Eighth Grade Curriculum

Language Arts

Literature: Students read a wide variety authors and books and learn to analyze literature critically and thoughtfully. Eighth grade selected titles include: Of Mice and Men by John Steinbeck, To Kill a Mockingbird by Harper Lee, Racing in the Rain by Garth Stein, a memoir from a given list -- as well as a collection of short stories and poems. The goal of the eighth grade language arts program is to develop independent thinkers, emphasizing interpretation and application of ideas and concepts.

Writing: The eighth grade writing program focuses on improving and perfecting different types of writing learned in previous years, from analytical essays and perfect paragraphs, to persuasive essays, reflections and narratives. Students work on drafting, revising, editing and publishing their work.

Students continue to develop their vocabulary through Wordly Wise, word analysis, and reading.

Math

Objectives:

• To maintain and extend previously acquired skills and concepts.
• To provide new experiences in all strands of the mathematics curriculum: Geometry, Numbers and Operations, Probability and Statistics, Measurement, Relations and Functions, Logical Thinking, Algebra and Calculator Usage.
• To strengthen study skills.

Expectations:

All students will be expected to:

• Maintain an organized notebook and binder section
• Correct all homework.
• Save and correct all tests and quizzes.
• Seek extra help when necessary.
• To be in class on time with necessary materials and to work purposefully and cooperatively.

Evaluation: Students will earn their grades based on test scores, completion of assignments, participation

Extra Help: The teacher is available for extra help by appointment after school. Students are also encouraged to seek occasional help from their peers, who often make excellent teachers. In order to get regular peer assistance, a student may request a peer tutor through our counseling program.

Conferences: We would enjoy the opportunity to discuss your child’s progress with you. Please call my voice mail, 257-0733, ext. 31 for an appointment.

Algebra P1-P2

Objectives:

• To model real world situations with appropriate diagrams, variables, equations and graphs.
• To use a variety of problem solving strategies to analyze problems and formulate solutions.
• To solve first degree equations and inequalities including, but not limited to, equations that require combining like terms, distributive property, systems of equations and literal equations.
• To graph linear equations and inequalities.
• To strengthen study skills.

Expectations:

• Maintain an organized binder.
• Correct all homework.
• Save and correct all tests and quizzes.
• Be in class on time with necessary materials and to work purposefully and cooperatively.

Evaluation: Students will earn their grades based on test scores, completion of assignments, participation.

Extra Help: The teacher is available for extra help by appointment: before school, during recess, lunch or after school. Students are also encouraged to cooperate with their peers. A student may request regular peer assistance through our peer-counseling program.

Conferences: I would enjoy the opportunity to meet with you and discuss your child’s progress with you. Please call my voice mail, 257-0733, ext. 26, for an appointment

Algebra 1-2

Objectives:

• To improve the student’s ability as a problem solver
• To lead students to use algebra as a problem-solving tool
• To strengthen math skills learned in previous years

Course of Study:

Review order of operations and properties of real numbers. Solve linear and quadratic equations and inequalities using the following methods: inverse operations, zero product property, graphing, quadratic formula, factoring and completing the square. Review the concept of formula and use functions and function notation. Use and derive the quadratic formula. Solve linear and non-linear systems of equations and inequalities using graphing, substitution and linear combination. Learn the properties of exponents and radicals and apply them to solving equations. Learn to perform operations upon and simplify algebraic fractions to support proportional reasoning. Throughout, the relationship between symbolic, tabular and graphic representations of functions and equation is emphasized.

Expectations:

• Maintain an organized binder
• Complete assigned work
• Correct all homework
• Save and correct tests and quizzes
• Be in class on time with necessary materials and work purposefully and cooperatively

Evaluation: Students will earn their grades based on test scores, completion of assignments and participation.

Extra Help: The teacher is available for extra help by appointment: before school, during recess, lunch or after school. Students are also encouraged to cooperate with their peers. A student may request regular peer assistance through our peer-counseling program.

Conferences: I would welcome the opportunity to meet with you to discuss your child’s progress. Please call my voice mail, 257-0733, ext. 26.

Physical Education

Expectations: Our philosophy and goal in Physical Education is to make students more aware of how and why the body works and to teach lifelong fitness/sports skills and health principles that will enable students to make informed choices when it comes to their health and self-image. In order to accomplish this, we expect all students to complete all assignments and to behave properly in class with positive consideration of others. Remember, “success is the maximum utilization of the ability that you have.”

