EIGHTH GRADE PROGRAM

8^th Grade Core Classes

Language Arts 8

The Language Arts course is designed to strengthen students' skills in listening, speaking, writing, literature, and language. The content includes, but is not limited to, writing notes from information received aurally; developing an aware-ness of sexism, racism, and age bias in material heard, viewed, or read; differentiating between emotional and intellectual arguments in a spoken or written discussion; discriminating among fact, fiction, opinion, assumption, and inference in spoken and written language; writing paragraphs composed of an appropriate topic sentence and adequate supportive material; writing coherent answers on essay tests; writing in various modes for self-discovery, self-expression, and enjoyment; presenting narrative and descriptive writing; identifying basic literary terms as they are used in discussing literature, e.g., characterization, plot, setting, and mood; using parts of speech correctly in final written drafts and in speech in the classroom setting; and reading and reviewing self-selected books to help students learn to view reading as a useful and pleasurable activity.  

Mathematics 8

The mathematics course is designed to present topics in computation, including operations with whole numbers, decimals and fractions, integers, rational numbers, and real numbers. Number theory facts are employed to solve problems with fractions, ratios, and percents. Students will be introduced to solving one- and two-step equations and inequalities; measuring angles, perimeters, volumes, and areas using metric and customary units; graphing to include the coordinate plane; and estimating conclusions through the use of probability and statistics.

Algebra (high school credit course)

This course will be offered to students that meet the eligibility requirements. Click HERE to view requirements.

This course may be the most common entry-level course for students who have had a rich and varied middle level mathematics program.   It expands upon basic algebraic concepts previously acquired and integrates those principles with everyday life.   The processes of problem solving, reasoning, communication and making connections are emphasized.   Students will use formulas, functions, and equations to describe and clarify relationships, and will use geometry to represent algebraic relationships.   Students will learn how to write and translate expressions into mathematical forms, solve first and second degree equations, and use the concept of a function to model real-world phenomena.

Geometry (high school credit course)

Prerequisite for this course is Algebra I.

This course is designed to develop and promote student reasoning and problem solving involving geometric concepts and properties. Topics of study will include deductive reasoning using points, lines, and planes; segments, angles and triangles; quadrilaterals; polygons; and three-dimensional figures. Algebraic concepts are integrated with the geometric concepts throughout the course. Applications to real life situations are prevalent throughout the course.

Integrated Science III

Integrated Science III is designed to provide students with an integrated approach to three traditional science disciplines (life science, physical science, and earth/space science) in addition to science as inquiry, science & technology, science & social perspectives, and the history & nature of science.   The course integrates the traditional disciplines using the unifying concepts and processes of systems, order & organization, evidence, models & explanation, change, consistency & equilibrium, and form and function.   Scientific inquiry and understanding about inquiry are emphasized through practical implications and meaningful applications.   Topics students investigate include human physiology, genetics, forces and motion, light, heat, and rocks and minerals.

US History 8

The United States History course is designed to place major emphasis on the nation's history, from pre-Columbian civilizations to the Civil War and Reconstruction. Geography of the United States and social studies skills also receives emphasis. This course reviews and continues the study of U.S. history begun at the fifth grade, which emphasized the colonial development and emergence of the United States. Map skills, reading and interpreting charts and graphs, and the utilization of reference books and materials are implemented throughout the program. Influences of and relations with the host nation/state are explored during the year.  

Physical Education/Health 8 (semester; students may select an additional semester for a yearlong course)

This course is designed to fully enable eighth grade students to develop movement skills and conceptual knowledge and attitudes related to the physical education needs of the adolescent.   Developmentally appropriate concepts of physical fitness and personal and social development are included in this course.   Students apply appropriate physical activity and fitness concepts and attitudes to the development of a health-enhancing level of physical fitness.   They demonstrate responsible and safe behavior applying appropriate concepts and attitudes to personal and social development. Students will spend three quarters in Physical Education and one quarter in Health.

Pathways to Careers (semester)

This course is designed to provide students with a broad overview of the world of work through self/career awareness.   Students will be introduced to career development as a life-long process.   Topics will include self and career assessments, career exploration, personal qualities needed in a work environment, and electronic information sources. A job shadowing aspect is a feature of the course.

