Download ENGLISH Comprehend, interpret, and analyze both literary and

ENGLISH
Comprehend, interpret, and analyze both literary and informational text. Students will be able to:
 Establishes context with relevant details about setting, character, plot, conflict and theme.
 Identifies and explains purpose of various writing devices an author uses.
 Selects convincing textual evidence that shows understanding of the text.
 Uses accurate, relevant direct textual evidence to support thinking.
 Reads and analyzes a variety of text mediums (e.g., film, graphs, written, audio, etc.).
Create a clear, cohesive, detailed, and well supported product that addresses the purpose/genre. Genres include
narrative, informational/explanatory, and /or argumentative. Students will be able to:
 Establish context for the reader throughout the written piece.
 Maintains the focus and purpose through the writing.
 Uses a variety of specific details and writing devices to develop a strong voice.
 Develops thoughtful explanation that clarifies and supports the claim.
 Organizes ideas in a logical way.
Determine meaning and can appropriately use grade-level and content-specific words and phrases. Emphasis is placed
on building knowledge of roots and affixes. The student identifies and correctly uses conventions of standard English.
Students will be able to:
 Uses specific literary element and device terms.
 Employs context clues to generate meaning.
 Demonstrates command of standard English conventions by proofreading work for grade-level grammar errors,
revising for reader’s understanding.
 Accesses appropriate resources to build vocabulary knowledge.
 Develops voice and authority with topic-specific vocabulary and word choice.
 Chooses language that expresses ideas precisely and concisely.
SOCIAL STUDIES
The Industrial Age, Child Labor and Immigration: Research. Students will be able to:
 Use research to assist in writing an argumentative paper.
 Use research to learn their own family history.
 Correctly cite the resources used.
The Industrial Age, Child Labor and Immigration: History. Students will be able to:
 Name and describe the causes of the Second Industrial Revolution.
 Explain the effects that monopolists had on families of the early 20th century.
 Explain how the monopolists of the early 20th century helped change the United States for the better.
 Describe how the Second Industrial Revolution made life different for Americans.
 Explain why people have their homelands.
Students will be introduced to the concepts of economy, human interdependence, and culture but will not be
specifically assessed on this content.
Common core state standards writing 8.1 and reading 1.8.8: Write arguments on discipline-specific content to support
claims with clear reasons and relevant evidence. Students will be able to:
 Students are able to convey information through an organized, written product that develops the topic with text
evidence, concrete details, and precise, domain-specific vocabulary. This was demonstrated through a drafted
argumentative essay.
SCIENCE
NGGS Standard MS-LS-3 Heredity: Inheritance and Variation of Traits. Students will be able to:
 Define classification
 Identify the levels of classification of living organisms and explain how they are related to each other.
 Identify a scientific name.
 Use a basic dichotomous key to identify organisms.
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Interprets a simple cladogram.
Describe the basic structure of DNA.
Differentiate between base gene, and chromosome.
Explain the basic concept of Protein Synthesis.
Differentiate between Mitosis and Meiosis.
Identify advantages and disadvantages of asexual and sexual reproduction.
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect
proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organisms.
 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information
and sexual reproduction results in offspring with genetic variation.
Students will be able to use science vocabulary appropriately:
Cladogram, Cell, Nucleus, Chromatin, Chromosome, Gene, Amino Acid, Protein, Phenotype, Genotype, Allele,
Mutagen, Ribosome, mRNA, tRNA, Mitosis, Meiosis, egg, sperm, Asexual Reproduction, Sexual Reproduction,
Dominant, Recessive, Homologous, Heterozygous, Homozygous, Punnett Square
MATH
Expressions and Equations. Students will be able to:
 Rewrite an expression in different forms in a problem context to shed light on the problem and see how the quantities in
it are related. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form.
 Solve linear equations with rational number coefficients, including equations whose solutions require expanding
expressions using the distributive property and collecting like terms.
 Solve word problems leading to equations of the form px + q = r and p(x + q) = r where p, q, and r are specific rational
numbers. Solve equations of these forms fluently.