Activities: Soccer, Volleyball, Basketball, Hockey, Rugby, Non-traditional/Cooperative Games, Flag Football, Team Handball, Ultimate Frisbee; Indoor Soccer; Physical Fitness; Pickleball/Speedminton, Tumbling, Gymnastics, Track and Field, Ping Pong, Dance (Ballroom, Line, Square), Badminton, Softball

Materials: Students are required to have athletic shoes and socks, and the standard Kent uniform (red KENT shorts and t-shirt). Sweatshirts and sweatpants are needed for cold weather (gray KENT sweats are perfect!). Sweats are to be worn over the uniform. No underwear is to be showing from underneath your uniform and street clothes are not to be worn underneath uniforms.

Daily Grading: Based on punctuality, behavior, participating, suiting up, and sportsmanship.

Procedures: In order for a student to be excused from participation due to illness or injury, an explanatory note specifically stating the problem and signed by a parent or guardian is required on the day the student is to be excused. Please provide your son’s/daughter’s teachers with an inhaler to store in the Physical Education offices if your child should need it.

Student responsibilities:

• Active, positive participation.
• Taking uniforms home on Friday to be washed and brought back on Monday.
• Having name on all P.E. clothes and personal equipment.
• Completing any homework assignments.
• Paying $5.00 for lost or stolen locks issued by the school.
• Taking care of equipment and paying for any that is carelessly damaged.

After School Sports: Kent provides the opportunity for inter-scholastic competition. Those boys and girls in sixth, seventh, and eighth grade who are interested in competition on a higher level may participate in the following sports: Flag football, Volleyball, Cross-country, Basketball, Golf, and Track and Field. If a student participates in after school sports, he/she must have a written consent form on file with the school. They are available in the front office or from your coach.

Physical Science

Eighth Grade Physical Science at Kent Middle School is a balance of activities, labs, and lectures with an emphasis on "hands-on, minds-on" activities. Through scientific investigation students use scientific equipment, models, and computer technology to conduct experiments. All 8th graders participate in the Kent Science Fair by conducting independent investigations.

Students will be evaluated and graded on their organization, preparedness, participation, cooperation, quality of work, interest, respect and proper use of all materials and equipment, turning in assignments on time, unit exams and unit homework projects.

The curriculum is based on the Eighth Grade California State Science Standards:

1. Introduction to Science and the Scientific Method: Students will investigate the properties of bubbles, collect data, and analyze results of their bubble blowing abilities to understand the scientific method. A final Science Fair Project will be the culminating fall project, which will be due in January.
2. Properties of Matter: Students will investigate key physical properties of matter in this unit. A final lab practical will assess their understanding of density.
3. Chemistry: Students will learn about atomic structure; how the periodic table is organized; chemical reactions; and what are acids and bases. The final project will be learning about carbon-based chemistry, polymers and fiber reactive dyes by producing a vibrant tie-dyed t-shirt.
4. Physics: Students will learn about motion, forces, and energy in this unit. A final project will be a Rube Goldberg Simple Machine.
5. Astronomy: Students will discover and learn about the variety of celestial objects in the night sky, from nearby planets, to the farthest galaxies. Students will become an expert on one of these objects in the universe with our Astronomy Poster Project.

Spanish A & B

The primary goal of the Spanish program is to enable students to read, write, understand and speak effectively in the target language in a natural setting. Another fundamental goal is to promote the understanding and appreciation of Spanish-speaking cultures around the world.

This course introduces the study and development of the basic grammatical structures and develops the student’s oral and written skills in the language. It also emphasizes cultural awareness through an appreciation through art, music and films.

