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Copyright Wooster School 2005
8th Grade
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8TH GRADE ENGLISH
Fever, Laurie Halse Andersen
A Tree Grows in
A Separate Peace, John Knowles
Short Stories: A Tell-Tale Heart, Edgar Allen Poe; The Sniper, Liam O’Flaherty; The Day I Got Lost, Isaac Bashevis Singer; Sucker, Carson McCullers; A Telephone Call, Dorothy Parker
Much
Lord of the
Flies,
Poetry from the Prentice Hall Literature Book
Inherit the Wind, Jerome Lawrence and Robert E. Lee
The Importance of Being Earnest, Oscar Wilde
Animal Farm, George Orwell
WRITING:
Response or Journal entry from character's point of view - Fever
Short Story
Compare/Contrast Essay
Our Essays on readings with quotations
Shakespeare Project
Sonnets
Poetry Project/analysis on Poet of choice
Poetry portfolio
Position Paper (creationism vs. evolution)
Debate notes
Research Paper
Portfolio Evaluation
LITERARY TERMS:
alliteration, allusion, analogy, antagonist, antithesis, aside, blank verse, cause/effect, character, characterization, chronological structure, climax, comedy, compare/contrast, conflict, dialogue, dramatic irony, epic poetry, explication, exposition, fairy tale, falling action, first person, foreshadowing, hero, iam, iambic pentameter, image, imagery, irony, lyric poetry, man vs. man, man vs. nature, man vs. self, man vs. society, metaphor, meter, monologue, mood, narrative poetry, narrative, onomatopoeia, ornate language, oxymoron, personification, plot, point of view, propaganda, pun, reflection, refrain, resolution, rhyme scheme, rhyme, rhythm, rising action, setting, showing rather than telling, simile, situational irony, social satire, soliloquy, stanza, stereotype, structure of novel, structure, suspense, symbol, theme, thesis, third person, tone, tragedy, tragic figure, trochee, verbal irony, wit,
VOCABULARY:
Vocabulary Workbook
Words drawn from context of texts read
GRAMMAR AND USAGE:
Parts of Speech Review (nouns (common/proper/plural/abstract/concrete) pronouns, adjectives, proper adjectives, verbs, linking/helping verbs, adverbs, prepositions, conjunctions, interjections)
Sentence Workshops - recognizing, avoiding/revising run-on sentences, fragments; combining sentences by using phrases, but or or; revising stringy
sentences or wordy sentences
Sentence Structures – simple & compound sentences; complex and compound-complex sentences
Paragraphs - unity, coherence, using description & narration, using comparison/contrast and evaluation
Punctuation - End marks, abbreviations, commas, series, compound sentences, with interrupters, set off opposites, appositive phrases, direct
address, parenthetical expressions, introductory words and phrases, clauses, dates, addresses and friendly letters, colons, semi-colons, underlining/italics, quotation marks, apostrophes, contraction
Spelling - Dictionary skills, spelling rules, prefixes, suffixes, plurals of nouns, commonly misspelled words
Agreement - all, any, most, none and some, compound subjects, collective nouns, verb agreement
Verbs - regular, irregular, tense, active and passive voices, lie and lay, sit and set and rise and raise
Pronoun Review - case, nominative case, pronouns as direct objects, indirect objects and objects of prepositions, who and whom, appositives and incomplete constructions
Fragments, subordinate clause fragments, run-ons, combining sentences, improving style, varying beginnings
Subject complement, objects, classifying sentences by purpose
Persuading Others - letter, thinking about the model, prewriting, writing, evaluating and revising
The Phrase - prepositional , adjective, adverb, participle, participial, gerund, infinitive, appositive phrases
The Clause - independent, subordinate, adjective, adverb, noun clauses
WRITING PROCESS
Pre-writing, brainstorming, journaling, free-writing, clustering, asking questions, arranging ideas, drafting, evaluating and revising, proofreading, publishing)
Planning a composition, outlines, introductions, conclusions
Editing Practice
Correcting paragraphs, sentences, letters and essays
Peer editing
SPEAKING
Scene interpretations
Poetry read-around
Poetry Presentation
Shakespeare Soliloquy Memorization
Debate - Creationism vs. Evolution
AMERICAN HISTORY
GOALS
Because it is vital to understanding U.S. History, the year begins with a study and review of the political and physical map of the country. During this period many of the study skills needed for success in history classes are introduced, i.e. note taking, memorization, note book organization. The course then introduces the basic assumptions of American government and an analysis of the governmental system. This includes not only the structure of the government, but also its evolution beginning with the Articles of Confederation, The Declaration of Independence, the drafting of the U.S. Constitution and the Bill of Rights.
Considerable time is given to the federalist ideal, the separation of power, and the three branches of government. The Supreme Court and its landmark decisions are also discussed and analyzed.
Jeffersonian Democracy and the emergence of the country as a world power begin the more formal work in the text. It should be noted that the textbook, A Short History of the American Nation, John A. Garraty, 8th edition, is used and is considered an ambitious resource for this age group. Students are assigned shorter reading assignments, and are taught to highlight, and annotate as necessary and to use a dictionary as needed. The tests generated from the text are multiple choice and students are allowed to use the text in the completion of the exam. The objective is to train students to understand the question and to feel confident in accurately retrieving the information without having to rely solely on their memory.
