scope & sequence – grade 8

Scope & Sequence – Grade 8

Dates: January 5 – March 5, 2019

Term: Two

Weeks: Approximately Nine (9) Teaching Weeks

Text Type: Argumentative (Author’s Purpose and Tone; Literary Devices)

Grade:

Eight (8B, 8A)

Grade Level MAP:

Reading: 219.1

Language: 218.1

Class Mean MAP: 206.3

Common Core State Standards

Reading Standards

CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.8.2 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.

CCSS.ELA-LITERACY.RL.8.4 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.

CCSS.ELA-LITERACY.RL.8.5 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.

CCSS.ELA-LITERACY.RI.7.4 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.


CCSS.ELA-LITERACY.RI.7.5 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.

CCSS.ELA-LITERACY.RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Language

CCSS.ELA-LITERACY.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.7.1.A Explain the function of phrases and clauses in general and their function in specific sentences.

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.

CCSS.ELA-LITERACY.L.7.4.A 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.

CCSS.ELA-LITERACY.L.7.4.B Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

CCSS.ELA-LITERACY.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-LITERACY.L.7.5.A Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.


CCSS.ELA-LITERACY.L.7.5.B Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

CCSS.ELA-LITERACY.L.7.5.C Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

CCSS.ELA-LITERACY.L.7.6 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

Writing

CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-LITERACY.W.7.1.A Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

CCSS.ELA-LITERACY.W.7.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

CCSS.ELA-LITERACY.W.7.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

CCSS.ELA-LITERACY.W.7.1.D Establish and maintain a formal style.

CCSS.ELA-LITERACY.W.7.1.E Provide a concluding statement or section that follows from and supports the argument presented.


CCSS.ELA-LITERACY.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.W.7.9.A Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").

CCSS.ELA-LITERACY.W.7.9.B Apply grade 7 Reading standards to literary nonfiction (e.g. "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").

Speaking and Listening

CCSS.ELA-LITERACY.SL.8.2 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.

CCSS.ELA-LITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-LITERACY.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.


CCSS.ELA-LITERACY.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)

Outcome/Performance Task/Assessment opportunities Differentiation Bank

Week 1: How can I make an impact with my life story?

DIAGNOSTIC TESTING

Lesson 1: Achieve 3000 Bench Mark

https://portal.achieve3000.com/index

Lesson 2: Listening Quiz and Socrative

Lesson 3: Oral Presentation

https://www.esl-lab.com/intermediate/drivers-license/

Lesson 4 and 5: Cold Writing: Is Cheating Getting Worse? Does your school hand out too many A’s? Does technology makes you feel alone?

Above Level Learner

• Delivering a presentation • Creating and performing a monologue as a main

character or figure • Different Level Reading Comprehension • Think-Pair Strategy (Keagan) • Create a PowerPoint presentation summarizing

the lesson. • Auditory learners give an oral report.

Week 2: Does your story evolve over time?

TERM PROJECT

Lesson 1: Grammar: Verb Types

Video On Level Learner


https://www.youtube.com/watch?v=_aRvBN1EMGY

https://www.youtube.com/watch?v=A0xcyzq3WFo

Worksheet/Activities

http://jcinkovich.weebly.com/uploads/3/7/2/7/37275735/identifying_verbs_practice.pdf

https://www.teacherspayteachers.com/Product/Verb-Worksheet-3688335

http://www.teach-nology.com/worksheets/language_arts/speech/verb/

PowerPoint

https://www.slideshare.net/jdj3050/types-of-verbs-32861161

Lesson 2: Vocabulary: Synonyms and Antonyms

Videos

https://www.youtube.com/watch?v=wMTXNkntto4

https://www.youtube.com/watch?v=yM01KMb_rzw


http://www.teach-nology.com/worksheets/language_arts/speech/verb/

https://www.lessonplanet.com/goto/synonyms-and-antonyms-5th-8th

https://web.archive.org/web/20170322134936/https://www.ocps.net/lc/southwest/hdp/AC/subject/Documents/Worksheet%2025.pdf

• Different Level Reading Comprehension • Think-Pair Strategy (Keagan) • Allow auditory learners to listen to audio books. • Identify an author’s position and provide

evidence to support this viewpoint. • Auditory learners give an oral report.


PowerPoint

https://www.slideshare.net/lisaalicepearson/synonyms-and-antonyms-ppt

Lesson 3: Reading Strategies: Authors Purpose and Tone

Video

https://www.youtube.com/watch?v=6Q8YlJW_iCA


https://www.teacherspayteachers.com/Product/Understanding-Authors-Purpose-Tone-Mood-State-Farm-Commercial-2692834

PowerPoint

http://wps.ablongman.com/wps/media/objects/805/824748/PowerPoints/Chap%2010%20PurposeTone.ppt

https://slideplayer.com/slide/13565307/

Lesson 4: Writing: Developing and Supporting Arguments

Lesson 5: : Tech Day: Exact Path/ Achieve 3000


Week 3: If you could see the future where so you see yourself?

