English Trimester I Course Description
Grade 8
ENGLISH LANGUAGE
This courses is designed to teach students to use academic language analytically to accomplish a variety of intellectually challenging tasks, calling on them to use grade level appropriate sophisticated academic language to demonstrate, linguistic competence, their ability to use a variety of writing techniques, modes of development and formal conventions, and to demonstrate literacy skills, for instance, being able to locate, analyze and incorporate information gathered from multiple sources into their writing. Students will complete regular extensive reading assignments and write multiple drafts of essays using various text types, often in response to one or more reading passages.
Goals of the English requirement
The English subject requirement seeks to ensure that students grades K-12 are prepared to undertake all core subject areas in English language; to acquire and use knowledge in critical ways; to think, read, write and speak critically; and to master literacy skills and subject specific vocabulary for all classes.
More important than the specific topics covered are the more general abilities and habits of students should acquire through reading, writing, speaking and other course activities. As indicated in the Common Core State Standards for English Language Arts[PDF], these include the following:
1. They are well-informed, thoughtful and creative readers, writers, listeners and thinkers who incorporate the critical practices of access, selection, evaluation and information processing in their own original and creative knowledge production.
2. They understand the ethical dimensions of academic life as grounded in the search, respect for and understanding of other informed viewpoints and pre-existing knowledge. They have a capacity to question and evaluate their own thoughts; the curiosity and daring to participate in, and contribute to, intellectual discussions; and the ability to advocate for their own learning needs.
3. They comprehend and evaluate complex texts across a range of types and disciplines and can construct effective arguments and convey intricate or multifaceted information.
4. They respond to varying demands of audience, task, purpose, genre and discipline by listening, reading, writing and speaking with awareness of self, others and context; and adapting their communication to audience, task, purpose, genre and discipline.
5. They value evidence. Students can analyze a range of informational and literary texts, ask provocative questions and generate hypotheses based on form and content of factual evidence, see other points of view, and effectively cite specific evidence when offering an oral or written interpretation of a text.
6. They use technology and digital media strategically and capably to enhance their reading, writing, speaking, listening and language use.
7. They demonstrate independence by exhibiting curiosity and experimenting with new ideas.
Course requirements
Competencies for entering students cannot be reduced to a mere listing of skills. True academic competence depends on a set of interactive insights, perceptions and behaviors acquired while preparing for more advanced academic work. Good writers are most likely careful readers and critical thinkers—and most academic writing is an informed and critical response to reading. Courses at each grade level, give students full awareness and control of the means of linguistic production, orally and in writing.
Regardless of the course level, all courses are expected to stress the reading and writing connection and to address all of the Common Core College and Career Readiness Anchor Standards in Reading, Writing, Listening and Speaking[PDF].They will also satisfy these criteria:
o Reading. Courses will require extensive reading in a variety of genres, non-literary as well as literary, including informational texts, classical and/or contemporary prose and poetry, and literary fiction and non-fiction. Reading of literary texts will include full-length works; excerpts from anthologies, condensed literature, et cetera. Students will be expected to read for literal comprehension and retention, depth of understanding, awareness of the text’s audience, purpose and argument, and to analyze and interact with the text.
o Writing. Courses will also require substantial, recurrent practice in writing grade appropriate, structured papers directed at various audiences and responding to a variety of rhetorical tasks. Students will demonstrate understanding of rhetorical, grammatical and syntactical patterns, forms and structures through responding to texts of varying lengths in writing assignments, and addressing basic issues of standard written English, including style, cohesion and accuracy.
Writing is taught as a recursive process involving invention, drafting, revision, and editing where writers return to
these activities repeatedly rather than moving through them in discrete stages. Writing is also a way of learning
and it will be used to enhance students’understanding of a subject.
o Listening and speaking. Students will develop essential critical listening skills and be provided with ample practice speaking in large and small groups. Students are expected to be active, discerning listeners, to make critical distinctions between key points and illustrative examples, develop their ability to convey their ideas clearly, and listen and respond to divergent views respectfully, just as they must do when they read and write.