The course focuses on major topics in U.S.
History. These are periods in American History that have had a major
impact on the formation of a uniquely American culture. By focusing our
study on these particular areas, students will be exposed to the major events
in
TOPICS
Map of the
States and Capitals
Major rivers
Major mountain ranges
Basic facts (borders, deserts, highest peaks, major lakes)
Key terms in U.S. Government
Branches of government
Framework of
Constitutional Convention
Virginia Plan
Bill of Rights
Influences on the Constitution
Magna Carta
Iroquois League
John Locke
Montesquieu
Constitution/civics Overview
Guarantees and protects personal opinion
Equal protection
Demography and its importance
Six goals of the Constitution
Five Principles of the Constitution
Federalism
Separation of Power
Checks and balances
How a Bill becomes a law
Political Parties
The Supreme Court
Major Supreme Court Cases
Bill of Rights
Writings of John Stuart Mill
Supreme Court Justices
The Federalist Era: Nationalism
Jeffersonian Democracy
The Events leading up to the American Civil War
The War to Save the
American Civil War and Reconstruction
The New Deal (1933-1941)
The Events leading up to World War II
War and Peace: World War II
The Nazi Holocaust
The Historical Roots of anti-Semitism
Hitler and the Rise of Nazism
The "Final Solution"
The Response of the Free World
The Legacy of the Holocaust
The 1960's
President John F. Kennedy's Administration
President Lyndon B. Johnson's Administration
President Richard M. Nixon's Administration
LATIN 8
In Latin 8 the students explore the more complex aspects of Latin grammar and syntax. They will learn continue to work with all five declensions and four conjugations. They will study different types of clauses as well as many pronouns. Translation skills, reading comprehension, and sight-readings are the focus of this class. They will also work closely with Homer's Odyssey in translation. The texts for this class are Cambridge Latin Course, Units 2 and 3. The term project is to create a game based on mythology or the Latin language. The students watch O Brother Where Art Thou? and compare it to Homer's Odyssey.
GOALS
Learn 1st, 2nd, 3rd, 4th, and 5th declension nouns and adjectives in all cases
Learn 1st, 2nd, 3rd, 3rd-io, and 4th conjugation verbs in the present, imperfect, future perfect, pluperfect, and future tenses
Learn Sum-esse in present, imperfect, perfect, pluperfect, and future perfect tenses
Understand the passive voice
Understand participles
Learn the imperative and subjunctive moods
Understand purpose, result, and conditional clauses
Master personal and demonstrative pronouns
Be able to translatie complex Latin passages
Be able to sight-reading Latin passages
Read Latin passages and answer questions based on content
Become familiar with Homer's Odyssey
COURSE MATERIALS
Text:
Resource
Books: travel books from various cities
in the former
General books on Ancient Rome
The Children's Homer:
the Adventures of Odysseus and the Fall of
The Odyssey
Films: O Brother, Where Art Thou?
Activity Packets from the American Classical League
Class Website: www.quia.com/pages/woosterlatin.html
TOPICS
Demonstrative pronouns and negative imperatives
Demonstrative pronouns, hic and ille
Negative imperatives
Vocative singular and plural
The present active participle
Demonstrative pronoun is-ea-id
Perfect passive participle
Perfect active participle
More uses for the genitive case
Partative genitive
Genitive of descriptions
Consolidations of participles
Comparison of adverbs
The subjunctive mood
Cum clauses
Pluperfect subjunctive
Imperfect subjunctive
Indirect questions
Imperfect and pluperfect subjunctive, remaining persons
Purpose clauses
Gerunds
Indirect commands
Result clauses
Ablative of means
Ablative of time
Accusative of time
Impersonal verbs
Present passive
Imperfect passive
Purpose clauses with qui and ubi
Perfect passive
Pluperfect passive
Vocabulary from the translations
The Egyptian goddess Isis
Science and medicine
Roman British town of
Magic, curses, and superstitions
Roman religion, astrology
Travel and communications
The Roman Army: legionary soldier and auxiliaries
Organization of the legion
The legionary fortress
Our knowledge of Roman Britain
The Roman Forum and
Roman engineering
FRENCH 8
This French course continues to develop a basis of the
French language. The class continues to
build upon the material and goals presented at the beginning level of language
learning. The French 8 course develops
listening and reading comprehension skills and starts to build the necessary
skills for speaking proficiency in French. The students are exposed to various
aspects of the culture of
GOALS
To improve the student's ability to speak the language
To begin to communicate ideas effectively in French
To improve the understanding of oral and written French
To foster writing proficiency through directed and creative writing
To use new vocabulary and grammatical structures in written and spoken French
To improve basic pronunciation and intonation skills
To understand
and develop an appreciation for the culture of
COURSE MATERIALS
Allez, viens! - level 1 series
Student text
Practice and Activity Workbook
Vocabulary and Grammar Workbook
In class use of audio CD's, video segments
French in Action video program (episodes 1-12)
TOPICS
Review the basics of French
Accent marks
-er verb
Demonstrative adjectives
The verb avoir
Adjectives agreement and placement
Vocabulary
Conversation
Accepting and turning down a suggestion
Arranging to meet someone
Asking for an opinion; paying a compliment; criticizing
Asking for and expressing opinions
Asking for and giving advice
Asking for and giving people's names and ages
Asking for, giving, and refusing permission
Au téléphone
Conversational time
Expressing likes and dislikes
