Grade: 8 Yearly Plan 2018-2019: Middle School Language Arts · 2018-12-03 · Grade: 8 Yearly Plan:...

Grade: 8 Yearly Plan 2018-2019: Middle School Language Arts

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*Units of Study are used to cover the Common Core State Standards Initiative (CCSSI) for Grade 8 English Language Arts:

http://www.corestandards.org/ELA-Literacy/

UNITS of STUDY

Content/ Aims/ Outcomes

I. Novel: The Outsiders

● Introduction to the elements of literature

● Analyze particular lines of dialogue or incidents in a story or drama

propel the action, reveal aspects of a character, or provoke a decision

● Cite textual evidence that most strongly supports an analysis of what

the text says explicitly as well as inferences drawn from text.

II. Remedial Grammar Unit

● Students will practice all forms of correct grammar usage including but

not limited to subject-verb agreement, prepositions, compound and

complex sentences, and active/passive voice.

III. Poetry Unit

Robert Hayden – The Whipping, Walter De La Mare – The listeners,

Percy Bysshe Shelley – Ozymandias, Wilfred Owen – Dulce Et

Decorum Est, Lord Tennyson – The Dead Warrior, C. Cibber – The Blind

Boy, W. Blake – Things to remember, Dylan Thomas – Do not go gentle

into that good night, Robert Frost – The Road Not Taken, Stevie Smith –

Not waving but drowning

● Introduction to the elements of poetry

● Study the different types of poems

● Determine the meaning of words and phrases as they are used in a text,

including figurative and connotative meanings; analyse the impact of a

specific word choice on meaning and tone

● Learners will be able to identify literary devices used in poetry and

discuss how it contributes to the meaning of the poem

IV. Non – Fiction Writing Writing a summary

Writing a personal account

Writing to present an effective argument

Grade: 8 Yearly Plan 2018-2019: Middle School Language Arts

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Writing a travel blog

Writing and presenting a speech

V. Creative Writing Short stories

Poems for shared voices

VI. Novel: Animal Farm Identify elements of Dystopian literature

Be able to write about the analysis of a story using textual evidence

to back up their claims

Analyze how particular lines of dialogue or incidents in the story

propel the action, reveal aspects of a character, or provoke a

decision

Exhibit a thorough knowledge of the main aspects of plot, theme,

and character in the novel.

VI. Persuasive Writing Introduce claims and organize the reasons and evidence clearly

Support claims with clear reasons and relevant evidence. Using

credible sources and demonstrating and understanding to the topic

or text.

Develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach

*Course will include instruction on reading comprehension, writing, research and presentation skill development as part of regular course content.

Grade 8 Yearly Plan Korean A

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UNITS of STUDY

KEY Content/ Aims/ Outcomes

Fiction Unit

• Student’s review basic components of novels, including but not limited

to plot and character development, language and vocabulary, and

theme.

• Students analyze components of the novel looking at the theme,

characters, and novel’s influence.

• Students complete multimedia project and a variety of writing

assignments, both informal and formal.

Human Rights Research Essay • An introduction to research using viable sources.

• Organize information from research into notecards to assist in the

writing process.

• Create a bibliography of sources using the MLA format.

• A review of the writing process-outlining, drafting, and editing.

• Students complete a research essay.

Remedial Grammar & Writing (ongoing throughout the year) • Review parts of speech in order to build sentences.

• Students will practice all forms of correct grammar usage including but

not limited to subject-verb agreement, prepositions, compound and

complex sentences, dangling modifiers, and active/passive voice.

Grade 8 Yearly Plan Korean A

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Short Stories Unit: Ongoing throughout the year • To expose students to stories from different countries and cultures and

time periods.

• Literary elements such as context, tone, plot, subplot, cause and effect,

inference and point of view.

• Writing task that incorporates adopting the voice of a character.

• To read and compare and contrast to current themes that are being

studied.

Creative Writing Workshop • Reviewing elements of narrative and descriptive writing.

• Students work on the drafting process.

• Incorporating literary devices in writing.

• Peer-editing other student’s work.

Non Fiction Unit: Mass Media • An introduction to the world of media and the different media types.

• Exploring bias and what makes a story ‘newsworthy’.

• Writing newspaper reports, magazine articles and editorials.