Lesson 1: Grammar: Subject Verb Agreement


http://content.lessonplanet.com/resources/archives/b56f3c4c616fe6c109ee4e464fb774ee5fce27aa.pdf?1398728473


Lesson 3: Reading Strategies: Authors Purpose and Tone

Video

https://www.youtube.com/watch?v=6Q8YlJW_iCA


https://www.teacherspayteachers.com/Product/Understanding-Authors-Purpose-Tone-Mood-State-Farm-Commercial-2692834

PowerPoint

http://wps.ablongman.com/wps/media/objects/805/824748/PowerPoints/Chap%2010%20PurposeTone.ppt


Video

https://www.youtube.com/watch?v=vCJacUvo778


https://www.youtube.com/watch?v=pYFbRam2jUE


https://www.teacherspayteachers.com/Product/Free-Writing-Prompts-Informative-Argumentative-Persuasive-Rubrics-INCLUDED-4243146

https://www.teacherspayteachers.com/Product/For-Against-Organizing-or-Analyzing-an-Argument-2347520


Week 4: Share two stories that has impacted your life?

Lesson 1: Grammar: Subject Verb Agreement

Video

https://www.youtube.com/watch?v=37XBATSQm8U

PowerPoint

https://www.slideshare.net/draizelle_sexon/subject-verb-agreement-14050826

https://web.archive.org/web/20100530074454/http:/www.abac.edu/bray/Subject%20Verb%20Agreement%20PowerPoint.ppt


https://englishlinx.com/verbs/subject_verb_agreement/

Lesson 2: Vocabulary: Greek and Latin Words

Approaching Level Learner

• Use task cards • Interview Students • Different Level Reading Comprehension • Think-Pair Strategy (Keagan) • Match vocabulary words to definitions. • Auditory learners give an oral report.


Video

https://www.youtube.com/watch?v=3b_ucKlsn_M

https://www.youtube.com/watch?v=YpWUPKZ3hsI


https://www.brighthubeducation.com/middle-school-english-lessons/35438-greek-and-latin-roots-lesson-create-a-super-hero/

Lesson 3: Reading Strategies Text Structure


First Draft of the Argumentative Essay

Video

https://www.youtube.com/watch?v=vCJacUvo778

https://www.youtube.com/watch?v=pYFbRam2jUE


https://www.teacherspayteachers.com/Product/Free-Writing-Prompts-Informative-Argumentative-Persuasive-Rubrics-INCLUDED-4243146

https://www.teacherspayteachers.com/Product/For-Against-Organizing-or-Analyzing-an-Argument-2347520



Week 5: Could you share someone’s story that has impacted my life?

Lesson 1: Grammar: Verb Tense


Lesson 3: Reading Strategies: Literary Devices

https://www.lessonplanet.com/goto/chalkboard-challenge-literary-terms

Lesson 4: Writing: Developing and Supporting Arguments / Editing and Revising

First Draft of the Argumentative Essay (Self and Peer Editing)


National Identity and Real Life Examples

• Expo 2020 • National Agenda: First-Rate Education System,

Competitive Knowledge Economy, World-Class Healthcare, Sustainable Environment and Infrastructure, Cohesive Society and Preserved Identity, Safe Public and Fair Judiciary

• The UAE Service Law • Developing an Identity

Week 6: If you could change your life story, would you? and why?

Lesson 1: Grammar: Preposition

Lesson 2: Vocabulary: Homophones

Lesson 3: Reading Strategies: Literary Devices

Video


https://www.lessonplanet.com/goto/chalkboard-challenge-literary-terms

Lesson 4: Writing : Persuasive Strategies


Week 7: How can your story make an impact in someone’s life?

Lesson 1: Grammar Noun and Pronoun, Antecedents

Lesson 2: Vocabulary: Analogies

Lesson 3: Reading Strategies: Analyzing Text

Lesson 4: Writing : Developing and Supporting Arguments (Opinion)

Second Draft of the Argumentative Essay (Teacher Assessment )

Lesson 5:Tech Day: Exact Path/ Achieve 3000

Week 8: Do you think everyone has a unique story to share?