Expressing need; inquiring
Extending and responding to invitations
Hesitating; making a decision
Information questions
Inquiring about and expressing likes and dislikes
Inquiring about and relating past events
Introducing people
Likes and dislikes
Making plans
Making suggestions, excuses and recommendations
Making, accepting and turning down suggestions
Offering, accepting, or refusing food
Ordering food and beverages
Paying a check
Responding to compliments
Sharing confidences and consoling others
Telephone call
Telling someone what to do
Mechanics & Usage
Avoir besoin de
C'est versus il/elle est
Contractions with à
De with expressions of quantity
Possession with de
The direct object pronouns le, la, les
The object pronouns le, la, les, lui, and leur
The pronoun en
Using le with days of the wee
Vocabulary
Activities
Adjectives to describe and characterize people
Articles of clothing
Chores
Clothing sizes
Colors
Daily activities
Days of the week
Describing and characterizing people
Expressions of quantity
Family members
Food and beverages
Food served in a café
Food vocabulary
Identifying people
Meals
Numbers 20-100
Places to go
Sports and hobbies
Things to do
Grammar
Adjective agreement
Adjectives used as nouns
Placement of adverbs with passé composé
Possessive adjectives
The imperative
The partitive articles
Verbs
Aller + infinitive
The future with aller
The -ir verb: choisir
The passé composé with avoir
The -re verb: repondre
The verb aller and aller + infinitive
The verb être
The verb pouvoir
The verb prendre
The verb vouloir
The verbs mettre and porter
Culture
Dating in
Family life
Fashion in francophone countries
Food of
Going out
History of
Mealtimes in francophone countries
Pets in
Québec
Shopping for groceries in francophone countries
Telephone habits of French-speaking teenagers
The French telephone system
The Ivorian market
The metric system
Tipping
Waitpersons as professionals
SPANISH 8
Spanish 8 continues the study of the Spanish language and cultures begun in Spanish 7, with increased emphasis placed on each skill: listening, speaking, reading, and writing. Conversations in Spanish are encouraged in pair or group settings. Students practice their translation skills with frequent exercises requiring them to translate sentences from Spanish to English.
GOALS
To continue to build a working knowledge of Spanish vocabulary and of elementary grammatical functions
To express oneself more effectively in Spanish
To improve reading, writing and listening skills in Spanish
To improve pronunciation with vocabulary containing targeted sounds
To comprehend the language through a video synopsis of each chapter
To promote conversational Spanish in the classroom
To expand the understanding and knowledge of the cultures in the Spanish-speaking world
COURSE MATERIALS
¡Ven conmigo! - level 1 series
Student text
Practice and Activity Workbook
Vocabulary and Grammar Workbook
In class use of audio CD's, video segments
Destinos video series (episodes 1-6)
TOPICS
Review of Spanish 7
Punctuation marks
Subject pronouns
Ser, estar, tener,
ir, gustar
Interrogatives
Definite/indefinite articles (singular & plural forms)
Noun gender/agreement
Plural nouns
-ar/-er/-ir verb infinitives
Possession with de
Tag questions
Present tense -ar verbs
Con, conmigo, contigo
Uses of que
Subject pronouns
El/los + days of the week
Vocabulary review
Conversation
How often you do things
Today's date
Getting together with friends
Discussing problems and giving advice
Talking on the phone
Extending, accepting and declining invitations
Making plans
Telephone conversations
Declining invitations
Telephone expressions
Getting to know someone
Party invitations
Commenting on food
Making polite requests
Ordering dinner in a restaurant
Asking for/paying the bill in a restaurant
Polite requests
Paying the check in a restaurant
Expressing likes and dislikes
Discussing gift suggestions
Asking for and giving directions
Commenting on clothes
Making comparisons
Expressing preferences
Asking prices/paying
Asking for and giving an opinion
Asking for help and responding to requests
Telling a friend what to do
Mechanics & Usage
Negation
¿Quién/quiénes?
les, a ustedes, a ellos, a ellas
Frequency of activities
Gender
"personal a"
Diminutives
Hay
Forming questions
Future expressions
Use of estar to say how things taste
Comparisons
Gift suggestions
Describe past events
Informal commands
Direct object pronouns lo and la
Expressions for time in the past
Tú and usted
Vocabulary
Activities with friends
Weather
Activities
Dates, months, seasons
A typical week
Days of the week
Describing a family
Describing people
Family members
Household chores
Colors
Descriptions of people
Pastimes and hobbies
Personal chores
Talking about meals and food
Meals
Foods
Numbers (0-200,000)
Vocabulary for shopping
Clothing
Family terms
Preparations for a party
Celebrations
Grammar
Present tense
Subject pronouns
Possessive adjectives
Encantar + indirect object pronouns
Expressions with tener
Indirect object pronouns
Es/son de + material/pattern
Demonstrative Adjectives
Present activities
Present progressive tense
Verbs
-er,-ir verbs
Hacer, salir, deber, poner
e to ie stem-changing verbs
Pensar + infinitive
ir + a + infinitive
Reflexive verbs
Tener expressions
gustar
ser and estar
o to ue stem-changing verbs
Forms of otro
estar and ser
Locations
Preterit tense of ar verbs
Culture
Seasons in
What a family does together
Privacy in Hispanic culture
La familia
Traveling without a car
La comida de las Américas
Breakfast, lunch, dinner and table manners in Spanish-speaking countries
Common Andean dishes
Tortillas
Specialty stores in
Fashion
Tamalada
Currency
Festivals and holidays
Saints' Days
Quinceañera
Wedding Celebrations
Las Piñatas
Coursework
generally includes Algebra 1, Honors Algebra 1, or Honors Geometry.
