BHS Performance Standards by Brandon Hall School

Table of Contents PREFACE CURRICULUM MISSION AND PHILOSOPHY STATEMENT: VISION STATEMENT:

5 6 8

UPPER SCHOOL STANDARDS

ENGLISH DEPARTMENT

LITERARY GENRES & COMPOSITION – 9TH GRADE WORLD LITERATURE & COMPOSITION – 10TH GRADE AMERICAN LITERATURE AND COMPOSITION – 11TH GRADE BRITISH LITERATURE & COMPOSITION – 12TH GRADE ENGLISH LITERATURE EXPOSITORY WRITING CREATIVE WRITING RESEARCH WRITING PUBLIC SPEAKING JOURNALISM

11 17 20 25 29 33 36 39 42 44

HISTORY DEPARTMENT

WORLD HISTORY UNITED STATES GOVERNMENT ECONOMICS PSYCHOLOGY SOCIOLOGY AFRICAN/ASIAN STUDIES 20TH CENTURY WORLD HISTORY

48 58 62 66 71 74 80

MATHEMATICS DEPARTMENT

ALGEBRA I GEOMETRY ALGEBRA II ALGEBRA II HONORS BASIC COLLEGE MATHEMATICS COLLEGE ALGEBRA PRE-‐CALCULUS PRE-‐CALCULUS HONORS CALCULUS DESCRIPTIVE STATISTICS (ONE SEMESTER) INFERENTIAL STATISTICS (ONE SEMESTER) INTRODUCTION TO LINEAR ALGEBRA (HONORS)

87 94 99 106 107 110 113 118 123 125 128 130

SCIENCE DEPARTMENT

133

BIOLOGY CHEMISTRY PHYSICS ASTRONOMY I & II ECOLOGY

133 137 153 157 161

ENGINEERING THE FUTURE I & II ENVIRONMENTAL SCIENCE INTEGRATED SCIENCE PHYSICAL SCIENCE RENEWABLE ENERGIES I & II SCIENCE SURVEY

164 168 172 178 183 189

HEALTH AND PHYSICAL EDUCATION DEPARTMENT

195

HEALTH EDUCATION STRENGTH TRAINING HIGH SCHOOL -‐ PHYSICAL EDUCATION MIDDLE SCHOOL -‐ PHYSICAL EDUCATION YOGA CURRICULUM

195 200 204 210 217

GLOBAL INTELLIGENCE AND LANGUAGES DEPARTMENT

220

AMERICAN SIGN LANGUAGE 1 AMERICAN SIGN LANGUAGE 2 ENGLISH I ENGLISH II ENGLISH III FRENCH I FRENCH II FRENCH III LATIN I LATIN II MANDARIN I MANDARIN II MANDARIN – MIDDLE SCHOOL SPANISH LANGUAGE CONNECTIONS SPANISH I SPANISH II SPANISH III SPANISH IV GLOBAL EDUCATION

220 228 236 243 249 257 262 267 272 276 280 284 289 291 294 298 303 308 313

FINE ARTS DEPARTMENT

319

MIDDLE SCHOOL ART CURRICULUM MIDDLE SCHOOL THEATRE ACTING METHODS AND TECHNIQUES TECHNICAL THEATRE CARDIO MOVEMENT DRAMA PRINTMAKING CURRICULUM INTEGRATED ARTS DRAWING AND PAINTING CURRICULUM MIXED MEDIA CURRICULUM

319 321 324 327 331 334 338 340 342 345

MIDDLE SCHOOL STANDARDS

347

MIDDLE SCHOOL LANGUAGE ARTS DEPARTMENT

349

FIFTH GRADE LANGUAGE ARTS SIXTH GRADE LANGUAGE ARTS SEVENTH GRADE LANGUAGE ARTS EIGHTH GRADE LANGUAGE ARTS

349 368 384 399

MIDDLE SCHOOL HISTORY DEPARTMENT

412

U.S. HISTORY WORLD GEOGRAPHY WORLD HISTORY

412 419 426

MIDDLE SCHOOL MATHEMATICS DEPARTMENT

432

MATH-‐5/6 MATH 7 ALGEBRA I

432 435 438

MIDDLE SCHOOL SCIENCE DEPARTMENT

445

EARTH SCIENCE GENERAL SCIENCE LIFE SCIENCE

445 454 461

MIDDLE SCHOOL FINE ARTS DEPARTMENT

471

MUSIC APPRECIATION ACTING METHODS AND TECHNIQUES TECHNICAL THEATRE COURSE: CARDIO MOVEMENT MIDDLE SCHOOL THEATRE COURSE: DRAMA PERFORMANCE PRINTMAKING INTEGRATED ARTS MIDDLE SCHOOL ART DRAWING AND PAINTING MIXED MEDIA

471 474 477 481 481 484 487 487 490 492 494 496 499

HEALTH AND PHYSICAL EDUCATION DEPARTMENT

502

HEALTH EDUCATION MIDDLE SCHOOL PHYSICAL EDUCATION

502 507

MIDDLE SCHOOL COUNSELING

515

LEARNING SKILLS CENTER

517

LEARNING SKILLS CENTER

518

COMPREHENSIVE ASSESSMENT PLAN

520

Preface

As Head of School, my vision for Brandon Hall is to be the premier boutique boarding and day school in the southeastern United States where students are immersed in five essential elements of learning: • STEAM (Science, Technology, Engineering, Arts, and Mathematics) Intelligence and Literacy • Global Intelligence and Literacy • Environmental Intelligence and Literacy • Wellness Intelligence and Literacy • Service Intelligence and Literacy These intelligences and Literacies are bound in a unique and powerful curriculum, The Brandon Hall Performance Standards. For students to become engaged in these intelligences and literacies, an essential sixth element must be present – an inviting campus with diverse people. Brandon Hall is located on a hill overlooking the Chattahoochee River on 27 acres of pristine woodland north of Atlanta. The campus resembles a nature preserve with flowing water and abundant flora and fauna. The campus, as beautiful as it is, only pales in comparison to one entity -‐ the community of people that reside and work within its boundaries. Our school community is blessed with dynamic educators who impart knowledge to our students from over 20 countries; a rare collection of people who believe in the school’s mission and philosophy. One may ask - how was this environment created and how is it maintained? A dedicated Board of Trustees, Leadership Team, and support from Independent School Counsel (ISC) embraced the development of the current mission, philosophy, and curriculum since 2010. This mission is sustained by the generous donations from parents and friends of Brandon Hall. Without these stakeholders, The Brandon Hall Performance Standards, which are the core of the six elements of learning, would not exist. Therefore, this document is dedicated to the entire Brandon Hall family, Board of Trustees, and ISC. Sincerely,

John L. Singleton Head of School

Academic Vision Statement:

The Brandon Hall’s vision fosters the 21st Century Education that takes students on a journey, which creates a trail from Critical Thinking and Problem Solving, Collaboration across Networks and Leading by Influence, Agility and Adaptability, Initiative and Entrepreneurialism, Effective Oral and Written Communication, Accessing and Analyzing Information to Curiosity and Imagination (Wagner, 2010). It is our vision to equip students with the tools of mastering concepts rather than superficial exposure and problem solving rather than only memorization. As a 21st Century Educational School, it is imperative that our students grasp their individuality and adopt their full ability to thrust forward; as opposed to approaching learning of yesterday’s traditional manners. Brandon Hall students learn to activate a higher order of thinking through the rigors of academic challenges. Ultimately, Brandon Hall will produce respectful and compassionate young people of strong character who will graduate to be responsible, productive and global citizens.

ENGLISH DEPARTMENT Course:

Literary Genres & Composition – 9th Grade

Course Description Literary Genres and Composition will start with a review of all the grammar concepts from the eighth grade. Thorough explanation, practice, and application of basic grammar usage will include all parts of speech, parts of the simple sentence, agreement of subject and verb, verb usage, pronoun usage, punctuation, capitalization, and adjective and adverb phrases. Practical application in all composition and essay work is encouraged. Students will study basic literary elements with an emphasis on short stories, poetry, and novels. Students will learn to write in a variety of forms - journals, essays, and creative writing. Both writing and vocabulary skills will be necessary in order to move on to the tenth grade curriculum. Students will be expected to make continuous use of the computer for homework, note taking, research, and multi-media presentations. Unit 1 Grammar Review Recommended Time: 2 weeks • The student will demonstrate conventional knowledge with English grammar and usage when writing or speaking. o Identify parts of speech o Use verbs in active and passive voice o Identify and formulate the four basic types of sentences: Declarative, Interrogative, Imperative, and Exclamatory. • The student will demonstrate general knowledge of capitalization, punctuation, and spelling. o Use punctuation (comma) to indicate a pause or break o Spell correctly • Determine or clarify the meaning of unknown and multiple-meaning words using context clues. • Acquire and use accurate general academic and domain-specific words and phrases. o Gather vocabulary knowledge to help comprehension • Produce complete sentences o Recognize and correct run-ons and fragments Unit 2 Genres: Novels and Short Stories Recommended Time: 5 weeks • The student will determine the meaning of words and phrases as they are used in the text o Include figurative and connotative meanings

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o Analyze the cumulative impact of specific word choices on meaning and tone Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text o Read attentively Recognize and identify literary elements for analysis o Diction, tone, imagery, and figurative language The student will determine a theme of the text and analyze its development over the course of the text. Analyze how complex characters develop over the course of the text Determine the author’s point of view or purpose o Understand the various purposes of rhetoric Delineate and evaluate the argument and specific claims in a text o Distinguish important facts from extraneous details o Understand the concept of claim and counter claim and audience as well as author bias o Understand the functions of diction, syntax, organizational structure, and other literary elements in the construction of an argument

Unit 3 MLA Format Recommended Time: 1 week • Demonstrate knowledge of MLA format in writing • Establish and maintain a formal style and objective tone in writing • Use technology to produce, publish, and update writing products • Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening o Write and edit work so that it conforms to the guidelines in the MLA style manual Unit 4 Writing and Grammar Recommended Time: 2 weeks • The student will demonstrate general knowledge of Standard English grammar and usage when writing or speaking. o Use correct subject and verb agreement. o Identify and correcting run-on sentences and sentence fragments o Identify and use of active voice vs. passive voice o Identify gerunds, participles, and infinitives • The student will recognize and correct inappropriate shifts in verb tense. • The student will ensure subject-verb and pronoun-antecedent agreement. Unit 5 The Essay Recommended Time: 4 weeks 12

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Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant evidence o Develop claims and counter-claims fairly o Use words, phrases, and clauses to link the major sections of the text o Establish and maintain a formal style and objective tone o Provide a concluding statement or section that follows from and supports the argument presented Write informative texts to examine and convey complex ideas clearly and accurately through the effective selection, organization, and analysis of content o Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions o Develop the topic with well-chosen, relevant, and sufficient facts, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic o Use appropriate and varied transitions to link the major sections of the text. o Use precise-language Write narratives to develop real or imagined experiences or events using effective technique, well chosen details and well structured event sequences o Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view o Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences o Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience Use technology to produce, publish, and update writing products

Unit 6 Reading, Literature, and Literacy Recommended Time: 2 weeks • Demonstrate knowledge of the following concepts and literary terms: anecdote, description, dialect, fantasy, fiction, foreshadowing, image/imagery, irony, narration, narrative, narrator, nonfiction, plot, point of view, setting, simile, theme • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings o Interpret figures of speech in context Unit 7 Review and Semester Exam Recommended Time: 2 weeks 13

Unit 8 Genres: The Novel and Poetry Recommended Time: 4 weeks • Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings o Analyze the cumulative impact of specific word choices on meaning and tone o Include: metaphor, simile, personification, hyperbole • Identify and analyze various sound devices o Include: alliteration, assonance, consonance, onomatopoeia • Practice attentive reading • Recognize various structural formats of fictional texts o Include: stanza, act, scene, chapter, etc. • Understand the terms syntax and fluency • Acquire knowledge of basic informational text structures and headings Unit 9 Writing and Grammar Recommended Time: 2 weeks • Demonstrate knowledge of sentence coordination and subordination through compound and complex sentences • Establish correct and consistent verb tense • Identify different writing styles o For example: Comparison and contrast, argumentative and persuasive, poetry, narratives, etc. • Exhibit knowledge of formal manuscript styles including MLA and create citations accordingly • Be able to use figurative language, such as, imagery, sensory detail, and other literary devices to make stories realistic and engaging • Understand and employ correct grammar and conventions for the English language • Demonstrate command of the conventions of standard English grammar and usage o Use parallel structure • Choose words and phrases for effect o Use various types of phrases and clauses, including: noun, verb, adjectival, adverbial, participial, prepositional, absolute, independent, dependent, relative • Demonstrate command of capitalization, punctuation, and spelling o Use a semicolon o Use a colon o Spell correctly

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Interpret figures of speech (euphemism and oxymoron) in context and analyze their role in the text Identify and analyze various sound devices (alliteration, assonance, consonance, onomatopoeia)

Unit 10 Essays: Comparison-Contrast Essay Recommended Time: 1 week • The student will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. o Cultivate the habit of drafting and revising written work o Understand and employ effective strategies for editing and revising o Acquire and review increasingly sophisticated knowledge of grammar to avoid errors Unit 11 Essays: Argumentative Essay Recommended Time: 1 week • The student will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. o Cultivate the habit of drafting and revising written work o Understand and employ effective strategies for editing and revising o Acquire and review increasingly sophisticated knowledge of grammar to avoid errors Unit 12 Genres: The Epic Recommended Time: 2 weeks • The student will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. o Analyze the cumulative impact of specific word choices on meaning and tone o Include: metaphor, simile, personification, hyperbole • Identify and analyze various sound devices o Include: alliteration, assonance, consonance, onomatopoeia • Practice attentive reading • Recognize various structural formats of fictional texts o Include: stanza, act, scene, chapter, etc. • Understand the terms syntax and fluency • Acquire knowledge of basic informational text structures and headings Unit 13 Introduction to Shakespeare Recommended Time: 2 weeks • The student will learn a brief history of the Elizabethan era and William Shakespeare. 15

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o Identify the unique characteristics of the Elizabethan stage Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. Analyze how Shakespeare treats a theme o Apply the concepts of allusion and allegory o Generalize concepts of setting, plot, characterization, and other narrative elements so that specific instances of these may be recognized as having thematic similarities or differences. Determine a central idea of a text and analyze its development over the course of the text.

Unit 14 Research Paper Recommended Time: 4 weeks • The student will conduct a research project to answer a question or solve a problem. o Demonstrate understanding of the subject under investigation • Synthesize information from multiple sources o Write arguments to support claims in an analysis of topics o Use words, phrases, and clauses to link the major sections of the text o Establish and maintain a formal style • Identify complexities and discrepancies in the information and different perspectives found in each medium o Write informative texts to examine and convey complex ideas • Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration • Integrate quotations, cite quotations, and prepare a works cited page o Use precise language to manage the complexity of the topic o Weave cited material, quotations, and other support into research writing smoothly and coherently • Produce clear and coherent writing in which the development, organization, and style are appropriate • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach o Cultivate the habit of drafting and revising written work o Understand and employ effective strategies for editing and revising o Acquire and review increasingly sophisticated knowledge of grammar to avoid errors • Use technology to produce, publish, and update writing products. • Understand the concept of plagiarism • Draw evidence from literary or informational texts to support analysis, reflection, and research • Utilize MLA style Unit 15 Review and Semester Exam - Recommended Time: 2 weeks 16

Course: World Literature & Composition – 10th Grade Course Description World Literature and Composition will expand and refine the knowledge gained in grade nine with more attention given to other literary forms than those studied in Literary Genres. The student will examine literature from all over the world and from a variety of time periods. The student will review grammar concepts as well as literary terms studied in the ninth grade. Grammar review will re-emphasize all material covered in the ninth grade year with added emphasis placed on the subordinate clause and verbal phrase forms and their incorporation into essays and compositions. The student will begin to make greater use of previously acquired skills in his or her writing. He or she will write to inform, persuade, analyze, and create. The student will be expected to make continuous use of the computer for homework, note taking, research, and multi-media presentations. Unit 1 The Close Reading of a Short Story Recommended Time: 8 weeks • The student will identify the basic five elements of a short story and label the element that goes with each. The student will also review basic grammatical concepts, including parts of speech, verb use, subjects, verbs, and complements, and will also learn the basics of the MLA format. o Describe characterization o Identify types of conflict o Identify areas of conflict o Analyze foreshadowing o Analyze irony o Identify types of irony o Identify point of view – 1st and 3rd person, limited and omniscient o Identify symbolism o Identify setting and its relation to plot Grammar o Identify and label parts of speech including nouns, pronouns, adjectives, verbs, adverbs, conjunctions, prepositions, and interjections o Analyze proper verb usage – tenses and their usage o Review troublesome verbs o Locate parts of the sentence – subjects, verbs, and syntax o Identify complements – predicate adjectives and nominatives, direct and indirect objects Unit 2 The Close Reading of an Essay Recommended Time: 8 weeks

The student will read and analyze essays including biographies, autobiographies, and narrative, descriptive, persuasive, and analytical essays. The student will also review subject/verb agreement, pronoun usage, and punctuation. o Identify the basic essay types, including personal, persuasive, historical, and analytical o Analyze parts of an essay o Develop various essays emulating those in the text o Research the historical background of texts o Develop projects based on essays Grammar o Identify singular and plural subjects and verbs o Identify agreement between subjects and verbs o Identify case of pronouns based on uses within the sentence o Recognize nominative, objective, and possessive case o Identify reflexive and intensive pronouns o Determine correct use of capitalization o Analyze rules for capitalization â&#x20AC;˘

Unit 3 Review and Semester Exam Recommended Time: 2 weeks Unit 4 Poetry Recommended Time: 8 weeks â&#x20AC;˘ The student will read and analyze a wide variety of poetic styles while interpreting figurative language and writing poems. The student will conduct two to three class presentations involving research of a major poet and will also master grammatical concepts including the identification and uses of subordination and punctuation. o Identify diction as a means of localism o Analyze imagery o Paraphrase figurative language o Identify and paraphrase figurative language o Differentiate metaphors and similes o Analyze tone and musical devices o Label rhyme, rhythm, and meter o Compare and contrast sonnet forms o Identify aspects of narrative and lyric poetry Grammar o Identify adjective, adverb, and noun clauses and uses of subordination o Identify subordination as a method of combining sentences o Create complex sentences using subordination o Analyze the use of subordinating conjunctions and relative pronouns

o Identify correct uses of punctuation including commas, semicolons, periods, question marks, quotes, and apostrophes o Apply punctuation rules to written work Unit 5 Drama and the Classics Recommended time: 8–9 weeks • The student will examine and discuss drama and classical literature, including Shakespeare’s Julius Caesar and the Arthurian tradition. The student will also cover the use of phrases and modifying elements and identify the three forms of modifiers. o Review the history of drama o Identify aspects of the tragedy o Define basic dramatic terms o Paraphrase poetic language o Analyze characterization through dialogue o Identify iambic pentameter o Research historical facts vs. dramatic license o Analyze King Arthur as a unifying element in British history o Analyze chivalry Grammar o Review adjective, adverb, gerund, participle, and infinitive phrases o Utilize phrases to combine sentences o Compare and contrast verbals and verbal phrases with verbs o Compare positive, comparative, and superlative degrees of adjectives o Define uses of comparisons Unit 6 Review and Semester Exam Recommended Time: 2 weeks

Course: American Literature and Composition – 11th Grade Course Description American Literature and Composition is an upper level course that will continue to reinforce earlier concepts in both grammar and literature, with increased emphasis on a more demanding college preparatory structure. Grammar studies will now center on composition, utilizing the skills begun in the ninth and tenth grade years, emphasizing greater expertise in identifying the basic structural elements of the English sentence and analyzing their usage. Students will learn to write in a more analytical style, using the work of American authors as the basis for their study. Students will also address the development of an argument, using clear organization, smooth transition, and appropriate references. In preparation for their college or university experience, students will be expected to make continuous use of technology for homework, note taking, research, and multi-media presentations. Unit 1 The Native American Experience/Exploration and Settlers- 1600-1650 Recommended Time: 2 weeks • The student will examine the earliest forms of American literature and identify both the various literary elements associated with them, as well as the connections between the clashing of cultures in the newly settled America and the literature of the era. Analyze the oral traditions of the Native American culture and apply it to the students’ understanding of these original tribes. o Identify the aspects of Native American culture. o Explain the reasons for the writings of the explorers and settlers of the New America o Focus on the differing reasons for settlement. o Identify the use of point of view, specifically in how it relates to context. Context will be an important word for the students to understand and use throughout the course. Unit 2 The Puritan Tradition- 1650-1750 Recommended Time: 2 weeks • The student will examine the influence of the Puritans on the building of American society. o Identify the “American identity” that began to emerge in the seventeenth and eighteenth centuries through Puritan values. o Explain the foundations of the society created by the Puritans through their literature. o Explore the Divine Mission of the Puritan Settlers. o Analyze the ideas of “grace”.

Focus on the use of plainness, both in the Puritan culture and in the literature of the Puritans.

Unit 3 Writers of the Revolution Recommended Time: 3 weeks • The student will focus on the tension between individual freedom and societal order through the literature of the American Revolution, specifically as it relates to speeches, pamphlets and other documents of the Revolution. o Identify the use of the aphoristic style in the speeches and pamphlets of the Revolution. o Explore the Age of Reason and how it applied to the thought process of the authors of Revolutionary material. o Focus on structure and timely use of allusion in the works of the Revolution. o Prepare persuasive speeches on modern topics using the techniques learned during this section. Unit 4 The Romantic Age Recommended Time: 3 weeks • The student will work at understanding the values of the Romantic writers while focusing on the ideas that moved writers away from the Classical writing style of the Revolutionary War. o Analyze the rise of individualism in the topics of society and nature. o Examine the use of new styles of literature that deviate from Classicism. o Focus on the form of Romantic poetry and its use of major literary ideas, specifically with figurative language. o Identify the Fireside Poets and their contribution to the social ideals of the day. o Explain and research the social issues of the day. Focus should be on the introduction of public education, women’s rights and abolition. Unit 5 Transcendentalism Recommended Time: 3 weeks • The student will focus on the Transcendentalism Movement and how it became a continuation of the Romantic Movement through its emphasis on self-reliance and independent thought. o Define the Transcendental way of life through the works of Emerson and Thoreau. o Focus on the writings as explanations of the way of the life. o Compare to the modern work. Complete a project focusing on the idea of Transcendentalism in the modern world. o Examine the ideas of nature and the individual in the years leading up to the Civil War.

Unit 6 Brooding Romantics Recommended Time: 2 weeks • The student will focus on the changing in writing styles from the Transcendentalists to the Brooding Romantics (or anti-Transcendentalists). The student will work to understand the differences in writing style and how it contributes to the readers understanding of the human condition. o Focus on the writings of Poe, Hawthorne and Melville. o Explain the similarities between the Transcendentalists and these three authors. o Analyze the form and function of each of these writers. o Identify suspense in the writings of the Brooding Romantics, as well as how they explored the human condition. o Compare/contrast to other writers of the Romantic Age. Unit 7 Review and Semester Exam Recommended Time: 2 weeks Unit 8 From Romanticism to Realism: Whitman and Dickinson Recommended Time: 2 weeks • The student will work to interpret and analyze America’s attempts and struggles to define itself as a culture through the interpretation of poetry by Walt Whitman and Emily Dickinson. o Analyze Whitman and focus on the ideas of free verse in his writings. o Analyze Dickinson’s style and how it contributed to a fundamental change in writing style. o Identify and examine the characteristics of each poet. Attempt to compare their overall form and function in literature. These two authors will be used as benchmarks for the second semester. Unit 9 Literature of the Civil War Recommended Time: 2 weeks • The student will focus on the aspects leading up to the Civil War, the events of the Civil War, and its aftermath through the literature of the time. The student will focus on the literature of both sides including poetry, essays, speeches and letters in an attempt to understand both sides of the conflict. o Trace the historical conflict from both sides of the war. o Analyze the writings of Lincoln o Identify imbedded writers and focus on their feelings of the war as it is happening.

Focus on the writings after the war from the perspective of the North and the South. Examine lingering feelings about the war and how they continue to be influenced by literature.

Unit 10 Regionalism and Local Color Writing Recommended Time: 3 weeks â&#x20AC;˘ The student will work with the writings of different regions, specifically those regions where literature was more prolific after the Civil War (western United States). They will focus on the importance of a variety of voices in American culture and how they helped to define the nation as a whole. o Explore and analyze the works of Mark Twain. o Explain the historical ideas of Regionalism and why it was important for a sprawling land still reeling from the effects of the Civil War. o Analyze the shift towards more dynamic characters and the exploration of the environment on the character. Unit 10 Naturalism and the New Role for Woman Recommended Time: 3 weeks â&#x20AC;˘ The student will focus on the ideas of Naturalism and the scientific viewpoint that influenced this style of writing. The student will also emphasize the rise of women writers in this period and how they were influenced by the ideas of Naturalism. o Explain the chief characteristics of Naturalism. o Focus on the scientific nature of the writings and how they influenced the process in which the stories were written. o Explore the rise of women writers during this time, specifically relating to the ideas of Naturalism and how they helped women to express themselves. o Analyze non-fiction writings during this time, especially at it related to journalism at the turn of the 20th Century. Unit 11 The Harlem Renaissance Recommended Time: 2 weeks â&#x20AC;˘ The student will study the rise of the writers of Harlem in connection with the time period, as well the connection with the changing society of the United States in the time period directly before and after World War I. o Trace the emergence of Harlem as an important location for art. Allow for research into the immigrant experience and how Harlem was populated. o Analyze the poetry of the Harlem Renaissance o Focus on style and content. The student will be reminded of context as it relates to the writings that are studied during this time.

Unit 12 Modernism Recommended Time: 3 weeks â&#x20AC;˘ The student will focus on the direct aftermath of World War I, the Roaring Twenties, and the Great Depression. The student will work to understand these events and how they changed the way that authors looked at themselves and the world around them. o Identify the defining characteristics of Literary Modernism in early 20th century verse and prose. o Examine the drastic changes in the perception of war as illustrated in the verse of the World War I poets â&#x20AC;&#x201C; contrasted with pre-war attitudes. o Examine the effects of the Modernist movement on the structure of the 20th century short story. o Articulate how art helped to create order in a fragmented world that was seeing catastrophic changes in society. Unit 13 Modern Literature Recommended Time: 4 weeks â&#x20AC;˘ The student will focus on the period of time after World War II to the present, analyzing how authors not only changed their writing to fits the times, but also how the events of the world helped to create the literature. o Analyze conflict throughout the latter parts of the 20th century and the early 21st century, focusing on literature that shows this conflict through the eyes of the participant. o Reflect upon the complexity of contemporary life through the analysis of post-war literature. o Create an understanding of post-war literature reflecting a changing world-view. Unit 14 Review and Semester Exam Recommended Time: 2 weeks

Course: British Literature & Composition – 12th Grade Course Description British Literature and Composition uses the literature of Great Britain to build on the concepts from American literature. The literature is also used to detail higher-level ideas of leadership, relationships, human rights, philosophy, etc. over a period of centuries. In addition to gaining an understanding of British influence on our nation, students study literature in order to analyze literary techniques and styles of European authors. A much greater emphasis is placed on critical writing and analysis in the fourth year, and most grammar instruction occurs within that context. Increased use of compound and complex sentences, elimination of fragments and run-ons, and more care with regard to punctuation and structure of ideas are predominant. In preparation for their college or university experience, students will be expected to make continuous use of the computer for homework, note taking, research, and multi-media presentations. Unit 1 The Middle Ages – The Anglo-Saxon Period (449-1066) Recommended Time: 4 weeks • The student will examine the earliest forms of literature in the English language and identify both the various literary elements associated with them, but also the connections between language development and the literature of the era. o Describe the linguistic origins of Old English. o Identify the heroic characteristics of ancient Germanic culture. o Explain the concept of fate (wyrd). o Analyze and identify examples of the coexistence of pagan and Christian traditions in Anglo-Saxon verse. o Identify characteristics of the epic and the elegiac traditions. o Identify the technical characteristics of Anglo-Saxon verse. Unit 2 The Middle Ages – The Medieval Period (1066-1485) Recommended Time: 5 weeks • The student will examine the influence of the Norman Conquest on the continued development of the language, the impact of the Roman church and religious dogma on medieval writing and society, and the significance of Chaucer’s work on the development of English literature. o Analyze the use of satire, plot, character, theme, and the frame story in the work of Geoffrey Chaucer. o Identify the origins and defining characteristics of the Chivalric age. o Point out elements of the Code of Chivalry in the Arthurian legend. o Identify the origins and characteristics of the romance. o Distinguish between the two forms of medieval drama. o Analyze the impact of the Norman Invasion on Old English.

o Identify the primary linguistic differences between Old English and Middle English. Unit 3 The English Renaissance (1485-1649) Recommended Time: 6 weeks • The student will analyze the historical importance of the Tudor and Stuart dynasties on the literature of Renaissance England, examine the rise of English verse and drama through the development of the sonnet and the work of William Shakespeare, and identify the beginnings of the classical movement among late Renaissance poets. o Analyze the influence of the conflicts brought about by the birth of the protestant church on the literature and society of Renaissance England. o Identify the various structures of the sonnet form. o Identify the use of common literary elements such as apostrophe and personification in the English sonnet. o Interpret through explication key Renaissance themes in the English sonnet. o Describe the various unique characteristics of the Elizabethan stage. o Examine and make connections to universal themes in Shakespeare’s drama. o Identify the chief characteristics of metaphysical poetry. o Identify elements of classicism in the work of the Cavalier Poets. Unit 4 The Puritan Age (1649-1660) Recommended Time: 1 week • The student will examine the historical and political events that brought about the rise of the Puritan Commonwealth and its philosophical influences on the literature of this period. o Trace the historical conflict between the Stuart monarchy and Parliament. o Analyze the significance of Milton’s use of the Italian sonnet form. o Identify and examine classical characteristics of the traditional epic in Milton’s Paradise Lost. o Analyze the use of allegory in Bunyan and its connection to religious themes. Unit 5 Review and Semester Exam Recommended Time: 2 weeks Unit 6 The Restoration and The Enlightenment (1660-1798) Recommended Time: 3 weeks • The student will analyze the effects of Restoration era society (particularly the middle class) and the flowering of Neoclassicism on the literature of the age.

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o Identify the chief characteristics of neoclassical writing and their presence in the work of Dryden, Pope, and others. o Analyze the influence of early 18th century middle class values on the emergence of satire. o Analyze the use of satire in the work of Swift, Pope, Johnson, and others. o Examine the origins of historical fiction in the work of Daniel Defoe. o Identify characteristics of neoclassical verse, including the heroic and closed couplet and the iambic pentameter line. o Analyze Pope’s use of the classical epic and mock epic forms. o Trace the origins and development of the informal essay and its impact on the invention of the magazine. The student will examine key authors whose work represents the transition from the Neoclassical Age to Romanticism. o Identify key differences in setting, tone, and theme between neoclassical verse and the work of Thomas Gray. o Identify characteristics typical of the work of the “Natural Poets.” o Identify early Romantic themes in the poetry of William Blake.

Unit 7 The Romantic Age (1798-1832) Recommended Time: 4 weeks • The student will examine the key philosophical points of the Romantic movement and their influence not only on poetry and prose, but also on the social conscience of early 19th century England. o Point out the significance of Lyrical Ballads, particularly Wordsworth’s “Preface.” o Analyze the shift from the Neoclassical concern for the universal to the Romantic emphasis on the individual. o Analyze the influence of historical events such as the French Revolution on the Romantic Movement. o Examine the importance of man’s relationship to the pastoral world in the Romantic philosophy. o Analyze specific qualities of social and political consciousness in the work of the Romantic poets. o Identify through explication common Romantic themes in the work of the early 19th century poets. o Identify the chief characteristics of the gothic romance and its impact on the development of the novel. o Explain the reasons for Romantic poets’ love of traditional verse structures such as the ode and the sonnet. Unit 8 The Victorian Age (1832-1900) Recommended Time: 4 weeks • The student will examine numerous social, political, and economic factors, particularly the effects of industrialization, British imperialism, and the growing

influence of science, and their unique impact on Victorian writers of the mid to late 19th century. o Examine the continued presence of Romantic elements in Victorian verse. o Analyze and identify in the literature of the era the major Victorian themes of scientific reasoning, social reform, and the loss of faith. o Examine the increased importance of social and literary criticism in the Victorian Age. o Examine the influence of conservative middle class values on Victorian prose. o Identify characteristics of the dramatic monologue. o Trace the continued development of the novel as a major genre of the era. o Critically assess the work of Rudyard Kipling as an accurate account of British imperialism. o Identify the seeds of 20th century modernism in late Victorian verse. o Analyze the pessimism evident in the verse of late era Victorian poets. Unit 9 The Modern Age (1900-Present) Recommended Time: 5 weeks • The student will analyze the impact of two world wars and their aftermath, as well as the collapse of British imperialism, on the emergence of the Modernist Movement in English literature. o Identify the defining characteristics of Literary Modernism in early 20th century verse and prose. o Identify and interpret Modernist themes and the rise of Irish Nationalism in the poetry of William Butler Yeats. o Examine the drastic changes in the perception of war as illustrated in the verse of the World War I poets – contrasted with pre-war attitudes. o Define pluralism and analyze its impact on England’s post war literary voice. o Analyze and interpret T.S. Eliot’s view of post war society. o Examine the effects of the Modernist movement on the structure of the 20th century short story. o Identify the presence of Romanticism and other traditional forms in mid 20th century verse. o Examine the impact of authors from the former colonies on the literature of post war England. Unit 10 Review and Semester Exam Recommended Time: 2 weeks

Course: English Literature Course Description The English Literature course is a year-long course for which English III is a prerequisite. Coursework focuses on reading (including oral reading), composition, research writing, vocabulary, grammar, and literature. Outside reading and literature text selections are chosen by the instructor based on the skill levels of the individual students and the overall ability of the group. The use of technology will be implemented for basic homework, research, and multi-media presentations. Unit 1 Grammar Recommended Time: 2 weeks • The student will demonstrate basic understanding of English grammar and usage when writing or speaking. o Students will identify nouns, verbs, pronouns, and adjectives in reading and writing. Unit 2 Literature Recommended Time: 4 weeks • The student will determine a theme of a text and analyze its development over the course of the text. o Identify key literary elements including characters, setting, and plot. • The student will analyze how particular lines of dialogue in a story or drama propel the action, reveal aspects of a character, or provoke a decision. o Use context clues to determine the meaning of words and phrases as they are used in text material. • The student will analyze the structure of specific paragraph in a text. Unit 3 Writing and Composition Recommended Time: 3 weeks • The student will illustrate command of the conventions of standard English in written compositions through the correct use of punctuation and spelling. o Examine and utilize basic rules of capitalization at the beginning of sentences and proper nouns. • The student will become familiar with rules for MLA formatting in writing. o Cite a variety of different sources correctly. • The student will learn and practice peer editing.

Unit 4 Grammar Recommended Time: 2 weeks • The student will demonstrate command of conventions of standard English grammar and usage by identifying subject/verb agreement. o Form and use verbs in the active and passive voice . o Identify and correct inappropriate shifts in verb voice and mood. • The student will use knowledge of language and its conventions when writing, speaking, reading, or listening. o Identify and correct run-on sentences and sentence fragments. Unit 5 Literature Recommended Time: 3 weeks • The student will demonstrate knowledge of the following concepts in literature: o Description, dialect, fantasy, fiction • The student will begin to understand figurative language and nuances in word meanings by interpreting figures of speech. • The student will determine the meaning of words and phrases as they are used in a text. o Including: figurative, connotative, and technical meanings • The student will evaluate the argument and specific claims in a text. Unit 6 Writing and Composition Recommended Time: 2 weeks • The student will learn how to develop and write a persuasive paper. o Understand the basic structure of the three and five paragraph essay. o Formulate strong topic sentences. o Construct a simple thesis statement. o Engage in peer editing. o Utilize MLA formatting. • The student will demonstrate command of capitalization, punctuation, and spelling. Unit 7 Midterm Review and Exam Recommended Time: 2 weeks Unit 8 Grammar Recommended Time: 2 weeks

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The student will demonstrate knowledge of sentence coordination through compound and complex sentences. o Understand the function of punctuation and connecting words in sentence combining. o Combine independent clauses smoothly. The student will use punctuation to separate items in a series o Utilize other punctuation devices: colon and semicolon, comma, ellipsis, and dashes. o Recognize and correct inappropriate fragments and run-ons.

Unit 9 Literature Recommended Time: 3 weeks • The student will identify figures of speech in context. o Identify various sound devices in context such as alliteration and onomatopoeia • The student will analyze how differences in point of view of character create suspense or humor. o Analyze how a text makes connections among and distinctions between individuals, ideas, or events (through comparisons, analogies, or categories) Unit 10 Writing and Composition Recommended Time: 4 weeks • The student will use creative writing skills in the composition of an original short story. • The student will continue to correctly utilize MLA formatting. • The student will vary sentence patterns for meaning and style. o Utilize various forms of expression in conventional language. • The student will demonstrate command of the English language through the use of proper spelling, punctuation, and grammar. o Place phrases and clauses correctly within a sentence. o Utilize language that expresses ideas precisely and concisely. Unit 11 Grammar Recommended Time: 2 weeks • The student will identify correct use of subject/verb agreement. o Utilize correct use of present and past tense. • The student will explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in specific sentences. o Recognize and correct vague pronouns. o Recognize and correct inappropriate fragments and run-ons. Unit 12 31

Literature Recommended Time: 2 weeks • The student will cite the textual evidence that most strongly supports an analysis of what the text says. • The student will determine an author’s theme within a story or poem. o Analyze the relationship of theme to the characters, setting, and plot. o Provide an objective summary of the text. • The student will analyze how a modern work of fiction draws on themes, patterns or events, or character types from myths, or in traditional stories. o Students will read and comprehend literature: dramas, poems, and stories. Unit 13 Writing and Composition Recommended Time: 3 weeks • The student will develop and compose a personal assessment paper. o Utilize correct MLA formatting. o Formulate a basic thesis statement. o Formulate a basic 4 or 5 point outline. o Select appropriate language that expresses ideas precisely and concisely, recognizing, and eliminating redundancy. o Utilize proofreading and peer editing to identify errors in punctuation and syntax. Unit 14 Final Review and Exam Recommended Time: 2 weeks

Course: Expository Writing Course Description Expository Writing is a one semester elective course designed for students who wish to improve their skills in the area of essay writing, particularly those essays that will be required on the college level. Along with required journal writing and preparation of individual portfolios, the students will be required to complete a series of the various essay forms throughout the semester, including informative, compare and contrast, literary analysis, commentary, persuasive, cause and effect, and current event. Expository writing is, predominantly, a paperless class, so students will be expected to make daily use of technology for producing all compositions, completing any required research, and preparing portfolios and daily writing journals. Unit 1 The Informative Essay Recommended Time: 2 weeks â&#x20AC;˘ The student will write for the purposes of informing the reader on a variety of topics of individual student interest. o Examine and become familiar with MLA requirements for formal essays. o Analyze the preliminary structures of the standard three and five paragraph essay. o Examine the use of descriptive detail. o Become familiar with preliminary techniques for informal research. Unit 2 The Compare and Contrast Essay Recommended Time: 2 weeks â&#x20AC;˘ The student will become proficient in the development and composition of compare and contrast essays emphasizing topics of individual student interest. o Analyze techniques for the development of a strong thesis. o Examine the use of good transitions. o Organize essays based on both the subject-by-subject or point-by-point organization. Unit 3 The Literary Analysis Essay Recommended Time: 3 weeks â&#x20AC;˘ The student will make a close examination of the critical assessment essay and will gain proficiency in the analysis of plot, character, setting, and theme in short fiction, and artistic composition in paintings and photographs. o Understand the differences between opinion and analysis/interpretation. o Identify and analyze theme. o Assess the impact of literary techniques such as symbolism, personification, foreshadowing, and character on a short story.

o Interpret through critical analysis a selection of poetry. o Examine techniques in the use of color, perspective, design, and theme in contemporary paintings. o Interpret through written critical assessment a piece of contemporary art.

Unit 4 The Commentary Essay Recommended Time: 2 weeks • The student will examine personal viewpoints and opinions on a variety of key contemporary issues in an attempt to identify his/her own voice and perspective. o Closely examine the various forms of written commentary in contemporary society. o Identify methods of scholarly support for written opinions. o Examine the importance of tone in expressing personal views. o Review MLA requirements with regard to documentation of sources. Unit 5 The Persuasive Essay Recommended Time: 2 weeks • The student will examine the historical impact of the persuasive essay form and its continued relevance today in preparation for writing. o Complete close reading of a variety of political and social commentary essays as examples of persuasion. o Adopt a position on a given topic. o Establish a strong thesis statement. o Identify the audience. o Understand the importance of refuting opposing arguments. o Utilize literary techniques such as parallelism, concession, allusion, and irony. Unit 6 The Cause and Effect Essay Recommended Time: 2 weeks • The student will examine how certain topics or issues, some very mundane or unremarkable, can have significant effects or multiple causes, and how to establish these causes and effects in a thesis driven essay. o Examine sample essays for establishing basic structure and style. o Review techniques for the development of a strong thesis. o Utilize strong transition words. o Establish an effective organization of material based on a multiple causes èeffect, or a causeèmultiple effects, or a causal chain structure. o Review MLA requirements for documentation of research.

Unit 7 The Current Event Essay Recommended Time: 3 weeks â&#x20AC;˘ The student will become very well versed in a current topic of interest in preparation for the development and composition of an essay using any of the appropriate forms covered during the semester. o View and assess news programs covering current event topics. o Examine print media for additional information and research. o Utilize online sources and social media to gain additional information and material for writing. Unit 8 Portfolio Submission (50% of total grade) Recommended Time: 1-2 weeks

Course: Creative Writing Course Description Creative Writing is a semester course open to all students wishing to further develop their composition skills through numerous forms of creative written expression. Along with required journal writing and preparation of an individual portfolio, students will be asked to write original works in both fiction and non-fiction. The course will cover non-fiction biography and autobiography, as well as both formal and informal essays. Students will write in most major poetic forms and will compose a number of short stories and a small one-act play. Creative writing is, predominantly, a paperless class, so students will be expected to make daily use of technology for producing all compositions, creating poetry pages, maintaining the writing journal, and preparing portfolios. Unit 1 Nonfiction Writing Recommended Time: 4 weeks â&#x20AC;˘ The student will closely examine, discuss, and compose in all the major forms of nonfiction writing as well as learn the basic Modern Language Association (MLA) requirements for formal writing. o Establish a personal writing journal as an initial introduction to nonfiction writing. o Read and analyze examples of the autobiography. o Compose autobiographical sketches. o Read and analyze biographies of historic and contemporary figures. o Compose a biographical sketch of a person of interest. o Become familiar with the MLA requirements for page set up and source documentation. o Examine the history of the informal periodical essay. o Compose periodical essays on subjects of interest in contemporary society. o Identify the chief characteristics of persuasive and descriptive essays. o Compose a persuasive on an issue of personal interest. o Examine examples of and compose a personal epitaph. o Examine and analyze examples of critical assessment writing. o Compose critical assessments of literary (short story/poetry) and artistic pieces. Unit 2 Poetry Writing Recommended Time: 4 weeks â&#x20AC;˘ The student will study, analyze, and compose in most of the major poetry forms. o Examine the chief characteristics of the narrative (ballad) form. o Analyze and identify various metric patterns in verse. o Compose a ballad using specific meter and end rhyme.

o Identify the chief characteristic of satire and examine its presence in historical and contemporary verse. o Compose poems satirizing a contemporary issue or figure. o examine the basic categories of lyric poetry, including the ode, elegy, sonnet, villanelle, rondeau, and versanelle. o Select from the various lyric forms for composition. o Examine forms of both free and blank verse. o Utilize free verse in the composition of original poems. o Compose haiku and limerick poems. o Analyze imagism and compose original verse in the imagist style. o Study examples of the concrete poem and the use of organic rhythm. o Design an original concrete poem. Unit 3 Fiction Writing – The Short Story Recommended Time: 5 weeks • The student will examine both pre-20th century and post war structures of the short story form, become familiar with basic elements such as plot development, point of view, dialogue, and characterization, and compose original stories from a variety of literary and visual prompts. o Contrast traditional and Modernist plot structures of the short story. o Analyze the use of foreshadowing in plot development. o Examine and identify the various points of view. o Compose short story excerpts using various forms of the third person. o Establish both internal and external conflict in original compositions o Examine sample stories emphasizing dialogue and development of character. o Analyze the use of irony and satire in identifying theme. o Analyze how tone is established in sample selections through diction, setting, and characterization. o Compose original short stories based on both literary and visual prompts. Unit 4 Playwriting – The One Act Play Recommended Time: 3 weeks • The student will examine a number of one act plays, closely analyze character development, stage direction, and setting, and dialogue in preparation for the composition of a short original one act play. o Read and analyze one act plays by traditional authors such as Chekhov, Tennessee Williams, Edward Albee, and Samuel Beckett as well as 21st century playwrights. o Closely examine the sequence for writing, including establishing story, plot (action), character development, setting, and stage directions. o Study examples of production notes and stage directions – costuming, lighting, set design, sound. o Compose notes and directions for individual short scenes.

o Identify conflict in sample one act plays and establish it clearly in original composition. o Develop primary and secondary characters. o Establish an outline for the playâ&#x20AC;&#x2122;s scenes. o Engage in peer reading and editing. Unit 5 Preparation of Writing Portfolio (50% of total grade) Recommended Time: 1 week

Course: Research Writing Course Description Research Writing is a one semester elective course designed for all students wishing to improve their writing skills through the completion of a major paper similar to that which the student will see on the collegiate level. Students will be required to plan, research, write, and revise a 12 to 15 page paper on a topic from 20th /21st century American history, using standard Modern Language Association (MLA) format. The various sections of the paper will be assigned according to specific due dates throughout the eighteen weeks of the semester. Students will be expected to make daily use of technology for most research, preparation, and typing of the research project. Unit 1 Topic & Thesis Recommended Time: 2 weeks â&#x20AC;˘ The student will select an historical topic and develop a working thesis from which to begin preliminary research. o Select from a list of approved historical topics. o Develop an historical topic of interest independently. o Analyze the characteristics of a good working thesis. o Study examples of strong thesis statements. o Compose practice theses that adhere to accepted guidelines. Unit 2 Research & Collection of Source Recommended Time: 3 weeks â&#x20AC;˘ The student will compile useful research material from a variety of hard copy and electronic sources in support of the working thesis. o Examine correct MLA formatting of multiple source types. o Develop a practical system for cataloguing preliminary sources. o Adjust the thesis statement as needed, based on available information on the topic of choice. o Closely examine sample outlines and practice dividing major topic points into Roman numeral sections. o Develop a preliminary outline based on current source material and working thesis. o Begin initial arrangement of the Works Cited page based on MLA guidelines. Unit 3 Notecard Preparation I Recommended Time: 2 weeks

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The student will develop an efficient and practical method of recording source material on index cards. o Refer to the English Department’s MLA Supplement for notecard formatting. o Select and save source material based on its utility in supporting the thesis. o Submit the required 30 notecards by the predetermined date.

Unit 4 Notecard Preparation II Recommended Time: 2 weeks • The student will fulfill the minimum notecard requirement while developing a system for plugging accumulated information into the text. o Utilize the working outline to arrange accumulated source material for writing. o Make final adjustments to the working outline as are required by any changes in direction of the research. o Submit the second required 30 notecards by the predetermined date. Unit 5 Introduction Recommended Time: 1 week • The student will compose the opening introductory paragraph of the text with full citations as required. o Examine MLA requirements for source documentation. o Distinguish between direct quote, paraphrase, and the use of material in the public domain. o Examine the rules governing punctuation of parenthetical citations. o Submit the completed introductory paragraph, which must include the thesis statement and any required citations. Unit 6 First Argument Recommended Time: 1 week • The student will submit the opening argument as indicated by the thesis and Roman numeral I of the outline. Unit 7 Formal Outline & Works Cited Page Recommended Time: 1 week • The student will finalize and submit the Works Cited page as directed in The MLA Handbook. o Review MLA guidelines for the arrangement of sources. o Re-examine guidelines governing online sources. o Prepare the final outline for submission as a separate document.

Unit 8 First Draft Recommended Time: 1 week â&#x20AC;˘ The student will submit the initial draft of the research text with all citations and documented sources included and with a copy of the final outline. Unit 9 Second Draft Recommended Time: 2 weeks â&#x20AC;˘ The student will make all requested revisions, corrections, and/or additions to the initial draft, with emphasis on adherence to the final outline. o Closely examine all track change revisions and notes on the returned document. o Identify discrepancies between thesis, outline, and text and revise as needed. o Record all changes to the Works Cited page as needed and re-alphabetize. o Carefully examine text for any remaining errors in MLA formatting. Unit 10 Submission of the Final Draft (with notecards and outline) (45% of total grade) Recommended Time: 1 week

Course: Public Speaking Course Description Public Speaking is a one semester elective course designed to help students become more comfortable with oral communication in a public group setting. The course focuses on developing the student's ability to research, organize, and deliver oral presentations on a variety of topics. Students will study the significance of public speaking in our society through the examination of important speeches and their historical context. They will learn to recognize the various forms of both verbal and nonverbal communication, and they will develop a better understanding of the importance of good listening skills. In addition, students will also be introduced to the various elements of forensics and will participate in a competitive debate. Students will make use of technology for basic research and preparation of oral presentations. Unit 1 Historical Speeches Recommended Time: 5 weeks • The student will read and analyze various historical speeches including The Gettysburg Address, the “I Have a Dream” speech, and various monologues from Shakespearean plays and will analyze forms of persuasion and the use of parallel construction. o Analyze and make use of parallelism. o Review primary source documents. o Model MLA format in written work. o Practice speaking before a crowd. o Identify loaded language. o Emulate style. o Develop presentations using technology. o Participate in peer evaluation. o Develop peer rubrics. o Analyze and critique videos of presentations. Unit 2 Research Writing Recommended Time: 3 weeks • The student will complete a short research project within the Modern Language Association (MLA) format. The final project will require a presentation of substantial length, including a works cited page and proper citations of all sources. The student will review the proper rules for the use of authentic sources. o Thoroughly review and be familiar with MLA guidelines. o Construct paper using MLA format. o Analyze proper use of sources. o Develop proper format for Works Cited page.

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Develop a formal outline. Create notecards. Identify proper sources versus specious documents. Assemble and orally present the completed project to the class.

Unit 3 Debate and Forensics Recommended time: 5 weeks • The student will become familiar with the structure and process of formal debate leading up to the preparation and presentation of an argument within a traditional competitive team setting. o Analyze and research topics. o Identify aspects of formal and informal debate including Lincoln/Douglas. o Develop a team based on approach towards presentations. o Develop format based on parliamentary rules. o Participate in a class debate based on a National Forensic League topic. o Analyze peers’ performances. o Develop rubric for assessment. o Discuss and analyze Robert’s Revised Rules of Order. Unit 4 Media presentations Recommended time: 3 weeks • The student will view and analyze various forms of social media and the influence it has on public opinion. He or she will focus on the recent intrusion of social media into society and the methods it diminishes privacy. o Analyze media sites. o Develop presentations regarding privacy. o Analyze effects on the individual. o Analyze appropriate uses of social media. Unit 5 Portfolio Preparation (50% of total grade) Recommended time: 1 Week

Course: Journalism Course Description Journalism is a one semester elective course designed to provide students with an introduction to the field of journalism and mass communication, teaching students to be consumers of media and to understand newsgathering and production. The course includes basic news writing, reporting, editing, and legal and ethical issues. In addition, it will be the responsibility of class members to write, edit, design, and layout the school newspaper using desktop publishing. Leadership, cooperation, and high standards of achievement are essential to all students participating in this course. Unit 1 Media and the Information Age Recommended Time: 3 weeks • Students will learn about careers in the media. • Students will demonstrate knowledge of the changing conceptions of the media o Explain how new technologies have affected the dissemination of information • Students will explore the history of media o Explain the role of free press o Explain the First Amendment o Describe the Gutenberg press • Students will learn how media has affected culture o Through media innovations o Technology in the media • Explain the role played by a free, independent press in a democratic society to maintain accuracy, balance, fairness, objectivity, and truthfulness • Identify essential ethical principles supporting the integrity of journalists in their work Unit 2 The Print Media Recommended Time: 2 weeks • The student will learn the history of Printing to Digital Evolution. o Analyze news stories and reports that focus on specific issues, people, and events o Read and analyze stories from magazines and newspapers o Compare and contrast coverage of the same news stories in a variety of print sources • Evaluate news stories and features found in student-generated publications and media o For example, read yearbooks and newspapers from schools

Unit 3 Film and Television Recommended Time: 2 weeks • The student will compare and contrast coverage of the same news stories in a variety of television sources. o Analyze TV milestones o Use photography and art o Use a variety of media formats o Describe how to make movies and TV special Unit 4 The Internet Recommended Time: 3 weeks • The student will compare and contrast coverage of the same news stories in a variety of digital sources. o Follow basic rules of online publication design o Create original graphics o Use photography and art o Use a variety of media formats: podcasts, blogs, satellite o Analyze the history of the internet news Unit 5 Radio Recommended Time: 1 week • The student will examine the continuing impact of radio in the 21st century world. o Evaluate the regulations on radio o Analyze radio in the age of new media giants o Describe different radio formats Unit 6 Journalistic Writing Recommended Time: 2 weeks • The student will learn how news is produced and how it is disseminated to the public through mass media. o Students will learn outlets such as newspapers, news channels, radio stations, television stations, magazines, and more recently e-readers and smart phones o Discuss ideas for writing with classmates o Identify relevant issues and events o Follow ethical standards o Ask clear interview questions o Demonstrate knowledge of the structure of journalistic writing o Use language effectively to establish a specific tone

Unit 7 Public Relations and Advertising Recommended Time: 1 week • The student will analyze the effect of social media on advertising o Describe public relations functions o Compare the private interest to the public interest o Evaluate the 4 models of public relations o Describe the history of advertising from print to web links o Compare different marketing styles Unit 8 Media Issues and Laws Recommended Time: 1 week • The student will investigate commonly reported issues and learn media laws. o Compare and contrast approaches to media o Describe theories of media impacts o Understand social impacts of media o Analyze the policy-making process at both the state and federal level Unit 9 Writing for Media Recommended Time: 1 week • The student will examine techniques for capturing and holding audience interest in media writing. o Write news stories that use effective headlines o Include appropriate quotations o Describe specific incidents o Cite sources of information Unit 10 Final Project (25% of total grade) Recommended Time: 2 weeks

HISTORY DEPARTMENT Course: World History Course Description World history is a yearlong course that surveys historical patterns to understand and evaluate our rapidly changing world. This course focuses on two principal areas: the growth and development of modern civilization and the framework for international contacts among different societies. In addition, the course is designed to strengthen critical thinking skills by interpreting socio-political patterns between societies and the people who shaped world history. Each student will be required to produce a 600-word, annotated research paper. World history is the foundational course for all other social studies courses and is required for graduation. Unit 1 Beginnings of Civilization Recommended Time: 6 weeks • The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. o Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code. o Describe the relationship of religion and political authority in Ancient Egypt. o Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism. o Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World. o Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet. Unit 2 New Directions in Government and Society Recommended Time: 4 weeks • The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE. o Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire. o Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar. o Analyze the contributions of Hellenistic and Roman culture; include law,

gender, and science. o Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world. o Analyze the factors that led to the collapse of the Western Roman Empire. Unit 3 An Age of Exchange and Encounters Recommended Time: 6 weeks • The student will analyze European medieval society with regard to culture, politics, society, and economics. o Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne. o Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Emperor). o Explain the role of the church in medieval society. o Describe how increasing trade led to the growth of towns and cities. • The student will analyze change and continuity in the Renaissance and Reformation. o Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli. o Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and Michelangelo. o Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus. o Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin. o Describe the Counter Reformation at the Council of Trent and the role of the Jesuits. o Describe the English Reformation and the role of Henry VIII and Elizabeth I. o Explain the importance of Gutenberg and the invention of the printing press. Unit 4 Review and Semester Exam Recommended Time: 2 weeks

Unit 5 Absolutism and Revolution Recommended Time: 6 weeks • The student will examine the intellectual, political, social, and economic factors that changed the worldview of Europeans. o Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European worldview. 49

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o Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society. The student will analyze the Age of Revolutions and Rebellions. o Examine absolutism through a comparison of the rules of Louis XIV and Tsar Peter the Great. o Identify the causes and results of the revolutions in England (1689) and France (1789) o Explain Napoleon’s rise to power, the role of geography in his defeat, and the consequences of France’s defeat for Europe.

Unit 6 Industrialism and the Race for Empire Recommended Time: 6 weeks • The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism. o Analyze the process and impact of industrialization in England and Germany, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women. o Compare and contrast the rise of the nation state in Germany under Otto von Bismarck Unit 7 The World at War Recommended Time: 4 weeks • The student will demonstrate an understanding of long-term causes of World War I and its global impact. o Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism. o Describe conditions on the war front for soldiers; include the Battle of Verdun. o Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control. o Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties. Unit 8 Review and Final Exam Recommended Time: 2 weeks

Course: United States History Course Description The course in United States history is a year long course that provides an examination and analysis of the American narrative viewed from the perspective of four fundamental themes including, (1) the multicultural heritage of the United States, (2) the democratic spirit of the American political tradition, (3) the changing face of America’s economic resources and (4) the impact of escalating global independence. Students will develop competency in evaluating historical information from primary and secondary sources and in the interpretation of data derived from graphs, maps and charts. In addition, students will evaluate the cause and effect relationships of major historical events and explain their impact on modern American society. The U.S. history course is required for graduation. Unit 1 American Beginnings to 1763 Recommended Time: 3 weeks • The student will describe European settlement in North America during the 17th century o Explain Virginia’s development; include the Virginia Company, tobacco cultivation, relationships with Native Americans, the development of the House of Burgesses, and the development of slavery. o Describe the settlement of New England; include religious reasons, relations with Native Americans, the establishment of town meetings and development of a legislature, religious tensions that led to the founding of Rhode Island, and the Salem Witch Trials. o Explain the development of the mid-Atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania. o Explain the reasons for French settlement of Quebec. Unit 2 Economics in the English Colonies Recommended Time: 1 week • The student will trace the ways that the economy and society of British North America developed. o Explain the development of mercantilism and the trans-Atlantic trade. o Describe the Middle Passage, growth of the African population, and African-American culture. Unit 3 Causes of the American Revolution Recommended Time: 2 weeks • The student will explain the primary causes of the American Revolution. 51

o Explain how the end of Anglo-French imperial competition as seen in the French and Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution. o Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence. o Explain the importance of Thomas Paine’s Common Sense to the movement for independence. Unit 4 The American Revolution Recommended Time: 2 weeks • The student will identify the ideological, military, and diplomatic aspects of the American Revolution. o Explain the language, organization, and intellectual sources of the Declaration of Independence; include the writing of John Locke and the role of Thomas Jefferson. o Explain the reason for and significance of the French alliance and foreign assistance. o Analyze George Washington as a military leader. o Explain the role of geography at the Battle of Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783. Unit 5 The Birth of the American Nation Recommended Time: 3 weeks • The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution. o Explain the Northwest Ordinance’s importance in the westward migration of Americans, and on slavery, public education, and the addition of new states. o Explain how weaknesses in the Articles of Confederation and Daniel Shays’ Rebellion led to a call for a stronger central government. o Evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution as put forth in The Federalist concerning form of government, factions, checks and balances, and the power of the executive, including the roles of Alexander Hamilton and James Madison. o Explain the key features of the Constitution, specifically the Great Compromise, separation of powers, limited government, and the issue of slavery. o Analyze how the Bill of Rights serves as a protector of individual and states’ rights. o Explain the importance of the Presidencies of George Washington and John Adams; include the Whiskey Rebellion, non-intervention in Europe, and the development of political parties (Alexander Hamilton).

Unit 6 Balancing Nationalism and Sectionalism Recommended Time: 2 weeks • The student will analyze the impact of territorial expansion and population growth and the impact of this growth in the early decades of the new nation. o Describe Jefferson’s diplomacy in obtaining the Louisiana Purchase from France and the territory’s exploration by Lewis and Clark. o Explain major reasons for the War of 1812 and the war’s significance on the development of a national identity. o Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation’s infrastructure. o Describe the reasons for and importance of the Monroe Doctrine. Unit 7 Expansion in Industry, Presidential Powers in the Nation Recommended Time: 2 weeks • Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it. o Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets. o Explain Jacksonian Democracy and the Trail of Tears. o Describe the Nullification Crisis and the emergence of states’ rights ideology; include the role of John C. Calhoun and development of sectionalism. o Explain Manifest Destiny and the addition of Texas to the United States. Unit 8 Review and Semester Exam Recommended Time: 2 weeks

Unit 9 The Nation Divides Recommended Time: 1 week • The student will explain the relationship between growing North-South divisions and westward expansion. o Explain how slavery became a significant issue in American politics; include the slave rebellion of Nat Turner and the rise of abolitionism. o Explain the Missouri Compromise and the issue of slavery in western states and territories. o Explain how the Compromise of 1850 arose out of territorial expansion and population growth.

Unit 10 The Civil War Recommended Time: 2 weeks • The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War. o Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Brown’s Raid. o Describe President Lincoln’s efforts to preserve the Union as seen in his second inaugural address and the Gettysburg speech and in his use of emergency powers, such as his decision to suspend habeas corpus. o Describe the roles of Ulysses Grant, Robert E. Lee, “Stonewall” Jackson, William T. Sherman, and Jefferson Davis. o Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta and the impact of geography on these battles. o Describe the significance of the Emancipation Proclamation. o Explain the importance of the growing economic disparity between the North and the South through an examination of population, functioning railroads, and industrial output. Unit 11 Reconstruction and the Aftermath of the Civil War Recommended Time: 1 week • The student will identify legal, political, and social dimensions of Reconstruction. o Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction. o Explain efforts to redistribute land in the South among the former slaves and provide advanced education (Morehouse College) and describe the role of the Freedmen’s Bureau. o Describe the significance of the 13th, 14th, and 15th amendments. o Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction. o Explain the impeachment of Andrew Johnson in relationship to Reconstruction. o Analyze how the presidential election of 1876 and the subsequent compromise of 1877 marked the end of Reconstruction. Unit 12 The Growth of Big Business and Technology Recommended Time: 1 week • The student will describe the economic, social, and geographic impact of the growth of big business and technological innovations after Reconstruction. o Explain the impact of the railroads on other industries, such as steel, and on the organization of big business. o Describe the impact of the railroads in the development of the West. o Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies.

o Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures, and the phonograph, and their impact on American life. Unit 13 The Labor Movement and the Silver Issue Recommended Time: 1 week • The student will analyze important consequences of American industrial growth. • Identify the Knights of Labor, the American Federation of Labor and Samuel Gompers. • Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and the Dawes Act. • Describe the Haymarket Affair as an example of industrial unrest. • Explain how the Silver Issue shaped the election of 1896. Unit 14 The Progressive Era Recommended Time: 2 weeks • The student will identify major efforts to reform American society and politics in the Progressive Era. o Explain Upton Sinclair’s The Jungle and federal oversight of the meatpacking industry. o Identify Jane Addams and Hull House and describe the role of women in reform movements. o Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP. o Describe the significance of progressive reforms such as the initiative, recall, and the referendum, and efforts to improve living conditions for the poor in cities. o Describe the conservation movement and the development of national parks and forests; include the role of Theodore Roosevelt. Unit 15 Growth of a World Power Recommended Time: 1 week • The student will explain America’s evolving relationship with the world at the turn of the twentieth century. o Explain “Seward’s Folly” with Russia in Alaska. o Describe the Spanish-American War, the war in the Philippines, and the debate over American expansionism. o Explain U.S. involvement in Latin America, as reflected by the Roosevelt Corollary to the Monroe Doctrine and the creation of the Panama Canal. Unit 16 The “War to End All Wars” Recommended Time: 2 weeks

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The student will analyze the origins and impact of U.S. involvement in World War I. o Describe the movement from U.S. neutrality to engagement in World War I, with reference to unrestricted submarine warfare. o Explain Wilson’s Fourteen Points and the proposed League of Nations. o Describe passage of the Eighteenth Amendment, establishing Prohibition, and the Nineteenth Amendment, establishing woman suffrage.

