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Course Descriptions Within some course descriptions is a letter and number in parenthesis. This refers to the corresponding notation on our synopsis of the New York State Learning Standards.
The
emphasis in eighth grade is on design, or how to utilize all of the elements on
a two-dimensional surface and how to direct the eye around a three-dimensional
form. Discussion focuses on the
journey from observation to design: on how artists can accurately communicate
what they observe or believe while still being true to basic principles about
successful design. We
will try to simulate the creative, problem-solving atmosphere of an actual
graphic design studio. Students start by exploring design principles as they relate to corporate logos and signs. Students will develop their own line-art logos, flags or heraldic crests. As we begin to understand basic “rules” for organizing words and image on a 2 dimensional surface, we will try our hands at designing a more complex piece, like a menu for the school cafeteria. Cooperative design teams will design packaging for popular games (Scrabble, Monopoly, checkers, etc.). We will begin to evolve certain guidelines for evaluating effective and pleasing designs while adding to our repertoire of tools and techniques. We will go on to create, individually and/or in groups, designs for sneakers, CD and book covers, movie posters and a design newsletter. Each design project will take approximately a week and will involve planning preliminary sketches and mockups and evaluation along with actual production. Commercial
artist will be invited to visit as opportunity allows. We
will continually relate the design principles we discover to design solutions by
fine artists (such as Toulouse Lautrec), and styles by art movements (like the
Bauhaus) throughout history. Anticipated
student outcomes: By June of this
year, students in this class should
be able to... ·
an essential purpose of the visual arts is communication. ·
design principles should promote effective communication. ·
artists and designers have a broad range of tools and methods to help them
express and communicate. ·
the organizing elements of rhythm, pattern and balance create the grammar
of our visual language. ·
the ability to express oneself and be understood involves the synthesis of
intentions and media. ·
successful art production is a combination of inspiration, planning,
craftsmanship, and rigorous evaluation. ·
Commercial, Applied and Fine Art use the same media and design principals
for differing (but not mutually exclusive) purposes. ·
their world is filled with good and bad design, and that they must be
demanding and critical of their visual environment. Criteria
for grading: ·
Effort and personal improvement ·
cooperation ·
completion of assignments & ability to follow directions.. Earth
Science is the study of four disciplines. Meteorology,
the study of the conditions of the atmosphere, including weather and climate.
Astronomy, the study of the Universe and the solar system.
Geology, the study of the structure of the earth, and those forces that
constantly change the planet we live on. Oceanography,
the study of the water part of our earth. Anticipated
student outcomes: By June of this year, students in this
class should be able to... ·
recognize the forces that occur each day on our planet earth. ·
understand the role that you, the student, play in living on planet earth. ·
properly use a scientific vocabulary. ·
demonstrate in a laboratory exercise the forces that shape the earth and
universe. ·
show the interaction of geology and meteorology on the earth’s surface. ·
apply new technology in the study of earth science. Foreign
language study in grade 8 is a continuation of instruction through grades 5, 6
and 7. Students will have studied
the basic grammatical structures and verb forms in the target language and
should possess a strong foundation in auditory and reading comprehension.
In grade 8, the students will further develop the skills of speaking,
listening, reading and writing and are expected to take the New York State
Proficiency Examination in the foreign language in June. Anticipated
student outcomes: By June of this year, students in this
class should be able to... ·
demonstrate oral/aural fluency and accuracy. ·
write clear sentences in French using correct grammatical form. ·
read basic announcements and articles in French. ·
respond accurately and appropriately on both a written and verbal level to
situational questions and directions. ·
appreciate foreign cultures. ·
understand the importance of foreign language learning for both personal
and career use. ·
pass the New York State Proficiency Exam. Opportunities
for Enrichment: Students
are encouraged and sometimes required to seek extra help when necessary.
Students may choose from a variety of French magazines and readers for
both enjoyment enrichment. Individual projects (oral and/or written) based on student
interest may be developed for extra credit.