Poetry Unit: Ongoing throughout the year • Students explore poems from the 21st Century.

• To explore the various forms: sonnets, free-form poetry, narrative

poetry, and poetry in song lyrics.

• Be able to recognize various literary devices.

• Compare poem to the theme that is being studied in class.

*Course will include instruction on reading comprehension, writing, research and presentation skill development as part of regular course content.

Grade: 8 Yearly Plan: Middle School Spanish Textbook: Avancemos 1a

*Units of Study are used to cover the AERO World Language standards for beginning level language: http://www.projectaero.org/AEROplus/languages/AERO_world_language_standards.pdf

UNITS of STUDY


I. Hola - Hello

● Greetings ● Introductions ● The Spanish alphabet ● Saying where you are from ● Numbers 0-10 ● Days of the week ● The weather ● Classroom phrases

II. What do you like to do?

● Talk about after-school activities ● Talk about snack foods and beverages ● Expressing likes and dislikes ● Grammar: Subject pronouns and ser, de to describe where you are

from, gustar with an infinitive ● Culture: Hispanics in the U.S., Premios Juventud (Award show),

Cuban-American artist Xavier Cortada III. My friends and I

● Describing yourselves and others (adjectives) ● Identify people and things (Nouns) ● Using descriptive words to talk about activities ● Grammar: Definite and indefinite articles, noun-adjective agreement,

the verb ser ● Culture: Compare favorite activities of teens from Colombia, México,

and Florida with student’s favorite activities

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Grade: 8 Yearly Plan: Middle School Spanish Textbook: Avancemos 1a

IV. We are students

● Talk about daily schedules ● Telling time ● Numbers 0-100 ● Grammar: Verbs tener, present tense of -ar, -er, -ir verbs ● Culture: Explore México (schools, uniforms, murals)

V. At school

● Describing classes ● Talking about locations ● Expressing feelings ● Grammar: Verbs ir, estar, present tense of -ar, -er, -ir verbs ● Culture: Compare your school schedule to the schedule of a student

from Dominican Republic, Paraguay, or México *Course will include instruction on reading comprehension, writing, research and presentation skill development as part of regular course content.

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Grade: 8 Yearly Plan 2017-2018: Social Studies

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*Units of Study are used to cover the AERO Standards for Grade 8 Social Studies: http://www.projectaero.org/

UNITS of STUDY


The Skills of Social Studies

• Understand how to use primary sources effectively in argumentation

• Understand how to use secondary sources effectively in argumentation

• To develop skills at synthesising information

• To improve skills at critical thinking around sources

The Age of Imperialism and its role as a cause of the First World War • To examine the factors that led to imperialism

• The examine how power was acquired, used and justified by European

powers

• To examine Japanese imperialism in Korea.

• To conduct an imperialism simulation with a reflection

• To analyse the build up to the first world war

To discuss the importance of imperialism in the lead up to the first world

war

The First World War

• To see the role that that assassination of Franz Ferdinand played in

starting the First World War.

• To identify and explain the four long term causes of the conflict.

• To explain how the war spread from Europe to involve the entire world.

• To act out the Paris Peace Conference

• To understand the impact of the treaty of Versailles

• To understand the effect that new technology had on the war

• To understand how the war became a stalemate.

Germany 1919-1945 (+ Additional key events between 1919 – 1945) • The impact of the First World War on Germany

• The problems facing the Weimar Government in the 1920s

• To understand how Hitler and the Nazi party took power

Grade: 8 Yearly Plan 2017-2018: Social Studies

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• To understand how the Nazis controlled Germany

• To identify the causes of the Second World War

• To understand the effects of Nazi policy of minorities.

• Additional events: Describe the:

o Russian Revolution

o League of Nations

o Domestic policy of other countries.

•

The Causes of the Second World War • To understand the effect of the treaty of Versailles on crippling Germany

• To understand the role of the great depression in Europe and the USA

• To identify the role played by Hitler in Germany

• To discuss the role of and reasons for Germanys invasion of Poland and

Czechoslovakia

• To analyse the interaction of factors to cause the outcome of the second

world war

• To compare the causes of wars (first world war and second world war

Grade:7&8 Yearly Plan: Life Orientation

UNITS of STUDY


Q1 U 1Development of the Self in Society:

Self-esteem

Concepts: self-concept formation and self motivation. ▫ Factors that influence self-concept formation and self-motivation: media, environment, friends and peers, family, culture, religion and community. ▫ Positive self talk: individuality and uniqueness; and personal achievements. ▫ Strategies and skills to extend personal potential.