TERM PROJECT DUE

Lesson 1: Grammar: Pronoun Types

Lesson 2: Vocabulary: Word Choice and Usage

Lesson 3: Reading Strategies: Analyzing Text

Lesson 4: Writing : Developing and Supporting Arguments

Pre-Requisites Standards

CUSP • TA Support • Exact Path practice and

challenges • Achieve 3000 to increase Lexile

level • Differentiated lessons • Log book to document progress


Second Draft of the Argumentative Essay (Teacher Assessment )


LOW • TA Support if Available • Working in Peers • Keagan Strategies to help with

participation. • Log book to document progress • Individualize activities and

assignments • Provide directions to structure

tasks • Provide for assistance or tutoring • Maintain motivation • Use what students already

know to help build new knowledge

Week 9: Do you think we all have similarities in our life story?

Lesson 1: Listening Quiz

Lesson 2: Grammar Quiz

Lesson 3: Revision

Lesson 4: Revision

Lesson 5: Tech Day: Exact Path/ Achieve 3000


Science Scope & Sequence Grade: 8 Grade Level MAP:

210.3

Class Mean MAP:

8A: 198.3

8B: 200.5

Standard:

MS-PS3-1: Kinetic Energy of an Object Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. (Scale, Proportion, and Quantity). MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. (Systems and System Models) MS-PS 3-3 Apply scientific principal to design, construct, and test a device that either minimizes, or maximizes thermal energy transfer. MS-PS3-4 Plan an investigation to determine the relationship among the energy transferred, the type of matter or matter, the mass and the change in the average kinetic energy of the particles as measured by the temperature of the sample. MS-PS3-5 Construct, use and present argument to support the claim that when the kinetic energy of an object changes energy is transferred to or from the object. Standard’s Flow Outcome/Performance Task

Week 1:

Lesson 1: Baseline assessment

Lesson 2: Target Setting & Pupil Progress.

Lesson 3: Summarize their prior knowledge on what ‘’energy’’ means & Identify and compare different forms of energy.

-Human Power Lab: collect data for mass, distance and time and generate and explanation of energy, work and power.

-Home Energy Audit: read electric and heating bills, and make equivalence between the two

-Design, construct and test a device that either minimize or maximizes thermal energy transfer.

Week 2:

Standard’s Essential Questions


Lesson 1: Identify different forms of energy and recognize that energy is conserved when it is transferred.

Lesson 2: Describe how changes in objects’ arrangement also changes potential energy, and identify the relationship between the speed and the kinetic energy of an object.

Lesson 3: Model situation in which different amounts of potential energy are stored in a system.

-How is energy conserved in a transformation?

-How are energy, work, and power related?

-What is the law of conservation of matter?

Week 3:

SWBAT determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the of the particles, construct and interpret graphical displays of their data and construct, use, and present argument to support a claim.

Three Dimensions

DCI Energy:

-Energy changes to and from each type through physical or chemical interactions.

-The relationship between temperature and the total energy of a system depends on the types, state, and amount of matter.

CC Scale, Proportion, and Quantity:

-They use proportional relationships (speed) to gather information about the magnitude of properties and processed. They represent scientific relationships through the use of algebraic expression and equation.

Week 4:

Lesson 1 Investigate the three ways of heat transfer.

Lesson 2: Explain a model of heating to describe the uneven heating of Earth’s surface as well as how Earth’s atmosphere effects incoming solar radiation.

Lesson 3: Test a geo thermal heating system and describe how convection

SP Analyzing and interpreting data:

- Construct, analyze, and or/interpret graphical displays of data/or large data.


Week 5:

Lesson 1, 2: SWBAT test a geo thermal heating system and describe how convection.

Lesson 3: Explain how energy, work, and power are related.

-Use graphical displays of data to identify temporal and spatial relationships.

-Apply concepts of statistics including mean, median, mode to analyze data.

Standard’s Vocabulary. Differentiation/Prerequisite standards

Energy, kinetic energy, potential energy, elastic potential energy, gravitational potential energy, nuclear, thermal, electrical, electromagnetic, chemical, energy transformation, law of conservation of energy, temperature, Fahrenheit, Celsius, kelvin, heat, convection, radiation, current, radiation, conduction.

LOW 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Predicts rates of heat transfer for different amounts of substances

4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Describes energy sources for devices

Predicts effects of changes to simple electric circuits

Applies scientific ideas to design a device that converts light into heat

Describes energy inputs/outputs of devices

Evaluates the designs of simple electric circuits

CUSP MS-PS 2-4 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

HA MS-PS3-5 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system


results in a more uniform energy distribution among the components in the system. (Second law of thermodynamics)


Social Studies Scope & Sequence T2 Baseline:

Term Two

Theme: Gr6: My Opinion Matters

Gr 7: Growth Gr8: My Story

Grade:8 Essential Questions

Resources

Standard: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.

What are the important structures of the Ancient Greek Civilization?

Notebooks, Chromebooks, Class Activities, Quiz, Smart Board, Whiteboard.