Additional practice in speaking, reading and writing in preparation for
the Proficiency exam is strongly suggested.
This
course is a continuation of the K-8 Health Education curriculum which follows
the NYS curriculum. The goal of
Health Education is to provide students with the knowledge, skills, and
attitudes to make decisions about their own health.
Topics
to be covered: Heart and
Circulation (including diseases); Fitness - muscles, bones, joints, metabolism
and exercises; Mental Health and Emotions, and Mental Illness; Genetics;
Nutrition (review nutrients, eating disorders); Human Development (puberty,
reproduction, sexuality); Common Diseases of the Human Body (cancer, STIS, AIDS,
genetic disorders, hypertension); Environmental issues - air, water, noise,
atmosphere. Anticipated
student outcomes: By June of this year, students in this
class should be able to... ·
know the basic anatomy and physiology of the human body. ·
make appropriate decisions to promote personal wellness and maintain a
high quality of life. ·
have an enhanced self-concept. ·
better understand the normal growth and maturing process. ·
identify various types of social behaviors and which ones are appropriate. ·
be armed with the skills necessary to make healthy and wise decisions with
respect to drugs, alcohol, and tobacco. ·
learn to play a responsible role in promoting self and community. ·
analyze the cause and possible solutions to common health problems. ·
how environmental issues effect personal health and quality of life.
Opportunities
for Enrichment: An
ongoing assignment in this class is to have students read and react to current
health related articles. As the
semester progresses students begin to develop and pursue health related issues
more fully on their own and share the information with the class. This
year builds on the previous year, enhancing the skills which prepare our
students to be competent, confident and caring in managing their personal,
family and career lives. 8th grade
Home and Career Skills topics include: ·
Career Awareness; values, goals, interest, aptitudes, personality types,
work ethics and entrepreneurship. ·
Money Management: applying consumer and decision making skills to personal
finances. Anticipated student outcomes: By June of this year, students in this class should be able to demonstrate the following competencies. (The notation in parenthesis refers to the New York State Learning Standard to which that competency is linked. The complete list of standards is on another page) ·
Students will develop an awareness of their personal values, goals,
aptitudes interest and personality styles as they relate to career decisions.
(CD1 - HE3) ·
Students will be aware of their options upon graduation from high school.
(CD1,2 - HE3) ·
Students will understand the meaning of "good work ethic." (CD1
- HE3) ·
Students will be aware of the importance of career choices to society. (CD1 - HE3) ·
Students will demonstrate the ability to get & use information about a
career. (CD1,2 - HE3) ·
Students will demonstrate an ability to prepare & use a budget.
(CD1,2,3) ·
Students will demonstrate an ability to make an appropriate decision about
various types of bank accounts. (CD3 - HE3) ·
Students will demonstrate an ability to balance a checkbook. (CD3 - HE3) ·
Students will further their interpersonal skills (i.e. cooperation &
communication) essential for successful employment.(CD3) ·
Students will be able to verbally explain the interconnection between
school subjects & the world of work. (CD1,2,3) ·
Students will be able to explain the interweaving of school subjects into
their personal daily lives. (CD1,2,3) Criteria
for grading: Students
are expected to: ·
participate fully in discussion ·
interview a family member about their career ·
do a research project on a career of choice ·
visit a bank to speak with an account officer ·
complete a checking account register ·
justify a decision about a financial goal ·
prepare a personal spending plan Opportunities
for Enrichment: Students
may find opportunities of enrichment within the modalities that they use to turn
in their family member interviews and career research reports.
Students are encouraged to make these projects more fun by using
multimedia presentation techniques. This
course is a study in literature and writing.
The literature aspect of the course focuses on interpretation, critical
thinking, comprehension and discussion. The
writing aspect concentrates on the writing process from brainstorming to
rewriting. Anticipated
student outcomes: By June of this
year, students in this class should
be able to demonstrate the following competencies.
(The notation in parenthesis refers to the New York State Learning
Standard to which that competency is linked.