Q1&2 U 1 Development of the Self in Society:

Social media & relationships

Relationships and friendships: relationships at home, school and in the community.

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▫ Appropriate ways to initiate a relationship. ▫ Appropriate ways to sustain a relationship. ▫ Problem-solving skills: appropriate behaviour in a relationship. ▫ Communication skills: ability to disagree in constructive ways and appropriate ways to ● end a relationship.

Q1,2,3,4 Global issues/ Building resilience project(ACT): One lesson a week will be designated to discuss/plan the debate regarding global issues. Topics can be suggested by the students. Students will exercise variety of debate styles

Q2 Unit 3:World of Work: Learning Styles

Different working styles: visual, aural, kinaesthetic, reading and ● writing. Identify and apply

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own learning ● style.

Q3 Unit 3 World of Work: My Career

Six career categories, investigative, enterprising, realistic, artistic, conventional and social. ▫ Interests and abilities related to each career category. ▫ Thinking and learning skills required by each career category. The role of work in relation to students country of origin/South Korea social and economic needs. ▫ Identify needs in the community and country. ▫ How work can meet social and ● economic needs in.

Q4 Health, Social & Environmental Responsibility:

Substance Abuse

Social factors that contribute to substance abuse including community and media. ▫ Appropriate behaviour to stop and avoid substance abuse: refusal and decision-making skills.

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▫ Long and short term consequences of substance abuse: link to crime, violence and ● educational

Q3 World of Work:

Career & Decision Making

Relationship between performance in schools subjects and interests and abilities: ▫ Types of learning activities related to different subjects: practical, theoretical, individual or group activities. ▫ Demands of each subject: thinking and learning skills required. Decision-making process. ▫ Steps in choosing career category relating to individual strength, ability, interest and passion.

Q 4 Health, Social & Environmental Responsibility: Environmental Health Issues

Environmental health issues: ▫ Application of laws and policies to protect the environmental health: address an environmental issue. ▫ Earth day: preservation of the environment. ▫ Honouring Earth day: ways of

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being kinder to the earth. ▫ Develop and implement and environmental health programme.

Health, Social & Environmental Responsibility: Health & Safety: HIV & AIDS, Obesity, diabetes

Informed, responsible decision-making about health and safety: HIV and AIDS, obesity, diabetes. ▫ Management with medication, diet, healthy living and positive attitude. ▫ Prevention and safety issues relating to HIV and AIDS,obesity, diabetes ▫ Caring for people living with HIV and AIDS,obesity, diabetes

Constitutional Rights & Responsibilities:

Human Rights Violations & Gender Equity

Concept: human rights violations. ▫ Types of violations. ▫ Counter-strategies to violations of human rights. Concept: gender equity issues in a variety of athletic and sport activities. ▫ Defining gender-based violence. ▫ Emotional, health and social impact of rape and gender-based violence. ▫ Prevention of violence against women: law on sexual offences. ▫ Sources of help for victims: safety

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for girls and women. Constitutional Rights & Responsibilities:

Cultural Diversity Charity project

Concept: cultural diversity. ▫ Diverse cultural norms and values in relation to personal and community issues. ▫ Influence of cultural norms and values on individual behaviour, attitude and choices: cultural expectations, practices and traditions. ▫ Understanding diverse cultures: recognition of diverse cultures to enrich society. ▫ Respect different culture, religion and gender. ▫ Celebrate unity in diversity: respect difference and celebrate similarity. Contributions to social development by organisations from various religions.