For expected competencies in English reading, writing, listening and speaking, consult the Common Core Standards for English Language Arts[PDF].
· Course Content for Trimester I
Literature:
1. Title: The Tell-Tale Heart (Literature book p. 80)Text type: “Fiction”
2. Title: My Mother Pieced Quilts (Literature book p. 500)
Quilting (Literature book p.505)
Text type: “Lyrical poem”
3. Title: Raymond’s Run (Literature book p.38)
Text Type: "Informational Text"
Writing:
1. Title: “Short Story”Genre: Fictional Narrative/Short Stories
2. Title: “Endangered Animals”
Genre: APA Research Paper
3. Title: Personal Narrative
Genre: Personal Narrative Writing
Grammar:
IBT Preparation(Commas & Semicolons)Identifying nouns
Identifying and using pronouns (see One Stop grade 7 CD p. 2)
Identifying adjectives (see One Stop grade 8 CD p.3)
Identifying and using action and helping verb (see Stop grade 8 CD p.4)
Identifying and using adverbs (see Stop grade 8 CD p.6)
Identifying Prepositions and Prepositional phrases (see One Stop grade 8 CD p.7)
Identifying Conjunctions and Interjections (See One Stop grade 8 CD p.8)
Parts of Speech (Wrap up) (See One Stop grade 8 CD p.9-10-11)
Using End Marks (See One Stop grade 8 CD p.137)
Using End Marks and Periods After Abbreviations(See One Stop grade 8 CD p.138)
Vocabulary: Related to literature selections, MAP, IBT, PIRLS, etc.
Vocabulary Lesson 1Vocabulary Lesson 2
Vocabulary Lesson 3
Vocabulary Lesson 4
Vocabulary Lesson 5
Vocabulary Lesson 6
Vocabulary Lesson 7
IBT: (40 vocabulary words List)
PIRLS:
Spelling: Related to literature selections, MAP, IBT, PIRLS, etc.
Vocabulary words( lessons1-7)IBT: (40 vocabulary words List)
PIRLS:
Listening and Speaking: Practiced daily in class through developing critical listening skills and providing ample opportunities to practice speaking in large and small groups. Students are expected to be active, discerning listeners, to make critical distinctions between key points and illustrative examples, develop their ability to convey their ideas clearly using correct English grammar, tense, subject-verb agreement, etc, and listen and respond respectfully, just as they must do when they read and write.
Done by: Rashenah Walker
Science Trimester I Course Description
DATE / UNIT/ lesson / OBJECIVESWeek 1
28aug-1sep / 1.1: Introduction to body systems / 1-To identify the human body systems
2-To give the general function of each function
Try to relate the systems together in function
Week 2
4-8 Sept. / 1.2 : The Skeletal system / Identify and describe the parts of the skeletal system
-describe the structure and functions of bones
-explain bones growth-describe the structure and function of joints
Week 4
18-22 Sept. / 1.2 : the muscular system / 1-define muscle ,muscle type ,muscle pairs ,and tendons
2-explain how bone and muscle work together
3-Describe diseases injuries of the skeletal and muscular systems
Explain the benefits of exercise
WEEK 6
2-6 OCT / 1.3 : the Circulatory and respiratory system
(lymphatic system) / 1- Describe the parts of the lymphatic system
WEEK 8
16-20 OCT / 1.3 : Cardiovascular system / Describe the parts of the cardiovascular system
Contrast types of circulation
List disorders that effect the cardiovascular system
Week 9
23-27 OCT / 1.3 : Respiratory system / Describe the parts of the Respiratory system
Contrast types of circulation
List disorders that effect the Respiratory system
Week 11
6-10 NOV / 1.4 : Function of the digestive system
Parts of the digestive system / 1. State the function of the digestive system
Distinguish between mechanical and chemical digestion
Describe the role of each organ in the digestive system
Trace the path of food through the digestive system
Explain how the digestive system interact with other body systems
Week 13
20-24 NOV / Function and parts of the excretory and urinary system / State the functions of the excretory and urinary systems
Describe the role of each urinary organ
Trace the path of waste through the urinary system
Math Trimester I Course Description
In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
1) Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b), understanding that the constant of proportionality (m) is the slope, and the graphs are lines through the origin. They understand that the slope (m) of a line is a constant rate of change, so that if the input or x-coordinate changes by an amount A, the output or y-coordinate changes by the amount m·A. Students also use a linear equation to describe the association between two quantities in bivariate data (such as arm span vs. height for students in a classroom). At this grade, fitting the model, and assessing its fit to the data are done informally. Interpreting the model in the context of the data requires students to express a relationship between the two quantities in question and to interpret components of the relationship (such as slope and y-intercept) in terms of the situation.
