2

BOARD OF EDUCATION Mr. Mark Dobbins

Mr. Tim Oden

Mrs. Lyndie Schuckert

Mr. Gary Suchocki

Dr. Holly Thacker

ADMINISTRATION Mr. Tom Evans, Superintendent

Mr. Keith Kallay, Treasurer Dr. Theodore Caleris, Director of Administrative Services

Mr. Matt Young, Principal 6-12

Mr. George Burich, Assistant Principal/Co-Curricular Director, 6-12

Mrs. Sharon Prindle, Director of Special Education

Mrs. Beth Pavic

Mrs. Jane Pitman

Mr. James Rademaker

Mrs. Lindsay Russell

Mrs. Sharon Seitz

Mr. John Shafer

Mr. Jon Sokol

Mrs. Michelle Studier

Mr. Michael Tartara

Mrs. Nancy Wanyerka

Mrs. Linda Wilson

Ms. Emily Witschi

TECHNOLOGY DEPARTMENT Mr. David Wallis, Coordinator of Technology Services

Mr. Jesse Ory, Network Technician

MIDDLE SCHOOL STAFF Ms. Lea Bacci School Secretary

Mrs. Karen Bergen

Mrs. Tricia Broski

Ms. Barb Cellura

Miss Rebecca DelRosa

Miss Kendra DiVito

Mrs. Ann Foote

Dr. Brian Friedt

Mrs. Brooke Keller

Mr. Joel Kovitch

Ms. Maureen McGuire

Miss Lindsey Masek

Miss Katelyn Nolan

STUDENT SERVICES STAFF Mrs. Audrey Labenz, School Counselor

Mrs. Tara Buxton, School Psychologist

Mrs. Katie Prots, Speech Therapist

Mrs. Rachel Meffe, School Social Worker

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TABLE OF CONTENTS

Overview ................................................................................................................................. 4

Core Coursework ..................................................................................................................... 5

Advanced Coursework ............................................................................................................ 5

Qualifications for Advanced Coursework ............................................................................... 5

Financial Literacy .................................................................................................................... 6

Traditional Grading Scale ........................................................................................................ 7

Course Descriptions

Art ............................................................................................................................................ 9

English/Language Arts ........................................................................................................... 9

Mathematics ............................................................................................................................ 10-11

Music ....................................................................................................................................... 11

Physical Education and Health ................................................................................................ 11

Reading .................................................................................................................................... 11-12

Science ..................................................................................................................................... 12

Social Studies .......................................................................................................................... 13

Technology Education ............................................................................................................. 13-14

World Language ...................................................................................................................... 14

Intervention and Enrichment ................................................................................................... 14

4

Overview

Learning standards at Cuyahoga Heights Middle School are aligned with Ohio’s

Learning Standards. Through math learning standards, students will learn to apply

increasingly difficult math concepts to many different situations. Under the new

English language arts standards, students will learn better reading, writing and com-

munication skills. They will closely analyze what they are reading, write arguments

with claims and reasoning, and think critically to draw their own conclusions. Ohio

students also will build strong foundations in science and technology and learn to

apply them to real world experiences, often in their own communities. Through the

social studies standards, students learn content as well as critical thinking skills

needed by citizens. Ohio also has state learning standards in fine arts, world lan-

guages and physical education. While there are no state tests in these content areas,

instruction or credits are required for graduation. Students will study only the most important and useful concepts within each subject,

each year. They will drill much deeper into each area, learning to apply more

knowledge and skills in the subject than ever before. The standards will help stu-

dents see how different subjects like math, science, social studies and English lan-

guage arts overlap. It’s important that students, families and educators know what skills and knowledge

are expected to graduate from high school. Our students will not simply memorize

facts that are forgotten once they pass the test. A high school diploma will mean

more. Students will graduate with the abilities to compete for Ohio’s and the world’s

best jobs. They will make more informed and empowered citizens. They will lead

our community forward into a brighter future. Please visit the Ohio Department of Education’s website for more information at

www.education.ohio.gov.