ALGEBRA 1
SKILLS MASTERED
Numbers
Properties of real numbers
Rules of exponents
Algebra
Solving multi-step one variable linear equations
Solving one variable linear inequalities
Graphing
One variable linear inequalities
Points on the Cartesian plane
Problem Solving
Word problems requiring writing and solving one variable linear equations
SKILLS PRACTICED
Reasoning & Proof
Algebraic proofs
Algebra
Solving absolute value equations and inequalities
Clearing fractions
Slope of a line
Writing equations of lines
Solving systems by addition and elimination
Compound inequalities
Factoring quadratics
Definition of a polynomial
Solving absolute value equations
Function notation
Graphing
Linear equations
Solving systems by graphing
Systems of linear inequalities
Quadratic equations
Problem Solving
Word problems requiring a system of linear equations
Connections
Relationships between graphs, tables and functions
SKILLS INTRODUCED
Reasoning & Proof
Justification of steps using number properties
Algebra
Quadratic formula
Simplifying radical expressions
Solving rational equations
Simplifying rational expressions
Solving rational equations
Definition of matrices
Addition / subtraction of matrices
Definition of exponential function
Data Analysis and Probability
Definition of probability
Simple probability
HONORS ALGEBRA 1
SKILLS MASTERED
Numbers
Properties of real numbers
Rules of exponents
Algebra
Solving multi-step one variable linear equations
Solving one variable linear inequalities
Clearing fractions
Slope of a line
Writing equations of lines
Solving systems by addition and elimination
Graphing
Linear equations
Solving systems of equations by graphing
Systems of linear inequalities
Problem Solving
Word problems requiring writing and solving one variable linear equations
SKILLS PRACTICED
Algebra
Solving absolute value equations and inequalities
Compound inequalities
Definition of polynomials
Polynomial arithmetic
Factoring
Solving polynomial equations by factoring
Simplifying rational expressions
Solving linear rational equations
LCM and GCF of rational expressions containing variables
Simplifying numeric radicals
Algebraic properties
Simplifying radical expressions
Solving radical equations
Solving quadratic equations the quadratic formula
Problem Solving
Word problems requiring a system of linear equations
Geometry
Pythagorean theorem
SKILLS INTRODUCED
Algebra
Dividing polynomials
Definition of a function and function notation
Direct, inverse, joint, and combined variation
Solving quadratic equations by completing the square
Graphing
Quadratic equations
Problem Solving
Problem solving strategies
OTHER SKILLS TO WHICH STUDENTS MAY EXPOSED
Geometry
Basic geometric definitions
Definition of basic trig ratios
Reasoning & Proof
Proof with number properties
Algebraic proofs
2-column proofs
HONORS GEOMETRY
SKILLS MASTERED
Numbers
Properties of real numbers
Rules of exponents
Algebra
Solving multi-step one variable linear equations
Solving one variable linear inequalities
Clearing fractions
Slope of a line
Writing equations of lines
Solving systems by addition and elimination
Graphing
Linear equations
One variable linear inequalities
Points on the Cartesian plane
Problem Solving
Word problems requiring writing and solving one variable linear equations
Geometry
Pythagorean Theorem
Definition of trig ratios
Right triangle trig
Formulas for perimeter, area, and volume of basic shapes
Connections
Have not forgotten they have done covered previous topics
SKILLS PRACTICED
Algebra
Solving absolute value equations and inequalities
Compound inequalities
Definition of polynomials
Polynomial arithmetic
Factoring
Solving polynomial equations by factoring
Simplifying rational expressions
Solving linear rational equations
LCM and GCF with variables
Simplifying radical expressions
Solving radical equations
Solving quadratic equations by the quadratic formula
Graphing
Solving systems by graphing
Systems of linear inequalities
Problem Solving
Word problems requiring a system of linear equations
Reasoning & Proof
Concepts of proof
Geometry
Basic geometric definitions and theorems
SKILLS INTRODUCED
Algebra
Dividing polynomials
Definition of a function and function notation
Direct, inverse, joint, and combined variation
Solving quadratic equations by completing the square
Graphing
Quadratic equations
Problem Solving
Problem solving strategies
Geometry
Transformations
Connections
Connections between algebra and geometry
History of math
The course is designed as an
experiential journey through the physical spaces of our world and our universe.
We begin by reviewing the basic scope and processes of science. From here we
get a background in small things (atoms and phases), and then our journey
actually begins as we get shot out to the edge of the universe and explore our
way back. Passing through space we study deep space, stars and galaxies, move
our way into the solar system, plunge through the atmosphere of Earth, head all
the way to the core, and finally pop out into
TOPICS
Scientific Method, Measuring, and Experimenting
Scientific Method:
describe different problem-solving strategies;
understand the ordered steps of the scientific method; and
distinguish differences between hypotheses, theories, and laws.