Week 1: 5th -9th January

Introduction to Greece and Our focus for the term.

Week 2: 12th-16th January

Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.

Week 3: 19th-23rd January

Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles’ Funeral Oration).

Outcome Differentiation

Students will be able to understand how Geography plays a role in the development of civilizations.

Students should understand the different styles of leadership in ancient Greece.

LA: Students will have an understanding of the different aspects of Ancient Greece.

MA: Students can analyze the different structures of Ancient Greece.

HA: Students can evaluate the significance of the different structures of Ancient Greece.



State the key differences between Athenian, or direct, democracy and representative democracy.

Week 5: 2nd – 6th February

Mid Term Assessment in Class- Quiz

Week 6: 9th-11 February (MID TERM)

Class Activity on Greek Leaders

Week 7: 16TH -20TH February

Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables.

Week 8: 23rd -27th February

Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.

Week 9: 1st- 5th March

Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.

Know the difference between Direct Democracy and Representative Democracy


Week 10: END OF TERM ASSESSMENTS



Vocabulary:

City-States; commerce; tyranny; dictatorship; citizenship; democracy; representative

Grade: 7 Essential Questions

Resources

Standard

Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.

What are the important structures of Medieval Japan?



Introduction to Japan and Our focus for the term.


Describe the significance of Japan’s proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan.


Students will understand the influence of China and Korea on Japans Development.

LA: Students will have an understanding of the different aspects of Medieval Japan.



Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign.


Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the twentieth century.

Week 5: 2nd – 6th January



Class Activity on Japanese Leaders


Trace the development of distinctive forms of Japanese Buddhism.


Know the different characteristics of Japanese society and life.

Understand the values, customs and traditions of Japan.

MA: Students can analyze the different structures of Medieval Japan.

HA: Students can evaluate the significance of the different structures of Medieval Japan.


Study the ninth and tenth centuries’ golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibu’s Tale of Genji.


Analyze the rise of a military society in the late twelfth century and the role of the Samurai in that society.




Vocabulary:

Intellectual; linguistic; philosophy; reign; customs; lord-vassal

Grade: 8 Essential Questions

Resources

Standard

Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.

What are the divergent paths of the American people in the mid- 1800’s?





Recap on what has been learnt on American History and an introduction to the focus for the term- divergent paths of American People.


Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).


Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay’s American System).


List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).

Week 5: 2nd – 6th February



Class Activity on Challenges faced due to immigration to America (challenges of the Americans and immigrants).


Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.


Have an understanding of the impact/ influence of industrialization.

Know the obstacles faced in developing America.

Be able to provide reasons for people immigrating to America.

LA: understand the different paths of the American people.

MA: Analyze the different paths of the American people.

HA: Evaluate the significance of the different paths of the American people.


Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).


Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).




Vocabulary:

Divergent; industrialization; obstacle; canals; spatial; famine


Mathematics Unit Plan Date: 2019-2020 Term 2 Weeks 1-4

1. 5-9 January 2020 2. 12-16 January 2020 3. 19-23 January 2020 4. 26-30 January 2020

Unit: Geometry Transformations

Grade:

8

Grade Level MAP 226

Class Mean MAP: 206

Common Core State Standards: 8.G Geometry 8.G.1. Verify experimentally the properties of rotations, reflections, and translations G.1.1. Lines are taken to lines, and line segments to line segments of the same length G.1.2. Angles are taken to angles of the same measure G.1.3. c. Parallel lines are taken to parallel lines 8.G.2. Understand two-dimensional figure is congruent to another if obtained by rotations, reflections, & translations 8.G.3. Describe effect of dilations, translations, rotations, reflections on two-dimensional figures using coordinates 8.G.4. Understand two-dimensional figure is similar if obtained by rotations, reflections, translations, & dilations Standard’s Flow Outcome/Performance Task/Assessment Opportunities

Week 1: Students will be able to Lesson 1: demonstrate their mental math operation skills on the Term 2 baseline assessment, demonstrate growth from Term 1 on the monthly multiplication/numeracy drill, and set Term 2 targets for MAPs, Numeracy, and class content. Lesson 2: MAPS practice - individual and partner Lesson 3: write statements of congruence regarding lines and angles Lesson 4: write statements of congruence when comparing

Weekly quizzes PT = create a dilation or a reduction from a commercial drawing

National Identity Connection/ Real-life examples Aerial view of Abu Dhabi pre and post-oil (community planning grids) Tesselations - repeated patterns