5

College/Career Prep Coursework Cuyahoga Heights is dedicated to offering engaging courses that are grade appropriate, aligned to

state standards, matched to the readiness of the students, designed to challenge students beyond

their achieved readiness level and prepare them for optimal success on state assessments and future

coursework. Students will have an appropriate command of Ohio’s Learning Standards for tested

subjects, and will be properly prepared for instruction in the next grade. Further, all courses at

Cuyahoga Heights Middle School challenge students to achieve college and career readiness stand-

ards and expectations, so that every child is afforded the opportunity to pursue future goals and

ambitions.

Advanced College/Career Prep Coursework Students may qualify for advanced coursework, if offered, based on a number of proven fac-

tors. Curricula and academic content are similar for both advanced and non-advanced courses;

however, the pace and workload will be more demanding for advanced courses. Students consid-

ered for advanced coursework must maintain defined standards to remain in these courses. In addi-

tion, students may enter advanced coursework at the beginning of any year of middle school, if the

student meets the qualification standards, and enrollment is determined on a year-by-year basis.

Qualifications for Advanced College/Career Prep Coursework

Students must meet all of the following standards to qualify for advanced courses: Achieve an average score of 4 (out of 5) or higher on all previous year’s state assessments 90% average in all courses and teacher recommendation in all classes from the previous year Students expectations to remain enrolled in advanced courses: Maintain an 80% average or higher each quarter in all classes Exceed not more than 10 days of absence in a semester, except for extenuating circumstances

requiring administrative approval Students who qualify for and enroll in Honors Algebra I or Spanish I in Middle School must rec-

ognize the following: The student must maintain an 82% or higher each quarter The course will count as 1 Credit towards graduation The grade will be factored into the student’s High School Grade Point Average (GPA) Students will not re-take Algebra I or Spanish I in 9th grade The student will take the Algebra I State Assessment in which the student must earn a score of

3 or higher (out of 5) to remain in the honors level mathematics sequence The score on the Algebra I State Assessment will count towards the student’s cumulative grad-

uation points, of which 18 total points must be earned in seven (7) high school courses

6

1. Working and Earning;

a. Getting that first job

b. Skills vs. interests

c. Good work ethic

d. Knowing the difference between a

wage and a salary

i. Gross vs. net income

e. Workers and earners

f. Income vs. expense

2. Understanding the Difference Between Cash

and Credit

a. How does interest work?

b. How does credit work?

3. What are Goods and Services?

a. The role of a market

b. Producers and consumers

c. Buyers and sellers

4. Banking Basics

a. Spending vs. saving

b. How do savings accounts work?

i. How does interest grow my

savings?

ii. Savers and investors

c. How do checking accounts work?

i. Reconcile accounts

d. Other banking tools:

i. Debit cards, ATM Cards,

electronic banking

5. Economic Decision-Making

a. Opportunity costs

b. Weighing costs vs. benefits

6. Budgets

a. Fixed costs

b. Variable costs

c. Periodic costs

d. Discretionary income

7. Paying Bills

a. Installment loans

b. Electronic payments

c. Automatic payments

8. The Role of Taxes

a. Sales tax

b. Income tax

c. Property tax

d. Luxury/entertainment tax

e. Excise tax

Financial Literacy

As a result of Ohio’s House Bill 1, all public school districts are required to incorporate financial

literacy into the middle school curriculum. Financial literacy instruction shall equip all students

with the prerequisite skills needed for future economic success including the ability to read, ana-

lyze, manage and communicate about personal financial conditions that affect material well-being.

The development and usage of these skills in middle school will provide students with a foundation

for financial literacy coursework in high school as well as economic success in later years. The fol-

lowing financial literacy components are integrated into the mathematics, social studies and guid-

ance curricula:

7

The semester grades are not an average of

the first and second quarter grades. They

are based on the total points earned in the

semester. If a student is taking a High

School class it will include the semester

exam grade, which is printed on the Re-

port Card. When calculating the semester

grade each quarter counts 40% toward the

semester grade while the exam counts for

20%.