Student Learning Outcomes

Outcomes test proficiency with the following grammatical concepts and vocabulary:

• Tenses: present, future periphrastic, present progressive, preterit
• Verbs: regular and stem-changing verbs
• Adjectives: adjective agreement including possessive & demonstrative adjectives
• Pronouns: subject, direct and indirect objects
• Vocabulary: likes and dislikes, physical descriptions and personalities, school schedules, materials and activities, after school activities, locations in the community, pastimes hobbies and sports, family and family celebrations, describing a house, food and beverages, clothing, vacations, making purchases, volunteer work and community involvement, entertainment, and technology

Students will demonstrate the following outcomes in listening, speaking, reading, writing and culture:

Listening:

• Students will be able to understand native Spanish speakers in basic conversations, dialogues, class skits/situations, and through multi-media.
• When listening, students will be able to demonstrate comprehension of the various tenses including present, present progressive, future periphrastic, and preterit. They will also comprehend subject and object pronouns, and noun/adjective agreement.
• Chapter quizzes, tests and class assignments will ask students to respond to what they hear in short answers, oral as well as written, true and false statements, cloze exercises and multiple choice formats.

Speaking:

• Students will be able to carry on simple conversations using vocabulary learned and correct grammatical structures.
• Students will be able to ask and answer questions in both controlled and spontaneous environments.
• Students will show some creativity in speaking using the present, future periphrastic and preterit tenses.

Reading:

• When presented with a selection of reading materials, students will demonstrate comprehension of basic vocabulary and grammatical concepts. Chapter tests, quizzes and class assignments will ask students to respond to what they read in short answers oral/written, true/false statements, and multiple choice format. Translation and paraphrasing may also be used to assess students’ comprehension. Reading selections include those used in the textbook and appropriate supplementary materials to be used at the teacher’s discretion.

Writing:

• Students will be able to write sentences and paragraphs in Spanish when given course-related topics using appropriate grammar and vocabulary.
• Students will be able to write basic essays and the use of a dictionary will depend on the teacher’s purpose for creating the writing assignment. In class, writings may be shorter and completed without the use of a dictionary on a topic that has been covered at length in class. Writing assignments at home may be lengthier and require the use of a dictionary.

Culture:

• Understand that cultures vary greatly within the Spanish-speaking world.
• Develop respect and understanding of the different traditions, celebrations and customs of each of the Spanish-speaking countries.
• Have a geographical understanding of where Spanish is spoken in the world.

Assessment

Assessment will be through a combination of outcomes: speaking, listening, reading and writing. Speaking will be assessed through group or individual presentations, interviews, conversations and dialogues. Written skills will be assessed through direct writing, workbook exercises, and short answer and essay responses as well as cultural projects such as brochures, menus, and postcards. Listening and reading comprehension assessments include short answers, matching, multiple choice and open-ended questions.

Methods

This course will use a variety of methods including direct instruction, modeling, total physical response and a number of student activities designed to engage students in the language including, but not limited to: dialogues, dictations, games, individual and group presentations, interviews, journal writing, question and answer situations, translations, watching videos, singing songs, and using computer-assisted instructional and research materials.

Materials

The following instructional materials will be used:

• Realidades Level A Student Book and Workbooks
• Realidades Level B Student Book and Workbooks
• Realidades Level A and B ancillary materials

Technology

Realidades textbook offers technology-based learning tools: an interactive textbook, a companion website, and downloadable audio files which provide assistance in grammar, writing, and reading comprehension skills. In this way, the course supports both language acquisition and computer-literacy proficiency. We also utilize other Spanish-related websites for enriched educational experiences.

High School Placement

During the third trimester of Spanish B, students will be evaluated on their ability to move on to the next level of Spanish in high school. This evaluation will be comprised of reading, writing, listening and oral assessments, classroom participation and trimester grades. The Spanish B teacher will then make a recommendation to the student’s high school counselor for appropriate placement in Spanish for the following year.

U.S. History

Students will increase their knowledge of America’s past and the different cultures that have contributed to the history of our nation. Specifically, students will study the Revolutionary Period, the U.S. Constitution and the Early Republic, the Westward Movement, the Civil War and an intro to Reconstruction. Students will be given the opportunity to strengthen the following study skills; acquiring, locating, compiling, organizing, questioning, exploring, evaluating and communicating both orally and in writing.

General Expectations:

• Be punctual to class.
• Bring U.S. History notebook, pencils, pens and completed assignments to class.
• Show respect to everyone in the classroom.
• Be an active part of classroom discussions.
• Follow school and classroom rules.

Grading Policies/Homework:
Homework will be given 3-4 nights a week and due the following class meeting unless otherwise indicated. Due dates can be found, with luck, in your child’s agenda, on the HW board in the classroom and on Mr. Palmer’s web site. A parent or guardian must send a email/ note excusing a student for an extension to be considered. Extensions are primarily given in the event of a family crisis or an emergency.