MATH ENRICHMENT
Students will be able to:
 Use matrices to represent and manipulate data.
 Add, subtract, and multiply matrices of appropriate dimensions.
CHOIR
Performance Skills. Students will be able to:
 Demonstrate appropriate vocal technique.
 Demonstrate correct articulation.
 Demonstrate control of dynamics.
Reading Skills. Students will be able to:
 Correctly identify solfege/pitches.
 Correctly identify musical articulations and dynamics.
 Correctly define musical terms.
Reflection and Critique. Students will be able to:
 Describe music using specific musical vocabulary.
 Analyze aural examples of music.
 Critique performances of music by self and peers.
 Provide appropriate suggestions for improvement.
Approach to Work. Students will be able to:
 Develop problem-solving skills through the use of creative thinking.
 Demonstrate appropriate interactions through willingness to collaborate.
 Demonstrate appropriate rehearsal etiquette.
 Demonstrate appropriate performance etiquette.
ART
Skill Development. Students will be able to:
 Express ideas and thoughts through use of the elements and principles of design.
 Learn to use new tools.
Reflection and Critique. Students will be able to:
 Describe, analyze, interpret and judge Masterworks, student’s own work and that of peers.
Approach to Work. Students will be able to:
 Use the creative process.
 Demonstrate understanding of methods and intent.
 Demonstrate willingness to explore and grow creatively.
Making Connections. Students will be able to:
 Demonstrate ability to use content and inquiry to tie the emotional, and historical significance of the arts to their daily
lives.
 Question and explore a range of pieces and reflect on why, when and how they were created.
HEALTH EDUCATION
Under Power Standard 1 students will be able to:
Personal Health and Wellness
Nutrition
 Analyze the validity of health information of food issues. What is healthy eating?
 Nutritional value of food and the bodies need for nutrients.
 Understand healthy vs. unhealthy risks associated with fast foods.
 Cooking skills: students will implement a recipe of nutritional value.
Emotional Health
 Understand various coping strategies, such as: anxiety, stress, anger, and depression.
 Analyze signs of suicide and understanding the need for professional help and to identify appropriate resources.
 Understand how media affects self-image and decision –making.
Alcohol, Tobacco, and Other Drugs
 Explain the relationship between positive health behaviors and negative health behaviors based on substance use and
abuse.
 Explain alcohol use and abuse/short term and long-term effects.
 High risk behaviors related to drug use, addiction.
 Apply effective decision making.
Under Power Standard 2 students will be able to:
 Remember the 5 types of Touch and Abstinence.
 Analyze healthy relationships
 Understand puberty and function of the reproduction systems for male and female.
 Understand decision-making and teen parenthood.
 Understand sexually transmitted infections (STIs) and HIV/AIDS.
 Evaluate birth control related to reproduction and STIs.
PHYSICAL EDUCATION
Improve Cardiovascular Fitness Level. Students will be able to:
 Demonstrate progress on the Mile Run.
 Demonstrate an understanding of pace running.
 Demonstrate understanding and employment of the Overload Principle.
 Demonstrate upper body strength by performing the Fitnessgram push up test.
 Demonstrate core strength through the Fitnessgram crunch test.
Demonstrate Competence in a Variety of Sports, Skills and Activities. Students will be able to:
 Demonstrate ball control and agility in the game of soccer.
 Demonstrate patience, accuracy in throwing, and pattern running in football.
 Demonstrate the understanding of force and hand eye coordination in the game of field hockey.
 Demonstrate an understanding of the importance of teamwork through the team games of soccer, football, field
hockey, and speedball.
 Demonstrate understanding of movement concepts used within the team sports of soccer, football, field hockey, and
speedball.
 Students were introduced to the team sport of rugby (special guest Mr. Sivo).