Measuring:
understand the usefulness of using the metric system of measurement;
differentiate between mass and weight, and area and volume; and
understand density and its relationship between mass and volume.
Experimenting:
determine the importance and differences of a control and a variable;
design an experiment and perform an experiment in a controlled environment; and understand the importance and processes of writing a formal lab report.
Atoms, Molecules, and Matter
Atoms:
identify and define matter and determine how it differs from energy;
describe the internal structure of an atom;
understand the scientific discoveries behind the origins of the atomic theory; and
deconstruct the organization of the periodic table.
Molecules:
describe several ways atoms combine to form compounds; and
compare and contrast compounds and mixtures.
Matter:
distinguish between chemical and physical properties;
compare and contrast the four states of matter; and
determine cause and effect of phase change.
The Universe, Stars, and the Solar System
The Universe:
compare and contrast radio and optical telescopes;
define the electromagnetic spectrum;
describe the Doppler effect and its relationship to the Hubble constant; and
explain the Big Bang theory and an open or closed universe.
Stars:
describe basic characteristics of stars in terms of size, composition, luminosity, and surface temperature;
interpret the Hertzsprung-Russel diagram;
explain nuclear fusion and the foundations of Einstein's E=mc2 theory;
diagram how stars are classified; and
outline the evolution of a star through all stages of development.
The Solar System:
compare and contrast the sun-centered and Earth-centered models of the solar system; describe current models of the formation of the solar system;
recognize that sunspots, prominences, and solar flares are related;
determine how our sun differs from stars in binary systems;
identify important characteristics of the planets in our solar system;
explain where a comet comes from;
describe how a comet develops as it approaches the sun; and
differentiate among comets, meteoroids, and asteroids.
The Atmosphere
The Earth's Atmosphere:
describe the structure and layered-content of the gases in the atmosphere;
understand the development and change of our atmosphere over time;
explain what causes air pressure, contrast radiation, conduction, and convection;
explain why different latitudes receive different amounts of solar radiation;
explain the Coriolis affect and the origins and effects of local winds;
locate and determine the effects of the global winds;
understand why exposure to UV radiation can harm plants and animals; and
describe how chlorofluorocarbons destroy ozone molecules.
Weather
What is Weather:
understand the role of water vapor in the atmosphere and determine how it affects weather; describe how clouds form and how they are classified; and
compare the development of rain, hail, sleet, and snow.
Weather Patterns:
describe weather associated with fronts and high- and low- pressure areas;
explain how pressure systems develop, move, change, and dissipate; and
understand the development and formation of hurricanes, tornadoes, and thunderstorms.
Plate Tectonics
Continental Drift and Seafloor Spreading:
explain the theory of continental drift;
discuss four pieces of evidence for the theory of continental drift;
describe seafloor spreading; and
relate how age and magnetic clues confirm seafloor spreading
Plate Tectonics:
compare and contrast divergent, convergent, and transform plate boundaries;
describe how convection current might be the cause of plate tectonics;
describe the effects of plate tectonics found at each type of boundary;
examine evidence in support of the separation of the North American Plate from the Antarctic Plate; and
track the NA Plate after separation from the Antarctic Plate and before the formation of Pangea.
Rocks and Minerals
Minerals:
list five characteristics all minerals share;
examine two ways that minerals form;
list the physical properties used to identify minerals;
describe how physical properties such as hardness and streak are used to identify minerals; discuss characteristics of gems that make them different from and more valuable than other minerals;
determine the conditions necessary for a mineral to be classified as an ore;
examine the properties of titanium that make it so useful in biomedicine, sporting equipment, and other applications; and
identify minerals that are mined for titanium
Rocks:
differentiate between a rock and a mineral;
describe the rock cycle and the changes that a rock may undergo;
recognize magma and lava as the materials that cool to form igneous rocks;
contrast the formation of intrusive and extrusive igneous rocks;
contrast granitic and basaltic igneous rocks;
describe the conditions that cause metamorphic rocks to form;
classify metamorphic rocks as foliated or non-foliated;
explain how sedimentary rocks form from sediments;
classify sedimentary rocks as detrital, chemical, or organic in origin;
examine how new technologies are enabling companies of today to solve problems caused by mining operations of the past; and
describe the process of cogeneration, and show how it is beneficial.
Oceanography:
understand how oceanography is integrated with Earth's atmosphere and weather;
understanding the origins of the oceans;
explain the chemical composition, waves, and tides of the ocean;
understand ocean currents and their influence on the weather;
describe how oceanography is integrated with plate tectonics;
understand sea floor spread; and
understand shore line forces.
ART II
This required class meets once a week all year for a double period.
The eighth grade year finishes
the students' preparation for art classes in the
OBJECTIVES
By the end of the eighth grade year, students should be able to:
Understand and apply media, techniques, and processes related to the visual arts; manipulate the materials competently and creatively.
Begin to be cognizant of the process of making art.
Plan and complete a multi-layered project from brainstorming through completion; conceive and realize their individual expression.
Incorporate the technical skills that are demonstrated in projects; demonstrate age-appropriate skill levels (e.g., cut cardboard with heavy duty scissors; use a matte knife with supervision and some assistance; use a hot glue gun safely); use mature work habits.