A synopsis New York State Standards is included on another page.) ·
write an analytical essay. (ELA1,2,3) ·
demonstrate the writing process. (ELA1,2,3) ·
use coherence in their writing. (ELA1,2) ·
better understand the grammatical structure of their language. (ELA1,2,3) ·
learn how to effectively edit and analyze their writing. (ELA1,2,3) ·
understand content on the literal, interpretive,
and applied levels. (ELA1,2,3,4) ·
become better critical editors, readers, and writers. (ELA1,2,3,4) ·
understand and gain insight into drama. (ELA1,2,3,4 - A1,2,4) ·
write a paragraph using sequencing, cause/effect, comparison and conflict.
(ELA2,3) ·
understand the characteristics of a short story. (ELA1,2,3,4) ·
understand the characteristics of a poem. (ELA1,2,3,4) ·
complete a visual, oral, and written presentation on a passage of
literature from any of the pieces read during the course of the year.
(ELA1,2,3,4) ·
understand, through an interdisciplinary unit of study, the
interconnection among the various disciplines. (ELA1,2,3,4) ·
use the Internet to access information for their interdisciplinary
projects. (ELA1,2) ·
create a sketch and stretch illustration to convey a literary concept. (ELA1,2,3,4
- A1,2) ·
utilize notetaking skills to reinforce listening and increase reading
comprehension (ELA1,2,3) Opportunities
for Support / Enrichment: Extra help is available during lunch and the activity period. Students who are having difficulty will be requested to attend extra help sessions. The interests and needs of high ability students are met through independent, extra-credit assignments, by allowing them to use more sophisticated technology such as the multi-media equipment, and by providing them with challenging projects which tap their intellectual and creative curiosity. I may also raise my individual standards for those individuals who demonstrate an ease with the present curriculum's material. Independent projects are also available, such as, research on a particular theme in literature .
This
course is a review and continuation of the 7th grade mathematics as well as
preparation for 9th grade course work. Students
will work independently and in cooperative groups throughout the year on
material based on the NCTM (National Council of Teachers of Mathematics)
standards. They will integrate
previously learned material with new material, other subjects and the real
world. Anticipated
student outcomes: By June of
this year, students in this class
should be able to demonstrate the following competencies. (The notation in parenthesis refers to the New York State Learning
Standard to which that competency is linked.
Our synopsis
of the standards is on another page.) Introduction
to Algebra: (ELA2,3,4 -
MST3,7) ·
understand the meaning of expression, variable, coefficient and equation ·
perform order of operation correctly ·
evaluate algebraic expressions ·
solve basic linear equations (one and two step) and check answers ·
write expressions, equations and inequalities for work phrases ·
problem solving The
Decimal System: (ELA4 - MST3,7) ·
be able to round numbers to all places ·
understand and use the basic properties ·
be able to simplify expressions ·
problem solving Positive
and Negative Numbers: (ELA4 - MST3,7) ·
understand the concept of integers ·
be able to perform the basic operations with integers ·
write numbers in scientific notation ·
problem solving ·
understand and work with positive and negative exponents Rational
Numbers: (ELA4 - MST3,7) ·
define and understand rational and irrational numbers ·
find the LCM (least common multiple) and form equivalent fractions ·
perform the basic operations with rational numbers ·
be able to change fractions to decimals and decimals to fractions ·
problem solving Geometry:
(ELA4 - MST1,3,4,7) ·
be able to recognize, draw representations of and define basic terms, such
as point, line, plane, perpendicular and parallel ·
be able to define and recognize all angle types ·
be able to draw and measure angles ·
be able to recognize and list the characteristic of polygons ·
be able to define, recognize and draw the parts of a circle ·
be able to “prove” triangle congruent ·
problem solving Ratio,
Proportion and Percent: (ELA3,4 -
MST3,7) ·
be able to define basic terms such as, ratio, proportion, percent, rate,
and unit price ·
be able to solve proportions algebraically and use these solutions for
problems such as scale drawings ·
be able to change between fractions, decimals and percents ·
be able to find the percent increase and decrease ·
be able to work with percents on problems including discount, sales tax
and commission. ·
understand and use the interest formula ·