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Grade: 8 Yearly Plan: Middle School Science

*Units of Study are used to cover the Cambridge Checkpoint Science as a precursor to Cambridge International Examinations and IB Diploma. http://www.rafflesis.com/media/2533/ris-scheme-of-work-science-grade-8-stage-9-v1.pdf

UNITS of STUDY Content/ Aims/ Outcomes

BIOLOGY

Unit 1: Plants ● 9Bp1 Define and describe photosynthesis and use the word

equation ● 9Bp2 The importance of water and mineral salts to plant growth. ● 9Bp3 Understand sexual reproduction in flowering plants,

including pollination, fertilisation, seed formation and dispersal Unit 2: Living things in their environment

● 9Be1 Explain the ways in which living things are adapted to their habitats. Secondary sources can be used

● 9Be2 Research the work of scientists studying the natural world. Secondary sources can be used

● 9Be3 Explain and model food chains, food webs and energy flow ● 9Be4 Explain the role of decomposers ● 9Be5 Describe factors affecting the size of populations ● 9Be6 Describe and investigate some effects of human influences on

the environment. Unit 3: Variation and inheritance

● 9Bv1 Use and construct keys to identify plants and animals ● 9Bv2 Understand that organisms inherit characteristics from their

parents through genetic material that is carried in cell nuclei ● 9Bv3 Describe how selective breeding can lead to new varieties ● 9Bv4 Discuss the work of Darwin in developing the scientific

theory of natural selection

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CHEMISTRY

Unit 4: Material properties ● 9Cp1 Describe the structure of an atom and learn about the

methods and discoveries of Rutherford ● 9Cp2 Compare the structures of the first twenty elements of the

Periodic Table ● 9Cp3 Describe trends in groups and periods ● 9Cp4 Talk about the contribution of scientists. Secondary

sources can be used Unit 5: Energy changes

● 9Cc1 Explore and explain the idea of endothermic processes, e.g. melting of ice, and exothermic reactions, e.g. burning, oxidation

Unit 6: Reactivity ● 9Cc2 Describe the reactivity of metals with oxygen, water and

dilute acids ● 9Cc3 Explore and understand the reactivity series ● 9Cc4 Give examples of displacement reactions

Unit 7: Salts ● 9Cc5 Explain how to prepare some common salts by the

reactions of metals and metal carbonates and be able to write word equations for these reactions

Unit 8: Rates of reaction ● 9Cc6 Give an explanation of the effects of concentration,

particle size, temperature and catalysts on the rate of a reaction

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PHYSICS

Unit 9: Forces in action

● 9Pf1 Explain that pressure is caused by the action of a force on an area

● 9Pf2 Determine densities of solids, liquids and gases ● 9Pf3 Explain pressures in gases and liquids (qualitative only) ● 9Pf4 Know that forces can cause objects to turn on a pivot and

understand the principle of moments. Unit 10: Electricity

● 9Pm1 Describe electrostatics and the concept of charge, including digital sensors

● 9Pm2 Interpret and draw simple parallel circuits ● 9Pm3 Model and explain how common types of components,

including cells (batteries), affect current ● 9Pm4 Explain how current divides in parallel circuits ● 9Pm5 Measure current using ammeters and voltage using

voltmeters, including digital meters. Unit 11: Energy

● 9Pe1 Use knowledge of energy sources including fossil fuels and renewable energy resources to consider the world’s energy needs, including research from secondary sources

● 9Pe2 Identify and explain the thermal (heat) energy transfer processes of conduction, convection and radiation

● 9Pe3 Explain cooling by evaporation.

*Course will include instruction in laboratory experiments as well as field studies.

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Grade: 8 Yearly Plan 2018 – 2019: Middle School Math

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Units of Study are used to cover the Common Core State Standards Initiative (CCSSI) for Grade 8 Math: http://www.corestandards.org/Math/

Teacher: Mr Sridhar Vittal

Chapter Lesson

Key skills and concepts

1. Rational Numbers

1-1 Rational Numbers

CC.8.NS.1

1-2 Multiplying Rational Numbers

CC.8 .EE.7b

1-3 Dividing Rational Numbers

CC.8 .EE.7b

1-4 Adding and subtracting with unlike

denominators CC.8 .EE.7b

1-5 Solving Equations with Rational Numbers

CC.8 .EE.7b

1-6 Solving Two – Step Equations

CC.8 .EE.7b

CC.8.NS.1

Know that numbers that are not rational are called irrational. Understand informally that

every number has a decimal expansion; for rational numbers show that the decimal

expansion repeats eventually, and convert a decimal expansion which repeats eventually

into a rational number.

CC.8.EE.7

Solve linear equations in one variable.

