ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

REVISED 2013

Table of Contents

·  Language Arts and Literature Department

English Language ………………………………………………………………………………….2

English Literature …………………………………………………………………………………9

·  Modern Languages Department

French……………………………………………………………………………………………….

Spanish………………………………………………………………………………………………

·  Mathematics Department

Mathematics……..………………………………………………………………………………….

·  Science Department

Integrated Science ………………………………………………………………………………….

Agricultural Science ……………………………………………………………………………….

·  History Department

History…………..………………………………………………………………………………….

·  Home Economics / Industrial Arts Department

Home and Family ………………………………………………………………………………….

Design Technique ………………………………………………………………………………….

·  Religious Education Department

Religious Education……………………………………………………………………………...…

·  Visual Arts Department

Visual Arts……………….…………………………………………………………………………

·  Physical Education Department

Physical Education……….…………………………………………………………………………

·  Personal Development Department

Personal Development…..…………………………………………………………………………

·  Geography Department

Geography ……………………………………………………………………………………….…

ENGLISH LANGUAGE DEPARTMENT

ENGLISH LANGUAGE CURRICULUM

INTRODUCTION

This English Language Curriculum is to foster in Grade 8 students an extensive appreciation of language learning and language use. It is not intended that the discrete compartments which are presented should be so taught and learned. Instead, an integrated approach should be adopted in the actual teaching and learning process. The Guide is structured to allow for the development of competence through the acquisition of literacy skills:

·  Listening

·  Speaking

·  Reading

·  Writing

·  Grammar

Upon the completion of the course of study in Grade 8 all students are expected to communicate in Standard Jamaican English through the use of more complex structures in speech and writing.

Listed are specific objectives regarding the development of students’ speaking, listening, reading, writing and grammar skills that will be the focus throughout the year.

SPECIFIC OBJECTIVES

LISTENING

1.  To get meaning

2.  To establish purpose

3.  To establish sequence

4.  To improve communication and human relationships

SPEAKING

  1. To narrate events in sequence
  2. To give and receive instructions
  3. To use appropriate tone and body language
  4. To speak with clarity and confidence

READING

  1. To understand material at the literal and figurative level
  2. To distinguish between fact and opinion
  3. To summarize information read and heard
  4. To distinguish main ideas and supporting details
  5. To acquire and use the following reading skills as necessary:

*identification of sound * word meaning * synthesizing

*analyzing *word recognition *recall comprehension

WRITING

  1. To write with increasing competence in a variety of forms such as poems, stories, journals, essays
  2. To demonstrate awareness of writing as a process
  3. To use transactional forms effectively e.g. letters, report
  4. To experience the joy of creativity through the production of creative pieces

GRAMMAR SKILLS

To write correctly using the basic structure and mechanics of Standard English

  1. subject/verb agreement
  2. singular and plural forms
  3. present, past and future tense
  4. subjective and objective forms of nouns
  5. correct punctuation

Semester 1
Topic/ Content / Objectives
MECHANICS
- Parts of the sentence
·  Subject and Predicate
·  Compound Subject and Predicate
·  Natural and transposed order in sentences
- Subject and Verb Agreement
- Synonyms and Antonyms
- Present and Past Tenses
- Punctuation
- Phrases and Clauses
TYPES OF WRITING
- Paragraph
- Descriptive
- Expository
COMPREHENSION SKILLS
SEMESTER TWO (February - June)
TYPES OF WRITING
-  Descriptive
-  Short Story
-  Report
LETTER WRITING
-  Formal Letters
MECHANICS
-  Direct and Indirect Speech
-  Parts of Speech
-  Verb Tenses
Active and Passive Voice / Students should be able to:
- identify the subject and predicate in a sentence
- differentiate between simple and compound
subjects and predicates
- identify a sentence in the natural order or
transposed order
- select the correct verb to complete given sentences
- select the correct synonym/antonym for given
words
- use tenses appropriately and consistently
- use marks of punctuation correctly
- recognize clauses and phrases
Students should be able to:
- write topic sentences that state the specific idea
of the paragraph
- write supporting sentences
- create effective ending sentences
- write unified paragraphs in which every sentence
is related to the topic
-  write a descriptive passage that evokes strong sensory impressions
-  identify the various kinds of expository paragraphs
Students should be able to:
-  identify main ideas
Students should be able to:
-  identify each type of writing
-  write a descriptive passage that evokes strong sensory impressions
-  identify the elements of narrative writing
-  write an interesting narrative with events in sequential order
-  distinguish between a narrator that is a character within the story or one that is an observer of the action
-  distinguish facts from opinions
-  write a factual report with events in sequential order
Students should be able to:
-  identify the kinds of formal letters
-  identify the parts of the formal/business letter
-  discuss the tone and content of the formal letter
Students should be able to:
-  change sentences from direct to indirect and vice versa
-  recognize the different parts of speech
-  use/identify same words in different parts of speech
-  distinguish between adjectives and adverbs
-  use demonstrative adjectives correctly
-  identify the past tense and past participle of irregular verbs
-  use troublesome verbs correctly
-  differentiate between Simple and Compound tenses