The grade point average is determined by

the number of quality points earned divid-

ed by the number of credits attempted.

Please refer to the example below.

Traditional Grading Scale

Grade Quality

Points

A 4.00

A- 3.70

B+ 3.30

B 3.00

B- 2.70

C+ 2.30

C 2.00

C- 1.70

D+ 1.30

D 1.00

D- .70

F .00

Quarter 1 Quarter 2 Semester

English B+ 3.3

Science B- 2.7

History B 3.0

Reading A- 3.7

English C+ 2.3

B 3.0

C 2.0

A- 3.7

A- 3.7

C 2.0

B 3.0

C+ 2.3

B+ 3.3

A- 3.7

C 2.0

15.0 Quality Points

5 Credits attempted

GPA: 3.0

14.4 Quality Points

5 Credits attempted

GPA: 2.88

14.3 Quality Points

5 Credits attempted

GPA: 2.86

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COURSE

DESCRIPTIONS

2017 - 2018

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COURSE DESCRIPTIONS GRADES 6-8

Excellence in Education Since 1938

GRADE 6

COURSE: Ar t 6, Required

Quarter Course (9 weeks) GOAL: To equip the student

with basic art skills using the ele-

ments and principles of art.

CONTENT: Through multicul-

tural exposure and using a variety

of tools and media students will

use art for self-expression.

GRADE 7

COURSE: Ar t 7, Semester

Course (18 weeks) GOAL: To continue the devel-

opment of basic art skills using the

elements and principles of design.

CONTENT: Using a var iety of

media, students will continue to

build design skills through contin-

ued exposure to the history of art

and the introduction of critique.

GRADE 8

COURSE: Ar t 8 Semester

Course (18 weeks) GOAL: To prepare the student

for further art experience either on

the Art 1 level or as a useful tool

in other curricular areas.

CONTENT: This year builds a

foundation of art principles re-

volving around skills in the use of

color, composition, and design

elements. A wider variety of me-

dia techniques are explored.

CONTENT: These courses are

designed for students to improve

their understanding and command

of reading processes, language

mechanics, and written expression.

These courses provide an

integrated approach to the English

Language Arts Common Core

State Standards. The goals will be

attained through direct instruction

of the six language arts: listening,

speaking, reading, writing, visual

literacy, and visual representation.

Students will improve reading

performance by studying and

applying reading strategies and

skills through a variety of

literature, while leaving room for

freedom of choice throughout the

school year. Students will enhance writing

through exploring various forms

and purposes, while also studying

grammar, increasing vocabulary,

honing spelling skills, and

improving reading fluency. The

courses will develop skills that

students will use to create enduring

understandings and to become

lifelong learners and to improve

critical and higher level thinking/

analysis, which are in line with the

goals of both the Ohio Department

of Education and the local school

board.

ART ENGLISH GRADE 6

COURSES: Language Ar ts 6,

Language Arts 6 Advanced GOAL: To develop

fundamental skills in language

mechanics and expression, as well

as in reading comprehension,

interpretation, and analysis.

CONTENT: This course will

focus on developing skills that

allow students to: 1. Write

arguments to support claims with

clear reasons and relevant

evidence; 2. Write informative/

explanatory essays that examine a

topic and convey ideas, concepts,

and information through the

selection, organization, and

analysis of relevant content; 3.

Write narratives to develop real or

imagined experiences or events

using effective techniques,

relevant descriptive details, and

well-structured event sequences;

and 4. Conduct short research

projects to answer a question

while drawing on several sources. STATE ASSESSMENT:

English Language Arts 6

GRADES 7 & 8

COURSES: Language Arts 7,

Language Arts 7 Advanced;

Language Arts 8, Language Arts

8 Advanced GOAL: To develop

fundamental skills in language

mechanics and expression, as well

as in reading comprehension,

interpretation, and analysis.