Unit 17 The “Golden 20s” Recommended Time: 2 weeks • The student will identify key developments in the aftermath of WWI. o Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction. o Identify Henry Ford, mass production, and the automobile. o Describe the impact of the Tea Pot Dome scandal, radio and the movies. o Describe modern forms of cultural expression; include Louis Armstrong and the origins of jazz, Langston Hughes and the Harlem Renaissance. Unit 18 Causes and Results of the Great Depression Recommended Time: 2 weeks • The student will analyze the causes and consequences of the Great Depression. o Describe the causes, including overproduction, under-consumption, and stock market speculation that led to the stock market crash of 1929 and the Great Depression. o Explain factors (include over-farming and climate) that led to the Dust Bowl and the resulting movement and migration west. o Explain the social and political impact of widespread unemployment that resulted in developments such as Hoovervilles. • The student will describe Franklin Roosevelt’s New Deal as a response to the Depression and compare the ways governmental programs aided those in need. o Describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the environment. o Explain the passage of the Social Security Act as a part of the second New Deal. o Identify Eleanor Roosevelt as a symbol of social progress and women’s activism. o Identify the political challenges to Roosevelt’s domestic and international leadership. Unit 19 World War II Recommended Time: 2 weeks • The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government.

o List the causes of World War II. o Explain the Japanese attack on Pearl Harbor and the internment of Japanese-Americans. o Explain major events; include the Battle of Midway, D-Day, the Holocaust, and the fall of Berlin. o Describe war mobilization, as indicated by rationing, and the role of women in war industries. o Describe the Manhattan Project at Los Alamos and the scientific, economic, and military implications of developing the atomic bomb. o Compare the geographic locations of the European Theater and the Pacific Theater and the difficulties the U.S. faced in delivering weapons, food, and medical supplies to troops. Unit 20 Review and Final Exam Recommended Time: 2 weeks

Course: United States Government Course Description Government is a one-semester course that surveys the main principles and structures of the United States government at the national, state, and local levels. Students gain greater insight into the inner-workings of the civic process and gain an enhanced appreciation for the rights and responsibilities of good citizenship. The course is available to students who have completed World history and United States history. The course in U.S. Government is required for graduation. Unit 1 Government Principles and Foundation Recommended Time: 1 week • The student will demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government. o Analyze key ideas of limited government and the rule of law as seen in the Magna Carta, the Petition of Rights, and the English Bill of Rights. • The student will analyze the natural rights philosophy and the nature of government expressed in the Declaration of Independence. Unit 2 American Government Thought Recommended Time: 1 week • The student will demonstrate knowledge of the United States Constitution. o Explain the main ideas in debate over ratification; include those in The Federalist. o Analyze the purpose of government stated in the Preamble of the United States Constitution. o Explain the fundamental principles upon which the United States Constitution is based; include the rule of law, popular sovereignty, separation of powers, checks and balances, and federalism. • The student will demonstrate knowledge of the organization and powers of the national government. o Describe the structure and powers of the legislative, executive, and judicial branches. o Analyze the relationship between the three branches in a system of checks and balances and separation of powers. Unit 3 Federalism Recommended Time: 1 week • The student will demonstrate knowledge of the federal system of government described in the United States Constitution.

Explain the relationship of state governments to the national government. Define the difference between enumerated and implied powers. Describe the extent to which power is shared. Identify powers denied to state and national governments. Analyze the ongoing debate that focuses on the balance of power between state and national governments. o Analyze the supremacy clause found in Article VI and the role of the U.S. Constitution as the “supreme law of the land.” o Explain the meaning of the Pledge of Allegiance to the flag of the United States. o o o o o

Unit 4 Legislative Branch Recommended Time: 2 weeks • The student will explain the differences between the House of Representatives and the Senate, with emphasis on terms of office, powers, organization, leadership, and representation of each house. • The student will describe the legislative process including the roles played by committees and leadership. o Explain the steps in the legislative process. o Explain the function of various leadership positions within the legislature. Unit 5 Executive Branch Recommended Time: 2 weeks • The student will analyze the various roles played by the President of the United States; include Commander-in-Chief of the Armed Forces, chief executive, chief agenda setter, representative of the nation, chief of state, foreign policy leader, and party leader. • The student will describe the qualifications for becoming President of the United States. o Explain the written qualifications for President of the United States. o Describe unwritten qualifications common to past presidents. • The student will explain the functions of the departments and agencies of the federal bureaucracy. o Compare and contrast the organization and responsibilities of independent regulatory agencies, government corporations, and executive agencies. o Explain the functions of the Cabinet. • The student will explain the impeachment process and its usage for elected officials. • Explain the impeachment process as defined in the U.S. Constitution. • Describe the impeachment proceedings of Andrew Johnson and Bill Clinton. Unit 6 Judicial Branch Recommended Time: 2 weeks 59

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The student will demonstrate knowledge of the operation of the federal judiciary. o Explain the jurisdiction of the Supreme Court, federal courts and the state courts. o Examine how John Marshall established the Supreme Court as an independent, coequal branch of government through his opinions in Marbury v. Madison. o Describe how the Supreme Court decides cases. o Compare the philosophies of judicial activism and judicial restraint. The student will demonstrate knowledge of the criminal justice process. o Analyze the steps in the criminal justice process. o Explain an individual’s due process rights. o Describe the steps in a criminal trial or civil suit. o Examine the different types of sentences a convicted person can receive.

Unit 7 Political Parties, Interest Groups, Mass Media Recommended Time: 2 weeks • The student will describe the influence of lobbyists (business, labor, professional organizations) and special interest groups on the legislative process. o Explain the function of lobbyists. o Describe the laws and rules that govern lobbyists. o Explain the function of special interest groups. Unit 8 Voting and the Electoral Process Recommended Time: 1 week • The student will demonstrate knowledge of local, state, and national elections. o Describe the organization, role, and constituencies of political parties. o Describe the nomination and election process. o Examine campaign funding and spending. o Analyze the influence of media coverage, campaign advertising, and public opinion polls. o Identify how amendments extend the right to vote. Unit 9 Civil Liberties and Civil Rights Recommended Time: 3 weeks • The student will demonstrate knowledge of civil liberties and civil rights. o Examine the Bill of Rights with emphasis on First Amendment freedoms. o Analyze due process law expressed in the 5th and 14th Amendments o Explain selective incorporation of the Bill of Rights o Explain every citizen’s right to be treated equally under the law Unit 10 State and Local Government Recommended Time: 1 week

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The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution. o Examine the legislative, executive, and judicial branches. o Examine the structure of local governments with emphasis on county, city, and town. o Identify current state and local officials. o Analyze the relationship among state and local governments. o Evaluate direct democracy by the initiative, referendum, and recall processes. The student will demonstrate knowledge of the powers of Georgia’s state and local governments. o Examine the powers of state and local government. o Examine sources of revenue received by each level of government. o Analyze the services provided by state and local government.

Unit 11 Review and Final Exam Recommended Time: 1 week

Course: Economics Course Description Economics is a one-semester course that is designed to provide students with the basic knowledge of the American modified free-market economy. Students analyze micro and macroeconomics, including topics about the Federal Reserve System, the stock market, and trade. Each student will produce a presentation on a pre-selected topic. The course is available to upper classmen who have completed World history and United States history. The course in economics is required for graduation. Unit 1 Economic Foundations and Economics Systems Recommended Time: 2 weeks • The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and tradeoffs for individuals, businesses, and governments. o Define scarcity as a basic condition that exists when unlimited wants exceed limited productive resources. o Define and give examples of productive resources (factors of production) (e.g., land (natural), labor (human), capital (capital goods), entrepreneurship). o List a variety of strategies for allocating scarce resources. o Define opportunity cost as the next best alternative given up when individuals, businesses, and governments confront scarcity by making choices. • The student will give examples of how rational decision-making entails comparing the marginal benefits and the marginal costs of an action. o Illustrate by means of a production possibilities curve the trade offs between two options. o Explain that rational decisions occur when the marginal benefits of an action equal or exceed the marginal costs. • The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties. o Give examples of how individuals and businesses specialize. o Explain that both parties gain as a result of voluntary, non-fraudulent exchange. • The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce. o Compare command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation. o Evaluate how well each type of system answers the three economic questions and meets the broad social and economic goals of freedom,

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security, equity, growth, efficiency, and stability. The student will explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people. o Give examples of how investment in education can lead to a higher standard of living.

Unit 2 Free Enterprise and the American System Recommended Time: 1 week • The student will describe the roles of government in a market economy. o Explain why government provides public goods and services, redistributes income, protects property rights, and resolves market failures. o Give examples of government regulation and deregulation and their effects on consumers and producers. Unit 3 Microeconomics Recommended Time: 5 weeks • The student will describe how households, businesses, and governments are interdependent and interact through flows of goods, services, and money. o Illustrate by means of a circular flow diagram, the Product market; the Resource (factor) market; the real flow of goods and services between and among businesses, households, and government; and the flow of money. o Explain the role of money as a medium of exchange. • The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy. o Define the Law of Supply and the Law of Demand. o Describe the role of buyers and sellers in determining market clearing price. o Illustrate on a graph how supply and demand determine equilibrium price and quantity. o Explain how prices serve as incentives in a market economy. • The student will explain how markets, prices, and competition influence economic behavior. o Identify and illustrate on a graph factors that cause changes in market supply and demand. o Explain and illustrate on a graph how price floors create surpluses and price ceilings create shortages. o Define price elasticity of demand and supply. • The student will explain the organization and role of business and analyze the four types of market structures in the U.S. economy. o Compare and contrast three forms of business organization—sole proprietorship, partnership, and corporation. o Explain the role of profit as an incentive for entrepreneurs. o Identify the basic characteristics of monopoly, oligopoly, monopolistic 63

competition, and pure competition Unit 4 Macroeconomics Recommended Time: 5 weeks • The student will explain how changes in monetary and fiscal policy can have an impact on an individual’s spending and saving choices. o Give examples of who benefits and who loses from inflation. o Define progressive, regressive, and proportional taxes. o Explain how an increase in sales tax affects different income groups. • The student will evaluate the costs and benefits of using credit. o Explain the difference between simple and compound interest rates. • The student will describe how the earnings of workers are determined in the marketplace. o Identify skills that are required to be successful in the workplace. o Explain the significance of investment in education, training, and skill development. • The student will illustrate the means by which economic activity is measured. o Explain that overall levels of income, employment, and prices are determined by the spending and production decisions of households, businesses, government, and net exports. o Define Gross Domestic Product (GDP), economic growth, unemployment, Consumer Price Index (CPI), inflation, stagflation, and aggregate supply and aggregate demand. o Explain how economic growth, inflation, and unemployment are calculated. o Identify structural, cyclical, and frictional unemployment. o Define the stages of the business cycle; include peak, contraction, trough, recovery, expansion as well as recession and depression. o Describe the difference between the national debt and government deficits. • The student will explain the role and functions of the Federal Reserve System. o Describe the organization of the Federal Reserve System o Define monetary policy o Describe how the Federal Reserve uses the tools of monetary policy to promote price stability, full employment, and economic growth. • The student will explain how the government uses fiscal policy to promote price stability, full employment, and economic growth. o Define fiscal policy. o Explain the government’s taxing and spending decisions. Unit 5 International Trade Recommended Time: 2 weeks • The student will explain why individuals, businesses, and governments trade goods and services. o Define and distinguish between absolute advantage and comparative 64

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advantage. o Explain that most trade takes place because of comparative advantage in the production of a good or service. o Explain the difference between balance of trade and balance of payments. The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade. o Define trade barriers as tariffs, quotas, embargoes, standards, and subsidies. o Identify costs and benefits of trade barriers over time. o List specific examples of trade barriers. The student will explain how changes in exchange rates can have an impact on the purchasing power of individuals in the United States and in other countries. o Define exchange rate as the price of one nation’s currency in terms of another nation’s currency.

Unit 6 Personal Finance Recommended Time: 2 weeks • The student will apply rational decision making to personal spending and saving choices. o Use a rational decision making model to select one option over another. o Create a savings or financial investment plan for a future goal. • The student will explain that banks and other financial institutions are businesses that channel funds from savers to investors. o Compare services offered by different financial institutions. o Explain reasons for the spread between interest charged and interest earned. o Give examples of the direct relationship between risk and return. o Evaluate a variety of savings and investment options; include stocks and bonds. • The student will describe how insurance and other risk-management strategies protect against financial loss. o List various types of insurance such as automobile, health, life, disability, and property. Unit 7 Review and Final Exam Recommended Time: 1 week

Course: Psychology Course Description Psychology is a one-semester course that provides an introductory overview of six major domains of psychological study including Self-Awareness, the Body, the Mind, the Environment, Mental Health and Life Span as a framework for thinking about human behavior. Students will examine a balance of classic and contemporary research as well as a comprehensive integration of the psychology of men and women. Each student will produce a 600-word annotated research paper. Due to the advanced level of discourse, it is a recommended that students possess strong reading skills and have already taken and passed a course in world history with a grade of B or better. Unit 1 Psychology’s History and Approaches Recommended Time: 2 weeks •

The student will explain selected historical and contemporary perspectives and practices of psychologists. o Define the field of psychology. o Identify key figures in the history of the field of psychology and their major contributions; include Wundt, Freud, Skinner, James, Watson and Rogers. o List and describe the major occupations and subfields of psychology.

Unit 2 Research Methods: Thinking Critically with Psychological Science Recommended Time: 2 weeks •

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The student will explain the research methods and the types of statistics used in the field of psychology. o Explain how psychologists conduct research to describe, explain, predict, and control behavior. o Describe the types of research methods used by psychologists; include experiment, survey, case study, and observation. o Identify the basic elements of an experiment; include independent and dependent variables, types of experimental control (blind/double-blind procedures, placebo controls). o Explain the differences between a correlation and an experiment. o Classify the types and uses of statistics in psychological research; include descriptive statistics and inferential statistics. o Interpret graphic data representations. o Explain ethical issues in psychological research. The student will evaluate assessment tools and theories in personality.

o Evaluate Psychodynamic Theory and its impact on contemporary psychology. o Evaluate the Humanistic Perspective. o Analyze the purpose and theories of the Trait Perspective of personality. o Analyze the Social-Cognitive Perspective of personality. Unit 3 Biological Bases of Behavior Recommended Time: 2 weeks •

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The student will explain the development, structure, and function of biological systems and their role in behavior, cognition, and emotion. o Discuss the major divisions and sub-divisions of the nervous system and their role in behavior; include central (brain and spinal cord) and peripheral [autonomic (sympathetic and parasympathetic) and somatic]. o Identify the components and function of a neuron. o Explain the process of neurotransmission; include action potentials and synaptic transmission. o Identify the major structures and functions of the brain. o Describe the methods used to analyze neural form and function; include the MRI, fMRI, PET, CAT, and EEG. o Examine the role of genetics in the development of behaviors. The student will describe how the physical world is translated into a psychological experience. o Describe the basic structures of the eye and ear, the associated neural pathways, and the process of sensory transduction. o Recognize causes that can lead to hearing and vision deficits; include environmental causes, aging, genetics, diet, disease, and trauma. o Describe the major theories associated with visual and auditory sensation and perception; include opponent process theory, trichromatic theory of vision, frequency theory, volley theory, and place theory of hearing. o Analyze different perceptual illusions and describe why illusions are important for our understanding of perception. o Compare top-down and bottom-up processing.

Unit 4 Variety of Behavior Among Individuals and Groups Recommended Time: 2 weeks •

The student will analyze concepts related to the measurement and nature of intelligence. o Differentiate between general and multiple intelligences. o Explain how intelligence may be influenced by heredity and environment. o Evaluate the reliability, validity, and standardization of historical and contemporary intelligence tests. o Evaluate the implications of measurement of intelligence on the individual

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and culture. The student will evaluate assessment tools and theories in personality. o Evaluate Psychodynamic Theory and its impact on contemporary psychology. o Evaluate the Humanistic Perspective. o Analyze the purpose and theories of the Trait Perspective of personality. o Analyze the Social-Cognitive Perspective of personality. The student will identify abnormal behavior and treatment. o Identify criteria that distinguish normal from disordered behavior; include the criteria of distress, deviance, and dysfunction. o Describe methods used to diagnose and assess abnormal behavior; include the current version of the Diagnostic and Statistical Manual, the MMPI, and projective tests. o Compare anxiety disorders, mood disorders, personality disorders, and schizophrenia and describe appropriate treatments for these disorders. o Analyze the challenges associated with labeling psychological disorders and the impact of diagnosis on patients. o Compare the biomedical, psychoanalytical, cognitive, and behavioral approaches to the treatment of psychological disorders.

Unit 5 States of Consciousness Recommended Time: 2 weeks •

The student will compare different states of consciousness. o Describe the sleep cycle and circadian rhythm, o Explain why we sleep and dream. o Investigate the validity of hypnosis as a state of consciousness. o Analyze the physical and psychological issues associated with addiction. o Explain how the major drug classes (stimulants, depressants, and hallucinogens) affect neurotransmission and behaviors.

Unit 6 Learning and Cognition Recommended Time: 2 weeks •

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The student will identify the characteristics of and major approaches to learning. o Identify learning as a relatively permanent change in behavior based on experience. o Explain the behavioral approach to learning. o Compare and contrast the paradigms of classical and operant conditioning. o Describe changes in behavior using the social learning theory. The student will identify the characteristics of and major approaches to learning. o Identify learning as a relatively permanent change in behavior based on experience. o Explain the behavioral approach to learning.

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o Compare and contrast the paradigms of classical and operant conditioning. o Describe changes in behavior using the social learning theory. The student will analyze key concepts associated with information processing. o Describe the components of the human information processing system; include working memory, long-term memory, sensory memory, and attention. o Evaluate strategies that enhance memory; include mnemonics, rehearsal, and elaboration. o Analyze theories of forgetting; include loss of access, interference, displacement, and decay. o Explain the phenomena involved in problem solving and decision-making; include heuristics, algorithms, biases, expectancies, and mental set.

Unit 7 Motivation and Emotion Recommended Time: 2 weeks •

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The student will identify major theories and concepts related to motivation and emotion. o Compare and contrast the biological, cognitive/learning, and humanistic perspectives of motivation. o Compare and contrast theories of emotion The student will discuss the components of stress. o Categorize and explain the different physiological and psychological reactions to stress. o Identify strategies to deal with stress that promote health; include coping strategies and behavioral modification.

Unit 8 Developmental Psychology Recommended Time: 2 weeks •

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The student will analyze the impact of the social environment on behaviors and attitudes. o Explain the phenomena that result from the influence of the social environment on the individual and vice versa. Include obedience, social facilitation, social loafing, bystander apathy, conformity, groupthink, group polarization, and de-individuation. o Analyze attribution and cognitive dissonance theories pertaining to social judgments and attitudes. o Explain the factors that contribute to affiliation and attraction; include proximity, mere-exposure effect, and similarity. o Analyze and evaluate the ethics of experimentation in social psychology; include Milgram’s experiment of obedience and Zimbardo’s Stanford Prison Experiment. Describe behavioral, social, and cognitive changes from the prenatal period

throughout the life span. o Chart physical changes of a human being from conception through late adulthood. o Explain the developmental models of Freud, Piaget, Kholberg, and Erikson. o Compare and contrast the theories of language and language acquisition; include Chomsky, Skinner, and Whorf. o Describe the role of critical periods in development. Unit 9 Final Project Recommended Time: 2 weeks

Course: Sociology Course Description Sociology is a one-semester elective course that offers an examination of basic elements in the study of sociology. In addition, students will explore how the media impacts society, analyze controversial social issues and gain insight into other cultures in the United States and around the world, as well as the growing influence of technology on life and society. Due to the advanced level of discourse, it is recommended that students possess strong reading skills and have already taken and passed a course in world history with a grade of B or better. Unit 1 Introduction to Sociology through Foundations and Research Recommended Time: 2 weeks • Students will explain the origins of sociology and the sociological perspective, and how sociology relates to the other social sciences. o Explain sociology, sociological perspective, and the sociological imagination. o Describe the origins of sociology as a social science and the significance of its historical framework. o Explain the relationship of sociology to the other social sciences. o Identify careers where sociological knowledge is applicable. • Students will explain the research methodologies used in sociology. o Identify the major research methods used in sociology. o Explain how various methods are used to conduct research in sociology. o Evaluate the strengths and weakness of the methods of sociology research o Explain the importance and influence of ethics in guiding research and data collection in sociology. • Students will explain the major theoretical perspectives in sociology. o Explain and apply the theoretical perspectives of Structural Functionalism, Symbolic Interaction, and Conflict Theory. o Compare and evaluate the theoretical perspectives of Structural Functionalism, Symbolic Interaction, and Conflict Theory. Unit 2 Culture Recommended Time: 2 weeks • Students will explain the development and importance of culture. o Describe how culture is a social construction. o Identify the basic characteristics of culture. o Explain the importance of culture as an organizing tool in society. o Describe the components of culture to include language, symbols, norms, and values. • Students will evaluate how cultures develop and evolve.

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o Explain cultural change and diversity include ethnocentrism, cultural relevance, folk culture, pop culture, counterculture, subculture, and culture shock. o Compare material and non-material culture. o Analyze the impact of globalization on US and other world cultures. Students will analyze social structure and interaction within society. o Explain the components of social structure; include status, role and social institutions. o Describe and compare various types of societies. o Categorize groups within a society by comparing primary and secondary groups, in and out groups, reference groups, and social networks. o Analyze the components, varieties, and functions of group dynamics; include such factors as group size, leadership and authority, and such processes as bystander effect and groupthink. o Analyze the strengths and weaknesses of formal organizations and bureaucracies.

Unit 3 Social Interaction Recommended Time: 2 weeks • Students will explain the process of socialization. o Identify and describes the roles and responsibilities of an individual in society. o Analyze the individual development theories of Cooley and Mead. o Identify and evaluate the stages of socialization; include childhood, adolescence, adulthood, and death/dying. o Evaluate the factors that socialize the individual; include family, peers, education, media, and religion. o Analyze how individuals are socialized by gender and race/ethnicity. • Students will analyze the function of social institutions as agents of social control across differing societies and times. o Analyze the function of social institutions in society; include family, education, religion, economy, government/politics, health care, and media. o Evaluate the strengths and weaknesses of various social institutions. o Evaluate other possible social institutions such as sports and science. o Analyze the functions and inequalities of the criminal justice system in relationship to a society’s construct of crime and punishment. o Explain the role of total institutions. o Analyze the re-socialization process. Unit 4 Gender and Deviance Recommended Time: 3 weeks • Students will analyze deviance in society. o Explain the socially constructed nature of deviance.

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o Explain the relationship of social control and power in society. o Analyze the causes of deviant behavior. o Explain the impact of deviance on society. Students will analyze the impact of social control on deviance in society. o Explain theories of social control; include control and labeling theories. o Explain conformity in relationship to deviance and social control. o Describe adaptation, cooperation, accommodation, and competition in the context of social control. Students will explain the process of socialization. o Analyze how individuals are socialized by gender and race/ethnicity.

Unit 5 Sexuality and Society Recommended Time: 1 week • Students will analyze the function of social institutions as agents of social control across differing societies and times. o Analyze the function of social institutions in society; include family, education, religion, economy, government/politics, health care, and media. Unit 6 Social Stratification Recommended Time: 4 weeks • Students will analyze forms of social inequality. o Explain how unequal distribution of power and resources affects the life chances of individuals in that society. o Analyze the sources and effects of stratification on the basis of social class; race and ethnicity; gender; age; and emotional, mental, and physical disabilities. o Analyze the sources of global stratification and inequality. o Evaluate the impact of global stratification and inequality on global relations. • Students will analyze social change processes in a society. o Describe the various forms of collective behavior. o Explain the impact of globalization on social change. o Evaluate the impact of technology on social change. o Analyze the impact of demographic changes and changes in settlement patterns on a society.

Unit 7 Final Project Recommended Time: 2 weeks

Course: African/Asian Studies Course Description African/Asian Studies is a one-semester, elective course that examines the continent of Africa and Asia in the wider context of world history, illustrating how Africans and Asians have influenced regions beyond their own borders. Regional and thematic chapters cover the cultural, economic and political currents of African and Asian history. Each student will produce a 600-word, annotated research paper. Due to the advanced level of discourse, it is a recommended that students possess strong reading skills and have already taken and passed a course in world history with a grade of B or better. Unit 1 History of Ancient Egypt and Kush Recommended Time: 2 weeks • The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. o Describe the relationship of religion, trade and political authority in Ancient Egypt and Kush. o Explain the development and importance of hieroglyphics. Unit 2 History of West Africa Recommended Time: 1 week • The student will describe the diverse characteristics of early West African societies before 1800 CE. o Identify the Bantu migration patterns and contribution to settled agriculture. o Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca. o Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves. o Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity. o Analyze the role of geography and the distribution of resources played in the development of trans-Saharan trading networks. Unit 3 North Africa Recommended Time: 1 week • The student will describe the interaction of physical and human systems that have shaped contemporary North Africa/Southwest Asia.

o Describe the location of major physical features and their impact on North Africa. o Describe the major climates of North Africa and how they have affected the development of North Africa. o Analyze the impact natural resources, especially oil, have on North Africa. o Analyze the impact of water supplies on the growth of population centers. o Explain the impact of Judaism, Christianity, and Islam on the development of the region’s culture. o Describe the major ethnic and cultural groups in North Africa include major customs and traditions. •

The student will describe the diverse characteristics of early North African societies before 1800 CE. o Identify the North African migration patterns and contribution to settled agriculture. o Describe the development and decline of the North African kingdoms. o Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves. o Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity. o Analyze the role of geography and the distribution of resources played in the development of North African trading networks.

Unit 4 East Africa Recommended Time: 1 week • The student will describe the diverse characteristics of early East African societies before 1800 CE. o Identify the East African migration patterns and contribution to settled agriculture. o Describe the development and decline of the East African kingdoms. o Describe the trading networks by examining the Swahili trade in gold, salt, and slaves. o Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity. o Analyze the role of geography and the distribution of resources played in the development of East African trading networks. Unit 5 Central Africa Recommended Time: 1 week • The student will describe the interaction of physical and human systems that have shaped contemporary Sub-Saharan Africa. o Describe the location of major physical features and their impact on Sub-

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Saharan Africa. o Describe the major climates of Sub-Saharan Africa and how they have affected the development of Sub-Saharan Africa. o Describe the pattern of population distribution in the countries of SubSaharan Africa in relation to urbanization and modernization. o Explain how Sub-Saharan Africa’s physical features have had an impact on the distribution of its population. o Analyze how the migration of people such as the Bantu and Zulu has had an impact on the economic, cultural, and political aspects of Sub-Saharan Africa. o Analyze strengths and weaknesses in the development of Sub-Saharan Africa; include factors such as linguistic, tribal, and religious diversity; literacy levels; and the colonial legacy. o Describe the ethnic and religious groups in Sub-Saharan Africa; include major customs and traditions. o Analyze the impact of drought and desertification on Sub-Saharan Africa. The student will describe the diverse characteristics of early Central African societies before 1800 CE. o Identify the Central African migration patterns and contribution to settled agriculture. o Describe the development and decline of the Central African kingdoms. o Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves. o Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity. o Analyze the role of geography and the distribution of resources played in the development of Central African trading networks.

Unit 6 South Africa Recommended Time: 1 week • The student will describe the diverse characteristics of early South African societies before 1800 CE. o Identify the South African migration patterns and contribution to settled agriculture. o Describe the development and decline of the South African kingdoms. o Describe the trading networks by examining South African trade in gold, salt, and slaves. o Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity. o Analyze the role of geography and the distribution of resources played in the development of South African trading networks. o Describe imperialism in Africa; include the influence of geography and natural resources.

Unit 7 History of Ancient India Recommended Time: 1 week • The student will identify the major achievements of Indian societies from 1100 BCE to 500 CE. o Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka. o Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism. o Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas. o Explain the division of the Indian subcontinent into India and Pakistan and the eventual creation of Bangladesh. Unit 8 History of Ancient China Recommended Time: 1 week • The student will identify the major achievements of Chinese societies from 1100 BCE to 500 CE. o Describe the development of Chinese civilization under the Zhou and Qin. o Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea. Unit 9 The Muslim Subcontinent Recommended Time: 2 weeks • The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE. o Explain the origins of Islam and the growth of the Islamic Empire. o Identify the Muslim trade routes to India, China, and Africa and assess the economic impact of this trade. o Explain the reasons for the split between Sunni and Shia Muslims. o Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn Battuta). o Describe the impact of the Crusades on both the Islamic World and Europe. o Analyze the relationship between Judaism, Christianity, and Islam. • The student will examine the origins and contributions of the Mughal empires. o Describe the geographical extent of the Mughal Empire during the reigns of Babur and Akbar. o Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.

Unit 10 China, Mongolia, and Taiwan Recommended Time: 2 weeks • The student will identify the major achievements of Chinese societies from 1100 BCE to 500 CE. o Explain the development and impact of Buddhism on China and subsequent diffusion of Buddhism. o Describe the development of Chinese civilization under the Zhou and Qin. o Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea. o Explain how the geography of the China contributed to the movement of people and ideas. • The student will analyze the importance of the Chinese and Mongol empires between 450 CE and 1500 CE. o Analyze the spread of the Mongol Empire; include the role of Genghis Khan in developing the empire, the impact of the Mongols on Russia, China and the West, the development of trade, and European observations through the writings of Marco Polo. o Examine the interaction of China with westerners; include the Opium War and the Boxer Rebellion. o Describe imperialism in Asia include the influence of geography and natural resources. Unit 11 Japan and the Koreas Recommended Time: 1 week • Students will investigate political and social changes in Japan and the Koreas from the seventeenth century CE to mid-nineteenth century CE. o Describe the policies of the Tokugawa rulers; include how Oda Nobunaga laid the groundwork for the subsequent Tokugawa rulers. o Analyze the impact of population growth and its impact on the social structure of Japan and Korea. o Examine the interaction of Japan with westerners; include the Taiping Rebellion, and Commodore Perry. Unit 12 Southeast Asia Recommended Time: 1 week • The student will describe the interaction of physical and human systems that have shaped contemporary South Asia, Southeastern Asia, and Eastern Asia. o Describe the location of major physical features and their impact on the

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regions of Asia. Describe the major climates of each region and how they have affected each regionâ&#x20AC;&#x2122;s development. Analyze the impact of the topography and climate on population distribution in the regions. Describe the various ethnic and religious groups in the region and the effect of geography on their development and their major customs and traditions. Analyze the impact of population growth in the region on both the region and on other regions of the world; include China, India, and Japan.

Unit 13 The Pacific Recommended Time: 1 week â&#x20AC;˘ The student will describe the interaction of physical and human systems that have shaped contemporary Oceania, including Australia, New Zealand, and Antarctica. o Describe the location of major physical features and their impact on the region. o Describe the major climates and their impact on the region. o Analyze the impact isolation has had on the cultural and biological development of the region. o Describe the various ethnic and religious groups; include major customs and traditions. o Explain how the migrations of diverse ethnic groups and available natural resources have affected the economic and political development. o Explain why it was necessary for world governments involved in the exploration of Antarctica to develop and sign the Antarctic Treaty of 1961. o Describe the Pacific Rim and its cultural, political, and economic significance. Unit 14 Final Project Recommended Time: 2 weeks

Course: 20th Century World History Course Description 20th Century World history is a one-semester course that is an elective. It offers an overview of significant historical events and episodes from the 20th century including the expansion of western imperialism in the early 1900s to the threat of extremist terrorism that closed out the century. Due to the advanced level of discourse, it is a recommended that students possess strong reading skills and have already taken and passed a course in world history with a grade of B or better. Unit 1 The Rise of Nationalism Recommended Time: 1 week • The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism. o Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women. o Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji. o Describe the reaction to foreign domination; include the Russo-Japanese War and the Boxer Rebellion. o Describe imperialism in Africa and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies in Asia; include the influence of geography and natural resources. Unit 2 Causes and Results of the “War to End All Wars” Recommended Time: 2 weeks • The student will demonstrate an understanding of long-term causes of World War I and its global impact. o Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism. o Describe conditions on the war front for soldiers; include the Battle of Verdun. o Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control. o Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.

Unit 3 The Road to World War II Recommended Time: 1 week • The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. o Examine the influence of Albert Einstein on science, Sigmund Freud on social thinking and Pablo Picasso on art. o Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin’s first Five Year Plan. o Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan. o Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, and Mohandas Gandhi. o Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments. o Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil War, the Rape of Nanjing in China, and the German annexation of the Sudetenland. Unit 4 World War II Recommended Time: 2 weeks • The student will demonstrate an understanding of the global political, economic, and social impact of World War II. o Describe the major conflicts and outcomes; include Pearl Harbor, ElAlamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and the end of the war in Europe and Asia. o Identify Nazi ideology, policies, and consequences that led to the Holocaust. o Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe. o Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan for Europe, and MacArthur’s plan for Japan. Unit 5 The Cold War Recommended Time: 3 weeks • The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989.

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o Analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kai-shek). o Describe the formation of the state of Israel and the importance of geography in its development. o Explain the arms race; include development of the hydrogen bomb (1954) and SALT (Strategic Arms Limitation Treaty, 1972). o Compare and contrast the reforms of Khrushchev and Gorbachev. o Analyze efforts in the pursuit of freedom; include anti-apartheid, Tiananmen Square, and the fall of the Berlin Wall. The student will analyze the domestic and international impact of the Cold War on the United States. o Describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman Doctrine, and the origins and implications of the containment policy. o Explain the impact of the new communist regime in China and the outbreak of the Korean War and how these events contributed to the rise of Senator Joseph McCarthy. o Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis. o Describe the Vietnam War, the Tet Offensive, and growing opposition to the war. o Explain the role of geography on the U.S. containment policy, the Korean War, the Bay of Pigs, the Cuban missile crisis, and the Vietnam War.

Unit 6 Upheaval and Terrors Recommended Time: 1 week • The student will examine change and continuity in the world since the 1960s. o Identify ethnic conflicts and new nationalisms; include pan-Africanism, pan- Arabism, and the conflicts in Bosnia-Herzegovina and Rwanda. o Describe the breakup of the Soviet Union in 1991 that produced independent countries; include Ukraine, Kazakhstan, and the Baltic States. o Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red Brigade, Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life; include travel, world energy supplies, and financial markets. o Examine the rise of women as major world leaders; include Golda Meir, Indira Gandhi, and Margaret Thatcher. Unit 7 The Baby Boom and the Race to Space Recommended Time: 1 week • The student will explain the impact of technological development and economic growth on the United States, 1945-1975.

o Describe the baby boom and its impact as shown by Levittown and the Interstate Highway Act. o Describe the impact television has had on American culture; include the presidential debates (Kennedy/Nixon, 1960) and news coverage of the Civil Rights Movement. o Analyze the impact of technology on American life; include the development of the personal computer and the expanded use of air conditioning o Describe the impact of competition with the USSR as evidenced by the launch of Sputnik I and President Eisenhower’s actions. Unit 8 Civil Rights for All Americans Recommended Time: 1 week • The student will identify dimensions of the Civil Rights Movement, 1945-1970. o Explain the importance of President Truman’s order to integrate the U.S. military and the federal government. o Identify Jackie Robinson and the integration of baseball. o Explain Brown v. Board of Education and efforts to resist the decision. o Describe the significance of Martin Luther King, Jr.’s Letter from a Birmingham Jail and his I Have a Dream Speech. o Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Unit 9 Kennedy and the Great Society Recommended Time: 1 week • The student will describe and assess the impact of political developments between 1945 and 1970. o Describe the Warren Court and the expansion of individual rights as seen in the Miranda decision. o Describe the political impact of the assassination of President John F. Kennedy; include the impact on civil rights legislation. o Explain Lyndon Johnson’s Great Society; include the establishment of Medicare. o Describe the social and political turmoil of 1968; include the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the Democratic National Convention.

Unit 10 American Voices of Change Recommended Time: 1 week • The student will analyze the impact of social change movements and organizations of the 1960s. o Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics; include sit-ins, freedom rides, and changing composition. o Describe the National Organization of Women and the origins and goals of the modern women’s movement. o Analyze the anti-Vietnam War movement. o Analyze Cesar Chavez and the United Farm Workers’ movement. o Explain the importance of Rachel Carson’s Silent Spring and the resulting developments; include Earth Day, the creation of the Environmental Protection Agency (EPA), and the modern environmental movement. o Describe the rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968). Unit 11 Changes in the US Political Climate Recommended Time: 2 weeks • The student will describe changes in national politics since 1968. o Describe President Richard M. Nixon’s opening of China, his resignation due to the Watergate scandal, changing attitudes toward government, and the Presidency of Gerald Ford. o Explain the impact of Supreme Court decisions on ideas about civil liberties and civil rights; include such decisions as Roe v. Wade (1973) and the Bakke decision on affirmative action. o Explain the Carter administration’s efforts in the Middle East; include the Camp David Accords, his response to the 1979 Iranian Revolution, and the Iranian hostage crisis. o Describe domestic and international events of Ronald Reagan’s presidency; include Reaganomics, the Iran-Contra scandal, and the collapse of the Soviet Union. o Explain the relationship between Congress and President Bill Clinton; include the North American Free Trade Agreement and his impeachment and acquittal. o Analyze the 2000 presidential election and its outcome, emphasizing the role of the Electoral College. o Analyze the response of President George W. Bush to the attacks of September 11, 2001, on the United States, the war against terrorism, and the subsequent American interventions in Afghanistan and Iraq.

Unit 12 Globalization in the Modern World Recommended Time: 1 week â&#x20AC;˘ The student will analyze globalization in the contemporary world. o Describe the cultural and intellectual integration of countries into the world economy through the development of television, satellites, and computers. o Analyze global economic and political connections; include multinational corporations, the United Nations, OPEC, and the World Trade Organization. o Explain how governments cooperate through treaties and organizations, to minimize the negative effects of human actions on the environment

Unit 13 Final Project Recommended Time: 2 weeks

MATHEMATICS DEPARTMENT Course: Algebra I Course Description Algebra 1 begins with a review of basic concrete skills, using the four fundamental math operations, variables, simple equations, and the number system. Later concepts include topics such as real numbers, fractions, equalities and inequalities, systems of linear equations and functions, polynomials, rational and irrational numbers and expressions, and quadratic functions. Problem-solving techniques, with emphasis on precise calculations and critical thinking skills, are incorporated throughout the year as related concepts are taught and assessed. Students are expected to master basic algebraic skills and their practical applications in preparation for subsequent required course work such as Geometry and Algebra II. A variety of classroom technologies will be used to review concepts, make presentations and teach students to collaborate and communicate, such as the iPad, Apple TV and a web-based student portal system. Students will also be exposed to a blended learning environment and will be expected to navigate and organize various digital resources. Unit 1 Equations Recommended Time: 3 weeks â&#x20AC;˘

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Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. o Solve equations in one variable that contain more than one operation.

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Solve equations in one variable that contain variable terms on both sides.

Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. o Solve a formula for a given variable. o Solve an equation in two or more variables for one of the variables.

Unit 2 Inequalities Recommended Time: 3 weeks •

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Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. o Identify solutions of inequalities in one variable. o Write and graph inequalities in one variable. o Solve one-step inequalities by using addition. o Solve one-step inequalities by using subtraction. o Solve inequalities that contain more than one operation. o Solve compound inequalities in one variable. o Graph solution sets of compound inequalities in one variable.

Unit 3 Functions Recommended Time: 3 weeks •

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Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. o Identify independent and dependent variables.

Write an equation in function notation and evaluate a function for given input values.

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For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. o Match simple graphs with situations. o Graph a relationship.

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Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. o Graph functions given a limited domain. o Graph functions given a domain of all real numbers.

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Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. o Create and interpret scatter plots. o Use trend lines to make predictions.

Unit 4 Linear Functions Recommended Time: 4 weeks •

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Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). o Identify linear functions and linear equations. o Graph linear functions that represent real-world situations and give their domain and range.

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Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. o Find rates of change and slopes. o Relate a constant rate of change to the slope of a line. o Find slope by using the slope formula.

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Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. o Identify and graph parallel and perpendicular lines. o Write equations to describe lines parallel or perpendicular to a given line.

Unit 5 Systems of Equations and Inequalities Recommended Time: 3 weeks • •

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Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. o Identify solutions of systems of linear equations in two variables. o Solve systems of linear equations in two variables by graphing. o Solve systems of linear equations in two variables by substitution. o Solve special systems of linear equations in two variables. o Classify systems of linear equations and determine the number of solutions.

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Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. o Graph and solve linear inequalities in two variables. o Graph and solve systems of linear inequalities in two variables.

Unit 6 Exponents and Polynomials Recommended Time: 3 weeks •

Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. o Evaluate expressions containing zero and integer exponents. o Simplify expressions containing zero and integer exponents.

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Rewrite expressions involving radicals and rational exponents using the properties of exponents. o Evaluate and simplify expressions containing rational exponents.

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Interpret parts of an expression, such as terms, factors, and coefficients. o Classify polynomials and write polynomials in standard form. o Evaluate polynomial expressions.

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Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add subtract, and multiply polynomials. o Add and subtract polynomials. o Multiply polynomials. o Find special products of binomials.

Unit 7 Factoring Polynomials Recommended Time: 3 weeks • •

Factor a quadratic expression to reveal the zeros of the function it defines. Use the structure of an expression to identify ways to rewrite it. o Factor polynomials by using the greatest common factor. o Factor quadratic trinomials of the form x^2 + bx + c. o Factor quadratic trinomials of the form ax^2 + bx + c. o Factor perfect square trinomials. o Factor the difference of two squares. o Choose an appropriate method for factoring a polynomial. o Combine methods for factoring a polynomial.

Unit 8 Quadratic Functions and Equations Recommended Time: 3 weeks •

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Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. o Identify quadratic functions and determine whether they have a minimum or maximum. o Graph a quadratic function and give its domain and range. o Find the zeros of a quadratic function from its graph. o Find the axis of symmetry and the vertex of a parabola. o Graph a quadratic function in the form y = ax^2 + bx + c. o Graph and transform quadratic functions. o Solve quadratic equations by graphing. o Solve systems of equations in two variables in which one equation is linear and the other is quadratic.

Unit 9 Data Analysis and Probability Recommended Time: 3 weeks •

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Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. o Describe the central tendency of a data set. o Create and interpret box-and-whisker plots. o Understand statistics as a process for making inferences about population parameters based on a random sample from that population.

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Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”). o Determine the experimental probability of an event. o Use experimental probability to make predictions. o Determine the theoretical probability of an event. o Convert between probabilities and odds.

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Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. o Find the probability of independent events. o Find the probability of dependent events.

Course: Geometry Course Description This course introduces students to basic figures (plane and solid), including angle relationships, perpendicular lines, planes, parallel lines, congruent triangles, circles, parallelograms, areas, and volumes of solids. Students use both inductive and deductive reasoning skills to write indirect and formal proofs. Geometry includes constructions and coordinate geometry. Algebraic skills are reviewed and strengthened through application to solving problems in geometry. The use of a scientific calculator is included to enhance the study of trigonometric functions. Students will be expected to use Microsoft Word and mathematic software GeoGebra to summarize concepts and make presentations. Unit 1 Congruence, Proof and Constructions Recommended Time: 2 weeks â&#x20AC;˘

Know precise definitions of angle, line segment, and distance along a line based on the undefined notions of point, line, and plane o Find the distance between two points on a number line. o Apply the properties of real numbers to the measure of segments. o Identify congruent segments and find the measure of segments. o Name and graph ordered pairs on a coordinate plane. o Find the coordinates of the midpoint of a segment. o Name and identify parts of an angle. o Measure, draw and classify angles. o Find the measure of an angle and the bisector of an angle. o Identify and use adjacent angles and linear pairs of angles. o Identify and use complementary and supplementary angles. o Identify and use congruent and vertical angles.

Unit 2 Reasoning in Geometry Recommended Time: 2.5 weeks â&#x20AC;˘

Prove theorems about lines, angles, and triangles o Identify problems and use inductive reasoning. o Identify and draw models of points, lines, and planes and determine their characteristics. o Identify and use basic postulates about points, lines, and planes. o Write statements in if-then form and write the converses of the statement. o Use geometry tools. o Use a four-step plan to solve problems that involve the perimeters and area of rectangles and parallelograms. 94

Unit 3 Parallel and Perpendicular Lines Recommended Time: 2.5 weeks •

Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems. (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point.) o Describe relationships among lines, parts of lines, and planes. o Identify the relationships among pairs of interior and exterior angles formed by two parallel lines and a transversal. o Identify the relationships among pairs of corresponding angles formed by two parallel lines and a transversal. o Find the slopes of lines and use slope to identify parallel and perpendicular lines. o Write and graph equations of lines.

Unit 4 Triangles and Congruence Recommended Time: 2.5 weeks •

Explain how the critera for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. o Identify the parts of triangles and classify triangles by their parts. o Use the Angles Sum Theorem. o Identify translations, reflections, and rotations and their corresponding parts. o Name and label corresponding parts of congruent triangles. o Use the ASA and AAS tests for congruence.

Unit 5 Properties and Attributes of Triangles Recommended Time: 2.5 weeks • •

Use trigonometric rations and the Pythagorean Theorem to solve right triangles in applied problems Construct the inscribed and circumscribed circles of a triangle and prove properties of angles for a quadrilateral inscribed in a circle o Identify and construct medians in triangles. o Identify and construct altitudes and perpendicular bisectors in triangles. o Identify and use angle bisectors in triangles. o Identify and use properties of isosceles triangles. o Use tests for congruence of right triangles. o Use the Pythagorean Theorem and its converse.

o Find the distance between two points on the coordinate plane. o Apply inequalities to segment and angle measures. o Identify exterior angles and remote interior angles of a triangle and use the Exterior Angle Theorem. o Identify the relationships between the sides and angles of a triangle. o Identify and use the Triangle Inequality Theorem. Unit 6 Quadrilaterals Recommended Time: 2.5 weeks â&#x20AC;˘

Prove theorems about parallelograms o Identify parts of quadrilaterals and find the sum of the measures of the interior angles of a quadrilateral. o Identify and use the properties of parallelograms. o Identify and use tests to show that a quadrilateral is a parallelogram. o Identify and use the properties o rectangle, rhombi, and squares. o Identify and use the properties of trapezoids and isosceles trapezoids.

Unit 7 Proportions and Similarity Recommended Time: 2.5 weeks â&#x20AC;˘

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Given two figures, use the definition of similarity in terms of similarity to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures o Use ratios and proportions to solve problems. o Identify similar polygons. o Use AA, SSS, and SAS similarity tests for triangles. o Identify and use the relationships between proportional parts of triangles. o Use proportions to determine whether lines are parallel to sides of triangles. o Identify and use the relationships between parallel lines and proportional parts. o Identify and use proportional relationships of similar triangles.

Unit 8 Right Triangles and Trigonometry Recommended Time: 2.5 weeks •

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Understand that by similarity, side rations in right triangles are the properties of the angles in the triangle, leading to definitions of trigonometric ratios for cute angles Explain and use the relationship between the sine and cosine of complementary angles. Use trigonometric rations and the Pythagorean Theorem to solve right triangles in applied problems. o Multiply, divide, and simplify radical expressions. o Use the properties 45°-45°-90° triangles. o Use the properties of 30°-60°-90° triangles. o Use the tangent ratio to solve problems. o Use the sine and cosine rations to solve problems.

Unit 9 Extending Transformational Geometry Recommended Time: 2.5 weeks •

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Represent transformations in the plane using, e.g. transparencies and geometry software, describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure…Specify a sequence of transformations that will carry a given figure onto another o Identify and draw reflections, translations, rotations o Identify and draw compositions of transformations, such as glide reflections o Apply theorems about isometries o Identify and describe symmetry in geometric figures o Use transformations to draw tessellations and identify regular and semiregular transformations o Identify and draw dilations

Unit 10 Polygons, Area, Perimeter, and Circumference Recommended Time: 2.5 weeks •

Using coordinates to compute perimeter of polygons and areas of triangles and rectangles, e.g., using the distance formula

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Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone o Name polygons according to the number of sides and angles. o Find measures of interior and exterior angles of polygons. o Estimate the areas of polygons. o Find the areas of triangles and trapezoids. o Find the areas of regular polygons.

Unit 11 Surface Area and Volume Recommended Time: 2.5 weeks â&#x20AC;˘

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems o Identify solid figures. o Find the lateral areas and surface areas of prisms and cylinders. o Find the volumes of prisms and cylinders. o Find the lateral areas and surface areas of regular pyramids and cones. o Find the volumes of pyramids and cones. o Find the surface areas and volumes of spheres.

Unit 12 Circles Recommended Time: 2.5 weeks â&#x20AC;˘

Identify and describe relationships among inscribed angles, radii, and chords o Identify and use parts of circles. o Identify major arcs, minor arcs, and semicircles and find the measures of arcs and central angles. o Identify and use the relationships among arcs, chords, and diameters. o Inscribe regular polygons in circles and explore the relationship between the length of a chord and its distance from the center of the circle. o Solve problems involving circumferences of circles. o Solve problems involving areas and sectors of circles. o Identify and use properties of inscribed angles. o Identify and apply properties of tangents to circles. o Find measures of arcs and angles formed by secants. o Find measures of arcs and angles formed by secants. o Find measures of arcs and angles formed by secants and tangents. o Find measures of chords, secants, and tangents. o Write equations of circles using the center and radius.

Course: Algebra II Course Description Students beginning Algebra II must have successfully completed Algebra I and Geometry. Principal course skills include simplifying algebraic expressions, solving and graphing linear and quadratic equations, inequalities and functions, factoring polynomials, applications of factoring, operations with rational expressions, complex and irrational numbers, and exponents and logarithms. Students will also be introduced to theories of polynomial expressions, derivation of conic sections, and series and sequences. A variety of classroom technologies will be used to review concepts, make presentations and teach students to collaborate and communicate, such as the iPad, Apple TV and a web-based student portal system. Students will also be exposed to a blended learning environment and will be expected to navigate and organize various digital resources. The use of a TI-Nspire calculator and its functions are incorporated into class.

Unit 1 Foundations for Functions Recommended Time: 4 weeks â&#x20AC;˘

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Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. o Fit scatter plot data using linear models with and without technology. o Use linear models to make predictions. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. o Apply transformations to points and sets of points. o Interpret transformations of real-world data. o Identify parent functions from graphs and equations. o Use parent functions to model real-world data and make estimates for unknown values. o Transform linear functions. o Solve problems involving linear transformations.

Unit 2 Quadratic Functions Recommended Time: 4 weeks

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Know there is a complex number i such that i^2 = −1, and every complex number has the form a + bi with a and b real. o Define and use imaginary and complex numbers. o Solve quadratic equations with complex roots. Use the relation i^2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. o Perform operations with complex numbers. Solve quadratic equations with real coefficients that have complex solutions. o Solve quadratic equations using the Quadratic Formula. o Classify roots using the discriminant. Graph linear and quadratic functions and show intercepts, maxima, and minima. o Transform quadratic functions. o Describe the effects of changes in the coefficients of y = a(x - h)^2 + k. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. o Solve quadratic equations by graphing or factoring. o Determine a quadratic function from its roots. o Solve quadratic equations by completing the square. o Write quadratic equations in vertex form.

Unit 3 Polynomial Functions Recommended Time: 5 weeks

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Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. o Use the Fundamental Theorem of Algebra and its corollary to write a polynomial equation of least degree with given roots. o Identify all of the roots of a polynomial equation. Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x - a is p(a), so p(a) = 0 if and only if (x - a) is a factor of p(x). o Use long division and synthetic division to divide polynomials. o Use the Factor Theorem to determine factors of a polynomial. o Factor the sum and difference of two cubes. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. o Identify the multiplicity of roots.

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o Use the Rational Root Theorem and the Irrational Root Theorem to solve polynomial equations. o Use properties of end behavior to analyze, describe, and graph polynomial functions. o Identify and use maxima and minima of polynomial functions to solve problems. Know and apply the Binomial Theorem for the expansion of (x + y)^n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle. o Multiply polynomials. o Use binomial expansion to expand binomial expressions that are raised to positive integer powers. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. o Identify, evaluate, add, and subtract polynomials. o Classify and graph polynomials. o Transform polynomial functions.

Unit 4 Exponential and Logarithmic Functions Recommended Time: 5 weeks •

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Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. o Use properties to simplify logarithmic expressions. o Translate between logarithms in any base. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. o Write and evaluate exponential expressions to model growth and decay situations. • Read values of an inverse function from a graph or a table, given that the function has an inverse. o Graph and recognize inverses of relations and functions. o Find inverses of functions. Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents. o Write equivalent forms for exponential and logarithmic functions. o Write, evaluate, and graph logarithmic functions For exponential models, express as a logarithm the solution to a b^ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. o Solve exponential and logarithmic equations and inequalities. o Solve problems involving exponential and logarithmic equations. o Use the number e to write and graph exponential functions representing real-world situations.

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o Solve equations and problems involving e or natural logarithms. Unit 5 Rational and Radical Functions Recommended Time: 4 weeks •

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Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions. o Simplify rational expressions. o Multiply and divide rational expressions. o Add and subtract rational expressions. o Simplify complex fractions. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. o Rewrite radical expressions by using rational exponents. o Simplify and evaluate radical expressions and expressions containing rational exponents. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes o Graph rational functions. o Transform rational functions by changing parameters.

Unit 6 Properties and Attributes of Functions Recommended Time: 4 weeks •

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Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. o Apply functions to problem situations. o Use mathematical models to make predictions. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. o Write and graph piecewise functions. o Use piecewise functions to describe real-world situations. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

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o Translate between the various representations of functions. o Solve problems by using the various representations of functions. Combine standard function types using arithmetic operations. o Add, subtract, multiply, and divide functions. o Write and evaluate composite functions. Compose functions. o Determine whether the inverse of a function is a function. o Write rules for the inverses of functions. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. o Transform functions. o Recognize transformations of functions.

Unit 7 Probability Recommended Time: 4 weeks •

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Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. o Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. o Determine whether events are independent or dependent. o Find the probability of independent and dependent events. Use permutations and combinations to compute probabilities of compound events and solve problems. o Solve problems involving the Fundamental Counting Principle. o Solve problems involving permutations and combinations. o Find the probability of mutually exclusive events. o Find the probability of inclusive events. Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). o Find the theoretical probability of an event. o Find the experimental probability of an event.

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Unit 8 Data Analysis and Statistics Recommended Time: 3 weeks •

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Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. o Find measures of central tendency and measures of variation for statistical data. o Examine the effects of outliers on statistical data. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. o Use the Binomial Theorem to expand a binomial raised to a power. o Find binomial probabilities and test hypotheses. o Use tables to estimate areas under normal curves. o Recognize data sets that are not normal. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. o Focus on the commonalities and differences between surveys, experiments, and observational studies. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. o Estimate population means and proportions and develop margin of error from simulations involving random sampling. o Analyze surveys, experiments, and observational studies to judge the validity of the conclusion. Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. o Use simulations and hypothesis testing to compare treatments from a randomized experiment.

Unit 9: Sequences and Series Recommended Time: 3 weeks •

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Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. o Find terms of a geometric sequence, including geometric means. o Find the sums of geometric sequences. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.

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Find the nth term of a sequence. Write rules for sequences. Determine an explicit expression, a recursive process, or steps for calculation from a context. o Evaluate the sum of a series expressed in sigma notation. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. o Find the indicated terms of an arithmetic sequence. o Find the sums of arithmetic sequences. o Find the sums of infinite geometric series. o Use mathematical induction prove statements. o o

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Course: Algebra II Honors Course Description Algebra II Honors is an accelerated course intended to prepare students for advanced mathematics courses. Algebra II Honors focuses on the use of technology and data analysis to develop studentsâ&#x20AC;&#x2122; thinking, problem-solving, and communication skills. Properties, applications, algebra, and parametric representation of functions; matrix algorithms; and linear, quadratic, radical, exponential, logarithmic, polynomial, and rational functions are studied. Data analysis techniques include the use of re-expression and residuals to find and verify best-fit rules. Applications as well as the properties relevant to advanced mathematics also are studied. A variety of classroom technologies will be used to review concepts, make presentations and teach students to collaborate and communicate, such as the iPad, Apple TV and a web-based student portal system. Students will also be exposed to a blended learning environment and will be expected to navigate and organize various digital resources. The use of a TI-Nspire calculator and its functions are incorporated into class.

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Course: Basic College Mathematics Course Description The course is a study of basic mathematical, algebraic, and geometric concepts and applications. It is designed for students who lack sufficient algebraic proficiency for College Algebra. Topics covered include fractions, decimals, and percent; ratio and proportion; basic linear and quadratic equation solving and graphing; consumer mathematics; metric and customary measurement; basic geometry: and probability and statistics. This course provides the opportunity to strengthen basic math skills and practice applying those skills in a real world environment. BASIC COLLEGE MATHEMATICS CONTENT DESCRIPTION Unit 1 Understanding Whole Numbers Recommended Time: 4 week â&#x20AC;˘

Understands the properties of the real number system and its subsystems o Write numbers in expanded form o Write whole numbers in standard notation o Write a word name for a number and write a number for a word name. o Read number in tables o Apply properties of addition, subtraction, multiplication and division of whole numbers to real-life situations. o Evaluate expressions with whole-number exponents o Perform several arithmetic operations in the proper order. o Estimate the answer to a problem involving whole numbers. o Solve applied problems involving whole numbers.

Unit 2 Fractions Recommended Time: 4 week â&#x20AC;˘

Adds, subtracts, multiplies, divides, and simplifies rational expressions o Use fractions to represent parts of a whole o Draw a sketch to illustrate fraction. o Use fractions to illustrate real-life situations. o Reduce a fraction to lowest terms o Change a mixed number into a improper fraction and vice versa. o Multiply and divide fractions that are proper or improper o Add and subtract fractions with the same denominator o Add and subtract fractions with different denominators

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o Solve real-life problems with fractions. Unit 3 Decimals Recommended Time: 4 week â&#x20AC;˘

Understands the properties of the real number system and its subsystems o Change from fractional notation to decimal notation and vise versa o Compare decimals o Round decimals to a specified decimal place. o Add, subtract, multiply, and divide decimals o Convert fractions to decimals and use order of operations appropriately o Solve applied problems using operations with decimals.

Unit 4 Ratio and Proportion Recommended Time: 6 week â&#x20AC;˘

Use units as a way to understand problems and to guide the solution of multi-step problems o Use ratio to compare two quantities with same units o Use a rate to compare two quantities with different units. o Write and solve proportions o Solve applied problems using proportions

Unit 5 Percent Recommended Time: 4 week â&#x20AC;˘

Understands connections between equivalent representations and corresponding procedures of the same problem situation or mathematical concept o Write a percent as a decimal and vice versa o Change a percent, a decimal, or a fraction to equivalent forms. o Translate a percent problem into a equation o Solve a percent problem by solving an equation o Use the percent proportion to solve percent problems. o Solve commission problems o Solve percent-of-increase or percent-of-decrease problems o Solve simple interest problems

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Unit 6 Algebra Recommended Time: 14 week â&#x20AC;˘

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Course: College Algebra Course Description College algebra is an advanced-level algebra course that reviews and expands the skills learned in Algebra II. The course is designed for students who lack sufficient algebraic proficiency for placement directly into pre-calculus. The course is an extension of Algebra II with a more in-depth study of algebraic topics. The course enriches and extends the students’ mathematical knowledge through problem solving and application of learned concepts. The course provides a sound mathematical foundation and prepares students for college-level mathematics courses. Included in the course are the properties of real and imaginary numbers, the simplification of complicated algebraic expressions using exponents and radicals, applications of equations and inequalities, functions and their graphs, solving polynomial equations, graphing conic sections, exponential and logarithmic functions, systems of equations and inequalities, and probability. Students will use various aspects of computer technology including, but not limited to, spreadsheets for compiling data, which can be graphed using equation editors and PowerPoint presentations illustrating methodology presented in class. The use of a TINspire calculator and its functions are incorporated into class. Unit 1 Equations and Inequalities Recommended Time: 6 week •

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Understanding solving equations as a process of reasoning and explain the reasoning. o Solve linear equations and inequalities and express the results in numerical and graphical form. o Solve quadratic and higher degree equations using analytic, graphical and numerical methods. o Solve rational, and radical equations. o Solve quadratic equations by factoring and by extracting roots. o Solve quadratic equations by completing the square and by using the quadratic formula. o Solve equations that are quadratic in form. Create equations in two or more variables to represent relationships between quantities. o Solve applied problems using linear and quadratic equations. o Solve simple and compound linear inequalities and represent the solution using inequality or interval notation.

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Unit 2 Graphs and Functions Recommended Time: 8 week •

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. o Write the equation of a circle given the center and radius. o Determine the radius and center of a circle from its equation. o Sketch the graph of a circle given its equation. o Utilize function notation. o Determine the domain and range of a function given its equation or its graph. o Identify special functions and their graphs (e.g., linear, constant, quadratic, absolute value, and square root.) o Perform simple operations on functions (addition, subtraction, multiplication, division, and composition) o Determine the average rate of change of functions on an interval of its domain. o Graph linear equations and linear functions in the Cartesian plane. o Sketch the graph of a piecewise-defined function. o Describe a transformation, given the equation of a function and the equation of the transformation. o Sketch the graph of f(x+c), f(x) + c, f(cx), or cf(x), given the graph of the function f(x).

Unit 3 Polynomial and Rational Functions Recommended Time: 6 week •

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Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. Recognize the equation of a quadratic function. o Determine the vertex of a quadratic function, given its equation. o Sketch the graph of a quadratic function, given its equation. o Use the synthetic division to find the zeros of a polynomial function. o Sketch the graph of a polynomial function, given its equation. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. o Sketch the graph of rational expressions given its equation

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Unit 4 Inverse, Exponential, and logarithmic Functions Recommended Time: 4 week •

Use the properties of exponents to interpret expressions for exponential and logarithmic functions. Find the inverse of a one-to-one function. o Identify the domain and range of exponential functions. o Sketch the graph of an exponential function, given its equation. o Solve exponential and logarithmic equations. o Know and be able to use the equation for compound interest. o Solve application problems involving exponential growth and decay as well as compound interest. o Use the standard model equations for unrestricted exponential growth and logistic growth. o Use the standard model equation for exponential decay. o Understand the meaning of doubling time and half-life, and use these concepts in applications.

Unit 5 Systems and Matrices Recommended Time: 4 week •

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Solve system of linear equations o Solve systems of equations applying different methods. o Solve linear systems with three variables. o Use systems of equations to model data. Perform operations with matrices and use matrices in applications. o Use the Gauss-Jordan Method t solve systems of equations o Solve systems of equations using inverse matrices.

Unit 6 Analytic Geometry Recommended Time: 4 week •

Translate between the geometric description and the equation for a conic section. o Recognize conic sections as intersections of planes and cones. o Use the distance and midpoint formula to solve problems o Write the standard equations of circles, ellipses, hyperbolas and parabolas. o Graph circles, ellipses, hyperbolas, and parabolas giving its equation. o Use the method of completing the squares to identify and graph conic sections.

