Eighth Grade
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| Course | Team 8A | Team 8B | ||
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| Language Arts | Dan Brundige Lisa Harding* |
Samantha Carew-Tyree Jacqueline Campbell |
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| Mathematics | Carolyn McKeon Kelly Linehan |
Naomi Hoffelt Michael McDowell |
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| Science | Carolyn McKeon Kelly Linehan |
Jennifer McFarland** | ||
| Social Studies | Dan Brundige Lisa Harding |
Mindy Richardson* | ||
| Spanish I | Anne Perez | |||
| *ID Team Leader ** Grade Group Leader |
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| 8th Grade Course Offerings | |
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| Core Courses | |
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| English/Language
Arts 8 is centered on high-quality contemporary and classic literature,
supported by skills instruction and practice in critical reading, writing,
vocabulary, and grammar and usage. Students enrolled in Advanced
English/Language Arts extend their learning with greater depth at an
accelerated pace. |
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Criteria for Advanced English/Language Arts 8 Three of the following:
Students taking Advanced English/ Language Arts 8 must also take one of the following:
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Enhanced Language Arts 8 is a
year-long course designed to increase students’ abilities to read,
learn, and study academic content. Instruction in the enhanced class
focuses on reading to learn across the content areas in preparation for
the rigors of the high school program. Students will gain additional
skills and strategies when reading for information using a variety of
content instructional materials. Enrollment in Advanced English/Language
Arts 8 is required to take this course. |
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This course is designed to introduce students to the basics of the target
language and culture, and serves as the foundation for the development of
the students’ communicative competency and linguistic accuracy in the
language. Emphasis is given first to developing the students’ ability to
communicate effectively with other speakers of the language, and second, to
developing linguistic accuracy. The basic language skills of listening,
reading, speaking and writing are stressed in the context of “real life”
scenarios. The course is taught on an A/B day schedule for two semesters.
One credit is earned upon successful completion of the course and a passing
grade on a county final exam. Classes are taught primarily in the target
language. |
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investigate the history of the United States from 1763-1877 in order to
answer the question, “How has the American identity evolved?” Through
reading and analysis of selected primary and secondary sources, they will
draw conclusions about the causes and consequences of important events.
Students will take a comprehensive examination at the end of this course.
Service Learning requirement and career exploration activities are
integrated throughout the year. |
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| Students analyze
the impact of humans on natural resources, and justify decisions to use
natural resources based on human impact. Students model changes in Earth
materials, and use evidence to analyze changing life forms. Students model
and explain the movements of celestial bodies and analyze factors that cause
and affect Earth’s weather and climate. Students use computers to collect
data and run science simulations (GIZMOS) to make abstract concepts more
concrete. Students apply mathematics to graph and analyze data from
experiments. Students read technical passages to extend their understanding
of scientific text and use their oral, written and technology skills to
share learning. Project based learning allows students to identify and
tackle real world problems important to students. |
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| Pre-Algebra 8 | |
| Pre-Algebra 8 is
the third standard level course in the middle school mathematics sequence.
Students will extend their knowledge in the seven mathematics content and
process standards content expectations that are outlined by the Maryland
Voluntary State Curriculum. In addition, this course prepares students for
the formalized study of Algebra 1. Students will be engaged in representing
problem situations with symbolic expressions, functions, and equations.
Students will be expected to solve one-variable equations involving the set
of rational numbers efficiently and accurately. They will investigate the
relationships among data, in particular linear relationships. This course
serves as an introduction to modeling and solving contextualized problems
through graphs, tables and symbolic representations. Students will be able
to identify functions as linear or nonlinear and contrast their properties
using tables, graphs and/or equations. |
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| Algebra I (Honors Level) | |
| This course
serves as the first in a foundation for advanced mathematical coursework by
providing a complete treatment of the topics in elementary algebra.
Instructional emphasis will be placed on modeling real-life situations with
expressions, equations, inequalities and systems of equations and
inequalities. In addition, students will explore functions as they represent
real-world phenomena in the form of tables, equations and graphs through the
use of technology. At the middle school level, students must pass the AACPS
Algebra I final exam, as well as earn a passing grade in the course in order
to receive high school credit in Algebra I.* This course will appear on the
student’s high school transcript and become part of a student’s high
school GPA. Students must pass the Maryland High School Assessment for
Algebra/Data Analysis. This is a requirement for a Maryland High School
Diploma. The graphing calculator is used throughout the course. * This requirement is
mandated by COMAR 13A.03.02.03. |
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| Geometry (Honors Level) | |
| This course
serves as the second in a foundation of advanced mathematical coursework.
