I have a Masters of Science from

the University of Vermont and this

is my 24th year of teaching middle

school students (never a dull mo-

ment!). Over the years I have

taught science and math with some

design & technology as well. Most

of my career has been spent teach-

ing outside the US at five different

international schools and this is my

eighth year at AISJ.

Welcome To Grade 8

Meet the Team of Teachers

Steve Coia Science scoia@aisj-jhb.com

I am a native Canadian who

moved to Santa Monica, CA

after completing a Joint

Specialist in History and Political

Science at the University of

Toronto and my Masters in

Education at Niagara University,

NY. My first teaching experience

was at Santa Monica High

School where I taught American

and World History. My first

International Teaching place-

ment was at Brent School in

Manila. I have just moved from

Jakarta, Indonesia where I

taught Middle School Social

Studies at Jakarta International

School for four years as well as

being the Department Chair.

Chris Megaffin Social Studies/ELL cmagaffin@aisj-jhb.com

Jillian Miller Language Arts jmiller@aisj-jhb.com

I am a South African who has spent most of my life in Johan-nesburg. I completed my post-graduate studies in Psychology, and thereafter finished my teaching certification in Mathe-matics and Health. I found my way to AISJ in 2008. Initially, I worked in the academic support department in the High School and I am now beginning my sixth year teaching eighth grade math. I love teaching and I believe that Math is the backbone for most brilliant and beautiful creations in the world!

Jessica Roberts Math jroberts@aisj-jhb.com

I am excited for my fifth year at AISJ

and my 12th year of teaching

middle school. Before arriving in

South Africa, I taught in Northern

Virginia. I am originally from

Pennsylvania where I earned my

B.A. in English from Allegheny Col-

lege and my M.A. in Reading

Education from Edinboro University

of Pennsylvania.

We believe that every student comes into 8th grade with his or her own set of unique characteristics and strengths. 8th grade is a transitional time and stu-dents are experiencing a lot of growth-physically, socially and academically. In our classes, we work to create engaging lessons that capitalize on the stu-dents’ diverse needs, interests and academic abilities. As an 8th grade team, we work together to create a strong support system that is essential in assisting in the academic and personal growth of all of our students.

We firmly believe that proactive three-way communication between the stu-

dent, parent and teacher is a vital aspect of student learning. Thus, students

are expected to approach teachers via email or during/outside class if they

have any questions. We also encourage parents to email us if there is anything

they wish to discuss. We love parents to be involved and wil do our best to

keep you informed so that you can share your knowledge and skills with us!

Final Site

An enormous amount of work over the break has gone into developing our new AISJ Virtual Learning Site. It’s our online class management and communi-cation system for students and parents to log onto the secure website to ac-cess our school portal. Teachers use the site to keep students and parents in-formed about teaching and learning that is taking place in the classroom. Calendars and announcements concerning whole school occasions, upcoming events and specific class information are easily accessible on a single dash-board page. In addition our new virtual learning environment allows students to safely collaborate and learn with others through blogging, discussion boards, submitting work to teachers via a Dropbox and commenting on the learning of others. It’s a great interactive learning tool and will help Middle School students stay organized.

To access AISJ’s virtual learning site go to: www.aisj-jhb.com

Our Philosophy

Our Expectations We have high expectations for all of our students keeping in mind they are still learning and developing their organizational and academic skills. We expect students to come to class prepared and ready to learn. We want them to take responsibility for their academic progress and understand that they will be held accountable for their actions. Most importantly, we want each of our stu-dents to be respectful to their peers, teachers, school and to themselves. It is through these expectations that we hope to create a positive and safe learning environment.

Communication

AISJ 2014-2015

8th Grade

Science Reporting Outcomes & Units

Reporting Outcomes

1. Knowledge and Understanding: structure and function, interaction and change

2. Scientific Inquiry: design & conduct scientific investigations, interpretation & use of

data

3. Application of Knowledge & Skills: real world connections

4. Communication & Presentation (trans-disciplinary):

Unit 1: Scientific Inquiry & Process

Explains the nature and process of scientific inquiry while developing lab report

writing skills

Unit 2: Energy

Explains and demonstrates the forms of energy and how energy is stored, trans-

formed and transferred

Unit 3: Atomic Structure, Periodic Table and Chemical Reactions

Describe the structure of atoms, understand and use the periodic table and make

connections to chemical reactions

Unit 4: Forces & Motion

Explain and demonstrate the characteristics of forces and motions, their interaction

and application

Unit 5: Genetics & Evolution

Explain and demonstrate understanding of heredity, genetic variation and the role

of environmental factors in the earth’s biodiversity and evolution of species

Standards Based Reporting

Students in the middle school will be assessed according to specific Learning Outcomes.

