Eighth Grade Curriculum

	Language Arts
	This course focuses on further development of and refining of the students’ basic skills of vocabulary, grammar, writing and literature. Prior to the beginning of the eighth grade year, in the summer, students are required to read, Having Our Say, by Sarah Louise and Annie Elizabeth Delaney or The Contender, by Robert Lipsyte as well as respond to a series of leadership questions. The school year then begins with a discussion of the two books. Responses to the leadership questions are shared as well. The students read the following five novels: The Outsiders, by S.E. Hinton, Of Mice and Men, by John Steinbeck, To Kill A Mockingbird, by Harper Lee, and Animal Farm, by George Orwell. A literary analysis is conducted during the reading of each novel. In addition, an integrative “hands-on” project is developed to further enhance learning. For example, students create a “graffiti” wall in conjunction with the study of art and communication during The Outsiders. Life-size characters are created on roll paper based on the visual images students form from their reading of To Kill A Mockingbird. Complete character analysis follows along with an oral presentation. The annual mid-year mock “Author’s Wax Museum” is held in the gym for younger students. Eighth graders select and research their favorite authors and then pose as them. As visitors travel about the museum, authors are “brought to life” and they deliver a short biography before becoming “frozen” again. Writing lessons are generated from themes studied in the novels. Students respond to different writing prompts such as, “What does it mean to walk in someone else’s shoes?”, or “Can you judge a book by its cover?” Reaction papers are written to reflect on themes such as courage, racism, forgiveness, growing up, and diversity. Enrichment of reading skills such as restatement, context clues, contrast clues, cause and effect, critical thinking and inferencing are reinforced too. Vocabulary instruction comes from work in the Sadlier-Oxford vocabulary book as well as words taken from novels. Lessons on synonyms, antonyms, analogies, completing the sentence, choosing the right word and using the word correctly are presented weekly. Grammar is taught through daily edits in composition book entries and assigned writing and as weaknesses are observed in student work. Students are expected to utilize and incorporate both new words and proper grammar into their writing. The transference of these skills is invaluable in preparation for secondary school applications and work as well as writing the end-of-year research paper. A balance of formal writing and journal writing is provided to continue to expand the students’ enjoyment for personal, informative and creative writing. Finally, oral presentation skills are refined to help students feel confident speaking in front of others whether it is giving an in-class presentation or standing before 300 people in the gym during the end-of-year graduation speech. Language Arts, for an eighth grader, is not only learning about the English language, but also the “art” of the language. Taking risks to improve communication skills on all levels is encouraged whether it is in the written or artistic form. Objectives: to improve written and oral communication skills to improve reading skills to develop a stronger vocabulary to improve and apply grammar skills to think more critically in order to become better readers, writers and speakers to increase understanding of the English language to utilize resources to improve the learning process Resources: Vocabulary Workshop, level C (Sadlier-Oxford) The Outsiders,(S.E. Hinton) Of Mice and Men (John Steinbeck) To Kill A Mockingbird(Harper Lee) Animal Farm (George Orwell)