2-D figures Lesson 5: identify rotations, reflections, and translations

Basic skills Focus/ Mental Math Strategies

Week 1: Baseline for Term 2 Numeracy for month of January

Resource s Whiteboards Gridboards


Week 2: Students will be able to Lesson 1: identify corresponding sides and corresponding angles Lesson 2: MAPS practice - individual and partner Lesson 3: identify parallel lines between the figures and its image Lesson 4: apply the concept of congruency to 2-D figures Lesson 5: LO quiz/ tech day/ MAP Practice/ Exact Path

Week 3 : Students will be able to Lesson 1: write congruent statements when comparing two-dimensional

Chromebooks desmos.com exactpath.com Pearzonrealize.com

Vocabul ary

Coordinate plane, Center of rotation, Congruence, Similarity, Image, Line of reflection, Parallelogram, Preimage, Quadrilateral, Reflection, Rhombus, Rotation, Transformation, Translation, Trapezoid, Center of dilation, Enlargement, Image, Origin,, Reduction, Quadrants, Scale, Scale factor, Congruent, Similar, x-axis y axis

Prerequisites standards


figures Lesson 2: MAPS practice - individual and partner Lesson 3: use a scale factor to determine the coordinates of a figure Lesson 4: model with coordinates to describe the effects of translation, rotation, and reflections on two dimensional figures Lesson 5: LO quiz/ tech day/ MAP Practice/ Exact Path

Week 4: Students will be able to Lesson 1: apply the concept of similarity to write similarity statements Lesson 2: MAPS practice - individual and partner Lesson 3: reason that a two-dimensional figure is similar to another if the second can be obtained by a sequence of rotations, reflections, translations, or dilation Lesson 4: describe the sequence of rotations, reflections,translations, or dilations that exhibits the similarity between two-dimensional figures using words and/ or symbols Lesson 5: LO quiz/ tech day/ MAP Practice/ Exact Path

Research next topics in Geometry: Angle Sum of Triangles, Angle relationships ( Acute angles, Alternate exterior angles, Alternate interior angles, Congruent Angles,, Corresponding angles, Exterior angles, Interior angles, Obtuse angles, Parallel lines, Remote interior angle, Same-side interior angles) Pythagorean Theorem, its converse, Volume of cones, cylinders and spheres

CUSP 221-230

Congruence

Understands that rigid transformations preserve congruency

Determines measures of corresponding angles in congruent figures

Describes a single transformation that shows two shapes are congruent, without the coordinate plane

Similarity

Applies properties of similar triangles to solve real-world problems involving indirect measurements

Determines lengths of corresponding sides in similar figures

Determines the conditions necessary to prove two triangles are similar

Transformations

Determines the coordinates of the vertices of a polygon after a dilation or a series of dilations, with center at the origin

Determines the image of a polygon on a coordinate plane after a rotation or a series of rotations

Determines the image of a polygon on a coordinate plane after a reflection or a series of reflections

Determines the measures of corresponding sides and angles in an image and pre‑image of a figure after a rigid transformation


Determines the coordinates of the vertices of a polygon after a

translation or a series of translations

Describes a single transformation that will map one figure onto another on the coordinate plane

LOW 201-210

Congruence

Determines the lengths of corresponding sides in congruent figures


Determines measures of corresponding angles in congruent figures


Transformations




ICT Scope & Sequence (G8) Baseline:

Theme:

Grade: 8 Essential Questions Resources

Standard -What is animation.

-How to create characters.

-How to give directions to the characters.

-How to define angles to the characters to move.

-How to add background music files to the animated clip or story.

-Smart notebook

-PowerPoints

-Smart boards

Week 1: Introduction to Animation/Planning to create an animated story.

Week 2: How to create character using animation.

Week 3: How to give direction to the characters through block programming.

Week 4: How to add text captions to the characters.

Week 5: How to add a music file to the animation story or clip.

Week 6: How to define or change angles to the characters to move.

Week 7: Task/Quiz

Week:8: Grand Quiz

Week:9: working on animated Project

Week:10: Assessment(Content,presentation,Graphics)


-Able to create animated project.

-Able to create characters in the animated project.

-Able to give directions to the characters.

-Able to add captions to the characters.

-Able to add audio files to the animated project.

LA: Able to create animated story project in powerpoint.

MA: Able to create multiple characters to the animated story.

HA: Able to create and give multiple instructions to the characters through custom paths.




Vocabulary:

-Characters drawing

-Custom Paths

-Durations

-Conditions

-Text Captions


Scope & Sequence Baseline:

Theme:

Grade:6 Essential Questions Resources

Standard:

(2.1.2)

Define an algorithm as a sequence of instructions that can be processed by a computer.

(3.1.3)

Student understands block based programming tools.

(3.4.6)

Student implements solutions using a block based programming tool.

(3.5.5)

- what are algorithms and how are they used in coding?

- What is block programming?

- How might you use computer programing in your future career?

