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Grapvine-Colleyville Independent School District
Grapevine Middle School

Language Arts

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ATTENTION 6TH GRADE PARENTS:
More information to come about the sixth grade field trip:



Study Island

Students use Study Island as assigned by their teacher.

Brain Pop

BrainPOP creates animated, curriculum-based content that engages students, supporting teachers, and bolsters achievements.

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Language Arts

6th Grade

First Six Weeks

Reading and Literature

Realistic fiction

Literary Elements

Thinking Maps

Written Composition and Language

Personal Narrative

Listening and Speaking

 

Second Six Weeks

Reading and Literature

Myths and Folk Tales

Literary Elements

Comprehension

Writing

Informative Essay

 

Third Six Weeks

Reading and Literature

Novel Studies

Writing

Descriptive writing

 

Fourth Six Weeks

Reading and Literature

Informational articles and biographies

Literary Elements

Writing

Essays

 

Fifth Six Weeks

Reading and Literature

Novels and reference sources

Comprehension

Writing

Reflective writing

 

Sixth Six Weeks

Reading and Literature

Historical fiction and poetry

Literary Elements

Word Study-content area vocabulary

Writing

Persuasive Essay

 
7th Grade Language Arts- On Level

 

1st 6 weeks

            Reading- short stories, to locate information

            Writing- report writing

            Language- editing skills, subject/verb agreement, spelling/vocabulary

 

2nd 6 weeks

            Reading- short stories, memoirs

            Writing- memoir writing

            Language- compound sentences, prepositional phrases, spelling/vocabulary

 

3rd 6 weeks

            Reading- historical fiction, drama

            Writing- memoir writing

            Language- complex sentences, spelling/vocabulary

 

4th 6 weeks

            Reading- historical fiction

            Writing- TAKS skills, sentence structure/combining

            Language- homophones, verb tenses, spelling/vocabulary

 

5th 6 weeks

            Reading- TAKS skills, science fiction

            Writing- fiction writing

            Language- possessives, contractions, spelling/vocabulary

 

6th 6 weeks

            Reading- science fiction, poetry

            Writing- journal, poetry

            Language- diction/word choice, spelling/vocabulary

 

 

7th Grade Language Arts- PreAP

 

1st 6 weeks

            Reading- short stories, memoirs

            Writing- journal, memoir writing

            Language- sentence structure, editing, compound sentences, vocabulary

 

2nd 6 weeks

            Reading- short stories, to locate information, Ray Bradbury

            Writing- journal, report writing, memoir

            Language- verb tenses, prepositional phrases, vocabulary

 

 

3rd 6 weeks

            Reading- Ray Bradbury, A Christmas Carol

            Writing- journal, descriptive narrative

            Language- complex sentences, vocabulary

 

4th 6 weeks

            Reading- historical fiction

            Writing- poetry, TAKS skills

            Language- homophones, participles/absoutes

 

5th 6 weeks

            Reading- science fiction

            Writing- developing mood

            Language- sentence combining, vocabulary

 

6th 6 weeks

            Reading- TAKS skills, science fiction, poetry

            Writing- poetry

            Language- diction/word choice, vocabulary

           

8th Grade

English 8 Syllabus

Course Description
In eighth grade language arts, students participate in an integrated course of study designed to prepare the student for high school English class. Students read widely and identify characteristics of various literary forms. Advanced reading strategies allow students to analyze information from multiple sources to form relationships among ideas supported with textual evidence. Students apply literary and expository writing skills, research skills, the use of technology, and the analysis of visual literacy in a variety of genres. Students are expected to communicate written ideas effectively by maintaining focus and coherence, developing ideas fully, expressing their unique voice or perspective, and increasing proficiency of conventions such as spelling, capitalization, and punctuation. Students present oral and written reports using research from print and visual sources.
 
Curriculum At A Glance

1st 6 Weeks - Which audiences would find an author’s language most credible and appealing?

Listening/Reading/Viewing – Explain why an author’s word choice and language might be credible and appealing to a particular audience. Speaking/Writing/Visual Rep – Use language purposefully to create a credible, appealing message.

 

2nd 6 Weeks - Which audiences would find an author’s evidence most credible and appealing?