	Mathematics
	This course focuses on further development of the student’s ability to solve problems in class, on assessments, in the context of the real-world situations, and outside the classroom. Problem-solving instruction is embedded in every lesson. The topics of study included in Algebra 1 include: Variables, Function Patterns and Graphs, Rational Numbers, Solving Equations and Inequalities, Graphs and Their Functions, Linear Equations and Systems of Inequalities, Exponents and Exponential Functions, Polynomials and Factoring, Quadratic Equations and Functions and Radical and Rational Expressions. There are many features built into the daily lessons for students. Getting ready to learn begins with completion of Check Your Readiness exercises found prior to each new chapter in the Algebra 1 Prentice Hall Mathematics text. This helps to identify what topics may need to be reviewed prior to introducing a new concept. Daily warm-up problems incorporate checking skills that students will need to successfully learn material. New vocabulary is introduced and recorded by students in their notes taken during class. As information in a lesson is presented, teacher examples are shown, followed by quick check example problems. A summary of key concepts learned includes a summary of important definitions, formulas and properties. Students can refer back to this information in their class notes as well as in the text during homework practice. Check-point quizzes are administered every few lessons to assess whether or not students are understanding skills taught. To assist with unit test preparation, at the end of each unit, students complete a chapter review which provides further practice and reinforcement. Cumulative review work is assigned throughout the course along with standardized test practice. “Hands-on” mini-labs include partner logic game competitions, lesson posters and jeopardy games. Upon completion of the course students are ready to begin work with Geometry or Algebra 2 in high school. Objectives: to understand numbers and meanings of operations and how they relate to one another to select and use appropriate statistical methods to analyze data to compute fluently and make reasonable estimates to understand and apply basic concepts of probability to understand patterns, relations and functions to represent and analyze mathematical situations and structures using algebraic symbols to use mathematical models to represent and understand quantitative relationships to analyze change in various contexts to use geometric models with proportions, percent and probability to explore ways to describe translations of familiar functions in both words and symbols to understand measurable attributes of objects and the units, systems and processes of measurement to solve problems and select and use various types of reasoning and methods of proof to use the language of mathematics to express mathematical ideas precisely Resources: Algebra 1, Prentice Hall Mathematics, 2007 Algebra 1 All-in-One Student Workbook, Version B, 2007

	Social Studies
	This course focuses on helping students understand the History of the United States starting from Reconstruction up to the 1950’s. Prior to entering the 8th grade the students are required to view three movies from a list provided to them and write a response essay for each. These films will allow each student to learn more about subjects we will be studying during their 8th grade year. One of the three movies required is A Raisin in the Sun, by Daniel Petrie. The year then begins with the students taking a look at American Industrialization, Reconstruction and how America becomes a world power. Students read the novel entitled Night, by Elie Wiesel. Along with reading the novel students will participate in thought provoking discussion about the book, along with involving themselves in a hands-on project which is developed to enhance learning by the student. Along with reading the book Night students will also participate in other hands on projects that include a debate which requires them to explore topics that interest them along with events that are currently affecting our world today. For example, students will debate on issues that are currently on the Supreme Court docket (They are reviewed to make sure they are class appropriate). The class is then broken into two different groups and each group is responsible for taking a position on the topic. Parents and students are encouraged to attend this event. Students are also asked to create a 3-D map of a particular battle of World War II. A power point presentation is created to go along with this 3-D creation based upon the battle that they chose. Writing assignments and essays are created from themes discussed and studied in class. Students will be required to write a 250 word essay on a question presented to them, such as, what influences or experiences in Franklin Roosevelt’s early life might have encouraged him to bring bold changes to the government? These essays, which are given throughout the year, will help prepare the students for their research paper which is due at the end of the year. The research paper is a 6-8 page paper that requires the students to submit a topic and defend their position. For example, a student may attempt to prove that Title IX is being taken advantage of by many school athletic programs and is, in many cases achieving the opposite effect: discriminating against boys. Within this paper the student will have to prove this point by bringing up strong background information, solid support and the correct citation of this information. Social Studies, for the Barnesville student is not only learning dates and names, but also thinking outside the box about historical events. Asking questions, such as, how was Adolph Hitler able to move an entire nation against a particular race based on perceived imperfections? When he himself had many “imperfections” that the world did not know about. Thinking outside of the box is encouraged whether it is orally or it is through written expression. Objectives: to improve oral and written communication skills to improve critical thinking to improve note taking skills to gain knowledge on how to write an effective research paper to think more critically about historical events Resources: War, Peace, and All That Jazz, Vol. 9 (Oxford University Press) All The People, Vol. 10 (Oxford University Press) The American Reader, 9 (Harper Collins) The Guide To MLA Documentation 7 Ed. (Houghton Mifflin Company) Night (Hill and Wang)