CC.8.EE.7b

Solve linear equations with rational number coefficients, including equations whose

solutions require expanding expressions using the distributive property and collecting like

terms.

2. Graphs and Functions

2-1 Ordered pairs

CC.8.EE.8

2-2 Graphing on a coordinate Plane

CC.8.SP.1

2-3 Interpreting Graphs

CC.8.F.5

2-4 Functions

CC.8.F.1

2-5 Equations , tables , and Graphs

CC.8.F.4

CC.8.F.1

Understand that a function is a rule that assigns to each input exactly one output. The

graph of a function is the set of ordered pairs consisting of an input and the corresponding

output.

CC.8.F.4

Construct a function to model a linear relationship between two quantities. ...

CC.8.F.5

Describe qualitatively the functional relationship between two quantities by analyzing a

graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a

graph that exhibits the qualitative features of a function that has been described verbally.


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3. Exponents and Roots

3-1 Integer Exponents

CC.8.EE.1

3-2 properties of Exponents

CC.8.EE.1

3-3 Scientific Notation

CC.8.EE.3

3-4 Operating with scientific Notation

CC.8. EE.4

3-5 Squares and Square Roots

CC.8.EE.2

3-6 Estimating Square Roots

CC.8.NS.2

3-7 The Real Numbers

CC.8.NS.1

3- 8 The Pythagorean Theorem

CC.8.G.7, CC.8.G.8

3-9 Applying the Pythagorean Theorem and its

Converse CC.8.G.6

CC.8.EE.1

Know and apply the properties of integer exponents to generate equivalent numerical

expressions.

CC.8.EE.3

Use numbers expressed in the form of a single-digit times an integer power of 10 to

estimate very large or very small quantities and to express how many times as much one is

than the other.

CC.8.EE.4

Perform operations with numbers expressed in scientific notation, including problems

where both the decimal and scientific notation are used…

4. Ratios, Proportions &

Similarity

4-1 Ratios , Rates , and Unit Rates

CC.8.EE.5

4-2 Solving Proportions

CC.8.EE.5

4-3 Similar Figures

CC.8.G.5

4-4 Dilations

CC.8.G.3

CC.8.G.3

Describe the effect of dilations, translations, rotations, and reflections on two-dimensional

figures using coordinates.

CC.8.G.4

Understand that a two-dimensional figure is similar to another if the second can be

obtained from the first by a sequence of rotations, reflections, translations, and dilations;

given two similar two-dimensional figures, describe a sequence that exhibits the similarity

between them


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5. Geometric Relationships

5-1 Angle Relationships

CC.8.G.1

5-2 Parallel and Perpendicular Lines

C.8.G.5

5-3 Triangles

CC.8.G.5

5-4 Coordinate Geometry

CC.8.G.3

5-5 Congruence

CC.8.G.2

5-6 Transformations

CC.8.G.3

5-7 Similarity and congruence Transformations

CC.8.G.1

5-8 Identifying combined Transformations

CC.8.G.2 , CC.8.G.4

CC.8.G.1

Verify experimentally the properties of rotations, reflections, and translations: (a) Lines

are taken to lines, and line segments to line segments of the same length. (b) Angles are

taken to angles of the same measure. (c) Parallel lines are taken to parallel lines.

CC.8.G.2

Understand that a two-dimensional figure is congruent to another if the second figure can

be obtained from the first by a sequence of rotations, reflections, and translations; given

two congruent figures, describe a sequence that exhibits the congruence between them.

CC.8.G.3

Describe the effect of dilations, translations, rotations, and reflections on two-dimensional

figures using coordinates.

CC.8.G.4

Understand that a two-dimensional figure is similar to another if the second figure can be

obtained from the first by a sequence of rotations, reflections, translations, and dilations;

given two similar two-dimensional figures, describe a sequence that exhibits the similarity

between them

6. Measurement and

Geometry

6-1 Circles

CC.8.G.9

6-2 Volume of Prisms and Cylinders

CC.8.G.9

6-3 Volume of Pyramids and Cones

CC.8.G.9

6-4 Spheres

CC.8.G.9

CC.8.EE.6

Use similar triangles to explain why the slope m is the same between any two distinct

points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line

through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

CC.8.G.5

Use informal arguments to establish facts about the angle sum and exterior angle of

triangles, about the angles created when parallel lines are cut by a transversal, and the

angle-angle criterion for similarity of triangles.