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Course: Pre-Calculus Course Description Pre-calculus is a course for the mathematically adept student. The course includes conic sections, angles, degree and radian measure, application and graphs of trigonometric functions and identities, addition and subtraction identities, double and half-angle identities, solving trigonometric equations, solving right angles, solving triangles using the Law of the Sines and the Law of the Cosines, complex numbers, polar coordinates and polar graphing vectors, infinite series, and Demoivre’s Theorem. The use of a TINspire calculator and its functions are incorporated into class. Unit 1 Functions and Their Graphs Recommended Time: 5 weeks • Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). o Sketch graphs of equations o Find x – and y – intercepts of equations o Use symmetry to sketch graphs of equations o Use graphs of equations to solve real-life problems o Find and use slope to graph equations in two variables o Use slope to identify parallel and perpendicular lines o Determine whether the relation between to variables is a function • For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. o Evaluate functions o Find domains of functions o Use the vertical line test for functions o Determine when functions are increasing or decreasing and when they are even or odd o Identify and graph of linear, squaring, cubic, square root, reciprocal, step and piece-wise functions o Transform functions by shifting, reflecting, stretching and shrinking o Add, subtract, multiply and divide functions o Find the composition of one function with another o Find inverse functions

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Unit 2 Polynomial and Rational Functions Recommended Time: 5 weeks • Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. o Analyze graphs of quadratic functions o Write quadratic functions in standard form and use the results to sketch graphs of functions and to solve real-life problems o Use transformations to sketch graphs of polynomial functions o Find and use zeros of polynomial functions o Use long division and synthetic division to divide polynomials by other polynomials o Use the Remainder Theorem and the Factor Theorem o Use the imaginary unit i to write complex numbers o Perform operations and solve equations with complex numbers o Find rational, real and complex solutions of polynomial functions •

Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. o Sketch graphs of polynomial and rational functions by finding intercepts, asymptotes and holes o Solve polynomial and rational inequalities

Unit 3 Exponential and Logarithmic Functions Recommended Time: 3 weeks •

Distinguish between situations that can be modeled with linear functions and with exponential functions. o Recognize, evaluate and graph exponential functions with base a and base e o Recognize, evaluate and graph common and natural logarithms o Use exponential and logarithmic functions to model real-life problems o Use properties of logarithms to evaluate, rewrite or expand logarithmic expressions o Solve simple and complicated exponential and logarithmic equations

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Unit 4 Trigonometry Recommended Time: 3 weeks •

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Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle. o Describe angles o Use degree and radian measure o Identify a unit circle and describe its relationship to real numbers o Evaluate trigonometric functions using the unit circle o Use domain and period to evaluate sine and cosine functions o Use a calculator to evaluate trigonometric functions Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosines, and tangent for x, π+x, and 2π–x in terms of their values for x, where x is any real number. o Use trigonometric functions to model and solve real-life problems o Evaluate trigonometric functions of any angle o Sketch the graphs of sine, cosine, tangent, cotangent, secant and cosecant curves o Evaluate and graph inverse trigonometric functions o Evaluate composition of trigonometric functions o Solve real-life problems involving right triangles and directional bearing

Unit 5 Analytic Trigonometry Recommended Time: 4 weeks • Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to calculate trigonometric ratios. o Recognize and write fundamental trigonometric identities o Use the fundamental trigonometric identities to evaluate trigonometric functions, simplify trigonometric expressions, and rewrite trigonometric expressions o Verify trigonometric identities o Use standard algebraic techniques to solve trigonometric equations o Solve trigonometric equations of quadratic type, involving multiple angles, or using inverse trigonometric functions • Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems. o Use sum and difference formulas to evaluate trigonometric functions, verify identities, and solve trigonometric equations o Use multiple-angle, power-reducing, half-angle formulas to rewrite and evaluate trigonometric functions

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o Use trigonometric formulas to rewrite real-life problems

Unit 6 Additional Topics of Trigonometry Recommended Time: 1 week •

Prove the Laws of Sines and Cosines and use them to solve problems. o Use the Law of Sines and Cosines to solve oblique triangles o Find the areas of oblique triangle o Use the Law of Sines and Cosines to model and solve real-life problems

Unit 7 Systems of Equations and Inequalities Recommended Time: 2 week •

Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. o Use the method of substitution and elimination to solve systems of linear and nonlinear equations in two variables o Use a graphical approach to solve systems of equations in two variables o Use systems of equations to model and solve real-life problems o Interpret graphically the numbers of solutions of systems of linear equations in two variables o Sketch the graphs and solve systems of inequalities in two variables o Use systems of inequalities in two variables to model and solve real-life problems

Unit 8 Sequences and Series Recommended Time: 2 week • Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. o Use the sequence notation to write the terms of sequences o Use summation notation to write sums o Find sums of infinite series o Use sequences and series to model and solve real-life problems o Find the nth tem of an arithmetic sequences o Find nth partial sum of arithmetic sequences o Find the nth tem of a geometric sequence o Find nth partial sum of geometric sequences

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Unit 9 Topics in Analytic Geometry Recommended Time: 2 week â&#x20AC;˘ Derive the equations of parabolas, ellipses, and hyperbolas given foci and directrices. o Recognize a conic as the intersection of a plane and a double-napped cone o Write the equations of parabolas, ellipses and hyperbolas in standard and general form o To graph and find the key parts of parabolas, ellipses and hyperbolas

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Course: Pre-Calculus Honors Course Description The formal study of elementary functions is extended in this course. Students apply technology, modeling, and problem-solving skills to the study of trigonometric and circular functions, identities and inverses, and their applications, including the study of polar coordinates and complex numbers. Vectors in two and three dimensions are studied and applied. Problem simulations are explored in multiple representations—algebraic, graphic, and numeric. Quadratic relations are represented in polar, rectangular, and parametric forms. The concept of limit is applied to rational functions and to discrete functions such as infinite sequences and series. The formal definition of limit is applied to proofs of the continuity of functions and provides a bridge to calculus. The use of a TINspire calculator and its functions are incorporated into class. Unit 1 Functions and Their Graphs Recommended Time: 4 week •

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. o Sketch graphs of equations o Find x – and y – intercepts of equations o Use symmetry to sketch graphs of equations o Use graphs of equations to solve real-life problems o Find and use slope to graph equations in two variables o Use slope to identify parallel and perpendicular lines o Determine whether the relation between to variables is a function o Evaluate functions o Find domains of functions o Use the vertical line test for functions o Determine when functions are increasing or decreasing and when they are even or odd

• Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. o Identify and graph of linear, squaring, cubic, square root, reciprocal, step and piece-wise functions o Transform functions by shifting, reflecting, stretching and shrinking o Add, subtract, multiply and divide functions

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o o

Find the composition of one function with another Find inverse functions

Unit 2 Polynomial and Rational Functions Recommended Time: 4 weeks â&#x20AC;˘ Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. o Analyze graphs of quadratic functions o Write quadratic functions in standard form and use the results to sketch graphs of functions and to solve real-life problems o Use transformations to sketch graphs of polynomial functions o Find and use zeros of polynomial functions o Use long division and synthetic division to divide polynomials by other polynomials o Use the Remainder Theorem and the Factor Theorem o Use the imaginary unit i to write complex numbers o Perform operations and solve equations with complex numbers o Find rational, real and complex solutions of polynomial functions o Sketch graphs of polynomial and rational functions by finding intercepts, asymptotes and holes o Solve polynomial and rational inequalities

Unit 3 Exponential and Logarithmic Functions Recommended Time: 3 weeks â&#x20AC;˘

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Unit 4 Topics in Analytic Geometry Recommended Time: 3 weeks • Derive the equations of parabolas, ellipses, and hyperbolas given foci and directrices. o Find the distance between a point and a line o Recognize a conic as the intersection of a plane and a double-napped cone o Write the equations of parabolas, circle, ellipses and hyperbolas in standard and general form o To graph and find the key parts of parabolas, circle, ellipses and hyperbolas o Use the discriminant to classify conics

Unit 5 Trigonometry Recommended Time: 3 weeks •

•

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Unit 6 Analytic Trigonometry Recommended Time: 3 weeks • Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to calculate trigonometric ratios. o Recognize and write fundamental trigonometric identities o Use the fundamental trigonometric identities to evaluate trigonometric functions, simplify trigonometric expressions, and rewrite trigonometric expressions o Verify trigonometric identities o Use standard algebraic techniques to solve trigonometric equations o Solve trigonometric equations of quadratic type, involving multiple angles, or using inverse trigonometric functions • Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems. o Use sum and difference formulas to evaluate trigonometric functions, verify identities, and solve trigonometric equations o Use multiple-angle, power-reducing, half-angle formulas to rewrite and evaluate trigonometric functions o Use trigonometric formulas to rewrite real-life problems

Unit 7 Additional Topics of Trigonometry Recommended Time: 3 weeks • Prove the Laws of Sines and Cosines and use them to solve problems. o Use the Law of Sines and Cosines to solve oblique triangles o Find the areas of oblique triangle o Use the Law of Sines and Cosines to model and solve real-life problems • Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v). o Represent Vectors as directed line segments o Write the component form of vectors o Perform basic vector operations o Find the dot product of two vectors and use properties of dot product o Find the angle between two vectors and determine whether the two vectors are orthogonal o Plot complex numbers in the complex plane and find absolute values of complex numbers o Write trigonometric forms of complex numbers o Multiply and divide complex numbers written in trigonometric form o Use DeMoivre’s Theorem to find powers of complex numbers o Find nth roots of complex numbers

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o Plot points on the polar coordinate system o Convert points and equations from rectangular to polar form and vice versa o Graph polar equations by plotting points

Unit 8 Systems of Equations and Inequalities Recommended Time: 2 weeks â&#x20AC;˘ Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. o Use the method of substitution and elimination to solve systems of linear and nonlinear equations in two variables o Use a graphical approach to solve systems of equations in two variables o Use systems of equations to model and solve real-life problems o Interpret graphically the numbers of solutions of systems of linear equations in two variables o Find partial fraction decomposition of rational expressions o Sketch the graphs and solve systems of inequalities in two variables o Use systems of inequalities in two variables to model and solve real-life problems o Solve linear programming problems o Use linear programming problems to model and solve real-life problems

Unit 9 Sequences and Series Recommended Time: 2 weeks â&#x20AC;˘ Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. o o o o o o o o

Use the sequence notation to write the terms of sequences Use summation notation to write sums Find sums of infinite series Use sequences and series to model and solve real-life problems Find the nth tem of an arithmetic sequences Find nth partial sum of arithmetic sequences Find the nth tem of a geometric sequence Find nth partial sum of geometric sequences

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Course: Calculus Course Description This course is designed for those students who have shown significant mastery of algebraic and trigonometric skills. Students are exposed to studies in many rigorous topics, including limits, continuity, differentiation, definition of integral, fundamental theorem of calculus, exponential, logarithmic and trigonometric functions, techniques of integration, and various applications. The use of a TI-Nspire calculator and its functions are incorporated into class.. Geogebra will be used to represent functions graphically and Microsoft Excel, Word Processor, and PowerPoint will be used to make presentations. Unit 1 Functions, Graphs and Limits Recommended Time: 6 week â&#x20AC;˘

Students will determine the limit of a function at a value numerically, graphically, and analytically. o Identify vertical asymptotes in rational and logarithmic functions by identifying locations where the function value approaches infinity; o Estimate limits numerically and graphically; o Calculate limits analytically. o Calculate infinite limits and use the result to identity vertical asymptotes in rational and logarithmic functions o Calculate limits at infinity and use the result to identify horizontal asymptotes in rational and exponential functions o Calculate limits at infinity and use the result to identify unbounded behavior in rational, exponential, and logarithmic functions o Identify and classify graphically, algebraically, and numerically if a discontinuity is removable or non-removable. o Identify the three conditions that must exist in order for a function to be continuous at đ?&#x2018;Ľ = đ?&#x2018;&#x17D; o Apply the Intermediate Value Theorem for continuous functions

Unit 2 Derivatives Recommended Time: 10 week â&#x20AC;˘

Students will use derivatives to solve problems both theoretically and in realworld context. o Approximate the derivative: graphically by finding the slope of a tangent line drawn to a curve at a given point; numerically by using the difference quotient.

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o Find the equation of the tangent line using the definition of derivative o Establish and apply the relationship between differentiability and continuity o Compare the characteristic of graphs of Ć&#x2019; and đ?&#x2018;&#x201C;â&#x20AC;&#x2122;: generate the graph of f given the graph of đ?&#x2018;&#x201C;â&#x20AC;&#x2122; and vice versa; establish the relationship between the increasing and decreasing behavior of Ć&#x2019; and the sign of đ?&#x2018;&#x201C;â&#x20AC;&#x2122;; and identify maxima and minima as points where increasing and decreasing behavior change. o Apply the Mean Value Theorem on a given interval o Compare the characteristic of graphs of Ć&#x2019;, đ?&#x2018;&#x201C;â&#x20AC;&#x2122;, and đ?&#x2018;&#x201C;â&#x20AC;?: generate the graphs

o o o o o

of f and fâ&#x20AC;&#x2122; given the graph of đ?&#x2018;&#x201C;â&#x20AC;? and vice versa; establish the relationship between the concavity of Ć&#x2019; and the sign of đ?&#x2018;&#x201C;â&#x20AC;?; and identify points of inflection as points where concavity changes Find derivatives of functions using: power rule, product rule, and the quotient rule. Find derivatives of an implicitly defined equation, composite functions using chain rule, exponential and logarithmic functions, and functions requiring the use of more than one differentiation rule. Find the equation of a line tangent to the graph of a function at a point Solve application problems involving optimization and related rates Interpret the derivative as a rate of change and varied applied contexts, including velocity, speed, and acceleration

Unit 3 Integrals Recommended Time: 16 week â&#x20AC;˘

Students will apply the techniques of integration to solve problems both theoretically and in contextual models that represent real-world phenomena. o Define the definite integral of the rate of change of a quantity over an interval ! interpreted as the change of the quantity over the interval ! đ?&#x2018;&#x201C; ! đ?&#x2018;Ľ đ?&#x2018;&#x2018;đ?&#x2018;Ľ = đ?&#x2018;&#x201C; đ?&#x2018;? â&#x2C6;&#x2019; đ?&#x2018;&#x201C;(đ?&#x2018;&#x17D;) o Determine the area between two curves, and identify the definite integral as the area of the region bounded by two curves o Apply the Fundamental Theorem of Calculus to solve contextual models that represent real-world phenomena o Compute indefinite integrals o Determine the antiderivative of a function using rules of basic differentiation, and solve problems using the techniques antidifferentiation o Estimate definite integrals by using Riemann sums and trapezoidal sums, and identify the definite integral as a limit of Riemann sums o Explore and apply different integration techniques. 124

Course: Descriptive Statistics (One Semester) Course Description Descriptive Statistics is a one semester course designed for students who have shown significant mastery of algebraic skills and want to explore data and its uses and abuses in society today. Course content includes random sampling, organizing data, averages and variation, regression and correlation, probability theory, and the binomial probability distribution. Unit 1 Introduction to Statistics Recommended Time: 2 week â&#x20AC;˘

Understand statistics as a process for making inferences about population parameters based on a random sample from that population. o Introduction to Statistic o Identify variable in a statistical study o Distinguish between quantitative and qualitative variables o Identify populations and samples o Explain the importance of random samples o Construct random samples using random number table, computer, etc o Simulate a random process o Describe different sampling methods o Describe simulations, observational studies, and experiments o Identify control groups, placebo effect, and randomized two-treatment design o Discuss potential bias

Unit 2 Organizing Data Recommended Time: 4 week â&#x20AC;˘

Summarize, represent, and interpret data on two categorical and quantitative variables o Organize quantitative data into histograms, dotplots, and stem-leaf plots o Recognize basic distribution shapes. o Interpret graphs in the context of the data setting o Organize qualitative data into bar graphs and circle graphs

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Unit 3 Averages and Variation Recommended Time: 4 week •

Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. o Compute and interpret mean, median and mode from raw data o Compute a trimmed mean and weighted average o Compute and interpret range, variance and standard deviation o Interpret the meaning of percentile scores o Compute the median, quartiles, and five-number summary from raw data o Construct a box-and-whisker plot o Describe how a box-and-whisker plot indicates spread of data around the median

Unit 4 Regression and Correlation Recommended Time: 4 week •

Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. o Make a scatter plot o Use sample data to compute the sample correlation coefficient r o Investigate the meaning of r o State the least-squares criterion o Find and graph least-squares line o Use least-squares line to make predictions – interpolation/extrapolation o Determine coefficient of determination present findings in context o Construct residual plot o Determine if data has linear relationship from residual plot pattern

Unit 5 Probability Theory Recommended Time: 4 week •

Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear and exponential models. o Assign probabilities to events o Explain how the law of large numbers relates to relative frequencies o Apply basic rules of probability in everyday life o Compute probability using Addition Rule

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o Compute probability using Multiplication Rule o Compute probability using trees and counting techniques o Compute probability through simulations

Unit 6 The Probability and Binomial Probability Distribution Recommended Time: 4 week â&#x20AC;˘

Understand independence and conditional probability and use them to interpret data o Distinguish between discrete and continuous random variables o Graph discrete probability distribution o Compute mean and standard deviation for probability distributions o List defining features of a binomial experiment o Compute binomial probabilities with formula, table, or calculator o Solve real-world application problems o Make a histogram for binomial distributions o Compute mean and standard deviation for a binomial distribution

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Course: Inferential Statistics (One Semester) Course Description Inferential Statistics is a one semester course designed for the students who have shown significant mastery of algebraic skills and descriptive statistics. Course content includes normal distributions, sampling distributions, Central Limit Theorem, estimation, hypothesis testing and inferences about differences. Unit 1 Normal Curves and Sampling Distributions Recommended Time: 3 weeks • Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. o Graph normal probability distributions o Convert any normal distribution to the standard normal distribution o Interpret Areas Under Any Normal Curve in regards to probability o Define sampling distribution o Learn the statement and underlying meaning of the central limit theorem o Find Normal Approximation to the Binomial Distribution Unit 2 Estimation (Confidence Intervals) Recommended Time: 3 weeks • Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. o Estimate a population mean when population standard deviation is known o Estimate a population mean when population standard deviation is unknown o Estimating a population proportion o Compute the sample size to be used for estimating a proportion Unit 3 Hypothesis Testing Recommended Time: 2 weeks • Understand fundamentals of hypothesis testing • Test a claim about population mean • Test a claim about population proportion

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Unit 4 Inferences About Differences Recommended Time: 4 weeks • Understand statistics as a process for making inferences about population parameters based on a random sample from that population. o Test a claim involving paired differences o Test a claim involving the difference of two means with σ known o Find the confidence interval involving the difference of two means with σ known o Test a claim involving the difference of two means with σ unknown o Find the confidence interval involving the difference of two means with σ unknown o Test a claim involving the difference of two proportions with σ unknown o Find the confidence interval involving the difference of two proportions with σ unknown Unit 5 Additional Topics Using Inference Recommended Time: 3 weeks • Use probabilities to make fair decisions o Use a Chi-Square statistics to tests the independence of random variables o Use a Chi-Square statistics to test how well a sample distribution fits a given distribution o Use a Chi-Square statistic to test for a single variance or standard deviation o Test the slope of a least square line.

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Course: Introduction to Linear Algebra (Honors) Course Description The course introduces students to linear algebra, with applications. The course contents include: solving linear equations using matrices and Gaussian elimination, matrix algebra, determinant, linear independence, basis, vector space, subspace, eigenvalues and eigenvectors, inner product, orthogonality and projections. In addition, applications related to linear algebra will be taught. The students will be using a graphing calculator and computer program (Mathematica) that has matrix capabilities. They will have a project that will need to be completed in a word processing platform, and a presentation intended for a Pre-Calculus class in PowerPoint™. The Honor version of this class will make use of the computer program Mathematica that will allow students to apply concepts in “real life” problems. Unit 1 Linear Equations in Linear Algebra Recommended Time: 4 weeks •

Represent a system of linear equations as a single matrix equation in a vector variable. o Solve and classify systems of linear equations o Row reduce a matrix to echelon forms o Use vector equations to show linear combinations o Define spanning set in terms of linear combinations. o Connect vector equations to The Matrix Equation Ax = b o Present solution sets of linear systems in parametric form o Show how linear systems with many solutions can be found in real life o Determine if vectors or columns of matrices are linearly independent o Determine if something is a linear transformation o Connect linear transformations to matrix multiplication o Use linear models to solve business, science, and engineering problems

Unit 2 Matrix Algebra Recommended Time: 3 weeks •

Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater). o Compute using matrix operations o Construct and use the inverse of a matrix o Know all characterizations of invertible matrices 130

o o o o

Use homogeneous coordinates for applications to computer graphics Define the properties of subspaces of Rn Find the basis for the column space a null space of an m x n matrix. Define dimension and rank for a m x n matrix

Unit 3 Determinants Recommended Time: 1 week • • • •

Compute the determinant of a matrix using cofactor expansion Compute the determinant using methods of row reduction Use determinant to solve a system and find area of a parallelogram. Prove determinant properties

Unit 4 Eigenvalues and Eigenvectors Recommended Time: 2 weeks • • • • • •

Define eigenvectors and eigenvalues Find the characteristic equation Show two matrices are or are not similar Find the eigenvalues and eigenvectors of a square matrix Diagonalize a square matrix when possible Connect steady-state vectors of a Markov Chains to eigenvectors.

Unit 5 Orthogonality and Least Squares Recommended Time: 3 weeks • • • • • • • • • •

Compute the inner product of two vectors Use inner product and length to find the angle between two vectors Know the properties of inner product Prove two vectors are orthogonal Define orthogonal complement with correct notation Determine if a set is an orthogonal basis for a subspace Determine if a set is an orthonormal set Find the orthogonal projection of a vector onto a subspace Use the Gram—Schmidt Process to produce an orthogonal basis Find the best solution to an inconsistent system using a Least-Squares solution

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SCIENCE DEPARTMENT Course: Biology Course Description Biology is a two-semester laboratory course that is designed to help students determine what distinguishes a living thing from a non-living thing starting at the most elementary level. As the students progress through the various biological levels of organization, a desire is cultivated for continued acquisition of scientific knowledge with an emphasis on the profound appreciation for the study of life. Students will learn to use the scientific method, which involves asking scientific questions, developing hypotheses, collecting data, and drawing conclusions. Technology will be implemented through the use of Power point presentations for lecture material, use of Word and Excel for lab reports, and the use of the internet for research. Unit 1 Bioethics Recommended Time: 1 Week ●

Students will investigate the ethical implications of biological research. ○ Students will discuss specific bioethical problems occurring in research. ○ Students will research the pros and cons of these research methods. ○ Students will work in groups to present a bioethical issue of their choice and the pros and cons of that issue. ○ Formative Assessments: presentation.

Unit 2 Chemistry of Life Recommended Time: 4 Weeks ● Students will study the differences between living organisms and non-living organism, along with the chemical components of life. Students will complete a laboratory exercise related to the biochemistry of food. ○ Students will understand how atoms and molecules relate to Biology. ○ Students will connect biochemical molecules (lipids, carbohydrates, proteins, nucleic acids) to organismal processes.

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○ Students will collect data related to the presence of biochemical molecules in food and interpret that data accordingly. ○ Students will discuss the role of food and digestion in controlling input and output of biochemical molecules in animals. ○ Formative Assessments: Written analysis of lab results, presentation of lab results, homework, quizzes, and test.

Unit 3 Cell and Molecular Biology Recommended Time: 4 Weeks ● Students will build upon their knowledge of biochemical molecules and apply it to the transport of molecules in and out of cells, as well as the structure, and function of cells. ○ Students will discuss the differences between passive and active transport of molecules, highlighting osmosis, diffusion, membrane pumps, and ion channels. ○ Students will analyze how different solutions of sucrose affect the mass of eggs. ○ Students will explore basic microscope skills while investigating differences in size, shape, and morphology of cells. ○ Students will discuss the function of different organelles and create an innovative way to “advertise” their functions. ○ Formative Assessments: Written analysis (with graphs) of lab results, presentation of organelle advertisement, quizzes, and test.

Unit 4 Redox Reactions Recommended Time: 4 Weeks ● Students will investigate the role of oxidation-reduction reactions (Redox) in the movement of energy through organisms and ecosystems. ○ Students will discuss the process of photosynthesis and it’s role in a given ecosystem. ○ Students will connect the availability of light to the rate of photosynthesis through a virtual lab. ○ Students will investigate the relationship between photosynthesis and cellular respiration.

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○ Students will analyze the role of photosynthesis and cellular respiration in the flow of energy in an ecosystem. ○ Formative Assessments: Written analysis of virtual lab results, presentation of energy flow through photosynthesis and respiration, quizzes, and test.

Unit 5 Cell Cycle Recommended Time: 3 Weeks ● Students will analyze the role of the cell cycle in control of diseases such as cancer. ○ Students will research the role of the cell cycle in both unicellular and multicellular organisms. ○ Students will connect the cell cycle and mitosis to growth and development of multicellular organisms after fertilization. ○ Students will analyze the role of checkpoints in the cell cycle and make a connection between lack of checkpoints and development of ○ Formative assessments: Analysis of lab results, presentation of review material for middle school students, quiz, and test. Unit 6 Review and Semester Exam Recommended Time: 2 Weeks

Unit 7 Molecular Control of Organisms Recommended Time: 8 Weeks ● Students will relate genetics and molecular structure of DNA to the history of life on earth and its role in evolution. ○ Students will investigate the role of genetics in the structure, function, and adaptation of organisms. ○ Students will create and analyze models of DNA, RNA, and the synthesis of proteins while connecting their roles to the appearance and evolution of organisms. ○ Students will discuss the beginning of life on earth and investigate how earth’s early atmosphere was conducive to formation of cells and genetic materials. 135

○ Students will connect the role of DNA and genetics to the adaptation of individuals and evolution of species. ○ Formative assessments: Oral and visual presentation of project, analysis of lab results, building of genetic structures, quizzes, and tests. Unit 8 Evolution and Classification Recommended Time: 4 Weeks ● Students will analyze the role of evolution in classification of organisms based on their previous knowledge of genetics and evolution. ○ Students will connect their knowledge of genetics to an organisms ability to adapt to its environment. ○ Students will investigate how evolution and adaptation of species has led to modern classification methods. ○ Students will create and analyze classification methods based on morphology, physiology, and molecular genetics. ○ Formative assessments: Analysis of different types of classification, lab data analysis, oral and written presentation of project, quizzes, and test.

Unit 9 Physiology of Plants and Animals Recommended Time: 4 Weeks ● Students will connect their knowledge of evolution and classification to the physiologies of plants and animals. ○ Students will investigate the evolution of plants and the effect of environment on differences in physiology. ○ Students will analyze the term “form fits function”. ○ Students will research differences between each group of animals and relate their structures to their environment. ○ Students will create their own animal based on a particular environment and investigate how an organism’s morphology relates to its evolution in a particular environment. ○ Formative assessments: Written and oral presentation of project, analysis of lab data, quizzes, and tests. Unit 10 Review and Semester Exam Recommended Time: 2 Weeks 136

Course: Chemistry Course Description Chemistry is two-semester laboratory course that includes a survey of the fundamental principles of chemistry. First semester topics include atomic structure, periodic table, chemical nomenclature, and chemical bonding. Second semester topics begin with scientific calculations and data analysis, continuing with the mole and stoichiometry, states of matter, solutions, equilibrium, and acids and bases. Student will be exposed to a variety of technological components such as Microsoft applications (Power Point, Word, Excel), virtual lab demonstrations, and Internet websites.

Unit 1 Introduction to Chemistry Recommended Time: 1 week ● Students will be introduced to Chemistry, as the study of everything around us. Branches of chemistry involve the study of different kinds of matter. Scientist use the scientific methods to systematically pose and test solutions to questions and assess the results of the tests. Some scientific investigations result in the development of technology the can improve our lives and the world around us. ○ Students will be able to describe the role of a chemist and some the procedures that chemists use in their studies of matter and energy. ○ Student will define matter, energy, and the forms of energy. ○ Students will compare and contrast mass and weight. ○ Students will be familiar with the different branches of Chemistry and their areas of focus. ○ Students will know the common steps of the scientific method. ○ Students will be able to compare and contrast the types of data. ○ Students will identify the different types of variables. ○ Students will know the difference between a theory and a scientific law. ○ Students will be able to compare and contrast pure research, applied research, and technology. ○ Students will have a general knowledge of laboratory safety.

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Unit 2 Analyzing Data Recommended Time: 1 Week ● Students will know the basic mathematical skills and measuring principles that are important in problem solving and laboratory work. An analytical approach to problem solving will be described. The International Metric System (SI) units will be introduced. Density will be presented as a real world application of measurement and calculation skills. ○ Students will compare and apply strategies for solving problems in chemistry. ○ Students will realize that success in solving chemistry problems lies in knowledge and practice. ○ Students will define SI base unit for time, length, mass, and temperature. ○ Students will explain how adding a prefix changes a unit. ○ Students will list and use the SI Base units for mass, length, time, and temperature. ○ Students will express and convert quantities using the common SI prefixes. ○ Students will define and compare accuracy and precision. ○ Students will use significant notation to express the exactness of measurements. ○ Students will describe the accuracy of experimental data using error and percent error. ○ Students will compare the derived units for volume and density. ○ Students will perform calculations using density measurements. ○ Students will create graphs and reveal patterns in data. ○ Students will be able to interpret graphs.

Unit 3 Matter - Properties and Changes Recommended Time: 2 Weeks ● Students will know that everything is made of matter. Most common substances exist as solids, liquids, and gases, which have diverse physical and chemical properties. Matter can undergo physical and chemical changes. Most everyday matter occurs as mixtures and/or combinations of two or more substances. A compound is a combination of two or more elements. ○ Students will identify the characteristics of a substance.

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○ Students will distinguish between physical and chemical properties. ○ Students will differentiate among the physical state of matter. ○ Students will define physical change and list several common physical changes. ○ Students will define chemical change and list several indications that a chemical change has taken place. ○ Students will apply the law of conservation of mass to chemical reactions. ○ Students will be able to contrast mixtures and substances. ○ Students will classify mixtures as homogeneous or heterogeneous. ○ Students will list and describe several techniques used to separate mixtures. ○ Students will distinguish between elements and compounds. ○ Students will be able to describe the organization of elements in the periodic table. ○ Students will explain how all compounds obey the laws of definite and multiple proportions.

Unit 4 The Structure of the Atom Recommended Time: 2 Weeks ● Students will know that atoms are the fundamental building blocks of matter. The history of how ancient Greeks tried to explain matter, but the scientific study of the atom began with John Dalton in the early 1800’s. An atom is made of a nucleus containing protons and neutrons and the electrons move around the nucleus. The number of protons and the mass number define the type of atom. Unstable atoms emit radiation to gain stability. ○ Students will compare and contrast the atomic models of Democritus, Aristotle, and Dalton. ○ Students will understand how Dalton’s theory explains the conservation of mass. ○ Students will define atom and its’ components. ○ Students will distinguish between the subatomic particles in terms of relative charge and mass. ○ Students will describe the structure of the atom, including the locations of the subatomic particles. ○ Students will explain the role of atomic number in determining the identity of an atom. ○ Students will define isotope.

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○ Students will explain why atomic masses are not whole numbers but averages. ○ Students will be able to calculate the number of electrons, protons, and neutrons in an atom given its mass number and atomic number. ○ Students will explain the relationship between unstable nuclei and radioactive decay. ○ Students will be able to characterize alpha, beta, and gamma radiation in terms of mass and charge.

Unit 5 Electrons in Atoms Recommended Time: 2 Weeks ● Students will know the atoms of each element have a unique arrangement of electrons. Light is a form of electromagnetic radiation and has characteristics of both a wave and a particle. Wavelike properties of electrons help relate atomic emission spectra, energy states of atoms, and atomic orbitals. A set of three rules can be used to determine electron arrangement in an atom. ○ Students will be able to compare the wave and particle natures of light. ○ Students will define a quantum of energy, and explain how it is related to an energy change of matter. ○ Students will be able to contrast continuous electromagnetic spectra and atomic emission spectra. ○ Students will compare the Bohr and quantum mechanical models of the atom. ○ Students will explain the impact of de Broglie’s wave-particle duality and the Heisenberg uncertainty principle on the current view of electrons in atoms. ○ Students will identify the relationships among a hydrogen atom’s energy levels, sublevels, and atomic orbitals. ○ Students will apply the Pauli exclusion principle, the aufbau principle, and Hund’s rule to write electron configuration notation. ○ Students will define valence electrons, and draw electron-dot structures representing an atom’s valence electrons.

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Unit 6 The Periodic Table and Periodic Law Recommended Time: 2 Weeks ● Students will know that the periodic trends in the properties of atoms allow us to predict physical and chemical properties. The periodic table evolved over time as scientists discovered more useful ways to compare and organize the elements. Elements are organized into different blocks in the periodic table according to their electron configurations. Trends among elements in the periodic table include their size and their ability to lose or attract electrons. ○ Students will be able trace the development of the periodic table. ○ Students will identify the key features of the periodic table. ○ Students will explain why elements in the same group have similar properties. ○ Students will identify the four blocks of the periodic tale based on their electron configuration. ○ Students will compare period and group trends of several properties on the periodic table. ○ Students will relate period and group trends in atomic radii to electron configuration.

Unit 7 Ionic Compounds and Metals Recommended Time: 2 Weeks ● Knowledge that atoms in ionic compounds are held together by chemical bonds formed by the attraction of oppositely charged ions. Ions are formed when atoms gain or lose valence electrons to achieve a stable octet electron configuration. Oppositely charged ions attract each other, forming electrically neutral ionic compounds. In written names and formulas for ionic compounds, the cation appears first followed by the anion. Metals form crystal lattices and can be modeled as cations surrounded by a sea of freely moving valence electrons. ○ Students will define a chemical bond. ○ Students will be able to describe the formation of positive and negative ions. ○ Students will relate ion formation to electron configuration. ○ Students will describe the formation of ionic bonds and the structure of ionic compounds.

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○ Students will generalize about the strength of ionic bonds based on the physical properties of ionic compounds. ○ Students will categorize ionic bond formation as exothermic or endothermic. ○ Students will relate a formula unit of an ionic compound to its composition. ○ Students will write formulas for ionic compounds and oxyanions. ○ Students will be able to apply the naming rules to ionic compounds and oxyanions. ○ Students will be able to describe a metallic bond. ○ Students will relate the electron sea model to the physical properties of metals. ○ Students will define alloys and categorize them into two basic types.

Unit 8 Covalent Bonding Recommended Time: 2 Weeks ● Students will be aware that atoms gain stability when they share electrons and form covalent bonds. Specific rules are used when naming binary molecular compounds, binary acids, and oxyacids. Structural formulas show the relative positions of atoms within a molecule. The VESPR model is used to determine molecular shape. A chemical bond’s character is related to each atom’s attraction for the electrons in the bond. ○ Students will apply the octet rule to atoms that form covalent bonds. ○ Students will describe the formation of single, double, and triple covalent bonds. ○ Students will contrast sigma and pi bonds. ○ Students will relate the strength of a covalent bond to its bond length and bond dissociation energy. ○ Students will translate molecular formulas into binary molecular compound names. ○ Students will be able to name acidic solutions. ○ Students will list the basic steps used to draw Lewis structures. ○ Students will explain why resonance occurs and identify resonance structures. ○ Students will identify the three exceptions to the octet rule and name molecules in which these exceptions occur.

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○ Students will be able to summarize the VESPR boding theory. ○ Students will predict the shape of, and the bond angles in a molecule. ○ Students will define hybridization.

Unit 9 Chemical Reactions Recommended Time: 2 Weeks ● Students will start to familiarize themselves with the millions of chemical reactions in and around them and those chemicals transform reactants into products, resulting in the absorption or release of energy. Chemical reactions are represented by balanced chemical equations. There are four types of chemical reactions: synthesis, combustion, decomposition, and replacement reactions. Double replacement reactions occur between substances in aqueous solutions and produce precipitates, water, or gases. ○ Students will recognize evidence of chemical changes. ○ Students will represent chemical reactions with equations. ○ Students will balance chemical equations. ○ Students will classify chemical reactions by their type. ○ Students will identify the characteristics of different classes of chemical reactions. ○ Students will be able to describe aqueous solutions. ○ Students will write complete ionic and net ionic equations for chemical reactions in aqueous solutions. ○ Students will predict whether reactions in aqueous solutions will produce a precipitate, water, or gas.

Unit 10 Review and Semester Exam Recommended Time: 2 weeks

Unit 11 The Mole Concept Recommended Time: 1 Week ● Students will gain the knowledge that the mole represents a large number of extremely small particles. Chemists use the mole to count atoms, molecules, ions,

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and formula units. A mole always contains the same number of particles; however moles of different substances have different masses. The molar mass of a compound can be calculated from its chemical formula and can be used to convert from mass to moles of that compound. A molecular formula of a compound is a whole-number multiple of its empirical formula. Hydrates are solid ionic compounds in which water molecules are trapped. ○ Students will explain how a mole is used to indirectly count the number of particle so matter. ○ Students will relate the mole to a common everyday counting unit. ○ Students will convert between moles and number of representative particles. ○ Students will relate the mass of an atom to the mass of a mole of atoms. ○ Students will be able to convert between number of moles and the mass of an element. ○ Students will be able to convert between number of moles and number of atoms of an element. ○ Students will recognize the mole relationships shown by a chemical formula. ○ Students will calculate the molar mass of a compound. ○ Students will be able to convert between the number of moles and mass of a compound. ○ Students will apply conversion factors to determine the number of atoms or ions in a known mass of a compound. ○ Students will explain what is meant by the percent composition of a compound. ○ Students will determine the empirical and molecular formulas for a compound from mass percent and actual mass data. ○ Students will explain what a hydrate is and relate the name of the hydrate to its composition. ○ Students will determine the formula of a hydrate from laboratory data.

Unit 12 Stoichiometry Recommended time: 2 Weeks ● Students will understand the relationships in chemical reactions confirm the law of conservation of mass. The amount of each reactant present at the start of a chemical reaction determines how much product can form. The solution to every stoichiometric problem requires a balanced chemical equation. A chemical

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reaction stops when one of the reactants is used up. Percent yield is a measure of the efficiency of a chemical reaction ○ Students will be able to describe the types of relationships indicated by a balanced chemical equation. ○ Students will state the mole ratios from a balanced chemical equation. ○ Students will list the sequence of steps used in solving stoichiometric problems. ○ Students will be able to solve stoichiometric problems and calculations. ○ Students will identify the limiting reactant in a chemical equation. ○ Students will identify the excess reactant and calculate the amount remaining after the reaction is complete. ○ Students will be able to calculate the mass of a product when the amounts of more than one reactant are given. ○ Students will be able to calculate the theoretical yield of a chemical reaction from data. ○ Students will determine the percent yield for a chemical reaction.

Unit 13 States of Matter Recommended Time: 1 Week ● Students will become familiar with the kinetic molecular theory and that it explains the different properties of solids, liquids, and gases. Gases expand, diffuse, exert pressure, and can be compressed because they are in a low-density state consisting of tiny constantly moving particles. Intermolecular forces including dispersion forces, dipole-dipole forces, and hydrogen bonds, determine a substance’s state at a given temperature. The particles in solids and liquids have a limited range of motion and are not easily compressed. Matter changes phase when energy is added or removed. ○ Student will use the kinetic molecular theory to explain the behavior of gases. ○ Students will describe how mass affects the rates of diffusion and effusion. ○ Students will explain how gas pressure is measure and calculate the partial pressure of a gas. ○ Students will describe intramolecular forces. ○ Students will compare and contrast intermolecular forces. ○ Students will contrast the arrangement of particles in liquids and solids. ○ Students will describe the factors that affect viscosity. ○ Students will explain how the unit cell and crystal lattice are related.

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○ Students will know how the addition and removal of energy can cause a phase change. ○ Students will interpret a phase diagram.

Unit 14 Gases Recommended Time: 1 week ● Students will be introduced to and learn that gases respond in predictable ways to pressure, temperature, volume, and changes in number of particles. For a fixed amount of gas, a change in one variable (pressure, temperature, or volume) affects the other two. The ideal gas law relates the number of particles to pressure, temperature, and volume. When gases react, the coefficients in the balanced chemical equation represent both molar amounts and relative volumes. ○ Students will state the relationship among pressure, temperature, an volume of a constant amount of gas. ○ Students will apply the gas laws to problems involving the pressure, temperature, and volume of a constant amount of gas. ○ Students will relate number of particles and volume using Avogadro’s principle. ○ Students will relate the amount of gas present to its pressure, temperature, and volume using the ideal gas law. ○ Students will compare the properties of real and ideal gases. ○ Students will determine volume ratios for gaseous reactants and products by using coefficients from chemical reactions. ○ Students will apply gas laws to calculate amounts of gaseous reactants and products in a chemical reaction.

Unit 15 Mixtures and Solutions Recommended Time: 1 week ● Students will learn that nearly all of the gases, liquids, and solids that make up our world are mixtures. Mixtures can be either heterogeneous or homogeneous. Concentration can be expressed in terms of percent or in terms of moles. Factors such as temperature, pressure, and polarity affect the formation of solutions. Colligative properties depend on the number of solute particles in a solution.

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○ Students will compare the properties of suspensions, colloids, and solutions. ○ Students will identify types of colloids and types of solutions. ○ Students will describe the electrostatic forces in colloids. ○ Students will describe concentrations using different units. ○ Students will determine the concentrations of solutions. ○ Students will calculate the molarity of a solution. ○ Students will be able to describe how intermolecular forces affect solvation. ○ Students will define solubility. ○ Students will understand what factors affect solubility. ○ Students will describe colligative properties. ○ Students will identify four colligative properties and solutions. ○ Students will determine the boiling point elevation and freezing point depression of a solution.

Unit 16 Energy and Chemical Changes Recommended Time: 2 Weeks ● Students will know that energy can change form and flow, but it is always conserved. The enthalpy change for a reaction is the enthalpy of the products minus the enthalpy of the reactants. Thermochemical equations express the amount of heat released or absorbed by chemical reactions. The enthalpy change for a reaction can be calculated using Hess’ Law. Changes in enthalpy and entropy determine whether a process is spontaneous. ○ Students will be able to define energy. ○ Students will distinguish between potential and kinetic energy. ○ Students will relate chemical potential energy to the heat lost or gained in chemical reactions. ○ Students will calculate the amount of heat absorbed or released by a substance as its temperature changes. ○ Students will be able to describe how a calorimeter is used to measure energy that is absorbed or released. ○ Students will explain the meaning of enthalpy and enthalpy change in chemical reactions and processes. ○ Students will write thermochemical equations for chemical reactions and other processes.

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○ Students will be able to describe how energy is lost or gained during changes of state. ○ Students will calculate the heat absorbed or released in a chemical reaction. ○ Students will be able to apply Hess’ Law to calculate the enthalpy change for a reaction. ○ Students will explain the basis for the table of standard enthalpies of formation. ○ Students will calculate Enthalpy of reactions changes by using thermochemical equations. ○ Students will determine the enthalpy change for a reaction using standard enthalpies of formation data. ○ Students will differentiate between spontaneous and nonspontaneous processes.

Unit 17 Reaction Rates Recommended Time: 1 Week ● Students will understand that every chemical reaction proceeds at a definite rate, but can be speeded up or slowed down by changing the conditions of the reaction. Collision theory is the key to understanding why some reactions are faster than others. Factors such as reactivity, concentration, temperature, surface area, and catalysts affect the rate of a chemical reaction. The reaction rate law is an experimentally determined mathematical relationship that relates the speed of a reaction to the concentrations of the reactants. The slowest step in a sequence of steps determines the rate of the overall chemical reaction. ○ Students will calculate average rates of chemical reactions from experimental data. ○ Students will relate rates of chemical reactions to collisions between reacting particles. ○ Students will identify factors that affect the rates of chemical reactions. ○ Students will be able to explain the role of a catalyst. ○ Students will express the relationship between reaction rate and concentration. ○ Students will determine reaction orders using the method of initial rates. ○ Students will calculate instantaneous rates of chemical reactions. ○ Students will understand that many chemical reactions occur in steps. ○ Students will relate the instantaneous rate of a complex reaction to its reaction mechanism.

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Unit 18 Chemical Equilibrium Recommended time: 1 week ● Students will know that many reactions and processes reach a state of chemical equilibrium in which both reactants and products are formed at equal rates. Chemical equilibrium is described by an equilibrium constant expression that relates the concentrations of reactants and products. When changes are made to a system at equilibrium, the system shifts to a new equilibrium position. Equilibrium constant expression can be used to calculate concentrations and solubilities. ○ Students will be able to list the characteristics of chemical equilibrium. ○ Students will write equilibrium expressions for systems that are at equilibrium. ○ Students will calculate equilibrium constants from concentration data. ○ Students will describe how various factors affect chemical equilibrium. ○ Students will be able to explain how Le Chatelier’s principle applies to equilibrium systems. ○ Students will determine equilibrium concentrations of reactants and products. ○ Students will calculate the solubility of a compound from its solubility product constant. ○ Students will explain the common ion effect.

Unit 19 Acids and Bases Recommended Time: 1 Week ● Students will know acids and bases can be defined in terms of hydrogen ions and hydroxide ions or in terms of electron pairs. Different models help describe the behavior of acids and bases. In solution, strong acids and bases ionize completely, but weak acids and bases ionize only partially. pH and pOH are logarithmic scales that express the concentrations of hydrogen ions and hydroxide ions in aqueous solutions. In neutralization reaction, an acid reacts with a base to produce a salt and water. ○ Students will be able to identify the physical and chemical properties of acids and bases. ○ Students will classify solutions as acidic, basic, or neutral.

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○ Students will compare the Arrhenius, Bronsted-Lowry, and Lewis models of acids and bases. ○ Students will relate the strength of an acid or base to its degree of ionization. ○ Students will compare the strength of a weak acid with the strength of its conjugate base. ○ Students will be able to explain the relationship between the strengths of acids and bases and the values of their ionization constants. ○ Students will be able to explain pH and pOH. ○ Students will relate pH and pOH to the ion product constant for water. ○ Students will calculate the pH and pOH of aqueous solutions. ○ Students will write chemical equations for neutralization reactions. ○ Students will be able to explain how neutralization reactions are used in acid-base titrations. ○ Students will compare the properties of buffered and unbuffered solutions.

Unit 20 Redox Reactions Recommended time: 1 Week ● Students will know that oxidation-reduction reactions are among the most common chemical processes in both nature and industry and that they involve the transfer of electrons. Oxidation and reduction are complementary processes, as an atom is oxidized, another atom is reduced. Redox equations are balanced when the total increase in oxidation numbers equals the total decrease in oxidation numbers of the atoms involved in the reaction. ○ Students will be able to describe the processes of oxidation and reduction. ○ Students will identify oxidizing and reducing agents. ○ Students will determine the oxidation number of an element in a compound. ○ Students will interpret redox reactions in terms of change in oxidation state. ○ Students will relate changes in oxidation number to the transfer of electrons. ○ Students will use changes in oxidation number to balance redox equations. ○ Students will balance net ionic redox equations using the oxidationnumber method.

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Unit 21 Electrochemistry Recommended Time: 2 Weeks ● Students will know chemical energy can be converted to electric energy and electric energy to chemical energy. In voltaic cells, oxidation takes place at the anode, yielding electrons that flow to the cathode, where reduction occurs. Batteries are voltaic cells that use spontaneous reactions to provide energy for a variety of purposes. In electrolysis, a power source causes non-spontaneous reactions to occur in electrochemical cells. ○ Students will be able to describe a way to obtain electrical energy from a redox reaction. ○ Students will identify the parts of a voltaic cell and explain how each part operates. ○ Students will calculate cell potentials and determine the spontaneity of redox reactions. ○ Students will be able to describe the structure, composition, and operation of the typical carbon-zinc dry-cell battery. ○ Students will distinguish between primary and secondary batteries, and give two examples of each type. ○ Students will be able to explain the structure and operation of the hydrogen-oxygen fuel cell. ○ Students will describe the process of corrosion of iron and methods to prevent corrosion. ○ Students will be able to describe how it is possible to reverse a spontaneous redox reaction in an electrochemical cell. ○ Students will compare the reactions involved in the electrolysis of molten sodium chloride with those in the electrolysis of brine. ○ Students will be able to discuss the importance of electrolysis in the smelting and purification of metals.

Unit 22 Hydrocarbons Recommended Time: 2 Weeks ● Student will be introduced to organic compounds called hydrocarbons and how the differ by their types of bonds. Hydrocarbons are carbon containing organic compounds that provide a source of energy and raw materials. Alkanes are hydrocarbons that contain only single bonds. Alkenes are hydrocarbons that

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contain at least one double bond and alkynes are hydrocarbons that contain at least one triple bond. Some hydrocarbons have the same molecular formula but have different molecular structures. Aromatic hydrocarbons are usually stable compounds with ring structures in which electrons are shared by many atoms. ○ Students will be able to explain the term organic compound and organic chemistry. ○ Students will identify hydrocarbons and the models used to represent them. ○ Students will distinguish between saturated and unsaturated hydrocarbons. ○ Students will be able to describe where hydrocarbons are obtained and how they are separated. ○ Students will be able to name alkanes by examining their structures. ○ Students will draw the structure of an alkane when given its name. ○ Students will be able to describe the properties of alkanes. ○ Students will compare the properties of alkenes and alkynes with those of alkanes. ○ Students will describe the molecular structures of alkenes and alkynes. ○ Students will name an alkene or alkyne by examining its structure. ○ Students will draw the structure of an alkene or alkyne by analyzing its name. ○ Students will be able to describe the structural variation in molecules that results in optical isomers. ○ Students will compare and contrast the properties of aromatic an aliphatic hydrocarbons.

Unit 23 Review and Semester Exam Recommended Time: 2 weeks

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Course: Physics Physics is a two-semester laboratory course with a primary objective of familiarizing students with the basic physical concepts and principles of mechanics, waves, sound, light, and electricity. A conceptual, as well as a mathematical, approach is utilized. Problem solving skills are emphasized and a strong mathematical background is required. Lab experiments familiarize students with various methods of taking, recording, and analyzing data including using spreadsheets such as Excel and Numbers. Students make daily use of a variety of programs, including the Microsoft Office Suite and the iWork Suite. PHYSICS CONTENT DESCRIPTIONS Unit 1 Mathematical Background Recommended Time: 2 weeks ● Students will understand the basic mathematical concepts that are required for future study in the classroom and the laboratory including the metric system, error analysis, significant figures, uncertainty, and base units. ○ Students will understand why the metric system is used worldwide in all scientific research. ○ Students will learn how to convert from one metric unit to another. ○ Students will be able to calculate percent error and how to interpret the result and apply it to a laboratory setting. ○ Students will recognize which numbers of a measurement are significant and which can be discarded. ○ Students will interpret data and determine whether the measurements are accurate, precise, both, or neither. ○ Students will know the seven base units and learn how to combine them into derived units. Unit 2 Kinematics Recommended Time: 10 weeks ● Students will analyze the relationships between force, mass, gravity, and the motion of objects in one and two dimensions.

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○ Students will be able to calculate velocity and acceleration for a given frame of reference. ○ Students will recognize the difference between a vector quantity and a scalar quantity. ○ Students will be able to interpret a distance-time graph and a velocity-time graph and be able to describe the motion of the object. ○ Students will be able to draw a free-body diagram of any object(s) in any situation. ○ Students will understand the concept of net force and calculate the frictional forces present in motion. ○ Students will analyze the motion of a projectile and be able to describe the forces throughout. ○ Students will recognize that any two objects have a gravitational force between them and will calculate its magnitude. ○ Students will analyze a one-dimensional collision, both elastic and inelastic.

Unit 3 Energy Recommended Time: 4 weeks ● Students will evaluate the forms and transformations of energy. ○ Students will describe the difference between an open system, closed system, and an isolated system. ○ Students will identify the different types of potential energy. ○ Students will recognize that energy is conserved and will use kinetic energy and potential energy to solve problems. ○ Students will learn that a change in kinetic energy requires work. ○ Students will analyze the motion of a spring and a pendulum and be able to describe the energy transformations within. ○ Students will analyze the relationship between temperature, internal energy, and work done in a physical system. ○ Students will be able to measure power. ○ Students will understand the behavior of an ideal gas and be able to interpret a PV diagram.

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Unit 4 Review and Semester Exam Recommended Time: 2 weeks

Unit 5 Waves Recommended Time: 6 weeks ● Students will analyze the properties and applications of waves. ○ Students will be able to differentiate between transverse, longitudinal, and surface waves. ○ Students will be able to calculate the speed of sound in different media at different temperatures. ○ Students will explain the processes that results in the production and energy transfer of electromagnetic waves. ○ Students will experimentally determine the behavior of waves in various media in terms of reflection, refraction, and diffraction of waves. ○ Students will accurately illustrate a ray diagram for mirrors and lenses and determine the location of images. ○ Students will explain the relationship between the phenomena of interference and the principle of superposition. ○ Students will demonstrate the transfer of energy through different mediums by mechanical waves. ○ Students will be able to graphically derive the formula for the diffraction of light through two slits.

Unit 6 Electric Fields, Electricity, & Magnetic Fields Recommended Time: 7 weeks ● Students will evaluate relationships between electrical and magnetic forces. ○ Students will understand that an electrical force exists between all charges and will calculate its magnitude. ○ Students will be able to accurately diagram an atom. ○ Students will describe the transformation of mechanical energy into electrical energy and the transmission of electrical energy.

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○ Students will determine the relationship among potential difference, current, and resistance in a direct current circuit. ○ Students will determine equivalent resistances in series and parallel circuits. ○ Students will determine the relationship between moving electric charges and magnetic fields.

Unit 7 The Atom Recommended Time: 3 weeks ● The student will describe the corrections to Newtonian physics given by quantum mechanics and relativity when matter is very small, moving fast compared to the speed of light, or very large. ○ Students will explain matter as a particle and as a wave. ○ Students will understand how energy transitions happen in an atom. ○ Students will describe the Uncertainty Principle. ○ Students will be able to differentiate between conductors, insulators, and semi-conductors. ○ Students will describe the various types of atomic decay. ○ Students will explain the differences in time, space, and mass measurements by two observers when one is in a frame of reference moving at constant velocity parallel to one of the coordinate axes of the other observer’s frame of reference if the constant velocity is greater than one-tenth the speed of light.

Unit 8 Review and Semester Exam Recommended Time: 2 weeks

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Course: Astronomy I & II Astronomy I & II are one-semester elective courses during which students will first be introduced to the history of astronomy, its pioneers, and its tools. Then, they will move onto our neighborhood – the Solar System. The formation, life, and death of a star are the focus of the next unit. The final unit will deal with the origins of galaxies and the expansion of our universe. Study skills such as reading, highlighting, outlining, preparing and flash cards will be sharpened. Power Point presentations, Apple TV, and other forms of technology are used on a daily basis. In the fall semester, students are required to complete a long-term project, which must contain a technology component. ASTRONOMY CONTENT DESCRIPTIONS Unit 1 Introduction and History Recommended Time: 3 weeks ● Students will be exposed to the evolution of Astronomy as a science, from its ancient beginnings to modern times. In addition, students will understand the motion of bodies on the celestial sphere. ○ Students will consider various cultures and how their view of astronomy differed. ○ Students will critique claims made by past astronomers. ○ Students will evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe. ○ Students will explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy. ○ Students will evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles. ○ Students will be able to explain the need for time zones and leap years.

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Unit 2 Inner Solar System Recommended Time: 5 weeks ● Students will employ comparative planetology in explaining the similarities and differences amongst the four inner planets. ○ Students will sequence the events that led to the formation of the inner planets. ○ Students will illustrate and describe the layers of Earth from the inner core to the magnetosphere. ○ Students will consider and critique the various formation theories of the Moon. ○ Students will explain how the Moon affects life on Earth through tides. ○ Students will explain the cratered surface of Mercury, as well as it’s relatively large core and it’s lack of a significant magnetosphere. ○ Students will contrast the atmosphere of Venus with that of Earth and be able to explain why one can sustain life and the other cannot. ○ Students will explore and compare various surface features of Mars with those of Earth.

Unit 3 Outer Solar System Recommended Time: 5 weeks

● Students will employ comparative planetology in explaining the similarities and differences amongst the four outer planets. ○ Students will sequence the events that led to the formation of the outer planets. ○ Students will utilize atmospheric chemistry to explain Jupiter’s various colors and distinct cloud movements. ○ Students will compare the density pattern of the Galilean moons with the inner planets. ○ Students will explain why an inner moon is geologically active while an outer moon is geologically dead. ○ Students will deduce the formation of Saturn’s ring system. ○ Students will understand the wide variety of Saturn’s moons and the role they play (if any) in maintaining or shaping the rings. ○ Students will explain how a catastrophic impact altered the spin of Uranus.

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○ Students will contrast the moon system of Neptune with those of other planets. ○ Students will debate whether or not Pluto is a planet.

Unit 4 Solar System Debris Recommended Time: 3 weeks ● Students will describe and explain the wide variety of objects, other than planets and moons that orbit the Sun and could potentially affect life on Earth. ○ Students will be able to differentiate between a meteoroid, meteorite, and a meteor. ○ Students will explain the cause and composition of a meteor shower. ○ Students will learn the various classifications of asteroids and what could possibly be done to protect Earth from an impact. ○ Students will describe the origins and composition of comets. ○ Students will be able to summarize the formation of the asteroid belt, the Kuiper belt, and the Oort cloud.

Unit 5 Review and Semester Exam Recommended Time: 2 weeks

Unit 6 Stars and Stellar Evolution Recommended Time: 8 weeks ● Students will evaluate the significance of energy transfers and energy transformations in understanding the formation, life, and death of a star ○ Students will illustrate the fourteen stages of a star’s existence on an HR diagram. ○ Students will understand what conditions are needed for fusion to occur within a star. ○ Students will learn how to interpret an HR diagram to gather information about radius, temperature, etc.

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○ Students will analyze the energy relationships between the mass, power output, and lifespan of stars. ○ Students will be able to differentiate between a nova and a supernova, and explain the formation of elements through hydrogen capture, slow neutron capture, and rapid neutron capture. ○ Students will explain the initial conditions needed for the formation of neutron stars and black holes.

Unit 7 Galaxies and Cosmology Recommended Time: 8 weeks ● Students will understand astronomy on a larger scale and consider where our universe is headed in the future. ○ Students will classify galaxies based upon their appearance. ○ Students will understand the formation and merging of galaxies. ○ Students will analyze Hubble’s Law. ○ Students will consider the role played by dark matter in the structure of a galaxy. ○ Students will critique claims made by the Big Bang Theory. ○ Students will understand what happened in the first few milliseconds in the formation of our universe.

Unit 8 Review and Semester Exam Recommended Time: 2 weeks

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Course: Ecology Ecology is a one-semester laboratory course that is Ecology is designed to help students understand the complex interactions between organisms and their environment. As the students progress through the class, they will obtain knowledge on the more complex interactions between organisms and the diversity of life in different ecosystems. Students will continue to use the scientific method, which involves asking scientific questions, developing hypotheses, collecting data, and drawing conclusions. Students will also be expected to complete lab reports using Word and Excel, as well as present different projects to their peers using Powerpoint, iMovie, Minecraft, and other software. ECOLOGY CONTENT DESCRIPTIONS Unit 1 Bioethics and Introduction to Ecology Recommended Time: 2 Weeks ●

Unit 2 Ecosystems Recommended Time: 3 Weeks ● Students will study how life history and evolution are connected in different populations of species. ○ Students will create a virtual ecosystem and compare it to real-world ecosystems. ○ Students will connect climate in an ecosystem to the evolution of the organisms found in that ecosystem. ○ Students will teach their class about a specific ecosystem using real-world and virtual world display. ○ Students will discuss the importance of different ecosystems and their connection to the biosphere.

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○ Formative Assessments: Creation and presentation of real-world and virtual ecosystems.

Unit 3 Population Growth, Abundance, and Regulation Recommended Time: 4 Weeks ● Students will study how life history and evolution are connected in different populations of species. ○ Students will investigate how populations are connected to their life history. ○ Students will analyze the role of hunting in population control and population destruction. ○ Students will teach their classmates about different hunting practices and hunting laws related to a specific species. ○ Students will discuss the role of humans in affecting population distribution and abundance of specific organisms. ○ Formative Assessments: Creation and presentation of game species, hunting, and hunting laws, virtual population lab data analysis.

Unit 4 Energy Flow Recommended Time: 4 Weeks ● Students will investigate the role of energy flow in sustainability of an ecosystem. ○ Students will discuss budgets and create one using excel. ○ Students will connect the creation of a budget to energy budgets in ecosystems - energy in must equal energy out. ○ Students will understand the role of primary producers, primary consumers, and secondary consumers in a given ecosystem. ○ Students will analyze differences between ecosystem energy flow based on climate and water availability. ○ Formative Assessments: 5-7 page research paper explaining energy flow in an ecosystem and the effect of climate change on that energy flow.

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Unit 5 Competition, Parasitism Recommended Time: 3 Weeks ● Students will analyze the role of competition in an ecosystem. Students will discuss both healthy and unhealthy forms of competition between members of the same species and members of different species. ○ Students will research how invasive species affect an ecosystem and the level of competition in that ecosystem. ○ Students will connect the introduction of a species to the possible destruction of another species. ○ Students will analyze the mode of introduction of a species and its impacts on humans. ○ Students will discuss the role of parasitic species on humans and other species. ○ Formative assessments: Presentation of specific invasive species (student choice) and creation of iMovie from presentation, written proposal to Department of Natural Resources on how to deal with a specific invasive species.

Unit 6 Cumulative Research Paper Recommended Time: 2 Weeks

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Course: Engineering the Future I & II Engineering the Future I & II are semester long courses designed to introduce students to technology and engineering. The courses challenge students to understand why they need to study the STEM subjects if they do not plan on going into science or math as their career. Through this courses' practical real-world connections, students have an opportunity to see how science, mathematics, and engineering are part of their everyday world, and why it is important for every person to be technologically and scientifically literate. Each course is project based, with two projects, each being a marking period long. For each project, the class is given a task, such a designing a computer case/organizer, building a model skyscraper, or improving a specific boat design. This helps model the real world where you may be given a task to complete, but you have space in the job assignment to show innovation and creativity. Students must complete Engineering the Future I before moving on to Engineering the Future II. Technology will be used throughout the course, from design and implementation, data collection, and video and audio presentations. ENGINEERING FOR THE FUTURE CONTENT DESCRIPTIONS Yearlong Goals ● Students will develop a deep and rich understanding of the term “technology.” ○ Students will describe at least ten different technologies – objects and processes that have been modified to suit human needs and wants. ○ Students will explain how technologies are modified or invent through the engineering design process. ○ Students will give examples of how three different kids of professional engineers bring creative ideas to life. ● Students will develop their abilities to use the engineering design process. ○ Students will solve a problem or meet a challenge using the engineering design process. ○ Students will describe two different contexts where using system analysis can help solve problems. ○ Students will function effectively as a part of a team to solve problems. ○ Students will demonstrate originality and inventiveness in coming up with solution to problems. ○ Students will view failure as an opportunity to learn and try again. ○ Students will understand the complementary relationship between science, mathematics, technology, and engineering.

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○ Students will be able to apply energy concepts to solving engineering design problems. ○ Students will explain how advances in technology have made new discoveries in science possible. ○ Students will use mathematics to solve real life engineering problems. ○ Students will use a variety of technology to both solve problems as well as communicate the solutions to those problems. ● Students will understand how advances in technology affect human society, and how human society determines which new technology will be developed. ○ Students will describe at least six differences in prevailing technology that make the lives of today’s youth different from those from a century ago. ○ Students will describe at least two different technologies that had unintended side effects and tell if those side effects were helpful, harmful, or both. ○ Students will explain how new technologies has come around to help deal with the negative effects of another technology. ○ Students will predict how technology might change the world and explain why there needs to be plans for technological change.

● Students will be able to apply fundamental concepts about energy to a wide variety of problems. ○ Students will describe how differences in pressure, temperature, and electrical potential drive the flow of energy in a system. ○ Students will describe resistance to energy flow in thermal, fluid, and electrical systems. ○ Students will explain why energy input is required to produce and maintain a difference in temperature, pressure, or electrical potential. ● Students will be able to work as an effective member of team. ○ Students will express thoughts and ideas effectively using oral, written, and nonverbal communication skills. ○ Students will listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions. ○ Students will exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. ○ Students will develop, implement, and communicate new ideas to others effectively. ○ Students will be open and responsive to different perspectives; incorporating group input and feedback into the work.

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○ Students will assume shared responsibility for collaborative work, and value the individual contributions made by each team member.