Late Work Policy:

Assignments turned in one day late can earn up to 75% of full credit, and up to 50%, if turned in beyond 1 day late. For projects (see below), a student’s grade goes down 10% for each day the project is turned in late. In general, excessive late work and abuse of the extension policy is discouraged.

Projects:

Students will be expected to complete a major U.S. History project roughly every two months; first trimester- Social Action Project; second trimester- Bill of Rights Debate Project; third trimester- TBA. Detailed directions can be found on Mr. Palmer’s web site (“Big Projects”).

Conferencing:

Help is available before and after school. Students are encouraged to seek help when necessary. My conference period is second period, Monday, Tuesday, Friday (9:24-10:13 a.m.) and Wednesday and Thursday (8:30-9:47 a.m.).

Art

In this class students extend their understanding of the Elements and Principles of Design learned in their fifth and sixth grade experiences. Through projects in drawing, printmaking, and design, the student artists employ the fundamental elements of line, shape, value, texture, color and form to explore the interrelationship of these ideas with principles such as balance, repetition, variation, emphasis and unity. They may use ink, graphite, charcoal, chalk/oil pastel, prismacolor, acrylic and watercolor.

In addition to their regular curriculum, students have studio workshops on block days. These workshops are process oriented designed to further enhance their development as artists and their understanding of techniques and materials.

Band and Chorus

Zero Period Band: The zero period band meets before school at 7:45 a.m. on Monday, Wednesday, and Friday of each week and is a continuation of the sixth grade band program. Students continue to work on their reading and playing skills through traditional band arrangements, scale studies and rhythmic studies. Students who choose to participate in zero period band also have the option of changing to a different instrument with parent and instructor permission. Instruments may be rented and/or purchased through local music stores. Students are expected to practice their instrument at home and rehearse in class in preparation for two concerts during the school year: a winter concert that takes place at the end of January and a spring concert that takes place in early June.

Zero Period Chorus: The zero period chorus also meets at 7:45 a.m. on Tuesday and Thursday of each week. Students learn songs of differing musical styles and time periods and we sing in other languages besides English, such as Latin or Spanish. We sing in unison, two part, three part and even four part harmony in a large choral setting. High importance is placed on independence of parts as well as continued work on rehearsal technique, note reading and rhythmic skills within the repertoire. Students are expected to practice their chorus music at home with the assistance of the music web page and rehearse in class in preparation for two concerts during the school year: a winter concert that takes place at the end of January and a spring concert that takes place in early June.

Expressions

All eighth graders take Expressions for one period over the course of one trimester. The basic purpose of this class is to support the regular Language Arts class with fun and enjoyable activities all designed to instill or increase the students’ love of language.

This is accomplished with units in:

• Poetry (student poems are posted on Mr. Gavin’s website)
• Storytelling (student podcasts are posted on Mr. Gavin’s website)
• Screenwriting (students are given a “crash course” in screenplay structure and format)
• Large Group Editing (student writing is edited in a large group environment conducted by a skilled and experienced facilitator)

Journalism

The centerpiece of this class is the daily Kent Falcon News broadcast. Student journalists scope out stories, film the events, interview the kids in the stories, and edit the video to be shown to the entire school. The broadcast also relies on student engineers, copywriters, and a technical crew to put on the show daily. In addition, student reporters write the news stories on our falconnews.org blog.
Beyond the daily broadcast production, students in this class are challenged to be creative in a variety of areas. All members of the class create music videos to a variety of songs. Another project is the use of animation software to tell a story with characters, sets, dialog, and music developed electronically by the designer.

Performing Arts

This enrichment course was designed to introduce students to the basic elements of drama in a supportive environment. Students learn how to captivate an audience by using their voice, body and facial expressions. Dramatic games, improvisational exercises, and scene work will be used during the class. The quarter culminates with a final performance.

Video Boot Camp

This trimester long class exposes students to the fundamental elements of visual story telling including camera, sound, lighting and editing. Students will work in small production crews to complete practice assignments and demonstrate their understanding of each element and will later produce a short video project. This class is hands on. Students will use video cameras, sound equipment and computer editing programs. Collaboration, creativity and responsibility are emphasized. The class requires student participation, cooperation, and accountability.