10

GRADE 6

COURSES: Mathematics 6, Mathe-

matics 6 Advanced GOAL: Students enhance computa-

tional and problem-solving skills

while learning topics in algebra, ge-

ometry, probability, and statistics. CONTENT: Content will focus on

four critical areas: (1) connecting

ratio and rate to whole number multi-

plication and division and using con-

cepts of ratio and rate to solve prob-

lems; (2) completing understanding of

division of fractions and extending

the notion of number to the system of

rational numbers, which includes neg-

ative numbers; (3) writing, interpret-

ing, and using expressions and equa-

tions; and (4) developing understand-

ing of statistical thinking. They will

investigate patterns involving addi-

tion, multiplication, and exponents,

and apply number theory and compu-

tation to mathematical puzzles. STATE ASSESSMENT:

Mathematics 6

mathematics

GRADES 7 & 8

COURSES: Pre-Algebra, Pre-Algebra

Advanced GOAL: Students take a broader

look at computational and problem

solving skills while learning the lan-

guage of algebra. CONTENT: Content will focus on the

following critical areas: (1) developing

understanding of and applying propor-

tional relationships; (2) developing

understanding of operations with ra-

tional numbers and working with ex-

pressions and linear equations; (3)

solving problems involving scale

drawings and informal geometric con-

structions, and working with two- and

three-dimensional shapes to solve

problems involving area, surface area,

and volume; (4) drawing inferences

about populations based on samples;

(5) formulating and reasoning about

expressions and equations, including

modeling an association in bivariate

data with a linear equation, and solving

linear equations and systems of linear

equations; (6) grasping the concept of

a function and using functions to de-

scribe quantitative relationships; and

(7) analyzing two- and three-

dimensional space and figures using

distance, angle, similarity, and congru-

ence, and understanding and applying

the Pythagorean Theorem. They will

investigate patterns involving addition,

multiplication, and exponents, and

apply number theory and computation

to mathematical puzzles.

STATE ASSESSMENTs:

Mathematics 7, Mathematics 8

GRADE 8

COURSE: Honors Algebra I

(Transcripted High School Credit

and Grade Point Average) PREREQUISITE: Pre-Algebra

Advanced 7 GOALS: To prepare students

for the rigorous study of honors

mathematics at the advanced lev-

el; to understand the structure of

the number system; to develop the

ability to perform computations

with algebraic expressions; to

develop the ability to use an ana-

lytical approach to mathematics

problems; to appreciate the im-

portance of a knowledge of math-

ematics for intelligent and useful

citizenship; to prepare students

for the mathematics state assess-

ments; and to develop the ability

to apply learned concepts to chal-

lenging application and critical

thinking questions. CONTENT: Mathematical sym-

bols; signed numbers; operations

and polynomials; first order equa-

tions and inequalities and their

applications; products and factors;

functions, relations, and graphs;

system of open sentences in two

variables; powers and roots; and

quadratic equations. STATE ASSESSMENT: Alge-

bra I (This is a “Graduation

Point” test.)

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GRADES 6, 7 & 8

COURSE: Choir , Year Course GOAL: To provide a basic music

education for all pupils and to as-

sist them in their vocal develop-

ment. CONTENT: Singing, music

reading, listening, composing and

performance. Performances are

required.

COURSE: Junior Orchestra,

Year course GOAL: To develop instrumental

ensemble skills and provide a posi-

tive playing experience for stu-

dents; to promote an understanding

and appreciation of a variety of

music styles. CONTENT: Music lessons from

lesson books, technique methods,

literature from popular, modern

and classical sources. NOTE: Open to all students with

the usual training, which includes

studying a string instrument in 4th

and 5th grade. Students with no

prior experience may join with

permission of the orchestra direc-

tor.

