EIGHTH GRADE PROGRAM OF STUDIES: EIGHTH GRADE

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Cynthia Gilbert
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1 EIGHTH GRADE PROGRAM OF STUDIES: The Ridgeview Middle School instructional program follows the Montgomery County Public Schools Middle Schools curriculum, with an ongoing focus on increasing the level of challenge for all students. Students are assigned to balanced interdisciplinary teams of approximately 125 students, five academic teachers, a counselor, and an administrator. The 6 th grade guidance counselor and the administrator follow the students through grades 7 and 8, allowing them to establish strong relationships and communications with both students and families. The team structure enhances the school's ability to provide a coordinated instructional program to meet the learning needs of each child, effectively monitor a student's academic and social progress, and to facilitate communication with parents. EIGHTH GRADE REQUIRED SUBJECTS English or ESOL Mathematics Science US History Foreign Language/Language Arts Physical Education/Health ELECTIVES Chorus Band Orchestra TV Production/Contemporary Communications (Semesters) Or Art/Computer Applications (Semesters) MATHEMATICS The middle school mathematics curriculum is not organized by grade level, but rather by course, much like in high school. Courses available in Grade 7 are described below. Algebra Prep Algebra Prep extends students understanding of numbers to include rational and irrational numbers in the real number system. One goal is to have all students develop computational fluency of real numbers. All concepts and skills are presented in the context of problem solving that requires the use of reasoning and communication. Areas of focus include multiple representations of linear function, data analysis and representation, probability experiments and simulations, and geometric properties and relationships between two- and three-dimensional figures. Algebra Prep also previews concepts that are assessed on the Algebra/Data Analysis High School Assessment. This course is for students who have completed Math 7. Students in this course will take the following year. examines the basic structure of real numbers, algebraic expressions, and functions. The topics studied are linear equations, inequalities, functions and systems, quadratic equations and functions, polynomial expressions, data analysis, probability, and properties of functions. Mathematical modeling of real-life problems and problem solving are major themes of the course. Students successful in this course will take Honors Geometry the following year. High school credit is given upon successful completion of full-year, including passing the final exam to receive credit for the course. provides a rigorous, in-depth look at the topics studied in the Geometry course. Geometry is studied as a mathematical system through the deductive development of relationships in the plane and in space. Students formalize their understanding of geometric concepts, including congruence and similarity, circle 23

2 charts, secants and tangent segments, parallel and perpendicular lines, angle and side measures in polygons, proof, logic transformations, the Pythagorean Theorem, constructions, coordinate geometry, and surface area and volume of solids. includes an additional unit, Trigonometry. Students successful in this course will take Honors Algebra 2 the following year. High school credit is given upon successful completion of the full year of, including passing the final exam. Honors Algebra 2 with Analysis Honors Algebra 2 provides a rigorous, in-depth look at the topics studied in the Algebra 2 course. Algebra 2 is the study of the complex number system and functions. Real-world problems are discussed, represented, and solved using advanced algebraic techniques, incorporating technology. The properties and algebra of functions, including polynomial, exponential, logarithmic, piecewise, radical, and rational, are analyzed and applied, as well as conics, matrices, systems of equations, sequences, and series. Students successful in this course will take Honors Pre-Calculus the following year. High school credit is given upon successful completion of the full year of Honors Algebra 2, including passing the final exam. Middle School Mathematics Sequence Flow Chart Grade 6 Grade 7 Grade 8 Grade 9 Mathematics 6 Mathematics 7 Algebra Prep Mathematics 7 Investigations into Mathematics Investigations into Mathematics Algebra 2 with Analysis Algebra 2 with Analysis (Please note: All Ridgeview students are required to complete a Math Review Packet before the first day of school.) 24