- Scratch online - Chromebook


Student understands how to test their programs for correctness.

Week 1: what do algorithms mean? And how are they related to coding?

Week 2: Learn the basic block types on scratch. Be able to access scratch online,

Week 3: Know how to add sprite to the scratch window, learn how to use the motion, Looks & control blocks.

Week 4: Learn how to use sound blocks (Assignment 1: Animate your name)

Week 5: Learn how to change backgrounds & scenes (Assignment 2: create a told story)


- Students create different projects using scratch online (stories, animations, videos games)

LA: provide guiding cards to assist them while doing the assignments.

MA: teachers model task first, video recordings are available to review how to do the task.

HA: Give a more challenging tasks, using variables and operation blocks.

Vocabulary:

Programming

Algorithms

Blocks

Scratch

Sprite

Flowcharts

Grade:9 Essential Questions Resources

Standard

(2.1.1)

Determine the complexity of the Algorithm

(2.2.1)

Decompose problem into sub- problems using divide and conquer

- what are algorithms and how are they used in coding?

- How might you use computer programing in your future career?

- Scratch online

- Chromebooks

- EV3 base kit


(2.4.1)

Understand the connections between Computer Science and other fields

(3.2.1)

Student develops understanding of using variables.

- How to use scratch to control EV3 models?

Week 1: what do algorithms mean? And how are they related to coding?

Week 2: Learn the basic block types on scratch. Be able to access scratch online,

Week 3: Know how to add sprite to the scratch window, learn how to use the motion, Looks & control blocks.

Week 4: Learn how to use sound blocks (Assignment 1: animate a story)

Week 5: Learn how to change backgrounds & scenes (Assignment 2: create a story with dialogue and music)


- Students create different projects using scratch online (stories, science animations, videos games)

- Students have an understanding how programming can be used to control robots

LA: Provide visual step by step instruction to follow.

Break down the general task into smaller tasks

MA:

Teacher model on the board and for smaller groups.

HA:

Give some investigation task to allow them to explore the possibility of the software.

Give them assisting task to help their classmates, it also help them practice by trying to find and fix the mistakes in the other’s projects.

Vocabulary:

Programming

Algorithms

Blocks

Scratch

Sprite

Flowcharts

Brick

EV3


Grade :11 Essential Questions Resources

Standard:

(1.3.14)

Produce different types of multimedia projects using a variety of applications to communicate the wider community

(1.4.5)

Plan and implement a collaborative project using effective communication tools

• What does it take to make a good add?

• How to use video editing software to mix videos, audios and pictures.

• What is 3D design? • How can 3D design

help in my future career?

IPad

iMovie

Chromebooks

Tinkercad

3D printer

Week 1: What are the elements involves in a video ad? Draw story board for your ad.

Week 2: Learn how to use iMovie to edit videos, (Assignment 1: create first draft of your video ad).

Week 3: Learn how to add transitions on continue working on video ads (Assignment 2: create final version of the video ad)

Week 4: what is 3D design and why is it important? Learn how to access Tinkercad.

Week 5: follow the basic lesson on tinkercad (add & Edit objects, group objects)


- Student create a second phase marketing campaign with video ad.

- Student design and print packaging and product accessories with 3d printer

LA: provide guiding cards to assist them while doing the assignments.

MA: teachers model task first, video recordings are available to review how to do the task.

HA: Give more challenging task, using drawing tool and complex shapes.

Vocabulary:

Media

Transitions

Storyboard

3D design

Grid

Workspace

Perspective

Void


Tinkercad 3D print


Scope & Sequence - French Term 2.1 Baseline: Term 1

Theme: Everyday Life

Grade: Beginners Grade 4 to Grade 10 Essential Questions Resources Standard: Stage I for content, communication, structures, settings and culture How to express plural in French ?

How to talk about such topics as People and Family in French ?

Duolingo, Study Stack, Worksheets, Google Classroom, Notebook

Week 1: People 2 Week 2: People 2 + Family 2 Week 3: Family 2 Week 4: Review People 2 + Family 2 Week 5: Assessment People 2 + Family 2 Week 6: Skills Consolidation

Outcome Differentiation Being able to talk about People and Family Being able to use definite and indefinite plural forms Understanding the rules of pronunciation regarding silent h, plural and liaison Understanding the rules of agreement with plural forms

LA: Worksheets and production focused on content MA: Worksheets and production focused on structures HA: Worksheets and production focused on communication

Vocabulary: nouns, verbs, adjectives, pronouns, connectors related to People and Family

Grade: Intermediate Grade 10 Essential Questions Resources Standard: Stage II for content, communication, structures, settings and culture How to express superlative in French?

How to talk about such topics as Nature and Family in French ?