ENGLISH LANGUAGE DEPARTMENT

ENGLISH LITERATURE CURRICULUM

Introduction

This Literature curriculum is to engage the student’s interest in literature and promote the enjoyment of the different genres. The following skills will be developed:

·  Listening

·  Speaking

·  Thinking Analytically

·  Reading

·  Writing

An integrated approach will be used in the actual teaching and learning process. The above skills will be enhanced by adopting a student-centered class-room which will enable students to discover literature through their own critical thinking. By the end of this course the students will be able to appreciate, interpret, analyze and evaluate the three genres of literature.

Semester I (September-January)
CONTENT
1.  STUDYING THE GENRES OF LITERATURE
·  Prose
·  Poetry
·  Drama
2.  THE NOVEL
·  Animal Farm - British Literature
3.  POETRY
·  Poetry comprehension and analysis
·  Selected poems from prescribed text – Voyages in English
4.  THE SHORT STORY
·  Story comprehension and analysis
·  Selected Stories from Voyages in English / OBJECTIVES
·  Identifying the genres of Literature
·  Discuss the elements of each genre
·  Appreciate literature as an art form and a form of expression
Elements of the novel
·  Examine the presentation of characters
·  Explore the presentation of themes
·  Examine the use of setting in the novel
·  Identify the narrative technique
·  Examine the structure and its relationship to the presentation of issues
·  Compare contexts and situations to present cultural experiences
Areas of study
·  Identifying types/forms of poems
·  Uncovering the meaning of poems
·  Examining the use of diction (denotative/connotative language)
·  Examining the poets’ use of rhythm and rhyme
·  Examining the use of imagery
·  Examining the use of figurative language
·  Examine the presentation of characters
·  Explore the presentation of themes
·  Examine the use of setting in the story
·  Examine the structure of the story (plot, conflict, climax and resolution)
·  Uncover the meaning of words using the context clues from the story
Semester II (February-June)
TOPIC/CONTENT
5.  INTRODUCTION TO DRAMA
·  Studying West Indian Drama - Ti Jean and His Brothers
6.  STUDY OF THE NOVEL CONT’D
The British Novel - Oliver Twist
7. POETRY
·  Poetry comprehension and analysis
·  Selected poems from Voyages in English
8. THE SHORT STORY
·  Story comprehension and analysis
·  Selected Stories from Voyages in English
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.
Homework : 25% of the overall grade for the semester
Class Work : 25% of the overall grade for the semester
Tests : 50% of the overall grade for the semester / OBJECTIVES
Features of Drama
·  Identify the elements of Drama (Props, costume, actors/actresses, backdrop, stage directions etc)
·  Examine the use of dialogue in drama
·  Examine the presentation of the characters
·  Examine the use of setting
·  Identify and examine the themes in the play
Areas for Analysis
·  Examine the presentation of characters
·  Explore the presentation of themes
·  Examine the use of setting in the novel
·  Identify the narrative technique
·  Examine the structure and its relationship to the presentation of issues
Areas for Analysis
·  Identifying types/forms of poems
·  Uncovering the meaning of poems
·  Examining the use of diction (denotative/connotative language)
·  Examining the poets’ use of rhythm and rhyme
·  Examining the use of imagery
·  Examining the use of figurative language
·  Examine the presentation of characters
·  Explore the presentation of themes
·  Examine the use of setting in the story
·  Examine the structure of the story (plot, conflict, climax and resolution)
Uncover the meaning of words using the context clues from the story.
Recommended Text:
Oliver Twist by Charles Dickens retold by Debrah Tempest
Animal Farm by George Orwell
Voyages :An Anthology of Short stories and Poems

MODERN LANGUAGES DEPARTMENT

FRENCH CURRICULUM

GENERAL AIM:

The general aim of the French department is to engage students in learning activities designed to help them develop listening, speaking, reading and writing skills in French. They should also be able to develop an appreciation of the French language and also of people of francophone culture.