problem solving The Coordinate Plane: (ELA4 - MST3,4,5,6) ·
know the basic terms such as axes, ordinate and abcissa ·
be able to graph linear equations ·
be able to find the slope of linear equations ·
use graphs to solve problems Perimeter, Area and Volume: (ELA4 - MST3,5,6) ·
know the formula for the perimeter and area of polygons and circles ·
be able to find the perimeter and area of polygons and circles ·
be able to recognize polyhedrons ·
know the formulas for the volume and surface area of polyhedrons ·
be able to find the volume and surface area of polyhedrons ·
problem solving Statistics: (ELA4 - MST1,3) ·
be able to recognize, read and interpret data from all types of graphs ·
understand and use statistical measurements of mean, median, mode and
range ·
problem solving Probability: (ELA4 - MST1,3,4,7) ·
understand basic probability ·
use basic probability to solve problems ·
be able to solve problems using permutations and combinations Criteria
for grading ·
Tests: will be given upon the completion of a chapter and will count for
1/4 of a student's grade. ·
Quizzes: will be given
approximately once or twice a week and will count for 1/2 of a student's grade.
Participation and preparedness will count as 1 quiz grade.
·
Homework: will be given
approximately 4 times a week and will count for 1/4 of a student's grade.
ALL homework must be complete in
order to earn credit. Homework not
completed on the day it is due will earn a zero. Opportunities
for Enrichment: At any time throughout the year, students may do enrichment activities, These may include reports on math concepts or mathematicians, Students may also choose to enrich with problems/topics that extend beyond the curriculum. Any student wishing enrichment should see me.
The
course is a continuation of Pre-Sequential mathematics taken in the
seventh grade. Students will work
through the NYS curriculum for Sequential Mathematics.
A New York State Regents
Exam will be taken in June. Anticipated
student outcomes: By June of this year, students in this
class should be able to demonstrate the following competencies.
(The notation in parenthesis refers to the New York State Learning
Standard to which that competency is linked.
A synopsis New York State Standards is included on another page.) Numbers
& Operations: (ELA4 - MST3) ·
operations with integers ·
operations with rational numbers ·
order of operations Logic:
(ELA4 - MST1,3) ·
negation, conjunction, disjunction, conditional statements, truth tables,
biconditional statements Solving
Equations: (ELA3,4 - MST1,3) ·
evaluating expressions ·
solving equations by addition, subtraction, multiplication & division ·
translating words into equations ·
working with formulas Solving
Inequalties: (ELA3,9 - MST3,4) ·
solving inequalities by addition, subtraction, multiplication, division ·
compound inequalities Geometry:
(ELA4 - MSt1,3,7) ·
define points, lines, planes ·
distance, segments, rays ·
angles & angle relationships ·
parallel lines ·
polygons ·
congruent triangles ·
area and perimeter of
polygons Polynomials
& Factoring: (ELA4 - MST1,3) ·
exponents & factors ·
addition & subtraction of polynomials ·
multiplication & division of polynomials ·
factoring polynomials ·
quadratic equations Rational
& Irrational Numbers: (ELA4 - MST3,7) ·
decimals, fractions ·
square roots ·
multiplication, division, addition & subtraction of radicals Ratio
& Similarity: (ELA4 - MST1,3,7) ·
ratio, proportion and percents ·
similar polygons ·
area and volume ·
Pythagorean Theorem Circles:
(MST1,3,7) ·
area & circumference Probability:
(ELA4 - MST1,3,4,7) ·
one-staged experiments ·
events & probabilities ·
many - staged experiments ·
counting principle ·
permutations ·
Probability with & without replacement Statistics:
(ELA4 - MST1,3,4,7) ·
charts & graphs ·
measures of central tendency ·
quartiles & percentiles Lines
& Their Equations: (ELA4 - MST3,4,5,6) ·
equations in 2 variables ·
finding slope and intercept ·
graphing equations &
inequalities Systems
of Linear Equations: (ELA4 - MST3,4,5,6) ·
solving systems ·
graphing systems Additional
Topics: (ELA4 - MST1,3,7) ·
arithmetic of rational expressions ·
zero & negative exponents ·
direct variation ·
transformations Criteria
for grading: ·
Tests: will be given upon the completion of a chapter and will count for
1/4 of a student’s grade. ·
Quizzes: will be given approximately once a week and will count for 1/2 of
a student’s grade. Class
participation and preparedness will count as 1 quiz grade. ·
Homework: will be given approximately 4 times a week and will count for
1/4 of a student’s grade. ALL
homework must be complete in order to earn credit.