Seminar

Seminar is an educational program designed to focus on the social/emotional and intellectual development of our students. The seminar experience provides consistent, caring and continuous adult guidance at school through the organization of a supportive peer study groups. Seminar activities include student-centered study time, academic tutorials, homework help, and student—teacher conferencing. While curricular-based activities will always have priority, assemblies and extra-curricular group meetings are sometimes held during seminar; thus, avoiding the loss of classroom instructional time. Seminar supports the curriculum in the affective domain. Activities that deal with student development such as intramurals, host nation assemblies, discussions on character, drug education and other similarly related issues commonly take place. Research has shown that wise use of seminar time promotes good study habits, develops skills and increases academic achievement.

Semester Electives

Art 8

The Art course is designed to develop essential art skills and to expand art experiences. This introduction to the elements and principles of design and art appreciation focuses on a variety of media including painting, drawing, sculpture, and printmaking.

Chorus

Chorus is designed to provide students, but not limit them to, the following vocal musical learning experiences: learning the beginning and basic fundamentals of sight-reading vocal music, distinguishing and singing two and three-part music, singing with ensembles and chorus, studying intonation, singing a cappella, experiencing a wide variety of choral repertoire including secular and no secular music, singing with keyboard and other instrumental accompaniment, and singing in public performances and musical productions.

Combative Sports (This course will take the place of a semester of PE)

This course will teach the basic skills of self-defense. A variety of techniques will be explored by the students and they will learn from different disciplines that may include Taekwondo and Hapkido. Students will also participate in conditioning exercises that may include stretching techniques and weightlifting.

Drama

The drama course is designed to give the students opportunity to experience drama as a significant and rewarding activity and to enable students to demonstrate knowledge of the historical background of drama.   The content includes, but is not limited to, recognition of the different genres of drama (tragedy, comedy, farce, melodrama, musical) and the elements of playwriting; use of oral communication skills such as appropriate voice levels, gestures, posture, and language; understanding of the importance of drama as a reflection of society; and recognition of drama as a self-rewarding activity that involves the identification of the unique worth of the individual, the motivation behind human behavior; and the dynamics of interpersonal relationships.

Environmental Studies

The Environmental Studies course will focus on current environmental issues and past practices. The class is designed to teach students about the natural environment they live in, no matter where they live. The focus will be on Classification, and those organisms which students are most likely to encounter while living here in Korea. The organisms we will study are: Birds, Insects, Protists, and the Plants with a focus on the flowering plants.

Graphic Arts

Students will use computer skills to create computer based images. This class will incorporate digital photography and photo manipulation. Students will produce graphic designs for two-dimensional and three-dimensional computer artwork.

Journalism

Instructional activities will be provided in a general classroom setting, and in the school and community environment. Student activities will include, but will not be limited to, reporting, interviewing, writing, rewriting, editing, proofreading, selecting content suitable for a school newspaper preparing page layouts, photographing, selecting photographs, performing assigned staff responsibilities, making judgments about acceptable and legal journalistic practices, typing/reproducing materials, and managing/supervising staff members.

Video Productions

The Introduction to Video Communications course is designed to provide students in grades 7 through 8 with exploratory and investigative activities dealing with camera functions, filming techniques, composition, non-linear/linear editing, and computer animation/graphics.   Through a hands-on approach students will learn the entire process of video/television production from initial filming to final editing.

Year-long Electives:

AVID

AVID (Advancement Via Individual Determination) is a language arts based curriculum with emphasis on the writing process and writing as a tool of learning. In addition to inquiry and collaboration, AVID also provides students with academic survival skills, i.e., time management, note taking, textbook reading, library research, test taking skills, and study skills. The Cornell note-taking system is taught and students are expected to use this system in all classes.

Strings Ensemble

Participation is limited to students that have at least two years of experience on a string instrument (violin, viola, cello, or string bass) and their own instrument. Those with less experience can audition.
Students continue to work towards mastering advanced string skills such as tuning, shifting, and vibrato. Other advanced bowing articulations and rhythmic patterns will be introduced and a wide variety of repertoires will be learn

Beginning Band

The beginning band course is designed to introduce students to the following: basic instrumental music techniques such as tone production, articulation, breath control, pitch discrimination; melodic and rhythmic concepts and patterns; practice skills and habits; solo, ensemble, and full group rehearsals; a variety of instrumental repertoire; opportunities for private instruction; experiences in performing; and sound practice habits.

