District 11 Educational Support Services
S.A.I.L.


S.A.I.L. English and History 81-84: Overview

Course Number: LAM.SAEH81, 82, 83, and 84

Overview
The S.A.I.L. English/History Block 8 is an interdisciplinary humanities course combining American history and language arts components. Students will utilize primary and secondary source materials to investigate America's past and present and anticipate America's destiny in the 21st century. An integrated literature and composition program will supplement curriculum content.
Prerequisite: None
Course Length: 1 semester  Period Length: 1   Grade Level:  6-8   Credit per Semester: 0


 

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

·         Effective readers analyze text to make predictions and draw conclusions; infer purpose of text.

·         Effective readers apply different strategies and skills to understand a variety of texts.

·         Effective readers can locate meanings, pronunciations, spellings, and derivations of unfamiliar words, and can use and apply new words in other contexts to improve vocabulary.

·         Effective readers identify and incorporate relevant, personal knowledge in order to connect with the text.

·         Effective writers utilize the writing process to organize and strengthen all modes of writing. 

·         Effective writers practice and use editing skills for self and peer writing evaluation.

·         Effective writers use conventions correctly.

·         Effective writers write in complete sentences varying the types such as compound and complex, and use appropriately punctuated dependent clauses. 

·         Effective writers identify parts of speech correctly, such as nouns, verbs, adjectives, adverbs, pronouns, conjunctions, prepositions, and interjections.

 
Essential Questions
- most important “big picture” questions students should be able to answer after completing learning activities.

·         What is text? How do we apply different strategies and skills to understand a variety of texts?

·         How do we communicate? What is effective communication? Why does effective communication require a process?

·         What is standard English? Why do we need to know and use standard English rules?

·         How do we apply stylistic elements and appropriate formats?

·         What is critical thinking? How do we think critically in our lives?

·         What is literature? How can we make personal connections through literature?

·         What makes us human?

The Cross Curricular Writing plan is used as a guide for writing assignments.

Grade 8 Essential Vocabulary
 

Use the Visual Thesaurus and use the approved user name and password to the right. User Name: ms68@d11.org  
Password: middle2009

allegory
allude
allusion
annotation
assonance
attributes

consonance
cross-reference

deductive reasoning
dénouement
derivation

elaborate
elaboration
excerpt

explicit
implicit
generalization

implication
inductive reasoning
internal rhyme
irony

jargon
preface
sarcasm
subplot
target audience
thesis statement

vignette

Research confirms that students need at least 6 opportunities through varied activities to experience new vocabulary in order to acquire a conceptual understanding. The following activities are endorsed by the Mid-Continental Research in Education Laboratory (MCREL) Six Step Strategy to Improving Vocabulary. Instead of looking at a dictionary first, follow the 6 steps to insure students have a full understanding. Read more about Research on Teaching Vocabulary.

  • Step 1: Teacher provides a description, explanation, or example of the term

  • Step 2: Student restates the description, explanation, or example in his/her own words

  • Step 3: Student designs a visual representation

Use the suggested Vocabulary Activities for Steps 4-6.

  • Step 4: Student completes activities that provide practice for using terms in writing

  • Step 5: Students review and discuss word meanings 

  • Step 6: Students practice words with games

Autonomous Learner Model
“The Autonomous Learner Model (ALM) for the Gifted and Talented was developed specifically to meet the diversified cognitive, emotional, and social needs of learners. Originating at Arvada West High School in Arvada, Colorado, it is now successfully implemented in kindergarten through high school with the gifted and talented as well as all learners in the regular classrooms. Emphasis is placed on meeting the individualized needs of learners through the use of activities in the five major dimensions of the model: Orientation, Individual Development, Enrichment, Seminars, In-depth Study."
~ Autonomous Learner Model: Optimizing Ability. Betts, George T. and Kercher, Jolene K., ALPS publishing, 1999.

  • Orientation Dimension  - provides learners, teachers, administrators, and parents the opportunity to develop a foundation of the concepts of giftedness, talent, intelligence, creativity, and the development of potential. Learners learn more about themselves, their abilities, and what the program has to offer. Activities are presented to give learners an opportunity to work together as a group, to learn more about group process and interaction, and to learn more about the other people in the program.

  • Individual Development Dimension  - provides learners with the opportunity to develop the cognitive, emotional social and physical skills, concepts, and attitudes necessary for life-long learning.

  • Enrichment Dimension - provides learners with opportunities to explore content which is usually not part of the every day curriculum.

  • Seminar Dimension - gives learners in groups of three to five opportunities to research a topic, present it as a seminar to the rest of the class and other interested people, and to assess it by criteria selected and developed by the learners.

  • In-Depth Study Dimension  - empowers learners to pursue areas of interest through the development of a long-term small group or individual in-depth study. The learners determine what will be learned, how it will be learned, how it will be presented, what facilitation will be necessary, what the final product will be, and how the entire learning process will be assessed.

Sample Units

 

 

Parents

Common vocabulary used in the S.A.I.L program include the following:

  • Projects:  A project requires time spent outside of class doing independent research, writing, and creation of high quality product following the guidelines of a rubric. Projects are major grades and are not accepted late. Oops passes may not be used for projects. Projects may take up to 4 weeks, however they can be broken in to smaller chunks. Projects carry the most weight and will drastically affect the overall grade. 

  • Activities/Assignments: Short cycle activities that may last from 1 to 4 days. Most of the content coverage and working time is spent in class. These may look like mini-projects, but are in-class activities. If students do not use their time wisely during class or Study Smart, then they can turn in to homework. Oops passes may be used for Activities and Assignments, and will be marked 5% down for each late day. 

  • Studying for Tests:  Tests are given at the end of a unit, chapter, or major subject area. Students should create study guides, flashcards, review notes and terms on an on-going basis. Students should not wait until the last minute to begin studying. Students may be able to re-take quizzes at the discretion of each teacher. It is the student responsibility to schedule times for re-takes. 

  • Quizzes: Quizzes are given at regular checkpoints throughout a unit, chapter, or major subject area. Students may be able to re-take quizzes at the discretion of each teacher. It is the student responsibility to schedule times for re-takes. 

  • Experiential Learning: A real world activity or practice through which knowledge and skills are gained. This could include mock trial, panel discussions, field trips, simulations, and mentorship. 

  • Labs: Students use the scientific process to explore scientific concepts. The labs are graded using a rubric. Lab notebooks are kept in class. Lab notebooks contain notes, lab write-ups, vocabulary, quizzes, and exams. Lab notebooks can be checked out for studying purposes.

Resources