Understand basic design principles in two- and three-dimensions.
Be able to discuss their own art work in a mature manner, to use this discussion to make decisions about their work, and to recognize that this verbalizing is part of the art-making process.
Be able to assimilate art historical information into his or her art work as the assignment requires.
TOPICS
Drawing:
Using a variety of marks: line and texture
Shading, contour, volume
Perspective (both one point and two point)
Subject matter: still life, figure, landscape
Materials: charcoal, pencil, pastels, printmaking
Painting:
Color theory (Josef Albers)
Color mixing
Techniques of painting
Brush care and use
Materials: high grade paper, watercolors, acrylic paint.
Three-Dimensional Media:
Additive and subtractive techniques
Materials: cardboard, plastercraft, papier mache, found objects; razor knives and cutting boards, heavy-duty scissors; hot glue, tacky glue; wire, wire-working tools
Environmental sculpture
Collage:
Cutting, layering, gluing techniques, attention to edges
Color use, composition
Materials: colored papers, magazines, newspaper, fabric
Beyond the required Art
II, Wednesday electives are open to all Middle School students not engaged
in a team sport. Students may
choose to take one of the following three art electives offered fall, winter,
or spring from
POTTERY: IN THE MUD
Twirling mud makes cups, bowls and plates! This course teaches basic pottery techniques such as wedging clay, centering and throwing on the wheel, trimming, and glazing. (Limited to 10 students)
PHOTOGRAPHY: IN THE DARK
Shooting in the light and doing chemistry in the dark creates a life-like image! This course teaches the basics of darkroom photography, starting with photograms and progressing to composing, shooting, and developing photographic prints. A NON-DIGITAL CAMERA IS REQUIRED for this class. (Limited to 8 students)
MIXED MEDIA: IN THE STUDIO
Guaranteed to produce objects that have never before been seen on this earth, this course changes each trimester. Some previous offerings have been: Printmaking, Wire-working, 3-D Construction, Animal Drawing, Soft Sculpture, Fantastic Furniture, Cartooning, and Aldrich Docent Workshop. (Limited to 14 students)
MIDDLE SCHOOL CHORUS (6-8)
The Middle School Chorus is open to all Middle School
students. During the class time they
will be instructed on proper vocal techniques, vocalizing and how to breathe
correctly. They will sing in
A Middle School Chorus experience will help the student transition to Wooster Singers and possibly, with a successful audition, to Madrigals in the Upper School.
MIDDLE SCHOOL ENGLISH HANDBELLS (7-8)
This course introduces the student to the enjoyable art of playing English Handbells and choir chimes, and enhances students' appreciation of music. The course teaches commitment and team playing. It is necessary for all participants to be present at every rehearsal. The members will learn to count, identify notes and key signatures, and share their knowledge with other members of the group. Those students who are more knowledgeable about music and have played bells before will also become teachers of novices. A variety of music from classical to contemporary will be played.
The skills the student learns in the Middle School Handbells will give them a good foundation to learn more advanced techniques in the Upper School Handbell Choir.
MIDDLE SCHOOL ENSEMBLE (6-8)
This group is open to students interested in playing chamber music in a group. A minimum of two years of experience with an ensemble instrument is required. Students must be able to read music well, play their instruments confidently, and have a strong sense of rhythm. The students will play in various groupings and give several concerts during the year. It is necessary that members of this group must be taking lessons in their ensemble instrument. A great deal can be learned by playing in an ensemble.
As a member of this ensemble they will receive the experience that will enable them to pass an audition to be part of the Upper School Chamber Consort.
RECORDER ENSEMBLE (6-8)
This group is for students who have been playing the soprano or alto recorder for at least two years. Students must be able to read music, play confidently, and have a good sense of rhythm. Three-and-four part harmony (with tenor and bass recorders added) will be employed.
MIDDLE SCHOOL CONTEMPORARY IMPROVISATION ENSEMBLE (CIE)
This ensemble is new to the Middle School. This class will accommodate students who have studied their instruments for at least one year. Improvisation, chord chart interpretation, and rhythm section techniques will be taught. The group will also be prepared to perform throughout the year. Students must pass an audition to be admitted into this group.
This group will give the student the experience and foundation to audition for and participate in the Upper School CIE group.
INSTRUMENTAL CLASSES (7-8)
Students who have never played an instrument but would like to try one are encouraged to take a semester or two of instrumental classes. These classes give students the opportunity to experience an instrument for the first time and determine if it is something they would like to pursue. For 7th and 8th grade students' instruction in guitar, drums, drum set, woodwind instruments (flute, clarinet, saxophone) and string instruments (violin, cello) are available. Certain instruments will need to be rented. In order for instruction to be effective, the number of students enrolled in the class will be limited. Instrumental classes will be scheduled during the class day.