Unit 1 Designing a New Organizer Recommended Time: 9 weeks ● Students, in groups, will use the engineering design process to design a variety of organizers. ○ Students will define the problem and give criteria and constraints of a given situation. ○ Students will be able to complete cost benefit analysis and life cycle analysis for design products. ○ Students will be able to draw scaled engineering drawings including orthographic, isometric, oblique, and perspective drawings. ○ Students will be able to describe the difference between niche and mass markets and how that can affect the design process.

Unit 2 Designing a Building of the Future Recommended Time: 9 weeks ● Students will, in groups, use the engineering design process to design a structurally sound building. ○ Students will be able to describe the five main types of stress that lead to structural failure. ○ Students will be able to calculate live load and dead load. ○ Students will be able to measure tensile and compressive strength as well as elasticity, plasticity, and elongation. ○ Students will be able to describe the movement of thermal energy in a building and describe ways to minimize that movement.

Unit 3 Improving a Patented Boat Design Recommended Time: 9 weeks ● Students will, in groups, use the design process to redesign a model boat that is powered by a thermal/fluid engine. ○ Students will understand the difference between open and closed pneumatic and hydraulic systems.

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○ Students will predict the behavior of compresses gases based on Boyle’s, Charles’, Gay-Lussac’s, and Pascal’s Laws. ○ Students will differentiate between a variety of manufacturing processes. ○ Students will understand the patent process and the importance of patents.

Unit 4 Electricity and Communication Systems Recommended Time: 9 weeks ● Students will use electrical circuits to build a variety of communication systems. ○ Students will design basic electrical circuits using batteries, bulbs, wires, resistors, LEDS, switches, capacitors, etc. ○ Students will be able to calculate energy, power, resistance, and current in a circuit. ○ Students will use problem solving to design circuits that can communicate basic information. ○ Students will be able to draw schematic diagrams of the circuits they designed.

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Course: Environmental Science Environmental Science is a one-semester course that is designed to introduce students to the world of environmental studies by helping them acquire basic analytical tools to investigate major environmental problems in their own surroundings, as well as around the world. Students are exposed to current environmental problems and policy issues from local, national, and global viewpoints. Students will study global ecosystems, natural resources and human interactions with both. Environmental science will explore real world issues and the scientific method will be used to propose solutions to these problems. Students will also be expected to complete lab reports using Word and Excel, as well as follow lectures on Power Point. Two projects will be completed in the course involving solutions to global environmental problems.

ENVIRONMENTAL SCIENCE CONTENT DESCRIPTIONS

Unit 1 Introduction of Long Term Project Recommended Time: 2 Weeks + Time Throughout Semester ● Students will connect their previous knowledge to developing a semester-long project involving educating the school about environmental science. ○ Students will discuss how to create a long-term project and maintain project beyond end of class. ○ Students will create a proposal supplemented with a schedule of events and timeline of completion. ○ Students will create a cost assessment and budget for completion of project. ○ Students will begin a dialogue with their peers in other classes as well as community experts in the field of the project they choose. ○ Formative Assessments: Proposal approval, creation of semester-long schedule/plan, creation of dialogue throughout school and between community resources.

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Unit 2 Global Perspective of ES Recommended Time: 2 Weeks ● Students will analyze the global impacts of environmental science. Students will also make connections between local human impacts on the environment and global human impacts. ○ Students will discuss the impacts of carbon footprints and compare developing vs developed countries. ○ Students will analyze and compare environmental programs in GA, the US, and around the world. ○ Students will make connections between population abundance, carbon footprints, and environmental impacts. ○ Formative Assessments: Writing and reading aloud of short stories based on local and global impacts of one of the following topics: air pollution, water pollution, recycling, agriculture, biodiversity, renewable energy, waste.

Unit 3 Water & Air Recommended Time: 3 Weeks ● Students will connect their previous knowledge of ecosystems to the impacts of water and air pollution on those ecosystems. ○ Students will discuss the effect of water pollution on aquatic ecosystems and human health. ○ Students will connect the production of air pollution to terrestrial ecosystem management and human health. ○ Students will analyze the pros and cons of specific products and their effects on the environment. ○ Formative Assessments: Writing and presenting and argumentative essay for or against certain types of water or air pollution, classroom debate pertaining to production of air or water pollution by industries.

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Unit 4 Atmosphere, Climate, & Land Recommended Time: 3 Weeks ● Students will discuss the effect of urban sprawl and humans on the atmosphere and climate change. ○ Students will analyze the connection of human population growth and climate change. ○ Students will connect urban sprawl, deforestation, and the increase in carbon in the atmosphere. ○ Students will make predictions about the future of the planet based on correct population projections and assessments. ○ Formative Assessments: Creation of models to predict urban sprawl and human population growth in the next 100 years, presentation of models and analysis of the effects of human population on the atmosphere and future climate change.

Unit 5 Food & Population Growth Recommended Time: 3 Weeks ● Students will research the effects of increased agriculture and human population on the surrounding environment. Students will connect this information to the growing concern about climate change. ○ Students will discuss the effects of agriculture on both terrestrial and aquatic ecosystems. ○ Students will connect human population growth with desertification and decreases in agricultural yield. ○ Students will compare agricultural practices in developing and developed nations as well as the impact of those practices on the environment. ○ Formative Assessments: Create and present maps based on the agricultural practices of different areas of the world. Unit 6 Energy & Waste Recommended Time: 3 Weeks ● Students will demonstrate the importance of scientific research in the development of renewable energy. Students will also investigate the role of renewable energy in decreasing production of waste.

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○ Students will discuss the differences between renewable and nonrenewable energy resources. ○ Students will explore the current research in improvements of renewable energy resources. ○ Students will create a cost/benefit analysis regarding the implementation of renewable energy on a small scale vs. a large scale. ○ Students will research the LEED certification process and its impacts on the process of upgrading buildings to renewable energy. ○ Formative Assessments: Design and present a plan for implementing renewable energy at Brandon Hall, write and submit and proposal for application of renewable energy in a school environment.

Unit 7 Cumulative Research Paper Recommended Time: 2 Weeks

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Course: Integrated Science Integrated Science is a two-semester class designed to tie in various fundamental scientific principles that overlap in five different core science subjects. These include scientific laws and theories found in chemistry, physics, biology, astronomy, and earth science. Within each field, students are taught practical skills that illustrate what a professional scientist might use in their respective fields. Yearlong themes include how scientists use previous knowledge to develop new theories, how science is still changing today, how humans are affecting the environment, and using the scientific method to solve problems everyday. Students are taught the use of Word, Excel, and PowerPoint (or the iWork equivalent) to make reports, graphs, and presentations. Internet resources including their online textbook, Quizlet.com, and a class Wikispaces page are used on a daily basis. INTEGRATED SCIENCE COURSE DESCRIPTIONS Unit 1 Basic Science Skills Recommended Time: 2 weeks ● Students will use standard practices for all classroom laboratory and field investigations ○ Students will follow correct procedures for use of scientific apparatus. ○ Students will demonstrate appropriate techniques in all laboratory situations. ○ Students will develop and use systematic procedures for recording and organizing information. ○ Students will use technology to produce tables and graphs.

Unit 2 Motion Recommended Time: 4 weeks ● Students will understand how different forces interact with each other and objects in a frame of reference. ○ Students will understand how frame of reference is used to describe motion. ○ Students will calculate speed, velocity, and acceleration. 172

○ Students will utilize graphs to determine the relative motion of an object. ○ Students will identify forces acting on an object and the net force. ○ Students will be able to identify friction when it is helpful and when it is harmful. ○ Students will know how mass and distances affect the gravitational force between two objects. ○ Students will state Newton’s three laws of motion and give examples of each.

Unit 3 Work and Energy Recommended Time: 4 weeks ● Students will understand what affects energy and work can have in the real world. ○ Students will know that work is done when a force moves an object. ○ Students will understand how machines help people do work. ○ Students will identify and describe six types of simple machines. ○ Students will identify a minimum of eight different types of energy. ○ Students will explain energy transformations and give multiple examples. ○ Students will compare and contrast sound and light waves and their behaviors.

Unit 4 Interactions of Matter Recommended Time: 3 weeks ● Students will understand how atoms and sub-atomic particles determine temperature, state of matter, and the elements. ○ Students will differentiate between thermal energy, temperature, and heat. ○ Students will list the three different ways heat moves and give examples of each. ○ Students will compare and contrast thermal conductors and insulators. ○ Students will differentiate between the four main states of matter. ○ Students will identify the six phase changes and tell if each requires the addition or removal of thermal energy. ○ Students will utilize the kinetic molecular theory to explain the behavior of gases, including Boyle’s and Charles’ Laws. ○ Students will trace the development of the modern atomic theory.

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○ Students will determine the structure of an element’s atoms using a periodic table.

Unit 5 Understanding the Universe Recommended Time: 3 weeks ● Students will understand the structure of the sun and the solar system and what makes our planet unique. ○ Students will evaluate the geocentric and heliocentric systems. ○ Students will describe the characteristics that the inner planets have in common. ○ Students will identify the characteristics that distinguish each of the inner planets. ○ Students will describe the characteristics that the outer planets have in common. ○ Students will identify the characteristics that distinguish each of the outer planets. ○ Students will describe the characteristics of comets. ○ Students will compare and contrast asteroids, meteoroid, meteorites, and meteors. ○ Students will describe the development of technology that has allowed for the advancement of astronomy. ○ Students will explain how stars are classified. ○ Students will explain how a star forms. ○ Students will identify what determines how long a star will live. ○ Students will distinguish between the life cycle of a high mass star and a low mass star.

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○ Students will graphically compare and analyze data points and/or summary statistics. ○ Students will develop reasonable conclusions based on data collected. ○ Students will evaluate whether conclusions are reasonable by reviewing the process and checking against other available information.

Unit 7 Review and Semester Exam Recommended Time: 2 weeks

Unit 8 Geologic Structure of Earth Recommended Time: 6 weeks ● Students will understand how forces under the Earth’s crust can affect life on the surface. ○ Students will explain Wegener’s hypothesis about continents. ○ Students will list the evidence used by Wegener to support his hypothesis. ○ Students will list the evidence for sea-floor spreading. ○ Students will describe the processes of sea-floor spreading and subduction. ○ Students will explain the theory of plate tectonics. ○ Students will describe the three types of plate boundaries. ○ Students will explain how stress in the crust changes Earth’s surface. ○ Students will identify the scales used to measure the strength of an earthquake. ○ Students will explain how seismologist detect and measure earthquakes. ○ Students will describe factors that contribute to the eruption style of a volcano. ○ Students will classify volcanoes based both on shape and on activity. ○ Students will define a mineral and explain how minerals are identified. ○ Students will utilize the classifying characteristics of minerals to identify different samples of minerals. ○ Students will list the characteristics used to identify rocks. ○ Students will describe the rock cycle and explain the role of plate tectonics in the rock cycle.

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Unit 9 Geologic History Recommended Time: 3 weeks ● Students will understand what fossils tell us about the history of the Earth. ○ Students will explain how fossils form. ○ Students will identify the different kinds of fossils. ○ Students will state the law of superposition. ○ Students will describe how geologists determine the relative age of rocks. ○ Students will explain what happens during radioactive decay. ○ Students will explain the major events of the geologic time eras.

Unit 10 Exploring Ecology Recommended Time: 4 weeks ● Students will understand how living things interact with the nonliving parts of their ecosystem to form biomes. ○ Students will identify biotic and abiotic parts of an ecosystem. ○ Students will describe the levels of organization within an ecosystem. ○ Students will describe how ecologists determine the size of a population. ○ Students will explain what causes populations to change in size. ○ Students will explain how an organism’s adaptations help it survive. ○ Students will describe the major types of interactions among organisms, including the three types of symbiosis. ○ Students will describe the energy roles of organization in an ecosystem. ○ Students will explain food chains, food webs, and energy pyramids. ○ Students will identify ways that humans affect ecosystems and the ways that humans can protect ecosystems. ○ Students will list and describe Earth’s major land, freshwater, and marine biomes. ○ Students will compare and contrast aquatic and terrestrial succession.

Unit 11 Heredity Recommended Time: 3 weeks ● Students will understand how traits are passed from parent to offspring.

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○ Students will describe Mendel’s genetic experiments. ○ Students will utilize genetic symbols to represent alleles and to predict possible genetic inheritance through Punnett squares. ○ Students will describe the principles of probability and how Mendel applied them to inheritance. ○ Students will describe chromosomes and their role in inheritance. ○ Students will explain why some human traits show a variety of phenotypes. ○ Students will state how Darwin explained variations among similar species. ○ Students will explain how natural selection leads to evolution. ○ Students will state new evidence that exists that support evolution and how technology has revealed this evidence.

Unit 12 Review and Semester Exam Recommended Time: 2 weeks

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Course: Physical Science Physical Science is a two-semester, laboratory course that is designed to provide students with an understanding of how their physical world works through the presentation of core topics from chemistry and physics. This course helps students make important connections between the science they learn in class and the science they experience in everyday life. Within each field, students are taught practical skills that illustrate what a professional scientist might use in their respective fields. Yearlong themes include how scientists use previous knowledge to develop new theories, how science is still changing today, how humans are affecting the environment, and using the scientific method to solve problems everyday. The use of technology is woven throughout the class. Students have short projects and labs that require the use of Word, Excel, and PowerPoint (or the iWork equivalent) to make presentations. Other assignments have them making their own audio and visual recording using QuickTime Player. Internet resources including their online textbook, Quizlet.com, and a class Wikispaces page, are used on a daily basis. PHYSICAL SCIENCE CONTENT DESCRIPTIONS Unit 1 Basic Science Skills Recommended Time: 3 weeks ● Students will use standard practices for all classroom laboratory and field investigations ○ Students will follow correct procedures for use of scientific apparatus. ○ Students will demonstrate appropriate techniques in all laboratory situations. ○ Students will develop and use systematic procedures for recording and organizing information. ○ Students will use technology to produce tables and graphs. ○ Students will use technology to develop, test, and revise experimental or mathematical models. ○ Students will recognize the relationship between accuracy and precision. ○ Students will solve scientific problems by substituting quantitative values, using dimensional analysis, and/or simple algebraic formulas as appropriate. ○ Students will write clear, coherent laboratory reports related to scientific investigations.

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○ Students will participate in group discussions of scientific investigation and current scientific issues.

Unit 2 Motion and Forces Recommended Time: 3 weeks ● Students will understand motion in terms of speed, velocity, acceleration and momentum and understand the relationship between forces and motion. ○ Students will explain motion in terms of frame of reference, distance, and displacement. ○ Students will compare speed, velocity, acceleration and momentum using investigations, graphing, scalar quantities and vector quantities. ○ Students will explain how gravitational force affects the weight of an object and the velocity of an object in free fall. ○ Students will classify frictional forces into one of four types: static, sliding, rolling, and fluid. ○ Students will explain forces using Newton’s three laws of motion.

Unit 3 Energy Recommended Time: 3 weeks ● Students will understand the types of energy, conservation of energy, and energy transfer. ○ Students will explain thermal energy and its transfer. ○ Students will explain the law of conservation of energy in a mechanical system in terms of kinetic energy, potential energy and heat. ○ Students will explain work in terms of the relationship among the applied force to an object, the resulting displacement of the object and the energy transferred to an object. ○ Students will explain the relationship among work, power and simple machines both quantitatively and qualitatively.

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Unit 4 Electricity and Magnetism Recommended Time: 3 weeks ● Students will understand the relationship between electricity, magnetism, and the real world. ○ Students will summarize static and current electricity. ○ Students will explain simple series and parallel DC circuits in terms of Ohm’s law. ○ Students will explain how current is affected by changes in composition, length, temperature, and diameter of wire. ○ Students will explain magnetism in terms of domains, interactions of poles, and magnetic fields. ○ Students will explain the practical applications of magnetism.

Unit 5 Waves Recommended Time: 4 weeks ● Students will understand the nature of waves. ○ Students will explain the relationships among wave frequency, wave period, wave velocity and wavelength through calculation and investigation. ○ Students will compare waves (mechanical, electromagnetic, and surface) using their characteristics. ○ Students will classify waves as transverse or compressional (longitudinal). ○ Students will illustrate the wave interactions of reflection, refraction, diffraction, and interference.

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Unit 7 Review and Semester Exam Recommended Time: 2 weeks

Unit 8 Matter Recommended Time: 5 weeks ● Students will understand types, properties, and structure of matter ○ Students will classify matter as: homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals or metalloids; solution, colloid or suspension. ○ Students will explain the phases of matter and the physical changes that matter undergoes. ○ Students will compare physical and chemical properties of various types of matter. ○ Students will interpret data presented in Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

Unit 9 Reactions Recommended Time: 7 weeks ● Students will understand chemical bonding and chemical interactions. ○ Students will infer valence electrons, oxidation number, and reactivity of an element based on its location in the Periodic Table. ○ Students will infer the type of chemical bond that occurs, whether covalent, ionic or metallic, in a given substance. ○ Students will predict chemical formulas and names for simple compounds based on knowledge of bond formation and naming conventions.

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○ Students will exemplify the law of conservation of mass by balancing chemical equations. ○ Students will classify types of reactions such as synthesis, decomposition, single replacement or double replacement.

Unit 10 Application of Chemistry Recommended Time: 4 weeks ● Students will connect the properties of different chemicals with practical applications. ○ Students will predict how the rate of dissolving will change due to various factors. ○ Students will explain how changing a solution can change both physical and chemical properties. ○ Students will summarize the characteristics and interactions of acids and bases. ○ Students will compare nuclear reactions including alpha decay, beta decay and gamma decay, nuclear fusion and nuclear fission. ○ Students will exemplify the radioactive decay of unstable nuclei using the concept of half-life.

Unit 11 Review and Semester Exam Recommended Time: 2 weeks

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Course: Renewable Energies I & II Renewable Energies I & II are one-semester elective courses designed to raise awareness about the benefits of renewable energy, efficiency, and energy savings. These courses will introduce concepts concerning to renewable energy sources, renewable energy technologies, and applications of renewable energies and its environmental impacts. Topics include: Energy and climate change, solar thermal energy, solar photovoltaic, wind energy, bioenergy, hydroelectricity, geothermal energy, and tidal power. Students taking these classes will be required to use a variety of computer technologies for both grasping concepts and presenting assignments. RENEWABLE ENERGIES I & II CONTENT DESCRIPTIONS Unit 1 Solar Thermal Energy Recommended Time: 3 weeks ● Students will learn about various methods that are employed to gather solar energy. The focus will be on a homeowner can save energy and money. The project for this unit is the design and construction of an energy efficient house. ○ Students will understand how appliances like a rooftop solar water heater functions. ○ Students will study the yearly patterns of the Sun in our sky and learn how this movement can affect incoming radiation. ○ Students will explain how landscaping choices such as the selection and placement of trees can save energy. ○ Students will consider the benefits of construction methods such as using a Trombe Wall and weigh those benefits against cost and appearance.

Unit 2 Solar Photovoltaic Recommended Time: 3 weeks ● Students will learn how we can harness solar radiation and convert this energy directly into electricity. The project for this unit is the construction of a solar powered vehicle. ○ Students will be exposed to the history of the photovoltaic cell and the invention of the semiconductor. 183

○ Students will investigate how the doping of a semiconductor can increase its conductivity. ○ Students will correlate the improvements of solar cell technology with the dramatic drop in cost of production. ○ Students will weigh the environmental impact of solar cells versus their cost and energy benefits. ○ Case study: National Bridges National Monument’s energy independence.

Unit 3 Hydroelectric Energy Recommended Time: 4 weeks ● Students will learn how humans have been utilizing the power of flowing water to convert potential and kinetic energy into mechanical and electrical energy. The project for this unit will be a presentation on a hydroelectric dam of their choosing, discussing the benefits that we receive as well as the negatives that we have to contend with. ○ Students will learn the steps taken by engineering firms in choosing a suitable site for a dam, the initial stages of construction, and operation of the on-site power plant. ○ Students will interpret data given for world hydroelectric output and deduce the reasons why one continent is ahead of another. ○ Students will consider all environmental impacts including loss of archaeological sites, altered fish migrations, and displacement of local residents. ○ Students will describe how water flows through a penstock and over a turbine to produce electricity. ○ Case study: Glen Canyon Dam’s responsibility of supplying power to the Southwest region of the U.S.

Unit 4 Wind Energy Recommended Time: 3 weeks ● Students will learn how wind energy has been used for everything from milling grain to producing electricity. Students will analyze problems and find solutions for situations involving wind power. The project for this unit is the design and construction of a wind turbine.

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○ Students will be exposed to the history of wind power that dates back thousands of years. ○ Students will understand the cause of wind and weather on Earth. ○ Students will analyze the aerodynamics of various blades and consider the advantages and disadvantages of each. ○ Students will be able to differentiate between horizontal axis and vertical axis windmills. ○ Students will consider the downside of wind energy that includes noise pollution, radar malfunction, and the death of birds flying into and around the blades. ○ Case study: Laurel Mountain Wind Project, West Virginia.

Unit 5 Bioenergy Recommended Time: 3 weeks ● Students will learn that humans could drastically reduce their dependence on fossil fuels by using bioenergy more frequently and more efficiently. The project for this unit is the design of a website promoting the use of two biofuels. ○ Students will learn that biofuels were the only source of fuel until coal came to prominence during the industrial revolution. ○ Students will realize the difficulty in estimating the worldwide consumption of biofuels. ○ Students will learn what takes place when a hydrocarbon combusts. ○ Students will define the term energy crops and will understand why they are grown. ○ Students will differentiate between temperate crop wastes and tropical crop wastes. ○ Students will realize the benefits of using animal waste as a biofuel.

Unit 6 Final Project Recommended Time: 2 weeks

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Unit 7 Tidal Power Recommended Time: 4 weeks ● Students will study the rise and fall of the oceans and how this natural process can result in the production of vast quantities of energy. The project for this unit will be the design of a short movie concerning tidal power. ○ Students will understand the interactions between the Earth, Moon, and Sun, and how these gravitational influences cause ocean levels to vary on a daily basis. ○ Students will learn how Coriolis forces can affect the tide. ○ Students will know the energy transformations that take place in order to produce electricity. ○ Students will differentiate between the different types of turbines that are used to generate electricity. ○ Students will consider the environmental impact of the production of tidal power. ○ Students will consider the economic factors involved with operation of a tidal power plant. ○ Case study: Bay of Fundy, Nova Scotia.

Unit 8 Wave Energy Recommended Time: 4 weeks ● Students will study how humans have only recently been able to harness the energy of ocean waves in a way that makes it financially competitive with other renewable energy resources. The project for this unit is to construct a model replicating the Carnegie wave energy project. ○ Students will differentiate between off-shore and shore-based devices and will state the advantages and disadvantages of each. ○ Students will learn the basic physical properties of surface wave and the energy contained within. ○ Students will calculate the power produced per meter length of wave crest. ○ Students will interpret a map of data showing the average annual power output based on wave heights. ○ Students will learn about ocean currents and global wind patterns to explain why wave heights vary based on location.

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○ Students will be exposed to various wave energy technologies. ○ Case study: Carnegie Wave Energy Project, Western Australia.

Unit 9 Geothermal Energy Recommended Time: 4 weeks ● Students will learn how the interior of the Earth provides a virtually never-ending supply of energy and how access to this energy can vary depending upon one’s location on the planet. The project for this unit will be a presentation of a country/region on Earth that utilizes geothermal energy. ○ Students will be able to diagram the interior of the Earth and explain the role that each layer has related to geothermal energy. ○ Students will explain why some areas of Earth have easy access to this energy while other areas do not. ○ Students will learn about radioactive decay, tectonic plate movements, geysers, and volcanic activity. ○ Students will consider how an aquifer, an impermeable cap rock, and an internal heat source can interact to produce favorable conditions for access to geothermal energy. ○ Students will be exposed to modern geothermal technologies utilized for exploitation. ○ Case study: Reykjavík, Iceland.

Unit 10 Fossil Fuels Recommended Time: 4 weeks ● Although not a renewable resource, it is important for students to be familiar with the resources that mankind has been dependent upon for more than a century and to consider their future prospects. The project for this unit will be a two-team debate – one in support of using fossil fuels and the other opposed to their use. ○ Students will know the various types of fossil fuels used and which regions of Earth are the primary producers of the fuels. ○ Students will consider the time and sequence of steps necessary for Earth to build a reserve of fossil fuels.

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○ Students will learn how economic demands and political turmoil can change output and prices. ○ Students will consider how life would be altered if humans suddenly had limited or no access to fossil fuels. ○ Case study: Western U.S. shale oil reserves.

Unit 11 Final Project Recommended Time: 2 weeks

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Course: Science Survey Science Survey is designed to increase science vocabulary while still covering major themes in science. These include scientific laws and theories found in chemistry, physics, biology, astronomy, and earth science. Within each field, students are taught practical skills that illustrate what a professional scientist might use in their respective fields. Yearlong themes include how scientists use previous knowledge to develop new theories, how science is still changing today, how humans are affecting the environment, and using the scientific method to solve problems everyday SCIENCE SURVEY CONTENT DESCRIPTIONS Unit 1 Basic Science Skills Recommended Time: 2 weeks ● Students will use standard practices for all classroom laboratory and field investigations ○ Students will follow correct procedures for use of scientific apparatus. ○ Students will demonstrate appropriate techniques in all laboratory situations. ○ Students will develop and use systematic procedures for recording and organizing information. ○ Students will use technology to produce tables and graphs.

Unit 2 Building Blocks of Life Recommended Time: 6 weeks ● Students will understand what makes something alive and characteristics that all living things share. ○ Students will list the characteristics all living things share. ○ Students will be able to classify objected based on similar characteristics. ○ Students will describe how the development of technology allowed for greater scientific understanding of living things. ○ Students will state the three points of the cell theory. ○ Students will identify the major organelles and describe their functions. 189

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Students will compare and contrast bacterial, plant, and animal cells. Students will compare passive transport to active transport. Students will explain why cells are small. Students will describe the process of photosynthesis and cellular respiration and how they are connected. ○ Students will compare and contrast alcoholic and lactic acid fermentation. Unit 3 Ecology Recommended Time: 3 weeks ●

Students will understand how living and non-living things interact in ecosystem. ○ Students will identify biotic and abiotic parts of an ecosystem. ○ Students will describe the levels of organization within an ecosystem. ○ Students will explain what causes populations to change in size. ○ Students will describe the major types of interactions among organisms, including the three types of symbiosis. ○ Students will describe the energy roles of organization in an ecosystem. ○ Students will explain food chains, food webs, and energy pyramids. ○ Students will list and describe Earth’s major land, freshwater, and marine biome.

Unit 4 Foundations of Chemistry Recommended Time: 3 weeks ●

Students will be able to thoroughly describe a substance based on its characteristics. ○ Students will list properties of matter such as mass and volume that can be measured. ○ Students will be able to calculate density of a substance when given its mass and volume. ○ Students will classify properties of matter as physical or chemical. ○ Students will list the four states of matter and their characteristics. ○ Students will name the change in heat that happens as matter changes states. ○ Students will know the difference between physical and chemical change. ○ Students will differentiate between metals, metalloid, and nonmetals. ○ Students will explain the organization of the periodic table.

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Unit 5 Using Energy and Heat Recommended Time: 2 weeks ●

Students will understand how energy changes from one form to another. ○ Students will identify ways energy changes from one form to another. ○ Students will explain the laws of conservation of mass and of energy. ○ Students will differentiate between thermal energy, temperature, and heat. ○ Students will list the three different ways heat moves and give examples of each. ○ Students will compare and contrast conductors and insulators.

Unit 6 Independent Long Term Project: Science Fair Project Recommended Time: 6 weeks concurrent with other units ● Students will identify and investigate problems scientifically. ○ Students will suggest reasonable hypotheses for identified problems. ○ Students will develop procedures for solving scientific problems. ○ Students will collect, organize, and record appropriate data. ○ Students will graphically compare and analyze data points and/or summary statistics. ○ Students will develop reasonable conclusions based on data collected. ○ Students will evaluate whether conclusions are reasonable by reviewing the process and checking against other available information. Unit 7 Review and Semester Exam Recommended Time: 2 weeks

Unit 8 Earth’s Lithosphere Recommended Time: 6 weeks ● Students will understand how forces interact inside the Earth to change the surface of the Earth. ○ Students will explain how geologists learn about Earth’s inner structures.

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Students will identify the characteristics of Earth’s crust, mantle, and core. Students will explain the theory of plate tectonics. Students will explain how stress is the crust changes Earth’s surface. Students will explain how seismologist detect and measure earthquakes. Students will explain what happens when a volcano erupts. Students will describe the different types of volcanic eruptions. Students will describe how volcanoes and earthquakes change Earth’s surface. ○ Students will explain how weathering, deposition, and erosion affect Earth’s surface. ○ Students will identify the different types of mechanical and chemical weathering.

Unit 9 Weather and Climate Recommended Time: 5 weeks ●

Students will understand how energy in the Earth’s atmosphere interacts to produce weather and climate. ○ Students will describe the composition of Earth’s atmosphere. ○ Students will identify the main layers of the atmosphere and characteristics of each layer. ○ Students will identify the major sources of air pollution. ○ Students will state in what form energy travels from the sun to Earth. ○ Students will identify three ways in which heat is transferred. ○ Students will state how scientists describe and explain winds. ○ Students will identify where the major global wind belts are located. ○ Students will identify the common types of precipitation and how it is measured. ○ Students will identify the major types of air masses that affect the weather in North America and describe how they move. ○ Students will name the main types of fronts and the associated weather. ○ Students will explain how weather forecasters predict the weather. ○ Students will describe what can be learned from information shown on weather maps. ○ Students will identify factors used to determine climates. ○ Students will explain what causes long-term climate changes. ○ Students will identify events that can cause short-term climate changes.

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○ Students will describe how human activities might be affecting the temperature of Earth’s atmosphere. ○ Students will explain how human activities have affected the ozone layer.

Unit 10 Sun, Moon, and Earth Recommended Time: 5 weeks ● Students will understand how the Sun, Moon, and Earth interact with each other. ○ Students will demonstrate how Earth moves in space. ○ Students will explain what causes the cycle of seasons on Earth. ○ Students will identify what determines the strength of the force gravity between two objects. ○ Students will describe two factors that keep the moon and Earth in orbit. ○ Students will explain what causes the phases of the moon. ○ Students will describe solar and lunar eclipses. ○ Students will identify what causes the tides. ○ Students will identify some characteristics of the moon. ○ Students will evaluate three different theories of how the moon was formed.

Unit 11 Review and Semester Exam Recommended Time: 2 weeks

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Health and Physical Education Department Course: Health Education Health and Physical Education Department Mission: To provide developmentally appropriate, standards-based instruction that encompasses the physical, mental, spiritual and social well being of individuals as they function independently and as a part of society. We embrace the position that health is more than the absence of disease but, that it involves the individual in decision-making activities aimed at promoting an awareness of the responsibility of the individual in contributing to personal and community health. Course Description: Students will comprehend concepts related to health promotion and disease prevention. They will learn steps that are needed to make healthy decisions as prescribed in the Georgia National Standards. These decision-making processes will enable individuals to collaborate with others to improve their quality of life. Students will recognize health problems; develop personal fitness goals, and track progress towards attaining those goals over time. Goals: By the end of the year, students will demonstrate their ability to use decisionmaking skills to enhance health, and avoid health risks. They will practice healthenhancing behaviors and have access to information products and services to promote health and prevent disease. Students will be able to analyze the influence of family, peers, culture and other factors that effect healthy behaviors. Technology Components: Students will have numerous opportunities to develop their knowledge and skills. Students will design web sites and create fitness plans Assessments: Assessments need to demonstrate the actual application of health knowledge and skill through activities like personal wellness plans, behavior logs, roleplays, can other real life experiences and personal applications. Unit 1 Fitness & Nutrition Recommended Time: 2 weeks â&#x2014;? Students will be instructed in the area of nutrition to enhance quality of life, and to develop a disciplined approach to eating. They will learn about sources of proteins, carbohydrates and fats.

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o Students will analyze how nutritional choices can positively or negatively affect one’s immediate and long-term health. o Students will be able to assess how family dietary behaviors can impact health and quality of life. o Students will analyze the relationship between the types and amount of foods consumed and chronic disease. o Students will determine the amount of aerobic physical activity they engage in on a weekly basis. o Students will evaluate how media messages try to manipulate food choices. o Students will assess how food choices are influenced by multiple factors including ethnic cultures. o Students will identify criteria for evaluating information about dietary supplements. o Students will compare and contrast websites that promote exercise programs.

Unit 2 Human Sexuality and STI’s Recommended Time: 3 weeks ● Students will learn the female and male reproductive system. They will understand the stages of puberty and development, body image and sex characteristics. Students will discuss sexually transmitted infections and their symptoms, sexual assault and sexual violence. o Students will interpret data on teen pregnancy rates in the community and its impact on graduation rates. o Students will determine how social influences affect sexual activity and describe its impact on emotional and social health. o Students will observe and evaluate how protect themselves from transmitted diseases. o Students will analyze the potential consequences of having unprotected sex on physical, emotional and social health. o Students will learn about and express their feelings about the cultural expectations placed on them as a male/female in our culture. o Students deconstruct media messages and show how they promote sex appeal. o Students will demonstrate their ability to access resources that provides accurate information about sexual assault and sexual violence. o Students will examine the risks associated with tobacco, alcohol and list professional health services which deal with these issues.

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Unit 3 Mental Health/Disorders and Conflict Resolution Recommended Time: 3 Weeks â&#x2014;? Students will learn the about good character, self respect and self control. They will be able to identify the traits and behaviors identified with having good character. o Students will analyze possible causes of conflict and demonstrate negotiation skills and other strategies to manage conflict in healthy ways. o Students will identify the relationship between depression and suicidal behavior. o Students will describe responsible actions that promote positive self-esteem. o Students will understand how social-emotional environments affect health status, and how negative behaviors can be emotional pollutants. o Students will keep journals for one week about emotional influences and how different personalities effect health. o Students will identify strategies for coping with anxiety. o Students will discuss codependency and outline some mental disorders. o Students will be able to mental-health services for coping and treatment.

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o Students will implement, compare and contrast the cost of OTC brand names drugs to generic products. They will demonstrate how to use the computer to find information about drugs and alcohol. o Students will examine the risks associated with tobacco use and alcohol use, and list professional health services which deal with these issues. o Students will read or view a case study on chemical dependency and analyze the stages of the addiction continuum from casual use, to abuse, to addiction.

Unit 5 Injuries and First Aid Recommended Time: 2 weeks ● Students will learn about safety guidelines and the risks of unintentional injuries. We will examine injuries in the home, workplace, motor vehicles and the community, and discuss proper medical procedures. o Students will learn ways to reduce the risks of ▪ Poisoning ▪ Fires ▪ Falls ▪ Choking and suffocation o Students will demonstrate knowledge of OSHA o Students will explain first aid procedures for sudden burns, muscle injuries and cold temperature and heat related illnesses o Students will understand how to apply a splint, what to do for fractures, and sprains. o Students will work as a team to develop a first aid kit and list what should be in it. o Students will describe the PRICE treatment and when it is used.

o Students will know the local emergency number to obtain medical care immediately. o Students will understand tips for giving chest compressions. o Students will learn the warning signs for heart attacks ▪ Pressure in the chest ▪ Dizziness ▪ Sweating ▪ Shortness of breath o Students will learn about Stroke and what is happening in the brain. They will learn the 6 steps of first aid that is involved in treating a victim. o Students will learn basic first aid for wounds such as nosebleeds, lacerations, and abrasions and puncture wounds.

Unit 7 Environmental Health Recommended Time: 2 weeks ● Students will understand and be able to describe the greenhouse effect and global warming. They will learn about the connection between population and the environment. o Students will work in groups of two and list as many environmental issues at least 5 environmental issues. o Students will research several media resources that report on environmental issues in a balanced manner. o Students will discuss how air and water pollution affect health. o Students will identify sources of water pollution. o Students will work individually outlining ways the government works to keep water clean. o Students will learn about EPA and what air quality index means to us. o Students will practice ways to conserve energy and describe ways to recycle. o Students will research and present information about one of the 10 worst environmental hazards of our time. o In groups of two students will design a web page about; ▪ Thinning ozone ▪ Population growth rate ▪ Reductions of Rain Forest ▪ Deforestation

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Course: Strength Training Physical Education Department Mission: To provide developmentally appropriate, standards-based instruction that builds knowledge, fitness, movement skills, and social well- being. Our programs provide a foundation for informed decision-making that will empower students to achieve and maintain a healthy life. Course Description: Students in strength training will learn basic fundamentals of strength training, aerobic exercise, and safety principles. They will also understand the importance of nutrition and exhibiting a proper diet. Students will also begin to exhibit independence in creating a fitness and nutrition plan. Goals: Students will have knowledge of various weight training techniques and be able to identify the muscles that each work out is utilizing. The students will take the foundations of the fitness training, diet analysis, aerobic exercise, and utilize these skills as they maintain a healthy lifestyle. Technology Components: Students will be exposed to Polar GoFit- an online heart rate tool that monitors student’s heart rate during exercise. Video analysis will be utilized to show and analyze correct form. Assessments: Students will be assessed in a variety of ways. In addition to Teacher Observation –quizzes and collaborative projects – students will demonstrate what they have learned through individual group participation. Students will take skills tests and use video analysis to assess their own performance. Unit 1: Safety Recommended Time: 1 Week Students will understand the risk of being in the weight room and using the various pieces of equipment. The importance of having partners in the weight room and to utilizing spotters will be reviewed. ❏ Students will demonstrate ability to show care and precision in spotting a partner and make written analysis of strengths and weaknesses ❏ Students can explain the risks of not having a work out partner or being in weight room by your self. ❏ Students will be able to properly stack and put back equipment to assure the weight room form is clear.

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Unit 2: Fitness Plans Recommended Time: 2 Weeks Students will learn how to independently create a detailed plan that has an end goal in sight and helps increase their fitness level. ❏ Students can identify why it needs to work out different muscles on consecutive days. ❏ Students can create a detailed plan that includes whether the plan is for tone or bulk. ❏ Students can evaluate whether their plan is on track to reach their set goal and then continue to build on the goals.

Unit 3: Nutrition Recommended Time: 2 weeks Students will understand the importance of a balanced diet and the breakdown of each nutrient. Students will be able to read nutrition labels and comprehend the correlation between calories and weight. ❏ Identify the traits of each of the 6 nutrients: mineral, water, vitamins, carbohydrates, protein, and fats. ❏ Understand the benefits of each nutrients and how it correlates with a balanced diet. ❏ Able to read and comprehend a nutrition label. Students should then be able to determine the nutrition value of each food item. ❏ Understand the caloric value of fats, carbs, and proteins.

Unit 4: Plyometrics Recommended Time: 2 weeks Students will understand the benefits and purpose of plyometrics and identify with how it compares with free weight training. ❏ Explain how exercises such as jumping, bounding, and hopping will build muscle strength ❏ Able to demonstrate appropriate form by video and analyze improvements needed. ❏ Have various barometers to track strength and speed improvement over period of time.

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Unit 5: Conditioning Recommended Time: 3 weeks Students will understand the difference between aerobic and anaerobic endurance and will learn a number of different exercises that utilizes both. Students will learn how to predict is max heart rate and understand how to achieve this. ❏ Explain different examples of aerobic endurance and know why various activities are classified as aerobic. ❏ Explain different examples of anaerobic endurance and know why those activities are classified as anaerobic. ❏ Students will be able to create a fitness plan that will increase aerobic endurance. ❏ Students will understand the necessary exercise intensity to be able to have the maximum aerobic endurance.

Unit 6: Exercise/Weight Training Technique Recommended Time: 3 weeks Students will understand the proper weight lifting techniques for the various muscles. They will understand what a set and repetition is and correlate the number of sets/repetitions with the purpose of the workout. Students will identify the difference between lifting for tone and bulk. ❏ Students can properly demonstrate bench press, butterfly, bicep curl, arm raises, incline and decline press, lawnmower ❏ Students can identify the muscle worked for each of the above exercises and can identify ways to determine incorrect form. ❏ Student can identify ways that incorrect form correlates with injuries. ❏ Identify the muscles in the large muscle groups: Chest, Back, Legs ❏ Identify the muscles in small muscle groups: Shoulders, Biceps, Triceps, Calves ❏ Students can name and demonstrate at least 2 exercises for each muscle group.

Unit 7: Flexibility/Stretching Recommended Time: 2 weeks Students will be able to understand the steps and importance to maintain a healthy level of flexibility. Characteristics and differences of dynamic and static stretching will be learned. ❏ Students will be able to understand why stretching, good diets, and back exercises are important to maintain flexibility. 202

â?? Students will be able to explain the differences between dynamic and static stretching and comprehend the benefits of both. â?? Students will be able to explain how flexibility and stretching correlates with overall wellness. â?? Students will be able to demonstrate proper form including not bouncing and holding the stretch for a certain amount of time.

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Course: High School - Physical Education Physical Education Department Mission: To provide developmentally appropriate, standards-based instruction that builds knowledge, fitness, movement skills, and social well- being. Our programs provide a foundation for informed decision-making that will empower students to achieve and maintain a healthy life. Course Description: Students in High School Physical Education develop knowledge, skill, and confidence needed to maintain meaningful physical activity throughout their lifetime. The course provides a spiraling content in a manner that equips students to make a successful transition from the Middle School Physical Education, to participation in physical activity during adulthood. Adult life demands that individuals initiate and monitor their own participation in physical activity. Students develop personal fitness goals and track progress towards attaining those goals over time. Students develop analytical skills, team-building skills, goal setting and self-assessment. Goals: By the end of the year, students develop proficient movement skills in each area of physical education; they expand their capabilities for independent learning; and they examine practices that allow for sound decision making to enhance successful participation in movement activities. Students will also understand how to build personal relationships through good sportsmanship and leadership skills. Technology Components: Students will be exposed to Polar GoFit- an online heart rate tool that monitors student’s heart rate during exercise, and will utilize video analysis to determine correct form Assessments: Students will be assessed in a variety of ways. In addition to Teacher Observation – quizzes, and group projects – students will demonstrate what they have learned through individual and collaborative participation and students will take skills tests. Unit 1 Soccer Recommended Time: 2 week ● Students will be instructed in the fundamental skills of soccer. Students will learn skills in various individual and small groups. They will learn rules and offensive/defensive strategies.

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o Students will use control when dribbling a soccer ball around cones. o Students will be able to advance a soccer ball down the field while passing it back and forth with a partner while keeping it away from others. o Students will be able move to an open space while in game play. o Students will pass a ball to a teammate to gain advantage while playing a game. o Students will learn the positions in offense and defense. o Students will develop basic skills necessary to play a game of soccer. o Students will execute a variety of placement shots into the goal to avoid the goalkeeper. o Students will learn the basic history and rules of soccer, as well as the guidelines.

Unit 2 Archery Recommended Time: 2 weeks â&#x2014;? Students will learn the history, physical, emotional, and social benefits, safety strategies, skill and techniques of Archery necessary to participate in and enjoy the sport as a lifetime activity. o Students will determine their dominant eye and demonstrate how to string a bow. o Students will demonstrate the eleven steps of shooting a bow. o Students will observe and evaluate how to shoot and score arrows. o Students will understand the safety and strategies of Archery. o Students will shoot and score arrows. o Students will know the area of each of the color rings and the percentage of the total target that each encompass. o Students will learn a brief history of Archery and how it was first used for hunting and warfare. o Students will provide three opportunities to cooperate with others in a group archery activity and explain rules and safety procedures.

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Unit 3 Field Hockey Recommend Time: 2 weeks ● Students will learn and practice many skills necessary to play the game of field hockey. They will learn proper safety techniques, basic field positions, offensive and defensive strategies, and understand basic terminology and rules of the game. o Students will learn the basic grip of the field hockey stick-left hand on top with a “v” made with the thumb and index finger. o Students will practice dribbling with ball in front of the body, head up to see. o Students will be able to work with teammates to create efficient passes. o Students will be able to move to a space that allows for successful passes to be made. o Students will be able to make long and short passes to a target or a partner. o Students will understand the importance of moving into open space and be able to demonstrate this movement. o Students will demonstrate proper pass technique by holding the stick appropriately to achieve this. o Students will play a variety of small-sided games to understand and reinforce offensive and defensive play.

Unit 4 Personal Fitness Recommended Time: Once a week all semester ● Students will learn the benefits of endurance, flexibility and improved strength. They will develop the skills necessary to measure their own fitness and physical activity and to analyze and evaluate their level of involvement. o Students will learn the five basic components of physical fitness. o Students will learn how to take their resting heart rate, and how to measure and calculate their target heart rate and understand the importance of recovery rates. o Students will learn about Polar Go Fit and how to wear a heart rate monitor and track their individual performance online. o Students will design their own fitness plan with weekly, monthly and quarterly goals. o Students will keep journals of their exercise patterns and routines. 206

o Students will participate in the fitness-gram fitness test to compare their level of fitness to other individuals their age. o Students will participate in 30 minutes of moderate to vigorous activity at least 3 days per week. o Students will be able to define BMI and be able to distinguish between healthy and unhealthy BMIâ&#x20AC;&#x2122;s. o Students will monitor their fitness progress in their portfolio each week.

Unit 5 Tennis Recommended Time: 2weeks â&#x2014;? Students will practice fundamental skills of tennis, including serving, forehand, backhand strokes and proper footwork in preparation for each stroke. Students will learn how to keep score in a game situation. o Students will be able to demonstrate competency in basic court movement racket handling skills by exploring their hand-eye coordination and footwork during drills and activities. o Students will demonstrate forehand stroke proficiency by making 10 out of 15 shots in bounds across the net. o Students will demonstrate the backhand stroke for accuracy. o Students will learn and practice their punch and full swing serves. o Students will practice in a game situation forehand, backhand and volleys while keeping score. o Students will implement their knowledge of rules and strategies while playing a singles match. o Students will participate in a round robin doubles tournament. Students will monitor their fitness progress in their portfolio each week.

Unit 6 Ultimate Frisbee Recommended Time: 1 week â&#x2014;? Students will learn the basic rules and throwing procedures of Ultimate Frisbee. They will learn a history and origin of the sport, and will understand the purpose of offense and defense. o Students will learn two different ways to throw and receive a disc.

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o Students will demonstrate tactical awareness by moving into open space. o Students will work cooperatively with other teammates by learning the rules of the game. o Students will demonstrate the ability to make short and long distance throws. o Students will work as a team to develop offensive strategies. Students will monitor their fitness progress in their portfolio each week.

Unit 7 Basketball Recommended Time: 2 weeks â&#x2014;? Students will learn the fundamental skills necessary to play basketball. They will combine skills of running, passing, dribbling and shooting with defensive and offensive strategies. o Students will use correct form while dribbling around cones. o Students will be able to move to an open space to receive a pass from a teammate during a 2 on 2 game situations. o Students will understand basic ball violations of double dribble, traveling, and carrying the ball. o Students will learn and understand zone defense. o Students will practice screening, and give and go, on offense. o Students will be able to identify and name position of players, as well as terminology. o Students will know what a foul shot is and being able to make 2 out of 5. Students will monitor their fitness progress in their portfolio each week.

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o Students will play small-sided games working on underhand serve. o Students will learn the offensive strategy of three touches per side. o Students will learn the defensive strategy to bump return the ball to the setter. o Students will work in groups of four trying to keep the ball in the air for two minutes. o Students will learn critical elements of blocking; legs together, arms bent and hands by ears before jumping. o Students will learn elements of the spike and practice the Approach, that hand makes contact with the ball at the highest point. o Students will monitor their fitness progress in their portfolio each week.

Unit 9 Pickle ball Recommended Time: 2 weeks â&#x2014;? Students will learn to develop skills of quickness, agility, and hand-eye coordination. Components of pickle-ball are shot placement and play strategies. o Students will learn the fundamental techniques of various strokes; forehand, backhand, drop shot, smash o Students will understand basic terminology used in the game. o Offensive and defensive strategies will be introduced during game play. o Students will identify and demonstrate the double bounce rule and the no volley zone. o Students will learn how a point is only scored on serves. o Students will practice proper serving technique. o Students will demonstrate teamwork and safety by playing doubles. Students will monitor their fitness progress in their portfolio each week.

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Course: Middle School - Physical Education

Physical Education Department Mission: To provide developmentally appropriate, standards-based instruction that builds knowledge, fitness, movement skills, and social well- being. Our programs provide a foundation for informed decision-making that will empower students to achieve and maintain a healthy life. Course Description: Students in Middle School Physical Education develop movement skills in diverse physical activities that include games, sports and cardiovascular exercises. Lifelong health and physical fitness is supported through challenging units of study that are developmentally and age appropriate. Students develop personal fitness goals and track progress towards attaining those goals over time to ensure an individual focus on achieving and maintaining a health lifestyle that supports physical activity, analytical skills, team-building skills, goal setting and self assessment. Goals: By the end of the year, students should know and demonstrate the fundamentals and rules of various individual and team activities and sports. Students will also understand how to build personal relationships through good sportsmanship and leadership skills. Technology Components: Students will be exposed to Polar GoFit- an online heart rate tool that monitors student’s heart rate during exercise, and PE lessons. Assessments: Students will be assessed in a variety of ways. In addition to Teacher Observation – quizzes and group projects – students will demonstrate what they have learned through individual and collaborative participation and students will take skills tests. Unit 1 Soccer Recommended Time: 2 week Students will be instructed in the fundamental skills of soccer. Students will learn skills in various individual and small groups. They will learn rules and basic offensive/defensive strategies. • Students will use control when dribbling a soccer ball around cones. • Students will be able to advance a soccer ball down the field while passing it back and forth with a partner while keeping it away from others. 210

• • • • •

Students will be able move to an open space while in game play. Students will pass a ball to a teammate to gain advantage while playing a game. Students will learn the positions in offense and defense. Students will develop basic skills necessary to play a game of soccer. Students will execute a variety of placement shots into the goal to avoid the goalkeeper.

Unit 2 Archery Recommended Time: 2 weeks ● Students will learn the history, physical, emotional, and social benefits, safety strategies, skill and techniques of Archery necessary to participate in and enjoy the sport as a lifetime activity. o Students will determine their dominant eye and demonstrate how to string a bow. o Students will demonstrate the eleven steps of shooting a bow. o Students will observe and evaluate how to shoot and score arrows. o Students will understand the safety and strategies of Archery. o Students will shoot and score arrows. o Students will know the area of each of the color rings and the percentage of the total target that each encompass. o Students will learn a brief history of Archery and how it was first used for hunting and warfare. o Students will provide three opportunities to cooperate with others in a group archery activity and explain rules and safety procedures.

Unit 3 Floor Hockey Recommend Time: 2 weeks Students will learn and practice many skills necessary to play the game of floor hockey. They will learn proper safety techniques, basic field positions, offensive and defensive strategies, and understand basic terminology and rules of the game. o Students will learn the basic grip of the field hockey stick-left hand on top with a “v” made with the thumb and index finger. o Students will practice dribbling with ball in front of the body, head up to see. o Students will be able to work with teammates to create efficient passes. o Students will be able to move to a space that allows for successful passes to be made. 211

o Students will be able to make long and short passes to a target or a partner. o Students will understand the importance of moving into open space and be able to demonstrate this movement. o Students will demonstrate proper pass technique by holding the stick appropriately to achieve this. o Students will play a variety of small-sided games to understand and reinforce offensive and defensive play.

Unit 4 Personal Fitness Recommended Time: Once a week all semester Students will learn the benefits of endurance, flexibility and improved strength. They will develop the skills necessary to measure their own fitness and physical activity and to analyze and evaluate their level of involvement. o Students will learn the five basic components of physical fitness. o Students will learn how to take their resting heart rate, and how to measure and calculate their target heart rate and understand the importance of recovery rates. o Students will learn about Polar Go Fit and how to wear a heart rate monitor and track their individual performance online. o Students will design their own fitness plan with weekly, monthly and quarterly goals. o Students will keep journals of their exercise patterns and routines. o Students will participate in the fitness-gram fitness test to compare their level of fitness to other individuals their age. o Students will participate in 30 minutes of moderate to vigorous activity at least 3 days per week. o Students will be able to define BMI and be able to distinguish between healthy and unhealthy BMIâ&#x20AC;&#x2122;s.

Unit 5 Tennis Recommended Time: 2weeks Students will practice fundamental skills of tennis, including serving, forehand, and backhand strokes. Students will learn how to keep score in a game situation. o Students will be able to demonstrate competency in basic court movement racket handling skills by exploring their hand-eye coordination and footwork during drills and activities. o Students will demonstrate forehand stroke proficiency by making 10 out of 15 shots in bounds across the net. 212

o Students will demonstrate the backhand stroke for accuracy. o Students will learn and practice their punch and full swing serves. o Students will practice in a game situation forehand, backhand and volleys while keeping score. o Students will implement their knowledge of rules and strategies while playing a singles match. o Students will participate in a round robin doubles tournament.

Unit 6 Ultimate Frisbee Recommended Time: 1 week Students will learn the basic rules and throwing procedures of Ultimate Frisbee. They will learn the history and rules of the sport, and will understand the purpose of offense and defense. o Students will learn two different ways to throw and receive a disc. o Students will demonstrate tactical awareness by moving into open space. o Students will work cooperatively with other teammates by learning the rules of the game. o Students will demonstrate the ability to make short and long distance throws. o Students will work as a team to develop offensive strategies.

Unit 7 Basketball Recommended Time: 2 weeks Students will learn the fundamental skills necessary to play basketball. They will combine skills of running, passing, dribbling and shooting with defensive and offensive strategies. o Students will use correct form while dribbling around cones. o Students will be able to move to an open space to receive a pass from a teammate during a 2 on 2 game situation. o Students will understand basic ball violations of double dribble, traveling, and carrying the ball. o Students will learn and understand zone defense. o Students will practice screening, and give and go, on offense. o Students will be able to identify and name position of players, as well as terminology. o Students will know what a foul shot is and being able to make 2 out of 5.

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Unit 9 Speedball Recommended Time: 2 weeks Students will learn how to incorporate basic skills from soccer, football and basketball into a new setting. o Students will review and practice kicking, passing, shooting. o Students will practice more specific skills such as converting ground balls to aerial balls. They will learn overhead dribbles and kick up drills. o Students will learn trapping, guarding and goalkeeping skills. o Offensive and defensive strategies will be introduced during game play. o Students will learn general rules of the game; when ball is on the ground, soccer rules apply. When the ball is in the air, basketball rules apply, and when the ball is being forwarded, football rules apply. o Students will learn how many points each goal is worth.

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Unit 10 Track and Field Time Recommended 3 weeks Students will learn and practice skills required for running, jumping and throwing events. Each student will have a opportunity to practice these skills during the unit. At the conclusion of the unit, a non-competitive track meet will take place. o Students will learn and develop the skills needed to perform each event. o The student will learn when sprinting to keep the head still and relaxed, arms to the side and elbows bent at a 90% angle. o The student will be able to demonstrate proper from when sprinting a distance of 50 meters. o Students will be able to jump by taking off with one foot while performing a long jump. o Students will learn to throw the shot put by twisting the body forward and releasing the shot at a specific time. o Students will learn and be able to run a relay race by practicing the exchanging of the baton. o Students will learn where the exchange zone is and be able to perform the exchange correctly 3 out of 5 times. o Students will participate in a number of lead up activities such as sprinting events, distance events, jumping events and throwing events. o Students will participate in a culminating event at the end of this unit. We will enter and run a 5k event, and enter the HERSEYâ&#x20AC;&#x2122;S Track & Field Games meet, in the hopes to qualify and compete at the North American Final in Hersey, Pennsylvania.

Unit 11 Badminton Recommended time: 2 weeks Students will learn the basic fundamental stokes in badminton. They will learn forehand/backhand clear, overhead clear, serve, smash and lob. o Students will demonstrate an understanding of rules, safety and procedures as they apply to the game. o Student will be able to hold the racquet and demonstrate proper grip. o The student will be able to execute the long and short serve in a mini game type setting. o The student will be able to demonstrate proper backhand swing, and the smash in a rally type situation. o Students will demonstrate their knowledge of the game by playing in a doubles match.

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o Students will be able to detect and correct errors of a critical element of movement with backhand, forehand, overhand and underhand hits.

Unit 12 Softball Recommended Time: 1 week Students will focus on developing skills of throwing, catching and hitting. They will learn history, rules and offensive/defensive strategies. o Students will understand base running and running strategies. o Students will demonstrate proper hitting mechanics. o Students will develop throwing and catching skills. o The student will be able to identify all the positions in softball, and be able to play at least one of them as well. o Students will demonstrate responsible personal and social behavior by understanding and accepting physical differences. o Students will learn catching techniques with a glove such as; above the waist-fingers up, below the waist-fingers down. o Students will learn to turn perpendicular to the target when throwing. o When batting, students will learn that their front elbow should be back and bent at 45%, that non-dominant hand is on top, and that you pivot from your back foot to front as you swing.

Unit 13 Team Handball Recommended Time: 2 weeks Students will learn the fundamental skills of team handball and learn to combine skills from other games and activities. o Students will identify and demonstrate proper throws in the game. o Students will learn the rules of the game and demonstrate knowledge of safety concepts and procedures. o Students will develop physical fitness and cardiovascular endurance by participating in team skill drills. o Students will learn the basic rules of handball; Only 3 steps, only 3 seconds with ball, and only 3 dribbles. o Students will demonstrate an understanding of passing and catching a ball a partner or teammate. o Students will learn the wrist pass technique and practice with a partner. o Students will demonstrate knowledge of offensive strategies by learning when to dribble and how to move away from defenders. 216

Course:

Yoga Curriculum Course Title: Middle School Yoga Course Description: The middle school yoga course is designed to help students develop a sense of physical, mental, and emotional awareness through breath and movement. Students are led through a daily asana practice, focusing on alignment and breath work. Integration and Awakening Childâ&#x20AC;&#x2122;s pose (Balasana) Downward facing dog (Adhomuka svanasana) Mountain pose (Tadasana) Samasthti Sun Salutation A (Surya Namaskar A) Sun Salutation B (Surya Namaskar B) Vitality High lunge (Anjanayasana) Twisting lunge (Parivrtta anajanayasana) Chair pose (Utkatasana) Twisting chair pose (Parivrtta utkatasana) Crow pose (Bakasana) Equanimity Eagle pose Standing leg raise Airplane (Dekasana) Half moon pose (Ardhachandrasana) Dancer pose Tree pose (Vrksasana) Igniting Locust pose (Salabasana) Floor bow Bridge pose Wheel pose Bound angle pose (Supta bhadda konasana) Core strengthening exercises

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Opening Triangle pose (Trikonasana) Pyramid pose Wide-leg forward fold Pigeon Double pigeon Lizard Restoration Seated forward fold Seated spinal twist Inversions • Happy baby (Ananda balasana) • Waterfall • Shoulder stand Deaf man’s pose (Karnekidasana) Fish pose (Matsayasana) Svasana

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Global Intelligence and Languages Department Course: American Sign Language 1 Course Description This course is provided with the curricular material named “Signing Naturally, Units 1-6. It is the first part in a series of curricular materials for the instruction of American Sign Language (ASL) as a second language. The materials are designed to promote interaction in ASL amoung students, both with teachers and other students. The goal is to take students with little or no knowledge of ASL and Deaf Culture and provide them with the skills needed to communicate comfortably in a wide variety of situations in the Deaf community. Cultural information taught throughout the class allows students to interact with the Deaf community in a way that is respectful and aware. In addition to this curriculum, ASL resources and activities will be used for students to be familiar with the Deaf culture, history, politics, special devices (videophone, alarm clocks, etc.), deaf celebrities, ASL games and more. Unit 1 Getting To Know You Recommended Time: 5 weeks •

Students exchange simple information in the target language, utilizing cultural references where appropriate. o Lesson 1:1 - Ask/give names by including grammar of “Wh-question (what)”. Names will be asked and given by eye contact and shake hands. o Lesson 1:2 - Cardinal numbers 1-10. Counting off cardinal numbers of 1-10 using proper palm orientation. o Lesson 1:3 - Fingerspelling: Fist Letters (a, e, i, o, s, m, n, t) in a form and movement of “fist” handshape letters. o Lesson 1:4 - Same or Different 1. Use shapes, letters and numbers to identify the difference and same. o Lesson 1:5 - Introducing oneself. Give name, ask name and express pleasure in meeting. Look at face as partner spells name. o Lesson 1:6 - Cardinal numbers 11-15. Counting off from 11 to 15. Repeat to know sign numbers from 1 to 15. o Lesson 1:7 - Same or Different 2. Use shapes, letters, names and numbers to identify the different and the same. o Lesson 1:8 – Asking Who. Include grammar of “What” and “Who”. Acknowledge by glancing and nodding. o Lesson 1:9 – Specifying Where (Inside, Above and Below). Give instructions to draw. Index finger to tap inside, above or below and indicate where to place. 220

o Lesson 1:10 – Giving Commands: Objects in the Classroom. Give/follow commands. Action involving body and objects. o Lesson 1:11 – Following Instructions. Follow instructions to draw shapes, write names and to jot-down numbers and/or letters. o Lesson 1:12 – Culture: Getting Attention. Wave to get attention. Tap shoulder to get attention. Unit 2: Exchanging Personal Information Recommended Time: 5 weeks •

Students exchange simple information in the target language, utilizing cultural references where appropriate. Students demonstrate skills necessary to sustain exchanges in the target language. Students demonstrate an understanding of the target language through a variety of media and based on topics such as self, family, school, etc. o Lesson 2:1 – Giving Information about Yourself. Identify learner, teacher, deaf, hard-of-hearing and hearing. Places of learning. Names of local colleges. o Lesson 2:2 – Cardinal Numbers 16-19. Ask/tell how many. Ask “how many” questions. o Lesson 2:3 – Identifying Locations: Tic-Tac-Toe. Identify square by tracing grid, establishing reference point and indicating the square with the mark of O and X. o Lesson 2:4 – Narrating Experience with Languages. Narrative structure. Contrastive structure. Maintain eye contact with the listener throughout narrative. o Lesson 2:5 – Fingerspelling: Up Letters. Form and movement of “up” handshap letters (b,c,d,f,k,l,r,u,v,w,x). o Lesson 2:6 – Talking about Leisure Activities. Discuss leisure activities. Tell what person likes to do in leisure time. o Lesson 2:7 – Cardinal Numbers 20-29. Ask/give subtraction problems. Identify Wh- questions, Minus, How Many and Topicalization. o Lesson 2:8 – Describing Three Types of Shapes. Take signer’s perspective. Describe combination of shapes. Listeners to understand signer’s description. o Lesson 2:9 – Identifying People. Identifying gender, appearance, body position and action. Acknowledge who they are and what they are doing. o Lesson 2:10 – Fingerspelling: Double Letters. Double letters are included with bb, tt, ll, mm, nn, rr, ss, dd, oo, ee, aa and kk. o Lesson 2:11 – Culture: Negotiating a Signing Environment. Students are to go through signed conversation and crowd of people conversing in signs. Walk through to respond by touching or moving and saying “Excuse me”. o Lesson 2:12 – Asking What is the Sign. Use wh- question to ask for any signs.

