Grade Level: 8 Time Per Day/Week: 42 minutes/ 5 days per week Length of Course: QuarterPrimary Resources(s): PDE Art Standards
Units of Study: (1) Value (2) CeramicsCurriculum Based Assessments: Individual & Group Critiques, Project Rubrics, and Finished ProjectsStandardized Assessments: N/ADescription: Eighth grade art is a nine-week course that is cumulative and sequential to 7th grade art. It also emphasizes the engagement of students using both 2D and 3D projects. Various mediums (materials) are continuing to be introduced, focusing student attention on increasing artistic skills, thought processes and art specific techniques. The Elements and Principles of Design and the Pennsylvania State Standards for Art Education are used. Students in 8th grade art are also evaluated using summative, formative and benchmark assessments. These assessments emphasize classroom effort, new art techniques taught and demonstrated as well as written and reflective writings.
Grade Level: 8th Time Per Day/Week: 42 mins/day Length of Course: QuarterPrimary Resources: Microsoft Office Suite, Google Docs, Gmail, Entrepreneurship Online, BizKids website/DVDs,Current Events Textbook ResourcesUnits of Study: Unit 1: Intro to Business, Unit 2: Entrepreneurship, Unit 3: Business Plan, Unit 4: Internet SafetyCurriculum Based Assessments: Project-based Assessments, Test/QuizzesStandardized Assessments: N/ADescription: Unit 1 relates to the introduction to business, helping the students to acknowledge the differences between a want and a need. Students identify the challenges associated with forms of ownership. Students define key terms associated with basic economic concepts, helping them to identify and understand trigger factors that drive the economy. Unit 2 examines the personality, traits, and skills that are needed to financially succeed in entrepreneurship. Students acknowledge the ever-changing global business environment related to emerging fields and technology. Students learn to identify the three types of businesses, and also people in the community that owned businesses. They also identify examples of social media related to businesses. Unit 3 helps students to understand the focus and time associated with the business plan in relation to their personal career interests, and also how to implement the idea. Students organize and analyze financial statements needed for a business plan. The students learn the importance of the business plan and also learn how to create the plan using appropriate data in order to support the concept. Unit 4 deals with Internet Safety, helping the students to identify and avoid situations that can put them in danger. Students learn how to categorize the different types of social networking, and also interpret inappropriate behavior that can be demonstrated on the internet.
Grade Level: 8 Time Per Day/Week: 45 minutes/5 days per week Length of Course: YearPrimary Resource(s): Collections Grade 8. U.S.A.: Houghton Mifflin Harcourt Publishing Company, 2017, Student Novel Choices https://www.pinerichland.org/Page/7021
Units of Study: Economy of Words/Inferencing in Literature, Horror/Science Fiction, Historical Nonfiction [Anne Frank], Poetry
Curriculum Based Assessments: Section quizzes, Unit tests, Individual and Group Projects/Presentations, Informal formative assessments.Standardized Assessments: PSSA - ELADescription: Unit 1 focuses on inferencing skills and the economy of words. Students identify the definition of inferencing and study Ernest Hemingway and a selection of his works that demonstrate the skill. Students learn how explicit context clues are necessary to draw implicit conclusions. Unit 2 focuses on the elements of Horror and Science Fiction writing and how these elements lead to critical thinking and interaction between reader and text. Unit 3 explores historical nonfiction, specifically the writings of Anne Frank and Elie Weisel as well as Holocaust, genocide, human rights violations instruction as per PA ACT 70. Unit 4 analyzes the use of poetic devices to create concrete imagery so that the reader may connect with the writer’s abstract ideas. Unit 5 studies the elements of fiction and interaction of dialogue in a text. Within each of these units, students will continue to develop and expand their grammar, writing, speaking, and research skills.