3 ENGLISH English 8 This course integrates the five English/ language arts processes (reading, writing, listening, speaking, and viewing) and the two contents (language and literature) in a thematic organization of four units. It builds on students experiences in English 6 and 7 and involves greater rigor and challenge in instruction. There is also an increasing complexity in the material selected as the foundation for the study of English as students prepare for the high school experience and the Maryland State Department of Education s High School Assessment (HSA). This rigor may be further extended in the William and Mary language arts program in the Utopia unit. The William and Mary program offers students opportunities for stretching their minds by reading, discussing, and analyzing complex texts. Students in English 8 examine language and literature in the context of exploring the world and new ideas. The four thematic units are Journeys, Community, Responsibility, and Discoveries. Students read, analyze, and study different genres related to each of the themes and complete required common tasks. Anchor texts include multicultural, contemporary, and classic titles such as Canyons, The Hobbit, The Giver, Animal Farm, Dicey s Song, The Pearl, Narrative of the Life of Frederick Douglass, As You Like It, and Out of the Dust. The common tasks focus primarily on the writing process for four types of writing textual analysis, argument, research and synthesis, creative and reflective and they include the use of information, word processing, and presentation technology to address a variety of language skills. Students are given opportunities to present their work both orally and with the use of technology. Instruction in reading and writing strategies, grammar, and vocabulary is embedded in every unit. All students develop portfolios and revisit their compositions as they work to strengthen their writing skills. English 8 prepares students through activities integrated into each thematic unit for formal county, state, and national assessments. Teachers will address the elements of each unit through the newly revised English/Language Arts Instructional Guide for Grade 8. The guide identifies the enduring understandings and essential questions of each unit and serves as a basis for the development of lesson plans. Advanced English A/B This course is designed for able and motivated students with a lively interest in the power and versatility of language. In preparation for advanced high school English courses, students read challenging texts written in various time periods and rhetorical contexts, making interdisciplinary connections with historical events and concepts developed in their Grade 8 U.S. History class. Students develop their ability to express ideas with clarity and precision by writing increasingly complex compositions for a variety of purposes, including literary analysis, persuasion, and research. Students in Advanced English have the option of receiving a High School Elective credit. Students who choose this option will take the MCPS 2-hour Final Exams for Advanced English A/B in January at the end of the school year.* *Please see general information section on high school credit requirements. 25

4 FOREIGN LANGUAGE/LANGUAGE ARTS Spanish 1B Students continue to develop the skills to communicate orally and in writing and understand the written and spoken language that they began in Spanish 1A. The emphasis is on vocabulary development and the acquisition of additional simple grammatical structures for meaningful communication. Students communicate about topics that involve them on a daily basis in theme areas such as family, home, and community. Students are introduced to the culture of Spanish-speaking countries in relation to the theme areas they are studying. Students who successfully complete Spanish 1B in grade 8 will enter high school at level 2. Students will take the MCPS 2-hour Final Exam for Spanish 1B at the end of the school year.* *Please see general information section on high school credit requirements. Spanish 2 A/B GT Spanish 2 A/B is the second year course in foreign language for students who successfully completed Spanish 1 GT in grade 7. The themes studied in level 1 are expanded in level 2. The proficiency-based curriculum develops skills in reading, writing, listening, and speaking, threading the cultural aspects of language study through the thematic units. Students who successfully complete Spanish 2 A/B in 8 th grade will enter high school at level 3 of the foreign language. Students in Spanish GT Level 2 will take the MCPS 2-hour Final Exams for Spanish 2A in January and Spanish 2B at the end of the school year.* *Please see general information section on high school credit requirements Reading 8 The Reading 8 curriculum develops and extends the reading strategies framed in previous reading and content courses. This curriculum is primarily designed for readers who experience difficulty comprehending grade-level material and who wish to improve their reading comprehension of expository text as they prepare for the demands of high school. Students will spend time understanding their personal learning style and adapting the strategies which will help them most in the comprehension, enjoyment, and extension of reading to their other content classes. Students will apply research-based reading strategies as they read for information on a variety of topics in order to identify their own interests and strengths, as well as to identify areas of study and careers they may wish to pursue in the future. Students will conduct research using electronic and traditional texts to develop their ability to understand and evaluate the demanding expository texts they will encounter in high school. Middle School Reading Interventions MCPS is committed to improving the reading ability of all students. Reading is the most basic skill that adolescents need to develop for success in school and in preparation for life. Read 180 and Corrective Reading are interventions that support and improve the performance of students who are reading below the proficient level. These programs are implemented in selected schools. SCIENCE 8 Earth Space Systems (ESS) The middle school science program allows students to investigate both the concepts and process skills of science. At each grade level, topics in earth science, biology, chemistry, and physics are interconnected to show students the relationships that exist between the sciences and in the natural world. Inquiry and laboratory investigations are an integral part of the program. Problem solving and online investigations are used continually to allow students to investigate authentic problems and reinforce science concepts. The middle school science program was developed through a National Science Foundation grant and reflects the Maryland and National Science Content Standards. High expectations and differentiated instruction allow all students a challenging and engaging access to science. 26