Homework not completed on the day it is due will earn a zero. Opportunities
for Support / Enrichment: At
any time throughout the year, students may do enrichment activities.
These may include reports on math concepts or mathematicians.
Students may also choose to enrich with problems/topics that extend
beyond the curriculum. Any student
wishing enrichment should see me.
This
course is individualized according to the basic needs of each student.
The general aim is to learn mathematical concepts and their applications
through the use of manipulative materials, teacher-made materials, and math
workbooks. Students will learn how
to use math in their daily lives. An
emphasis will be placed on the following mathematical concepts: addition,
subtraction, multiplication, division, place values, fractions, decimals,
percents, basic geometry, measurement, graphing, consumer math, and word
problems. Anticipated
student outcomes: By June of this
year, students in this class should
be able to demonstrate the following competencies. (The notation in parenthesis refers to the New York State Learning
Standard to which that competency is linked.
Our synopsis
of the standards is on another page.) ·
learn and perform the basic mathematical operations of addition,
subtraction, multiplication, and division of whole numbers, and place values
through class lessons and solving examples. (MST1,3) ·
use mental math to estimate logical answers by rounding numbers in a given
equation. (MST1,3,7) ·
learn and perform operations with decimals, fractions, and percents
through the use of class lessons and solving examples.
In addition, the students will discover the interrelationship among
decimals, fractions, and percents by completing numerous examples. (MST1,3) ·
utilize critical thinking skills to analyze and solve word problems by
applying the following 4-step process: 1.What
is being asked? 2.What
is the important information? 3.How
do I set up the math problem? 4.How
do I solve the math problem? (MST1,3) ·
identify and manipulate geometric figures to learn perimeter,
circumference, area, and volume by using manipulatives and examples from books.
(MST1,3) ·
read basic graphs and charts to find information and compare its parts.
In addition, students will draw their own graphs based on information
given to them. (MST1,3) ·
measure length, width, height, distance, weight, and capacity using the
metric system and the units of length commonly used in the United States (inches,miles,...)
by using rulers, meter sticks, scales, liter bottles, cups. (MST1,3) ·
make basic transactions using money by simulating the following in the
classroom: ordering food at a restaurant and paying the bill; going shopping at
a supermarket and getting the best buys; and
calculating tax and tips on bills. (MST3,7) Opportunities
for Support and Enrichment: All
students can attend the extra help period form 2:45-3:15 to receive support with
any aspect of our math class or with study skills.
Study skills may include organizational skills or assignment pad
completion. It is expected that
students will use this time to get clarification of their homework assignments
and on late work.
The
Middle School Physical Education Department wholeheartedly endorses the
district-wide sets of goals and objectives.
We also have a series of objectives geared to meet specific needs of our
students. Our department aims for
the provision of adequate facilities and skilled leadership which will afford an
opportunity for the individual or group to interact in situations that are
wholesome physically, intellectually, emotionally, and socially - to the full
extent of their potential. The
students we work with are experiencing a very unique time in their lives.
During this life cycle, ages 10-14, young people are undergoing
tremendous transitions in physical growth, emotional growth, and chemical
changes in their young bodies. We attempt to aid students
through this difficult transition in a positive and uplifting manner.