	Science
	Physical Science is a mix of both chemistry and physics. It starts out with the study of chemistry. The first topic in chemistry is what makes up matter and the properties of matter. One lab the students complete is to use the Tyndall effect to test if a solution is a colloid. And then one project for this chapter is to prove the law of conservation of mass, they must perform an experiment that proves no mass in created or destroyed during their experiment. Next the properties of solids, liquids, and gases are examined. The students create models of the molecules in each state of matter and they also take part in a challenge to see who can create the most buoyant boat hull. This is also the first chapter where the students apply math to solve volume and pressure problems. Using formula’s to solve applied math problems is continued in each chapter throughout the rest of the course. The study of chemistry continues with the study of atoms and the periodic table. The first project on this topic is to create models of atoms. After this, the eighth grade students learn about radioactivity and nuclear reactions by participating in a chain reaction lab and by modeling transmutation. The study of chemistry is concluded by learning about elements and their properties. One study tool that is created is a color coded periodic table and chart used to show the characteristics of different elements. The calendar year ends with the students developing skits to perform for the middle school based on the book “Stuff: The Secret Life of Everyday Things”. These skits are about where everyday objects such as paper, cola, and computers come from and their effect on the environment. At this point the study of physics is started by experiencing the difference between distance and displacement and is followed with the study of motion. One lab that is completed during the study of motion involves force and acceleration. The study of motion is continued by studying forces and Newton’s law of motion. The challenge project for forces is which group can slow the fall of four objects similar in size and shape the most during a fall. Next the students learn about energy and assemble presentations on perpetual machines and why they will not work based on the laws of energy. After this they study work and machines. One project for this topic is to build a simple machine to launch an egg the farthest. The second to last topic for the year is Thermal energy and its uses. One lab that is performed is to test insulators for their ability to slow down the flow of thermal energy. The study of physics concluded with students learning about energy resources and trying to market one type of energy for the fictitious new building at Barnesville. There are many more labs, hands on projects, and demonstrations used in this course. One of the other large projects completed by the eighth graders is for Invention Convention. This is a long term project with many parts that leads up to each eighth grader creating their own invention and advertisement for the Invention Convention. During classes which involve lectures and note-taking the format starts with a daily warm up question and is followed by the introduction of new material. Demonstrations, power points, or videos are used for support. Note-taking includes both guided and independent work. Types of assessments are tests, quizzes, labs, projects, and class discussion. Objectives: to be able to understand the nature of matter to know and understand how and why objects move to know where energy comes from to know to use the right formula to solve physics problems to learn about and become an inventor to make discoverers about physical science through hands on challenges and lab Resources: Physical Science Glencoe Internet Unitedstreaming.com

	Spanish
	Students complete the Paso a Paso "B" learning system. At the end of this learning program Eighth graders have completed Spanish 1 and are ready for Spanish 2 in High School. This last year will cover the following themes: Home, Health, Community, Movies and TV, Restaurants and The environment. This eighth grade curriculum gives students the opportunity to integrate and reinforce their knowledge of other disciplines through the foreign language. Students not only will be presented with more complicated grammatical structures, but also will expand their acquisition of vocabulary and useful expressions. Students continue building upon previous knowledge of reading strategies for the understanding and interpretation of Spanish written language on a variety of themes. Communication skills will be promoted through topics related to their personal and group interest. Eighth graders would have mastered basic communication skills in order to understand and be understood by Spanish native speakers. Students continue to learn, compare, and contrast Spanish-speaking countries cultures and the U.S. By understanding that different cultures have different customs they will realize that the cultural framework is what determines what people say or do. Objectives: to talk about where someone lives. to name and describe household items. to discuss 'patios' in Spain and ‘casitas’ in new York City. to indicate agreement or disagreement. to name parts of the body. to ask or describe how someone is feeling. to indicate how long something has been going on. to name places to go or things to do when you are sick. to discuss activities or errands. to say you don't / didn't know something. to refer to money and discuss cost. to ask and give directions. to identify means of transportation. to discuss past activities and indicate when something happened. to talk about things you buy. to name types of movies and discuss TV shows. to indicate time or duration. to express opinions or reactions and indicate a reason. to describe table settings. to talk about eating out. Resources: Paso a Paso B, Student Book Prentice Hall Paso a Paso 1. Workbook Prentice Hall Spanish/English Dictionary