Week 1: Nature Week 2: Nature + Family Week 3: Family Week 4: Review Nature + Family Week 5: Assessment Nature + Family Week 6: Skills Consolidation

Outcome Differentiation Being able to talk about Nature and Family Being able to use the superlative form Understanding the use of preposition after verbs like entendre and ressembler Being able to use grand and petit with siblings Understanding the numbers from 70 to 99


Vocabulary: nouns, verbs, adjectives, pronouns, connectors related to Nature and Family

Grade: Intermediate Grade 11 Essential Questions Resources Standard: Stage II for content, communication, structures, settings and culture How to use demonstrative pronouns in French ?

How to talk about such topics as Shopping and City in French ?


Week 1: Shopping 2 Week 2: Shopping 2 + City 3 Outcome Differentiation


Week 3: City 3 Week 4: Review Shopping 2 + City 3 Week 5: Assessment Shopping 2 + City 3 Week 6: Skills Consolidation

Being able to talk about Shopping and City Being able to use the plural in -eaux Understanding the use of demonstrative pronouns Understanding the use of imperative form Being able to express strong opinion with quel


Vocabulary: nouns, verbs, adjectives, pronouns, connectors related to Shopping and City


Scope & Sequence - French Term 2.2 Baseline: Term 1

Theme: Everyday Life

Grade: Beginners Grade 4 to Grade 10 Essential Questions Resources Standard: Stage I for content, communication, structures, settings and culture How to be polite in French ?

How to talk about such topics as Restaurant and City in French ?


Week 1: Restaurant Week 2: Restaurant + City Week 3: City Week 4: Review Restaurant + City Week 5: Assessment Restaurant + City Week 6: Skills Consolidation

Outcome Differentiation Being able to talk about Restaurant and City Being able to use the conditional form to be polite Understanding the rules of pronunciation regarding de and d’ Understanding the rules of agreement with interrogative pronouns


Vocabulary: nouns, verbs, adjectives, pronouns, connectors related to Restaurant and City

Grade: Intermediate Grade 10 Essential Questions Resources Standard: Stage II for content, communication, structures, settings and culture How to express superlative in French?

How to talk about such topics as School and Food in French ?


Week 1: School 2 Week 2: School 2 + Food 2 Week 3: Food 2 Week 4: Review School 2 + Food 2 Week 5: Assessment School 2 + Food 2 Week 6: Skills Consolidation

Outcome Differentiation Being able to talk about School and Food Being able to use ça in context correctly Understanding the use of direct and indirect object pronouns with transitive verbs Being able to use en train de in context correctly Understanding how to use quelque chose à + infinitive


Vocabulary: nouns, verbs, adjectives, pronouns, connectors related to School and Food

Grade: Intermediate Grade 11 Essential Questions Resources Standard: Stage II for content, communication, structures, settings and culture How to use different types of negative forms in French ?

How to talk about such topics as Routine and Leisure in French ?


Week 1: Routine 2 Week 2: Routine 2 + Leisure Outcome Differentiation


Week 3: Leisure Week 4: Review Routine 2 + Leisure Week 5: Assessment Routine 2 + Leisure Week 6: Skills Consolidation

Being able to talk about Routine and Leisure Being able to use the verb faire in present tense Understanding the use of ne … pas with reflexive verbs Understanding the use of ne … pas when replaced with jamais, rien ou plus Being able to use the right preposition with the verb jouer


Vocabulary: nouns, verbs, adjectives, pronouns, connectors related to Routine and Leisure


Term Two Week

1-2

3

4

3.1 Compare and contrast the functions music serves and the place of musicians in society in various cultures.

3.2 Identify and explain the influences of various cultures on music.

3.3 Explain how music has reflected social functions and changing ideas and values. 3.4 Compare and contrast

-Describe distinguishing characteristics of representative music genres and styles from various cultures and historical periods. -Compare the function music serves and the roles of musicians in several cultures and historical periods. -Describe the function of music in cultural events. -Compare and contrast the characteristics of music in various historical periods and cultures. -Understand the influences of diverse cultures in music. -Understand how music has served for social change. -Listen to and study musical works involved in social change.

-Students develop specific topics on multicultural music through oral, written, or performed presentations. Discuss the common characteristics of music evident across time and among cultural and ethnic groups.

-Students will discover and analyse the relationship between music and culture using their own criteria.

-Demonstrate understanding of music’ social functions and importance in all time periods.

-Students will be able to analyse and compare the distinguishing

-Teacher observation- evaluation. -Students peer/self- evaluation. -Students’ performance.


5

6

the distinguishing characteristics of musical genres and styles from a variety of cultures. 3.5 Perform music from diverse genres, cultures, and time periods.

