The Hewitt School

Curriculum Overview

2014-2015

Grade 8

English Pg. 1

Foreign Language Pg. 3

History Pg. 6

Physical Education Pg. 7

Math Pg. 8

Science Pg. 10

Creative Arts Pg. 12

1

English 8: Myths, Epics and Heroes

Course Description The eighth grade curriculum deepens students’ understanding of selected literary classics from ancient Greece to the Renaissance. Selected plays, poems and novels expose students to the conventions of myth and legend, epic, and tragedy. Books include Homer’s Odyssey, Ovid’s Metamorphoses, Sophocles’ Oedipus Cycle, Shakespeare’s A Midsummer Night’s Dream, and a poetry anthology. Through discussions and writing, students explore timeless themes of justice, loyalty, betrayal and fate. They define and analyze literary devices in terms of their impact on narrative and audience. Written projects give practice in structuring and developing the critical essay. Creative projects deepen skills through writing of descriptive prose, poetry, myths, and dramatic dialogue. Grammar mastery and vocabulary growth evolve through reading, writing, and supplementary workbooks.

Topics of Investigation and rationale

First semester begins with a study of Greek gods and goddesses through Ovid’s Metamorphoses in preparation for a close examination of the story of Odysseus in Robert Fagles’ translation. Both works provide insights into the culture of ancient Greece and the universal appeal of myth in understanding the human condition. Students write their own myths. They keep an ongoing log of responses to action and characterization in The Odyssey. They write in-class analytical essays in response to emerging themes. The subsequent reading of Sophocles’ Antigone expands understanding of the complex nature of heroism within the form of classical tragedy. Students then discuss and write odes. In addition, they compare and contrast, in discussion and writing, the definitions of personal and civic responsibility posed by the play’s main characters.

In the second term, class focus returns to myth, this time in Shakespeare’s romantic comedy, where the challenge of Elizabethan English combines with the enchantments of multiple love stories. A close discussion of language and use of literary devices is accompanied by oral interpretation, paraphrase, and a group project on scene re-creation. Students re-write and enact a selected scene from the play, changing language and setting while expressing Shakespearean theme and character. The term ends with a study of the sonnet and other poetic forms. Here, and throughout the year, formal and informal writing and speaking activities expand and reinforce communications skills. Understanding of grammar and expansion of vocabulary prove their relevance as essential components of clear, varied, and lively expression of thought.

Educational Resources

D'Aulaire, Ingri, and Edgar Parin. Book of Greek Myths. New York: Bantam Doubleday Books, 1962.

Fitzgerald, Robert. Oedipus Cycle of Sophocles. New York: Harcourt, 1972.

Killgallon, Don. Sentence Composing for Middle School: A Sentence Composing Approach. Portsmouth, NH:

Boynton/Cook, 1997. Print.

Martin, Charles, translator. Ovid Metamorphoses. New York: W.W. Norton & Company, 2004.

2

Hinds, Gareth. The Odyssey: A Graphic Novel. Massachusetts: Candlewick Press, 2010.

Homer. Translator Robert Fagles. The Odyssey. New York: Penguin Group.

Richek, Margaret Ann. Vocabulary for Achievement, Second Course. Massachusetts: Great Source

Education Group, Inc., 1998.

Shakespeare, William. A Midsummer Night’s Dream. New York: Washington Square Press, Folger

Shakespeare Library, 1992.

3

French 8

Course Description:

Eighth grade French emphasizes the acquisition of thematic vocabulary and the foundations of

grammatical structure, oral proficiency (including accent and pronunciation skills), reading and

writing abilities, and listening comprehension. Class activities include conversing, discussing the

reading and the cultural materials from the text, viewing videos and web pages, listening to

contemporary CD’s and exploring authentic French documents. Readings include novellas such as

Rémi et Juliette and À la recherche de Mariana. Throughout the year, the grade theme of « Women in

leadership » will be explored through research of historic figures of French culture.

Topics of Investigation and Rationale:

Communication objectives:

The students work in immersion to increase vocabulary and deepen oral and written communication

skills. The objectives are to be able to communicate about previously learned topics and newly

introduced ones including:

Money: expenses of teenagers

Food: ingredients, creating an original recipe, organizing a meal

Discussing community service activities

Expressing one’s future plans and skills required in the future

Environment

Talking about musical tastes.