Therefore, the program is structured in a way that encourages the student
to work at his/her optimal level. The
students' work habits and improvement are the basis upon which she/he is awarded
a grade. During
the students' tenure in the middle school, they will be offered approximately
twenty different activities. In a
given year, each student will participate in an activity where the stress is on
skills and safety. In 5th and
6th grades, the stress is on rules, regulations,
safety, and game situations. In 7th
and 8th grades, the stress is on safety, teamwork and games. Anticipated
student outcomes: By June of this year, students in this
class should be able to... ·
develop physical fitness through vigorous physical activities. ·
develop a high degree of proficiency in basic movement and synthesize
these basic skills into complex situations in games, fitness, gymnastics, and
lifetime sports. ·
have the physical skills and coordination and abilities to be used at work
or play. ·
develop an awareness of safety habits necessary for healthful and
efficient activity in school and in the community. ·
maintain a positive attitude toward physical activity. ·
learn to further develop an understanding of the physical abilities and
limitations of others. ·
develop an appreciation for physical activities and their importance in
the total development of people. ·
acquire an understanding of one's own limitations with continued desire to
improve. ·
develop positive actions and attitudes toward competition which are
characteristic of good citizenship. Criteria
for grading: ·
Participation in physical education class at all times unless medically
excused by doctor or parent. ·
Adhering to physical education dress code as stated above ·
Knowledge questionnaire skills check-off New York State Physical Fitness
Test Opportunities
for Enrichment: The
instructor will assess the students skill level. The high ability students will be challenged to perform
advanced techniques of a specific skill once the basic skills have been
mastered. The high ability students
will continue to strive for higher standards.
The
main purpose of this program is to provide the students with learning,
organizational and study techniques and social/emotional skills that will help
them perform successfully in mainstream classes. Anticipated
student outcomes: By June of this
year, students in this class should
be able to demonstrate the following competencies.
(The notation in parenthesis refers to the New York State Learning
Standard to which that competency is linked.
Our synopsis
of the standards is on another page.) ·
utilize the learning, organizational and study techniques and
social/emotional skills taught in the Resource Room whenever necessary
throughout the school day. (ELA1,4) ·
Seek timely teacher assistance whenever necessary. ·
Utilize testing modifications whenever necessary. Criteria
for grading:
·
Grades on homework, class assignments and tests ·
pre-approved extra credit points ·
points for the following if accomplished during 80% of the school days per
quarter: ·
attending class on time (lateness accepted if accompanied by a legitimate
pass) ·
completing homework on time ·
having all materials necessary for class ·
behaving appropriately during class Science
- (Introduction to Physical Science
(I.P.S.)
The
IPS course covers various topics in the basic study of matter.
The class is a lab-based course, and most of the concepts are taught
using lab experiences combined with class discussion.
The students learn a great deal about lab safety as well as how to
manipulate various scientific tools and instruments.
Topics include volume and mass, identification techniques, solutions,
mixtures, separation techniques, compounds and elements.
Each topic has several labs which reinforce the basic concepts. Participation in lab activities and class
discussion are of the utmost importance. Anticipated
student outcomes: By June of this year, students in this
class should be able to... ·
use and read a graduated cylinder. ·
use and read a balance. ·
describe mass and volume. ·
use the basic metric units for mass, volume and length. ·
define and find density. ·
draw a histogram. ·
find the boiling/melting point of a substance. ·
draw a time versus temperature graph. ·
describe a solution and factors affecting solubility. ·
separate various types of mixtures. ·
safely use basic scientific equipment. ·
read information from the periodic table. ·
identify a simple unknown substance. ·
describe a compound. ·
describe an element. ·
record accurate and organized observations and data.
Opportunities
for Support / Enrichment: Students in need of extra help, review for a test, or who have to make up labs can come during the activity period at the end of the day. Students who show a high level of ability or interest in Science will be offered opportunities to research topics related but not actually part of the core curriculum. Topics could include history, scientists or modern day applications of topics discussed in class. Another option is for highly motivated students to become lab assistants. These students would assist the teacher in preparing for lab activities on their own time (before school, lunch, activity period). Students could prepare solutions, set up and check apparatus and distribute chemicals.