Grade Level: 8 Time Per Day/Week: 45 minutes/5 days a week Length of Course: YearPrimary Resource(s): Collections Grade 8. U.S.A.: Houghton Mifflin Harcourt Publishing Company, 2017; Weisel, Elie Night; Frank, Anne, The Diary of a Young Girl; Wells, H.G. The Time Machine; Hemingway, Ernest The Old Man in the Sea https://www.pinerichland.org/Page/7021Units of Study: Economy of Words/Inferencing in Literature, Horror/Science Fiction, Historical Nonfiction [Anne Frank, Night], Poetry, Novel
Curriculum Based Assessments: Section quizzes, Unit tests, Individual and Group Projects/Presentations, Informal formative assessmentsStandardized Assessments: PSSA - ELADescription: Initial lessons focus on inferencing skills and the economy of words. Students identify the definition of inferencing and study Ernest Hemingway and a selection of his works that demonstrate the skill. Students learn how explicit context clues are necessary to draw implicit conclusions. The elements of Horror and Science Fiction writing and how these elements lead to critical thinking and interaction between reader and text are explored. Historical nonfiction, specifically the writings of Anne Frank and Elie Weisel, as well as Holocaust, genocide, human rights violations instruction as per PA ACT 70, are introduced. Students are guided through the process of analysis and use of poetic devices to create concrete imagery so that the reader may connect with the writer’s abstract ideas. The elements of fiction and interaction of dialogue within a text. Within each of these units, students will continue to develop and expand their grammar, writing, speaking, and research skills.
Grade Level: 8 Time Per Day/Week: 42 minutes day/5 days per week Length of Course: YearPrimary Resource(s): Collections. USA, Houghton Mifflin Harcourt Publishing Company, 2017, https://www.pinerichland.org/Page/7021
Units of Study: Unit 1: Active Reading, Unit 2: Literary Elements, Unit 3: Constructing a Written Response, Unit 4: Critical Reading SkillsCurriculum Based Assessments: Quizzes, tests, evidence- based book talks, Accelerated Reader comprehension quizzesStandardized Assessments: PSSA, STAR 360 ReadingDescription: Initial instruction focuses on active reading strategies which teaches before, during, and after reading strategies to help students self-monitor comprehension. Students will be able to analyze questions and prompts to construct appropriate answers. A variety of vocabulary strategies are addressed to help increase reading comprehension. These include vocabulary in context, study of prefixes, suffixes, and roots, and word analysis. Students are taught a variety of strategies to analyze elements of plot, character, theme, setting, and story devices to increase comprehension of fiction text. Additional reinforcement of analysis of written response prompts and identify relevant evidence from text is also emphasized. Students are asked to create written responses consisting of an introduction, body, and conclusion. Students conduct analysis of both fiction and non-fiction text using critical reading skills such as inferencing, generalizing, and summarizing. Skills are cycled through all text presented in Reading 8. Grade 8 Reading is aligned to PA Academic and Core Standards Grade 7 ELA. Standards focus on reading informational skills, reading literature, writing, speaking and listening.
Grade Level: 8th Time Per Day/Week: 42 minutes/ 5 days per week Length of Course: QuarterPrimary Resources:
Units of Study: Family and Consumer Sciences topics via national and state standards alignment/benchmarksCurriculum Based Assessments: Project Based Assessments for each unit
Standardized Assessments: N/A
Unit One: Financial and Resource Unit: Students will identify different shopping and purchasing options for consumer goods and services. The unit covers budgeting, consumer rights and responsibilities, checking accounts/balance sheets, values and spending, and comparison shopping.
Unit Two: Careers in Family and Consumer Sciences Unit: Students will complete a self discovery survey, review job qualifications and opportunities in FCS related job fields.
Unit Three: Housing and Space Design: Students will identify design concept principles that contribute to effective use of space for family, work, and community activities. Topics include traffic patterns, sharing space, drafting, and CAD (computer aided drafting) designs.
Unit Four: Food and Nutrition Unit: Students will demonstrate basic food handling and preparation techniques and follow food and kitchen safety while preparing small healthy meals. Other topics include nutrients, food labels, food choices, recipe modification, dietary guidelines, buying and storing food, and use of two or more cooking appliances during one food lab.