Listening/Reading/Viewing – Explain why an author might include or exclude information for a particular audience. Speaking/Writing/Visual Rep – Include or exclude information to develop internal coherence.

 

3rd 6 Weeks - Which audiences would find an author’s organization of ideas most credible and appealing?

Listening/Reading/Viewing – Explain why an author’s organizational structure might be credible and appealing to a particular audience. Speaking/Writing/Visual Rep – Select and organize information to develop external and internal coherence.

 

4th 6 Weeks - Which audiences would find an author’s style most credible and appealing?

Listening/Reading/Viewing – Explain why an author’s tone and mood might be credible and appealing to a particular audience. Speaking/Writing/Visual Rep – Use literary techniques to develop a tone and mood appropriate for the message and the audience.

 

5th 6 Weeks - Which audiences would find an author’s biases or perspectives most credible and appealing?

Listening/Reading/Viewing – Explain why an author’s biases or perspectives might be credible and appealing to a particular audience. Speaking/Writing/Visual Rep – Provide thoughtful insights or generalizations that support a central message.

 

6th 6 Weeks - Which audiences would find an author’s treatment of an issue or theme most credible and appealing?

Listening/Reading/Viewing – Compare the content, credibility, and delivery of multiple authors addressing the same issue or theme. Speaking/Writing/Visual Rep – Develop the same topic, issue, or theme in multiple ways to appeal to different audiences.
 
Pre-AP English 8 Syllabus
 
Course Description

This course is designed to prepare students for entry into Advanced Placement (AP) courses at the high school level and meet the needs of the district’s Pre-AP and gifted and talented language arts students. Students are expected to communicate written ideas effectively by maintaining focus and coherence, developing ideas fully, expressing their unique voice or perspective, and increasing proficiency of conventions such as spelling, capitalization, and punctuation. Historical fiction, short stories, and classical literature are read and used to identify literary elements. Students study analogies and use analogous logic to explain ideas and events in literature. Writings will address specific audiences, and students refine the use of a variety of strategies to fully develop ideas. Control of language, sentence structure and organization are expected. Students present oral and written reports from independent research studies using primary sources and varied sources of visual media. Students must possess advanced language abilities and have a sincere interest in the areas of reading and language arts.

 
Curriculum At A Glance

1st 6 Weeks - Which audiences would find an author’s language most credible and appealing?

Listening/Reading/Viewing – Explain why an author’s word choice and language might be credible and appealing to a particular audience. Speaking/Writing/Visual Rep – Use language purposefully to create a credible, appealing message.

 

2nd 6 Weeks - Which audiences would find an author’s evidence most credible and appealing?

Listening/Reading/Viewing – Explain why an author might include or exclude information for a particular audience. Speaking/Writing/Visual Rep – Include or exclude information to develop internal coherence.

 

3rd 6 Weeks - Which audiences would find an author’s organization of ideas most credible and appealing?

Listening/Reading/Viewing – Explain why an author’s organizational structure might be credible and appealing to a particular audience. Speaking/Writing/Visual Rep – Select and organize information to develop external and internal coherence.

 

4th 6 Weeks - Which audiences would find an author’s style most credible and appealing?

Listening/Reading/Viewing – Explain why an author’s tone and mood might be credible and appealing to a particular audience. Speaking/Writing/Visual Rep – Use literary techniques to develop a tone and mood appropriate for the message and the audience.

 

5th 6 Weeks - Which audiences would find an author’s biases or perspectives most credible and appealing?

Listening/Reading/Viewing – Explain why an author’s biases or perspectives might be credible and appealing to a particular audience. Speaking/Writing/Visual Rep – Provide thoughtful insights or generalizations that support a central message.

 

6th 6 Weeks - Which audiences would find an author’s treatment of an issue or theme most credible and appealing?

Listening/Reading/Viewing – Compare the content, credibility, and delivery of multiple authors addressing the same issue or theme. Speaking/Writing/Visual Rep – Develop the same topic, issue, or theme in multiple ways to appeal to different audiences.


Texas Assessment Knowledge and Skills - Middle School

Texas Assessment Knowledge and Skills Spanish Language Arts and Reading


 
Last Modified on January 15, 2013