WOOSTER JAZZ ENSEMBLE (Middle and Upper School)
A new music offering for Middle and Upper School students is the Wooster Jazz Ensemble. This course will introduce students to the art of jazz improvisation and how to develop and perform jazz repertoire. Students who have studied an instrument for two years or more, and know the basic fundamentals of music, such as major scales and the ability to read music are encouraged to audition for the group. The ensemble will use the Jamey Abersold Jazz series as well as published jazz ensemble arrangements. This course will meet for a full hour 1 day a week
TOPICS
Each student:
understands and uses terminology: title, author, illustrator, spine, spine label
develops appropriate questioning techniques to clarify requirements of task
analyzes and clarifies a given task with guidance
selects from a range of topics
draws on prior knowledge to brainstorm and cluster ideas
identifies and interprets key words in task
develops focus questions
prepares a simple search plan which lists:
headings and subheadings
key words and possible search terms
focus questions
likely sources of information
Locating
is aware of layout of library
differentiates between fiction and nonfiction sections of the library
uses the spine label to identify resources
is aware that nonfiction resources are shelved according to classification order
finds resources in school library with assistance:
fiction
non-fiction
is aware of primary resources as a source of information, e.g., first-hand experience, people, concrete objects
is aware of secondary resources as a source of information, e.g., book, pictures, databases, magazines
begins to use contents and index pages of nonfiction books using key words
follows a search plan using key words and related terms, modifying where necessary
determines the type of resource most appropriate for the topic
identifies and locates book and non-book resources including:
understanding organization of resources in school and local libraries
using simple and combined terms to search catalog, Internet and database sources
choosing broader or narrower terms to refine search results
searching for information using given Internet addresses
accesses periodical indexes
identifies appropriate resources by:
using skimming and scanning techniques in electronic and print resources
using contents, index and text headings for all types of resources
recognizes the need to locate a variety of resources representing a range of views
identifies and locates information from both primary and secondary sources
uses special print and non-print reference resources
uses key words, volume, index, and cross-references to find information in print and non-print encyclopedias
uses range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera
Selecting/Analyzing
selects books appropriate to interest and reading ability using browsing techniques
makes selections using simple scanning techniques involving cover, title and illustrations
compares different preselected resources on a topic deciding which is appropriate
interacts with the resources through:
listening, observing and viewing in response to focus questions
identifying the main idea and key words
distinguishing between narrative and information texts
records relevant information by:
listing key words
writing sentences using identified key words
selects resources by:
skimming and scanning
using contents, index, text headings, key words, and key phrases
evaluates appropriateness of resources
records information by:
using a note-taking strategy
clustering notes under subheadings
compares information from different sources
records bibliographic sources of information using author, title, publisher, date, http, date of download
citing basic sources: book, encyclopedia, magazine
citing varied sources: book, encyclopedia, magazine; databases; web pages
citing complex sources: book, encyclopedia, magazine; databases; web pages; interviews; primary sources
uses a variety of primary and secondary sources
Organizing/Synthesizing
uses information from various resources to support an argument
recognizes there may be various interpretations of data
engages in reflective thinking to analyze and clarify a problem
engages in group discussion to analyze and clarify a problem
organizes ideas and information logically
categorizes information according to a framework of headings and subheadings
recognizes information deficiencies and locates additional information
decides on an appropriate presentation format
organizes ideas and information logically, e.g., time order, simple cause and effect
presents information using appropriate organizational frameworks with assistance, e.g.
written and word-processed reports, recounts, procedures and lists
multimedia presentations using scanner, digital camera, video images and sound
Creating/Presenting
uses information appropriate to the task and the audience
organizes ideas and information logically
presents a solution to a problem using:
simple oral and written descriptions
drawings
constructions such as models or displays
presents a solution to a problem that:
demonstrate understanding and simple interpretations of information
present ideas and information logically, e.g., time order, simple cause and effect
make simple generalizations and draw simple conclusions
use information appropriate to the task and the audience
create written and oral reports, graphic, pictorial and dramatic presentations of similar complexity
create presentations exhibiting synthesis of information
Evaluating
respects the rights and opinions of others
considers the quantity, quality and relevance of information
reflects on and evaluates effectiveness of process used
responds constructively to assessment by teachers
evaluates understanding and implementation of the set task criteria
acknowledges personal and group achievements
In eighth grade, lessons using technology occur during regularly scheduled classes in the five major disciplines. From these, students gain practical skills in using computers to retrieve, produce, organize, synthesize, and analyze information, and develop solutions to different types of problems. Word processing, spreadsheets, Internet, and database skills are emphasized. Students may also have opportunities to use CD-ROMs, DVD players, digital cameras, and scanners. Computers are available to students at various times throughout the day, after school, and on Saturday mornings in the new middle school computer lab and in the JDV Library.
As with the lower school and sixth grade, the eighth grade information technology curriculum integrates technology objectives into the core academic subjects through Technology-Integrated Units (TIUs). Core subject-area teachers and the middle school computer teacher collaboratively design these lessons. In the past, for example, eighth grade students learned to make web pages on some aspect of Shakespeare's world, which they studied in English class.
The technology standards used in these TIUs are divided into six broad categories. These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards.
TECHNOLOGY FOUNDATION STANDARDS FOR STUDENTS
Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Technology problem-solving and
decision-making tools
Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.
PROFILES FOR TECHNOLOGY LITERATE STUDENTS
The Profiles for Technology Literate Students provide performance indicators describing the technology competence students should exhibit upon completion of the eighth grade. These profiles reflect the underlying assumption that all students should have the opportunity to develop technology skills that support learning, personal productivity, decision making, and daily life. These profiles and associated standards provide a framework for preparing students to be lifelong learners who make informed decisions about the role of technology in their lives.