Grammar objectives:

Reviewing of previously learned topics and introduction of new ones including:

Continuous present, past tense, future tense, introduction to the imperfect tense.

Object pronouns (direct and indirect)

Relative pronouns

Time and sequencing of a story

Project:

A pluridisciplinary project with Drama: Staging short plays in French

Educational Resources:

A. Adosphère 2 and 3 – Textbook and Workbook – Hachette, 2012

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B. Lamarche, L. Rémi et Juliette. Paris : Hachette FLE, 2009

C. Renaud, D. A la recherche de Mariana. Paris : CLE International, 2009

D. Bouvot, J.D. Pièces Mythologiques. Paris : Retz, 2013

E. http://dictionnaire.tv5.org/, http://www.linguee.fr/

5

Spanish 8

Course Description:

In eighth grade, students continue to develop the four language skills (speaking, listening, reading,

and writing), with special emphasis on conversational skills. Cultural readings present people and

places from Latin America and Spain. Students are also exposed to reading brief literary selections in

order to provide additional opportunities to develop their reading skills in an enjoyable and

rewarding context. Students learn to speak and write using the past, present, and future tenses. A

research project throughout the year will focus on the grade’s theme: “Not for ourselves alone”.

Topics of Investigation and Rationale:

Semester I:

Review of topics from previous year

Comprehensive study of more complex grammar structures such object pronouns, past

tenses of regular verbs, reflexive verbs and adverbs

Study and discuss topics such leisure activities and health matters in the Spanish-speaking

world

Facts, history and culture of a Spanish-speaking country: Costa Rica

Semester II

Comprehensive study of more complex grammar structures, including past tenses of

irregular verbs, prepositions, possessive pronouns and commands

Introduction to the subjunctive mood in Spanish

Study and discuss new topics such as technology and the household in the Spanish-speaking

world

Facts, history and culture of a Spanish-speaking country: Argentina

Educational Resources:

Descubre 2 Audio/Video and Online material. Vista High Learning , 2014. Boston, MA

Schmitt, K., Spanish Grammar. McGraw Hill, 2014

http://www.vhlcentral.com

6

History 8: Political Thought

Course Description:

This is a course in political philosophy. Students will read and study philosophers who wrote about human nature, society and government. The course will be organized mainly around the idea of justice and how it relates to both personal freedom and the good of the community. We will examine different historical settings and ask ourselves what gave rise to the laws and governments of particular peoples, and we will discuss their ideas of human nature and justice. In particular we will focus on ancient Greece and Rome.

Topics of Investigation and Rationale:

This course begins with an investigation of human nature, first asking whether humans are naturally

social or individualistic. Tribal societies are examined in these terms, concentrating on gender roles

and power dynamics. We then look at the role of religion as an organizing force, especially in

Hebrew and early Christian societies. Students will pay particular attention to ancient Greek history

and the origins of democracy, as well as the Roman Republic and its legacy of constitutional law.

Finally modern ideas about human nature – specifically the philosophical writings of Hobbes,

Locke, and Rousseau – are examined and connected to the Founding Fathers’ ideas about the

United States. The course is organized around readings, discussions, and writing. It is designed to

foster critical thinking and deep questioning of ideas about politics and human nature. Students will

take quizzes and tests and write a final essay on the relationship between one aspect of political

philosophy and a current event.

Educational Resources:

Aristotle. Politics. Indianapolis: Hackett Publishing Company. 1998. Print.

Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York: Norton. 1997.

Print.

Miller, David. Political Philosophy: A Very Short Introduction. New York: Oxford. 2003. Print.

Plato. The Republic. Indianapolis: Hackett Publishing Company. 1992. Print.

Sandel, Michael. Justice: What’s the Right Thing To Do? New York: Farrar, Straus, and Giroux.

2009. Print.

Howe, Helen and Robert. The Ancient and Medieval World. White Plains, NY: Longman. Print.