COURSE: Junior Band, Year

course GOAL: To develop instrumental

ensemble skills and provide a posi-

tive playing experience for stu-

dents; to promote an understanding

of music styles and heritage.

GRADE 6

COURSE: Physical Education 6,

Required Quarter Course (9 weeks) GOAL: To fulfill the physical, men-

tal, social, health, and emotional needs

of students; to help students develop a

total body fitness. CONTENT: Program of activities in

the gymnasium, swimming pool,

classroom, and on the athletic fields.

GRADES 7 & 8 COURSES: Physical Education 7,

Physical Education 8, Required Se-

mester Courses (18 weeks) GOAL: Teaching of basic skills;

limited team and individual competi-

tion; knowledge and application of

rules; group coordinated activities and

mass games. CONTENT: Program of activities in

the gymnasium, swimming pool,

classroom, and on the athletic fields.

GRADE 8 COURSE: Health, Required Semes-

ter Course (18 weeks) GOAL: To provide a personal fit-

ness course by presenting a wide array

of topics related to health, physical

fitness, and a high quality lifestyle. CONTENT: Learn how to assess

personal health and fitness levels,

based on assessment, and design a

personal fitness program. This course

also aims toward the emotional, men-

tal and social aspects, as well as prop-

er nutrition.

PHYSICAL EDUCATION AND HEALTH

READING

GRADE 6

COURSES: Reading 6, Reading 6

Advanced GOAL: To develop all aspects of

reading as they relate to vocabulary

and comprehension. CONTENT: This course is de-

signed to develop the following skills

through explorations of classic and

modern Literature and Informational

texts: 1. Reading closely to make

logical inferences; 2. Cite specific

textual evidence to support conclu-

sions; 3. Determine and summarize

central ideas or themes; and 4. Ana-

lyze how and why individuals,

events, and ideas develop and inter-

act. STATE ASSESSMENT: English

Language Arts 6

GRADES 7 & 8

COURSES: Reading 7, Reading 7

Advanced; Reading 8, Reading 8

Advanced GOAL: To develop all aspects of

reading as they relate to vocabulary

and comprehension. CONTENT: Reading is integral to

one’s success in life. A thematic

approach to the Reading Common

Core State Standards will be attained

through direct reading instruction

where students must perform and

substantiate their thinking of the

reading process. Recreational, textu-

al and functional reading will be

highlighted, as well as independent

reading just above the individual

student’s Lexile levels. Emphasis

will be placed on how to approach

the reading task at hand, as the cours-

es move to foster a love of reading.

music

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The longer each student is engaged

in a developmental reading program

infused with direct reading instruc-

tion in the Core Content Standards,

as well as substantiation of his/her

thinking, the more the student will

demonstrate growth. The courses

will develop skills that students will

use to become lifelong learners,

which is in line with the thinking of

the State Department of Education

and with our local School Board’s

philosophy and goals for developing

a nation of readers. STATE ASSESSMENTS: English

Language Arts 7, English Language

Arts 8

GRADE 6

COURSES: Science 6, Science 6

Advanced GOAL: To provide each student

an opportunity to explore the world

of science in a way which provides

a spark of enthusiasm creating a

lifelong, scientific learner.