Woodshop

Woodworking skills will be refined in these courses. Accuracy and attention to detail will be emphasized. For seventh graders, completing a project by oneself from start to finish can be a daunting task. Seventh grade students will work in small groups of four. A group will design a project of their choosing or select a project from a project book. Each student in the group will build the project. Working in groups promotes good work habits and encourages students to interact and to assist one another. The students will learn the use of the many different types of tools in the shop.

Eighth grade students will continue to refine skills. Each student will work independently from the initial phase of drawing and planning to final assembly of the project. Hardwoods are available for students at times but students will need to compensate the teacher for costs.

Since some woodworking machines are used, a strong emphasis is placed on safety and positive behavior. Only students who display a sense of maturity will be able to use particular machines such as the scroll saw and the drill press. There are particular rules that are inherent in this environment and students will maintain a code of conduct. A respect for tools will be reinforced. Working safely is of the highest priority in the shop. Helping one another is greatly encouraged. All students will have assigned clean up responsibilities.

Evaluation is based on the care taken in constructing the projects. Effort and work habits also strongly prevail in establishing the final grade. The shop is open at lunchtime Monday through Thursday. Any student can visit to work on projects or simply make creations from wood out of the scrap box.

Kentfield School District’s teacher librarians align the K-8 library program with California state standards. A teacher librarian possesses both a California teaching credential and a California teacher librarian services credential. Our library programen compasses information and technology literacy as well as literature appreciation.

The following information is excerpted from the Model School Library Standards for California Public Schools1 adopted by California State Board of Education in September 2010.

More than 60 research studies throughout the nation, from Alaska to North Carolina to California, have shown that students in schools with good school libraries learn more, get better grades, and score higher on standardized tests than their peers in schools without libraries.

School libraries have evolved from simply providing print materials to offering rich selections of print, media,and digital resources; from teaching students how to search a card catalog to teaching students strategies for searching a variety of print, media, and digital resources; from teaching basic reading literacy to teaching information literacy (the ability to access, evaluate, use, and integrate information andideas effectively). However, the skills learned from print transcend their use in books alone.

School Library Standards for Students

School Library Standards for Students incorporate information literacy skills. Students learn to access, evaluate, use, and integrate information and ideas found in print, media, and digital resources, enabling them to function in a knowledge-based economy and technologically oriented society.

The standards are organized around four concepts followed by overarching standards that continue across all grade levels. Each grade or grade span has detailed standards. Students should achieve these standards by the end of each grade level or grade span. In addition, students should have mastered the standards for previous grades and continue to use the skills and knowledge as they advance in school. The classroom teacher and teacher librarian should assess student progress to determine whether students have acquired the prerequisite knowledge and skills and whether there is a need to review or re-teach standards from earlier grades.

These are not stand-alone standards taught in isolation; they are meant to be taught collaboratively by the classroom teacher and the teacher librarian in the context of the curriculum.

Organization of the Standards

1. Students access information

The student will access information by applying knowledge of the organization of libraries, print materials, digital media, and other sources.

1.1 Recognize the need for information.

1.2 Formulate appropriate questions.

1.3 Identify and locate a variety of resources online and in other formats by using effective search strategies.

1.4 Retrieve information in a timely, safe, and responsible manner.

1. Students evaluate information

The student will evaluate and analyze information to determine what is appropriate to address the scope of inquiry.

2.1 Determine the relevance of the information.

2.2 Assess the comprehensiveness, currency, credibility, authority, and accuracy of resources.

2.3 Consider the need for additional information.

1. Students use information

The student will organize, synthesize,create, and communicate information.

3.1 Demonstrate ethical, legal, and safe use of information in print, media, and onliner esources.

3.2 Draw conclusions and make informed decisions.

3.3 Use information and technology creatively to answer a question, solve a problem, or enrich understanding.

1. Students integrate information literacy skills into all areas oflearning

The student will independently pursue information to become a lifelong learner.

4.1 Readwidely and use various media for information, personal interest, and life long learning.

4.2 Seek, produce, and share information.

4.3 Appreciate and respond to creative expressions of information.

*Model School Library Standards for California Public Schools: Kindergarten through Grade Twelve. Ed. Faye Ong. California State Board of Education. Sacramento: California Department ofEducation, 2011. Web. 20 Sept. 2011.