Unit Five: Community Service Project: Students will construct a pillowcase and donate the pillowcase to the Children’s Hospital of Pittsburgh. The unit identifies public and nonpublic services in a community that can help families in time of need.
Unit Six: Balancing Family, Work, and Community: Through the various hands-on projects students will contribute to a classroom environment that encourages and respects the ideas and contribution of all group members. Areas of focus include communication, team building, goal setting, time management and decision making skills.
Grade Level: 8 Time Per Day/Week: 42 min/ every other day Length of Course: YearPrimary Resources: Bronson, Mary H., and Don Merki. Glencoe Health. 9th ed., New York, Glencoe/McGraw-Hill, 2005.
Bronson, Mary H., et al. Teen Health. New York, NY, Glencoe/McGraw-Hill, 2005. https://www.pinerichland.org/Page/7021Units of Study: Unit 1: Relationships & Dating, Unit 2: Drugs, Medicine, and Tobacco, Unit 3: Alcohol, Unit 4: Stress Management, Unit 5: Nutrition, Unit 6: Digestive System, Unit 7: Central Nervous System & Endocrine system, Unit 8: Muscular System, Unit 9: Skeletal System, Unit 10: Cardiovascular System, Unit 11: Digestive & Urinary System, Unit 12: Reproductive SystemCurriculum Based Assessments: Unit Tests, Research Paper, Group Projects/PresentationsStandardized Assessments: N/A
Description: The focus of this course is to empower students with the knowledge and skills to develop healthy habits of the mind and body for a lifetime of wellness. This course is aligned with the PA Academic Health, Safety and Physical Education Standards. The Centers for Disease Control and Prevention have identified major youth risk behaviors, developed in adolescence, which are the primary contributors to chronic diseases in adulthood. The middle school curriculum addresses each of these risk factors in the following areas: Alcohol and Other Drugs (e.g. Drugs, Medicine, Tobacco) Healthy Eating (e.g. Nutrition, Digestive System & Urinary System), Mental & Emotional Health (e.g. Stress Management, Central Nervous System), Personal Health & Wellness (e.g. Muscular System, Skeletal System, Cardiovascular System), Safety & Violence (e.g. Relationships & Dating, School Violence), and Sexual Health (e.g. Reproductive System, Sexually Transmitted Infections). A key component of this course is to introduce and practice skills that are reinforced in subsequent units. Skills include accessing information, analyzing influences, goal setting, decision making, interpersonal communication, effective listening, responding to the emotions of others, assertive communication, asking effective questions, refusal skills, negotiation, collaboration, self-management, and advocacy.
Course Title: Physical Education 8 Department: Health and Physical EducationGrade Level: 8 Time Per Day/Week: 42 min/ every other day Length of Course: YearPrimary Resource(s): N/A
Units of Study: Unit 1: Fitness II, Unit 2: Track & Field II, Unit 3: Flag Football, Unit 4: Soccer, Unit 5: Basketball, Unit 6: Badminton, Unit 7: Floor Hockey, Unit 8: Strength & Cardiovascular Conditioning II, Unit 9: Volleyball, Unit 10: Team Handball, Unit 11: Cooperative/Invasion Games, Unit 12: Outdoor Pursuits, Unit 13: Dance II, Unit 14: Lacrosse Strategies; Curriculum Based Assessments; Fitness Evaluation & Goal Setting, Unit Skills TestsStandardized Assessments: N/A
Description: The focus of this course is to empower students with the knowledge, skills, and confidence to enjoy a physically active and healthy lifestyle. Physical Education 8 builds upon Physical Education 7 with increasing rigor and complexity of knowledge and skills. This course is aligned with the PA Academic Health, Safety and Physical Education Standards and focuses on core strands including Fitness, Individual-Performance, Games & Sports, Outdoor & Lifetime, and Dance & Rhythm. Fitness II activities (e.g. FitnessGram tests, Yoga, Cross-Fit) focus on demonstrating the knowledge and skills to achieve a health-enhancing level of physical activity through fitness testing and goal setting. Individual-Performance activities (e.g. Track & Field II, Badminton, Golf) aim to help students recognize the value of physical activity for health, enjoyment, challenge, and social interaction. Games & Sports units (e.g. Lacrosse Strategies, Team Handball, Fort Knox) center on students applying knowledge of concepts, principles,strategies and tactics related to movement and performance. Outdoor & Lifetime adventures (e.g. Geocaching, Hiking, Frisbee Golf) concentrate on student engagement and encouraging students to accept challenges and learn to cope in a positive way. Dance & Rhythm (e.g. Line dance, Social dance, Ballroom dance) aspires to aid students to demonstrate competency in a variety of motor skills and movement patterns as well as exhibit responsible social behavior.