CONTENT: Sixth-grade science at

CHMS is a dynamic and challeng-

ing program. Through inquiry-based

learning, which includes hands-on

lab activities and experiences, stu-

dents will ask and answer meaning-

ful and thought- provoking ques-

tions, share new and important

knowledge with others, and practice

scientific processes. Through these

methods students will develop an

understanding of, and appreciation

for, the basic concepts of science. The Science Curriculum to be

taught includes: Science Processing Skills

(Scientific Methods, Models,

and Safety) - This theme is intro-

duced at the beginning of the

school year but is carried out

through all of sixth-grade. Stu-

dents use scientific inquiry to

discover patterns, trends, and

relationships that may be de-

scribed by simple principles and

related to the interactions within

and between systems. Life Science (Cells, Heredity,

and Classification) - Students

will learn the study of the basics

of Modern Cell Theory and clas-

sifying of organisms. Physical Science (Chemistry and

Physics) - Students will learn

how physical and chemical

changes of matter occur and ex-

plore the concepts of linear mo-

tion, kinetic and potential ener-

gy. Earth Science (Geology and

Ecology) - Students will learn to

classify rocks and minerals and

understand the processes in-

volved in the rock cycle. STATE ASSESSMENT: NONE

GRADE 7 COURSES: Science 7, Science 7

Advanced GOAL: Students explore the wor ld

through a comprehensive approach to

science including earth, physical and

life sciences. CONTENT: Content will focus on

three critical areas: (1) earth and

space sciences - this topic focuses on

Earth’s hydrologic cycle, patterns

that exist in atmospheric and oceanic

currents, the relationship between

thermal energy and the currents, and

the relative position and movement

of the Earth, sun and moon; (2) phys-

ical science - this topic focuses on the

empirical evidence for the arrange-

READING

SCIENCE

ments of atoms on the Periodic Table

of Elements, conservation of mass

and energy, transformation and trans-

fer of energy; and (3) life science -

this topic focuses on the impact of

matter and energy transfer within the

biotic component of ecosystems. STATE ASSESSMENT: NONE

GRADE 8 COURSES: Science 8, Science 8

Advanced GOAL: This course is the founda-

tion for high school science courses.

Students explore the world through a

comprehensive approach to science

including earth, physical and life

sciences. CONTENT: Content will focus on

three critical areas: (1) earth and

space sciences - this topic focuses on

the physical features of Earth and

how they formed. This includes the

interior of Earth, the rock record,

plate tectonics and landforms; (2)

physical science - this topic focuses

on forces and motion within, on and

around the Earth and within the uni-

verse; and (3) life science - this topic

focuses on continuation of the spe-

cies. STATE ASSESSMENT: Science 8

13

SOCIAL STUDIES

GRADE 6 COURSE: Social Studies 6, Social

Studies 6 Advanced GOAL: In sixth grade Social Stud-

ies, students course of study focuses

on the Eastern Hemisphere (Africa,

Asia, Australia and Europe), its geo-

graphic features, early history, cultural

development and economic change. CONTENT: Students learn about

the development of river civilizations

in Africa and Asia, including their

governments, cultures and economic

systems. The geographic focus in-

cludes the study of contemporary re-

gional characteristics, the movement

of people, products and ideas, and

cultural diversity. Students develop

their understanding of the role of con-

sumers and the interaction of markets,

resources and competition. STATE ASSESSMENT: Social

Studies 6

GRADE 7

COURSE: Social Studies 7, Social

Studies 7 Advanced

GOAL: Student will be able to take

notes on related material and under-

stand tendencies from World History.

Formative and Summative Testing

will be used to ensure student under-

standing over the course of the school

year.

CONTENT: The seventh-grade year

is an integrated study of world history,

beginning with ancient Greece and

continuing through global exploration.

All four social studies strands are used

to illustrate how historic events are

shaped by geographic, social, cultural,

economic and political factors. Stu-

dents develop their understanding of

how ideas and events from the past

have shaped the world today. A re-

view of text materials from sixth-

grade will start our content review. STATE ASSESSMENT: None

GRADE 8

COURSE: Social Studies 8, Social

Studies 8 Advanced

GOAL: The objective of this

course is to understand how the US

Constitution shaped how our country

has been run from its beginnings

through 1877 (and to present day

when the opportunity presents itself).

CONTENT: The histor ical focus

continues in the eighth grade with the

study of European exploration and

the early years of the United States.