Intermediate Band

The intermediate band course is designed to acquaint students with intermediate to advanced instrumental music skills which include, but will not be limited to, the following content: intermediate to advanced level sight-reading skills; discrimination of pitch; absolute essentials for playing in tune; intermediate to advanced rhythm concepts and patterns; techniques for achieving the essentials of unity, balance, and contrast in performing instrumental music; the study of all major and minor scales; the opportunity of performing a variety of good musical repertoire; and listening skills development.

Advanced Band

The advanced band course is designed to acquaint students with advanced instrumental music skills. The content includes, but is not limited to, the following: the interpretation and analyzation of musical scores; the application of musical nuances in playing from a score; independent performance of all major and minor scales; advanced rhythm patterns; performance as a soloist and in small and large group ensembles; a variety of music repertoire including style, periods, forms, electronic music; intermediate to advanced level sight-reading exercises; and introduction to computer/synthesizer musical composition.

French I, German I, Korean I, Mandarin Chinese I, Spanish I

The foreign language I course is designed to teach students to pronounce and discriminate among the various vowel and consonant sounds and respond to and to imitate authentic patterns of intonation, rhythm, and pronunciation. Students learn to give simple oral and written information by using appropriate learned vocabulary, word order, and grammatical forms, and to read silently and aloud with comprehension. The major oral and written linguistic principles presented include the following: pronunciation and recognition of foreign language sounds; formation of affirmative, negative, and interrogative sentences; usage of articles and adjectives to correctly modify nouns; conjugation of various regular and irregular verbs; usage of the present, present progressive, future preterite, and imperfect tenses; usage of comparative, superlative, demonstrative, and possessive adjectives; formation of possession; usage of adverbs; and usage of direct and indirect object pronouns. Various short stories, essays, simple readers, magazines, newspapers, filmstrips, films, slides, videos and computer programs, that are representative of the culture of the different foreign language speaking countries, are used.

French II, German II, Korean II, Mandarin Chinese II, Spanish II (high school credit courses)

The foreign language II course is designed to provide activities, projects, and experiences that enable students to appreciate and value the host nation's (or target language) culture, Students are also made aware of the value of foreign language study. Career opportunities are analyzed and students learn that the knowledge of a second language can be a useful tool in international, economical, and social situations. The major linguistic principles and language skills covered in level II include the following: usage of singular and plural nouns and interrogative, definite, indefinite, demonstrative and possessive adjectives; identifying and using the active voice in the indicative mood; identifying and using the imperative, the future tense, all forms of the past tense, progressives, and the subjunctive mood; identifying and using subject pronouns, direct object pronouns, indirect object pronouns, and the emphatic, reflexive, interrogative, demonstrative, and relative pronouns; identifying and using the most common prepositions; identifying and using comparison of adjectives; and identifying and using the formation of adverbs. Students should also be familiar with short stories, essays, magazines, simple readers, newspapers, filmstrips, films, slides, videos, and computer programs that are representative of the target language and culture. L-8.The content of the foreign language, level II course includes teaching students to follow specific directions given in the target language, and to understand main ideas after listening to presentations on familiar topics. Students learn to speak in the target language using basic sentence patterns correctly, read a variety of materials in the target language, and demonstrate writing skills in the target language.

Korean III (high school credit course)

This class requires a review for placement

Reading Lab

Improve reading achievement for students not reading at grade level through the use of a whole group instructional model with small group rotations: Whole Group Literacy Instruction with technology support providing models and Lexile leveled text passages for instruction

• Modeled or independent reading using leveled literature to model or practice good reading strategies

Small Group instruction provides daily student-teacher interaction to build skills that facilitate the reading of increasingly complex materials.   Examples include:

• Vocabulary Development-general, technical, content-specific
• Following Directions at increasingly complex levels
• Drawing Conclusions
• Using Effective Study Skills-note taking, outlining, graphic organizers
• Reading for Recreation and Problem Solving

Major topics to be studied include the essential components or reading: vocabulary development, building fluency, comprehension, and structural analysis, study/reference skills and reading in the content areas

Gifted Education

The Gifted Education course will focus on developing higher-level extension, creativity, and integration activities that add depth and challenge to the core curriculum. The goal is to help the students develop their skills and abilities within the context of the regular curriculum rather than in isolation. Students will participate in a variety of activities and projects to practice and refine their skills. Each day there will be activities designed to develop critical thinking skills and/or creativity skills. Students will also spend some time each session working on larger scale investigations designed to complement or extend topics and concepts from their core classes. These projects will involve independent research and production. The vast majority of work will be intended for completion in class. However, there may occasionally be times when something needs to be completed outside of class.