Grade Level: 7, 8 Time Per Day/Week: Five days per week/45 min per day = 225 minutes per week; two project based units per year.
Length of Course: 1 yearPrimary Resource(s):
Units of Study: Navigating the Middle School Library, Independent Book Selection, Using Databases, Primary and Secondary Sources, Research Process: Planning, Research Process: Using Print and Web Resources, Research Process: Citing Sources, MLA, Research Process: Reflection
Curriculum Based Assessments: N/AStandardized Assessments: N/ADescription: The seventh and eighth grade library curriculum builds on the skills introduced in the sixth grade. Project based learning activities support the curriculum for both grades. The research focus is on databases, print material and correct searching techniques. Each student is responsible for the creation of a works cited page using the Modern Language Association model.
Course Title: Fundamentals of Algebra Department: Math
Grade Level: 8 Time Per Day/Week: 42 minutes / 5 days per week Length of Course: Year
Primary Resource(s): NoneUnits of Study: Number System, Expressions and Equations, Functions, Geometry, Statistics and Probability
Curriculum Based Assessments: Section quizzes, Chapter tests, Unit tests
Standardized Assessments: PSSA
Description: In the Number System Unit, students will apply concepts of rational and irrational numbers. In the Expressions and Equations Unit, students will represent and use expressions and equations to solve problems involving radicals and integer exponents, analyze and describe linear relationships between two variables using slope, and write, solve, graph, and interpret linear equations in one or two variables, using various methods. In the Functions Unit, students will define, evaluate, and compare functions displayed algebraically, graphically, or numerically in tables or by verbal descriptions and represent or interpret functional relationships between quantities using tables, graphs, and descriptions. In the Geometry Unit, students will apply properties of geometric transformations to verify congruence or similarity, solve problems involving right triangles by applying the Pythagorean Theorem, and apply volume formulas of cones, cylinders, and spheres. In the Statistics and Probability Unit, students will analyze and interpret bivariate data displayed in multiple representations and understand that patterns of association can be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table.
Course Title: Algebra Department: MathematicsGrade Level: 8 Time Per Day/Week: 42 minutes / 5 days per week Length of Course: Year
Primary Resource(s): Glencoe Algebra 1, 2018Units of Study: Operations with Real Numbers and Expressions, Linear Equations, Linear Inequalities, Functions, Coordinate Geometry, Data Analysis
Curriculum Based Assessments: Section quizzes, ALEKS quizzes, Chapter tests, Unit tests
Standardized Assessments: Keystone Algebra 1, PSSA Math 8th Grade
Description: In the Operations with Real Numbers and Expressions Unit, students will learn to represent and/or use numbers in equivalent forms, apply number theory concepts to show relationships between real numbers and problem solving, use exponents, roots, and/or absolute values to solve problems, use estimation strategies in problem-solving situations, and simplify expressions involving polynomials.
In the Linear Equations Unit, students will write, solve, and or graph linear equations and systems of linear equations using various methods.
In the Linear Inequalities Unit, students will write, solve, and/or graph linear inequalities and systems of linear inequalities using various methods.
In the Functions Unit, students will analyze and/or use patterns or relations and interpret and/or use linear functions and their equations, graphs, or tables.
In the Coordinate Geometry Unit, students will describe, compute, and/or use the rate of change (slope) of a line and analyze and/or interpret data on a scatter plot.