7

Physical Education 8

Course Description:

In grade eight the physical education curriculum focuses on trimester electives that support each student’s life-long physical, social, and cognitive development. The electives range from a foundational level to a more advanced physical level. Students are encouraged to select an elective that will provide the guidance to reach their personal goals. Each elective will begin with an introduction to the physical concepts, skills, and literacy pertaining to the specific physical education course. This will involve building on the foundation established in 5th – 6th physical education. Students will then be guided and challenged in the application phase, in which they will utilize the information and skills learned earlier to perform at their personal best. The students will finish the elective with the ability to continuously support their physical development and engagement in an active lifestyle. Electives that are offered include but are not limited to: team concepts, fitness, adventure activities.

8

Algebra I

Course Description:

Algebra I provides the foundation for upper school mathematics. In Algebra I, students learn to

represent their mathematical ideas both orally and in writing. Students will explore expressions and

functions as tools for modeling situations. Special attention is paid to linear functions, occurring

independently and within a system, as a means for representing data and developing predictions. The

year concludes with non-linear functions and polynomials, including an in-depth investigation of

quadratic equations, factoring, and radicals.

Topics of Investigation and Rationale:

This course is designed to build a mathematical foundation based on true conceptual understanding,

critical thinking, and problem solving strategies. The course is formatted so that the mathematical

concepts come from necessity. Each topic will be introduced as the mathematics requires it so that

students begin to see the power and interconnectedness of the discipline.

Students will examine modeling situations using algebraic expressions as a tool to represent our

ideas. Next students will study situations that change over time as an introduction to functions and

how to evaluate these functions at specific values. The concept of a constant slope initiates an

exploration of linear functions and their many applications. They then study the relationships

between linear functions and how they can be used to predict patterns and solve real world

problems. Students then discuss fitting a line to data so that future predictions can be made.

The second semester moves to functions that are non-linear. The class explores the idea of a higher

order polynomial and begins working with them. As they begin working with polynomials they will

review the exponent laws and begin a discussion on factoring and its uses. Once students have a

firm foundation in manipulating polynomials they will try to solve a quadratic equation, which will

necessitate a conversation about radicals. They will then look at quadratic equations that cannot be

solved using square roots, and factoring will re-enter the conversation. They will then compare

methods and appropriate times to use each method.

This course gives the students a chance to be immersed in mathematics. They will be creating their

own problems. They will be representing their mathematical ideas orally and in writing. They will

be asked to analyze and critique multiple solutions to the same problem. Critical thinking and

discussion will be daily occurrences.

9

Geometry

Course Description:

The Geometry course begins with an in-depth logic and reasoning unit, where constructing a valid

argument is stressed. Students then apply this reasoning to writing formal Geometric proofs involving

line segments, angles, triangles, parallel and perpendicular lines, and quadrilaterals. After logic, there is

an investigative exploration of various geometric transformations, using both ruler and compass, as

well as the computer software Geometer’s Sketchpad. This exploration will culminate in a study of

congruence and isometries. Throughout the year, students continue to use Sketchpad, as they

investigate the various properties of triangles, quadrilaterals, and circles as well as parallel and

perpendicular lines. There will be an emphasis on the construction of logical arguments concerning

these properties and why such arguments are important in the study of mathematics. Next there is a

unit on measuring perimeter, circumference, area, surface area, lateral area, and volume of geometric

figures. The course concludes with a brief unit on modern geometry and how it relates to the

modernism movement that all ninth grade students study.

Topics of Investigation and Rationale:

The Geometry course begins with a unit on inductive and deductive logic as it is the basis for

geometric reasoning. Students will use the principles of logic to understand the interdependence

among these geometric and algebraic concepts. Transformations are then studied with an

investigative approach. Students will solve puzzles and construct shapes based only on their

properties and principles of logic. The students use their sequential logic and deductive reasoning

skills to provide justifications and arguments for geometric proofs. Theorems for altitudes, angle

bisectors, medians, and perpendicular bisectors of triangles are just a few theorems that we will

prove using a variety of approaches. Properties of points, lines, planes, angles, triangles,

quadrilaterals, and polyhedrons are stressed. Solid geometry is presented and students are

encouraged to expand their understanding of the three dimensional world and their spatial reasoning

skills, particularly through the study of perpendicular and parallel lines and planes. The year ends

with a look at some of the history behind geometry and a discussion on modern geometry and its

founding principles.

