes, different audiences, and within various contexts.
analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.
5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems).
evaluating what impact genre-specific characteristics have on the meaning of the text.
evaluating how the author's choice and use of a genre shapes the meaning of the literary work.
evaluating what impact literary elements have on the meaning of the text.
Competency Goal 6 The learner will apply conventions of grammar and language usage.
  6.01 Model an understanding of conventional written and spoken expression by:
using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons.
using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
applying the parts of speech to clarify language usage.
using pronouns correctly, including clear antecedents and case.
using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases, appositives, dependent and independent clauses.)
determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
extending vocabulary knowledge by learning and using new words.
evaluating the use and power of dialects in standard/nonstandard English usage.
applying correct language conventions and usage during formal oral presentations.
6.02 Continue to identify and edit errors in spoken and written English by:
using correct spelling of words appropriate in difficulty for eighth graders and refining mastery of an individualized list of commonly misspelled words.
producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and spelling and the correct use of punctuation, capitalization, and format.
self correcting errors in everyday speech.
independently practicing formal oral presentations.