	Physical Education
	Eighth grade focuses on demonstrating motor efficiency in many movement forms and proficiency in a few movement forms. Concentration is on life long recreational activities and demonstrating skills and safety per the units of field hockey, soccer, cooperative games, basketball, rhythms, fitness, softball, floor hockey, dance, volleyball, outdoor games, indoor games, ultimate frisbee, gymnastics, and flag football. Each unit begins with fundamental skills, then lead ups, small games, and then large games. Technically correct skill acquisition and working cooperatively with others are the two main goals per unit. Detecting, analyzing, and correcting errors in personal movement patterns is demonstrated. Learning the rules and scoring of the game, along with recognizing fundamental components and strategies is necessary. Maintaining a target heart rate in endurance, along with warm-ups, conditioning and cooling down is essential. Formulating one's own personal fitness program is encouraged. Each student is responsible for goal-setting (short, mid and long term setting) to evaluate one's own performance. AAPHER fitness tests are completed twice a year and demonstrating a personal functional level of physical fitness creates personal enjoyment and benefit. Sixth graders show respect for all persons and appreciate differences and similarities in other's physical ability regardless of gender, race, ethnicity, and skill level. Physical education class is a venue of self-awareness and knowledge about others.Demonstrating friendliness, mutual respect and concern for others whether winning or losing is highly encouraged. Sixth graders celebrate personal successes and achievement of others. Making responsible decisions about using time, following procedures, applying rules and implementing those decisions are components of every unit and are vital. Sixth graders should demonstrate an experiential knowledge of the healthy benefits of exercise, games, sports, and dance. Students are encouraged to consciously note the risks of each physical activity and understand what constitutes playing by the rules and what is fair play in sport or recreational activity. Understanding and applying interrelated concepts connects (e.g. math, science, social studies, reading/language arts, music and art) to the learning of movement skills. Most importantly physical education will help the learner to utilize optimal effort on all tasks for personal best. Objectives: to demonstrate perceptual motor efficiency in many movement forms and proficiency in a few movement forms. to apply knowledge, etiquette, skills and strategies to group, team, and recreational activities. to attain knowledge, skills and strategies that better enable participation in individual, dual, and team activities. to create and demonstrate rhythmical patterns and dance. to increase muscular strength, cardiorespiratory endurance, flexibility, body awareness and agility through physical activity. to achieve and maintain a health-enhancing level of physical fitness. to demonstrate responsible personal and social behavior in physical activity settings. to develop awareness that physical activity provides opportunities for challenge, enjoyment, and self-expression. to develop a positive self-concept, respect for self and others, and positive social and interpersonal skills. to demonstrate an understanding of interdisciplinary approach to movement science and its application

	Art
	Eighth grade art is basically taught like a Fundamentals of Art class in high school. Students do projects based around the fundamentals of design and explore a variety of drawing concepts. They also do work using color theory and do a printmaking assignment either dry-point etching or linoleum cutting. They may also do a ceramics project. Projects are more intensive and long term on this level. Eighth grade art meets once a week for 50 minutes. Objectives: to encourage the development of imagination, creativity, and personal styles and sensibilities. to develop an appreciation for artistic genres and individual artist’s styles. to be able to verbally explain art using, cultural and artistic terminology. to explore a plentiful variety of materials and methods when making personal art or developing a specific project. to do research as part of developing an art project. to learn drawing through demonstrating knowledge of specific drawing techniques. to demonstrate knowledge of specific design fundamentals. to practice color theory and painting techniques. to make two and three-dimensional art. to demonstrate skillful technical ability.

	Music

	Library