5 This course emphasizes the dynamic processes of systems on and inside Earth and its surrounding space environment. Topics include the interrelated systems hydrosphere, cryosphere, geosphere, biosphere, and atmosphere. Students who successfully complete both semesters and pass the semester B final exam will earn one science credit toward graduation. Students in ESS have the option of receiving a High School Physical science credit. Students who choose this option will take the MCPS 2-hour Final Exams for ESS in January at the end of the school year.* *Please see general information section on high school credit requirements. SOCIAL STUDIES The social studies program in middle school builds chronological and thematic understanding of world and United States history, while developing the social studies strands of geography, economics, political systems, and culture. Each social studies unit is organized around a historical era and a social studies strand. A mix of modern content and the lessons of history provide the background knowledge and thinking skills that prepare students for high school instruction and their duties as citizens. In Grades 6 and 7, the focus of study is on ancient world history and culture from Asia, Africa, Europe, and Latin America. In Grade 8 students learn about the founding and early development of our nation from the Revolution through Reconstruction. At all grade levels, students build understanding of the modern world by applying concepts of geography, economics, political systems, and culture to present-day scenarios. Advanced U.S. History Grade 8 This course enhances the four MCPS Grade 8 U.S. History units through the development of skills from high school Advanced Placement courses in history. In addition to the MCPS course of study, students deepen their understanding of key concepts and events through reading, writing, document analysis, and historical thinking. These skills will be applied in each unit and students will be expected to show progress in skill development and historical knowledge in exams and historical document-based projects. PHYSICAL EDUCATION Middle school physical education instruction focuses on standards-based content that has been categorized into three measurement topics: health-related fitness, movement skills and concepts, and personal and social responsibility. Middle school physical education instruction focuses on standards-based content that has been categorized into three measurement topics: health-related fitness, movement skills and concepts, and personal and social responsibility. By the end of Grade 8, students should know and be able to do the following: Health-Related Fitness: Apply exercise principles to the health-related fitness components to develop, analyze, and refine a personal fitness plan. Apply and analyze methods for measuring target heart rate. Distinguish between nutritional needs that maintain the average healthy body and those for athletic performance. Movement Skills and Concepts: Apply and analyze concepts related to defense and offense in personal development and tactical games activities. Develop, perform, and analyze creative skill combinations. Create, analyze, and refine a personal movement (practice) plan based on data collection and analysis. 27

6 Personal and Social Responsibility: Resolve conflicts and make healthy decisions that promote a sense of community and respect for others in physical activity settings. Apply, analyze, and refine effective time management strategies to improve movement skills and fitness levels. The learning tasks in physical education emphasize and teach problem-solving and decision-making skills. Middle school students participate in learning tasks that are organized into personal development and tactical games activities. These activities provide opportunities for students to learn specific criteria aligned to each measurement topic. Personal development activities center on creative expression or individual gains through participation in the learning tasks. Tactical games activities concentrate on the application of tactics and strategies to the learning tasks. Tactical games activities are arranged into three conceptual classifications: invasion, net/wall, and target. Students in Grade 8 receive instruction in a variety of the following activities: Invasion: basketball, soccer, street hockey, lacrosse, field hockey, flag football, speedball, and team handball Net/Wall: volleyball, badminton, tennis, table tennis, and pickle ball Target: archery, golf, and bowling Personal Development: creative movement/dance, gymnastics, weight training, track and field, cross-country, and wrestling. Comprehensive Health Education Comprehensive Health Education promotes positive health=related attitudes and behaviors that support selfreliance and self-regulation while developing health literacy and lifelong wellness. Health-literate students have the knowledge, skills, and ability to maintain and enhance personal health and fitness; create and maintain safe environments; and access and utilize personal and community resources. Life skills emphasized throughout the program include setting goals; making decisions; identifying beliefs, attitudes, and motivations; assessing information; and advocating for personal, family, and community health. Comprehensive health education includes the following seven units: mental and emotional health; tobacco, alcohol, and other drugs; nutrition and fitness; safety and injury prevention; family life and human sexuality; and disease prevention and control. Students in Grade 8 receive nine weeks of health education. Special emphasis on stress management and prevention of depression is included in Grade 8 through Red Flags, a collaborative project with the Mental Health Association of Montgomery County. Parents of Grade 8 students will receive information about the family life and human sexuality unit, and the disease-prevention and control unit of instruction prior to the start of classroom instruction. Information about teen pregnancy prevention and sexually transmitted diseases is included in Grade 8 health education. Parents must sign a permission form checking Yes for their child to participate in these units of instruction. Parents who object to the content of this instruction will check No on the parent permission form and the child will be excused from that unit. If excused, the child will complete an independent-study alternative unit of health education that does not include information about human sexuality or disease prevention, including HIV/AIDS. 28

Honors Mathematics. Introduction and Definition of Honors Mathematics

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