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Unit 3 Discussing Living Situations Recommended Time: 6 weeks •

Students exchange simple information in the target language, utilizing cultural references where appropriate. Students demonstrate skills necessary to sustain exchanges in the target language. Students demonstrate an understanding of the target language through a variety of media and based on topics such as self, family, school, etc. Students will comprehend signed and non-manual markers to understand simple messages in the target language. o Lesson 3:1 – Telling Where One Lives. Ask/tell the person where person lives, in which area of the city. o Lesson 3:2 – Giving Commands: Locations. Giving the person command to put using the hand to establish a reference point. o Lesson 3:3 – Communicating with the Face. Guide others with face. Use facial expressions to confirm or negate when looking/finding an object. Maintain eye contact. Backchanneling by using head nodes and shakes. o Lesson 3:4 - Fingerspelling: Moving Letter Z. Three correct hand positions and movement of the letter “Z” in a word/name. Correctly fingerspell names with the letter “Z”. o Lesson 3:5 – Discussing One’s Residence. Ask/tell about residence. Ask/give opinion. Describe residence. State opinion. Use contrastive structure to ask “which” question. Facial marker to indicate size. o Lesson 3:6 – Giving Basic Directions: Around the Classroom. Give directions to places around the classroom. o Lesson 3:7 – Identifying Which Square 1. Locate square, then follow instructions to fill in the square using signer’s perspective. o Lesson 3:8 – Cardinal Numbers 30-66. Count off 1 to 66 using the palm orientation. o Lesson 3:9 – Talking about Roommates and Pets. Tell about the living arrangements. Describe pets. o Lesson 3:10 – Giving Basic Directions: Expressing Needs. Express need. Ask/give directions. Express gratitude. o Lesson 3:11 – Fingerspelling Down Letters P, Q, Y. Give names/words. Form and movement for letters P, Q, Y and combinations of PR and PL. Produce correct form and movement. o Lesson 3:12 – Telling How Long. Ask/tell how long it takes in time (minutes and hours). Respond to information. o Lesson 3:13 – Traveling to School or Work. Ask/give personal information. Ask/tell where people work. How they get there. How long it takes. o Lesson 3:14 – Identifying Which Square 2. Locate square, fill in information. Narrate information. o Lesson 3:15 – Asking What Is the Sign. Ask for a sign (review of Unit 2, Skill 2). People are to reply “Sorry Forget”, “Not Understand”, “Don’t

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Know”, etc. o Lesson 3:16 – Reviewing Cardinal Numbers 30-66. Give instructions. Review numbers in forms and movement.

Unit 4 Talking About Family Recommended Time: 5 weeks •

Students exchange simple information in the target language, utilizing cultural references where appropriate. Students demonstrate skills necessary to sustain exchanges in the target language. Students demonstrate an understanding of the target language through a variety of media and based on topics such as self, family, school, etc. Students will comprehend signed and non-manual markers to understand simple messages in the target language. o Lesson 4:1 – Talking about Immediate Family. Ask/tell if married, if have children and desires for the future. o Lesson 4:2 – Negation 1. Reply to questions by negating statement, giving correct information or both. o Lesson 4:3 – Rocking Numbers 67-98. Count off 67-98. Produce correct number form and movement. o Lesson 4:4 – Have, Like, Want and Need. Express likes, wants and needs. o Lesson 4:5 – Talking about Siblings. Ask/tell about siblings: who is the oldest, who is the closest and similarities/differences. o Lesson 4:6 – Fingerspelling: Moving Letter J. Give name. Work on the form and movement of JA, JE, JI, JO and JU. Produce the correct form and movement. o Lesson 4:7 – Telling How Old. Ask/tell age. Produce age correctly. o Lesson 4:8 – Talking about Extended Family. Ask/tell about parents’ family and grandparents. Use personal and possessive pronouns to define the relationship. o Lesson 4:9 – Telling How Family Members Are Related. Ask/tell relationships and how two people are related. o Lesson 4:10 – Negation 2. Integrate facial markers that coincide with negation and yes/no questions. o Lesson 4:11 – Discussing Family Variations. Discuss relationships. Talk about changes in relationship. o Lesson 4:12 – Review Cardinal Numbers 1-100. Give the next number, the number before and the number in between. Produce correctly numbers 1-100. o Lesson 4:13 – Getting the Meaning Across. Use signs and gestures. Acting out to get meaning across when they don’t know the sign. o Lesson 4:14 – Commenting on Family Members. Discuss family picture, giving information about to occasion, relationship, marital status, age, etc.

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Ask/answer follow up questions about the picture. Commenting on family photos. o Lesson 4:15 – Culture: Maintaining a Clear Sightline. Check to be sure everyone can see the signer.

Unit 5 Talking About Activities Recommended Time: 5 weeks •

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Unit 6 Storytelling Recommended Time: 4 weeks •

Students exchange simple information in the target language, utilizing cultural references where appropriate. Students demonstrate skills necessary to sustain exchanges in the target language. Students demonstrate an understanding of the target language through a variety of media and based on topics such as self, family, school, etc. Students will comprehend signed and non-manual markers to understand simple messages in the target language. Students develop an awareness of perspectives, practices, and products of the cultures where the target language is used. Students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. Students present information that contains a variety of vocabulary, phrases, and patterns. Students present brief, rehearsed material in the target language, such as dialogues, skits and poetry. o Lesson 6:1 – “Timber”: Understanding the Story. One-person role shift. Twoperson role shift. Locative classifiers (LCLs). o Lesson 6:2 – “Timber”: One-Person Role Shift. One-person role shift. Eye gaze indicating distances and sizes of trees. Instrument classifer (ICL). o Lesson 6:3 – “Timber”: Two-Person Role Shift. Two-person role shift. Spatial agreement. o Lesson 6:4 – “Timber”: Story Cohesion. Elements to tell a cohesive story: transitions (raised brows), engaging the audience, use of signing space and sticking the ending. o Lesson 6:5 – “The Gum Story”: Understanding the Story. Descriptive classifier (DCL), Bodypart classifier (BPCL), Semantic classifier (SCL) and Locative classifier (LCL). o Lesson 6:6 – “The Gum Story”: Entrances and Exits. Weak hand as a reference point. Weak hand functioning as a dominant hand. Semantic classifier (SCL). Locative classifer (LCL). o Lesson 6:7 – “The Gum Story”: Character Development. One-person role shift: facial expressions to show attitude or reaction, manipulating the sign or classifier to show manner of walk or becoming unstuck and Two-person role shift. Engage the audience by maintaining eye contact. o Lesson 6:8 – “The Gum Story”: Story Cohesion. Elements to tell a cohesive story: transitions (raised brows), pauses, engaging the audience and use of signing space. Engage the audience by maintaining eye contact. o Lesson 6:9 – “The Gallaudet and Clerc Story”: Understanding the Story. Two-person role shift. Maintaining spatial agreement. Gesturing vs. signing. o Lesson 6:10 – “The Gallaudet and Clerc Story”: Two-Person Role Shift. Two-person role shift. Mainting spatial agreement. o Lesson 6:11 – “The Gallaudet and Clerc Story”: Maintaining Spatial Agreement. Engage the audience by maintaining eye contact.

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o Lesson 6:12 – “The Gallaudet and Clerc Story”: Story Cohesion. Elements to tell a cohesive story agreement: transitions (raised brows), engaging the audience and use of signing space. o Lesson 6:13A – Childhood Stories: “Wrong Name!”. Narrative structure: background, body, conclusion and up/down role shift. Engage the audience by maintaining eye contact. o Lesson 6:13B – Childhood Stories: “If Only I Could Fly”. Narrative structure: background, body, conclusion. Word order: describe action involving objects or location. Word usage 1: Look at, Look for, Watch and See. Engage the audience by maintaining eye contact. o Lesson 6:14 – Childhood Stories: “A True Fish Story”. Narrative structure: background, body, conclusion. Role shift. Story continuity. Engage the audience by maintaining eye contact. o Lesson 6:15 – Childhood Stories: “I Wanna Be Different”. Narrative structure: background, body, conclusion. Strategies to get meaning across. Engage the audience by maintaining eye contact. o Lesson 6:16 – Childhood Stories: “Ghost in My Room”. Narrative structure: background, body, conclusion. Strategies to get meaning across. Engage the audience by maintaining eye contact. Unit 7: ASL Resources and Activities Recommended Time: 4 weeks §

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o Understand the concepts of how the video relay call works between hearing and deaf callers. The demonstration will be included. o Learn holiday vocabularies (Halloween, Thanksgiving, Christmas and other special events). o Guests (deaf role models, professional ASL interpreters, deaf activitists, etc.) to come to the classroom to perform presentations toward all students. o Play ASL games. o Perform group ASL projects in the classroom once per week through the project period. Semester Exams Recommended Time: 1 week on each semester • • •

Review all Units 1 to 6 including ASL vocabularies, numbers, shapes, locations and fingerspelling. Review all articles (deaf history, politics, technologies, etc.). Study guide will be provided to students.

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Course: American Sign Language 2 Course Description This course is provided with the curricular material named “Signing Naturally, Units 1-6. It is the first part in a series of curricular materials for the instruction of American Sign Language (ASL) as a second language. The materials are designed to promote interaction in ASL amoung students, both with teachers and other students. The goal is to take students with little or no knowledge of ASL and Deaf Culture and provide them with the skills needed to communicate comfortably in a wide variety of situations in the Deaf community. Cultural information taught throughout the class allows students to interact with the Deaf community in a way that is respectful and aware. In addition to this curriculum, ASL resources and activities will be used for students to be familiar with the Deaf culture, history, politics, special devices (videophone, alarm clocks, etc.), deaf celebrities, ASL games and more. Unit 1: Getting To Know You Recommended Time: 5 weeks •

Students exchange simple information in the target language, utilizing cultural references where appropriate. Students exchange information in the target language, utilizing cultural references where appropriate. o Lesson 1:1 - Ask/give names by including grammar of “Wh-question (what)”. Names will be asked and given by eye contact and shake hands. o Lesson 1:2 - Cardinal numbers 1-10. Counting off cardinal numbers of 1-10 using proper palm orientation. o Lesson 1:3 - Fingerspelling: Fist Letters (a, e, i, o, s, m, n, t) in a form and movement of “fist” handshape letters. o Lesson 1:4 - Same or Different 1. Use shapes, letters and numbers to identify the difference and same. o Lesson 1:5 - Introducing oneself. Give name, ask name and express pleasure in meeting. Look at face as partner spells name. o Lesson 1:6 - Cardinal numbers 11-15. Counting off from 11 to 15. Repeat to know sign numbers from 1 to 15. o Lesson 1:7 - Same or Different 2. Use shapes, letters, names and numbers to identify the different and the same. o Lesson 1:8 – Asking Who. Include grammar of “What” and “Who”. Acknowledge by glancing and nodding. o Lesson 1:9 – Specifying Where (Inside, Above and Below). Give instructions to draw. Index finger to tap inside, above or below and indicate where to place. o Lesson 1:10 – Giving Commands: Objects in the Classroom. Give/follow

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commands. Action involving body and objects. o Lesson 1:11 – Following Instructions. Follow instructions to draw shapes, write names and to jot-down numbers and/or letters. o Lesson 1:12 – Culture: Getting Attention. Wave to get attention. Tap shoulder to get attention. Unit 2 Exchanging Personal Information Recommended Time: 5 weeks •

Students exchange simple information in the target language, utilizing cultural references where appropriate. Students demonstrate skills necessary to sustain exchanges in the target language. Students demonstrate an understanding of the target language through a variety of media and based on topics such as self, family, school, etc. Students understand information on new and familiar topics presented in the target language through a variety of media including authentic narratives and materials. o Lesson 2:1 – Giving Information about Yourself. Identify learner, teacher, deaf, hard-of-hearing and hearing. Places of learning. Names of local colleges. o Lesson 2:2 – Cardinal Numbers 16-19. Ask/tell how many. Ask “how many” questions. o Lesson 2:3 – Identifying Locations: Tic-Tac-Toe. Identify square by tracing grid, establishing reference point and indicating the square with the mark of O and X. o Lesson 2:4 – Narrating Experience with Languages. Narrative structure. Contrastive structure. Maintain eye contact with the listener throughout narrative. o Lesson 2:5 – Fingerspelling: Up Letters. Form and movement of “up” handshap letters (b,c,d,f,k,l,r,u,v,w,x). o Lesson 2:6 – Talking about Leisure Activities. Discuss leisure activities. Tell what person likes to do in leisure time. o Lesson 2:7 – Cardinal Numbers 20-29. Ask/give subtraction problems. Identify Wh- questions, Minus, How Many and Topicalization. o Lesson 2:8 – Describing Three Types of Shapes. Take signer’s perspective. Describe combination of shapes. Listeners to understand signer’s description. o Lesson 2:9 – Identifying People. Identifying gender, appearance, body position and action. Acknowledge who they are and what they are doing. o Lesson 2:10 – Fingerspelling: Double Letters. Double letters are included with bb, tt, ll, mm, nn, rr, ss, dd, oo, ee, aa and kk. o Lesson 2:11 – Culture: Negotiating a Signing Environment. Students are to go through signed conversation and crowd of people conversing in signs. Walk through to respond by touching or moving and saying “Excuse me”. o Lesson 2:12 – Asking What is the Sign. Use wh- question to ask for any signs.

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Unit 3 Discussing Living Situations Recommended Time: 6 weeks •

Students exchange simple information in the target language, utilizing cultural references where appropriate. Students demonstrate skills necessary to sustain exchanges in the target language. Students demonstrate an understanding of the target language through a variety of media and based on topics such as self, family, school, etc. Students will comprehend signed and non-manual markers to understand simple messages in the target language. Students present information using newly acquired vocabulary, phrases, and patterns. o Lesson 3:1 – Telling Where One Lives. Ask/tell the person where person lives, in which area of the city. o Lesson 3:2 – Giving Commands: Locations. Giving the person command to put using the hand to establish a reference point. o Lesson 3:3 – Communicating with the Face. Guide others with face. Use facial expressions to confirm or negate when looking/finding an object. Maintain eye contact. Backchanneling by using head nodes and shakes. o Lesson 3:4 - Fingerspelling: Moving Letter Z. Three correct hand positions and movement of the letter “Z” in a word/name. Correctly fingerspell names with the letter “Z”. o Lesson 3:5 – Discussing One’s Residence. Ask/tell about residence. Ask/give opinion. Describe residence. State opinion. Use contrastive structure to ask “which” question. Facial marker to indicate size. o Lesson 3:6 – Giving Basic Directions: Around the Classroom. Give directions to places around the classroom. o Lesson 3:7 – Identifying Which Square 1. Locate square, then follow instructions to fill in the square using signer’s perspective. o Lesson 3:8 – Cardinal Numbers 30-66. Count off 1 to 66 using the palm orientation. o Lesson 3:9 – Talking about Roommates and Pets. Tell about the living arrangements. Describe pets. o Lesson 3:10 – Giving Basic Directions: Expressing Needs. Express need. Ask/give directions. Express gratitude. o Lesson 3:11 – Fingerspelling Down Letters P, Q, Y. Give names/words. Form and movement for letters P, Q, Y and combinations of PR and PL. Produce correct form and movement. o Lesson 3:12 – Telling How Long. Ask/tell how long it takes in time (minutes and hours). Respond to information. o Lesson 3:13 – Traveling to School or Work. Ask/give personal information. Ask/tell where people work. How they get there. How long it takes. o Lesson 3:14 – Identifying Which Square 2. Locate square, fill in information. Narrate information. o Lesson 3:15 – Asking What Is the Sign. Ask for a sign (review of Unit 2,

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Skill 2). People are to reply “Sorry Forget”, “Not Understand”, “Don’t Know”, etc. o Lesson 3:16 – Reviewing Cardinal Numbers 30-66. Give instructions. Review numbers in forms and movement.

Unit 4 Talking About Family Recommended Time: 5 weeks •

Students exchange simple information in the target language, utilizing cultural references where appropriate. Students demonstrate skills necessary to sustain exchanges in the target language. Students demonstrate an understanding of the target language through a variety of media and based on topics such as self, family, school, etc. Students will comprehend signed and non-manual markers to understand simple messages in the target language. Students present information using newly vocabulary, phrases, and patterns. Students understand perspectives, practices, and products of the culture where the target language is used and how they are interrelated. o Lesson 4:1 – Talking about Immediate Family. Ask/tell if married, if have children and desires for the future. o Lesson 4:2 – Negation 1. Reply to questions by negating statement, giving correct information or both. o Lesson 4:3 – Rocking Numbers 67-98. Count off 67-98. Produce correct number form and movement. o Lesson 4:4 – Have, Like, Want and Need. Express likes, wants and needs. o Lesson 4:5 – Talking about Siblings. Ask/tell about siblings: who is the oldest, who is the closest and similarities/differences. o Lesson 4:6 – Fingerspelling: Moving Letter J. Give name. Work on the form and movement of JA, JE, JI, JO and JU. Produce the correct form and movement. o Lesson 4:7 – Telling How Old. Ask/tell age. Produce age correctly. o Lesson 4:8 – Talking about Extended Family. Ask/tell about parents’ family and grandparents. Use personal and possessive pronouns to define the relationship. o Lesson 4:9 – Telling How Family Members Are Related. Ask/tell relationships and how two people are related. o Lesson 4:10 – Negation 2. Integrate facial markers that coincide with negation and yes/no questions. o Lesson 4:11 – Discussing Family Variations. Discuss relationships. Talk about changes in relationship. o Lesson 4:12 – Review Cardinal Numbers 1-100. Give the next number, the number before and the number in between. Produce correctly numbers 1-100. o Lesson 4:13 – Getting the Meaning Across. Use signs and gestures. Acting

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out to get meaning across when they don’t know the sign. o Lesson 4:14 – Commenting on Family Members. Discuss family picture, giving information about to occasion, relationship, marital status, age, etc. Ask/answer follow up questions about the picture. Commenting on family photos. o Lesson 4:15 – Culture: Maintaining a Clear Sightline. Check to be sure everyone can see the signer. Unit 5 Talking About Activities Recommended Time: 5 weeks •

Students exchange simple information in the target language, utilizing cultural references where appropriate. Students demonstrate skills necessary to sustain exchanges in the target language. Students demonstrate an understanding of the target language through a variety of media and based on topics such as self, family, school, etc. Students will comprehend signed and non-manual markers to understand simple messages in the target language. Students present information using newly vocabulary, phrases, and patterns. Students understand perspectives, practices, and products of the culture where the target language is used and how they are interrelated. Students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. o Lesson 5:1 – Talking about Everyday Activities. Ask what person did/will do on a certain day. Use time sign at beginning of sentence. o Lesson 5:2 – Agreement Verbs. Modify verb to agree with subject and object when repeating conversation. Narrate story using agreement verb in role shift. o Lesson 5:3 – Fingerspelling: Words with G and H Letters. Give name. Produce correct form position and movement for names with the letters “G” and “H”. o Lesson 5:4 – Talking about Chores. Discuss each person’s household duties. Use possessive pronouns to refer to non-present person. Ask/give opinion. o Lesson 5:5 – Asking If Done. Ask/tell if completed a task. Integrate head nods and headshake while signing “finish” and “not-yet”. o Lesson 5:6 – Taking about Errands. Discuss what errands one must do in the next few days. Respond to information”: Pity, Wow and Oh-I-See. o Lesson 5:7 – Telling How Often. Use frequency time signs to tell how often person does a chore and at end of sentence. o Lesson 5:8 – Talking about Activities with Others. Talk about what person’s been doing and one “out of the ordinary” activity person did over the weekend. o Lesson 5:9 – Talking about What One Does for a Living. Tell what person does for a living (job). Tell what to do by: Job title, refer to its location and describe typical tasks.

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Unit 6 Storytelling Recommended Time: 4 weeks •

Students exchange simple information in the target language, utilizing cultural references where appropriate. Students demonstrate skills necessary to sustain exchanges in the target language. Students demonstrate an understanding of the target language through a variety of media and based on topics such as self, family, school, etc. Students will comprehend signed and non-manual markers to understand simple messages in the target language. Students develop an awareness of perspectives, practices, and products of the cultures where the target language is used. Students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. Students present information that contains a variety of vocabulary, phrases, and patterns. Students present brief, rehearsed material in the target language, such as dialogues, skits and poetry. o Lesson 6:1 – “Timber”: Understanding the Story. One-person role shift. Twoperson role shift. Locative classifiers (LCLs). o Lesson 6:2 – “Timber”: One-Person Role Shift. One-person role shift. Eye gaze indicating distances and sizes of trees. Instrument classifer (ICL). o Lesson 6:3 – “Timber”: Two-Person Role Shift. Two-person role shift. Spatial agreement. o Lesson 6:4 – “Timber”: Story Cohesion. Elements to tell a cohesive story: transitions (raised brows), engaging the audience, use of signing space and sticking the ending. o Lesson 6:5 – “The Gum Story”: Understanding the Story. Descriptive classifier (DCL), Bodypart classifier (BPCL), Semantic classifier (SCL) and Locative classifier (LCL). o Lesson 6:6 – “The Gum Story”: Entrances and Exits. Weak hand as a reference point. Weak hand functioning as a dominant hand. Semantic classifier (SCL). Locative classifer (LCL). o Lesson 6:7 – “The Gum Story”: Character Development. One-person role shift: facial expressions to show attitude or reaction, manipulating the sign or classifier to show manner of walk or becoming unstuck and Two-person role shift. Engage the audience by maintaining eye contact. o Lesson 6:8 – “The Gum Story”: Story Cohesion. Elements to tell a cohesive story: transitions (raised brows), pauses, engaging the audience and use of signing space. Engage the audience by maintaining eye contact. o Lesson 6:9 – “The Gallaudet and Clerc Story”: Understanding the Story. Two-person role shift. Maintaining spatial agreement. Gesturing vs. signing. o Lesson 6:10 – “The Gallaudet and Clerc Story”: Two-Person Role Shift. Two-person role shift. Mainting spatial agreement. o Lesson 6:11 – “The Gallaudet and Clerc Story”: Maintaining Spatial Agreement. Engage the audience by maintaining eye contact.

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o Lesson 6:12 – “The Gallaudet and Clerc Story”: Story Cohesion. Elements to tell a cohesive story agreement: transitions (raised brows), engaging the audience and use of signing space. o Lesson 6:13A – Childhood Stories: “Wrong Name!”. Narrative structure: background, body, conclusion and up/down role shift. Engage the audience by maintaining eye contact. o Lesson 6:13B – Childhood Stories: “If Only I Could Fly”. Narrative structure: background, body, conclusion. Word order: describe action involving objects or location. Word usage 1: Look at, Look for, Watch and See. Engage the audience by maintaining eye contact. o Lesson 6:14 – Childhood Stories: “A True Fish Story”. Narrative structure: background, body, conclusion. Role shift. Story continuity. Engage the audience by maintaining eye contact. o Lesson 6:15 – Childhood Stories: “I Wanna Be Different”. Narrative structure: background, body, conclusion. Strategies to get meaning across. Engage the audience by maintaining eye contact. o Lesson 6:16 – Childhood Stories: “Ghost in My Room”. Narrative structure: background, body, conclusion. Strategies to get meaning across. Engage the audience by maintaining eye contact. Unit 7 ASL Resources and Activities Recommended Time: 4 weeks §

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o Learn names of deaf celebrities including Marlee Matlin, John Maucere, Sean Berdy, Helen Keller, Joel Barish and many more. o Understand the concepts of how the video relay call works between hearing and deaf callers. The demonstration will be included. o Learn holiday vocabularies (Halloween, Thanksgiving, Christmas and other special events). o Guests (deaf role models, professional ASL interpreters, deaf activitists, etc.) to come to the classroom to perform presentations toward all students. o Play ASL games. o Perform group ASL projects in the classroom once per week throughout the project period. Semester Exams Recommended Time: 1 week on each semester • • •

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Course: ENGLISH I Middle School and High School Standards and Objectives English I Curriculum Course Title: English I Course Description: The English I course at Brandon Hall is designed to allow students who are non-native speakers of English to develop skills in all aspects of the English language: speaking, reading, writing and listening. No specific time frame can be allotted, as students will improve at their own pace. They are expected to speak English most of the time, even if their skills are minimal, as these are total immersion classes. The objective is to improve English skills, preparing students to assist them in everyday life in the United States. The emphasis will be on the spoken word and the structure of the language. Students make use of technology in the classroom and during homework assignments. Students in English I will begin with survival language and will • mime or use very easy vocabulary words to communicate. • listen to and repeat words, sentences and short dialogues. • read simple text, pronounce the words clearly, expand vocabulary through simple synonyms and antonyms. • play word games to expand vocabulary and reading skills. • write short sentences with correct sentence structure and punctuation. • focus on and practice the spoken word, pronunciation and sounds. • build confidence and spontaneity. • learn basic social introductions. • receive and give basic directions. • learn classroom commands and interaction with teacher and peers. • study and practice essential words and phrases for communication. • learn the alphabet and alphabetization. • know numerals (cardinal, ordinal, abbreviated ordinal, Roman). • be able to tell time (twelve and twenty-four hour clocks). • continue to learn how to spell words, through vocabulary and language games. • be able to use picture dictionaries, paper dictionaries, dictionary.com, Google Images, etc. to enhance learning. • learn how to prepare for tests: multiple choice, underline the correct answer, cloze, complete the sentence, and writing short, full sentences.

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Recommended Time: Nine Weeks per A-D section CCSS – “These students may require additional time, appropriate instructional support, and aligned assessments as they acquire English language proficiency and content area knowledge.” Nine weeks per section is a time frame to aim for, but students may need less, or more time, because each student/group will come in and move at a different pace. Various aspects will be revisited until the students are comfortable with it. First Nine Weeks: A.

Reading: Students will • recognize concepts of print literacy. • know the order of the alphabet, name and identify each letter of the alphabet. • distinguish letters and from words. • recognize that sentences in print are made up of separate words. • recognize that words have correct spelling. • practice pronunciation. • practice breaking words up into syllables. • be made aware of context clues. • read and comprehend basic stories or short novels. • demonstrate phonological awareness, e.g. that letters change and sounds change. • match oral words with printed words. • recognize high frequency words, sight words.

Writing and Listening: Students will • write the English alphabet legibly in manuscript (printing), using upper and lower case. • write messages from left to right and top to bottom of the page. • use word and letter spacing to make messages readable. • write personal information (name, address, phone number). • copy from a model text with attention to using lines, margins, and spacing. • use capitalization and punctuation to begin and end sentences. • write basic information on classroom assignments, e.g. name, date, class, subject, teacher. • follow simple commands by listening to simple commands or non-verbal gestures. • follow two-step (complex) oral directions to complete a task in English. • perform basic classroom tasks when prompted. 237

Speaking - Language Content Students will • use spoken language for daily activities within and beyond the school setting. • use learned to respond to questions and directions. • engage in conversations for personal expression and enjoyment. • communicate basic wants and needs in English. • demonstrate comprehensible pronunciation and intonation for clarity in oral communication. • use clearly spoken single words and learned phrases to be understood by a native speaker. • use strategies to extend communicative competence such as gestures for clarification and to support communication. Content to support the above speaking standards, will include the following: a. Personal information b. Introductions c. Family d. Body e. Cities and nationalities f. School and school activities g. Library h. Home i. Food

Speaking – Grammar The speaking standards listed under C apply. a. Alphabet b. Numbers (Cardinal/Ordinal) c. Present tense, to be d. Nouns e. Subject Pronouns f. Verbs g. Possessive Adjectives h. Objects

Second Nine Weeks A.

Reading Students will • recognize that words have correct spelling. • practice pronunciation. 238

• • • • • •

practice breaking words up into syllables. be made aware of context clues. learn to identify main ideas in paragraphs. read and comprehend basic stories or short novels. recognize high frequency words, sight words. read magazines.

Speaking - Language Content Students will • use spoken language for daily activities within and beyond the school setting. • use learned to respond to questions and directions. • engage in conversations for personal expression and enjoyment. • communicate basic wants and needs in English. • demonstrate comprehensible pronunciation and intonation for clarity in oral communication. • use clearly spoken single words and learned phrases to be understood by a native speaker. • use strategies to extend communicative competence such as gestures for clarification and to support communication. Content to support the above speaking standards, will include the following: a. Rooms in the home b. Weather c. Clothing d. Places and activities around town e. Occupations f. Telling time

Speaking – Grammar The speaking standards listed under C apply. a. Present continuous tense b. Nouns – singular and plurals

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c. d. e. f.

Punctuation, capitalization Prepositions this, that, these, those Adjectives

Third Nine Weeks A.

Reading Students will • recognize that words have correct spelling. • practice pronunciation. • practice breaking words up into syllables. • be made aware of cause and effect. • find the sequence of events. • read and comprehend basic stories, short novels and magazines.

Speaking - Language Content Students will • use spoken language for daily activities within and beyond the school setting. • respond to questions and directions. • engage in conversations for personal expression and enjoyment. • communicate basic wants and needs in English. • demonstrate comprehensible pronunciation and intonation for clarity in oral communication. • use clearly spoken single words and learned phrases to be understood by a native speaker. • use strategies to extend communicative competence such as gestures for clarification and to support communication. Content to support the above speaking standards, will include the following a. Rooms in the home

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b. c. c. d. e. D.

Places around town Maps (World, USA) Occupations Health Feelings and emotions

Speaking – Grammar The speaking standards listed under C apply. a. Five Ws b. Yes/No – short answers, questions and answers c. Negatives d. Adverbs e. Plural nouns f. Past tense verbs g. Regular and irregular verbs h. Object pronouns i. Review tenses j. Adjectives k. Can/have to

Fourth Nine Weeks A.

Writing and Listening Students will • write short sentences. • use capitalization and punctuation to begin and end sentences. • write short paragraphs. • follow simple commands by listening to simple commands or non-verbal gestures. • follow more complex verbal directions. • use clearly spoken single words and learned phrases to be understood by a native speaker. • use strategies to extend communicative competence such as gestures for clarification and to support communication 241

Speaking - Language Content Students will • use spoken language for daily activities within and beyond the school setting. • respond to questions and directions. • engage in conversations for personal expression and enjoyment. • communicate basic wants and needs in English. • demonstrate comprehensible pronunciation and intonation for clarity in oral communication. Content to support the above speaking standards, will include the following a. Places around town b. Health c. Food d. Animals e. Farming f. Sports g. At the beach h. Hobbies

Speaking – Grammar The speaking standards listed under C apply. a. Future – going to, time expressions, want to b. Past tense – time expressions c. Regular and irregular verbs d. WH-questions e. Possessive adjectives f. Dictionary usage g. Parts of speech

Review – one-two weeks Final exam

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Course: ENGLISH II Course Title: English II Course Description: The English II course is designed to assist students who are non-native speakers of English to increase their skills in all aspects of the English language: speaking, reading, writing and listening. Students are expected to speak English all of the time while in class, and for a large portion of their time outside the classroom as well. The objective is to further improve English skills. The emphasis will be on oral communication, grammar mechanics, reading and writing skills. Students make use of technology in the classroom and during homework assignments. Recommended time: Nine weeks per A-D section CCSS – “These students may require additional time, appropriate instructional support, and aligned assessments as they acquire English language proficiency and content area knowledge.” Nine weeks per section is the time frame to aim for, but students may need less, or more time, because each student/group will come in and move at a different pace. Students in English II will • build on the survival skills. • further develop oral communication skills, by using longer sentences, and practice speaking inside and outside the classroom. • be encouraged to use more correct grammar, by refining grammatical skills, e.g. parts of speech, tenses, similes, sentence and paragraph construction. • discuss cultural differences between their home countries and the USA as they arise. • be introduced to literature – at least two books to be read per annum, as well as outside reading by students in their own time. • experience integration with Art, Geography, History and/or other school subjects through their other classes teacher cooperation, as well as through factual reading, wordsearches, vocabulary and other games. • learn strategies and basic computer skills to assist in his/her English studies. • be able to write sentences and short paragraphs, working towards creative writing (main topics and sub-topics, friendly letter, e-mail, greeting cards, etc.). • listen to stories and retell without having the text to refer to. • use various dictionaries (pictures, paper and online), Google Images, and others like it, as study aids.

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First Nine Weeks: A.

Reading: Students will • read aloud for confidence and pronunciation practice. • analyze points of view or cultural experiences. • find and underline main ideas as well as details following.

Writing and Listening: Students will • write informative/explanatory texts (short sentences, complex sentences, paragraphs) to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content. • use precise language and vocabulary to manage the complexity of the topic. • sequence events so that they build on one another to create a coherent whole. • provide a conclusion that suits the narrative. • write friendly letters, using the appropriate format, including punctuation. • pose and respond to questions, challenge ideas, verify and clarify by listening carefully to peers and teachers.

Speaking - Language Content Students will • initiate and participate in collaborative discussions (one-on-one, groups, and teacher-led). • propel conversations by posing and responding to questions that to the current topic. • discuss their own experiences of each topic. • compare the topic with their own country, e.g. supermarket vs mom-andpop stores. Content to support the above speaking standards, will include the following: a. Review beginner’s skills b. Supermarket c. Department store d. Giving and receiving directions e. Maps (USA)

Speaking – Grammar The speaking standards listed under C apply. 244

a. b. c. d. e. f.

Subject, verb, direct object and indirect object Count/non-count nouns used with some, any, much, many, a lot of Need to, have to Object pronouns Gender Future – probability, possibility, warnings

Second Nine Weeks A. • • • • • • •

Reading Students will follow text read aloud (e.g. tapes, teacher, paired-reading). use context clues to figure out meaning of unfamiliar words and phrases in order to expand vocabulary. distinguish between generalizations, facts and opinions. be able to identify inferences and implied facts. make or recognize predictions. know the difference between non-fiction and fiction. discuss folk tales.

Writing and Listening Students will • be able to alphabetize 20 words or more that begin with the same letter(s) (e.g. same first letter – sat, sit; same first two letters – stand, stem; etc.). • identify nouns, verbs, adjectives, adverbs, prepositions. • know the CVC rule (stop-stopped). • recognize word order for simple affirmative/negative sentences. • identify and correctly use subject/verb agreement. • use capital letters and punctuation correctly. • write sentences from dictation with conventional spellings of familiar words. • write paragraphs and friendly letters. • listen and respond to stories and other texts read aloud.

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Content to support the above speaking standards, will include the following: a. Community services – bank, post office, etc. b. Medicine – going to the doctor, dentist c. Finding a job d. Occupations e. Transportation D.

Speaking – Grammar The speaking standards listed under C apply. a. Comparatives b. Superlatives c. Adverbs d. Opinions e. Reflexive pronouns f. Past tense a. Past continuous tense b. Irregular verbs

Third Nine Weeks A.

Reading Students will • follow text read aloud (e.g. tapes, teacher, paired-reading). • use context clues to figure out meaning of unfamiliar words and phrases in order to expand vocabulary. • distinguish between generalizations, facts and opinions. • be able to identify inferences and implied facts. • make or recognize predictions. • know the difference between non-fiction and fiction. • discuss folk tales and fairy tales. • read abridged Classics. • read and discuss short novels in class and as outside reading assignments.

Writing and Listening Students will • identify all nine parts of speech. • know the CVC rule (stop-stopped, stopping). • recognize word order for questions. • identify and correctly use subject/verb agreement. • use capital letters and punctuation correctly. • write sentences from dictation with conventional spellings of familiar words.

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• • C.

write dialogues, paragraphs and friendly letters. listen and respond to stories and other texts read aloud.

Speaking - Language Content Students will • participate in classroom discussions. • maintain eye contact when in conversation. • state big/main ideas of classroom conversation. • make comparisons. • state their own point of view or point out cultural differences, e.g. what is a hero? Content to support the above speaking standards, will include the following: a. Shopping b. Hobbies and interests c. Heroes d. Describing past events e. Describing what one wants in the future

Speaking – Grammar The speaking standards listed under C apply. a. adjectives a. Similes b. Gender c. Future tense – shall, will, and going to d. Future continuous tense e. Could be able to/have got to

Fourth Nine Weeks A.

Reading Students will • follow text read aloud (e.g. tapes, teacher, paired-reading). • use context clues to figure out meaning of unfamiliar words and phrases in order to expand vocabulary. • distinguish between generalizations, facts and opinions. • be able to identify inferences and implied facts. • make or recognize predictions. • know the difference between non-fiction and fiction. • discuss folk tales. • read abridged Classics. • read and discuss short novels in class and as outside reading assignments. • read an abridged biography and know the difference between that and an autobiography.

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Speaking - Language Content Students will • participate in classroom discussions. • maintain eye contact when in conversation. • state big/main ideas of classroom conversation. • make comparisons. • state their own point of view or point out cultural differences, e.g. sport in China/Vietnam/etc. vs the USA. Content to support the above speaking standards, will include the following: a. Occupations b. Musical instruments c. Sports d. Following directions

Speaking – Grammar The speaking standards listed under C apply. a. Prepositions b. Must/ mustn’t vs don’t have to c. Must vs should d. Future continuous tense e. Some/Any f. Introduction to idioms g. Dictionary usage h. Reported speech – present tense only

Review Recommended Time: 1-2 weeks Exam

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Course: ENGLISH III Course Title: English III Course Description: The English III course is designed to guide students who are non-native speakers of English to proficient use of the English language in all facets of syntax and semantics. The objective is to increase English skills, preparing students for mainstream English classes and the subsequent rigor of university classes. Students make use of technology in the classroom and during homework assignments. Recommended time: Nine weeks per A-D section CCSS – “These students may require additional time, appropriate instructional support, and aligned assessments as they acquire English language proficiency and content area knowledge.” It is important to remain flexible and to be guided by the rate of improvement made by each student. Students in English III will • assist newcomers by speaking English to them at all times, to be an example and to help them adjust. • be at a comfortable level of communication orally, as well as being proficient enough with grammar, reading and writing in order to mainstream. • build on and expand their reading skills by reading at least two books in class, as well as readers, articles from newspapers and magazines, and outside reading. • be more exposed to various literary genres, e.g. non-fiction, poetry, etc. • understand, identify and use idiomatic English. • read and discuss Mythology. • expand computer and research skills. • write more complex compositions, e.g. longer essays. • listen to novels and poetry and respond orally or in written form. First Nine Weeks: A.

Reading: Students will • apply knowledge of letter sound correspondences, language structure, and context to recognize words. • use context clues to figure out meaning of unfamiliar words and phrases in order to expand vocabulary. 249

• • • • • • • • •

use reference materials to identify words with multiple meanings (e.g. dictionary, thesaurus). make connections between prior knowledge, personal experiences, and what is read. recognize basic English syntax (sentence structure) and grammar to derive meaning. use strategies to read text (preview, predict, question while reading, reread and self-correct). demonstrate knowledge of story structure and sequence (protagonist, antagonist, inner and outer conflicts, plot line, etc.) be able to restate facts and details of text. draw conclusions from information and word usage in text. draw inferences from stories read aloud and use simple phrases to communicate the inferences. read novels, Classics, and poetry.

Writing and Listening: Students will • identify and correctly use subject/verb agreement. Note collective nouns in that regard. • recognize the verb tense and maintain consistency throughout the paragraph. • use capitals and punctuation correctly. • use question words in writing (who, what, when, where, why, how). • use question tags correctly (He’s coming, isn’t he?). • be able to write yes/no questions and answer them correctly. • use negative forms in sentences correctly. • use contractions correctly. • write friendly and business letters in the correct format.

Speaking - Language Content Students will • participate in classroom discussions. • present expository information using a visual aid. • convey content through high frequency words/phrases. • state big/main ideas of classroom conversation. • identify main points of stories that are read aloud. • assist classmates that may need help. Content to support the above speaking standards, will include the following: a. Compare and contrast two things or events b. Home, family and friends c. Places to go – favorite vacations 250

d. D.

Things to do

Speaking – Grammar The speaking standards listed under C apply. a. Review tenses b. Subject, verb, direct and indirect objects c. Pronouns d. Present perfect e. Since/for f. Idioms

Second Nine Weeks A. Reading Students will • apply knowledge of letter sound correspondences, language structure, and context to recognize words. • use context clues to figure out meaning of unfamiliar words and phrases in order to expand vocabulary. • use reference materials to identify words with multiple meanings (e.g. dictionary, thesaurus). • make connections between prior knowledge, personal experiences, and what is read. • recognize basic English syntax (sentence structure) and grammar to derive meaning. • use strategies to read text (preview, predict, question while reading, reread and self-correct). • demonstrate knowledge of story structure and sequence (protagonist, antagonist, inner and outer conflicts, plot line, comparing characters, etc.) • be able to restate facts and details of text. • draw conclusions from information and word usage in text. • draw inferences from stories read aloud and use simple phrases to communicate the inferences. • read novels, and Classics. • know the genres, i.e. drama, poetry, etc. B.

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• • • • • • • • • C.

use question words in writing (who, what, when, where, why, how). use question tags correctly (He’s coming, isn’t he?). be able to write yes/no questions and answer them correctly. use negative forms in sentences correctly. use contractions correctly. write friendly and business letters in the correct format. Write descriptive and narrative paragraphs. listen and respond to stories and other texts read aloud. Infer speaker’s implied meaning.

Speaking - Language Content Students will • participate in classroom discussions. • present expository information using a visual aid. • convey content through high frequency words/phrases. • state big/main ideas of classroom conversation. • identify main points of stories that are read aloud. • assist classmates that may need help. Content to support the above speaking standards, will include the following: a. Expressing hope b. Wishes c. Sports d. Music, Art, Dance, Theatre e. Universe f. Space

Speaking – Grammar The speaking standards listed under C apply. a. Present perfect continuous b. Gerunds c. Infinitives d. Past perfect e. Past perfect continuous f. Separable/Inseparable g. Connectors – and …. too and …. either so, but, neither h. Idioms

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Third Nine Weeks A. Reading Students will • apply knowledge of letter sound correspondences, language structure, and context to recognize words. • use context clues to figure out meaning of unfamiliar words and phrases in order to expand vocabulary. • use reference materials to identify words with multiple meanings (e.g. dictionary, thesaurus). • make connections between prior knowledge, personal experiences, and what is read. • recognize basic English syntax (sentence structure) and grammar to derive meaning. • use strategies to read text (preview, predict, question while reading, reread and self-correct). • demonstrate knowledge of story structure and sequence (protagonist, antagonist, inner and outer conflicts, plot line, comparing characters, etc.) • be able to restate facts and details of text. • draw conclusions from information and word usage in text. • draw inferences from stories read aloud and use simple phrases to communicate the inferences. • read novels, Classics, poetry, myths and legends. • know the genres, i.e. drama, poetry, etc.

Writing and Listening Students will • identify and correctly use subject/verb agreement. Note collective nouns in that regard. • recognize the verb tense and maintain consistency throughout the paragraph. • use capitals and punctuation correctly. • use question words in writing (who, what, when, where, why, how). • use question tags correctly (He’s coming, isn’t he?). • be able to write yes/no questions and answer them correctly. • use negative forms in sentences correctly. • use contractions correctly. • write friendly and business letters in the correct format. • Plan and draft essays. • Write descriptive and narrative paragraphs. • listen and respond to stories and other texts read aloud. • Infer speaker’s implied meaning.

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Speaking - Language Content Students will • participate in classroom discussions. • present expository information using a visual aid. • convey content through high frequency words/phrases. • state big/main ideas of classroom conversation. • identify main points of stories that are read aloud. • assist classmates that may need help. Content to support the above speaking standards, will include the following: a. Expressing an opinion b. Giving and expressing empathy and sympathy c. Places around town d. Occupations e. Travel f. Ghost stories g. Mysteries

Speaking – Grammar The speaking standards listed under C apply. a. Review b. Perfect modals – should have, might have, may have, could have c. Conditional a. Hope/wish clauses b. Embedded c. Passive voice d. Reported speech – present and past tense e. Idioms f. Collective nouns

Fourth Nine Weeks A. Reading Students will • apply knowledge of letter sound correspondences, language structure, and context to recognize words. • use context clues to figure out meaning of unfamiliar words and phrases in order to expand vocabulary. • use reference materials to identify words with multiple meanings (e.g. dictionary, thesaurus). • make connections between prior knowledge, personal experiences, and what is read. • recognize basic English syntax (sentence structure) and grammar to derive meaning.

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• • • • • • •

use strategies to read text (preview, predict, question while reading, reread and self-correct). demonstrate knowledge of story structure and sequence (protagonist, antagonist, inner and outer conflicts, plot line, comparing characters, etc.) be able to restate facts and details of text. draw conclusions from information and word usage in text. draw inferences from stories read aloud and use simple phrases to communicate the inferences. read novels, biographies, Classics, poetry, myths and legends. know the genres, i.e. drama, poetry, etc.

B. Writing and Listening Students will • identify and correctly use subject/verb agreement. Note collective nouns in that regard. • recognize the verb tense and maintain consistency throughout the paragraph. • use capitals and punctuation correctly. • use question words in writing (who, what, when, where, why, how). • use question tags correctly (He’s coming, isn’t he?). • be able to write yes/no questions and answer them correctly. • use negative forms in sentences correctly. • use contractions correctly. • write friendly and business letters in the correct format. • Plan and draft essays. • Write descriptive and narrative paragraphs. • listen and respond to stories and other texts read aloud. • Infer speaker’s implied meaning. C.

Speaking - Language Content Students will • participate in classroom discussions. • present expository information using a visual aid. • convey content through high frequency words/phrases. • state big/main ideas of classroom conversation. • identify main points of stories that are read aloud. • assist classmates that may need help. Content to support the above speaking standards, will include the following: a. Restaurants b. Animals c. Mall d. Emergency services f. Heroes 255

Speaking – Grammar The speaking standards listed under C apply. a. Active and Passive Voice – present and past tense b. Idioms c. Gender d. Verbs e. Dictionary usage f. If – would have g. Wish clauses h. Reported speech – present and past i. Tag questions

Review Recommended Time: 1-2 weeks Exam

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Course: French I Course Title: French I Course Description: French I students study the portion of the language that can be used in everyday conversation. The course is taught using a communicative approach in which listening, speaking and culture are emphasized while reading and writing skills are developed. Technology is enfaced into the curriculum to facilitate student's exposure to the French language in its written and spoken form inside and outside of the classroom. Students communicate on such topics as greetings, telling time, foods, school subjects, family and friends, likes and dislikes and leisure activities. This class is conducted in French as much as possible and an emphasis is placed on becoming a competent communicator. Students expand their understanding of culture by studying about the countries of the Francophone world. Vocabulary will focus on school, shopping, family, clothes, weather, simple foods found in restaurants and markets, holidays, and tourist activities. Students will: • Interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. • Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. • Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. • Use the target language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. • Use the target language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. • Build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. • Access and evaluate information and diverse perspectives that are available through the target language and its cultures. • Use the target language to investigate, explain, and reflect on the nature of language through comparisons of the target language and their own. • Use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. • Use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. • Set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement. 257

Unit 1 Ça va? Recommended Time: 2 weeks The student will learn how to greet people in French. a. Identify terms for greetings, farewells, and introductions. b. Identify expressions of courtesy. c. Identify the French alphabet and the names of accent marks. d. Compare cultural customs of shaking hands and bises. e. Determine the gender of nouns. f. Identify definite and indefinite articles. g. Use the expression il y a. The student will learn to say good-bye in French. a. Apply more information about greetings and farewells through specially shot video footage. Unit 2 En classe Recommended Time: 2 weeks The student will learn how to identify himself or herself and others. a. Identify terms to describe people. b. Identify terms for objects in the classroom. c. Determine rules for silent letters. d. Discuss and reflect on France’s multicultural society. e. Identify subject pronouns. f. Use the present tense of être. The student will learn how to ask yes or no questions. a. Determine adjective agreement. b. Identify some descriptive adjectives and adjectives of nationality. c. Listen for familiar words. Unit 3 Les cours Recommended Time: 2 weeks The student will learn how to talk about his or her classes. a. Identify terms for courses and places at school. b. Express likes and dislikes. c. Identify liaisons. d. Discuss and reflect on the French university system and l’Université Laval. The student will learn how to ask questions and express negation.

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a. Identify the present tense of regular –er verbs, as well as spelling changes in – ger and –cer verbs. b. Ask questions and express negation in French. Unit 4 Une semaine à la fac Recommended Time: 2 weeks The student will learn to say when things happen. a. Identify terms for talking about schedules and when things happen. b. Pronounce the French r. c. Discuss university courses and le bac in France. The student will learn how to discuss his or her schedule. a. Use the present tense of avoir. b. Use some idiomatic expressions with avoir. c. Tell time. d. Listen for cognates. Unit 5 La famille Recommended Time: 2 weeks The student will learn how to discuss family, friends, and pets. a. Identify words for family members and marital status. b. Identify some words for pets. c. Determine appropriate usage of l’accent aigu and l’accent grave. The student will learn how to express ownership. a. Discuss and reflect on the French family. b. Use descriptive adjectives and possessive adjectives.

Unit 6 Comment sont-ils? Recommended Time: 2 weeks The student will learn how to describe people. a. Identify more descriptive adjectives. b. Determine the appropriate usage of l’accent circonflexe, la cédille, and le tréma. c. Discuss different types of friendships and relationships. d. Count to 100. The student will learn how to talk about occupations. a. Identify words for some professions and occupations.

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b. Use some prepositions of location. c. Identify disjunctive pronouns. d. Ask for repetition in oral communication. Unit 7 Où allons-nous? Recommended Time: 2 weeks The student will learn how to say where you are going. a. Identify names for places around town. b. Identify terms for activities around town. c. Pronounce oral vowels. d. Discuss and reflect on pastimes of young French people and le verlan. The student will learn how to say what he or she is going to do. a. Use the verb aller and express future actions with it. b. Use the preposition à and contractions with it. c. Identify interrogative words.

Unit 8 J’ai faim! Recommended Time: 2 weeks The student will learn how to order food and beverages. a. Identify terms for food items at a café. b. Use expressions of quantity. c. Pronounce nasal vowels. d. Compare the role of the café in France and the cafés of North America. e. Use the present tense of prendre and boire. The student will learn how to ask for the check at a restaurant. a. Form and use partitive articles. b. Use regular –ir verbs. c. Listen for the gist in oral communication.

Unit 9 Le temps libre Recommended Time: 2 weeks The student will learn to talk about activities. a. Identify terms for sports and leisure activities. b. Learn about intonation. c. Discuss le football.

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d. Use the verb faire. The student will learn to tell how often and how well he or she does things. a. Identify adverbs of frequency. b. Use expressions with faire and il faut. c. Identify irregular â&#x20AC;&#x201C;ir verbs. Unit 10 Quel temps fait-il? Recommended Time: 2 weeks The student will learn how to talk about seasons and the date. a. Identify terms for seasons and months. b. Tell the date. c. Identify differences between open and closed vowels. d. Discuss the importance of public gardens and parks in the francophone world. The student will learn how to discuss the weather. a. Identify weather expressions. b. Learn numbers 101 and higher. c. Identify â&#x20AC;&#x201C;er verbs with spelling changes. d. Listen for key words in oral communication. Unit 11 Final Exam Recommended Time: 1 week Review and exam

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Course: French II Course Title: French II Course Description: Students will build on the basics learned in French I. They continue to increase their abilities to communicate and understand spoken and written French by reading, writing, and speaking in the target language. Students continue to learn about Francophone countries through written materials, short stories and videos, group projects, computer activities, music, and games. Success in the course depends greatly on the student’s willingness to participate and use of the language in class. Technology is integrated as part of the curriculum. Students will: • Interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. • Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. • Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. • Use the target language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. • Use the target language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. • Build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. • Access and evaluate information and diverse perspectives that are available through the target language and its cultures. • Use the target language to investigate, explain, and reflect on the nature of language through comparisons of the target language and their own. • Use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. • Use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. • Set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

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Unit 1 Surprise! Recommended Time: 2 weeks The student will learn how to talk about celebrations. a. Identify terms for parties and celebrations. b. Identify more differences between open and closed vowels. c. Discuss and reflect on carnaval and Bastille Day. The student will learn to talk about the stages of life. a. Identify terms for the stages of life. b. Use demonstrative adjectives. c. Use the passé composé with avoir. d. Identify some irregular past participles. Unit 2 Très chic! Recommended Time: 2 weeks The student will learn how to describe clothing. a. Identify terms for clothing, shopping, and colors. b. Identify more differences between open and closed vowels. c. Discuss the fashion industry in France. The student will learn how to offer and accept gifts. a. Identify indirect object pronouns. b. Identify more uses of disjunctive pronouns. c. Identify regular and irregular –re verbs. d. Listen for linguistic cues in oral communication. Unit 3 Bon voyage! Recommended Time: 2 weeks The student will learn how to describe trips he or she has taken. a. Identify terms for travel and vacation. b. Identify the role of diacriticals. c. Learn more about transportation and lodging through specially shot video footage. The student will learn how to tell where he or she went. a. Identify names of countries and nationalities. b. Use the passé composé with être. c. Identify direct object pronouns. d. Learn about the TER regional train service.

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Unit 4 À l’hôtel Recommended Time: 2 weeks The student will learn how to make hotel reservations. a. Identify terms related to hotels and accommodations. b. Identify ordinal numbers. c. Use expressions for sequencing events. d. Determine the pronunciations of ti, sti, and ssi. e. Read about and reflect on how and where the French vacation. The student will learn how to give instructions. a. Identify the formation and use of adverbs. b. Use the imparfait to discuss past events. c. Use the verbs dire, écrire, lire, and décrire. d. Recognize the genre of spoken discourses. Unit 5 La maison Recommended Time: 2 weeks The student will learn how to describe his or her home. a. Identify terms for parts of the house. b. Identify terms for furniture. c. Determine the pronunciation for s and ss d. Reflect on housing in France and le château Frontenac The student will learn how to talk about habitual past actions. a. Discuss more about housing in France through specially shot video footage. b. Differentiate between the uses of the passé composé and the imparfait. Unit 6 Les tâches ménagères Recommended Time: 2 weeks The student will learn how to talk about chores. a. Identify terms for household chores. b. Determine the pronunciation of semi-vowels. c. Analyze more uses of the passé composé and the imparfait. d. Determine the uses of savoir and connaître. e. Use visual cues to understand spoken French. The student will learn how to talk about appliances. a. Identify terms for appliances. b. Discuss the interiors of French homes and the French Quarter in New Orleans.

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Unit 7 Quel appétit! Recommended Time: 2 weeks The student will learn how to talk about food. a. Identify terms for food and meals. b. Discuss the e caduc and the e muet. c. Compare food shopping in France and the United States. d. Learn more about open-air markets through specially shot video footage. The student will learn how to express needs, desires, and abilities. a. Use the verb venir and similar verbs. b. Use the passé récent. c. Use time expressions with depuis, pendant, and il y a. d. Use the verbs vouloir, pouvoir, and devoir.

Unit 8 À table! Recommended Time: 2 weeks The student will learn how to describe and discuss food. a. Identify terms for eating in a restaurant. b. Identify terms for specialty food shops. c. Learn about stress and rhythm in spoken French. d. Discuss and compare French eating habits and meals. The student will learn how to shop for food. a. Use comparatives and superlatives of adjectives and adverbs. b. Identify irregular comparative and superlative forms. c. Identify double object pronouns. d. Take notes while listening to spoken French.

Unit 9 La routine quotidienne Recommended Time: 2 weeks The student will learn how to describe his or her daily routine. a. Identify terms for parts of the body. b. Identify terms to discuss one’s daily routine. c. Pronounce ch, qu, ph, th, and gn. The student will learn how to discuss personal hygiene. a. Read about and reflect on the healthcare system in France. b. Identify reflexive verbs. c. Identify some common idiomatic expressions with reflexive verbs.

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Unit 10 J’ai mal! Recommended Time: 2 weeks The student will learn how to describe his or her health. a. Identify terms to describe one’s health. b. Determine the pronunciation of p, t, and c. The student will learn ho to talk about remedies and well-being. a. Identify terms for illnesses and remedies. b. Identify terms related to medical visits and treatments. c. Read about and analyze more information on pharmacies and health-related businesses through specially shot video footage. d. Use the passé composé of reflexive verbs. e. Use the pronouns y and en. f. Listen for specific information in French.

Unit 11 – Final Exam Recommended Time: 1 week Review and exam

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Course: French III Course Title: French III Course Description: The class is mostly conducted in French. Students continue to enhance and develop the four skills of listening, speaking, reading, and writing. In addition to using the text, students use technology, watch videos in the target language, give oral presentations, read short stories, and write in French to increase their knowledge and fluency in the language. Cultural topics focus on the customs and traditions of the people of the Francophone world. Technology is integrated as part of the curriculum. Students will: • Interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. • Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. • Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. • Use the target language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. • Use the target language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. • Build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. • Access and evaluate information and diverse perspectives that are available through the target language and its cultures. • Use the target language to investigate, explain, and reflect on the nature of language through comparisons of the target language and their own. • Use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. • Use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. • Set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

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Unit 1 Le son et lâ&#x20AC;&#x2122;image Recommended Time: 2 weeks The student will learn how to talk about communication. a. Identify Internet terms. b. Determine the pronunciation of final consonants. c. Discuss technology in France and the Ariane rocket. The student will learn how to talk about electronics. a. Identify terms for electronics products. b. Use prepositions with infinitives. c. Identify reciprocal reflexives. d. Read about the NRJ Mobile.

Unit 2 En voiture! Recommended Time: 2 weeks The student will learn how to talk about cars. a. Identify terms for cars and driving. b. Identify terms for car maintenance and repair. c. Determine the pronunciation for the letter x. The student will learn how to talk about traffic. a. Learn about cars and driving in France and the car manufacturer CitroĂŤn. b. Learn more about city streets and driving in France through specially shot video footage. The student will learn how to say what he or she would do. a. Determine appropriate usage of the verbs ouvrir and offrir. b. Identify the conditional. c. Guess the meaning of words from context in spoken French.

Unit 3 Les courses Recommended Time: 2 weeks The student will learn how to make business transactions. a. Identify terms for banking. b. Identify terms for businesses and establishments. c. Identify terms for the post office. d. Determine the pronunciation for the letter h. e. Learn about methods of payment in France. The student will learn how to get around town.

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a. Learn more about businesses and small shops through specially shot video footage. b. Use the verbs voir, croire, recevoir, and apercevoir. c. Identify negative and affirmative expressions. d. Read about the city of Rennes.

Unit 4 Où se trouve…? Recommended Time: 2 weeks The student will learn how to ask for directions. a. Identify terms for asking and giving directions. b. Learn the rules of French capitalization. c. Discuss the cultural significance of the centers of French cities and towns. The student will learn how to tell what he or she will do. a. Determine the formulation and usage of le futur simple. b. Identify irregular future tense forms. c. Use background information to understand spoken French.

Unit 5 Au bureau Recommended Time: 2 weeks The student will learn how to make and receive phone calls. a. Identify terms for the workplace. b. Identify terms for job interviews. c. Identify terms for making and receiving phone calls. d. Determine the rules of punctuation in French. e. Discuss telephones, text messages, and les artisans. The student will learn how to talk about his or her goals. a. Identify future tenses with quand and dès que. b. Use interrogative pronouns lequel, laquelle, lesquel, and lesquelles.

Unit 6 Les professions Recommended Time: 2 weeks The student will learn how to discuss jobs. a. Identify terms for professions. b. Identify more terms for discussion one’s work.

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c. Learn about neologisms and franglais. d. Discuss labor unions, strikes, and civil servants. e. Learn more about professions and work through specially shot video footage. The student will learn how to say what he or she would do. a. Determine appropriate usage of si clauses. b. Use the relative pronouns qui, que, dont, and où. c. Use background knowledge and listen for specific information.

Unit 7 Sauvons la planète! Recommended Time: 2 weeks The student will learn how to talk about pollution. a. Identify terms related to ecology and the environment. b. Compare common differences in French and English spelling. c. Learn about the ecological movement and nuclear energy in France. The student will learn how to talk about what needs to be done. a. Determine appropriate usage of the demonstrative pronouns celui, celle, ceux, and celles. b. Form le subjonctif. c. Use common impersonal expressions that take the subjunctive.

Unit 8 En pleine nature Recommended Time: 2 weeks The student will learn how to discuss nature and the environment. a. Identify terms to discuss nature and conservation. b. Identify homophones. c. Learn about France’s national park system and Madagascar. d. Learn more about the diverse geography of the francophone world through specially shot video footage. The student will learn how to make comparisons. a. Use the subjunctive with verbs and expressions of will and emotion. b. Identify the comparatives and superlatives of nouns. c. Listen for the gist and cognates.

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Unit 9 Que le spectacle commence! Recommended Time: 2 weeks The student will learn how to talk about performance arts. a. Identify terms related to the theater and performance arts. b. Determine the rules for making liaisons and some exceptions. c. Discuss the theater in France and Molière. d. Learn more about movie theaters and kiosks through specially shot video footage. The student will learn how to express his or her feelings and opinions. a. Use the subjunctive to express doubt, disbelief, and uncertainty. b. Identify some irregular forms of the subjunctive. c. Identify possessive pronouns. d. Evaluate the short film La tartine.

Unit 10 Au festival d’art Recommended Time: 2 weeks The student will learn how to discuss films and television. a. Identify terms for television and film. b. Learn about abbreviations and acronyms. c. Use the subjunctive with conjunctions. The student will learn how to discuss books. a. Identify terms for literature and fine arts. b. Listen for key words and use context.

Unit 11 – Final exam Recommended Time: 1 week Review and exam

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Course: Latin I Course Title: Latin I Course Description: Latin I is a two-semester course that will teach the student the basic grammar, syntax, and vocabulary of the Latin language. It will focus on the acquisition of vocabulary including all aspects of gender and will attempt to explain Latin accidence and inflection. The student will gain knowledge of the present, imperfect, future, and perfect tenses by utilizing adapted, prose translation. The student will develop a proper knowledge of traditional Latin pronunciation recreating as closely as possible the original as evidenced throughout the Augustan period. Technology is an integral part of the curriculum throughout the year. Students will: • Gain insight into the structure of an inflected language and make comparisons with the structure of their own language. • Improve their command of their own language by adding to their vocabulary from the many English words derived from Latin. • Develop a sound basis for the study of Romance languages such as French, Spanish, and Italian. • Develop an understanding of how Romance languages are related through their origins in Latin. • Develop a critical appreciation of the way language is used to express feelings, to develop trains of thought, and to influence people. • Learn about the period of the Roman Empire through primary sources in the form of written evidence and archaeological remains. • Gain insight into elements of western European and other societies: language, literature, law, attitudes to religion, philosophy, ethics, art, architecture, civil engineering and technology, and political science. Unit 1 Recommended Time: 4 weeks The student will learn the Latin alphabet and pronunciation. The student will gain an overview of Roman history. The student will be introduced to the beginnings of Latin literature. The student will read “Romulus and Remus.” The student will be introduced to the parts of speech and first declension nouns.

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a. Identify number, gender, and case. The student will be able to greet others in Latin. Unit 2 Recommended Time: 3 weeks The student will read “The Menaechmi Twins,” by Plautus. The student will conjugate verbs of the first and second conjugation. a. Identify principal parts. b. Identify properties of verbs. c. Understand verb agreement.

Unit 3 Recommended Time: 3 weeks The student will read, “Two Brothers,” by Terence. The student will decline second declension masculine nouns. a. Identify genitive case. b. Identify vocative case and when it is used. c. Identify prepositional phrases. The student will be able to talk about objects and people in the classroom.

Unit 4 Recommended Time: 3 weeks The student will read, “The Deserter wants a Reward,” by Cicero. The student will identify second declension neuter nouns. a. Identify dative case. The student will be introduced to first and second declension adjectives. a. Identify adjectives ending in –us, -a, -um. b. Understand agreement of nouns and adjectives. The student will be able to discuss homework in Latin.

Unit 5 Recommended Time: 3 weeks The student will read, “Cicero Writes to Terentia,” by Cicero. The student will continue working with first and second conjugation verbs. a. Identify present passive tense.

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b. Identify present passive infinitive The student will understand the ablative of agent. The student will continue working with first and second declension adjectives. The student will discuss occupations.

Unit 6 Recommended Time: 3 weeks The student will read, “The Druids,” by Caesar. The student will conjugate sum and possum in the present tense. The student will identify the complimentary infinitive. The student will differentiate between transitive and intransitive verbs. The student will discuss preparing for a test.

Unit 7 Recommended Time: 3 weeks The student will read, “My Girl’s Sparrow,” by Catullus. The student will identify third declension nouns. a. Differentiate between masculine and feminine nouns. The student will identify indirect statements. a. Differentiate between the accusative and infinitive. The student will be able to discuss the cafeteria.

Unit 8 Recommended Time: 3 weeks The student will read, “Themistocles Saves the Greeks,” by Nepos. The student will conjugate verbs of the third conjugation. a. Identify present active tense. b. Identify passive tense. c. Differentiate between present active and passive infinitives. The student will identify the ablatives of manner, instrument, separation, place from which, and place where. The student will identify the accusative place to which. The student will discuss after school activities.

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Unit 9 Recommended Time: 3 weeks The student will read, â&#x20AC;&#x153;The Catilinarian Conspiracy,â&#x20AC;? by Sallust. The student will conjugate fourth conjugation verbs. a. Identify present active and passive tense. b. Identify present active and passive infinitive. The student will decline third declension neuter nouns. a. Identify I-stem nouns. The student will discuss getting ready for a party.