This study incorporates all four social

studies strands into a chronological

view of the development of the Unit-

ed States. Students examine how

historic events are shaped by geo-

graphic, social, cultural, economic

and political factors. STATE ASSESSMENT: None

GRADE 6

COURSE: Introduction to Com-

puter Technology, Required Quar-

ter Course (9 weeks) GOAL: This middle school

course is composed of instructional

modules designed to allow students

to learn basic computer skills and

applications. The students will be

completing a specified sequence of

skills, exercises and “real world”

projects that will drive them to use

higher level thinking and creativity. CONTENT: The student will

learn about and explore various

types of computer applications,

such as keyboarding, word pro-

cessing, spreadsheets, publishing,

database and/or desktop publishing

using applications that vary from

Microsoft Office Suite, Adobe

Master Collection and Google.

GRADE 7 Project Lead The Way (PLTW) -

Gateway To Technology (GTT)

is an activities-oriented program

designed to challenge and engage

the natural curiosity and imagina-

tion of middle school students.

Taught in conjunction with a rigor-

ous academic curriculum, the pro-

gram is divided into two semester

units: COURSE: Design and Modeling,

Required Semester Course (18

weeks) GOAL: This cour se is designed

for students to apply the design

process to solve problems and un-

derstand the influence of creativity

and innovation in their lives. CONTENT: This cour se uses

solid modeling software AutoDesk

TECHNOLOGY Education

14

Inventor (a sophisticated mathemati-

cal technique for representing solid

objects) as part of the design process.

Utilizing this design approach, stu-

dents understand how design influ-

ences their lives. Students also learn

sketching techniques and use descrip-

tive geometry as a component of de-

sign, measurement and computer

modeling. Students brainstorm, re-

search, develop ideas, create models,

test and evaluate design ideas and

communicate solutions.

GRADE 8

COURSE: Automation and Robot-

ics, Semester course (18 weeks) PREREQUISITE: GTT Design

and Modeling, Application, Meet

Defined Criteria

COREQUISITE: Algebra I enroll-

ment GOAL: This course is designed for

students to trace the history, develop-

ment, and influence of automation

and robotics. CONTENT: Student will learn

about mechanical systems, energy

transfer, machine automation and

computer control systems. Students

will learn how to program using RO-

BOTC. Students will acquire

knowledge and skills in problem

solving, teamwork collaboration and

innovation.

GRADE 6

COURSE: Wor ld Language

Exploration - Spanish, Required

Quarter course (9 weeks) GOAL: This cour se is designed to

provide students with an idea of what

studying a world language entails, to

develop study skills for success in

learning a world language, to

introduce students to the culture of

the Hispanic world, and to encourage

students to see themselves as

members of a global community. CONTENT: Introductory

concepts, knowledge and skills-

related communication and culture

through speaking, viewing, reading,

listening and writing in the Spanish

language.

GRADE 8 COURSE: Spanish I Advanced

(Transcripted High School Credit

and Grade Point Average) GOAL: Students will learn and be

assessed on the foundational skills of

communication and culture through

speaking, viewing, reading, listening

and writing in the Spanish language. CONTENT: Students learn and

are assessed on the basic skills of

communication through

conversation, reading, listening and

writing. The course content

emphasizes practical vocabulary and

basic grammar. Students explore the

customs of the Spanish-speaking

countries to gain knowledge and

understanding of other cultures.

Authentic materials in audio, video,

and computerized format are utilized.

Much classwork is conducted in

Spanish.

GRADES 6, 7 & 8

Based on the concepts of interven-

tion and enrichment, students may

be enrolled in an Advisory period.

Advisory time should be viewed as

a time for enrichment and remedia-

tion of key concepts for all students.

Students will receive extra help

with class assignments and topics in

an effort to reinforce classroom

content. In addition, student may be

introduced to social skill curricu-

lum, organizational techniques,

study skills and techniques geared

to enhance technological skills. Stu-

dents will be permitted to work in

various enrichment areas as recom-

mended by the teaching staff.

NOTE: This is a required period for

all students. I/E is a non-graded,

non-credit bearing period.

World Language Technology education Intervention & Enrichment