Topic/Content / ·  Objectives
1.LISTENING
2.SPEAKING
3.READING
4.WRITING
CULTURAL AWARENESS
VOCABULARY / ·  Students should be able to :
·  -develop their listening skills by singing and other forms of oral interactions like simple conversations with classmates and teachers by answering questions based on chosen topics to be covered.
·  -listen to and respond by doing the actions indicated by commands
·  -listen to short sentences/paragraphs read aloud by the teacher and write down what they have heard
·  Students should be able to:
·  -participate in role-play exercises where they act out dialogues
ask and respond to simple questions
·  -do simple descriptions of objects and persons
·  -participate in simple conversations based on everyday experiences
·  Students should be able to:
·  -read short passages in French using the correct pronunciation, fluency and intonation
·  -read, understand and follow simple written instructions in the target language
·  -read and answer questions based on reading comprehension passages
·  Students should be able to:
·  -write short, simple dialogues, letters and compositions based on topics covered in the syllabus
·  -fill in simple forms e.g. forms requiring personal information
·  -complete written grammar and vocabulary exercises.
·  -answer questions based on a reading comprehension passage
·  Students should be able to:
·  -identify the French speaking countries worldwide especially the ones in the Caribbean
·  -describe some of the beliefs and traditions of selected countries in relation to family life, school and major holidays
·  -compare and contrast French cultural practices with those of Jamaica
·  greetings and responses
·  -present tense of some irregular verbs
·  -holiday greetings
·  -numbers 1-100
·  -aller + infinitive; vouloir + infinitive
·  -reflexive verbs and reflexive pronouns(me,te,se,nous,vous,se)
·  -negation in French (ne…pas, plus, jamais, rien, personne etc…)
·  -parts of the house
·  -items in the house
·  -likes and dislikes
·  -weather
·  -food items
·  -talk about themselves ,their family,friends,past-time or leisure activities
·  -fill an ID card
·  -present a weather forecast
·  -describe weather conditions
·  -object pronouns
·  -occupations
SEMESTER 1 ( SEPTEMBER- JANUARY )
UNITS 1-3
JANUARY-GENERAL REVISION
SEMESTER II (FEBRUARY- JUNE)
UNITS 4-7
JUNE-GENERAL REVISION
/ Students should be able to:
·  give more personal details about self and family e.g. hobbies ,birth date, how they feel about something.
·  -conjugate some irregular verbs: avoir, aller,faire, pouvoir
·  -state what they like, dislike, hate, are mad about
·  -say how they help at home
·  -describe weather conditions
·  -conjugate some more irregular verbs such as voir, venir, connaitre, etre
·  -describe the house/apartment that they live in
·  -name articles of furniture generally found in the house
·  -use the partitive du, de la, de l’ and des
·  -count up to 100
·  -give precise directions in French
·  -name various types of shops and say what can be purchased at each one
·  according to French ways and customs
·  -ask for specific items in precise quantities
·  -give the French for some occupations
Students should be able to:
·  conjugate some more irregular verbs such as:
·  mettre,devoir,prendre
·  -revise possessive adjectives: mon, ma, mes
·  -use various negative expressions
·  -recognize and use object pronouns
·  -use various expressions with avoir
·  -use two verbs together:aller+;vouloir/voudrais+;aimer+infinitive
·  -use expressions associated with having meals
·  -improve their vocabulary on French cuisine
·  -know how to conjugate the most common reflexive verbs.
·  -know the professions
·  -make a French shopping list

RESOURCE MATERIAL USED IN GRADE 8

Main text

Hexagone 2

Other material to be used

JAFT (Jamaica Association of French Teachers) Curriculum Guide Grades 7-9

French First Year by Eli Baume and Gail Stein

ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.

Homework : 20% of the overall grade for the semester

Class Work : 30% of the overall grade for the semester

Tests : 50% of the overall grade for the semester

MODERN LANGUAGES DEPARTMENT

SPANISH CURRICULUM

INTRODUCTION

The goal of the GRADE 8 Spanish curriculum is chiefly to:

·  continue to acquire the basic language skills for functioning in practical every day situations.

·  allow students to have a solid base upon which they can continue to build and perfect their communicative skills