These profiles assume that technology skills are developed by coordinated activities that support learning throughout a student's education. These skills are to be introduced, reinforced, and finally mastered, and thus, integrated into an individual's personal learning and social framework. They represent essential, realistic, and attainable goals for lifelong learning and a productive citizenry.
All students in grade eight have opportunities to demonstrate the following:
Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.
Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
EIGHTH GRADE
HEALTH
Maintaining emotional and physical health permits all of us, regardless of age, the best chance to achieve our life goals. This class will provide you with the fundamentals of understanding your mind and body: how they work (often times together), what keeps them functioning their best, and what elements are destructive to the mind and/or body. This class will allow you to make better lifestyle choices: decisions that help determine how long you live and how happy you will be. Additionally, we will explore the actions of those around you, be they helpful or hurtful, and explore how you might best respond in difficult social situations.
TOPICS:
Total Wellness - An Overview
Intrapersonal factors: Emotional, Physical & Intellectual
Interpersonal factors: Family, Peers, Community, Spirituality
Balance
Emotional Health
Stress
Coping Strategies
Importance of Family
Self-esteem
Depression and Suicide
Anger
Nutrition & Fitness: Impact on the Mind
Relationships
Communication
Family
Peers
Community & Spirituality
Physical Development
Nutrition & Fitness: Impact on the Body
Eating Disorders
Human Sexuality
Dating & Relationships
Disease & Injury Prevention
Sexually Transmitted Diseases
Basic First Aid
Lifestyle Risk Reduction
Drugs & Substance Abuse
Why People Use Drugs
The Emotional & Physical Pitfalls of Drugs
Vital Information about Common Drugs
Prevention: Social Skills, Problem Solving & Decision Making
. Intervention, Treatment & Recovery
EIGHTH GRADE PHYSICAL EDUCATION
The physical education program focuses on each individual student and the progression of skills. This is accomplished through an intramural setting with an emphasis on fun, learning, cooperation, and skill building. We provide programs that are mentally stimulating and physically and morally sound. The curriculum includes soccer, football, ultimate frisbee, handball, volleyball, floor hockey, basketball, baseball, softball, lacrosse, tennis, new games, and a variety of lifetime leisure activities. Physical education classes meet three times per week, for 40 minutes per class.
The curriculum is divided into activity units. Age appropriate skills, rules and strategies are reviewed and practiced, and minimally competitive games and activities are played. Many group problem-solving activities from "Project Adventure" are incorporated at every grade level. The two main areas of this program are conditioning and recreational/life-long activities and sports. Conditioning consists of stretching, aerobic, and anaerobic activities. Recreational and sport activities include skills and modified games in soccer, touch football, pillow polo, floor hockey, ultimate frisbee, handball, basketball, volleyball, tennis, lacrosse, and softball/baseball. Repetition of fundamentals is vital at each grade level to strengthen each child's skills, development, and self confidence.
TOPICS/ACTIVITIES
soccer
touch football
ultimate frisbee
handball
kickball
basketball
volleyball
floor hockey
softball/baseball
lacrosse
tennis
scooter activities and games
Project Adventure activities - group initiatives and problem solving
conditioning/stretching/warm-ups
walking/jogging/running - short and longer distances
"new" games created by the physical education staff throughout the year
SKILLS MASTERED
Gross Motor Skills
tossing and catching
kicking a stationary ball
catching a rolling a bouncing ball
throwing to a target
catching a thrown ball
kicking a moving ball
striking a ball
Foot Skills
dribbling with instep
dribbling with outside of foot
passing to stationary target
trapping
passing to moving target
Basketball Skills
chest pass
bounce pass
dribbling with alternate hands
jump shot
person to person coverage
zone coverage
pivoting
Bouncing and Dribbling Skills
bouncing using alternating hands
bouncing while running
bouncing and changing directions
Handball
throwing
catching
scoring
guarding
shooting
Floor Hockey
passing to stationary target
passing to a moving target
stopping ball or puck
shooting on goal
stick handling
behind net play
Kickball
kicking a moving ball
running bases and tagging up
throwing and catching
pegging
Lacrosse
scooping
tossing and catching to self
throwing to stationary target
throwing to moving target
shooting on goal
Soccer Skills
throw-ins
dribbling using both feet
positions on field
taking a penalty shot
heading
trapping
shielding the ball
Softball/Baseball
grip and stance
swing
throwing to target
catching
tagging up
running the bases
Tennis
net play
forehand strokes
backhand strokes
volleying
serving
scoring
Touch Football
running plays
player to player coverage
throwing and catching
Ultimate Frisbee
player to player defense
throwing
catching
Volleyball
underhand serving
dinking
bumping and passing
SKILLS STRESSED
Basketball Skills
lay up shot
foul shot
offense and defense strategies and positions
Lacrosse
cradling
catching
offense and defense strategies and positions
Tennis
placement of shots
strategies
Touch Football
blocking
rushing
offense and defense strategies and positions
Volleyball
overhand serving
setting
spiking
strategies
SKILLS REVIEWED
Lacrosse
types of checking
SKILLS INTRODUCED
Softball/Baseball
underhand pitching
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Copyright Wooster School 2005