EIGHTH GRADE  CURRICULUM

ENGLISH

By the end of Grade 8 Dorset students will use prewriting, drafting, revising, editing and critiquing to produce final drafts of several types of writing.(see below)  They will demonstrate a command of the English language by using appropriate mechanics, usage and grammar (conventions) and by using a variety of sentence and paragraph structures.

I.  Writing

A.  Process writing--using the steps of the Vermont Writing Process students will generate their own pieces of writing.  Quick writes, student generated ideas, and various writing prompts will be used. Hopefully, at least one independent piece per trimester.

B.  Product writing-writing with a purpose, following the directives of the Vt State Standards this is writing with a definitive purpose in genre.  Performance Task Assessment Lists, Vermont State Rubrics, Student and Teacher  generated rubrics will be used in assessment.  Peer response groups, teacher edits, and self edits will be stressed in word processing and revision. Genres:

            1.  Personal Narrative *

            2.  Procedural  (How  to)

            3.  Narrative Poem, Poetry

            4.  Essays of Cause and Effect*

            5.  Persuasive Essays*

            6.  Descriptive Essays (Character Description)*

            7.  Essays with Compare/Contrast*

            8.  Research Work-longer term project in conjunction with other classes*

9.  Responses to Text-to literature and to information (Daybook of Reading, content areas; non fiction and historical fiction,on going journaling)

            10. Reflective or Personal Essay*

                                    *=strongly guided practice

II.  Portfolios-- a collection of writing gathered throughout the year

A.  All students will have a compendium of work going on to high school.  All work not collected will go home at graduation.

B.  Writing is evaluated according to:  Organization, Voice, Purpose, Details,  and Grammar, Usage and Mechanics.

C.  Particular Emphasis is placed on those skills addressed in the New England Compact  Assessment Program and other national  Standardized tests.

III.  Grammar

            A.  Holt’s Elements of Language-Second Course

            B.  Connection between grammar and writing stressed

            C.  Chapter tests approximately every 2-3 weeks

            D.  Daily Oral Language Workouts-”Mug Shot Sentences”

            E.   Quizzes on Thurs. or Friday open book-”Mug Shot Paragraphs”

VI.  Spelling/Study Skills - Scott Foresman-Everyday Spelling

VII.  Vocabulary Study-  Holt, Rinehart, Winston exercises (biweekly tests)

Grading System:  Classwork:  30%, Homework 20%, Tests/Quiz 35%, Writing 15%   

LITERATURE

By the end of Grade 8 Dorset students will use a variety of strategies to comprehend suitable grade level material.  They will demonstrate understanding by using a repertoire of reading strategies and comprehension skills:  predicting, clarifying, inferring, analyzing, summarizing, synthesizing, and evaluating.  The emphasis will be on interpretation and analysis of literature, going beyond the simple literal recall of the plot.  In informational text the emphasis will be on application, evaluation, recognizing main idea an  the importance of significant detail, and application.  Students will be able to comprehend deeply all types of literary genre by responding to text in a variety of ways using specific references and inferences using connections with self, other text, and the world.
  

I.  Class Novels—direct instruction, whole class activity, oral reading stressing fluency through the vehicle of Readers Theater, vocabulary work, final tests which contain both multiple choice, short answer, and essays.  A large percent of reading will be done in class with homework assessing comprehension the same day.  The following novels will be read, not necessarily in the order given.  The list may change as the year progresses to align with other subject areas for interdisciplinary projects or student interest.

                The Outsiders
                Lord of the Flies
                Animal Farm
                Romeo and Juliet
                Inherit the Wind
                The Giver

II. Independent Reading—25 books or their equivalent for this school year.   Evaluation of independent reading will be ongoing and will depend on the quality and complexity of journal entries and responses to literature.  The journals will be a dialogue between student and teacher.  Response to literature will also be taught and a more formal assessment will take place after guided practice.   

III. Literary Circles—small groups will meet to discuss and process books.  (Book clubs)

 
IV. Video Literacy--    transfer of higher order critical reading skills to critical viewing skills with emphasis on deductive reasoning and active viewing using segments of The Twilight Zone Excursion.  Videos of classroom novels when available.
 

V.  New England Common Assessment Program (NECAP)  preparation—reading for a purpose within time limits.  Analytical reasoning stressed through timed essays.
 

VI.   Daybook of Critical Reading and Writing--   excerpts of exemplary American and world literature both prose and poetry for specific reading strategy instruction. 

Physical Science

Heat energy and its effects on molecular motion – Heat Transfer

Electrical circuits

The electromagnetic spectrum

Calculating density

Calculating air pressure

Life Science

Ecology

Photosynthesis and cellular respiration

Diversity of Life

Evolution

Genetics

The Human Body

Maintaining balance in the human body

Fertilization and embryo/fetal development

Human development

Earth and Space Science

Weather, climate and the seasons

Size and distance in the solar system

Upon completion of Grade 8, Dorset students will have sequenced historical events from Early America (Spanish colonization) through the period of Reconstruction after the Civil War. Students will identify the characteristics of transitions between eras, making sure to make connections to the present. They will research, examine, and analyze historical data from each era.