When a new unit begins, students will be made aware of the specific Learning Outcomes for

that particular unit as well as for any assignments that will be completed within the unit.

Feedback will be provided for each of the Learning Outcomes by using the performance de-

scriptors described below.

Middle School Descriptive Grading Criteria for Learning Outcomes

Exemplary

7

Consistently exceeds the learning outcome. Clear evidence of synthe-sis, analysis, and evaluation used with initiative, creativity and originality commonly demonstrated.

Advanced

6

Consistently meets and regularly exceeds the learning outcome by applying and/or extending the key concept, processes, or skills.

Proficient

5

Consistently meets the learning outcome by applying key concept, processes or skills. Is able to use higher application skills on oc-casion.

Satisfactory

4

Meets the learning outcome. Is able to apply required knowledge and skills effectively.

Approaching

3

Sometimes applies the key concept, processes, or skills, but incon-sistently meets the learning outcome.

Concern

2

The learning outcome is not fully or consistently met even with sup-port.

Unsatisfactory

1

Little effort made or unable to able to grasp the learning outcome.

I

Insufficient Evidence*

Insufficient evidence to make a valid and reliable judgment on achievement.

N/A

Non-Applicable* Learning outcome was not assessed

Approaches to Learning The middle school will be reporting on your child’s academic performance separately from their behavior, organization and work habits. Their work habits will be evaluated through an Approaches to Learning rubric and reported on the report card with their academic perfor-mance evaluations as well. As an 8th grade team we will continue to help our students grow academically as well as help them develop healthy work habits, organizational skills and proper behavior to make them successful in the years to come.

Middle School Approaches to Learning

Concern Approaching Proficient Exemplary

Takes owner-

ship for learning

Often disengaged, struggles

to contribute; requires con-

stant prompting.

Does not work to ability or

seek help.

Feedback and reflection are

not seen as a meaningful

strategy for growth.

Usually engaged, but contri-

butions are not always mean-

ingful.

Inconsistently works to ability

and seldom

Reflects upon growth and

feedback, often forgetting to

follow through on plans for

growth.

Consistently engaged and

provides contributions that

are beneficial for learning.

Strives to work to ability and

seeks help when needed.

Reflects upon growth and

feedback, following through

on future plans accordingly.

Engagement adds to the

depth and richness of learn-

ing.

Works to ability, seeks help

when needed, and helps

others gain a fuller under-

standing.

Self-motivated to reflect on

growth and feedback, seeks

opportunities for growth.

Contributes to

the learning

process

Class time is wasted by social-

izing with peers or off task

behaviors, hinders learning.

Attitude has a negative im-

pact on environment; apa-

thetic.

Usually on task, but occasion-

al behavior prevents others

from fully participating in

class.

Tries to have a positive atti-

tude, but does not always

support the learning environ-

ment.

Class time is used effectively;

behavior rarely prevents

others from fully participating

in class.

Attitude enhances individual

learning opportunities.

Class time is used effectively;

behavior enhances the learn-

ing environment.

Attitude enhances classroom

learning opportunities.

Cooperates and

interacts re-

spectfully with

others

Unwilling or unable to solve

interpersonal problems; may

be illogical or blame others,

or become violent or sarcas-

tic.

Often appears to be unfriend-

ly and negative; is reluctant

to work with others, has

difficulty cooperating.

Shows little regard for other

people or their ideas.

May try to solve interperson-

al problems and consider

others’ feelings, but often

needs support; may become

frustrated and blame others.

Is usually friendly, and if

asked, will cooperatively

work with others.

Accepts ideas from others.

Tries to solve interpersonal

problems calmly; often shows

empathy and considers oth-

ers’ perspectives.

Is routinely kind and friendly.

Cooperatively helps and

works with others, often

without prompting.

Accepts ideas from others

and allows self to learn from

peers.