This
is the second year of a two year sequential
course. The 8th grade course
focuses on American History
since the Civil War. Anticipated
student outcomes: By June of this
year, students in this class should
be able to... ·
comprehend the growth of the United States as an industrialized nation, as
a world power and as a nation with an ongoing progressive reform movement.
·
develop a geographic knowledge of the United States and of the areas of
the world in which the country was involved.
·
appreciate the national political process and constitutional changes. ·
evaluate visual evidence through exposure to a comprehensive slide series. Criteria
for grading: One-third
of the quarterly grade is based on an average of daily home work assignments and
quizzes. One-third is based on the
average of unit tests and major (long term) assignments.
The final third represents the student's class participation grade.
Unit tests are announced a
minimum of one week before the test and the students receive a review sheet at
that time. Each unit test includes a take-home essay question in the style of the
questions on the state PET exam. Each
unit test will include an open notebook set of questions. Opportunities
for Enrichment: Throughout
the year students are encouraged to relate their experiences and knowledge to
the course of study. Readings or
video studies are most frequently selected as major extra credit projects.
Extra credit to increase the daily homework average includes the students
bringing in news magazine covers, newspaper articles, historical site brochures
or photographs of historical markers.
SOCIAL
STUDIES - SPECIAL EDUCATION This
course covers the history of the United States from Reconstruction to the
present. Anticipated
student outcomes: : By June of this
year, students in this class should
be able to... ·
comprehend the growth of the United States as an industrialized nation, as
a world power and as a nation with an ongoing progressive reform movement.
·
develop a geographic knowledge of the United States and of the areas of
the world in which the country was involved.
·
appreciate national political process and constitutional changes ·
evaluate visual evidence through exposure to a comprehensive slide series. Criteria
for grading: ·
Grades on homework and class assignments and tests ·
pre-approved extra credit points ·
points for the following if accomplished during 80% of the school days per
quarter: ·
attending class on time (lateness accepted if accompanied by a legitimate
pass) ·
completing homework on time ·
having all materials necessary for class ·
behaving appropriately during class Foreign
language study in grade 8 is a continuation of instruction through grades 5, 6
and 7. Students will have studied
the basic grammatical structures and verb forms in the Spanish language and
should possess a strong foundation in auditory and reading comprehension.
In grade 8, the students will further develop the skills of speaking,
listening, reading and writing and are expected to take the New York State
Proficiency Exam in spanish in June. Anticipated
student outcomes: By June of this year, students in this
class should be able to... ·
demonstrate oral/aural fluency and accuracy. ·
write clear sentences in Spanish using correct grammatical form.
·
read basic announcements and articles in Spanish.
·
respond accurately and appropriately on both a written and verbal level to
situational questions and directions. ·
appreciate foreign cultures. ·
understand the importance of foreign language learning for both personal
and career use. ·
pass the New York State Proficiency Exam. Opportunities
for Enrichment: Students
may choose from a variety of Spanish magazines and readers.
Individual
projects (oral and/or written) based on student interest
may be pursued. Additional practice in speaking, reading and writing in
preparation for the Proficiency exam is encouraged. Students may earn extra credit towards their participation
grade by pursuing the opportunities. This
course will expose the students to a variety of communication technologies.
Topics may include: keyboarding; Microsoft Excel spreadsheet; basic audio
recording and use of page and layout design programs.
The curriculum involves familiarization with various computer based
communication tools and other communication and presentation technologies.
Anticipated
student outcomes: By June of this year, students in this
class should be able to... ·
effectively use a standard computer keyboard ·
state the benefits of using various software programs ·
demonstrate appropriate use of various software programs ·
communicate effectively using
a variety of communication technologies Opportunities
for Enrichment: Students who excel in Technology will be given opportunities to lead activities, to work with other computer programs appropriate to their interests and to work in additional areas and on other activities. Enrichment activities will not be graded.
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