CONCERT BAND
Playing Skills. Students will be able to:
 Demonstrate appropriate technique
 Demonstrate correct articulation
 Demonstrate control of dynamics
 Demonstrate control of rhythm
 Demonstrate appropriate phrasing
Reading Skills. Students will be able to:
 Correctly identify notes
 Correctly identify musical symbols
 Correctly define musical terms
Reflection and Critique. Students will be able to:
 Describe music using specific musical vocabulary
 Analyze aural examples of music
 Critique performances of music by self and peers
 Provide appropriate suggestions for improvement
Approach to Work
 Develop problem solving skills through the use of creative thinking
 Demonstrate appropriate interactions through willingness to collaborate
 Demonstrate appropriate rehearsal etiquette
 Demonstrate appropriate performance etiquette
STEM
Basic concepts of Engineering and Design. Students will be able to:
 MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful
solution, taking into account relevant scientific principles and potential impacts on people and the natural environment
that may limit possible solutions.
 MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the
criteria and constraints of the problem.
 MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to
identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
 MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or
process such that an optimal design can be achieved.
Science & Engineering Practices. Students will be able to:
 Ask questions (for science) and defining problems (for engineering).
 Develop and use models.
 Obtain, evaluate and communicate information.
 Analyze and interpret data.
 Construct explanations (for science) and design solutions (for engineering).
Engage in argument from evidence (argumentative constructed response).
COMPUTER TECHNOLOGY
Communication and Collaboration. Students will be able to:
 Interact, collaborate and publish with peers, experts or others employing a variety of digital environments
 Communicate information and ideas effectively to multiple audiences using a variety of media and formats
 Contribute to projects teams to produce original works or solve problems
Technology Operations and Concepts. Students will be able to:
 Understand and use technology systems
 Select and use applications effectively and productively
 Troubleshoot systems and applications
 Transfer current knowledge to learning of new technologies
SPANISH
Structures of Language. Students will be able to:
 Spell words correctly based on pronunciation rules and letter sounds
 Use all forms of the verb ‘ser’: soy, eres, es, somos, sois, son
 Use all subject pronouns (yo, tú, Ud., él, ella, nosotros, vosotros, Uds., ellos, ellas), as well as subjects (Sara, Juan y
Sara, etc.) in conjunction with the correct conjugation of verbs
 Conjugate “-ar regular verbs” in all forms (-o, -as, -a, -amos, -áis, -an), as well as the stem-changing verb “jugar”
(juego, juegas, juega, jugamos, jugáis, juegan)
 Form sentences with subject + verb + adjective/etc.
 Use the masculine/feminine and singular/plural forms of adjectives properly
 Form yes/no questions and question-word questions: ¿verb + subject…? and ¿Question word + verb
 Use the verb ‘gustar’(gusta, gustan) with the proper indirect object pronouns: me, te, le, nos, os, les
Oral and Written Communication. Students will be able to:
 Pronounce words correctly using pronunciation rules and letter sounds correctly
 Use of the vocabulary of greetings, basic description, classroom objects, sports.
 Answer questions about oneself and others (description, likes/dislikes, activities)
 Ask questions using cómo, quién, de dónde
 Write short compositions about self and others (activities, likes/dislikes, basic description)
 Present short dialogue
Reading and Listening Comprehension. Students will be able to:
 Begin to master oral directions in Spanish
 Read a paragraph or short essay and answer questions about it
 Begin to recognize cognates (‘la información’ etc.)
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Listen to dialogues and respond to questions about them, or make corrections to student dialogues
FRENCH
Students will be able to: Demonstrate an appropriate command of grammatical structures, syntax and vocabulary.
 Review French 1, part 1 grammatical structures & syntax.
 Learn family members vocabulary.
 Learn the possessive adjectives corresponding to ‘my, your, his/her’.
 Learn more possessive adjectives for “our, your, their’.
 Learn about French adjective agreement & position.
 Learn that only ‘BAGS’ adjectives are placed before the noun they modify.
Students will be able to: Communication in the target language (Interpersonal, Presentational, Interpretive).
 Oral presentation on one’s family: “Voici Ma Famille’.
Students will be able to: Obtain, interpret and/or react to cultural information from a variety of sources
 Watch the video “My Family from France”.
 Learn about the region of Quiberon & Carnac, Brittany.
 Learn about the celebration of Halloween & ‘la Toussaint’ in France.