In the Data Analysis Unit, students will use measures of dispersion to describe a set of data, use data displays in problem-solving settings and/or to make predictions, and apply probability to practical situations.
Course Title: Honors Geometry Department: MathematicsGrade Level: 8 Time Per Day/Week: 42 minutes/5 days a week Length of Course: YearPrimary Resource(s):Holt Geometry. Austin, Texas, Holt, Rinehart, and Winston, 2011.Units of Study:
Curriculum Based Assessments: Section Quizzes, Chapter Exams, Midterm, and FinalStandardized Assessments: PSSA Math 8th gradeDescription: This is a fast paced high school geometry course that integrates synthetic, coordinate, and transformational geometry. This course extends the students’ knowledge of algebra, develops their understanding of proofs, and provides opportunities for students to apply their knowledge in real-world situations. Reading mathematics and writing logical arguments are emphasized.
- Points and Lines
- The language and logic of Geometry
- Angles and lines
- Congruence transformations
- Proofs using congruence
- Polygons and Symmetry
- Applications of congruent triangles
- Lengths and areas
- Three-dimensional figures
- Formulas for volume
- Indirect proofs and coordinate proofs
- Similar triangles and trigonometry
Grade Level: 8 Time Per Day/Week: 45 minutes/5 days per week Length of Course: Full YearPrimary Resource(s): Choral Scores, Resources Designed by Teacher (aligned to PA Academic Standards)Units of Study: Vocal Tone Production, Music Literacy and Sightreading, Choral Literature, Vocal Performance, Critical Thinking and EvaluationCurriculum Based Assessments: Individual Vocal Assessments (teacher designed)
Standardized Assessments: N/A
Description: Eighth Grade Choir is a course that emphasizes more advanced instruction of good ensemble singing, improving each individual’s vocal technique, and high-level performance of quality literature. Class activities include warm-up and sight-singing exercises, the teaching and implementation of more challenging vocal practices, and rehearsal of choral selections of higher difficulty for mixed ensembles. Attendance at concert performances is required.
Course Title: Orchestra Department: MusicGrade Level: 8 Time Per Day/Week: 42 minutes 5 days per week Length of Course: YearPrimary Resource(s): Music purchased by district, instruments, music stands, chairsUnits of Study: Pitch/Left Hand, Tone/Right Hand, Music Reading, Ensemble Skills, Ear TrainingCurriculum Based Assessments: Playing Tests, Performance quizzes, ConcertsStandardized Assessments: N/ADescription: Proper pitch is reviewed and practiced every day, Bowing exercises are used every day, Music reading is a part of daily classes, Ensemble Skills are reinforced on a daily basis, and ear training or listening skills are repeatedly reinforced.
Grade Level: 8 Time Per Day/Week: 42 minutes/5 days a week Length of Course: YearPrimary Resource(s): iScience Physical Science. Columbus, OH, McGraw-Hill Education, 2016. http://connected.mcgraw-hill.com
Units of Study: Unit 1: Nature of Science; Unit 2: Electricity and Magnetism; Unit 3: The Effects of Multiple Forces on Objects;Unit 4: Structure and Properties of Matter; Unit 5: Interactions Between MatterCurriculum Based Assessments: Section quizzes, Chapter tests, Unit tests, Mid-term and Final ExamsStandardized Assessments: PSSA Science, CDT TestingDescription: The 8th grade science course has been designed to employ multiple teaching approaches to master Physical Science concepts. Through hands-on lab-science experiences, Internet-based labs, as well as regular classroom activities students will develop critical thinking and analysis skills. In addition, students will understand how science influences and affects their everyday life. Students will be exposed to 1) Nature of Science; 2) Chemistry; and 3) Physics. The nature of science, which contains the scientific method, describing matter, measurement, etc. will be emphasized throughout the entire year. During the chemistry component of the curriculum, students will examine the following topics: the atom and the Periodic Table, chemical bonding, and physical and chemical changes of matter. The physics portion of the curriculum will include the following: electricity and magnetism, forces involved in motion and work, and the conservation of energy. Grade 8 Physical Science is aligned with PA Academic and Core Standards. The material covered in this course encompasses the standards outlined in grades 5-8, in the areas of Nature of Science and Physical Science.