1. Colonies in the Americas (1500-1760)
1. New Empires in the Americas
2. The English Colonies
3. Life in the English Colonies
2. The Colonies Break Free (1675-1783)
1. Conflicts in the Colonies
2. The American Revolution
3. A  New American Nation (1777-1800)********
1. Forming a Government
2. Citizenship and the Constitution
3. Launching the Nation
4. Building a Strong Nation (1800-1840)
1. The Expanding Nation
2. A New National Identity
5. A Changing Nation (1790- 1860) ********
1. Industrial Growth in the North
2. Agricultural Changes in the South
3. New Movements in America
6. The Nation Expands West (1790-1860)
1. Expanding West
2. Manifest Destiny and War
7. The Nation Breaks Apart (1848-1890) *******
1. A Divided Nation
2. The Civil War
8. A Growing America (1850-1890)
1. Reconstruction
2. The West

 Homework assignments can be expected Monday through Thursday. Students should be prepared for quizzes at any time covering the section currently being taught. Chapter tests will be announced at least three days prior to the test. Current Events Recaps will be required weekly.

The mathematics content your student will study throughout the eighth grade is as follows:

• Pythagorean theorem
• Exponential relationships
• Quadratic relationships
• Algebraic reasoning
• Symmetry and transformations
• Data and Statistics
• Combinatorics

Your student will leave the eighth grade with the ability to:

• Perform a variety of computations that include the use of integers, exponents, roots, irrational numbers, positive and negative fractions, scientific notation, absolute values and inequalities
• Apply the concepts of similarity, triangle inequality, symmetry, three-dimensional shape characteristics, surface area, volume, perimeter and circumference to solve problems.
• Use variables to solve multi-step linear equations, problems on the Cartesian coordinate system and common non-linear relationships
• Represent groups of data obtained via a scientific method with tables, graphs, diagrams and plots
• Compare theoretical and experimental probabilities generated from a list of possible outcomes
• Analyze patterns, trends and distributions in data
• Apply broad problem solving techniques to mathematical problems and communication of such

The mathematics content your student will study throughout eighth grade is as follows:

• Introduction to the use of variables in sentences and expressions
• Operations with algebraic expressions
• Linear sentences
• Exponents
• Quadratics
• Polynomials
• Linear systems
• Factoring
• Functions

Your student will leave the eighth grade with the ability to:

• Perform a variety of computations that include the use of integers, exponents, roots, irrational numbers, positive and negative fractions, scientific notation, absolute values and inequalities
• Apply the concepts of similarity, triangle inequality, symmetry, three-dimensional shape characteristics, surface area, volume, perimeter and circumference to solve problems
• Use variables to solve multi-step linear equations, problems on the Cartesian coordinate system and common non-linear relationships
• Represent groups of data obtained via a scientific method with tables, graphs, diagrams and plots

• Compare theoretical and experimental probabilities generated from a list of possible outcomes
• Analyze patterns, trends and distributions in data
• Apply broad problem solving techniques to mathematical problems and communication of such.

Social Development

• Self-esteem
• Peer relationships
• Communication with adults
• Individual and team problem solving activities

Physical Development

• Fitness tests assessed from past year
• Muscle contractions
• Muscle strengthening
• Muscle flexibility
• Soccer
• Flag football
• Volleyball
• Circus and juggling
• Basketball
• Floor hockey
• Combat tames (gatorballs)
• Cleanliness and minor first aid
• Softball
• Wiffleball
• Speedball
• Golf
• Reassessed fitness from current year
• Orienteering
• Track and field
• Team games

The art program will consist of a spiraling curriculum. Each lesson/project will build on the previous one. It will reflect the Vermont Standards and be based on the elements and principles of design, incorporating art history, aesthetics and art criticism with projects appropriate to each grade level. A wide variety of media and techniques will be used. All activities will be structured to accommodate different learning styles and paces. Art education will be available for all students.

The art program includes content from the four foundational art disciplines known as Discipline Based Art Education:

• Art history – art in a cultural or historical setting
• Art production – the concepts and skills used to make art
• Aesthetics – the philosophy or nature and value of art
• Art criticism – making judgments and analyzing art objectively.

Assessments will be conducted on a regular basis. Assessments will be teacher assessments in the form of grades, mid-term reports, report cards and oral critique. In addition, eighth graders will be completing self-assessment forms at the end of each project. By the end of the school year students should be able to demonstrate understanding of:

• The elements of design (line, shape, form, space, texture, color and value)
• The principles of design (unity, emphasis, contrast, balance, pattern, movement and rhythm)
• Radial design, mola design and optical illusions
• Warm and cool, complimentary and analogous colors and fragmented grids
• Proportion in portraiture, observational drawing, progressive drawing and pen and ink drawing
• Pointillism, surrealism and Japanese printmaking – Gyotaku
• 3-D construction – wire/pipe cleaner sculptures, clay boxes and mixed media masks
• Art interpretation – Modern Mona

Technology

In eighth grade the emphasis is on using information tools to research, organize, analyze and present information, often in collaboration with other classes.

Basic Operations

• Working collaboratively with shared files

In the Library Media Program the two main focuses are to encourage the students to have a love for reading and to teach them to be information literate. To be information literate means to be able to access, evaluate and use information efficiently and effectively. The Library Media Program operates on a flexible schedule. This allows the library media specialist to collaborate with the classroom teachers so that these skills are taught as the students need to use them for their classroom assignments instead of in isolation.

The students will:

• Understand the research process using a more advanced research model
• Be able to efficiently use Internet search engines to find information
• Be able to use a variety of sources, print and non-print, and synthesize the information to answer a question or support a position

The students will:

• Check out leisure reading from the library media center on a regular basis
• Be able to identify a favorite author and/or literary genre

The students will:

• Learn advanced search strategies using Boolean logic (and, or, not)
• Learn to produce a web page to communicate information

The student will:

• Understand and practice appropriate Internet use by following the school guidelines