Unit 10 Recommended Time: 2 weeks Final exam Review and exam

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Course: Latin II Course Title: Latin II Course Description: Latin II is a two-semester course that will teach the student the more advanced grammar, syntax, and vocabulary of the Latin language. The student will be introduced to basic translation techniques. At first, the student will translate adapted Latin prose and work progressively toward translating pure, un-adapted Latin prose. Certain, standard authors will be covered in the class such as Cicero, Caesar, Horace, Vergil, and Ovid. These authors will serve as the basis to introduce the student historically to the late Augustan Period up to the Flavian Dynasty. The student will be expected to be prepared, at the end of the year, to advance to an intermediate prose translation course of un-adapted text. Technology is an integral part of the curriculum throughout the year.

Students will: • Gain insight into the structure of an inflected language and make comparisons with the structure of their own language. • Improve their command of their own language by adding to their vocabulary from the many English words derived from Latin. • Develop a sound basis for the study of Romance languages such as French, Spanish, and Italian. • Develop an understanding of how Romance languages are related through their origins in Latin. • Develop a critical appreciation of the way language is used to express feelings, to develop trains of thought, and to influence people. • Learn about the period of the Roman Empire through primary sources in the form of written evidence and archaeological remains. • Gain insight into elements of western European and other societies: language, literature, law, attitudes to religion, philosophy, ethics, art, architecture, civil engineering and technology, and political science. Unit 1 Recommended Time: 3 weeks The student will read, “The Trojan Horse,” by Vergil. The student will conjugate third conjugation –io verbs. a. Differentiate between present active and passive tense. b. Differentiate between present active and passive infinitive. 276

The student will decline third declension adjectives. a. Identify substantive adjectives. The student will be able to talk about the morning before a test.

Unit 2 Recommended Time: 3 weeks The student will read, “ Queen Dido of Carthage,” by Vergil. The student will identify the imperfect active and passive tense of all conjugations. The student will conjugate the imperfect tense of sum and possum. The student will discuss traveling to school.

Unit 3 Recommended Time: 3 weeks The student will read, “Mucius Scaevola,” by Livy. The student will identify first, second, and third person personal pronouns. The student will differentiate between first and second person possessive adjectives. The student will decline vīs. The student will discuss the weather.

Unit 4 Recommended Time: 3 weeks The student will read, “ An Encounter with a Boor,” by Horace. The student will give commands in the present tense. a. Differentiate between positive and negative imperatives. The student will continue to work with first and second person personal pronouns in the genitive case. The student will identify third person possessive pronouns and adjectives. The student will discuss being late for school. Unit 5 Recommended Time: 3 weeks The student will read, “Pyramus and Thisbe,” by Ovid. The student will identify the future active and passive tenses. a. Conjugate first conjugation verbs in the future and passive tense. b. Conjugate second conjugation verbs in the future and passive tense.

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The student will conjugate the future of sum and possum. The student will identify relative pronouns and clauses. The student will discuss chatting on the Internet. Unit 6 Recommended Time: 3 weeks The student will read, “Reflections on Growing Old,” by Seneca. The student will continue to identify future active and passive tenses. a. Conjugate third conjugation verbs. b. Conjugate fourth conjugation verbs. The student will identify interrogative pronouns and adjectives. The student will talk about a trip to the country.

Unit 7 Recommended Time: 3 weeks The student will read, “The Eruption of Vesuvius,” by Pliny the Younger. The student will identify perfect tense verbs. a. Identify perfect stem. b. Identify perfect active tense of all conjugations. c. Identify perfect tense of sum and possum. The student will identify the dative of possession. The student will discuss relaxing at the beach. Unit 8 Recommended Time: 3 weeks The student will read, “The Fire at Rome,” by Tacitus. The student will identify the pluperfect active tense of all conjugations. The student will identify the pluperfect active tense of sum and possum. The student will decline fourth declension nouns. a. Decline masculine nouns. b. Decline feminine nouns. c. Decline neuter nouns. The student will talk about recovering from an accident. Unit 9 Recommended Time: 3 weeks The student will read, “Cupid and Psyche,” by Apuleius.

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The student will identify the future perfect active tense of all conjugations. The student will identify the future perfect tense of sum and possum. The student will decline fifth declension nouns. The student will talk about going to the dentist. Unit 10 Recommended Time: 2 weeks Final Exam Review and exam

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Course: Mandarin I Course Title: Mandarin I Course Description In an ever-changing global economy, there is a push for students to study international languages of global significance. With the enormous increase of the Chinese economy, Mandarin has become an important player. Mandarin level I is an introduction to the Chinese language and culture and will introduce the student to the sounds and appearance of Chinese characters. It assumes that students have minimal of no prior knowledge of the language and culture. It will stress progressive acquisition of effective communication skills in both the written and spoken language and an understanding of the practices and products of Chinese culture. This course is not open to native Mandarin speakers. Technology will be incorporated in class and homework activities. This course will pay particular attention to Chinaâ&#x20AC;&#x2122;s role in international affairs and discuss its economic potential. By the end of Level I, students will exhibit Novice-Mid level proficiency in speaking and writing, and Novice-High level proficiency in listening, and reading Unit 1: Customs of China Recommended Time: 4 weeks The students will exchange simple spoken and written information in the target language, utilizing cultural references where appropriate. o Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms. o Express likes, dislikes, emotions, agreement and disagreement. o Make simple requests. o Ask for clarification. Unit 2: Numbers Recommended Time: 2 weeks o Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 99 in context.

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Unit 3: Etiquette of China Recommended Time: 3 week The students will demonstrate skills necessary to sustain brief oral and written exchanges in the target language. o Initiate, participate in, and close a brief oral or written exchange. o Use formal and informal forms of address. o Demonstrate Novice-Mid proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.

Unit 4: Family, School and Classroom Routine Recommended Time: 3 weeks The students will demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on topics such as self, family, school, etc. o Identify main ideas and some details when reading and listening. o Comprehend simple, culturally authentic announcements, messages, and advertisements. o Understand simple instructions, such as classroom procedures. o Demonstrate Novice-Mid proficiency in listening and reading comprehension.

Unit 5: Parts of the Body Recommended Time: 3 weeks The students interpret verbal and non-verbal cues to understand simple spoken and written messages in the target language. o Differentiate among statements, questions and exclamations. o Recognize basic gestures, body language, and intonation that clarify a message. Unit 6: Home Recommended Time: 3 weeks The students will present information orally and in writing that contains a variety of vocabulary, phrases, and patterns.

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o Present information gathered from a variety of sources such as informal conversations, class presentations, interviews, readings, and media. o Give basic information about self and others including school, family, activities, etc. o Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics. Unit 7: Sports and Leisure Time Recommended Time: 3 weeks The students will present brief, rehearsed material in the target language, such as dialogues, skits, poetry, and songs. o Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material.

Unit 8: Food Recommended Time: 3 weeks The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken. o Demonstrate knowledge of contributions of target culture(s) to civilization. o Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals. o Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

Unit 9: Travel in China Recommended Time: 3 weeks The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. o Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken.

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Unit 10: Holiday Celebrations Recommended Time: 3 weeks The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the studentsâ&#x20AC;&#x2122; own culture. The students will demonstrate an awareness of current events in the target culture(s). o Compare patterns of behavior and interaction in the studentsâ&#x20AC;&#x2122; own culture with those of the target language. o Demonstrate an awareness of elements of the studentsâ&#x20AC;&#x2122; own culture. o Give information regarding major current events of the target culture(s). o Understand the impact of current events of the target culture(s).

Unit 11: Clothes Recommended Time: 3 weeks The students compare basic elements of the target language to the English language. The students: o Recognize similarities and differences in sound systems, writing systems, cognates, gender, and level appropriate idioms. o Recognize basic sound distinctions and intonation patterns and their effect on communicating meaning.

Unit 12: Shopping and Money Recommended Time: 3 weeks The students identify situations and resources in which target language skills and cultural knowledge may be applied beyond the classroom setting, for recreational, educational, and occupational purposes. o Identify examples of the target language and the culture(s) studied that are evident in and through media, entertainment, and technology. o Identify resources, such as individuals and organizations accessible through the community or the Internet that provide basic cultural information about the culture(s) studied.

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Course: Mandarin II Course Title: Mandarin II Course Description The Level II Mandarin language course focuses on the continued development of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. It assumes that the students have successfully completed a Level I course or are at a Novice-Mid level of proficiency. Students begin to show a greater level of accuracy when using basic language structures, and they are exposed to more complex features of the language. They continue to focus on communicating about their immediate world and daily life activities, read material on familiar topics, and write short, directed compositions. Mandarin level II is a continuation of Mandarin I building upon acquired skills. This course will push towards a more complete understanding of Chinese, cultural unification. It allows students to continue to develop proficiency in listening, speaking, reading and writing in Chinese and learn to communicate in culturally appropriate ways. This course is not open to native Mandarin speakers. Technology will be incorporated in class and homework activities. Unit 1: Letters, E-mails, and Invitations Recommended Time: 3 weeks The students exchange spoken and written information in the target language, utilizing cultural references where appropriate. The students: o Express needs and preferences. o Express feelings and emotions. o Request help and clarification. o Give descriptions. o Give and follow directions and instructions. o Ask questions and provide responses based on topics such as self, others, and the immediate environment. o Ask questions and provide responses about plans and events.

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Unit 2: Daily Routine Recommended Time: 3 weeks The students demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in the target language. The students: o Initiate, participate in, and close an oral or written exchange. o Use simple paraphrasing to convey and comprehend messages. o Use gestures and body language to convey and comprehend messages.

Unit 3: Travel and Transportation Recommended Time: 3 weeks The students understand spoken and written language on new and familiar topics presented through a variety of media in the target language, including authentic materials. The students: o Identify main ideas and essential details when reading and listening. o Interpret culturally authentic materials and information. o Comprehend and follow oral and written instructions. o Demonstrate Novice-Mid to Novice-High proficiency in listening and reading comprehension.

Unit 4: Directions Recommended Time: 3 weeks The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. The students: o Give examples of the influence of the target language and culture(s) on other subject areas, such as foreign words in the English language. o Relate information acquired in other subjects discussed in the language class, such as the use of the metric system.

Unit 5:

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Etiquette and Custom of China Recommended Time: 3 weeks The students present information orally and in writing using familiar and newly acquired vocabulary, phrases, and patterns. The students: o Relate main ideas and essential details from level-appropriate print or non-print material. o Give brief, organized oral presentations, using visual and technological support as appropriate. o Write short, organized compositions, using visual and technological support as appropriate.

Unit 6: Activity and Leisure Time Recommended Time: 3 weeks The student present rehearsed and unrehearsed material in the target language, such as skits, poems, short narratives, and songs. The students: o Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and intonation when presenting material. o Demonstrate comprehension of material.

Unit 7: Holidays Recommended Time: 3 weeks The students understand perspectives, practices, and products of the cultures where the target language is spoken and how they are interrelated. The students: o Participate in real or simulated cultural events, such as family activities and holiday celebrations. o Identify patterns of behavior typically associated with cultures, such as eating and shopping customs, leisure activities, and celebration of national holidays. o Examine the influence of the geography of the countries studied on cultural elements such as food, clothing, dwellings, transportation, language, and art.

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Unit 8: Health Recommended Time: 3 weeks The students interpret verbal and non-verbal cues to understand spoken and written messages in the target language. The students: o Differentiate among increasingly complex statements, questions, and exclamations. o Interpret basic gestures, body language, and intonation that clarify a message. o Presentational Mode of Communication (P)

Unit 9: Social Occasions Recommended Time: 3 weeks The students demonstrate an understanding of the similarities and differences between the culture(s) studied and those of the studentsâ&#x20AC;&#x2122; own culture. The students: o Compare and contrast social conventions of the target culture(s) with the studentsâ&#x20AC;&#x2122; own cultures, such as handshaking and kissing on the cheek. o Compare and contrast the geography of the countries of the target language and the studentsâ&#x20AC;&#x2122; own country and discuss its impact on culture.

Unit 10: Telephone Communication and Courtesy Recommended Time: 3 weeks The students develop a better understanding of the English language through the study of the target language. The students: o Compare vocabulary usage and structural patterns of the target language with English. o Use level-appropriate idiomatic expressions in the target language.

Unit 11: Chinese culture Recommended Time: 3 weeks The students identify current events and issues in the target culture(s). The students: o Give information regarding major current events of the target culture(s). o Understand the impact of major current events on the target culture(s).

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Unit 12: Professions Recommended Time: 3 weeks The students develop and apply target language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes. The students: o Illustrate how the target language and culture(s) studied are evident in and through media, entertainment, and technology. o Locate and use resources in the target language, such as individuals and organizations accessible through the community or the internet to reinforce basic cultural knowledge

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Course: Mandarin – Middle School Course Title: Introduction of Mandarin Course Description Middle School Mandarin is an introduction to the Chinese language and culture and will introduce the student to the sounds and appearance of Chinese characters. It assumes that students have minimal of no prior knowledge of the language and culture. It will stress progressive acquisition of effective communication skills in both the written and spoken language and an understanding of the practices and products of Chinese culture. This course is not open to native Mandarin speakers. Technology will be incorporated in class and homework activities. Communication between students and instructors will be in the target language. Because students may begin formal language learning at various stages of their cognitive development, teachers must adjust vocabulary and content to reflect developmentally appropriate interests. Unit 1: Customs of China Recommended Time: 2 weeks The students will exchange simple spoken information in the target language, utilizing cultural references where appropriate. l Use basic greetings, farewells, and expressions of courtesy, in oral forms. l Express likes, dislikes, emotions, agreement and disagreement. Unit 2: Pinyin and Chinese character structure Recommended Time: 1 week The students will write simple information in the target language. l Use sequenced information in written forms. l Express difference between English alphabet and Chinese pinyin. Unit 3: Etiquette of China Recommended Time: 2 weeks The students will demonstrate skills necessary to sustain brief oral and written exchanges in the target language.

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Initiate, participate in, and close a brief oral or written exchange. Demonstrate Novice-Mid proficiency in oral and written exchanges with respect proper pronunciation, intonation, and writing mechanics.

Unit 4: Holiday Celebrations Recommended Time: 2 weeks The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture. The students will demonstrate an awareness of current events in the target culture(s). o Compare patterns of behavior and interaction in the students’ own culture with those of the target language. o Demonstrate an awareness of elements of the students’ own culture. l Give information regarding major current events of the target culture(s). l Understand the impact of current events of the target culture(s). Unit 5: Number and Time Recommended Time: 1 week l

Use sequenced information, such as time, numbers 0 to 100 in context.

Unit 6: Family Recommended Time: 1 week The students will demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on topics such as self, family, school, etc. l l

Understand simple instructions. Identify main family members.

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Course: Spanish Language Connections Course: Middle School Spanish Course Description: The Connections Spanish language course for middle school focuses on the introduction of communicative competence in the target language and understanding of the culture(s) of the people who speak the language. It assumes that the students have no prior knowledge of the language and culture. This course is taught over nine weeks. The major means of communication between students and instructors will be in the target language. An important component of the class is the use of the language beyond the classroom in the real world. The integration of technology is an important tool in accessing authentic information in the target language and in providing students the opportunity to interact with native speakers. By the end of the Connections language course, students will exhibit Novice-Low level proficiency in speaking, listening, and ready and possibly Novice-Mid level proficiency in writing (ACTFL Proficiency Guidelines, 1999). Students will: • • • • • • • • • • • • • • • •

Use basic greetings, farewells, and expressions of courtesy. Use sequenced information meaningfully. Initiate, participate in, and close a brief exchange. Understand simple directions. Identify the main ideas and some details when reading and listening. Differentiate among statements, questions, and exclamations. Recognize basic non-verbal cues. Demonstrate Novice-Low proficiency in oral and written exchanges. Identify the main ideas and some details when reading and listening. Comprehend simple, culturally authentic reading materials. Understand simple instructions. Demonstrate Novice-Low proficiency in listening, viewing and reading comprehension. Present information from a variety of sources. Demonstrate Novice-Low proficiency in oral and written presentations. Demonstrate Novice-Low proficiency when presenting rehearsed material. Demonstrate comprehension of rehearsed material.

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Demonstrate knowledge of cultural contributions. Identify examples of the target language in other subjects. Describe some cultural customs and traditions. Apply previously learned skills from other subjects. Relate content from other subjects as it relates to the target language. Compare cultural patterns of behavior and interaction. Demonstrate awareness of students’ own cultures. Recognize similarities/differences between target language and English. Recognize basic sound distinctions and their effect on communication. Give information about current events of target culture.

Unit 1Bienvenidos Recommended Time: 2 weeks The student will be able to use basic greetings, farewells, and expressions of courtesy. a. Identify terms for greetings and goodbyes. b. Use basic greetings, farewells and goodbyes. c. Identify where one is from. d. Discuss the alphabet and name of letters. e. Identify the numbers 0-30. f. Identify the different countries that speak Spanish. Unit 2 – Mi familia y Yo Recommended Time: 2 weeks The student will be able to talk about family members. a. Identify terms for family relationships. b. Discuss family relationships in Spanish-speaking countries in comparison to the United States. c. Identify forms of the verb ser and point out subject pronouns. The student will be able to describe people and things. a. Identify descriptive adjectives and possessive adjectives. Unit 4 – El tiempo y El calendario Recommended Time: 2 weeks The student will be able to talk about the days of the week and months of the year. a. Identify the days of the week and months of the year. b. Ask what day it is. 292

c. Discuss birthdays and events in Spanish. The student will be able to talk about different kinds of weather and the seasons. a. Identify terms for the seasons. b. Identify terms for the weather. c. Discuss and differentiate the different seasons in the different Spanishspeaking countries. d. Use weather terms in daily conversation. Unit 5 â&#x20AC;&#x201C; La Ropa Y Los Colores Recommended Time: 2 week The student will be able to talk about what they are wearing. a. Identify clothing items and their colors. b. Discuss what different clothing is needed for different season.

Unit 6 â&#x20AC;&#x201C; Los pasatiempos Recommended Time: 1 week The student will be able to talk about pastimes, weekend activities, and sports. a. Identify names of sports and other pastimes. b. Use the verb gustar. c. Discuss their likes and dislikes. d. Compare and contrast sports in other countries.

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Course: Spanish I Course: Spanish I Course Description: Spanish 1 students study the portion of the language that can be used in everyday conversation. The course is taught using a communicative approach in which listening, speaking and culture are emphasized while reading and writing skills are developed. Technology is enfaced into the curriculum to facilitate student's exposure to the Spanish language in its written and spoken form inside and outside of the classroom. Students communicate on such topics as greetings, telling time, foods, school subjects, family and friends, likes and dislikes and leisure activities. This class is conducted in Spanish as much as possible and an emphasis is placed on becoming a competent communicator. Students expand their understanding of culture by studying about the countries of the Hispanic world. Vocabulary will focus on school, shopping, family, clothes, weather, simple foods found in restaurants and markets, holidays, and tourist activities. By the end of Level 1, students will exhibit Novice-Mid level proficiency in speaking and writing and Novice-High level proficiency in listening, and reading (ACTFL Proficiency Guidelines, 1999). Students will: • • • • • • • • • • • • • • •

Use basic greetings, farewells, and expressions of courtesy Identify themselves and others. Make simple requests. Give simple descriptions. Comprehend basic directions. Ask questions and provide responses on suggested topics. Initiate, participate in, and close a brief exchange. Use formal and informal forms of address. Demonstrate Novice-Mid proficiency in oral and written exchanges. Identify the main ideas and some details when reading and listening. Comprehend simple, culturally authentic reading materials. Understand simple instructions. Demonstrate Novice-Mid proficiency in listening, viewing and reading comprehension. Differentiate among statements, questions, and exclamations. Recognize basic non-verbal cues.

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Present information from a variety of sources. Give basic information about self and others using suggested topics. Demonstrate Novice-Mid proficiency in oral and written presentations. Demonstrate Novice-Mid proficiency when presenting rehearsed material. Demonstrate comprehension of rehearsed material. Demonstrate knowledge of cultural contributions. Identify examples of the target language in other subjects. Relate content from other subjects as it relates to the target language. Compare cultural patterns of behavior and interaction. Demonstrate awareness of students’ own cultures. Recognize similarities/differences between target language and English. Recognize basic sound distinctions and their effect on communication. Give information about current events of target culture.

Unit 1Hola, ¿qué tal? Recommended Time: 4 weeks The student will be able to greet people in Spanish, say goodbye. a. Identify terms for greetings and goodbyes. b. Use basic greetings, farewells, and expressions of courtesy The student will be able to identify themselves and others. a. Identify where one is from. b. Identify forms of the verb ser and point out subject pronouns. c. Discuss the Spanish alphabet and the name of the letters. d. Use formal and informal forms of address. e. Identify gender of nouns and definite and indefinite articles. f. Identify the numbers 0-30. g. Write a telephone/address list in Spanish. The student will be able to talk about the time of day. a. Identify terms for asking and telling time. b. Discuss times of the day. c. Investigate and reflect on the demographic and cultural information about Hispanics in the United States and Canada. Unit 2– En la Universidad Recommended Time: 4 weeks The student will be able to talk about their classes and school life. a. Identify classroom and university related words. The student will be able to discuss everyday activities. a. Identify the present tense of –ar verbs. 295

b. Identify the gustar. c. Form negative sentences. The student will be able to ask questions in Spanish. a. Discuss forming questions in Spanish, rising and falling intonation in questions and statements b. Identify interrogative words. c. Ask questions and provide responses on suggested topics. The student will be able to describe the location of people and things. a. Identify the present tense of estar. b. Compare and contrast the differences between ser and estar. c. Identify and use prepositions of location. d. Identity numbers 31 and higher. e. Read documents in Spanish and discuss. f. Write a description of themselves for a chat room. Unit 3– La Familia Recommended Time: 4 weeks The student will be able to talk about family and friends. a. Identify terms for family relationships and names of various professions. b. Discuss Spain’s Royal Family. The student will be able to describe people and things. a. Identify descriptive adjectives and possessive adjectives. b. Identify regular tense of –er and –ir verbs. The student express possession. a. Identify present tense of tener and venir b. Read about geographical and cultural information about Ecuador. c. Write a letter to a friend. Unit 4 – Los Pasatiempos Recommended Time: 4 weeks The student will be able to talk about pastimes, weekend activities, and sports. a. Identify names of sports and other pastimes. b. Identify names of places in a city. c. Discuss soccer rivalries in the Hispanic world. d. Identify the present tense of ir. e. Identify the present tense of common stem-changing verbs. The student will be able to make plans and invitations. a. Write an events pamphlet. b. Dscuss cultural, historical, economic, and geographic information about México.

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Unit 5 â&#x20AC;&#x201C; Las Vacaciones Recommended Time: 4 weeks The student will be able to discuss and plan a vacation. a. Identify terms for traveling and vacations. b. Identify seasons, months and weather expressions. c. Identify ordinal numbers (1st-10th) The student will be able to describe a hotel. The student will be able to talk about how they feel. a. Use the verb estar with conditions and emotions. b. Identify adjectives for conditions and emotions. c. Use present progressive of regular and irregular verbs. The student will be able to talk about the seasons and the weather. a. Identify direct object nouns and pronouns. b. Use the personal a. c. Write a brochure for a hotel. d. Demonstrate knowledge of cultural, geographic, and historical information about Puerto Rico. e. Read a hotel brochure from Puerto Rico.

Unit 6 â&#x20AC;&#x201C; ÂĄDe compras! Recommended Time: 4 weeks The student will be able to talk about and describe clothing. a. Identify terms for clothing and shopping. b. Identify colors. c. Discuss open-air markets. The student will be able to express preferences in a store. a. Use and differentiate between the verbs saber and conocer. b. Identify the preterite tense of regular verbs. c. Use demonstrative adjectives and pronouns. The student will be able to negotiate and pay for items they buy. a. Write a report for a school newspaper. b. Read and discuss an advertisement for a store sale.

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Unit 7 – Review and Final Exam Recommended Time: 1 – 2 weeks Course: Spanish II Course: Spanish II Course Description: Students will build on the basics learned in Spanish 1. They continue to increase their abilities to communicate and understand spoken and written Spanish by reading, writing, and speaking in the target language. Students continue to learn about Hispanic countries through written materials, short stories and videos, group projects, computer activities, music, and games. Success in the course depends greatly on the student’s willingness to participate and use of the language in class. Technology is integrated as part of the curriculum. Students will: • • • • • • • • • • •

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Express needs and preferences. Express feelings and emotions. Request help and clarification. Give descriptions. Give and follow directions and instructions. Ask questions and provide responses based on topics such as self, others, and the immediate environment. Ask questions and provide responses about plans and events. Initiate, participate in, and close an oral or written exchange. Use simple paraphrasing to convey and comprehend messages. Use gestures and body language to convey and comprehend messages. Demonstrate Novice-Mid to Novice-High proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics. Identify main ideas and essential details when reading and listening. Interpret culturally authentic materials and information. Comprehend and follow oral and written instructions. Demonstrate Novice-Mid to Novice-High proficiency in listening, viewing, and reading comprehension. Differentiate among increasingly complex statements, questions, and exclamations. Interpret basic gestures, body language, and intonation that clarify a message. Relate main ideas and essential details from level-appropriate print or non- print

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material. Give brief, organized oral presentations, using visual and technological support as appropriate. Write short, organized compositions, using visual and technological support as appropriate. Demonstrate Novice-Mid to Novice-High proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics. Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and intonation when presenting material. Demonstrate comprehension of material. Participate in real or simulated cultural events, such as family activities and holiday celebrations. Identify patterns of behavior typically associated with cultures, such as eating and shopping customs, leisure activities, and celebration of national holidays. Examine the influence of the geography of the countries studied on cultural elements such as food, clothing, dwellings, transportation, language, and art. Give examples of the influence of the target language and culture(s) on other subject areas, such as foreign words in the English language. Relate information acquired in other subjects discussed in the language class, such as use of the metric system. Compare and contrast traditions, such as holidays, foods, and celebrations. Compare and contrast social conventions of the target culture(s) with the students’ own cultures, such as handshaking and kissing on the cheek. Compare and contrast the geography of countries of the target language and the students’ own country and discuss its impact on culture. Compare vocabulary usage and structural patterns of the target language with English. Use level-appropriate idiomatic expressions in the target language. Give information regarding major current events of the target culture(s). Understand the impact of major current events of the target culture(s). Develop and apply target language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes. Illustrate how the target language and culture(s) studied are evident in and through media, entertainment, and technology. Locate and use resources in the target language, such as individuals and organizations accessible through the community.

Review of Spanish 1 1-2 weeks as needed Unit 1 – La Rutina Diaria Recommended Time: 4 weeks

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The student will be able to describe their daily routine. a. Identify terms for daily routines. b. Identify and apply reflexive verbs. c. Discuss the custom of the siesta in Spanish-speaking countries. The student will be able to talk about person hygiene. a. Use indefinite and negative words. b. Use the preterite of ser and ir and differentiate between the two. c. Identify verbs like gustar. The student will be able to reassure someone. a. Write a description of a place. b. Listen for background information. Unit 2 – La Comida Recommended Time: 4 weeks The student will be able to order food in a restaurant. a. Identify food terms. b. Identify meal-related words. c. Identify fruits and vegetables native to the Americas. The student will be able to talk and describe food. a. Form the preterite of stem-changing verbs. b. Use double object pronouns. c. Read for the main idea. d. Write a restaurant review. e. Take notes while listening. Unit 3 – Las Fiestas Recommended Time: 4 weeks The student will be able to express congratulations and gratitude. a. Identify terms for parties and celebrations. b. Identify words for stages of life and personal relationships. c. Discuss Semana Santa celebrations and Chile’s International Music Festival in Viña del Mar. d. Use irregular preterites. e. Use verbs that change meaning in the preterite. f. Differentiate between the uses of ¿qué? And ¿cuál?. The student will be able to ask for and pay the bill at a restaurant. a. Recognize word families. b. Use a Venn diagram to organize information. c. Write a comparative analysis. d. Use context to infer the meaning of unfamiliar words.

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Unit 4 – En el consultorio Recommended Time: 3 weeks The student will be able to describe how he or she feels physically. a. Identify names of parts of the body. b. Discuss health-related terms. c. Identify and apply the imperfect tense. d. Determine when to use the imperfect tense to discuss past events. The student will be able to talk about health and medical conditions. a. Identify medical-related vocabulary. b. Discuss and evaluate health services in Spanish-speaking countries. c. Investigate and reflect on the role of healers and shamans. d. Create impersonal se constructions and use se for unplanned events. e. Form adverbs using (adjective) + -mente. f. Write about an illness or an accident.

Unit 5 – La tecnología. Recommended Time: 4 weeks The student will be able to talk about using technology and electronics. a. Identify terms related to technology, electronics and the Internet. b. Identify stressed possessive adjectives and pronouns. c. Recognize borrowed words. d. Give instructions in an email. The student will be able to use common expressions on the telephone. a. Evaluate cell phone use in Spanish-speaking countries. b. Discuss text messaging. c. Use familiar (tú) commands. d. Differentiate between uses of por and para e. Use reciprocal reflexive verbs. f. Recognizing the genre of spoken discourse. The student will be able to talk about car trouble. a. Identify terms related to cars and their accessories.

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Unit 6 â&#x20AC;&#x201C; La vivienda Recommended Time: 4 weeks The student will be able to welcome guests into his or her home. The student will describe his or her household or apartment. a. Identify terms for parts of a house and common household objects. The student will be able to give instructions. a. Utilize formal (usted/ustedes) commands b. Incorporate object pronouns with formal commands. c. Determine appropriate use of the present subjunctive with verbs and expressions of will and influence.

Unit 7 â&#x20AC;&#x201C; Final Exam Recommended Time: 1 week Review and Exam

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Course: Spanish III Course Title: Spanish III Course Description: The class is mostly conducted in Spanish. Students continue to enhance and develop the four skills of listening, speaking, reading, and writing. In addition to using the text, students use technology, watch videos in the target language, give oral presentations, read short stories, and write in Spanish to increase their knowledge and fluency in the language. Cultural topics focus on the customs and traditions of the people of the Spanish speaking world. Technology is integrated as part of the curriculum. Students will: • Interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. • Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. • Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. • Use the target language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. • Use the target language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. • Build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. • Access and evaluate information and diverse perspectives that are available through the target language and its cultures. • Use the target language to investigate, explain, and reflect on the nature of language through comparisons of the target language and their own. • Use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. • Use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. • Set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

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Unit 1 – En el consultorio Recommended Time: 3 weeks The student will be able to describe how he or she feels physically. a. Identify names of parts of the body. b. Discuss health-related terms. c. Identify and apply the imperfect tense. d. Determine when to use the imperfect or preterite tense to discuss past events. The student will be able to talk about health and medical conditions. a. Identify medical-related vocabulary. b. Discuss and evaluate health services in Spanish-speaking countries. c. Investigate and reflect on the role of healers and shamans. d. Create impersonal se constructions and use se for unplanned events. e. Form adverbs using [adjective] + -mente. f. Write about an illness or an accident. Unit 2 – La tecnología Recommended Time: 3 weeks The student will be able to talk about using technology and electronics. a. Identify terms related to technology, electronics, and the Internet. b. Identify stressed possessive adjectives and pronouns. c. Recognize borrowed words. d. Give instructions in an email. The student will be able to use common expressions on the telephone. a. Evaluate cell phone use in Spanish-speaking countries. b. Discuss text messaging. c. Use familiar (tú) commands. d. Differentiate between the uses of por and para. e. Use reciprocal reflexive verbs. f. Recognizing the genre of spoken discourse. The student will be able to talk about car trouble. a. Identify terms related to cars and their accessories.

Unit 3 – La vivienda Recommended Time: 3 weeks The student will be able to welcome guests into his or her home. The student will describe his or her household or apartment. a. Identify terms for parts of a house and common household objects.

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The student will be able to talk about household chores. a. Identify terms for household chores. The student will be able to give instructions. a. Utilize formal (usted/ustedes) commands. b. Incorporate object pronouns with formal commands. c. Determine appropriate use of the present subjunctive with verbs and expressions of will and influence. Unit 4 â&#x20AC;&#x201C; La naturaleza Recommended Time: 3 weeks The student will be able to talk about and discuss the environment. a. Identify terms to describe nature, the environment, conservation, and recycling. The student will be able to express his or her beliefs and opinions about issues. a. Utilize the subjunctive with verbs and expressions of emotion, doubt, disbelief, denial, certainty, and conjunctions. b. Identify the purpose of a text. c. Consider audience and purpose when writing a persuasive text. d. Use background knowledge and context to guess meaning. Unit 5 â&#x20AC;&#x201C; En la ciudad Recommended Time: 3 weeks The student will be able to give advice to others. a. Utilize the subjunctive in adjective clauses. b. Give nosotros/as commands. c. Form regular and irregular past participles. d. Use past participles as adjectives. e. Identify point of view. The student will be able to give and receive directions. a. Identify and apply terminology relating to city transportation. The student will be able to discuss daily errands and city life. a. Identify names of commercial establishments. b. Identify and apply banking terminology.

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Unit 6 – El bienestar Recommended Time: 3 weeks The student will be able to talk about health, well-being, and nutrition. a. Identify terms for health and exercise. b. Identify nutrition terms. c. Discuss the health benefits of fruit. The student will be able to talk about physical activities. a. Utilize the present perfect, past perfect, and present perfect subjunctive. b. Make inferences. c. Write a personal wellness plan. Unit 7 – El mundo del trabajo Recommended Time: 3 weeks The student will be able to talk about future plans. a. Identify and apply the future tense. b. Identify irregular future tense verbs. c. Identify the future perfect tense. The student will be able to talk about and discuss work. a. Identify terms for professions and occupations. b. Identify and discuss work-related vocabulary. c. Discuss, evaluate, and reflect on work benefits in the Spanish-speaking world. The student will be able to interview for a job. a. Use notecards in preparation for writing. b. Write a composition on personal and professional goals. The student will be able to express agreement and disagreement. a. Recognize similes and metaphors. b. Use background knowledge when listening. c. Listen for specific information. Unit 8 – Un festival de arte Recommended Time: 3 weeks The student will be able to talk about and discuss the arts. a. Identify fine arts terms. b. Identify vocabulary for television and film. c. Identify stylistic devices. d. Find biographical information. e. Write a composition. The student will be able to express what he or she would like to do.

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a. Identify and apply the conditional and conditional perfect tenses. The student will be able to express hesitation. a. Apply the past perfect subjunctive mood. Unit 9 â&#x20AC;&#x201C; Las actualidades Recommended Time: 3 weeks The student will be able to discuss current events and issues. a. Identify terms for current events, social issues, and politics. b. Apply media-related vocabulary. c. Discuss Chilean president Michelle Bachelet and Bolivian president Evo Morales. d. Recognize chronological order. Talk about and discuss the media. a. Discuss social protests. b. Recognizing genre and taking notes while listening. Reflect on experiences, such as travel. a. Use si clauses in the subjunctive and indicative moods. b. Review subjunctives forms. c. Use the subjunctive, indicative, and infinitive in complex sentences. d. Write strong introductions and conclusions. e. Write a composition about improving the world. Unit 10 â&#x20AC;&#x201C; Final exam Recommended Time: 1 week Review and exam

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Course: Spanish IV Course Title: Spanish IV Course Description: The class is conducted in Spanish. Students continue to enhance and develop the four skills of listening, speaking, reading, and writing. In addition to using the text, students use technology, watch short stories in the target language, give oral presentations, read short stories, and write original stories in efforts to increase their knowledge and fluency in Spanish. Cultural topics focus on the customs and traditions of the people of the Spanish-speaking world. The use of technology is an important part throughout every lesson. The student will watch TV reports, create Power Point presentations, and so forth.

Students will: • Interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. • Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. • Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. • Use the target language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. • Use the target language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. • Build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. • Access and evaluate information and diverse perspectives that are available through the target language and its cultures. • Use the target language to investigate, explain, and reflect on the nature of language through comparisons of the target language and their own. • Use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. • Use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. • Set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

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Unit 1 – Sentir y vivir Recommended Time: 3 weeks The student will discuss personal relationships. a. Identify terms for civil states, emotions, personalities, relationships, and feelings. b. Use the present tense to describe feelings, personalities, and relationships. c. Identify and determine when to use ser or estar. d. Use gustar and similar verbs. The student will read about and reflect on celebrities of Hispanic/Spanish heritage living in the United States. The student will read and analyze Poema 20 by Pablo Neruda. Unit 2 – Vivir en la ciudad Recommended Time: 3 weeks The student will discuss city life. a. Identify terms to describe activities and people. b. Give and receive directions. c. Identify locations in a city. The student will read about and reflect on celebrities from Mexico. a. Identify and determine appropriate use of the preterite or imperfect tense to describe events in the past. Unit 3 – La influencia de los medios Recommended Time: 3 weeks The student will discuss means of communication. a. Identify terms relating to television and the movies. b. Discuss the media and the press. c. Identify and discuss professionals in the media. The student will read about and reflect on celebrities from Cuba, Puerto Rico, and the Dominican Republic. a. Use subjunctive noun clauses. b. Use object pronouns. c. Give commands.

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Unit 4 – Generaciones en moviemento Recommended Time: 3 weeks The student will discuss and reflect on family life. a. Identify and discuss the stages of life. b. Discuss generations and relatives. c. Identify terms relating to family life and personalities. The student will read about and reflect on celebrities from Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, and Panama. a. Identify and use the subjunctive in adjective clauses. b. Use reflexive verbs. c. Determine appropriate times to use por or para.

Unit 5 – Las riquezas naturales Recommended Time: 3 weeks The student will discuss the natural world and the environment. a. Identify terms for animals, ecology, nature, and natural phenomena. b. Use the future tense. c. Use the conditional tense. The student will read about and reflect on celebrities from Colombia, Ecuador, and Venezuela. a. Identify and apply relative pronouns.

Unit 6 – El valor de las ideas Recommended Time: 3 weeks The student will discuss and reflect on beliefs and ideologies. a. Identify terms to describe people. b. Identify political and legal terminology. c. Discuss politics. d. Discuss security and threats. The student will read about and reflect on celebrities from Chile. a. Use the subjunctive in adverbial phrases. b. Use the past subjunctive. c. Use comparatives and superlatives.

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Unit 7 – Perspectivas laborales Recommended Time: 3 weeks The student will discuss jobs and finances. a. Identify terms relating to the economy, professions, and the working world. b. Use the present perfect and present perfect subjunctive. c. Evaluate the multiple uses of se. The student will read about and reflect on celebrities from Bolivia and Paraguay.

Unit 8 – Ciencia y tecnología Recommended Time: 3 weeks The student will discuss and evaluate the role of science and technology in his or her life. a. Identify terms relating to astronomy, the universe, technology, and scientific inventions. b. Use the past perfect and past perfect subjunctive. c. Evaluate uses of infinitives. The student will read about and reflect on celebrities from Peru. Unit 9 – Escapar y divertirse Recommended Time: 3 weeks The student will discuss and reflect on hobbies and pastimes. a. Identify terms to describe and discuss sports and leisure activities. b. Discuss what one does during his or her free time. c. Use the future perfect and conditional perfect. d. Evaluate uses of si clauses. The student will read about and reflect on celebrities from Argentina and Uruguay. Unit 10 – Herencia y destino Recommended Time: 3 weeks The student will discuss the future. a. Identify terms to describe changes, problems and solutions, and tendencies. b. Use the passive voice. c. Differentiate between and effectively apply negative and affirmative expressions. d. Review the indicative and subjunctive moods.

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The student will read about and reflect on celebrities from Spain.

Unit 11 â&#x20AC;&#x201C; Final Exam Recommended Time: 1 week Review and exam

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Course: GLOBAL EDUCATION (Flexible pacing to allow for Global Events Focus) Global Education Program Goals Students will: • Refine oral communication skills • Work effectively in teams • Develop solid leadership skills • Learn to identify key terms, issues and refine ideas from reading world news, studying documentaries and important interview • Share their personal experience with the pillars of diversity and inclusion, citizenship, and servant leadership • Develop critical thinking skills to improve essay composition skills • Accept and initiate change. • Develop abstract thinking skills by participating in open discussions and debates facilitated by instructors • Discuss current topics in order to compare and contrast events from the past to the present • Recognize patterns and differences between different cultures and countries • Develop the sensitivity and skill necessary to succeed in a culturally diverse global environment • Apply their knowledge of global developments to specific topics • Demonstrate their understanding of global information by examining, synthesizing, and evaluating specific topics across different nations fields of interest • Understand high levels of moral reasoning

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Global Education Standards and Benchmarks

Understand globalization, continuity and change in world by being knowledgeable about what things were like in the past and how things change and develop over time. • •

Define and describe the aim of the Global Education Program Apply key concepts such as causality, change, conflict, and complexity to explain,analyze, and show connections among patterns of global change and continuity and the significance of globalization in the modern world.

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Identify and describe significant periods and pattern of global change within and across cultures, for example, the development of cultures and civilizations, the rise of nation-states, and social, economic, and political revolutions Demonstrate the significance of justice, power, and advantage in terms of international relations. Explain the causes and effects of globalization

Understand similarities and differences within groups of people by studying a culture’s beliefs, values and traditions. • •

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Analyze and explain ways nations, groups, societies, and cultures address human needs and concerns Apply an understanding of global culture as an integrate whole that explains the functions and interactions of language, literature, the arts, economy, government and traditions Compare and analyze societal patterns for preserving and transmitting culture while adapting to environment or social change and globalization Interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding Explain and apply ideas, theories, and modes of inquiry drawn from anthropology and sociology in the examination of persistent issues and social problems

Develop spatial views and geographic perspectives of the world by using critical thinking skills about relationships between humans and their environment • • •

Refine mental maps of locales, regions, and the world that demonstrate understanding of relative locations, direction, size, and shape Create, interpret, use, and synthesize information from various representations of the earth, such as, maps, globes, and photographs Examine, interpret, and analyze physical and cultural patterns and their interactions, such as land use, settlement patterns, and cultural transmission of customs and ideas, and ecosystem changes

• Examine the different forms of human behavior in order to improve one’s understanding of social relationships and the development of personal identity. • • • •

Explain the significance of human rights in a 21st century context Compare and contrast various codes (express or implicit) of conduct Conclude that enforcement of human rights on a universal scale is fraught with challenges Identify, describe, and express appreciation for the influence of various historical and contemporary cultures on an individual’s daily life

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Examine the interaction of ethnic, national, or cultural influences in specific situations or events Analyze the roles of perceptions, attitudes, values, and beliefs in the development of personal identity

Analyze and interpret how institutions develop and how traditions and theories support social and political traditions and how they effect and are affected by globalization today • • • •

Analyze group and institutional influences on people, events, and elements of culture in both historical and contemporary settings Develop the various forms of institutions take, and explain how they develop and change over time Evaluate the role of institutions in furthering both continuity and global change Analyze the extent in which groups and institutions meet individual needs and promote the common good in contemporary and global settings

Identify the purpose and characteristics of various types of government and how people try to resolve conflicts by examining relationships between individual rights and global responsibilities • • • • • • •

Explain the purpose of government and analyze how its powers are acquired, used, and justified Compare and analyze the ways nations and organizations respond to conflicts between forces of unity and forces of diversity Argue that a government’s “promises” expressed in the constitution apply to all people Identify “promises” delivered by a government to its people predict that injustice is born out of unfulfilled national promises Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation within and among nations Explain and apply ideas, theories, and modes of inquiry drawn from political science to the examination of persistent ideas and social problems Evaluate the extent in which governments achieve their stated ideals and policies at home and abroad

Develop economic perspectives and a deeper understanding of global economic concepts & processes • • •

Analyze the role of specialization and exchange in global economic processes Compare how values and beliefs influence economic decisions in different societies Apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues

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Distinguish between the domestic and global economic systems, and explain how the two interact Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are to be produced and globally

Analyze confronting issues that balance the benefits of science and technology against the accompanying social consequences • •

•

Identify and describe both current and historical examples of the interaction and interdependence of science, technology, and society in a variety of cultural settings Analyze how society and technology influence the core values, beliefs, and attitudes of society, and how core values, beliefs, and attitudes of society change scientific and technological change Make judgments about how science and technology have transformed the physical world and human society and individuals’ understanding of time, space, place, and human-environment interactions

Analyze global issues in many different fields by exploring relationships among different cultures of the world • • •

•

Explain how language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding Explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations Analyze the relationships and tensions between natural sovereignty and global interests, in such matters as territory, economic development, and use of natural resources and technology, and human rights concerns Illustrate how individual behaviors and decisions connect with global systems

Understand global citizenry and practices in order to play an active role within one’s community, country and world • • • • •

Define social entrepreneurship Distinguish social entrepreneurship from a “project” or “community service” Locate, access, analyze, organize, and evaluate information about selected public and global issues identifying and interpreting multiple points of view Practice forms of civic discussion and participation consistent with the ideals of global citizens in a democratic republic Participate in activities to strengthen the “common good,” based upon careful evaluation of possible options for local and global citizen actions

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Understand the role of price in a global market system and the role of competition among sellers of products • • • •

Examine the relationship between supply and demand Identify successes and failures of a market system Analyze connections between inflation and unemployment Identify different stages of a country’s economic development

Understand the importance of constitutional rights and the role of citizenship • • • • •

Discuss constitutional rights and the analyze the exercise clauses defined in the Bill of Rights Evaluate the various sections of the 1st Amendment, especially, clauses pertaining to religious freedom, freedom of the press and the freedom to assembly Describe and explain the requirements for United States citizenship Explain the concept of “equal protection” and the tests by which the Supreme Court determines discrimination Evaluate laws that ensure equal opportunity and rights of citizens under the law

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Fine Arts Department Course: Middle School Art Curriculum 1 Quarter Course Description In middle school art students will develop their technical and compositional skills by using a wide range of drawing media such as, graphite, colored pencil, and paper arts. Throughout the semester, the emphasis of the class will be drawing from observation and composition studies. Periodically during the semester students may transition to painting. Students will continue to develop their compositional understanding by applying the Elements and Principles of Design to their sketches, drawings and cut paper layouts/designs. A variety of artists and art styles will be studied as students discover how they are relevant in art history and to the individual studentâ&#x20AC;&#x2122;s work. Unit 1 Line and Color Recommended Time: 3 weeks â&#x20AC;˘

Students research historical examples of illuminated letters from the Middle Ages on. Students come up with their own visual vocabulary to draw and utilize acrylic paint technique to create their own version of an image filled letter. o Student uses thumbnail sketches and visual notes to plan compositions. o Student brainstorms multiple solutions before beginning artwork. o Student Identifies artistic styles of a range of contemporary and past artists o Student recognizes and develops art making as a risk-taking process that incorporates existing knowledge, brainstorming, planning, and discovery of unexpected connections. o Student uses color relationships such as monochromatic, warm/cool, complementary, analogous, and spilt-complementary to achieve visual unity and/or intent of work.

Unit 2 Shape and Shading Recommended Time: 3 weeks â&#x20AC;˘

o Students demonstrate a high standard of craftsmanship and skill in their work. o Students effectively identify the ideas reflected in a past art movement and synthesize these into their work. o Students applies rules of one or two point perspective correctly in their work. o Student effectively manages their goals and time.

Unit 3 Pattern and balance Recommended Time: 2 weeks â&#x20AC;˘

Students research radial symmetry, how is it balanced? Look at examples and sketch several ideas. From large black paper trace and cut out an 18 inch circle. Cut out pattern parts and assemble with glue. Fill in with colored tissue paper. o Student develops problem solving skills and open ended inquiry through the production of artwork. o Students accesses resources to research art in the world around them. o Students applies understanding of repetition and balance in an aesthetically pleasing way within the composition. o Students develop a visual language to describe their process and intentions. o Student displays appropriate planning and safety procedures during within the project.

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Course: Middle School Theatre 1 Quarter

Course Description This course teaches the skills and techniques that lie in the foundation of great theatre. We will focus on the collaborative nature of the creative process with individual units on interpretation, directing, designing, and acting. We will trace the journey that different theatre artists travel. Each project the students create will involve extensive creativity. Unit 1 Introduction to Acting Recommended Time: 2 weeks â&#x20AC;˘

Analyzing and constructing meaning from theatrical experience, dramatic literature, and electronic media. o Investigates the experiences and ideas present in all forms of presentational media. o Analyzes the elements of drama present in theatrical experiences. o Identifies and articulates dramatic structure used in various forms of theatre. o Interprets meaning within various forms of theatrical experiences. o Connects dramatic literature and theatre presentations to the human experience. o Compares and contract various forms of theater and other media.

Unit 2 Improvisation Recommended Time: 1 Week â&#x20AC;˘

Developing scripts through improvisation and other theatrical methods. o Classifies different techniques of storytelling. o Utilizes improvisation techniques to generate script ideas. o Develops scripts by adapting appropriate ideas from personal experiences, literature, and/or other forms of print media. o Identifies and articulates elements of structure of drama in the scriptwriting process. o Incorporates the steps of the writing process into script writing process.

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Unit 3 Character Study Recommend Time: 2 Weeks •

Acting by developing, communicating, and sustaining roles within a variety of situation and environments. o Analyzes character development within the theatrical contents. o Demonstrates the physical, emotional, vocal, and social dimensions of a character. o Analyzes character motivation and behavior. o Compares the relationships and interactions between characters.

Unit 4 Technical Theatre Recommended Time: 1 Week •

Designing and executing artistic and technical elements of theatre. o Applies the technical elements of theatre. o Designs and creates scenery, props, costumes, lighting, and sound/music for theatre. o Incorporates artistic and technical elements into theatre productions.

Unit 5 Directing Recommended Time: 1 Week •

Directing by conceptualizing, organizing, and conducting rehearsals for performance. o Assumes the role and responsibilities of the director. o Collaborates with other to create a production. o Delegates and assigns responsibilities to the cast and crew. o Identifies, assumes, and demonstrates leadership skills. o Communicates concepts and ideas.

Unit 6 Historical/ Global Theatre Recommended Time: 1 Week •

Researching global and historical information to support artistic choices. o Applies advanced research skills to obtain appropriate global and historical information. o Analyzes the global and historical context in theatre production. o Analyzes how culture is defines though theatre and other media.

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o Examining the roles of theatre as a reflection of past and present civilizations. o Compares and contrast historic forms with contemporary media productions. o Research and describe cultures that influences American theater. Unit 7 Theatre Critique Recommended Time: 1 Week â&#x20AC;˘

Critiquing various aspects of theatre and other media using appropriate supporting evidence. o Recognizes the role of dramatic criticism in media production. o Summarizes the role and responsibility of the audience as in integral part of media productions. o Utilizes specific criteria to articulate dramatic criticism. o Applies principle of dramatic criticism as both an audience member and a participant. o Implements appropriate changes based on dramatic criticism. o Engaging actively and appropriately as an audience member in theatre and other media experiences. o Demonstrates appropriate audience behaviors. o Articulates why the relationship between the audience and performerâ&#x20AC;&#x2122;s is critical to the success of the production. o Examines how audience relationship differs with venue and performance type.

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Course: Acting Methods and Techniques 1 Semester Course Description This is a one-semester, performance-based course designed to develop the skills of acting for the theatre. Students will learn healthy vocal production; improvisation, motivation, and exploration to establish character; to evaluate self, each other, and outside mediums; the history and current trends in acting; and audition techniques. Students will develop an understanding of the basic skills necessary for an actor to give an expressive realistic performance on the stage. Through readings, rehearsal assignments, and performance, you will develop an analytical, physical, and psychological approach to the development of character by exploring and applying methods learned in class. Unit 1 Improvisation Recommended Time: 2 Weeks â&#x20AC;˘

Developing scripts through improvisation and other theatrical methods. o Examines theatre practices regarding the development, structure, layout, and format of scripts. o Use improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts. o Performs formal and informal monologues and scenes based on published and original scripts.

Unit 2 Basics of Acting Recommended Time: 3 Weeks â&#x20AC;˘

Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media. o Engages in script analysis and study as a means of actor preparation. o Utilizes evidence provided by the script to support decisions in characterization. o Uses script analysis in the development of presentation of formal and informal theatre performances.

Unit 3 Acting Methods Recommended Time: 3 Weeks

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Acting by developing, communication, and sustain role within a variety of situation and environments. o Examines the voice, body, and imagination as tools of the actor. o Explores observation, research, cultural development, and personal experiences potential resources available to the actor. o Implements the tools and resources of acting in the development and presentational of formal and informal monologues and scenes. o Uses different methods created by theatre innovators and artists.

Unit 4 Directing Methods Recommended Time: 2 Weeks •

Directing by conceptualizing, organizing, and conducting rehearsals for performance. o Identifies the responsibilities and tasks of an actor in the preparation and performance of a theatrical piece. o Explores and articulates the appropriate relationship between actors and the director. o Collaborates in the development and presentation of formal and informal theatrical performances.

Unit 5 Actor and Audience Relationship Recommended Time: 1 Week •

Engaging actively and appropriately as an audience member in the theatre or other media experiences. o Examines the relationship between actor and audience in history. o Explores the impact of various acting styles (e.g., historical and contemporary) on the actor/ audience relationship. o Analyzes and discusses the “chemistry” between actors and audience.

Unit 6 Personal Reflection Recommended time: 3 Weeks •

Integrating various art forms, other content areas, and life experiences to create theatre. o Examines the relationship between actors and the collaborators in a theatrical production. o Assesses the relationship between actors and other collaborators in a theatrical production.

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o Synthesizes concepts and/or skills from other disciplines to create a role or theatre piece. Unit 11 Business of Theatre Recommended Time: 1 Week â&#x20AC;˘

Exploring the business of theatre. o Examines how talent and training impact careers in acting. o Assesses the effectiveness of various strategies in pursuing an acting career. o Investigates how an actorâ&#x20AC;&#x2122;s preparation might have an impact on career development outside the theatre community. o Determines and demonstrates effective audience etiquette and technique.

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Course: Technical Theatre 1 Semester Course Description In this hands-on course, students will explore all areas of technical theatre: set design and construction; costume design and construction; make-up; lighting; sound; publicity; and house management. Students will design, build, and tech all Panther Players productions. In this course students will develop an understanding of the components and design of Panther Players productions as well the importance of quality and craftsmanship. The class is designed to provide the student with an understanding of the skills needed to work in the filed of technical theatre and by the end of the course they will be able to build, install, and run a Panther Players production. Everything we do in the classroom will contribute directly to the current school production. We will work on professionalism and polish of each production's technical aspect. Students will build a scenic model based on a play that we have studied in class and then write a short artist's statement that details the creative elements they used in their design. Unit 1 Design Elements Recommended Time: 3 Weeks â&#x20AC;˘

Designing and executing artistic and technical elements of theatre. o Compares and contrasts the characteristics of different types of performance spaces such as proscenium stage, studio/black box, thrust stage, classroom, arena or found space. o Analyzes ways in which the characteristics of a performance space can influence production decisions. o Demonstrates knowledge of the technical components of a theater set, properties, lighting, sound costuming, and make-up. o Create a chart of responsibilities of technical personal, including designers, builder, and operators. o Demonstrates theatre safety practices as well as an ethical use of available technology and resources. o Considers the interrelated nature of lighting, costumes, makeup, sound, properties, scenery, acting, and direction to create in a unified theatrical production. o Researches and selects lighting, sound, scenery, properties, costumes, and makeup to help create a particular theatrical environment. o Selects, documents, and arranges props, furniture, costumes, and sound to create the setting and environment of the plot.

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o Uses standard safety and operating procedures for tools and equipment use d in formal and informal theatre, film/ video, and electronic media productions. Unit 2 Set Design Recommended Time: 3 Weeks â&#x20AC;˘

Designing and executing artistic and technical elements of theatre (set and Properties. o Uses power tools under the operating and safety guidelines to construct theatre sets and props. o Collaborates with other group members to design and construct variety of functional scenic devices for formal production. o Describes and/or documents through words, drawings, technical elements, the setting and environment of a plot. o Uses available art material, tools, and/or stick scenery to create and convey props and/ or setting. o Constructs or locates appropriate props to enhance a scene or production.

Unit 3 Lighting and Sound Design Recommended Time: 3 Weeks â&#x20AC;˘

Designing and executing artistic and technical elements of theatre (Lighting and Sound Design) o Identifies basic lighting and sound technology, equipment, and safety practices. o Describes, compares, and demonstrates the practical application of different light and sound equipment in theatre, film, television, and electronic media. o Analyzes and safely applies basic techniques of theatrical lighting and sound production such as using color gels, designing and reading a light plot and instrument schedule, and selecting or designing sound effects and background music. o Uses available lighting sources to enhance formal and informal theatre, film/video, and electronic media production. o Creates appropriate sound effects, and selects music to enhance a scene or production.

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Unit 4 Costume and Make-up Design Recommended Time: 2 Weeks •

Designing and executing artistic and technical elements of theatre (Costumes and Make-up) o Identifies the basic functions of costumes in theatrical production. o Identifies the characteristics, safety considerations, application and removal techniques for different types of make-up and materials. o Demonstrates the safe and appropriate application of character make-up and simple prosthetics. o Uses available art materials, tools, and resources to convey the characters through costumes, accessories, and make-up designs for a scene or production. o Designs and creates costume drawings and/ or make-up charts.

Unit 5 Stage Management Recommended Time: 2 Week •

Designing and executing artistic and technical elements of theatre (Stage Management) o Develops a schedule and organizational plan for selected areas of theatre operation. o Applies the established concepts of stage management. o Identifies the duties of stage manager in the production process. o Implements technical theatre etiquette in rehearsal and production settings. o Assists the director in all areas of the production. o Maintains effective communication and safety procedures with members of the cast and crew.

Unit 6 Theatre Critique and Audience Etiquette Recommended Time: 2 Weeks •

Critiquing various aspects of theatre and other media using appropriate supporting evidence. o Evaluates artistic choices in informal and formal productions, renderings and models. o Critique and analyzes constructive criticism of projects, plans, or ideas. o Analyzes the technical elements – lights, sound, set, costumes – of love and recorded performances.

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o Engaging actively and appropriately as an audience member in theatre other media experiences. o Explores the contribution of the audience to the production process.

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Course: Cardio Movement 1 Semester Course Description In this course students will learn the basics of many styles of movement. They will receive a vigorous work out through dance, yoga, Pilates, aerobics, Thai chi, and many other forms of movement and exercise. By the end of the semester, students should have a basic understanding of different types of movement exercises and how to execute them successfully. During the course of the semester, students will learn a brief history of each style of movement we are doing. Unit 1 Foundations of Dance Recommended Time: 4 Weeks â&#x20AC;˘

Identifies and demonstrates movement elements, skills, and terminology in dance. Participates in warm-up activities related to strength, muscular endurance, and flexibility. o Demonstrates an understanding of basic dance terminology and technique. o Develops focus, control, and coordination in performing a combination of locomotor and axial movements. o Demonstrates kinesthetic awareness through body parts and isolates and connects the body to oneâ&#x20AC;&#x2122;s kinesphere. o Demonstrates the ability to transfer weight, change direction, and maintain balance. o Identifies dance vocabulary from multiple sources. o Understands and models dance etiquette as a classroom participant, performer, and observer. o Demonstrates attentiveness, focus, concentration, initiative, and selfdiscipline when participating in the dance-learning environment. o Demonstrates concentration and focus and helps to maintain a respectful performance environment for others. o Exhibits ability to perform with focus, concentration, and participates in rehearsals and classes in preparation for dance combinations. o Exhibits self-initiative in modeling appropriate behaviors and skills as an audience member and dance observer and understand the role of an artist and patron.

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Unit 2 Dance Technique Recommended Time: 4 Weeks •

Recognizes concerts of anatomy and kinesiology of movement. o Understand major muscles involved in external rotation (turn-out) and important related alignment principles involved in proper execution. o Recognizes proper alignment facilities efficiency of movement. o Understand imagery (ideokinesis) and its ability to increase efficiency of movement. o Identifies basic principles of injury prevention for dance,

Unit 3 Choreography/ Creating Dance Recommended Time: 2 Weeks •

Understands and applies music concepts to dance. o Investigates syncopation, polyrhythms counterpoint, and call and response within instructed and created dance phrases. o Phrases movements artistically, aesthetically, and musically. o Creating expression of ideas, experiences, feelings, and images. o Demonstrates and understanding of creative/ choreographic principles, processes, and structures. o Identifies elements of choreography. o Explores the use of media and technology to create dance. o Discusses ways to document dance choreography (e.g., photography, video, online research, iMovie) o Manipulates the elements of personal choreography. o Recognizes a variety of structures or forms (e.g., AB, ABA, cannon, callresponse, narrative) o Demonstrates an understanding of dance as a way to create and communicate meaning. o Recognizes how the use of choreographic structure is uses to communicate meaning in a dance. o Explores media and technological tools to enhance dance performance (e.g., lighting, sound) o o Demonstrates the use of theme through movement,

Unit 4 Response – reflection, analysis, and evaluation. Recommended Time: 2 Weeks •

Demonstrates critical and creative thinking in all aspects of dance.

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o Critiques movement qualities and choreography using elements of dance (e.eg, special design, variety, contrast, clear structure) o Observes and formulates opinions about the quality of dances on the basis of established criteria. o Engages in self-reflection as creator and performer. o Engages in self-assessment as creator and performer. Unit 5 Dance Wellness Recommended Time: 1 Week â&#x20AC;˘

Unit Recognizes connections between dance and wellness. o Explains how health and nutrition enhance dance ability, o Defines the elements of personal safety in dance. o Demonstrates respect for oneâ&#x20AC;&#x2122;s well-being and the well begin of others. o Describes how dance builds physical and emotional well begin (positive body imaging, physical goals, creative goals, focus/ concentration)

Unit 6 Dance in History and Other Cultures Recommended Time: 2 Weeks â&#x20AC;˘

Demonstrates and understands dance in various cultures and historical periods. o Describes the similarities and differences in dance movement from various cultures and forms. o Describes how other arts disciplines are integrated into dance performances. o Identifies and explores various dance genres and innovations throughout historical time. o Identifies and explores various dance genres and innovations throughout historical time periods. o Uses a variety of resources to investigate genres. o Identifies and explores various dance genres and innovations though out historical time periods. o Identifies and explores various dance related professions. o Explores the use of media and technology to communicate about dance.

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Course: Drama 1 Semester Course Description Drama is a one-semester, performance-based course designed to develop the skills of acting for the theatre. Students will learn healthy vocal production; improvisation, motivation, and exploration to establish character; to evaluate self, each other, and outside mediums; the history and current trends in acting; and audition techniques. Students will develop an understanding of the basic skills necessary for an actor to give an expressive realistic performance on the stage. Students will use word to write a personal monologue, using Microsoft Word, based on their favorite hobby and present this to the class as a final project. Through readings, rehearsal assignments, and performance, students will develop an analytical, physical, and psychological approach to the development of character by exploring and applying methods learned in class. Students will also work hands-on in this course exploring all areas of technical theatre: set design and construction; costume design and construction; make-up; lighting; sound; publicity; and house management. Unit 1 Improvisation Recommended Time: 2 Weeks â&#x20AC;˘

Unit 2 Basics of Acting Recommended Time: 2 Weeks â&#x20AC;˘

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o Uses script analysis in the development of presentation of formal and informal theatre performances. Unit 3 Acting Methods Recommended Time: 2 Weeks â&#x20AC;˘

Unit 4 Technical Theatre Recommended Time: 2 Weeks â&#x20AC;˘

Designing and executing artistic and technical elements of thetare. o Identifies and define the various roles of production personnel including sound, lighting, set scenic, costume, makeup, markting and business aspects. o Recgognizes and applies the basic elements and prcedures involved in costruction of props, scenery, and platforms.

Unit 5 Directing Methods Recommended Time: 2 Weeks â&#x20AC;˘

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Unit 6 Cultural and Historical Theatre Recommended Time: 1 Week •

Resaerching cultural and historical information to support artistic choices. o o o o o o

Defines the role of the dramaturge. Applies the skills of the dramaturge to various scenes Interprets data for use in production. Anapliyzes plays and dramas that arte representative of historical period. Identifies and analyzes plays and dramas that are culturally diverse. Recognizes historical events that have influences the role of the theatre.