Students strategically choose and efficiently implement procedures to solve linear equations in one variable, understanding that when they use the properties of equality and the concept of logical equivalence, they maintain the solutions of the original equation. Students solve systems of two linear equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students use linear equations, systems of linear equations, linear functions, and their understanding of slope of a line to analyze situations and solve problems.
2) Students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations and partial representations of functions (noting that tabular and graphical representations may be partial representations), and they describe how aspects of the function are reflected in the different representations.
Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two- dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line, and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students understand the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean Theorem holds, for example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to analyze polygons. Students complete their work on volume by solving problems involving cones, cylinders, and spheres.
The Number System
Know that there are numbers that are not rational, and approximate them by rational numbers.
Expressions and Equations
Work with radicals and integer exponents.
Understand the connections between proportional relationships, lines, and linear equations.
Analyze and solve linear equations and pairs of simultaneous linear equations.
Functions
Define, evaluate, and compare functions.
Use functions to model relationships between quantities.
Geometry
Understand congruence and similarity using physical models, transparencies, or geometry software.
Understand and apply the Pythagorean Theorem.
Solve real-world and mathematical problems involving volume of cylinders, cones and spheres.
Statistics and Probability
Investigate patterns of association in bivariate data.
Mathematical Practices
1) Make sense of problems and persevere in solving them.
2) Reason abstractly and quantitatively.
3) Construct viable arguments and critique the reasoning of others.
4) Model with mathematics.
5) Use appropriate tools strategically.
6) Attend to precision.
7) Look for and make use of structure.
Look for and express regularity in repeated
اللغة العربية الفصل الأول
الوحدة الأولى " قيم أعتز بها "الأهداف / الموضوعات
- أن يقرأ الآيات قراءة سليمة .
- أن يحدد الفكر الرئيسة للنص .
- أن بفسر المعاني الجديدة ويستخدمها في سياقات جديدة .
- أن يحفظ الأيات ( 10- 13 ) .
- أن يقرأ الأبيات قراءة شعرية سليمة معبرة .
- أن يبين المعنى الإجمالبي للنص الشعري .
- أن يحدد الفكرة الرئيسة والفكر الجزئية .
- أن يفسر كلمات النص الشعري مستنتجًا الدلالات الإيحائية فيه .
- أن يتذوق جمال التعبير في النص .
- أن يحدد عناصر المقال .
- أن يحدد كيفية ارتباط فكرتين رئيسيتين أو أكثر في نص أدبي واحد .
- أن يفسر الكلمات ويستخدمها في سياقات جديدة .
- أن يحدد عناصر المقالة المعلوماتية .
- أن يفسر المصطلحات التي يشملها المقال .
- أن يحلل المقالة . / المعارف الأدبية :( أدب ، نقد ، تذوق )
نص قرآني :
۞ آيات من سورة الحجرات .
نص شعري :
۞ من تجارب الحياة .
۞ احترام النظام .
۞ سعادة من نوع آخر .
- أن يتعرف الجامد والمشتق .
- أن بفر ق بين اسم الذات واسم المعنى .
- أن يميز الجامد من المشتق .