English

8 th Grade

Curriculum Overview

Literature

Texts:

Winesburg, Ohio —Anderson

Hunger —Hamsun

Into the Wild —Krakauer

Julius Caesar —Shakespeare

Cry, the Beloved Country —Paton

Ella Minnow Pea—Dunn

A selection of short stories, TBA

Students at the eighth grade level are introduced to thematic literary study, where texts can be compared using a central theme or themes and where they learn to critique those texts using the techniques of ‘close reading’ and symbolic/thematic interpretation. In many respects, this work is a continuation of the seventh grade's Elements of Fiction work, though it remains accessible for students new to the Academy. Thematic study and close reading are integral parts of New Criticism, which is the dominant form of literary criticism taught at the university level. This is to prepare them for English at the Upper School, where critical thinking and reasoning are applied to the analysis of a set text. Students are asked to identify and discuss traditional elements of fiction, but also to examine how they function within a text as well as their usages by the author.

Grammar and Vocabulary

Texts:

Elements of Writing: First Course —Kinneavy and Warriner

Sadlier-Oxford Vocabulary Workshop: Level B —Shostak

Though reading will broaden a student’s vocabulary, regular exposure to a set list provides an even stronger base on which to build. Units are assigned weekly, with weekly spelling tests and vocabulary tests as supplements to independent study.

Written Work

Composition is a key area of focus in the eighth grade. Clear and concise sentences, meaningful and well-structured paragraphs and the application and integration of an overall framework are components of study which will culminate in the development, research and writing of a multi-page, critical literary essay. The work for this commences during the latter portion of quarter two and culminates during the final weeks of quarter three. Additionally, the students are responsible for maintaining a Reader Response Journal. They receive a template at the beginning of the year which they are encouraged to apply to their independent reading, and which is required for their assigned reading. The goal of the RRJ is to record impressions and factual information relevant to the text; it also helps students to focus their attention to details which they might ordinarily skip.

Oral Work

Class participation is as important as actual attendance. For this reason, students are encouraged to come to class prepared to ask at least one question or contribute at least one statement to the class discussion every day. They will also be presenting a book talk this year. All students in the eighth grade are required to prepare, write and deliver an original speech.

Peer Review

Occasionally, students will participate in a ‘Peer Review’ before the final draft of an assignment is handed in for a grade.

For take home assignments: students will be given notice that a rough draft version of the assignment is due on a specified date. They are to bring the rough draft to class on that date, when they will split into small groups. Their ‘peers’—the members of their group—will offer constructive criticism of the work. They will then be given the opportunity to make amendments to their writing as needed.

For in-class assignments: after the allotted amount of time, students will split into small groups where their writing will be similarly critiqued. The difference here is that the in-class assignment is the end result: the critique will be more informational than anything. They will not take home the in-class writing for revision and resubmission

Kristen Spangler

spangler.k@harrisburgacademy.org

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