Unit 7 Actor and Audience Relationship Recommended Time: 1 Week •

Unit 8 Personal Reflection Recommended time: 2 Weeks •

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Unit 9 Business of Theatre Recommended Time: 1 Week â&#x20AC;˘

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Course: Printmaking Curriculum One Semester Course Description Printmaking outlines the process in which the student creates an original artwork or “plate” and through various means produces multiple fine art prints. Students are given the opportunity to practice art fundamentals while learning the technical skills of relief printmaking, intaglio-(dry point etching) and monoprints. The basic principles of design such as value, contour, focal point and color theory will be stressed within printed compositions. A variety of art movements will be studied and integrated into student projects. Unit 1 Pattern and Line Recommended Time: 3 weeks •

Students research Paul Klee on the ARTBOOM website. Students do sketches to create an abstract pattern. Students discuss shape interaction and design and glue string designs on a cardboard backing, planning how they will be repeated on paper. Students print with black ink. Students experiment with watercolor technique and color scheme and paint background. o Students identify artistic styles of contemporary and past artists. o Student generates more than one solution to a single artistic problem and asses merit. o Student recognises and develops art making as a risk taking process that incorporates brainstorming, planning and discovery of unexpected connections. o Student recognizes flow and pattern within artwork.

Unit 2 Texture and shape Recommended Time: 4 weeks •

Students investigate building up surface with cardboard collographs. Students look at shapes from animals or the natural world and puzzle piece parts together, along with glue and fabric texture to create print plates. three different color schemes are printed. o Students demonstrate understanding of light to dark quality of colors. o Student applies knowledge of visual flow of a composition. o Student experiences a range of processes, and embraces the variety of accidental elements added in printing. o Student uses realist as well as symbolic approaches to their work. o Student demonstrates proper and safe use of materials in the art room. 338

Unit 3 Contour and Mark Making Recommended Time: 4 weeks â&#x20AC;˘

Students are introduced to intaglio printmaking through dry point etching. Historical examples are shown with emphasis on shading and cross hatching. Students practice a variety of mark making and draw their design. Students use an etching tool to incise their design on to a sheet of plexi glass. This is inked and run through the press. o Student uses mark making in a conscious and effective way. o Student achieves mood and meaning through use and placement of value. o Student uses cross hatching/ hatching to model forms. o Student shows development of composition through thumbnails and sketches. o Student recognizes artistic progression of a style throughout history. o Student critiques their artwork using applicable vocabulary and terms.

Unit 4 Spacial and Carving Recommended Time: 4 weeks â&#x20AC;˘

Students are introduced to linoleum carving. Stylized faces of the German expressionist period are researched. Students draw expressive faces, then transfer them to linoleum. Carving techniques and safety are demonstrated. Students complete a carving and print in three colors. o Students demonstrate proper care and safe use of tools. o Students visualize the negative, or subtractive process involved in carving. o Student compares and contrasts works from realism to that of emotionalism (expressionism). o Student understands that certain ideas and values are reflected in a particular style of work. o Students as a group critique and assess projects based on criteria decided upon as a class.

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Course: Integrated Arts 1 Quarter Course Description Integrated arts students will develop their technical and compositional skills by using a wide range of drawing media such as, graphite, colored pencil, and paper arts. Throughout the semester, the emphasis of the class will be drawing from observation and composition studies. Periodically during the semester students may transition to painting. Students will continue to develop their compositional understanding by applying the Elements and Principles of Design to their sketches, drawings and cut paper layouts/designs. A variety of artists and art styles will be studied as students discover how they are relevant in art history and to the individual studentâ&#x20AC;&#x2122;s work. Unit 1 Line and Color Recommended Time: 3 weeks â&#x20AC;˘

Unit 2 Shape and Shading Recommended Time: 3 weeks â&#x20AC;˘

Students research Optical Art movement, then sketch out a variety of ideas for patterns and shapes. Students practice vanishing point focus, and skewed checkerboard. Examples of shading are given. Students complete spheres with patterning and shading. o Students demonstrate a high standard of craftsmanship and skill in their work. o Students effectively identify the ideas reflected in a past art movement and synthesize these into their work. 340

o Students applies rules of one or two point perspective correctly in their work. o Student effectively manages their goals and time.

Unit 3 Pattern and balance Recommended Time: 2 weeks â&#x20AC;˘

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Course: Drawing and Painting Curriculum 1 Semester Course Description In Drawing/Painting 1 students will develop their technical and compositional skills by using a wide range of drawing media such as, graphite, colored pencil, India ink, and oil pastel. Throughout the semester, the emphasis of the class will be drawing from observation and composition studies. Periodically during the semester students will transition to painting. The emphasis will be to develop their technical painting skills in tempera and acrylic. Students will explore a variety of traditional and non-traditional subject matter such as still life, pattern design, illustrations, and graphics, including personal ideas, taste and styles. Students will continue to develop their compositional understanding by applying the Elements and Principles of Design to their sketches, drawings and paintings. A variety of artists and art styles will be studied as students discover how they are relevant in art history and to the individual studentâ&#x20AC;&#x2122;s work. Unit 1 Perspective and Contour Recommended time: 3weeks â&#x20AC;˘

Students will examine drawing one point perspective geometric shapes while exploring painting and color relationships. This will include vanishing point, measurement and flat brush work. o Students will apply one and two point perspective to create a variety of spatial effects. o Student applies compositional principles to create successful nonobjective and objective art work. o Student plans composition and technique, and utilizes principles of foreground and background/overlapping. o Student effectively manages their goals and time. o Student successfully demonstrates lighting and darkening with tints and shades.

Unit 2 Pattern and Contrast Recommended time: 4 weeks â&#x20AC;˘

Students utilize pen and ink techniques, creating various mark making vocabulary and texture patterns that translate into lights and darks to conceal a snippet from a famous illustration. o Students use mark making in a conscious way within a drawing. o Students generate more than one solution and assess merits to the overall composition. 342

o Student Uses principles of design to organize elements to communicate meaning and unified compositions concepts, such as activating negative space, visual weight, paths of movement, non-centered focal point, dominance and subordination of design elements, and variety within repetition. o Student works to find individual voice (creativity within guidelines); understands that creativity is problem-solving within given parameters. Unit 3 Composition and Color Recommended time: 4 weeks â&#x20AC;˘

Unit 4 Art history and Mixed media Recommended time: 4 weeks â&#x20AC;˘

Students draw a chair from five different perspectives, odd angles, etc.- review laws of perspective. Students cut out pieces of their chairs and re-assemble into a new pattern exemplifying cubism. A monochromatic color scheme is decided upon and oil pastel technique utilized. Outlines are added. o Student identifies the ideas reflected in the art of the past, synthesizing these into their work. o Student applies color theory (hue and value) and color schemes to create unity. 343

o Student researches and analyzes the work of an artist and talks about how the artistâ&#x20AC;&#x2122;s style contributes to the meaning of the work. o Student analyzes how color communicates meaning in personal and famous artwork. o Student analyzes specific strengths and weaknesses of art works based on the ways technique and composition are used to convey meaning.

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Course: Mixed Media Curriculum 1 Semester Course description The purpose of the Mixed Media course is to build upon the students understanding and ability to work an expansive topic and their approach to various tools, media, materials and techniques. Students will be examining the process of creating 2 and 3 dimensional works. An understanding of elements and principles of design will be developed through drawing and painting, assemblage, low relief sculpture and paper arts. A variety of artists and art styles will be studied as students discover how they are relevant in Art History and to the individual student’s work. Unit 1 Line and Value Recommended Time: 4 weeks •

Students research the art of Ed Ruscha and create a three dimensional model of a single word. Students will explore shading value and proportion as they render a drawing of the word, showing the source of light. o Students select and use subject matter, symbols and ideas to communicate meaning. o Students understand there are different responses to specific artworks o Students demonstrates ability to use a variety of observational tools to create accurate proportions. o Students apply a full range of value scale to create an effect. o Student self reflects on work, idea generation and skill progress

Unit 2 Pattern and design Recommended time: 4 weeks •

Students research the Optical Art movement and artists. Students sketch out a variety of ideas for patterns. A “net” of a geometric cube is designed, with students collaborating to create six Op Art designs on each facet of the cube. Designs are inked in and cube is assembled. o Students demonstrate a high standard of craftsmanship and skill in their work. o Students collaborate and make group decisions within the design of the project. o Students effectively identify the ideas reflected in a past art movement and synthesize these into their work. o Student applies compositional principles to create a successful non objective work. 345

o student effectively understands and assembles 3 dimensional solid correctly.

Unit 3 Texture and Relief Recommended Time: 3 weeks â&#x20AC;˘

Students research bas and low relief carvings and repousseâ&#x20AC;&#x2122;. Students are given embossing metal to experiment with different levels of relief. Students then transpose historical black and white landscape and photographs of nature into relief embossings with graphite tonalities. o Student demonstrates an understanding of how art history impacts the creative process making. o Student applies the concepts of negative space, visual weight and a non centered focal point. o Student demonstrates the understanding of modeling, using tools successfully. o Student identifies an emerging personal, artistic voice. o Students evaluate an artwork through mood, theme, process and intention.

Unit 4 Form and balance Recommended Time: 4 weeks â&#x20AC;˘

Students research and investigate Alexander Calder and the art form stabiles. Students brainstorm and sketch different designs and viewpoints of a stabile. Students develop paper models, then experiment with taskboard, shaping and combining pieces. Students complete a stabile, utilizing a multi piece sculpture with wire and acrylic paint. o Student develops problem solving skills and open ended inquiry through the production of three dimensional artwork. o Student identifies the ideas and values that inform how past and present cultures define art. o Student recognizes major periods and movements of art through the type of sculpture. o Students develop maquettes, then make aesthetic choices for final composition and plans for sculpture. o Student applies principles of design to organize sculpture, such as balance, unity and repetition.

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Middle School Language Arts Department Course: Fifth Grade Language Arts Course Description: Literature and Composition This course focuses on developing the studentâ&#x20AC;&#x2122;s ability to perform competent literary analysis through the recognition and understanding of appropriate literary terms and devices from a variety of genres including short story, drama, biography, poetry, and the novel. In addition, the English 6 course focuses on developing a solid working knowledge of the mechanics of standard writing through exercises and designed to promote the use of proper grammar, syntax, and punctuation. Moreover, the course encourages in the student a sense of continuity and cohesiveness in his/her writing skills by introducing the student to a variety of composition activities including journal writing, personal narratives, expository writing, and essays. The writing process includes pre-writing, drafting, proofreading and revising. Vocabulary for each selection in the text and outside reading is incorporated into a variety of usages and application forms. All of these reading, writing, vocabulary, syntax, and grammar elements are accomplished through hands on activities, and interactive lessons. Technology is also used daily in the classroom to not only aid students in learning techniques, but to also allow them to gain experience with digital mediums

Unit: 1 Poetry/Grammar/Vocabulary/Writing Recommended Time: 4 weeks Standard: Reading Literary (RL)

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● Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution. ● Explain how an author develops the point of view of the narrator or speaker in a text. ● Quote accurately from a text when explaining what the text says ● explicitly and when drawing inferences from the text. ● Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. ● Describe how a narrator’s or speaker’s point of view influences how events are described. Standard: Reading Informational (RI) ● Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.through examples or anecdotes). ● Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts ● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. ● Integrate information from several texts on the same topic inorder to write or speak about the subject knowledgeably Standard: Reading Foundation (RF) ● Read with sufficient accuracy and fluency to support comprehension. ● Read on-level text with purpose and understanding. Standard: Writing (W)

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● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Use appropriate transitions to clarify the relationships among ideas and concepts. ● Write opinion pieces on topics or texts, supporting a point of view with reasons. ● Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Standard: Speaking and Listening (SL) ● Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ● Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Standard: Language (L) ● Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. ● Spell correctly. ● Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). ● Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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Unit: 2 Novel (science Fiction)/Grammar/Vocabulary/Writing Recommended Time: 5 weeks Standard: Reading Literary (RL) ● Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. ● Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ● Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Standard: Reading Informational (RI) ● Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. ● Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ● Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

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● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Standard: Writing (W) ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Use precise language and domain-specific vocabulary to inform about or explain the topic. ● Provide a concluding statement or section related to the information or explanation presented ● Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. ● Provide a conclusion that follows from the narrated experiences or events. Standard: Speaking and Listening (SL) ● Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues building on others’ ideas and expressing their own clearly ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

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Standard: Language (L) ● a. Ensure that pronouns are in the proper case (subjective, objective, possessive). ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. ● Spell correctly. ● Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). ● Use a comma to separate an introductory element from the rest of the sentence. ● Spell grade-appropriate words correctly, consulting references as needed.

Unit: 3 Essay/Grammar/Vocabulary/Writing Recommended Time: 3.5 weeks Standard: Reading Literary (RL) ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Standard: Reading Informational (RI) ● Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

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● Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,through examples or anecdotes). ● Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Standard: Writing (W) ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. ● Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ● Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. ● Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Standard: Speaking and Listening (SL) ● Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Follow agreed-upon rules for discussions and carry out assigned roles.

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● Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Standard: Language (L) ● Ensure that pronouns are in the proper case (subjective, objective, possessive). ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. ● Spell correctly. ● Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

Unit: 4 Novel (fiction)/Grammar/Vocabulary/Writing Recommended Time: 5 weeks Standard: Reading Literary (RL) ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ● Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● Explain how an author develops the point of view of the narrator or speaker in a text. ● Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

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Standard: Reading Informational (RI) ● Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. ● Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,through examples or anecdotes). ● Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Standard: Reading Foundational (RF) ● Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Standard: Writing (W) ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ● Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

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Standard: Speaking and Listening (SL) ● Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. ● Summarize a written text read aloud or in formation presented in diverse media and formats, including visually, quantitatively, and orally. Standard: Language (L) ● Ensure that pronouns are in the proper case (subjective, objective, possessive). ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. ● Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. ● Demonstrate understanding of figurative language, word relationships, and nuances in word meanings ● Use punctuation to separate items in a series

Unit: 5 Short Stories/Grammar/Vocabulary/Writing Recommended Time: 3.5 weeks Standard: Reading Literary (RL)

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● Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. ● Explain how an author develops the point of view of the narrator or speaker in a text. ● Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics Standard: Reading Informational (RI) ● Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ● Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. ● Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Standard: Reading Foundation ● Use context to confirm or self-correct word recognition and understanding, rereading as necessary Standard: Writing (W) ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

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● Write opinion pieces on topics or texts, supporting a point of view with reasons.

Standard: Speaking and Listening (SL) ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Summarize a written text read aloud or in ormation presented in diverse media and formats, including visually, quantitatively, and orally. Standard: Language (L) . ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase ● Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. ● Use knowledge of language and its conventions when writing, speaking, reading, or listening. ● Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ● Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies

Unit: 6 Fiction Writing(mystery)/Grammar/Vocabulary/Writing Recommended Time: 3 weeks Standard: Writing (W)

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● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ● Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons ● Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. ● Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. ● Use concrete words and phrases and sensory details to convey experiences and events precisely. Standard: Speaking and Listening (SL) ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ● Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. ● Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Standard: Language (L) . ● Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. ● Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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● Vary sentence patterns for meaning, reader/listener interest, and style. ● Maintain consistency in style and tone ● Use knowledge of language and its conventions when writing, speaking, reading, or listening

Unit: 7 Novel (play)/Grammar/Vocabulary/Writing Recommended Time: 3 weeks Standard: Reading Literary (RL) ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ● Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● Explain how an author develops the point of view of the narrator or speaker in a text. ● Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. ● Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact) Standard: Reading Informational (RI) ● Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

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● Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,through examples or anecdotes). ● Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent

Standard: Writing (W) ● Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ● Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Standard: Reading Foundation: ● Know and apply grade-level phonics and word analysis skills in decoding words. ● Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.

Standard: Speaking and Listening (SL)

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● Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not Standard: Language (L) ● Ensure that pronouns are in the proper case (subjective, objective, possessive). ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use a comma to separate an introductory element from the rest of the sentence.

Unit: 8 Play Writing/Grammar/Vocabulary/Writing Recommended Time: 3.5 weeks Standard: Writing (W) ● Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. ● Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. ● Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence th ● at unfolds naturally. ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and

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Standard: Speaking and Listening (SL) ● Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Follow agreed-upon rules for discussions and carry out assigned roles.

Unit: 9 Novel (autobiography or autobiography) /Grammar/Vocabulary/Writing Recommended Time: 4.5 weeks Standard: Reading Literary (RL) ● Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution. ● Explain how an author develops the point of view of the narrator or speaker in a text. ● Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

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● Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Standard: Reading Informational (RI) ● Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,through examples or anecdotes). ● Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. ● Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Standard: Writing (W) ● Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Use appropriate transitions to clarify the relationships among ideas and concepts. ● Use precise language and do main-specific vocabulary to inform about or explain the topic. Standard: Speaking and Listening (SL) ● Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

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● Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. ● Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Standard: Language (L) ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Maintain consistency in style and tone ● Vary sentence patterns for meaning, reader/listener interest, and style. ● Recognize and correct inappropriate shifts in verb tense and aspect. ● Use correlative conjunctions (e.g., either/or, neither/nor).

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Course: Sixth Grade Language Arts Course Description: Literature and Composition This course focuses on developing the student’s ability to perform competent literary analysis through the recognition and understanding of appropriate literary terms and devices from a variety of genres including short story, drama, biography, poetry, and the novel. In addition, the English 6 course focuses on developing a solid working knowledge of the mechanics of standard writing through exercises and designed to promote the use of proper grammar, syntax, and punctuation. Moreover, the course encourages in the student a sense of continuity and cohesiveness in his/her writing skills by introducing the student to a variety of composition activities including journal writing, personal narratives, expository writing, and essays. The writing process includes pre-writing, drafting, proofreading and revising. Vocabulary for each selection in the text and outside reading is incorporated into a variety of usages and application forms. All of these reading, writing, vocabulary, syntax, and grammar elements are accomplished through hands on activities, and interactive lessons. Technology is also used daily in the classroom to not only aid students in learning techniques, but to also allow them to gain experience with digital mediums.

Unit: 1 Poetry/Grammar/Vocabulary/Writing Recommended Time: 4 weeks Standard: Reading Literary (RL) ● Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution. ● Explain how an author develops the point of view of the narrator or speaker in a text.

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● Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Standard: Reading Informational (RI) ● Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.through examples or anecdotes). ● Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. ● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Standard: Writing (W) ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Use appropriate transitions to clarify the relationships among ideas and concepts. Standard: Language (L) ● Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. ● Spell correctly.

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● Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Unit: 2 Novel (Science Fiction)/Grammar/Vocabulary/Writing Recommended Time: 5 weeks Standard: Reading Literary (RL) ● Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. ● Explain how an author develops the point of view of the narrator or speaker in a text. ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ● Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Standard: Reading Informational (RI) ● Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. ● Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

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Standard: Writing (W) ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Use precise language and do main specific vocabulary to inform about or explain the topic. ● Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Standard: Speaking and Listening (SL) ● Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues building on others’ ideas and expressing their own clearly ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Standard: Language (L) ● a. Ensure that pronouns are in the proper case (subjective, objective, possessive). ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. ● Spell correctly.

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● Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Unit: 3 Essay/Grammar/Vocabulary/Writing Recommended Time: 3.5 weeks Standard: Reading Literary (RL) ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Standard: Reading Informational (RI) ● Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. ● Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,through examples or anecdotes). Standard: Writing (W) ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Establish and maintain a formal style.

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● Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ● Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. ● Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Standard: Speaking and Listening (SL) ● Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Standard: Language (L) ● Ensure that pronouns are in the proper case (subjective, objective, possessive). ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. ● Spell correctly. ● Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

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Unit: 4 Novel (Fiction)/Grammar/Vocabulary/Writing Recommended Time: 5 weeks Standard: Reading Literary (RL) ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ● Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● Explain how an author develops the point of view of the narrator or speaker in a text Standard: Reading Informational (RI) ● Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. ● Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,through examples or anecdotes). Standard: Writing (W) ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ● Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Standard: Speaking and Listening (SL) ● Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not Standard: Language (L) ● Ensure that pronouns are in the proper case (subjective, objective, possessive). ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. ● Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

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Unit: 5 Short Stories/Grammar/Vocabulary/Writing Recommended Time: 3.5 weeks Standard: Reading Literary (RL) ● Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● Explain how an author develops the point of view of the narrator or speaker in a text. ● Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics Standard: Reading Informational (RI) ● Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ● Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text Standard: Writing (W) ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

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Unit: 6 Fiction Writing (Mystery)/Grammar/Vocabulary/Writing Recommended Time: 3 weeks Standard: Writing (W) ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ● Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons ● Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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● Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Standard: Speaking and Listening (SL) ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ● Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Standard: Language (L) . ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase ● Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. ● Use knowledge of language and its conventions when writing, speaking, reading, or listening. ● Vary sentence patterns for meaning, reader/listener interest, and style. ● Maintain consistency in style and tone

Unit: 7 Novel (Play)/Grammar/Vocabulary/Writing Recommended Time: 3 weeks Standard: Reading Literary (RL) ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

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● Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● Explain how an author develops the point of view of the narrator or speaker in a text. ● Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Standard: Reading Informational (RI) ● Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. ● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. ● Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (through examples or anecdotes). Standard: Writing (W) ● Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

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● Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ● Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Standard: Speaking and Listening (SL) ● Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not Standard: Language (L) ● Ensure that pronouns are in the proper case (subjective, objective, possessive). ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. ● Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Standard: Speaking and Listening (SL) ● Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Unit: 9 Novel (biography or autobiography) /Grammar/Vocabulary/Writing Recommended Time: 4.5 weeks Standard: Reading Literary (RL) ● Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution. ● Explain how an author develops the point of view of the narrator or speaker in a text. ● Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. Standard: Reading Informational (RI) ● Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,through examples or anecdotes).

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● Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. ● Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. Standard: Writing (W) ● Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences ● Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Use appropriate transitions to clarify the relationships among ideas and concepts. ● Use precise language and do main-specific vocabulary to inform about or explain the topic. Standard: Speaking and Listening (SL) ● Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. ● Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Standard: Language (L) ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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â&#x2014;? Maintain consistency in style and tone â&#x2014;? Vary sentence patterns for meaning, reader/listener interest, and style.

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Course: Seventh Grade Language Arts Course Description: Literature and Composition English 7 is designed to provide an integrated study of the English language from the perspective of the four primary domains of the language arts program which includes the reflective task of reading and listening as well as the development of the expressive skills of speaking and writing, discussion, problem solving and critical thinking experiences. The course focuses on developing the student’s ability to perform competent literary analysis through the recognition and understanding of appropriate literary terms and devices from a variety of genres including the short story, drama, biography, poetry, historical fiction, and the novel. Additionally, outside reading is assigned with several novels being completed during the year based on each student’s ability and interest. In addition, the English 7 course focuses on developing a solid working knowledge of the mechanics of standard writing through exercises designed to promote the use proper grammar, syntax, and punctuation. Moreover, the course encourages in the student a sense of continuity and cohesiveness in his/her writing by introducing the student to a variety of composition activities including expository writing, journal writing, personal narratives, and essays. The writing process includes pre-writing, drafting, proofreading, and revising. Additionally, topics in writing research papers are introduced. All of these literary and composition elements are accomplished through hands on activities and inter active lessons. Technology is also used daily in the classroom to not only aid students in learning techniques, but to also allow them to gain experience with digital mediums.

Unit: 1 Poetry/Grammar/Vocabulary/Writing Recommended Time: 4 weeks Standard: Reading Informational (RI) ● Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. ● Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 384

Standard: Writing (W) ● Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. ● Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. ● Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ● Use precise language and domain-specific vocabulary to inform about or explain the topic. Standard: Speaking and Listening (SL) ● Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly. ● Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’ questions and comments with relevant evidence, observations, and ideas. ● Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles asneeded. Standard: Language (L) ● Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ● Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech

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Unit: 2 Novel (Science Fiction)/Grammar/Vocabulary/Writing Recommended Time: 5 weeks Standard: Reading Literary (RL) ● Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text ● Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ● Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors ● Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot). Standard: Reading Informational (RI) ● Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints ● Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ● Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. Standard: Writing (W) ● Write arguments to support claims with clear reasons and relevant evidence. ● Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. ● Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. ● Provide a concluding statement or section that follows from and supports the argument presented.

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Standard: Speaking and Listening (SL) ● Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and understanding in light of the evidence presented. ● Acknowledge new information expressed by others and, when warranted, modify their own views and understanding. ● Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest Standard: Language (L) ● ● ● ●

Spell correctly Form and use verbs in the active and passive voice. Interpret figures of speech (e.g. verbal irony, puns) in context. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

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● Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Standard: Writing (W) ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. ● Establish and maintain a formal style. ● Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. ● Use technology, including the Internet, to produce and publish writing & present the relationships between info and ideas efficiently as well as to interact and collaborate with others. Standard: Speaking and Listening (SL) ● Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ● Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Standard: Language (L) ● Recognize and correct inappropriate shifts in verb voice and mood. ● Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ● Use punctuation (comma, ellipsis, dash) to indicate a pause or break. ● Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

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● Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. ● Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Unit: 4 Novel (Fiction)/Grammar/Vocabulary/Writing Recommended Time: 5 weeks Standard: Reading Literary (RL) ● Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. ● Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ● Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. ● Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Standard: Reading Informational (RI) ● Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. ● Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. ● By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. ● Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. ● By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Standard: Writing (W) ● Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. ● Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. ● Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. ● Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. ● Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Standard: Speaking and Listening (SL) ● Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’ questions and comments with relevant evidence, observations, and ideas. ● Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Standard: Language (L) ● Use knowledge of language and its conventions when writing, speaking, reading, or listening. ● Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). ● Use the relationship between particular words to better understand each of the words. ● Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute) ● Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). ● Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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Unit: 5 Short Stories/Grammar/Vocabulary/Writing Recommended Time: 3.5 weeks Standard: Reading Literary (RL) ● Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. ● Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. ● Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot). ● By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. ● Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history Standard: Reading Informational (RI) ● Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. ● Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). ● Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ● Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims Standard: Writing (W) ● Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each

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source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Draw evidence from literary or informational texts to support analysis, reflection, and research. Provide a concluding statement or section that follows from and supports the information or explanation presented. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Standard: Speaking and Listening (SL) ● Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’ questions and comments with relevant evidence, observations, and ideas. ● Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly. ● Acknowledge new information expressed by others and, when warranted, modify their own views and understanding. ● Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Standard: Language (L) . ● Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ● Recognize and correct inappropriate shifts in verb voice and mood. ● Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. ● Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

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Standard: Speaking and Listening (SL) ● Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and understanding in light of the evidence presented. ● Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives(e.g., social, commercial, political) behind its presentation. ● Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Standard: Language (L) . ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use punctuation (comma, ellipsis, dash) to indicate a pause or break. ● Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). ● Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). ● Spell correctly.

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Unit: 7 Novel (Play)/Grammar/Vocabulary/Writing Recommended Time: 3 weeks Standard: Reading Literary (RL) ● Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ● Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. ● Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. ● Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot). ● Analyze how a drama’s or poem’s form or structure (e.g., ● soliloquy, sonnet) contributes to its meaning. Standard: Reading Informational (RI) ● Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ● Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. ● Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Standard: Writing (W) ● Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. ● Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

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● Provide a concluding statement or section that follows from and supports the information or explanation presented. ● Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. ● Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. ● Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters Standard: Speaking and Listening (SL) ● Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. Standard: Language (L) ● ● ● ●

Use punctuation (comma, ellipsis, dash) to indicate a pause or break. Use an ellipsis to indicate an omission. Interpret figures of speech (e.g. verbal irony, puns) in context. Use the relationship between particular words to better understand each of the words ● Explain the function of phrases and clauses in general and their function in specific sentences. ● Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas..

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(Grade-specific expectations for writing types are defined in standards 1–3 above.) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Use technology, including the Internet, to produce and publish writing & present the relationships between info and ideas efficiently as well as to interact and collaborate with others. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Unit: 9 Novel (biography or autobiography) /Grammar/Vocabulary/Writing Recommended Time: 4.5 weeks Standard: Reading Literary (RL) ● Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ● Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

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● Analyze how an author develops and contrasts the points of view of different characters or narrators in a text ● By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. Standard: Reading Informational (RI) ● Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. ● Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. ● Trace and evaluate the argument and specific claims in a text, ● assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Standard: Writing (W) ● Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. ● Establish and maintain a formal style. ● Provide a concluding statement or section that follows from and supports the argument presented. ● Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. ● Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ● Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation Standard: Speaking and Listening (SL) ● Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’ questions and comments with relevant evidence, observations, and ideas.

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● Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Acknowledge new information expressed by others and, when warranted, modify their own views and understanding. Standard: Language (L) ● Explain the function of verbs (gerunds, participles, infinitives) in general and their function in particular sentences. ● Form and use verbs in the active and passive voice. ● Interpret figures of speech (e.g. verbal irony, puns) in context. ● Use the relationship between particular words to better understand each of the words. ● Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

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Course: Eighth Grade Language Arts Â Course Description: Literature and Composition English 8 is designed to provide an integrated study of the English language from the perspective of the major areas of the language arts program. These areas include reading, listening, speaking, writing, discussing, problem solving and critical thinking experiences. The course focuses on developing the studentâ&#x20AC;&#x2122;s ability to perform competent literary analysis through recognizing and understanding appropriate literary terms and devices from a variety of genres including the short story, drama, biography, poetry, historical fiction, and the novel. In addition, the English 8 course focuses on developing a solid working knowledge of the mechanics of standard writing through exercises designed to promote the use of proper grammar, syntax, and punctuation. Vocabulary for each selection in the text is incorporated into a variety of usage and application forms. The course encourages in the student a sense of continuity and cohesiveness in his/her writing by introducing the student to a variety of composition activities including expository writing, journal writing, personal narratives, and essays. The writing process includes pre-writing, drafting, proofreading, and revising. Additionally, topics in writing research papers are introduced. All of these literary and composition elements are accomplished through hands on activities and interactive lessons. Technology is also used daily in the classroom to not only aid students in learning techniques, but to also allow them to gain experience with digital mediums.

Unit: 1 Poetry/Grammar/Vocabulary/Writing Recommended Time: 4 weeks Standard: Reading Informational (RI) â&#x2014;? Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

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Standard: Writing (W) ● Write narratives to develop rea l or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. ● Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. ● Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Standard: Speaking and Listening (SL) ● Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly. ● Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’ questions and comments with relevant evidence, observations, and ideas. Standard: Language (L) ● Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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● Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors Standard: Reading Informational (RI) ● Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints ● Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced Standard: Writing (W) ● Write arguments to support claims with clear reasons and relevant evidence. ● Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. ● Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Standard: Speaking and Listening (SL) ● Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and understanding in light of the evidence presented. ● Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest Standard: Language (L) ● Spell correctly ● Form and use verbs in the active and passive voice. ● Interpret figures of speech (e.g. verbal irony, puns) in context

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Unit: 3 Essay/Grammar/Vocabulary/Writing Recommended Time: 3.5 weeks Standard: Reading Literary (RL) ● Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Standard: Reading Informational (RI) ● Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). ● Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Standard: Writing (W) ● Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. ● Establish and maintain a formal style. ● Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. ● Use technology, including the Internet, to produce and publish writing & present the relationships between info and ideas efficiently as well as to interact and collaborate with others. Standard: Speaking and Listening (SL) ● Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

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Standard: Language (L) ● Recognize and correct inappropriate shifts in verb voice and mood. ● Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ● Use punctuation (comma, ellipsis, dash) to indicate a pause or break. ● Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Unit: 4 Novel (Fiction)/Grammar/Vocabulary/Writing Recommended Time: 5 weeks Standard: Reading Literary (RL) ● Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. ● Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ● Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Standard: Reading Informational (RI) ● Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. ● Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. ● By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

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Standard: Writing (W) ● Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. ● Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. ● Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Standard: Speaking and Listening (SL) ● Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’ questions and comments with relevant evidence, observations, and ideas. ● Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Standard: Language (L) ● Use knowledge of language and its conventions when writing, speaking, reading, or listening. ● Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). ● Use the relationship between particular words to better understand each of the words. ● Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute)

Unit: 5 Short Stories/Grammar/Vocabulary/Writing Recommended Time: 3.5 weeks Standard: Reading Literary (RL)

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● Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. ● Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. ● By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. Standard: Reading Informational (RI) ● Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. ● Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). ● Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. Standard: Writing (W) ● Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ● Draw evidence from literary or informational texts to support analysis, reflection, and research. ● Provide a concluding statement or section that follows from and supports the information or explanation presented. Standard: Speaking and Listening (SL) ● Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’ questions and comments with relevant evidence, observations, and ideas. ● Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly.

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Standard: Language (L) . ● Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ● Recognize and correct inappropriate shifts in verb voice and mood.

Unit: 6 Fiction Writing(Mystery)/Grammar/Vocabulary/Writing Recommended Time: 3 weeks Standard: Writing (W) ● Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. ● Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ● Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences Standard: Speaking and Listening (SL) ● Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and understanding in light of the evidence presented. ● Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives(e.g., social, commercial, political) behind its presentation. Standard: Language (L) . ● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ● Use punctuation (comma, ellipsis, dash) to indicate a pause or break. ● Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

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Unit #: 7 Novel (Play)/Grammar/Vocabulary/Writing Recommended Time: 3 weeks Standard: Reading Literary (RL) ● Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ● Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. ● Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Standard: Reading Informational (RI) ● Delineate and evaluate the argument and specific claims in a text,assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ● Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Standard: Writing (W) ● Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. ● Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. ● Provide a concluding statement or section that follows from and supports the information or explanation presented. ● Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

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Standard: Speaking and Listening (SL) ● Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. Standard: Language (L) ● ● ● ●

Unit: 8 Play Writing/Grammar/Vocabulary/Writing Recommended Time: 3.5 weeks Standard: Writing (W) ● Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ● With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. ● Use technology, including the Internet, to produce and publish writing & present the relationships between info and ideas efficiently as well as to interact and collaborate with others. ● Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

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Standard: Speaking and Listening (SL) ● Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. ● Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest Unit: 9 Novel (biography or autobiography) /Grammar/Vocabulary/Writing Recommended Time: 4.5 weeks Standard: Reading Literary (RL) ● Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ● Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. ● By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. Standard: Reading Informational (RI) ● Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. ● Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Standard: Writing (W) ● Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. ● Establish and maintain a formal style. ● Provide a concluding statement or section that follows from and supports the argument presented.

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● Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Standard: Speaking and Listening (SL) ● Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’ questions and comments with relevant evidence, observations, and ideas. ● Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Standard: Language (L) ● Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. ● Form and use verbs in the active and passive voice. ● Interpret figures of speech (e.g. verbal irony, puns) in context. ● Use the relationship between particular words to better understand each of the words. ● Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

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Middle School History Department Course: U.S. History Course Description: The history of the United States for eighth grade students provides an examination and analysis of the American narrative viewed from the perspective of five fundamental themes including, (1) the multicultural heritage of the United States, (2) the democratic spirit of the American political tradition, (3) the changing face of America's economic resources, (4) the physical environment of the United States, and (5) the impact of escalating global interdependence. Students will develop competency in evaluating historical information from primary and secondary sources and in the interpretation of data derived from graphs, maps and charts. In addition, students will evaluate the cause and effect relationships of major historical events and explain their impact on modern American society. Each student will complete a major research paper in the second semester as a means to practice proper MLA electronic sources as well as to model academic integrity. In addition, students use iPad or MacBook technology for word processing, KeyNote Presentations, and other presentations as a means to connect with history. Unit 1: How to Study History and Examining the American Colonies Recommended Time: 2 week(s) Think critically about history and interpret primary and secondary sources effectively • • • • •

Explain why we study history Effectively use time measurements (era, decade, various calendars, timelines) when examining historical events Classify types of evidence used to study history (primary and secondary sources, reliability, interpretation) Describe and use effective research methods on the Internet, avoiding plagiarism Use SQ3R (Survey, Question, Read, Recite, Review) method to study a chapter in a history textbook

Unit #2: Examining the American Colonies Recommended Time: 9 week(s) Demonstrates understanding of how the Native American peoples developed many different cultures

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Explain what early people were like Identify what Native American cultures developed in North America

Demonstrates understanding of how the Spanish, French, English and Dutch competed for colonies in the Americas • • • •

Explain why Europeans had a growing interest in exploration and colonization Describe how Spain emerged as the leader in exploring and colonizing the Western Hemisphere Explain how the French explored and established colonies in the New World Identify which countries besides Spain and France developed settlements along the Atlantic coast

Demonstrates understanding of how different ways of life developed in the New England, Middle and Southern colonies • • • • • • •

Describe how the English explored and settled North America Explain how the English colonies grew and developed during the 1700s Describe how the English colonies were governed Identify the different peoples that immigrated to the English colonies Discuss what life was like in the English colonies Explain how the New England, Middle and Southern colonies differed politically, economically and socially Describe how colonists united to solve common problems

Demonstrates understanding of how after years of tension, colonists and British troops clashed in battle • •

Describe what events led to the break between the American colonies and Great Britain Explain how the American Revolution was won by the colonists

Unit #3: Evolution of the American Government Recommended Time: 7 week(s) Demonstrates understanding of how the new United States set up a government under the Constitution • •

Identify the accomplishments and weaknesses of the government under the Articles of Confederation Describe what compromises were necessary to create a new constitution

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• • • • •

Explain how the struggle over ratifying the Constitution was resolved Discuss the basic principles found in the Constitution Identify the three branches that form the federal government Describe how powers are divided between the national and state governments Explain how the Constitution can be changed

Demonstrates understanding of how the first presidents helped shape the new nation • • • • •

Identify what steps were taken to create a working government Explain how the economic policies of the United States were developed Describe what steps were taken by the Washington administration to resolve problems in foreign affairs Explain what challenges faced the Adams administration Explain what challenges faced the Jefferson administration

Unit #4: Westward Expansion Recommended Time: 2 week(s) Students should understand how the growth of factories in the East and farms in the West inspired new confidence in America • • • •

Explain how industrial development began in the United States Describe how the nation’s system of transportation were improved Identify the factors that led to the growth of cities Discuss why immigration increased during the early 1800s

Demonstrates understanding of why thousands of Americans moved West and how by the 1850s the nation stretched from the Atlantic to the Pacific • • • • •

Explain why Americans began exploring and settling the West in the early 1800s Describe how the United States settled the Oregon Territory Discuss why conflict started after Americans began moving into the Southwest Describe how the government moved Indian peoples off their land to open up areas for white settlement Explain how the country’s expansion changed the lives of American Indians.

Unit #5: The War Between the States Recommended Time: 6 week(s)

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Demonstrates understanding of how the industrial North and the agricultural South developed two distinct ways of life and how, after many attempts to compromise, both sides went to war • • • • •

Describe the social, economic and political differences that separated the North from the South Explain how the institution of slavery developed in the South Discuss how the issue of slavery came to dominate politics in the mid-1850s Explain why the slavery issue remained unresolved despite efforts at compromise Discuss why the Election of 1860 led to the final break between the North and the South

Demonstrates understanding of how the War Between the States tested the strength of the Union • • • • •

Describe how confrontations and crisis led finally to the outbreak of the Civil War Describe what strategies were used by the North and the South in fighting the Civil War Explain how the Civil War affected people Discuss how the South gained a military advantage over the North in 1862 and 1863 Discuss how the North defeated the South and ended the Civil War

Demonstrates understanding of how the South slowly rebuilt during Reconstruction as African-Americans gained new rights, and the United States became united once more • • • •

Explain how the Reconstruction programs of Presidents Lincoln and Johnson and Congress differed Describe how Congressional Reconstruction was instituted in the southern states Discuss what effects Reconstruction had on the people in the postwar South Describe how the events and concerns of the 1870s pushed the question of Reconstruction into the background

Demonstrates understanding of how Native Americans lost their lands and saw their way of life threatened as settlers continued to move West while immigrants contributed to the growth and enrichment of American cities • • • •

Describe how Americans settled in the area west of the Mississippi River after the Civil War Explain why conflict developed between the Indians and the settlers Discuss how blacks began losing their political and civil rights after Reconstruction ended Explain how the great flow of immigration during the late 1800s changed the United States

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Unit #6: The World Wars Recommended Time: 5 week(s) Demonstrates understanding of how despite all efforts to remain neutral, the United states finally entered World War I on the side of the Allies • • • •

Discuss what alliance conflicts and aggression developed that led to World War I Explain why the United States entered the war. Describe how the Allies defeated the Central Powers Discuss what happened to President Wilson’s plan for peace

Demonstrates understanding of how the decade of the 1920s was a period of economic boon and rapid social and cultural change • • • •

Explain what efforts were made in the 1920s to secure world peace Identify toward what groups intolerance was directed in American society in the 1920s Discuss what the 1920s were years of prosperity for many Americans Explain how lifestyles changed for many Americans during the 1920s

Demonstrates understanding of how the New Deal sought to provide relief and recovery from the worst economic depression in the nation’s history • • • •

Describe how the Great Depression started and its effects on the United States Identify what emergency measures were instituted by President Roosevelt Explain what long-range plans were part of the New Deal Describe what problems faced New Deal programs

Demonstrates understanding of how the United States used all its resources to help defeat the Axis powers during World War II • • • • • • •

Identify what diplomatic problems President Roosevelt faced during the early New Deal Explain how dictatorships rose in the 1920s and 1930s Discuss how World War II had its beginnings Describe how the United States drifted into war Explain how the Allies remained on the defensive during the critical war years of 1941 and 1942 Describe how World War II affected the home front Identify what events led to Allied victory in World War II.

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Demonstrates understanding of how the postwar period brought prosperity at home and the Cold War abroad • • • • • •

Describe how the Allies cooperated to establish order in the postwar world Explain how the Cold War developed between Eastern and Western powers after World War II Discuss how the United States tried to stop the spread of communism in the Far East Describe what postwar economies, politics and culture were like Explain what efforts were made to secure equal rights for African-Americans Discuss how relations between the United States and the Soviet Union changed over the years

Unit #7: From Vietnam to the Challenges of Today Recommended Time: 6 week(s) Demonstrates understanding of how the nation faced years of turmoil as Americans pressed for equal rights and protested the Vietnam War • • • • • •

Explain how domestic and foreign policy changed during the Kennedy Administration Describe what programs were included in the Great Society Discuss how containment continued in American foreign policy during the Johnson years Identify what new directions were taken in foreign affairs under President Nixon Explain the major domestic issues of the Nixon Administration Describe how the American political system responded to Watergate

Demonstrates understanding of how a conservative revolution in the 1980s and 1990s took the nation in new directions as the end of the Cold War signaled a new era in world affairs • • • • • • •

Identify the economic and foreign policies of the Carter administration Explain why the election of Ronald Reagan signaled a change in direction for the United States Discuss how President Reagan made changes in foreign policy Describe what elements were included in Reagan’s economic program Explain what steps the Reagan administration took to strengthen foreign policy in the Eastern Hemisphere Discuss why the United States became involved in Latin American conflicts Describe what directions domestic and foreign affairs took during President Reagan’s second term in office

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•

Describe how President Bush continued many of President Reagan’s conservative policies

Demonstrates understanding of why Americans need to be prepared to face the challenges of the future as the nation heads into the 21st century • •

Identify the significance of President Obama’s administration Discuss what challenges Americans face as they prepare to live in the 21st century, including the global economy, environmental concerns, and population changes

*** The 8th grade U.S. History curriculum is based on the National Council for Social Studies published Standards

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Course: World Geography Course Description: This course is designed to develop student competence in world geography according to eighteen specific national goals and standards covering the basic content, skills, and concepts of the discipline as outlined under the Goals 2000: Educate America Act and published under the title Geography for Life (1994). The standards include the expectation of students to learn the use of maps, globes, charts and graphs to acquire and process geographic information about the seven continents of Earth. In addition, students are expected to develop a spatial view of the world including cultural and physical characteristics of places and regions including populations, climate, transportation, and international trade. Moreover, the course emphasizes settlement patterns, resources, economic development, global interdependence, and other topical issues such as human/environment interaction, multiculturalism, and politics. In addition, students use iPad technology for word processing, KeyNote Presentations, and map study as a means to connect with geography. Unit 1: Geography Basics Recommended Time: 4 week(s) Demonstrates understanding of how to discuss, explain, and describe the five themes of geography, and the basic structure of the earth. • • • • • •

Explain how geographers study the Earth Read maps efficiently Use latitude and longitude to describe absolute location Interpret times correctly across time zones Consider how people relate to their environment and each other Identify the earth’s major landforms

Demonstrates understanding of how to describe, investigate and identify what climate is, the factors that influence climate and how to identify each climate region. • • •

Describe the various world climate regions Specify where each world climate is located Relate what kinds of vegetation grow in each world climate region

Demonstrates understanding of how to discuss, investigate and examine the concept of culture, the issues related to human population, population growth and the role of renewable and nonrenewable resources in human activities

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Explain what culture means Locate where most people in the world live Understand how scientists measure population Identify what renewable resources are Explain how people use resources to make a living Discuss how overusing resources may threaten an environment

Unit 2: The Americas Recommended Time: 9 week(s) Demonstrates understanding of how to describe, identify and examine the physical features and climates, economic activities, and cultural influences of the United States • • • •

Identify landforms found in the United States Describe the climates that occur in the United States Explain why the United States is a land of many cultures Explain why the United States ranks as a world economic leader

Demonstrates understanding of how to identify, describe and discuss the landscapes, climates, resources, activities, challenges, history and cultural heritage of the Canadian people • • • • • •

Explain how climate affects where Canadians live Identify Canada’s natural resources Discuss how Canadians earn a living Explain how Canada earned its independence Identify groups that make up the Canadian people Locate where most Canadians live

Demonstrates understanding of how to examine, specify and describe the physical and climatic features, economic challenges and the groups that have influenced the cultural heritage of the three regions of Mexico • • • • •

Explain why Mexico is called the land of the shaking earth Identify climates found in Mexico Explain how Mexicans earn a living Discuss the economic challenges that face modern Mexico Explain what makes up Mexican culture today

Demonstrates understanding of how to examine and describe the physical and cultural geography of Central America as well as the major physical and cultural features of the West Indies

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Locate Central America on a globe or map Explain how farming supports the economy of Central America Identify groups of people who settled Central America Describe the climates and landforms of the West Indies Explain how people in West Indies earn a living Identify the cultures found in the West Indies

Demonstrates understanding of how to discuss, compare, contrast and describe the major geographical features of Brazil • • •

Locate Brazil on a map or globe Describe Brazil’s landforms and climate Identify the natural resources upon which Brazil depends

Demonstrates understanding of the major geographical features and historical events of Columbia and Venezuela; compare and contrast the Guianas (Guyana, Suriname, French Guiana) • • • • • •

Locate Columbia on a map or globe Explain how Columbia became independent and its culture and economy today Locate Venezuela on a map or globe Explain how Columbia became independent and its culture and economy today Examine the locations of the Guyanas and the locations’ impact on these countries Compare and contrast the populations and economies of the Guyanas

Unit 3: Europe Recommended Time: 5 week(s) Demonstrates understanding of how to compare geographic features and summarize the cultural contributions of the nations of Western Europe • • • • • • • •

Identify the landscapes and climate that are found in the United Kingdom Describe how the Irish struggled to earn independence Locate where most Scandinavians live Describe the landscape of Germany Explain what French culture offers to the rest of the world Identify the cultural groups of Spain Describe Italy’s physical regions Illustrate how mountains and sea divide Greece

Demonstrates understanding of how to examine the physical geography, politics and culture of the Baltic Republics, discuss the land, economy and culture of Poland, describe

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the geography of Hungary, compare the geographies of the Czech Republic and Slovakia and compare and contrast the geographical profiles of the Balkan countries • • • • • •

Identify how the sea affects the climate in the Balkan Republics Describe how Poland’s climate differs from North to South Explain why the Danube River is important to Hungary Explain why Yugoslavia broke up into different countries Explain how Romanians are like western Europeans Identify what Albania needs to rebuild its economy

Demonstrates understanding of how to examine the locations, landforms and climates found in Russia and compare and contrast the cultural influences • • • • • •

Locate Russia on a map or globe Describe the landforms of Russia Explain how climate affects where Russia’s population lives Identify groups that influenced Russian culture Contrast city life with country life in Russia Discuss Russia’s culture today

Extensive Semester Exam Review and Final Exams

Unit #4: Southwest and Central Asia Recommended Time: 4 week(s) Demonstrates understanding of how to describe the land and climate of Egypt and examine the ways of life in North Africa • • • • •

Determine why the Nile River is important to Egypt’s people Analyze the impact of the Aswan High Dam on Egypt’s environment Identify the natural resources found in North Africa Explain why most of the peoples of North Africa live in coastal areas Describe how urban and rural life differs in North Africa

Demonstrates understanding of the Eastern Mediterranean and Arabian Peninsula countries’ geographic features, religions, governments, and economies; explain the impact of Islam and oil on the lives of the people of the Arabian Peninsula and summarize the major geographical features of Iran, Iraq and Afghanistan • • •

Locate Turkey, Israel, Iran, Iraq, and Afghanistan on a map or globe Explain how Turkey’s location affected its history and development Discuss how Turkey blends ancient heritage with modern ways

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• • •

Discuss how the past affects Israel today due to geographic, religious, and cultural factors, including conflict with Palestine Explain why Saudi Arabia is important to the world’s Muslims Explain why the Tigris and Euphrates are important to Iraq

Unit #5: Africa Recommended Time: 4 week(s) Demonstrates understanding of how to identify the physical features of the countries of West Africa, relate West Africa’s natural resources to its economic development and describe the historical influences on West African culture • • • • • •

Describe the landforms found in Nigeria Explain why Nigeria has many ethnic groups Show where the Sahel is located Explain why Sahel grasslands are turning into desert Identify the climates found in coastal West Africa Briefly describe how coastal West African countries won their independence

Demonstrates understanding of how to examine the physical and cultural geography of the countries of central and east Africa • • • • • •

Discuss Zaire’s potential wealth Identify the resources of Gabon and the Congo Describe how the people of Equatorial Guinea, Sao Tome and Principe earn their living Describe the landforms of Kenya Identify the ethnic groups of the Sudan Discuss why Ethiopia has been independent for thousands of years

Demonstrates understanding of how to review the geography of South Africa and • • •

Discuss the landscapes found in South Africa Identify the mineral resources of South Africa Discuss the history of South Africa, including European influence, Apartheid, and Nelson Mandela

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Unit 6: East and Southeast Asia Recommended Time: 6 week(s) Demonstrates understanding of how to describe the land, climate and religions of India, compare the economies and cultures of Pakistan and Bangladesh, explain how the landscapes and religions of Nepal and Bhutan affect their peoples and specify the locations, landforms, and products of Sri Lanka • • • • • •

Define the term subcontinent Explain how seasonal winds affect India’s climate Name the religions that India’s people follow Interpret how Islam influences the culture of Pakistan and Bangladesh State how the people of Nepal and Bhutan earn their living Identify major products grown in Sri Lanka

Demonstrates understanding of how to identify landforms, populous areas and climates of China, describe the past and present Chinese economies, evaluate the influences of Chinese culture and outline important details about the economies of Mongolia, Taiwan and Hong Kong • • • • • •

Explain why the Plateau of Tibet is called the Roof of the World Name the climates found in China Identify three economic regions in China List the groups that influenced the culture of China Classify products made in Taiwan Discuss why Hong Kong is one of the world’s busiest ports

Demonstrates understanding of how to describe the location, economy and culture of Japan and explain why and how life in North Korea differs from life in South Korea • • • • • • •

Describe where Japan is located Explain why Japan is subject to many types of natural disasters Explain why Japan has enjoyed a strong economy Identify why regions influenced the culture of Japan Locate the Korean Peninsula on a map or globe State why the Koreans are divided Explain why life in South Korea differs from life in North Korea

Demonstrates understanding of how to describe the location, economies and resources of the island countries and examine how physical and human influences affect life in Southeast Asia •

Identify the countries that make up mainland Southeast Asia

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Itemize the materials found in mainland Southeast Asia Cite why the economies of Laos, Cambodia and Vietnam are not fully developed Distinguish between groups of people that live in Southeast Asia Analyze why people in Malaysia, Singapore and Brunei have high standards of living

Unit 7: The Pacific World Recommended Time: 4 week(s) Demonstrates understanding of how to examine the geography and economy of Australia and investigate how the geography of New Zealand affects its people and its relation with other countries • • • • • •

Analyze why most Australians live in coastal areas Discuss why Australia has a strong economy List the groups that have influenced Australia’s culture Recognize the two large islands that make up New Zealand Enumerate the products that New Zealand sends to other countries Discuss how New Zealanders spend their leisure time

Demonstrates understanding of how to identify places, people and occupations in Oceania and describe the location, climate and scientific importance of Antarctica • • • • • •

Identify the geographic areas that make up Oceania Summarize how land and climate affect the way people in Oceania earn their living Recall what groups have settled in Oceania Locate Antarctica on a map or globe Describe why Antarctica is called a polar desert Compare Antarctica to a scientific laboratory

Extensive Semester Exam Review and Final Exams

*** The 7th grade Geography curriculum is based on the National Geography Standards and Skills (see link below) and the Partnership for 21st Century Skills http://education.nationalgeographic.com/education/standards/national-geographystandards/?ar_a=1

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Course: World History Course Description: This course focuses on the origins and development of global civilization throughout the evolution of human history. Students examine the events of world history from the perspective of five fundamental themes including, (1) elements of commonality and diversity, (2) conflict and cooperation, (3) continuity and change, (4) individualism and interdependence, and (5) human interaction with different environments. Emphasis is placed on the students' understanding of concepts related to historical research including identification of primary and secondary sources, chronology, historical empathy, point of view, and analysis of cause and effect relationships. In addition, students learn to recognize the significant impact of geography, culture, economics, and government on the growth and development of a particular world region and the various ethnic groups that inhabit it. 5th and 6th Grade students use iPad or ChromeBook technology for word processing, KeyNote Presentations, and other types of presentations as a means to connect with history.

Unit 1: How to Study History and Examining the First Civilizations Recommended Time: 9 week(s) Think critically about history and interpret primary and secondary sources effectively • • • •

Explain how geography, economics, and citizenship contribute to understanding history • • •

Use maps and globes to locate places studied Classify types of maps (physical, political, and special purpose) Describe the basic concepts of economics (types of resources, capital, entrepreneurship)

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Demonstrate an understanding of how to study history • • •

Use SQ3R (Survey, Question, Read, Recite, Review) method to study a chapter in a history textbook Use PERSIA acronym to study cultures throughout history (Political, Economic, Religious, Social, Intellectual, Artistic Describe the characteristics that define a civilization

Demonstrate understanding of the effects of change on early people who became food producers instead of food collectors and gain greater insight into the new lifestyles developed by societies living in ancient Mesopotamia. • •

Explain how learning to farm changed the way early people lived Describe the development of the first major civilizations in Mesopotamia’s river valleys.

Unit 2: Early Monotheistic Civilizations Recommended Time: 6 week(s) Demonstrate understanding the accomplishments and contributions of the kingdom of Israel to changes in the societies of the Fertile Crescent. • • •

Describe the Israelites’ beliefs and their early history Discuss the history of the kingdom of Israel Discuss Judaism during the period when Jews were ruled by other people

Demonstrate understanding of the ways in which the Christian religion spread throughout the Roman Empire and changed Roman life forever. • • •

Describe how Jesus’ life, teachings and death led to the birth of a new religion Explain how Christianity became the official religion of the Roman Empire Evaluate the connection between religion and government during the early years of Christianity

Demonstrate understanding of the ways in which the religion of Islam affected people living in the lands into which it spread. • • •

Explain how the religion of Islam began and grew Discuss how Muslims spread their faith throughout the Middle East and the Mediterranean Summarize the achievements of the Muslim empires

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Unit 3: Greek and Roman Civilizations Recommended Time: 3 week(s) Demonstrate understanding of the ways in which Greek philosophy, literature and language changed the Mediterranean region forever. • • • •

Describe the important Greek development in the arts Discuss Greek achievements in history politics, biology and logic Summarize how Alexander the Great created an empire Describe how Hellenistic kingdoms became centers of learning and culture

Demonstrate understanding of the changes in the government of Rome and the reasons for these changes including the reasons why so many peoples united under the Roman Empire. • • • •

Explain how Rome became a republic Describe how Rome gained control of the Mediterranean region Explain how the failure of the republic led to the creation of a Roman Empire Relate how military and political reforms made Rome rich and prosperous

Demonstrate understanding of the cultural heritage of the Roman Empire and the rise of Constantinople. • • •

Discuss the cultural achievements of the Romans and describe the daily lives of the people in Rome Explain why the Roman Empire fell and summarize its legacy in law, government, language and the arts Describe the rise and cultural accomplishments of the Byzantine Empire

Unit 4: European Middle Ages and South American Civilizations Recommended Time: 3 week(s) Demonstrate understanding of how individuals and groups affected governments during the Middle Ages in Europe. • • • • •

Summarize the changes in Europe after Rome’s fall Describe feudalism and the rise of towns Describe the growth of kingdoms and the effects of the Crusades Discuss the role of the medieval Catholic Church Explain the effects of wars and the Black Death

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Demonstrate understanding of how the Mayas built on the achievements of the Olmec civilization and contributed innovations of their own as well gain greater insight into the rise and fall of the Aztec and Inca Empires. • •

Describe the Mayan, Aztec and Incan civilizations and the diverse ancient cultures north of Mexico Explain how the Spanish conquerors who followed Columbus defeated the Aztec and Inca Empires

Unit 5: European Renaissance Recommended Time: 6 week(s) Demonstrate understanding of how changes in European thought encouraged individualism and creativity, the reasons why European society gradually changed, and why the European nations began to explore and claim lands overseas. • • • •

Discuss the rebirth of art and Greek and Roman ideas in Italian city-states Explain how the Renaissance spread to Northern Europe Describe the beginnings of Protestantism and its development Summarize conflicts between Catholics and Protestants

Demonstrate understanding of the ways in which different Enlightenment leaders affected history during the 1700s and the reasons the peoples of America and Europe wanted change. • • •

Summarize the causes and effects of the Age of Exploration Discuss how science gave Europeans a new way to understand the universe Describe how many Europeans came to believe that reason could improve government and society

Demonstrate understanding of the origins and salient events of the French Revolution and gain greater insight into the new technologies of the Industrial Revolution that changed life in Britain and fostered conflicts between social classes in Europe and the United States. • • • •

Summarize the causes and events of the French Revolution and the rise of Napoleon’s empire Explain how the Industrial Revolution began in Britain and spread to other countries Describe new scientific, political, economic and social ideas Discuss the influences of nationalism and reform

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Unit 6: Western Empires and Two World Wars Recommended Time: 9 week(s) Demonstrate understanding of why the western industrial nations wanted colonies in Africa and Asia, how the alliance of nations led to World War I and how the government of Russia changed and yet stayed much the same after the revolution of 1917. • • • •

Describe how Western powers built worldwide empires Analyze the effects of nationalism on China and Japan Summarize the events that led to World War I Explain how World War I changed the world

Demonstrate understanding of how some people’s attempts to control others led to a second war that involved the whole world and how differing ideas about economics and government led to tensions and fighting in the years after World War II. • • • •

Explain how dictators rose to power in Europe Describe the beginnings of World War II Summarize the events that ended World War II Discuss the results of World War II and the causes of the Cold War

Demonstrate understanding of the collapse of the Soviet Union and the end of the Cold War • • • • •

Describe the growth and development of Soviet power Explain the changes that led to the end of the Cold War Identify important events leading to the collapse of communism in Europe Explain the events leading to the collapse of the Soviet Union Discuss the new role of NATO following the collapse of communism

*** The 6th grade World History curriculum is based on the National Council for Social Studies published Standards

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Middle School Mathematics Department Course: Math-5/6 Course Description: Mathematics 5/6 instruction focuses on mathematics as way of thinking and as a tool for solving everyday problems. Students will develop problem solving skills as well as math communication and language skills. IPads, manipulatives, and calculators are an integral part of the course and provide various opportunities for diverse levels of application and assimilation of concepts. The course of study includes operations, properties, introduction to Algebra, decimals, number theory and fractions, fraction operations, data collection and analysis, ratios and proportions, measurement, basic geometry, integers, coordinate plane, and functions. Computer skills include but are not limited to note taking and daily assignments on the iPad, iPad calculator use, construct various types of graphs on the iPad and use numerous iPad Apps. Unit 1: Operations and Properties, Introduction to Algebra; Decimals Recommended Time: 9 weeks The student will demonstrate knowledge of operations and properties. • Estimate using whole numbers • Divide multi-digit numbers • Represent whole numbers using exponents • Use order of operations including exponents • Identify and use number properties • Determine whether a number is a solution to an equation • Solve whole number addition, subtraction, multiplication; division equations The student will demonstrate knowledge of basic Algebra. • Identify and evaluate expressions • Translate between words and math • Write expressions for tables and sequences The student will demonstrate knowledge of decimals. • Read, write, compare, and order decimals • Round/estimate decimals • Add and subtract decimals • Multiply and divide decimals • Solve word problems by interpreting quotients 432

•

Solve decimal equations

Unit 2: Number theory and fractions, fraction operations; data collection Recommended Time: 9 weeks The student will demonstrate knowledge of number theory and fractions. • Write prime factorization of composite numbers • Find the GCF of a set of numbers • Generate equivalent forms of numbers • Convert between decimals and fractions • Convert between mixed numbers and improper fractions • Use pictures and number lines to compare and order fractions The student will demonstrate knowledge of fraction operations. • Find LCM of a group of numbers • Add, and subtract fractions with unlike denominators • Regroup and subtract mixed numbers • Solve equations by adding and subtracting fractions • Multiply mixed numbers • Divide fractions and mixed numbers • Solve equations by multiplying and dividing fractions The student will demonstrate knowledge of data collection and analysis. • Use mean, median, mode; range to describe data • Collect, organize, and display data • Draw and compare different graphs with same data Unit 3: Proportional Relationships, Measurement, and Geometry Recommended Time: 9 weeks The student will demonstrate knowledge of proportional relationships. • Write ratios and rates and write unit rates • Use a table to find equivalent ratios and rates • Graph ordered pairs on a coordinate grid • Write and solve proportions • Write percents as decimals and as fractions • Write decimals and fractions as percents • Find a percent of a number • Solve problems involving percents

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The student will demonstrate knowledge of measurement and geometry. • Convert measures with the same measurement system • Estimate area of irregular figures • Find the area of rectangles and parallelograms • Find area of triangles and trapezoids • Break a polygon into simpler parts to find its area • Find volume of prisms • Find surface areas of prisms, pyramids, and cylinders

Unit 4: Integers, Coordinate Plane, and Functions Recommended Time: 9 weeks The student will demonstrate knowledge of knowledge of integers. • Identify and graph integers and find opposites • Compare and order integers The student will demonstrate knowledge of knowledge of the coordinate plane. • Graph and locate ordered pairs on the coordinate plane • Draw polygons in the coordinate plane and find lengths of their sides • Use translations, reflections, and rotations to change positions of figures The student will demonstrate knowledge of functions. • Use data in a table to write an equation for a function and use the equation to find a missing number • Represent linear functions using ordered pairs and graphs • Find rates of change and slope • Read, write, and graph inequalities

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Course: Math 7 Course Description: Mathematics 7 instruction focuses on mathematics as way of thinking and as a tool for solving everyday problems. Students will develop problem solving skills as well as math communication and language skills. Computers, manipulative and calculators are an integral part of the course and provide various opportunities for diverse levels of application and assimilation of concepts. The course of study includes operations, properties, problem solving, decimals and measurement data analysis and statistics, basic geometry, number theory and fractions, fraction operations, introduction to algebra, ratio and proportion, percent and applications of percent, integers, graphing integers on the coordinate plane, probability, perimeter, area and volume. Computer skills include but are not limited to note taking and daily assignments on the iPad, iPad calculator use, construct various types of graphs on the iPad and use numerous iPad Apps. Unit 1: Algebraic Reasoning, Integers, and Rational Numbers Recommended Time: 9 weeks The student will demonstrate knowledge of algebraic reasoning. • Simplify numerical expressions involving order of operations and exponents • Identify properties of rational numbers • Use properties to simplify numerical expressions • Evaluate algebraic expressions • Translate words into numbers, variables, and operations • Simplify algebraic expressions The student will demonstrate knowledge of integers and rational numbers. • Compare and order integers • Add, subtract, multiply, and divide integers • Compare and order rational numbers • Convert between fractions and decimals • Solve one-step equations with integers The student will demonstrate knowledge of applying rational numbers. • Use addition, subtraction, multiplication, and division to solve decimal and fraction problems • Solve equations with rational numbers

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Unit 2: Proportional Relationships, Graphs, and Percents Recommended Time: 9 weeks The student will demonstrate knowledge of proportional relationships. • Use division to find unit rates and ratios in proportion • Estimate solutions to proportions • Use ratios and proportions in scale drawings and scale models The student will demonstrate knowledge of graphs. • Plot and identify ordered pairs of integers on a coordinate plane • Graph relationships between data sets The student will demonstrate knowledge of percents. • Model and estimate percents • Write equivalent fractions, decimals, and percents • Solve percent problems involving discounts, sales tax, tips, profit; interest • Compare fractions, decimals, and percents Extensive Semester Exam Review

Unit 3: Collecting, Displaying, and Analyzing Data, Geometric Figures, Measurement and Geometry Recommended Time: 9 weeks The student will demonstrate knowledge of collecting, displaying, and analyzing data. • Choose between mean, median, mode, or range to describe a set of data • Display and analyze data in box and whisker plots • Compare and analyze sampling methods The student will demonstrate knowledge of geometric figures. • Identify and describe geometric figures • Identify angles and angle pairs • Identify parallel, perpendicular and skew lines formed by a transversal • Find the measures of angles in polygons • Identify congruent figures The student will demonstrate knowledge of measurement and geometry. • Find perimeter and circumference • Find area of circles • Find area of irregular figures • Identify various three-dimensional figures

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Unit 4: Measurement and Geometry, Probability, Multi-Step Equations and Inequalities Recommended Time: 9 weeks The student will demonstrate knowledge of measurement and geometry. • Find volume of prisms and cylinders • Find surface area of prisms and cylinders The student will demonstrate knowledge of probability. • Find experimental and theoretical probability • Use lists and tree diagrams to find combinations and outcomes • Use the Fundamental Counting Principle to find permutations The student will demonstrate knowledge of multi-step equations and inequalities. • Solve multi-step equations • Solve equations with variables on both sides • Read, write, and graph inequalities • Solve one-step and two-step equations Extensive Semester Exam Review

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Course: Algebra I Course Description: Algebra I is a review of basic concrete skills, using the four fundamental math operations, variables, simple equations, and the number system. Later concepts include topics such as real numbers, fractions, equalities and inequalities, systems of linear equations and functions, polynomials, rational and irrational numbers and expressions, and quadratic functions. Problem-solving techniques, with emphasis on precise calculations and critical thinking skills, are incorporated throughout the year as related concepts are taught and assessed. Students are expected to master basic algebraic skills and their practical applications in preparation for subsequent required course work such as Geometry and Algebra II. A variety of classroom technologies will be used to review concepts, make presentations and teach students to collaborate and communicate, such as the iPad, Apple TV and a web-based student portal system. Students will also be exposed to a blended learning environment and will be expected to navigate and organize various digital resources. Unit 1 Equations Recommended Time: 3 weeks â&#x20AC;˘

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Create equations and inequalities in one variable and use them to solve problems. o Solve one-step equations in one variable by using addition or subtraction. o Solve one-step equations in one variable by using multiplication or division. o Solve equations in one variable that contain more than one operation. o Solve equations in one variable that contain variable terms on both sides. o Solve equations in one variable that contain absolute-value expressions. o Write and use ratios, rates, and unit rates. o Write and solve proportions. o Use proportions to solve problems involving geometric figures. o Use proportions and similar figures to measure objects indirectly. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. o Solve equations in one variable that contain more than one operation.