CC.8.G.6

Explain a proof of the Pythagorean theorem and its converse.

CC.8.G.7

Apply the Pythagorean theorem to determine unknown side lengths in right triangles in

real-world and mathematical problems in two and three dimensions.

CC.8.G.8

Apply the Pythagorean theorem to find the distance between two points in a coordinate

system.

CC.8.G.9

Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve

real-world and mathematical problems.


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7. Multi-Steps Equations

7-1 Simplifying Algebraic Expressions

CC.8.EE.7

7-2 Solving Multi-step Equations

CC.8.EE.7b

7-3 Solving Equations with variables on both

sides CC.8.EE.7a , CC.8.EE.7b

7-4 Systems of equations

CC.8.EE.8b , CC.8.EE.8c

CC.8.EE.7a

Give examples of linear equations in one variable with one solution, infinitely many

solutions, or no solutions. Show which of these possibilities is the case by successively

transforming the given equation into simpler forms, until an equivalent equation of the

form x = a, a = a, or a = b results (where a and b are different numbers).

CC.8.EE.7b



terms.

CC.8.EE.8b

Solve systems of two linear equations in two variables algebraically, and estimate

solutions by graphing the equations. Solve simple cases by inspection.

CC.8.EE.8c

Solve real-world and mathematical problems leading to two linear equations in two

variables.

8. Graphing Lines

8-1 Graphing linear Equations

CC.8.F.4

8-2 Slope of a Line

CC.8.EE.8

8-3 Using Slopes and Intercepts

CC.8.EE.6 , CC.8.F.3 , CC.8.F.4

8-4 Point-Slope Form

CC.8.F.4

8-5 Direct Variation

CC.8.EE.5

8-6 Solving system of Linear Equations by

graphing CC.8.EE.8a , CC.8.EE.8c

CC.8.EE.7a

Give examples of linear equations in one variable with one solution, infinitely many

solutions, or no solutions. Show which of these possibilities is the case by successively

transforming the given equation into simpler forms, until an equivalent equation of the

form x = a, a = a, or a = b results (where a and b are different numbers).

CC.8.EE.7b



terms.

CC.8.EE.8a

Understand that solutions to a system of two linear equations in two variables correspond

to points of intersection of their graphs, because points of intersection satisfy both

equations simultaneously.

CC.8.EE.8b

Solve systems of two linear equations in two variables algebraically, and estimate

solutions by graphing the equations. Solve simple cases by inspection.

CC.8.EE.8c

Solve real-world and mathematical problems leading to two linear equations in two

variables


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9. Data ,Prediction and

Linear Functions

9-1 Scatter Plots CC. SP.1 , CC.8.SP.2

9-2 Linear Best Fit Models CC.8.SP.1 ,

CC.8.SP.2 , CC.8.SP.3

Ext Patterns in Two-Way Tables CC.8.SP.4

9-3 Linear Functions CC.8.EE.5 , CC.8.F.3

9-4 Comparing Multiple Representations

Cc.8.EE.5 , CC.8.F.2 , CC.8.F.4

CC.8.SP.1

Construct and interpret scatter plots for bivariate measurement data to investigate patterns

of association between two quantities. Describe patterns such as clustering, outliers,

positive or negative association, linear association, and nonlinear association.

CC.8.SP.2

Know that straight lines are widely used to model relationships between two quantitative

variables. For scatter plots that suggest a linear association, informally fit a straight line,

and informally assess the model fit by judging the closeness of the data points to the line.

CC.8.SP.3

Use the equation of a linear model to solve problems in the context of bivariate

measurement data, interpreting the slope and intercept.

CC.8.SP.4

Understand that patterns of association can also be seen in bivariate categorical data by

displaying frequencies and relative frequencies in a two-way table. Construct and interpret

a two-way table summarizing data on two categorical variables collected from the same

subjects. Use relative frequencies calculated for rows or columns to describe possible

association between the two variables.

*Course will also focus on Word Problem Solving on each of these contents.

Grade: 8 Yearly Plan 2018-2019: Middle School Language Arts · 2018-12-03 · Grade: 8 Yearly Plan:...

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