-Identify the principal characteristics of diverse musical genres and styles, and compare them. -Use classroom instruments to perform music representing diverse genres and cultures, with expression appropriate and use of music elements (dynamics, tempo, etc.)

characteristics of diverse musical genres. -Develop performing skills by playing accurately diverse selected pieces from different styles.


7

8

9

3.6 Classify exemplary musical works by style, genre, and historical period and explain why each work is considered exemplary. 4.1 Use detailed criteria for evaluating the quality and effectiveness of musical performances and compositions and apply the criteria to personal listening and performing. 4.2 Apply detailed criteria appropriate for the genre

-Listen to and analyse diverse musical works. Classify them by style, genre and time period. -Identify and explain the reason why each work is considered exemplary. -Develop checklists of criteria for evaluation of performances. -Utilize appropriate music terminology for discussion of evaluations. -Discuss in small groups musical preferences based on music terminology. -Evaluate each other in individual and group performances through class discussion. -Give feedback to performers by using constructive suggestions for improvement. -Review the principles characteristics of musical genres

-Students will demonstrate analysing criteria and assess diverse musical works using appropriate terminology.

-Students improve their evaluation criteria of music works demonstrating knowledge of music terminology. -Continue improving students’ evaluation criteria by using music


and style of the music to evaluate the quality and effectiveness of performances, compositions, arrangements, and improvisations, by oneself and others.

and styles. -Analyse the diverse students’ performances, arranges or compositions and evaluate the quality of each. -Give feedback by using constructive suggestions for improvement.

terminology.


10

11

4.3 Explain how and why people use and respond to specific music from different musical cultures.

4.4 Compare the means used to create images or evoke feelings and emotions in musical works from a minimum of two different musical cultures.

-Listen to live music videos and analyse the people response to each musical work. -Analyse the student’s response to school performances. -Identify and understand the human responses to the music. -Analyse music preferences in school population. -Listen to the comportment of music elements in various recorder or live musical examples. -Analyse how and why the composer or the performer use the elements in response to the drama line of the pieces. -Identify what does the composer or the music player wants to reflect in selected parts of the piece.

-Students will identify and analyse the people natural responses to diverse or selected musical examples.

-Students improves their aural recognition of musical terms and will be able to assess the meanings of the music listen to or performed.


Physical Education Scope & Sequence – Term 2 – Grade 8 Standards Outcom

es Vocabulary Assessment

Fo ot ba ll

1

Foot-dribbles with an implement with control, changing speed, and direction during small-sided game play. (S1.M9.8)

Students will demonstrate foot dribbling during drills and games.

Dribble, speed, control, instep, top of foot

Throughout the term, students will be assessed on the various standards by the following evaluation methods: - Self-assessment - Teacher observation - Peer evaluation - Discussion - Data records

2

Shoots on goal with a long-handled implement for power and accuracy in modified invasion games such as hockey (floor, field, ice) or lacrosse. (S1.M10.8)

Students will demonstrate appropriate power during drills and games.

Power, shot, shoot

3

Drop-steps in the direction of the pass during player-to-player defense. (S1.M11.8)

Students will demonstrate the proper defensive stance during drills and games.

Defense, stance, space

4 Reduces open space on defense by staying on the goal side of the offensive player and reducing the distance to him/ her (third- party perspective). (S2.M4.8)

Students will reduce open space by making the body large and strategically placing themselves in the passing angles.

Passing angles, offense, defensive positioning

B a d m i n t o n

5

Strikes with a mature overhand pattern in a modified net/wall game such as volleyball, handball, badminton or tennis. (S1.M13.8)

Students will be able to strike overhead while appropriately sweeping arm from high to low.

Racquet, grip, overhead strike, clear

6 Transfers weight with correct timing using low to high striking pattern with a long-handled implement on the forehand and backhand sides. (S1.M15.8)

Students will be able to strike overhead while appropriately sweeping arm from high to low and shifting weight from back to front.

Shift weight

7

Demonstrates the mature form of forehand and backhand strokes with a short- or long-handled implement with power and accuracy in net games such as pickleball, tennis, badminton or paddle ball. (S1.M14.8)

Students will be able to demonstrate strikes using proper forearm and backhand techniques while shifting weight from front to back.

Forearm, backhand


8

Forehand- and backhand-volleys with a mature form and control using a short-handled implement during modified game play. (S1.M16.8)

Students will be able to demonstrate volleying using proper forearm and backhand techniques while shifting weight from front to back.

Volley

9

Executes consistently (at least 70 percent of the time) a legal underhand serve for distance and accuracy for net and wall games such as badminton, volleyball or pickleball. (S1.M12.8)

Students will be able to demonstrate an underhand badminton serve 7 out of 10 times successfully.

Underhand serve