Students will draw and interpret two- and three-dimensional figures;
represent problem situations with geometric models; classify figures in
terms of congruence and similarity; deduce properties of and relationships
between figures from given assumptions; and translate geometric figures to
an algebraic coordinate representation. Through the use of dynamic software,
students will gain an understanding of the relationships among mathematical
figures and become active participants in the inductive and deductive
processes of thinking. Students must pass the AACPS Geometry final exam as
well as earn a passing grade in the course in order to receive high school
credit in Geometry* This course will appear on the student’s high school
transcript and become part of a student’s high school GPA (grade point
average.) The graphing calculator is used throughout the course. The graphing calculator is used throughout the course. Students must successfully complete Algebra I to be eligible for this course. |
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| Encore Classes | |
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Specific reading interventions
are provided as an encore course for those students identified as
needing focused and intensive reading instruction, in addition to the
regularly scheduled language arts class. These classes are designed to
increase the student’s specific reading need—decoding skills, fluency,
and/or comprehension of text—in order to achieve higher levels of
success and include the following programs:
Students are placed in
these programs only after testing and/or evaluation by the school’s
reading personnel. |
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| All students in
grades six, seven, and eight will be scheduled for physical education and
health education. Students will have instruction in physical education for
three marking periods and instruction in comprehensive health education for
one marking period. All students are required to wear a school approved
uniform while participating in scheduled physical education activities (cost
approx. $20.) The physical education program is based on the Maryland Physical Education Content Standards and the Maryland Voluntary State Curriculum that includes exercise physiology, biomechanical principles, social psychological principles, motor learning, physical activities and skillfulness. The program components embedded throughout all instruction are fitness and conditioning, coordination, throwing and catching, striking, speed, timing and accuracy, leisure and recreational games and dance education. Students will be introduced to an array of components, themes, and activities which address each of the content standards. Students will be assessed in physical fitness twice a year though the administration of FitnessGram, a battery of tests used to determine levels of fitness. Reports of these assessments are sent home twice a year. As students return to the 7th and 8th grades, respectively, they progress and refine skills toward content mastery. Activities and units assigned by the teacher are designed to meet the criteria for each component in the approved curriculum guide. Dance Education in each grade consists of improvisation (6), Dance for Athletes (7), and Jazz (8). Health Education Unit The Health Education Program is based on the National Standards and the Maryland State Department of Education guidelines, reflecting the “Voluntary State Curriculum” for Comprehensive School Health. The specific outcomes and activities are designed to be developmentally appropriate at each grade level. The content/concepts and performance indicators clearly define what knowledge and skills all students must know and be able to do. Grade 6 The students will receive instruction in the areas of tobacco prevention, safety and injury prevention, family life and human sexuality, and disease prevention and control.* Grade 7 The students will receive instruction in the areas of alcohol education, nutrition and fitness, family life and human sexuality, and disease prevention and control.* Grade 8 The students will receive instruction in drug education, safety and injury prevention, and family life and human sexuality.* *The family life and human sexuality unit, and HIV/AIDS prevention education were developed in accordance with the standards and procedures established in Maryland State Regulation 13A.14.01.02. Students may be excused from these units of the program upon a written request from their parent or guardian. Appropriate alternate instruction will be provided. |
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| Semester Course - In this course
students will work with ways to heighten thoughts and expression in their
artwork. Knowledge gained from studying other artists and cultures will be
applied in solving problems in art. Design skills will be used to solve
problems based on observation and life experiences that exemplify personal
critical choices. |
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| Semester Course - Taking
Responsibility provides students an opportunity to participate in
performance-based learning (“hands-on” experiences). In the Managing My
Money unit, students use the decision-making process to develop skills
needed for managing their money in order to become informed consumers. In
the Nutrition and Wellness unit, students learn how to apply the dietary
guidelines to improve their overall health as well as prepare and serve
nutritious foods. |
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Semester Course - This course is designed to prepare students to identify
and explain the "core technologies" at work in typical technology systems.
Students will participate in project-based learning to develop a depth of
understanding about information/communication technologies. Students will
recognize the connections that exist between academic subjects and
technology as they explore the capabilities of computer systems. In
addition, individual and team projects related to communication technologies
will be completed in a lab environment. These experiences will result in
student production of a variety of "take-home" items. Computers, peripheral
devices, and software applications, such as Microsoft Office, will be used
for preparing technical documents and PowerPoint presentations. |
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Semester Course - The basic concepts and techniques involve mental,
muscular, visual, and aural skills and are a relevant contemporary extension
of concepts and skills learned in elementary school general music. The
general music classroom offers a challenging, adaptive, and nurturing
musical environment in which students can expand their musical horizons and
enrich their musical knowledge. General Music serves as a gateway into
active involvement in school and community participation. |
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| Year-long Course
- This course emphasizes individual concepts of vocal production, as well as
choral techniques appropriate for a large ensemble. Students will develop an
understanding of musical accuracy in performance skills and musical sound
through movement. Students will perform, create, and listen to choral music
with understanding. Comprehensive musicianship is taught through the study
of a varied choral repertoire. Public musical performances are expected.
Students are expected to advance to the next appropriate level of ability. |
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| Year-long Course
- This course emphasizes good tone production, musical accuracy in
performance skills, balance, and interpretation of music within a small
group. Comprehensive musicianship is taught through the study of varied
instrumental repertoire. Public musical performances are expected.
Instruction is offered on the following instruments: oboe, clarinet, flute,
bassoon, saxophone, trumpet, French horn, baritone horn, trombone, tuba, and
percussion. Students are expected to advance to the next appropriate level
of ability. |
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| Year-long Course
- This course emphasizes good tone production, musical accuracy in
performance skills, balance, and interpretation of music within a small
group. Comprehensive musicianship is taught through the study of varied
instrumental repertoire. Public musical performances are expected.
Instruction is offered on the following instruments: violin, viola, cello,
and string bass. Students are expected to advance to the next appropriate
level of ability. |
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Year-long Course - Advancement Via Individual Determination (AVID) is an
accelerated academic program that prepares students for a rigorous course of
study that will enable them to meet requirements for 4-year university
enrollment. AVID is an encore course offered to students in grades 6–12. In
order to take the AVID elective course, students must apply, interview, and
be accepted into the AVID Program. Students who are accepted into the AVID
program commit to one to two hours of homework per night (for all classes),
a schedule change to include advanced courses, excellent behavior, and
attendance. The AVID elective provides a strong, relevant writing and
reading curriculum, study skills, assistance with organization, and time
management, and tutoring. |
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