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Solve equations in one variable that contain variable terms on both sides. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. o Solve a formula for a given variable. o Solve an equation in two or more variables for one of the variables. o

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Unit 2 Inequalities Recommended Time: 3 weeks •

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Create equations and inequalities in one variable and use them to solve problems. o Solve one-step inequalities by using multiplication. o Solve one-step inequalities by using division. o Solve inequalities that contain variable terms on both sides. o Solve inequalities in one variable involving absolute-value expressions. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. o Identify solutions of inequalities in one variable. o Write and graph inequalities in one variable. o Solve one-step inequalities by using addition. o Solve one-step inequalities by using subtraction. o Solve inequalities that contain more than one operation. o Solve compound inequalities in one variable. o Graph solution sets of compound inequalities in one variable.

Unit 3 Functions Recommended Time: 3 weeks •

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Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). o Identify functions. o Find the domain and range of relations and functions. o Graph functions given a limited domain. o Graph functions given a domain of all real numbers. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. o Identify independent and dependent variables. o Write an equation in function notation and evaluate a function for given input values.

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Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. o Recognize and extend an arithmetic sequence. o Find a given term of an arithmetic sequence. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. o Match simple graphs with situations. o Graph a relationship. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. o Graph functions given a limited domain. o Graph functions given a domain of all real numbers. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. o Create and interpret scatter plots. o Use trend lines to make predictions.

Unit 4 Linear Functions Recommended Time: 4 weeks •

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Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. o Find x- and y-intercepts and interpret their meanings in real-world situations. o Use x- and y-intercepts to graph lines. o Identify, write and graph direct variation. o Write a linear equation in slope-intercept form. o Graph a line using slope-intercept form. o Graph a line and write a linear equation using point-slope form. o Write a linear equation given two points. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). o Identify linear functions and linear equations. o Graph linear functions that represent real-world situations and give their domain and range. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. o Find rates of change and slopes. o Relate a constant rate of change to the slope of a line. o Find slope by using the slope formula.

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Unit 5 Systems of Equations and Inequalities Recommended Time: 3 weeks • •

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Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. o Solve systems of equations in two variables by elimination. o Compare and choose an appropriate method for solving systems of linear equations. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. o Identify solutions of systems of linear equations in two variables. o Solve systems of linear equations in two variables by graphing. o Solve systems of linear equations in two variables by substitution. o Solve special systems of linear equations in two variables. o Classify systems of linear equations and determine the number of solutions. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. o Graph and solve linear inequalities in two variables. o Graph and solve systems of linear inequalities in two variables.

Unit 6 Exponents and Polynomials Recommended Time: 3 weeks •

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Evaluate and simplify expressions containing rational exponents. Interpret parts of an expression, such as terms, factors, and coefficients. o Classify polynomials and write polynomials in standard form. o Evaluate polynomial expressions. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add subtract, and multiply polynomials. o Add and subtract polynomials. o Multiply polynomials. o Find special products of binomials. o

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Unit 7 Factoring Polynomials Recommended Time: 3 weeks • •

Unit 8 Quadratic Functions and Equations Recommended Time: 3 weeks •

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Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)^2 = q that has the same solutions. Derive the quadratic formula from this form. o Solve quadratic equations by using the Quadratic Formula. o Determine the number of solutions of a quadratic equation by using the discriminant. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. o Identify quadratic functions and determine whether they have a minimum or maximum. o Graph a quadratic function and give its domain and range. o Find the zeros of a quadratic function from its graph. o Find the axis of symmetry and the vertex of a parabola. o Graph a quadratic function in the form y = ax^2 + bx + c. o Graph and transform quadratic functions.

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o Solve quadratic equations by graphing. o Solve systems of equations in two variables in which one equation is linear and the other is quadratic. Unit 9 Data Analysis and Probability Recommended Time: 3 weeks •

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Represent data with plots on the real number line (dot plots, histograms, and box plots). o Organize data in tables and graphs. o Choose a table or graph to display data. o Create stem-and-leaf plots. o Create frequency tables and histograms. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. o Describe the central tendency of a data set. o Create and interpret box-and-whisker plots. o Understand statistics as a process for making inferences about population parameters based on a random sample from that population. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”). o Determine the experimental probability of an event. o Use experimental probability to make predictions. o Determine the theoretical probability of an event. o Convert between probabilities and odds. Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. o Find the probability of independent events. o Find the probability of dependent events.

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Middle School Science Department Course: Earth Science Course Description Earth Science looks at the non-living parts of the world around us. The initial focus is on astronomy. We study the different parts of the solar systems and the forces that act on them, as well as on how they affect life on Earth. We next focus on the hydrosphere – all water, fresh or marine. Second semester includes seismology, geology, volcanology, paleontology, and meteorology. Within each field, students are taught practical skills that illustrate what a professional scientist might use in their respective fields. Yearlong themes include how scientists use previous knowledge to develop new theories, how science is still changing today, how humans are affecting the environment, and using the scientific method to solve problems everyday. Students are assessed, both formally and informally, on their understanding of content, ability to think critically, problem-solve and work collaboratively with their peers. Forms of assessment may include tests, research, group and individual projects and ability to use, analyze and incorporate technology seamlessly into work. Life Science is a vehicle to help encourage each student’s creativity and imagination while teaching the importance of effective written and oral communication. 1st Quarter Unit 1 Science Basics Recommended Time: Two Weeks Scientific Method • Students will demonstrate an understanding of science basics and the scientific method. o Discover the importance of using the scientific method in solving problems. o List the seven steps of the scientific method. o Be able to construct activities using each of each steps of the scientific method. o Analyze the role of the different variables in an experiment. o Compare and contrast a hypothesis, a theory, and a scientific law. o Illustrate the difference between observation and data. Measurements and Science Tools • Students will demonstrate an understanding of measurement and tools. 445

o Explain the importance of using a common measurement system within science. o Be able to identify the unit and the device used to measure the following: time, distance, force, mass, volume, temperature. Unit 2 Astronomy Recommended Time: Six Weeks Earth, Moon, and Sun • Students will demonstrate an understanding of astronomy and the Earth, moon and sun. o Show how Earth moves in space. o Explain what causes the cycle of seasons on Earth. o Identify what determines the strength of the force gravity between two objects. o Describe two factors that keep the moon and Earth in orbit. o Explain what causes the phases of the moon. o Describe solar and lunar eclipses. o Design an activity that explains what causes the tides. o Identify some characteristics of the moon. Exploring Space • Students will demonstrate an understanding of astronomy and space exploration. o Trace the history showing how rockets were developed. o Demonstrate how a rocket works and explain the advantage of a multistage rocket. o Summarize key events in the space race and assess the importance of the Apollo program. o Distinguish between the roles of space shuttles and those of space probes. o Contrast how the conditions in space are different from those on Earth. o Discuss the benefits that space technology has provided for modern society. o Describe some uses of satellites orbiting Earth. Solar System • Students will demonstrate an understanding of astronomy and the solar system. o Evaluate the geocentric and heliocentric systems. o Recognize the contributions of the following scientists: Copernicus, Galileo, Brahe, Kepler, and Newton to the modern understanding of the Solar System. o Model the three layers of the Sun’s interior and the three layers of the Sun’s atmosphere. o Compare and contrast the characteristics that the inner planets have in common. o Differentiate the characteristics that distinguish each of the inner planets.

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o Compare and contrast the characteristics that the outer planets have in common. o Differentiate the characteristics that distinguish each of the outer planets. o Outline the characteristics of comets. o Compare and contrast asteroids, meteorites, and meteors. o Generalize the conditions that living things need to exist on Earth and other bodies that have similar conditions. Stars, Galaxies, and the Universe • Students will demonstrate an understanding of astronomy, stars, galaxies, and the universe. o Describe the development of technology that has allowed for the advancement of astronomy. o Explain how stars are classified. o Model how a star forms. o Illustrate what determines how long a star will live. o Distinguish between the life cycle of a high mass star and a low mass star. o Identify the major types of galaxies. o State the big bang theory and the two theories on how the universe might end. Unit 3 Earth’s Waters Recommended Time Two Weeks Earth: The Water Planet • Students will demonstrate an understanding of Earth’s waters. o Illustrate how the structure of water gives it unusual properties. o Identify the three states in which water exists on Earth. o Diagram how Earth’s water is distributed. o Relate how Earth’s water moves through the water cycle. o Evaluate how ponds and lakes form and then change. o Describe the common types of freshwater wetlands. o Relate the importance and functions that wetlands serve. o Describe how water moves through underground layers of soil and rock. o Summarize how people obtain water from an aquifer. Freshwater Resources • Students will demonstrate an understanding of Earth’s freshwater resources. o Explain ways that we use water and ways to conserve available fresh water. o Identify factors that affect water quality and why it often must be treated. o Illustrate one way that sources of pollution are classified. o Judge the effectiveness of a variety of solutions for water pollution. o Plan ways to prevent water pollution. o Explain what a drought is and how they affect humans.

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o Outline what a flood is and how the dangers of floods can be reduced. o Relate some advantages and disadvantages of hydroelectric power plants. 2nd Quarter Unit 1 Earth’s Waters Continued Recommended Time: Two Weeks Ocean Motions • Students will demonstrate an understanding of Earth’s ocean motions. o Explain how waves form and describe the characteristics of waves. o Model how waves change near the shore. o Illustrate how waves affect shorelines and beaches. o Interpret what types of things affects the height of tides. o Describe how tides are a source of energy. o Experiment with how the salinity, temperature, and gas content in ocean water vary. o Identify what causes surface currents and explain how surface currents affect climate. o Identify the causes of deep currents and describe the effects that the currents have. Ocean Zones • Students will demonstrate an understanding of Earth’s ocean zones. o Identify and model the features and main sections of the ocean floor. o Identify and model the life zones into which scientists divide the ocean. o Explain how marine organisms are classified. o List and describe the major types of coastal wetlands. o Analyze the conditions in the neritic zone. o Analyze the conditions in the open ocean. o Explain how people use living resources from the ocean. o Identify some sources of ocean pollution. Unit 2 Inside the Earth Recommended Time: Five Weeks Plate Tectonics • Students will demonstrate an understanding of Earth’s plate tectonics. o Explain how geologists learn about Earth’s inner structures. o Recognize the characteristics of Earth’s crust, mantle, and core. o Explain how heat is transferred and the causes of convection currents. o Model Wegener’s hypothesis about continents.

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List the evidence used by Wegener to support his hypothesis. List the evidence for sea-floor spreading. Describe the processes of sea-floor spreading and subduction. Explain the theory of plate tectonics. Illustrate the three types of plate boundaries.

Earthquakes • Students will demonstrate an understanding of earthquakes. o Explain how stress is the crust changes Earth’s surface. o Describe where faults are usually found and why they form. o Describe how the energy of an earthquake travels through Earth. o Identify the scales used to measure the strength of an earthquake. o Utilize basic seismology data to locate the epicenter of an earthquake. o Explain how seismologist detect and measure earthquakes. o Explain how geologists determine earthquake risk. o Provide suggestions to increase earthquake safety and reduce earthquake damage. Volcanoes • Students will demonstrate an understanding of volcanoes. o Identify where Earth’s volcanic region are located and explain why they are found there. o Identify some physical and chemical properties of matter. o Explain what factors determine the viscosity of magma. o Explain and construct models illustrating what happens when a volcano erupts. o Dramatize the different types of volcanic eruptions. o List the landforms that lava and ash create, both extrusive and intrusive. o Illustrate a volcano’s stages of activity. Unit 3 Exam Review Recommended Time: Two Weeks Exam Review 3rd Quarter Unit 1 Inside the Earth Recommended Time: Two Weeks Minerals • Students will demonstrate an understanding of minerals.

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Define a mineral. Examine how minerals are identified. Describe how mineral can form from different sources. Utilize the classifying characteristics of minerals to identify different samples of minerals. o Point out how minerals are used. o Explain how ores are processed to obtain metals. o o o o

Rocks • Students will demonstrate an understanding of rocks. o List the characteristics used to identify rocks. o Identify the characteristics used to classify igneous rocks. o Describe how sedimentary rocks form. o List and describe the three major types of sedimentary rocks. o Depict the conditions under which metamorphic rocks form. o Explain the how each type of rock is used. o Distinguish the various parts the rock cycle and explain the role of plate tectonics in the rock cycle. Unit 2 Writing a Science Research Paper Recommended Time: Two Weeks Research Paper • Students will demonstrate an understanding of writing a science research paper. o Research a science topic using a variety of resources. o Develop an outline based on the research for a three page essay. o Write a three page factual essay on topic using MLA format. o Produce a bibliography following MLA guidelines. Unit 3 Weather and Climate Recommended Time: Four Weeks Atmosphere • Students will demonstrate an understanding of weather, climate and the atmosphere. o Summarize the composition of Earth’s atmosphere. o State how the atmosphere is important to living things. o Identify properties of air. o Name instruments that are used to measure air pressure. o Identify the four main layers of the atmosphere and characteristics of each layer. o Identify the major sources of air pollution.

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o Explain what causes smog and acid rain. o Develop a plan illustrating what can be done to improve air quality. Weather Factors • Students will demonstrate an understanding of weather factors. o State in what form energy travels from the sun to Earth. o Describe and experiment with how temperature is measured. o Identify and model three ways in which heat is transferred. o Describe what happens to the energy from the sun after it gets to the Earth. o State how scientists describe and explain winds. o Identify where the major global wind belts are located. o Explain and/or demonstrate how clouds form. o Name the three main types of clouds. o Identify the common types of precipitation and how it is measured. Weather Patterns • Students will demonstrate an understanding of weather patterns. o Identify the major types of air masses that affect the weather in North America and describe how they move. o Name the main types of fronts and the associated weather. o List the main kinds of storms and explain how they form. o Describe measures that can be taken to ensure safety in a storm. o Explain how weather forecasters predict the water. o Describe what can be learned from information shown on weather maps. Climate and Climate Change • Students will demonstrate an understanding of climate and climate change. o Identify factors that influence temperature and precipitation. o Identify and describe factors used to define climates. o Describe the six main climate regions. o Determine the climate of a region based on its geographical location. o Explain what causes long-term climate changes. o Identify events that can cause short-term climate changes. o Predict how human activities might be affecting the temperature of Earth’s atmosphere. o Explain how human activities have affected the ozone layer. 4th Quarter Unit 1 Earth’s Changing Surface Recommended Time: Six Weeks Mapping Earth’s Surface • Students will demonstrate an understanding of mapping Earth’s surface.

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Demonstrate what the topography of an area includes. Identify the main types of landforms. Compare and contrast the three common map projections. Find specific places on the Earth’s surface using latitude and longitude. Describe how computer mapping differs from earlier methods of map making. o Demonstrate how elevation, relief, and slope are shown on topographic maps. o Show how a topographic map is read. o o o o o

Geologic Time • Students will demonstrate an understanding of geologic time. o Explain, diagram and/or illustrate how fossils form. o Identify the different kinds of fossils. o State the law of superposition. o Describe how geologists determine the relative age of rocks. o Explain what happens during radioactive decay. o Give examples illustrating what can be learned from radioactive dating. o Explain the major events of the geologic time eras. Weathering and Soil • Students will demonstrate an understanding of weathering and soil. (Enrichment) o Explain how weathering and erosion affect Earth’s surface. o Describe the factors that determine how fast weathering occurs. o Identify the different types of mechanical and chemical weathering. o Describe the composition of soil and explain how it forms. o Identify the roles of plants and animals in soil formation. o Explain why soil is a valuable resource. o List ways that soil can lose its value. o Identify ways that soil can be conserved. Erosion and Deposition • Students will demonstrate an understanding of erosion and deposition. (Enrichment) o Develop an activity that illustrates the process that wear down and build up Earth’s surface. o Identify the causes of the different types of mass movement. o Describe how water is able to do work. o List the factors that affect a river’s ability to erode and carry sediment. o Identify the two types of glaciers. o Explain how glaciers cause erosion and deposition. o Describe how ocean waves erode a coast. o Demonstrate how wind caused erosion. o Identify features resulting from deposition by wind.

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Unit 2 Exam Review Recommended Time: Two Weeks Exam Review

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Course: General Science Course Description The science class is a general science course covering four distinct units: life science, earth science, physical science and space science. Topics include cells, plants, animals, ecology, properties of matter, forms of energy, forces and motion, earth’s resources, climate, astronomy, and diseases. The content areas provide a foundation through which the students explore the elements of the scientific enterprise, through scientific inquiry and laboratory experiments. Students are assessed, both formally and informally, on their understanding of content, ability to think critically, problem-solve and work collaboratively with their peers. Forms of assessment may include tests, research, group and individual projects and ability to use, analyze and incorporate technology seamlessly into work. Life Science is a vehicle to help encourage each student’s creativity and imagination while teaching the importance of effective written and oral communication. 1st Quarter Unit 1 Science Basics Recommended Time: 2 Weeks Scientific Method • Students will demonstrate an understanding of science basics and the scientific method. o Discover the importance of using the scientific method in solving problems. o List the seven steps of the scientific method. o Be able to construct activities using each of each steps of the scientific method. o Analyze the role of the different variables in an experiment. o Compare and contrast a hypothesis, a theory, and a scientific law. o Illustrate the difference between observation and data. Measurements and Science Tools • Students will demonstrate an understanding of measurement and tools. o Explain the importance of using a common measurement system within science. o Be able to identify the unit and the device used to measure the following: time, distance, force, mass, volume, temperature.

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Unit 2 Space Science Recommended Time: 3 Weeks Earth, Sun and Moon • Students will demonstrate an understanding of the relationship between the Earth, Sun, and Moon. o Understand that the Sun provides Earth with heat and light needed to sustain life. o Diagram the phases of the Moon. o Name the factor that causes day and night. o Explain how the tilt of the Earth and the revolution of the Earth cause seasons. o Know the causes and effects of solar and lunar eclipse. The Universe • Students will demonstrate an understanding of Earth’s place in the Universe. o Know that the universe contains billions of stars grouped into galaxies. o Understand that planets in our solar system and different sizes, compositions, and surface features. o Name the different types of stars and their major characteristics. o Trace the life cycle of an average star. o Explain and describe constellations. Impacts of Technology • Students will demonstrate an understanding of how technology can help us now and in the future. (Enrichment) o Understand the relationship between robots and technologies. o Explain how robots speed up or extend people’s ability to accomplish tasks. o Give example of how nanotechnology may be applied to areas such as the environment and medicine. Unit 3 Life Science Recommended Time: 5 Weeks Classifying Organisms • Students will demonstrate an understanding of how living things are alike and different. o Know that organisms have different characteristics that enable them to live in their environments. o Be able to classify simple items according to structure and function. o List the seven levels of the modern classification system. o Name the six kingdoms and discuss characteristics and example of each.

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o Draw the classification system for plants and name examples of at each level. o Utilize a dichotomous key to identify organisms. Reproduction • Students will demonstrate an understanding of how living things reproduce. o Compare and contrast asexual and sexual reproduction. o Compare and contrast mitosis and meiosis. o State what a mutation is and evaluate if the mutation is harmful, helpful, or neutral. o Understand that an offspring’s characteristics are determined by genes made up of DNA. o Use Punnett Squares to model how traits are passed from one generation to the next. Body Systems • Students will demonstrate an understanding of how body parts work together. o Diagram the levels of organization within the body and give examples of each level. o Know the parts and functions of the following systems: skeletal, muscular, nervous, endocrine, digestive, circulatory, respiratory, and immune. o Be able to connect the systems to show how they are interrelated and dependent on each other to make the body function correctly. Plant Structures • Students will demonstrate an understanding of the basic structure of plants. o State the structure and three functions of plant roots. o State the structure and two functions of plant roots. o State the structure and function of leaves. o Connect the processes of cellular respiration and photosynthesis and state the importance of this cycle. o Paraphrase the steps that occur as a flower gets pollinated and becomes a baby plant. o Relate tropism in plants to specific stimuli. 2nd Quarter Unit 1 Life Science Continued Recommended Time: 4 Weeks Biomes • Students will demonstrate an understanding of how organisms live together in biomes. (Enrichment) o Diagram how organisms within the biosphere share Earth’s resources.

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o Name abiotic and biotic factors within a biome and how they interact. o List and describe major biomes and the location of each. o Match the major life forms in each biome with their environment. Ecosystems • Students will demonstrate an understanding of how energy, organisms, and the environment interact. o Follow energy transfer through ecosystems. o Draw food webs tracing energy transfer through multiple paths. o Describe the flow of energy in an energy pyramid. o Explain why organisms compete for resources. o Trace nitrogen as it cycles through ecosystems. o Understand how ecosystems undergo natural and artificial change over time. Unit 2 Earth Science Recommended Time: 5 Weeks Plate Tectonics • Students will demonstrate an understanding of how plate tectonics explain Earth’s landforms. o Know the composition of Earth’s layers. o Understand that Earth’s crust is made up of moving plates. o Explain how the theory of plate tectonics explains Earth’s features. o List the evidence for continental drift. o Know the causes and effects of earthquakes and volcanoes. Rocks and Minerals • Students will demonstrate an understanding of how rocks and minerals form soil. o Name the major defining characteristics of minerals. o List the major classifying characteristics of minerals. o Identify rocks and minerals using their characteristics. o Diagram the rock cycle, including the forces that push it along. o Understand how rocks and fossils are used to determine the age and geologic history of Earth. o Explain how rock breaks down to form soil. o List the factors that affect soil and the different types of soil. Reshaping Earth’s Surfaces • Students will demonstrate an understanding of the processes that change Earth’s landforms. o Describe how water changes Earth’s landforms are changed by weathering and erosion.

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o Know that rivers systems are always changing due to flooding that moves sediment. o List the characteristics and causes of waves. o Understand that beaches are dynamic systems that are constantly changing. 3rd Quarter Unit 1 Earth Science Continued Recommended Time: 4 Weeks Earth’s Resources • Students will demonstrate an understanding of the wise use of Earth’s resources. o Classify ways renewable and nonrenewable resources can be identified and managed. o Summarize the importance of fresh water and ocean water to life and industry. o Know that humans use energy from a variety of sources and that the need for energy continues to increase. o List sources of energy. o Be able to argue the positive and negatives of each source of energy. o Identity types of fossil fuels and ways they are used. o Analyze how coal mining can be harmful to the environment and how that land can be reclaimed. Climate and Weather • Students will demonstrate an understanding of Earth’s weather and climate. o Identify the main gases in air and describe their origin in the atmosphere. o Know the characteristics of Earth’s atmosphere. o Understand the causes of global and local winds. o Illustrate how clouds form and how different kinds of precipitation form. o Know how air masses and fronts interact to cause weather. o List ways to stay safe during severe weather. o Know the factors that determine climate. Unit 2 Physical Science Recommended Time: 3 Weeks Matter • Students will demonstrate an understanding of how the properties of matter change. o List properties of matter such as mass and volume that can be measured.

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o Be able to calculate density of a substance when given its mass and volume. o Classify properties of matter as physical or chemical. o List the four states of matter and their characteristics. o Know the difference between physical and chemical change. Building Blocks of Matter • Students will demonstrate an understanding of the many types of matter. o Describe the structure of atoms. o Trace the development of the atomic model. o Differentiate between element, compound, atom, and molecule. o Explain the organization of the periodic table. o Identify a solution and its components. o Distinguish between acids and bases. Forces and Motion • Students will demonstrate an understanding of forces and motion. o Identify forces acting on an object and the net force. o Be able to identify friction when it is helpful and when it is harmful. o Know how mass and distance impacts the gravitational force between two objects. o Determine how frame of reference is used to describe motion. o Calculate speed, velocity, and acceleration. o State Newton’s three laws of motion and give examples of each. 4th Quarter Unit Physical Science Continued Recommended Time: 7 Weeks Machines • Students will demonstrate an understanding how machines make work easier. o Recognize that work is done when a force moves an object. o Understand how machines help people do work. o Identify and describe six types of simple machines. o Understand how simple machines combine to make compound machines. Changing Energy Forms • Students will demonstrate an understanding of how energy changes from one form to another. o Identify ways energy changes from one form to another. o Explain the laws of conservation of mass and of energy. o Experiment with how electricity flows in an electric current. o Differentiate between a series circuit and a parallel circuit.

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o Describe magnetic fields and magnetic domains. o Explain the relationship between electricity and magnetism in an electromagnet. Thermal and Light Energies â&#x20AC;˘ Students will demonstrate an understanding of how thermal and light energies are transferred. (Enrichment) o Differentiate between thermal energy, temperature, and heat. o List the three different ways heat moves and give examples of each. o Compare and contrast conductors and insulators. o Illustrate how waves carry energy. o List the similarities and the difference of transverse and compression waves. o Name four ways light can be affected by matter. o Know that white light is made up of a mixture of many different colors of light.

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Course: Life Science Course Description Life Science looks at the living parts of the world around us. We study the different parts of the cells, the function of each part, basic biochemistry, and how cells pass traits on from one generation to the next. We study how scientists classify living organisms and learn the major characteristics of each group. The course also includes human anatomy and physiology as well as a unit on ecology. Yearlong themes include how scientists use previous knowledge to develop new theories, how science is still changing today, the importance of all living things to human beings, and using the scientific method to solve problems everyday. Students are assessed, both formally and informally, on their understanding of content, ability to think critically, problem-solve and work collaboratively with their peers. Forms of assessment may include tests, research, group and individual projects and ability to use, analyze and incorporate technology seamlessly into work. Life Science is a vehicle to help encourage each studentâ&#x20AC;&#x2122;s creativity and imagination while teaching the importance of effective written and oral communication. 1st Quarter Unit 1 Science Basics Recommended Time: 3 Weeks Scientific Method â&#x20AC;˘ Student will demonstrate an understanding of science basics and the scientific method. o Discover the importance of using the scientific method in solving problems. o List the seven steps of the scientific method. o Be able to construct activities using each of each steps of the scientific method. o Analyze the role of the different variables in an experiment. o Compare and contrast a hypothesis, a theory, and a scientific law. o Illustrate the difference between observation and data. o data. Measurements and Science Tools â&#x20AC;˘ Students will demonstrate an understanding of measurement and tools. o Explain the importance of using a common measurement system within science. o Be able to identify the unit and the device used to measure the following: time, distance, force, mass, volume, temperature.

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o Demonstrate the ability to use a graduated cylinder, beam balance, ruler, stopwatch, and thermometer. Use of Microscopes • Student will demonstrate an understanding of use of microscopes. o Identify the major parts of the microscope and their functions. o Be able to find a specimen and focus on it using the low power objective. o Demonstrate the ability to use medium and high power objectives to locate specific details within a specimen. Unit 2 Ecology Recommended Time: 3 Weeks Populations and Communities • Students will demonstrate an understanding of population and communities. o Summarize the needs that are met by an organism’s habitat. o Identify biotic and abiotic parts of an ecosystem. o Describe and illustrate the levels of organization within an ecosystem. o Demonstrate how ecologists determine the size of a population. o Explain what causes populations to change in size. o Explain and give examples of how an organism’s adaptations help it to survive. o Describe the major types of interactions among organisms, including the three types of symbiosis. Ecosystems and Biomes • Students will demonstrate an understanding of ecosystems and biomes. o Describe the energy roles of organization in an ecosystem. o Explain and illustrate a variety of food chains, food webs, and energy pyramids. o Describe the processes that make up the water cycle, the carbon-oxygen cycle, and the nitrogen cycle. o Outline some different means that disperse organisms. o Identify the factors that limit the distribution of a species. o List and describe Earth’s major land, freshwater, and marine biomes (Enrichment). o Describe the differences between primary and secondary succession (Enrichment). Living Resources (Enrichment) • Students will demonstrate an understanding of living resources. o Classify the main types of environmental issues. o Analyze different ways that forests and fisheries can be managed to provide resources.

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Identify the factors that affect biodiversity. Explain the value of biodiversity. Name some activities that threaten biodiversity. List some ways that biodiversity can be protected.

Unit 3 Animals – Part One Recommended Time: 4 Weeks Fish, Amphibians and Reptiles • Students will demonstrate an understanding of fish, amphibians, and reptiles. o Describe the main characteristics that vertebrates share. o Compare and contrast how vertebrates differ in the way they control body temperatures. o Illustrate how fish use their gills, move, feed, and reproduce. o Describe the three major groups of fish. o Describe the characteristics of amphibians and their life cycles. o Model how amphibians are adapted for land. o Identify and describe the groups of amphibians. o Illustrate some adaptations that allow reptiles to live on dry land. o Compare and contrast the major groups of reptiles. Birds and Mammals • Students will demonstrate an understanding of birds and mammals. o Identify the common characteristics of birds. o Summarize how birds are adapted to and affect their environments. o Explain various principles that describe how a bird is able to fly. o List the characteristics all mammals share. o Identify the characteristics used to classify mammals into three groups. o Describe the characteristics of monotremes, marsupials, and placental mammals. Animal Behavior • Students will demonstrate an understanding of animal behavior. o Describe the functions of most animal behavior. o Compare and contrast instinctive and learned behavior. o Differentiate between the three types of learning. o Explain the benefits of courtship, aggression, competition, and herding behaviors.

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2nd Quarter Unit 1 Human Biology and Health Recommended Time: 7 Weeks Bones, Muscles and Skin • Students will demonstrate an understanding of bones, muscles and skin. o Identify the levels of organization in the body. o Identify and describe the four basic types of tissues in the human body. o Identify the functions of the skeleton. o Describe the structure of bones and how they grow and form. o Explain the role of movable joints in their body. o Identify the three types of muscles and describe the function of each. o Name ten major muscles and twenty major bones. o Describe the functions of skin. o Compare and contrast the layers of the skin. o Develop a program that could be used by an individual to keep his/her bones, muscles, and skin healthy. Food and Digestion • Students will demonstrate an understanding of food and digestion. o List and describe each of the six nutrients needed by the body and where those nutrients can be gotten. o Describe the general functions carried about by the major digestive organs. o Explain where and how the different nutrients are absorbed into the blood stream. o Use Food Guide Pyramid and food labels to construct a program to help teens make good nutritional choices. Circulation • Students will demonstrate an understanding of circulation. o Describe the function of the cardiovascular system. o Describe the structure of the heart and explain its function. o Compare and contrast the three major types of blood vessels. o Name and describe the four components of blood. o Describe the structure and function of the lymphatic system. o Identify and describe types of cardiovascular disease. o Describe behaviors that maintain cardiovascular health. Respiration and Excretion • Students will demonstrate an understanding of respiration and excretion. o Identify the functions and structures of the respiratory system. o Describe how oxygen, carbon dioxide, and water move in and out of the lungs.

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Explain how people breathe and speak. Present three major diseases associated with smoking. Define passive smoking and identify its effects on health. Identify the reasons why some people choose to smoke. Identify the function of the excretory system. Name the organs involved in excretion and describe their roles.

Fighting Disease • Students will demonstrate an understanding of fighting disease. o Explain the cause of infectious disease and the four kinds of disease causing agents. o Identify the body’s barriers against pathogens. o Describe the role of the inflammatory response in fighting disease. o State how the immune system responds to pathogens. o Describe HIV and why it is an unusual disease. o Define and explain active and passive immunity. o Develop strategies for remaining healthy. o Identify common noninfectious disease and explain how they affect the body. Nervous System • Students will demonstrate an understanding of the nervous system. o Identify the functions of the nervous system. o Describe and illustrate the structure of a neuron. o Identify the function of the central nervous system and its parts. o Describe a reflex and the three neurons involved. o Name the senses and state the overall function performed by the senses. o Describe how people experience each of the five senses. o Name some commonly abused drugs and how they affect the body. o Explain how alcohol abuse harms the body. Endocrinology and Reproduction • Students will demonstrate an understanding of endocrinology/reproduction. o Identify the organs of the endocrine system and their functions. o Describe how negative feedback controls hormone levels and bodily functions. o List the organs of the male and female reproductive systems and identify their functions. o List the stages of human development that occur both before and after birth. o Describe the changes that occur during adolescence.

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Unit 2 Exam Review Recommended Time: 2 Weeks Exam Review 3rd Quarter Unit 1 Cells and Heredity Recommended Time: 6 Weeks Cells as the Building Blocks of Life • Students will demonstrate an understanding of cells as the building blocks of life. o List the characteristics all living things share. o Identify what all living things need to survive. o Describe how the development of technology allowed for greater scientific understanding of living things. o State the three points of the cell theory. o Identify the major cell organelles and describe their functions. o Compare and contrast bacterial, plant, and animal cells. o Describe the development of the atmosphere from early Earth to modern Earth. o Describe and provide examples of how the development of technology allowed for greater scientific understanding of living things. Cell Processes and Energy • Students will demonstrate an understanding of cell processes and energy. o Describe the four main kinds of organic molecules and their roles in the functioning of the cell. o Compare and contrast passive transport to active transport. o Explain why cells are small. o Describe and model the process of photosynthesis and cellular respiration. o Explain how photosynthesis and respiration are connected. o Compare and contrast alcoholic and lactic acid fermentation. o Identify the events that take place during the three stages of the cell cycle. o Describe the structure of DNA and DNA replication. Genetics and Heredity • Students will demonstrate an understanding of genetics and heredity. o Summarize Mendel’s genetic experiments. o Identify the factors that control the inheritance of traits in organism. o Utilize genetic symbols to represent alleles and to predict possible genetic inheritance through Punnett squares. o Describe the principles of probability and how Mendel applied them to inheritance.

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Describe chromosomes and their role in inheritance. Model the events that occur during meiosis. Identify the steps that must occur during protein synthesis. Describe different mutation and how they affect organisms.

Modern Genetics • Students will demonstrate an understanding of modern genetics. o Explain why some human traits show a variety of phenotypes. o Explain how environmental factors can alter the affects of a gene. o Identify what determines sex and explain why some traits are more common in males than in females. o Describe the cause and symptoms of four different genetic disorders. o Describe three ways in which people have developed organism with desired traits. o Identify two uses of the new technology of DNA mapping. Change Over Time • Students will demonstrate an understanding of changes over time. o State how Darwin explained variations among similar species. o Explain the facts that Darwin used to support his theory of evolution. o Explain how natural selection leads to evolution. o Describe how most fossils form. o Explain how a scientist determines a fossil’s age. o Explain how evolution is supported by what fossils reveal. o Distinguish between gradualism and punctuated equilibrium. o State new evidence that exists that support evolution and how technology has exposed this evidence. Unit 2 From Bacteria to Plants Recommended Time: 2 Weeks Bacteria and Viruses • Students will demonstrate an understanding of bacteria and viruses. o Explain why scientists organize living thing into groups. o Describe early classification systems, including that of Linneaus. o Name the main levels of classification used by scientists. o Name and describe the six kingdoms into which organisms are grouped. o Name the two kingdoms of bacteria and explain how bacteria and how bacteria reproduce and survive. o List positive and negative roles that bacteria play in people’s lives. o Explain why viruses are considered to be nonliving. o Describe the size, shape, and basic structure of viruses. o Illustrate how viruses multiply.

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Protists and Fungi • Students will demonstrate an understanding of protists and fungi. o Compare and contrast the characteristics of animal-like, plant-like, and fungus-like protists. o Explain how protists can affect the lives of humans. o Name the characteristics that all fungi share. o Describe how fungi obtain food and reproduce. o List the roles fungi play in the living world. 4th Quarter Unit 1 Plants Recommended Time: 2 Weeks Introduction to Plants • Students will demonstrate an understanding of and introduction to plants. o Identify the characteristics that all plants share. o Name some nonvascular plants and list the characteristics that they all share. o Name some seedless vascular plants and list the characteristics that they share. o Describe the importance of ferns on Earth. o Describe some modern methods that might help farmers produce more crops. Seed Plants • Students will demonstrate an understanding of seed plants. o Name the main parts of the seed and their functions. o Describe the functions and structure of leaves, stems, and roots. o Give examples of gymnosperm and list the characteristics they share. o Name types of angiosperms and list the characteristics they share. o Describe the structure and function of a flower. o Compare and contrast monocots and dicots. o Identify three stimuli that produce plant responses. Unit 2 Animals – Part Two Recommended Time: 2 Weeks Sponges, Cnidarians and Worms • Students will demonstrate an understanding of sponges, cnidarians, and worm. o List and describe four major characteristics that all animals share. o Describe animal adaptation for getting food and escaping predators.

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Distinguish between asymmetry, radial symmetry, and bilateral symmetry. Describe the organization of a sponge’s body. Identify the main characteristics of cnidarians. Identify the three main groups of worms and their characteristics.

Mollusks, Arthropods and Echinoderms • Students will demonstrate an understanding of mollusks, arthropods, and echinoderms. o Describe the main characteristics of mollusks and the evidence of their early existence on Earth. o Illustrate the major groups of mollusks. o Describe the major characteristics of arthropods. o Identify and describe the main groups of arthropods. o Explain the overall impact of arthropods on humans. o Describe how animals use pheromones and bioluminescence to communicate. o Describe the typical echinoderm characteristics and give examples. Unit 3 Dissections of Invertebrates Recommended Time: 3 Weeks Dissections of Invertebrates • Students will demonstrate an understanding of invertebrates. o Identify the major structures (internal and external) of real life invertebrates (such as squid, earthworms, and grasshoppers). o Demonstrate the proper use of different dissection apparatuses. o Communicate clearly conclusion drawn from laboratory experiments. Unit 4 Exam Review Recommended Time: 2 Weeks Exam Review

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Middle School Fine Arts Department Course: Music Appreciation Course Description The Brandon Hall School Performance Standards for Fine Arts courses are based on The National Standards for Arts Education as referenced in the National Standards for Arts Education, Copyright 1994 by MENC: The National Association for Music Education. The national Standards outline what every K-12 student should know and be able to do in the arts. The Standards were created by the Consortium of National Arts Education Association and through a grant administered by The National Association for Music Education (MENC). Unit 1 Skills and Techniques/Performance Recommended Time: 2 weeks The student will sing with others a varied repertoire of music o Sing to recognize fundamentals of tone production. o Sing to match pitch. o Sing to recognize and reinforce fundamentals of tone production, breathing and quality of sound. o Sing to recognize and reinforce fundamentals of tone production, breathing and quality of sound. The student will perform on instruments, alone or with others, a varied repertoire of music. o Perform on a classroom instrument accurately and independently, alone or in small ensembles, with good posture, playing position, and technique. o Play a musical example with accurate pitches and rhythms. o Understand and interpret performance requirements for culturally diverse music literature. o Play an instrument and correctly respond to a conductorâ&#x20AC;&#x2122;s musical directions. Unit 2 Creating Music Recommended Time: 2 weeks The student will read and notate music o Identify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, expression, and key signatures. o Notate music on a staff using notation software. o Analyze harmonic and tonal structures in the music being studied. The student will improvise melodies, variations, and accompaniments 471

o Improvise a melody or variation to a live or recorded accompaniment. o Create musical ideas from a variety of available sound sources. o Create rhythmic and harmonic ostinatos for accompanying other melodies. The student will compose and arrange music within specified guidelines o Demonstrate how the elements of music are used to achieve unity and variety. o Compose short pieces within a blues, rondo, or AABA form. o Arrange simple pieces for voices or instruments other than those for which the pieces were written. Unit 3 Critical Analysis/Investigate Recommended Time: 2 weeks The student will listen to, analyze, and describe music o Identify and describe simple forms of music. o Use music terminology to describe tempo, dynamics, and texture. o Analyze the uses of elements of music in representing diverse genres and cultures. Evaluating music and music performances o Identify and examine criteria for evaluating music performances. o Identify various uses of music in daily experiences. o Apply specific criteria to evaluate the quality of their own performance. Unit 4 Cultural and Historical Context Recommended Time: 2 weeks The student will understand relationships between music, the other arts, and disciplines outside the arts o Describe ways in which other disciplines taught at Brandon Hall School are interrelated with those of music. o Identify and describe common terminology used in music and another fine art. o Discover and research persons who have achieved professional or commercial success in more than one fine art discipline. MMSMA.9 – The student will understand music in relation to history and culture a. Identify and explain a particular music example’s historical and cultural significance. b. Compare and evaluate the roles of musicians throughout history. c. Recognize music’s role in today’s culture.

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Unit 5 Review and assimilation Recommended Time: 1 week The student will follow study guide and assimilate the information discovered during the previous 8 weeks.

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Unit 2 Basics of Acting Recommended Time: 3 Weeks â&#x20AC;˘

Unit 3 Acting Methods Recommended Time: 3 Weeks

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•

Unit 4 Directing Methods Recommended Time: 2 Weeks •

Unit 5 Actor and Audience Relationship Recommended Time: 1 Week •

Unit 6 Personal Reflection Recommended time: 3 Weeks •

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o Synthesizes concepts and/or skills from other disciplines to create a role or theatre piece. Unit 7 Business of Theatre Recommended Time: 1 Week â&#x20AC;˘

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Unit 3 Lighting and Sound Design Recommended Time: 3 Weeks â&#x20AC;˘

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Unit 4 Costume and Make-up Design Recommended Time: 2 Weeks •

Unit 5 Stage Management Recommended Time: 2 Week •

Unit 6 Theatre Critique and Audience Etiquette Recommended Time: 2 Weeks •

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o Engaging actively and appropriately as an audience member in theatre other media experiences. o Explores the contribution of the audience to the production process.

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Course: Â Cardio Movement 1 Semester Course Description In this course students will learn the basics of many styles of movement. They will receive a vigorous work out through dance, yoga, Pilates, aerobics, Thai chi, and many other forms of movement and exercise. By the end of the semester, students should have a basic understanding of different types of movement exercises and how to execute them successfully. During the course of the semester, students will learn a brief history of each style of movement we are doing. Unit 1 Foundations of Dance Recommended Time: 4 Weeks â&#x20AC;˘

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Unit 2 Dance Technique Recommended Time: 4 Weeks •

Unit 3 Choreography/ Creating Dance Recommended Time: 2 Weeks •

Unit 4 Response – reflection, analysis, and evaluation. Recommended Time: 2 Weeks •

Demonstrates critical and creative thinking in all aspects of dance.

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Unit 6 Dance in History and Other Cultures Recommended Time: 2 Weeks â&#x20AC;˘

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Course: Middle School Theatre 1 Quarter Course Description This course teaches the skills and techniques that lie in the foundation of great theatre. We will focus on the collaborative nature of the creative process with individual units on interpretation, directing, designing, and acting. We will trace the journey that different theatre artists travel. Each project the students create will involve extensive creativity. Unit 1 Introduction to Acting Recommended Time: 2 weeks â&#x20AC;˘

Unit 2 Improvisation Recommended Time: 1 Week â&#x20AC;˘

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Unit 3 Character Study Recommend Time: 2 Weeks •

Unit 4 Technical Theatre Recommended Time: 1 Week •

Unit 5 Directing Recommended Time: 1 Week •

Unit 6 Historical/ Global Theatre Recommended Time: 1 Week •

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Course: Drama Performance 1 Semester Course Description Drama is a one-semester, performance-based course designed to develop the skills of acting for the theatre. Students will learn healthy vocal production; improvisation, motivation, and exploration to establish character; to evaluate self, each other, and outside mediums; the history and current trends in acting; and audition techniques. Students will develop an understanding of the basic skills necessary for an actor to give an expressive realistic performance on the stage. Students will use word to write a personal monologue, using Microsoft Word, based on their favorite hobby and present this to the class as a final project. Through readings, rehearsal assignments, and performance, students will develop an analytical, physical, and psychological approach to the development of character by exploring and applying methods learned in class. Students will also work hands-on in this course exploring all areas of technical theatre: set design and construction; costume design and construction; make-up; lighting; sound; publicity; and house management. Unit 1 Improvisation Recommended Time: 2 Weeks â&#x20AC;˘

Unit 2 Basics of Acting Recommended Time: 2 Weeks â&#x20AC;˘

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Unit 3 Acting Methods Recommended Time: 2 Weeks • Acting by developing, communication, and sustain role within a variety of situation and environments. o Examines the voice, body, and imagination as tools of the actor. o Explores observation, research, cultural development, and personal experiences potential resources available to the actor. o Implements the tools and resources of acting in the development and presentational of formal and informal monologues and scenes. o Uses different methods created by theatre innovators and artists. Unit 4 Technical Theatre Recommended Time: 2 Weeks •

Unit 5 Directing Methods Recommended Time: 2 Weeks •

Unit 6 Cultural and Historical Theatre Recommended Time: 1 Week •

Resaerching cultural and historical information to support artistic choices. o Defines the role of the dramaturge. o Applies the skills of the dramaturge to various scenes

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Interprets data for use in production. Anapliyzes plays and dramas that arte representative of historical period. Identifies and analyzes plays and dramas that are culturally diverse. Recognizes historical events that have influences the role of the theatre.

Unit 7 Actor and Audience Relationship Recommended Time: 1 Week •

Unit 8 Personal Reflection Recommended time: 2 Weeks •

Unit 9 Business of Theatre Recommended Time: 1 Week •

Exploring the business of theatre. o Examines how talent and training impact careers in acting. o Assesses the effectiveness of various strategies in pursuing an acting career. o Investigates how an actor’s preparation might have an impact on career development outside the theatre community. o Determines and demonstrates effective audience etiquette and technique.

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Course Printmaking One Semester Course Description Printmaking outlines the process in which the student creates an original artwork or “plate” and through various means produces multiple fine art prints. Students are given the opportunity to practice art fundamentals while learning the technical skills of relief printmaking, intaglio-(dry point etching) and monoprints. The basic principles of design such as value, contour, focal point and color theory will be stressed within printed compositions. A variety of art movements will be studied and integrated into student projects. Unit 1 Pattern and Line Recommended Time: 3 weeks •

Unit 2 Texture and shape Recommended Time 4 weeks •

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Unit 3 Contour and Mark Making Recommended Time: 4 weeks â&#x20AC;˘

Unit 4 Spacial and Carving Recommended Time: 4 weeks â&#x20AC;˘

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Unit 2 Shape and Shading Recommended Time: 3 weeks â&#x20AC;˘

o Students applies rules of one or two point perspective correctly in their work. o Student effectively manages their goals and time.

Unit 3 Pattern and balance Recommended Time: 2 weeks â&#x20AC;˘

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Course: Middle School Art 1 Quarter Course Description In middle school art students will develop their technical and compositional skills by using a wide range of drawing media such as, graphite, colored pencil, and paper arts. Throughout the semester, the emphasis of the class will be drawing from observation and composition studies. Periodically during the semester students may transition to painting. Students will continue to develop their compositional understanding by applying the Elements and Principles of Design to their sketches, drawings and cut paper layouts/designs. A variety of artists and art styles will be studied as students discover how they are relevant in art history and to the individual studentâ&#x20AC;&#x2122;s work. Unit 1 Line and Color Recommended Time: 3 weeks â&#x20AC;˘

Unit 2 Shape and Shading Recommended Time: 3 weeks â&#x20AC;˘

o Students applies rules of one or two point perspective correctly in their work. o Student effectively manages their goals and time. Unit 3 Pattern and balance Recommended Time: 2 weeks â&#x20AC;˘

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Course: Drawing and Painting 1 Semester Course Description In Drawing/Painting 1 students will develop their technical and compositional skills by using a wide range of drawing media such as, graphite, colored pencil, India ink, and oil pastel. Throughout the semester, the emphasis of the class will be drawing from observation and composition studies. Periodically during the semester students will transition to painting. The emphasis will be to develop their technical painting skills in tempera and acrylic. Students will explore a variety of traditional and non-traditional subject matter such as still life, pattern design, illustrations, and graphics, including personal ideas, taste and styles. Students will continue to develop their compositional understanding by applying the Elements and Principles of Design to their sketches, drawings and paintings. A variety of artists and art styles will be studied as students discover how they are relevant in art history and to the individual studentâ&#x20AC;&#x2122;s work. Unit 1 Perspective and Contour Recommended time: 3weeks â&#x20AC;˘

Unit 2 Pattern and Contrast Recommended time: 4 weeks â&#x20AC;˘

Unit 4 Art history and Mixed media Recommended time: 4 weeks â&#x20AC;˘

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Course: Mixed Media One Semester Course description The purpose of the Mixed Media course is to build upon the students understanding and ability to work an expansive topic and their approach to various tools, media, materials and techniques. Students will be examining the process of creating 2 and 3 dimensional works. An understanding of elements and principles of design will be developed through drawing and painting, assemblage, low relief sculpture and paper arts. A variety of artists and art styles will be studied as students discover how they are relevant in Art History and to the individual student’s work. Unit 1 Line and Value Recommended Time: 4 weeks •

Unit 2 Pattern and design Recommended time: 4 weeks •

o student effectively understands and assembles 3 dimensional solid correctly.

Unit 3 Texture and Relief Recommended Time: 3 weeks â&#x20AC;˘

Unit 4 Form and balance Recommended Time: 4 weeks â&#x20AC;˘

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Health and Physical Education Department Course: Health Education Physical Education Department Mission: To provide developmentally appropriate, standards-based instruction that encompasses the physical, mental, spiritual and social well being of individuals as they function independently and as a part of society. We embrace the position that health is more than the absence of disease but, that it involves the individual in decision-making activities aimed at promoting an awareness of the responsibility of the individual in contributing to personal and community health. Course Description: Students will comprehend concepts related to health promotion and disease prevention. They will learn steps that are needed to make healthy decisions as prescribed in the Georgia National Standards. These decision-making processes will enable individuals to collaborate with others to improve their quality of life. Students will recognize health problems; develop personal fitness goals, and track progress towards attaining those goals over time. Goals: By the end of the year, students will demonstrate their ability to use decisionmaking skills to enhance health, and avoid health risks. They will practice healthenhancing behaviors and have access to information products and services to promote health and prevent disease. Students will be able to analyze the influence of family, peers, culture and other factors that effect healthy behaviors. Technology Components: Students will have numerous opportunities to develop their knowledge and skills. Students will design web sites and create fitness plans Assessments: Assessments need to demonstrate the actual application of health knowledge and skill through activities like personal wellness plans, behavior logs, roleplays, can other real life experiences and personal applications. Unit 1 Fitness & Nutrition Recommended Time: 2 weeks â&#x2014;? Students will be instructed in the area of nutrition to enhance quality of life, and to develop a disciplined approach to eating. They will learn about sources of proteins, carbohydrates and fats.

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Unit 4 Alcohol, tobacco and other Drugs Recommended Time: 2weeks â&#x2014;? Students will learn about prescription drugs, over the counter drugs, illegal drug use and avoiding drug dependence. They will identify the difference between drug misuse and drug abuse. The will learn the harmful affects of tobacco and alcohol. and how each affects the body. o Students will list and explain factors that influence the effects a drug will have on a person. o Students will identify information that appears on a prescription and OTC drug labels. o Students will discuss the role of the FDA in regulation OTC drugs. o Students will explain ways alcohol affects decision-making and increases the of violence and illegal behavior. o Students will evaluate and explain the role genetics play in the addiction process. o Students will implement, compare and contrast the cost of OTC brand names drugs to generic products. They will demonstrate how to use the computer to find information about drugs and alcohol. o Students will examine the risks associated with tobacco use and alcohol use, and list professional health services which deal with these issues. o Students will read or view a case study on chemical dependency and analyze the stages of the addiction continuum from casual use, to abuse, to addiction.

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Unit 6 CPR Recommended Time: 2 weeks ● Students will learn the first Aid technique that is used to restore heartbeat and breathing. They will learn the guidelines of the American Safety & Health Institute (ASHI) and will, having passed the exam, receive their CPR certification card. o Students will learn about rescue breaths, and that 2 breaths are needed for every 30 compressions. o Students will know the local emergency number to obtain medical care immediately. o Students will understand tips for giving chest compressions. o Students will learn the warning signs for heart attacks ▪ Pressure in the chest ▪ Dizziness ▪ Sweating ▪ Shortness of breath o Students will learn about Stroke and what is happening in the brain. They will learn the 6 steps of first aid that is involved in treating a victim. o Students will learn basic first aid for wounds such as nosebleeds, lacerations, and abrasions and puncture wounds.

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Course: Middle School Physical Education Physical Education Department Mission: To provide developmentally appropriate, standards-based instruction that builds knowledge, fitness, movement skills, and social well- being. Our programs provide a foundation for informed decision-making that will empower students to achieve and maintain a healthy life. Course Description: Students in Middle School Physical Education develop movement skills in diverse physical activities that include games, sports and cardiovascular exercises. Lifelong health and physical fitness is supported through challenging units of study that are developmentally and age appropriate. Students develop personal fitness goals and track progress towards attaining those goals over time to ensure an individual focus on achieving and maintaining a health lifestyle that supports physical activity, analytical skills, team-building skills, goal setting and self assessment. Goals: By the end of the year, students should know and demonstrate the fundamentals and rules of various individual and team activities and sports. Students will also understand how to build personal relationships through good sportsmanship and leadership skills. Technology Components: Students will be exposed to Polar GoFit- an online heart rate tool that monitors student’s heart rate during exercise, and PE lessons. Assessments: Students will be assessed in a variety of ways. In addition to Teacher Observation – quizzes and group projects – students will demonstrate what they have learned through individual and collaborative participation and students will take skills tests. Unit 1 Soccer Recommended Time: 2 week Students will be instructed in the fundamental skills of soccer. Students will learn skills in various individual and small groups. They will learn rules and basic offensive/defensive strategies. ● Students will use control when dribbling a soccer ball around cones. o Students will be able to advance a soccer ball down the field while passing it back and forth with a partner while keeping it away from others. o Students will be able move to an open space while in game play.

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o Students will pass a ball to a teammate to gain advantage while playing a game. o Students will learn the positions in offense and defense. o Students will develop basic skills necessary to play a game of soccer. o Students will execute a variety of placement shots into the goal to avoid the goalkeeper.

Unit 3 Floor Hockey Recommend Time: 2 weeks Students will learn and practice many skills necessary to play the game of floor hockey. They will learn proper safety techniques, basic field positions, offensive and defensive strategies, and understand basic terminology and rules of the game. o Students will learn the basic grip of the field hockey stick-left hand on top with a â&#x20AC;&#x153;vâ&#x20AC;? made with the thumb and index finger. o Students will practice dribbling with ball in front of the body, head up to see. o Students will be able to work with teammates to create efficient passes. o Students will be able to move to a space that allows for successful passes to be made. o Students will be able to make long and short passes to a target or a partner.

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o Students will understand the importance of moving into open space and be able to demonstrate this movement. o Students will demonstrate proper pass technique by holding the stick appropriately to achieve this. o Students will play a variety of small-sided games to understand and reinforce offensive and defensive play.

o Students will learn and practice their punch and full swing serves. o Students will practice in a game situation forehand, backhand and volleys while keeping score. o Students will implement their knowledge of rules and strategies while playing a singles match. o Students will participate in a round robin doubles tournament.

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Unit 8 Volleyball Recommended Time: 2 weeks â&#x2014;? Students will learn the three main skills of Volleyball-forearm pass (bump), overhead pass (set) and shot (or spike). They will learn off-the-ball movement concepts that are required to play volleyball. They will also have a basic understanding of the rules and regulations of the game. o Students will work in groups of two practicing bumps and sets. o Students will play small-sided games working on underhand serve. o Students will learn the offensive strategy of three touches per side. o Students will learn the defensive strategy to bump return the ball to the setter. o Students will work in groups of four trying to keep the ball in the air for two minutes. o Students will learn critical elements of blocking; legs together, arms bent and hands by ears before jumping. o Students will learn elements of the spike and practice the Approach, that hand makes contact with the ball at the highest point. Unit 9 Speedball Recommended Time: 2 weeks Students will learn how to incorporate basic skills from soccer, football and basketball into a new setting. o Students will review and practice kicking, passing, shooting. o Students will practice more specific skills such as converting ground balls to aerial balls. They will learn overhead dribbles and kick up drills. o Students will learn trapping, guarding and goalkeeping skills. o Offensive and defensive strategies will be introduced during game play. o Students will learn general rules of the game; when ball is on the ground, soccer rules apply. When the ball is in the air, basketball rules apply, and when the ball is being forwarded, football rules apply. o Students will learn how many points each goal is worth.

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o Students will be able to detect and correct errors of a critical element of movement with backhand, forehand, overhand and underhand hits.

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Middle School Counseling Course: Character Development Course Description: This course is designed to introduce, develop and practice the concepts of respect, citizenship and leadership. Students will engage with one another and the material through a variety of methods including classroom discussion, group projects, individual work with an emphasis on applying concepts to real-life situations with a focus on community and global issues. Through an exploration of these concepts students will learn practical skills such as decision- making, organization, stress management and conflict resolution. Time frame for the course is one quarter (8-10 weeks). Unit 1: Respect for Self Recommended Time: 3 weeks Students will be able to define, identify and demonstrate behaviors associated with Respect for Self. o Responsibility/Accountability: Students will learn and utilize decision making methods. o Self control: Students will learn anger management techniques and coping skills and practice impulse control in the classroom. o Self-Esteem: Students will identify and reinforce positive traits in themselves and peers. o Health/Wellness: Students will learn stress management techniques and will explore health topics such as nutrition, exercise and sleep. Unit 2: Respect for Others Recommended Time: 3 weeks Students will be able to define, identify and demonstrate behaviors associated with Respect for Others. o Compassion/Kindness: Students will explore the topic of bullying by viewing videos/documentaries and participating in Random Acts of Kindness activities. o Cooperation: Students will practice cooperation by engaging in group projects during class.

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o Honesty/Trustworthiness: Students will explore the importance of honesty and trustworthiness through reflection on stories, movie clips, and personal experience. o Tolerance: Students will learn conflict resolution skills and practice tolerance in the classroom. Unit 3: Global Citizenship and Leadership Recommended Time: 3 weeks Students will be able to define, identify and demonstrate behaviors associated with Global Citizenship and Leadership. o Respect for diversity: Students will complete a diversity project to educate themselves and classmates on other cultures. o Respect for the natural environment: Students will view a documentary about protecting our natural resources and will participate in a recycling/waste reduction initiative on campus. o Sportsmanship: Students will engage in friendly competitions in order to understand and practice good sportsmanship. o Fairness: Students will learn and practice problem solving and conflict resolution skills using real life scenarios. o Patience: Students will learn skills to manage frustration tolerance and will practice these skills during group projects. o Innovation: Students will select, research, and present a community awareness project of their own choosing.

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Learning Skills Center Mission Statement: The mission of the Learning Skills Center is to promote a student’s competency according to the Brandon Hall School Performance Standards. If competency has been met in language and mathematics, a student’s basic core competencies in other subjects are further strengthened through reviewing, remediating, and reinforcing basic concepts and skills. This mission is accomplished by providing students with the basic foundations for these courses necessary for the success that leads for the proper preparation of these students for current college or university expectations. Standards: • • • • •

Teach how to use e-books and LSC resources properly to remediate and/or complete missing or poorly done assignments. Review and remediate core concepts that student is struggling with using LSC resources. Reinforce the different technology skills needed to prepare and/or complete the various projects done for Project-Based Learning. Assist with laptop activities, especially with the Foreign Language programs. Assist with different study skill activities to help improve assessment (quizzes, tests, and exams) abilities.

LSC's primary goal is to improve student competency with the BH Performance Standards. If competency has been meet in language and mathematics; a students basic core competences are further reinforced by: Language Department: 1.

Direct, explicit comprehension instruction, which is instruction in the strategies and processes that proficient readers use to understand what they read, including summarizing, keeping track of one’s own understanding, and a host of other practices.

Effective instructional principles embedded in content, including language arts teachers using content-area texts and content-area teachers providing instruction and practice in reading and writing skills specific to their subject area.

Motivation and self-directed learning, which includes building motivation to read and learn and providing students with the instruction and supports needed for independent learning tasks they will face after graduation.

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Strategic tutoring, which provides students with intense individualized reading, writing, and content instruction as needed.

Diverse texts, which are texts at a variety of difficulty levels and on a variety of topics.

Intensive writing, including instruction connected to the kinds of writing tasks students will have to perform well in high school and beyond.

Math Department: 1.

Construct visual modalities for presenting math information (moving abstract to concrete) and verbal modalities for obtaining answers from the student before they write out the problem.

Provide experimental approaches to learning and solid examples that are beneficial to adolescents.

Give lots of experiential learning during LSC instruction.

Provide alternative environments with fewer distractions for test taking.

Continue to provide a consistent feedback program between school and home.

Emphasize and demonstrate the visual cues applicable to math and enhance the memory and learning of calculation.

Reinforce quantifiable and quantifiable math enrichment skills that coincide with the e-text and Khan Academy spiraling curriculum and basic math skills.

Materials used for said purposes: • • • • • • •

Plato (Reading and Math enrichment and Reinforcement) Reading Drills as appropriate SRA Writing strategies (various books) Math, Science, English, Social Science, Foreign Language e-textbooks, other electronic materials, workbooks, and websites Scientific Laboratory equipment Kahn Academy

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