Grade Level: 8 Time Per Day/Week: 42 minutes/ 5 days a week Length of Course: YearPrimary Resource(s): HMH Social Studies. United States History: Beginnings to 1877. Houghton, Mifflin, Harcourt Co., 2018. Print.Units of Study: Establishment and Development of the Thirteen English Colonies, Road Revolution, American Revolution, Confederation Era and Constitution, Federalist Era, Age of JeffersonCurriculum Based Assessments: Quizzes,Document Based Questions (DBQ), Free Response Questions (FRQ), Text Dependent Analysis Questions (TDA), unit tests, midterm and final examStandardized Assessments: N/ADescription: The eighth grade social studies class, United States History for 1607 to 1812, is designed to foster development of strategies and skills that will assist students in a deeper understanding of people, events, and issues throughout American History. The curriculum and classroom instruction is designed to prepare students for classes in high school and eventually college. Students are challenged in variety of areas: nonfiction reading, questioning of primary & secondary sources, higher level thinking (move beyond rote learning), essay writing (DBQ and FRQ), answering open-ended questions similar to those on the PSSA tests, techniques to assist in organizing thoughts, note taking, and inquiry.
Course Title: Social Studies - Grade 08 (Pre-AP) Department: Social StudiesGrade Level: 8 Time Per Day/Week: 42 Minutes/5 Days Per Week Length of Course: YearPrimary Resource(s): HMH Social Studies. United States History: Beginnings to 1877. Houghton, Mifflin, Harcourt 2018. Print.Units of Study: Establishment and Development of the Thirteen English Colonies, Road to Revolution, American Revolution, Confederation Era and Constitution, Federalist Era, Age of JeffersonCurriculum Based Assessments: Quizzes, Document Based Questions (DBQ), Free Response Questions (FRQ), Text Dependent Analysis Questions (TDA), Unit Tests, Midterm, and Final ExamStandardized Assessments: N/ADescription: The eighth grade Pre-AP Social Studies class is designed to foster development of strategies and skills that will assist students in a deeper understanding of people, events, and issues throughout American history. The curriculum and classroom instruction is designed to challenge students intellectually and to prepare them for AP classes in high school and eventually college classes. Students are challenged in variety of areas: nonfiction reading, questioning of primary & secondary sources, higher level thinking (move beyond rote learning), essay writing (DBQ and FRQ), answering open-ended questions similar to those on the PSSA tests, techniques to assist in organizing thoughts, note taking, and inquiry.
Grade Level: 8 Time Per Day/Week: 42 minutes/ 5 days per week Length of Course: QuarterPrimary Resources: Project Lead The Way Curriculum, Robot C Software, and Vex Robotics KitsUnits of Study:Unit 1: Introduction
Lesson 1.1 What is Engineering
Lesson 1.2 Design Process
Unit 2: Automation and Robotics
Lesson 2.1 What is Automation and Robotics?
Lesson 2.2 Mechanical Systems
Lesson 2.3 Automated SystemsCurriculum Based Assessments: The eighth grade learner will be assessed utilizing a combination of project grading rubrics and quizzes, as well as project analysis questions and follow up discussion.Standardized Assessments: N/ADescription: Students trace the history, development, and influence of automation and robotics as they learn about mechanical systems, energy transfer, machine automation, and computer control systems. Students use the VEX Robotics® platform to design, build, and program real-world objects such as traffic lights, toll booths, and robotic cars.
Grade Level: 8 Time Per Day/Week: 42 minutes , 5 days per week Length of Course: YearPrimary Resource(s): Discovering French Bleu, McDougall, Littell. 2004Units of Study: Unit 1: Students communicate to make new friends. Unit 2: Students compare life in French speaking countries to their own. Unit 3: Students communicate about their favorite activities. Unit 4: Students utilize basic survival skills needed when traveling to francophone countries and when hosting new friends who speak French. Unit 5: Students study the main areas of the world where French is a first or second language.