Uses a repertoire of strate-

gies to deal with interper-

sonal problems; tries to be

logical and non-judgmental;

considers others’ feelings

and perspectives.

Is kind, friendly, helpful and

inclusive. Without

prompting finds opportuni-

ties to help and include

others.

Accepts ideas from others

and seeks opportunities to

learn from peers.

Practices self-

management

Poor organizational habits

causes student to be unpre-

pared and miss opportunities

to use time in class toward

learning.

Incomplete work prevents

student from participating in

current discussions or pro-

jects.

Poor time management inter-

feres with potential to be an

effective member of the

learning community.

Organizational habits occa-

sionally cause student to be

unprepared and miss oppor-

tunities to use time in class

toward learning.

Takes responsibility for in-

complete work, but often

needs to be prompted.

Time management issues are

infrequent but may cause

interruptions to the learning

environment.

Organizational habits contrib-

ute to being prepared and

using time effectively in class

toward learning.

Takes responsibility for in-

complete work, usually with-

out being prompted.

Time management issues are

infrequent and cause few

interruptions to the learning

environment.

Demonstrates exceptional

organizational habits.

Pro-actively responsible in

ensuring all work is complet-

ed as required.

Time management skills

enhance learning opportuni-

ties.

Social Studies Reporting Outcomes and Units

Students will be assessed on each unit according to the following Reporting Out-comes: Knowledge and Understanding—Demonstrates knowledge of subject matter

and comprehension of its meaning and significance. Application of Skills—Uses skills to make connections and transfer

knowledge within and between various contexts. Communication and Presentation—Applies a variety of skills to convey

meaning.

Within Class: Concept-Based & Inquiry-Based Pedagogy Project-Based Summative Assessments Focus on World History

Language Arts Reporting Outcomes and Units

Students will be assessed in all units according to the following Reporting Outcomes:

WRITING: Uses the writing process (draft, proof, edit, publish) and writing traits (ideas,

organization, voice, word choice, sentence fluency, conventions, and presentation) to write

for a range of purposes and audiences.

READING: Uses different skills and strategies to understand the meaning of a variety of

text.

ORAL & VISUAL COMMUNICATION: Speaks and conveys meaning effectively for a variety

of purposes and audiences.

Conflict:

Students will read and analyze short stories to determine the root of most literary conflict

Students will review major literary elements

Students will write and publish their own short-short story

Change:

Students will read and analyze dystopian novels/stories with a focus on characters, setting, and con-flict

Students will write an analytical essay with a focus on character Communication:

Students will read and analyze information texts and determine the best way information is commu-

nicated to a specific audience

Students will also explore the research process and communicate findings through a means that best

fits their purpose

Challenge:

Students will read and analyze non-fiction texts in which people experience or face challenges Students will write and publish a memoir that will focus on a challenge they’ve experienced Courage:

Students will read and analyze poems in which courage is expressed Students will be writing their own poems that will express their own or others experiences of courage INDEPENDENT READING: Students will be expected to read an independent text each night for at least 30-45 minutes or aim to read 180 minutes a week. Students have a free choice in what they read for independent reading, but very often they are guid-ed in their decisions. They will be keeping track of their reading through the use of a reading log. At times, other texts will take precedents of a student independent book, but the expectation of nightly reading will remain.

Math 8

Both Math 8 and Math 8 Enriched address the same learning units and reporting outcomes.

Reporting Outcomes:

1. Concepts and Procedures: Performs mathematical procedures with accuracy.

2. Problem Solving: Identifies known and unknown entities in a task, selects the

best strategy to solve the problem, and checks the solution for reasonableness.

3. Communication and Application: (assessed as one learning outcome, though

two parts to this)

Communication: Explains and/or justifies mathematical thoughts/ideas/

solutions in a clear and logical manner; both written and orally.

Application: Makes connections and sees patterns between different mathe-

matical processes, real world scenarios; and can transfer skills to unfamiliar

situations.

Topics of Study:

Unit 1: Integer Exponents and Scientific Notation

Unit 2: The Concept of Congruence

Unit 3: Similarity

Unit 4: Linear Equations

Unit 5: Examples of Functions from Geometry

Unit 6: Linear Functions

Unit 7: Introduction to Irrational Numbers Using Geometry