Curriculum Based Assessments: written quizzes, oral/listening assessments, presentations,dialogues, short essaysStandardized Assessments: N/ADescription: French I class meets every day of the year. It is an academic course which has a mid-term and final exam. The French Level I Curriculum includes reading, writing, listening to and speaking French. Most of the class is conducted in the French language. Culture is used as a foundation for each lesson. Students are encouraged to engage in a variety of functional and practical activities to help practice speaking and to reinforce grammatical concepts. Through the course of the year, students begin to experience the benefits of learning another language. There is a strong emphasis on writing and speaking in this course.
Course Title: German I Department: World LanguagesGrade Level: 8 Time Per Day/Week: 42 minutes/every day Length of Course: YearPrimary Resource(s): Deutsch Aktuell. Saint Paul, Minnesota, EMC/Paradigm Publishing, 2004.Units of Study: Unit 1: Hallo, Unit 2: Zu Hause, Unit 3: Was machst du?, Unit 4: Schule, Unit 5: Stadt, Unit 6: Wie Schmeckt’s?
Curriculum Based Assessments: Section quizzes, Chapter TestsStandardized Assessments: N/ADescription: In unit 1, students learn how to introduce themselves and state where they live and where they come from. In unit 2, students learn to form questions and plan events. Students also learn how to describe family members and describe their family tree. In unit 3, students learn to communicate preferences, likes and dislikes as it relates to freetime. In unit 4, students learn to describe their school schedules and classroom objects. In unit 5, students learn to describe the weather and explore Berlin, points of interests, and a brief historical overview. In unit 6, students use food vocabulary. Learn to communicate about the future.
Grade Level: 8-12 Time Per Day/Week: 42 minutes/every day Length of Course: YearPrimary Resource(s): Boyles, Peggy, et al. Realidades. Pearson Prentice Hall, 2005.Units of Study: Unit 1: Introduction to Spanish Language, Unit 2: My friends & I, Unit 3: School subjects and schedules, Unit 4: Food, Restaurants and Maintaining Good Health, Unit 5: Places in the community, Unit 6: Family, Unit 7: Describing a house
Curriculum Based Assessments: Vocabulary and grammar quizzes, Individual and group projects and presentations, Chapter testsStandardized Assessments: N/ADescription: In Unit 1, students learn introductions and greetings, as well as how to interact in formal vs. informal situations. In Unit 2, students express likes and dislikes using the phrase “me gusta” with infinitives. Students also learn personality characteristics to describe themselves and others. In Unit 3, students converse about their school classes, schedules and classroom objects. They also learn to conjugate AR verbs in the present tense. In Unit 4, students learn food and exercise vocabulary and will discuss mealtimes in Spanish speaking countries. In this unit students also learn conjugations of ER and IR verbs. In Unit 5, students ask and tell where people go in the community using vocabulary for places around town. They also learn to express plans in the future using the verb “ir.” In Unit 5, students explore family relationships and celebrations as well as necessary vocabulary to order in a restaurant. In Unit 6, students describe their bedroom using colors and communicate using stem-changing verbs.
Grade Level: 8 Time Per Day/Week: 42 minutes/every day Length of Course: YearPrimary Resources: Confucius Institute of Learning / University of PittsburghUnits of Study:
Curriculum Based Assessments:
Standardized Assessments: N/A
Description: This course offers students an introduction to Mandarin Chinese. In addition to building a meaningful vocabulary, students will learn the basic concepts of sentence structure, pronunciation and writing. The course curriculum will follow the model used by the Confucius Institutes across North America. Confucius Institute Mandarin Chinese courses are designed to create such conditions through a combination of modern multi-media technology and expert teachers. The course represents the most current thinking and research on language education and online learning. It takes advantage of what the computers can do best: provide personalized learning, rich media content and learning tools for language basics, ample culture content, and vast amounts of practice. We also provide live instruction by an expert instructor to take care of what computers cannot do: high-level communication practices, relevant feedback, social interaction and instructions about learning languages. Students must have a 3.0 GPA.