Algebraic skills are maintained, strengthened, and expanded in this course as a bridge to Algebra 2

next year. Writing about mathematics will be emphasized as it encourages students to reflect on and

justify mathematical conjectures, to discover counterexamples, and to express mathematical ideas in

their own language. Formal assessment would be based on problem sets, writing assignments, tests

and quizzes. Informal assessment will include class participation as well as homework completion.

Educational Resources:

Geometry, by Jurgensen, Brown, and Jurgensen.

10

Science 8

Course Description: This course presents a project-based approach to chemistry, physics and biochemistry. It provides the foundation for ninth grade biology, tenth grade chemistry and upper-level physics, as well as a basis for understanding many of the pivotal scientific issues of our time. Students will be placed at the center of the scientific process – designing and refining experiments, presenting results, and conducting independent research.

Topics of Investigation and Rationale: Students will begin the year with a comprehensive unit investigating the scientific process of inquiry and the development of the modern theory of the atom. Science’s attempt to understand the atom will provide a basis for a deepening understanding of the role of observation and inference. The second major unit of study applies theories of the atom to the study of chemistry. Students will investigate properties, bonding, and reactions, and the practical applications of each. The third unit of study features advanced experimental strategies and biochemistry. The final unit of study explores genetics and the ethical considerations that confront scientists. In addition to quizzes and tests, graded work will include lab reports and projects.

Educational Resources:

Physical Science: Concepts in Action

Current Research from: Scientific American, Science, and various research databases.

11

Arts Rotation 8

Course Description:

Students will participate in two arts classes at a time, which will rotate. These classes expose students to a variety of offerings in the performing and visual arts. They are designed

to nurture students’ creativity and to develop a sound basis of knowledge in each of the

disciplines.

Course in the arts rotation include the following:

Middle School Choir Middle School Handbell Choir Drama Dance Public Speaking Textiles Digital Arts Studio Art

12

Middle School Choir

Course Description:

The Seventh/Eighth Grade Choir is part of the Hewitt School’s graded choral program and builds

on skills developed in the Lower School, expanding students’ vocal repertoire, technique, and

performance skills. Repertoire is chosen from variety of genres, from the 13th century to the

present, with an emphasis on Western art music: traditional folk songs, art songs, and musical

theatre. Global song is used to expand the curriculum whenever possible. Thorough instruction in

proper breathing technique, proper posture, vocal production in the bel canto tradition of singing,

and effective performance technique are the core of each class. Music literacy is a goal of the middle

school choir as all students are expected to be able to navigate a multi-part vocal score effectively.

Students will participate in performances at the Middle/Upper School Fall Concert, the All-School

Holiday Concert and the Middle School Spring Concert.

Topics of Investigation and Rationale:

The first semester will allow the development of a rigorous and effective rehearsal technique.

Ample time each class will be spent on proper body positioning for singing, deep breathing

exercises, vocal warm ups, and music literacy. Sight singing excerpts are from the current repertoire

to maximize effectiveness. Whenever possible, students will learn about the historical context and

develop a cross-curricular understanding of their repertoire.

Once the rehearsal technique of the first semester becomes second nature, less emphasis can be

placed on breathing and posture instruction. Further time can be spent working toward students’

comprehensive music literacy. Further exploration in the unison art song repertoire, musical theatre

repertoire, spirituals, and global song will allow each the choir to perform during a forum for their

peers, as well as performance in the Middle School Spring Concert.

Educational Resources:

Anthems and Octavos from the Hewitt Music Library

Experiencing Choral Music, 2nd edition.

13

Middle School Handbell Choir

Course Description:

The Seventh/Eighth Grade handbell choir is a survey performance ensemble open to students in the seventh and eighth grades. The group will rehearse and perform literature written or transcribed for handbell choir from the twelfth century to the present. The class centers on process, with a large portion of rehearsal devoted to the procedures needed to decipher written sheet music and realize it for performance. The class culminates in two concerts at the end of each semester, for which the students rehearse throughout the year.

Topics of Investigation and Rationale:

The seventh/eighth choir begins by continuing to develop proper handbell technique, including ringing techniques and extended techniques. Students will concurrently develop their facility as music readers, with emphasis placed on memorization of the pitches on the grand staff and rhythmic notation up to and including whole, half, quarter, eighth and sixteenth note rhythms. Each class will begin with a sight reading exercise, after which the choir will rehearse the selections for the fall and winter concerts. Students are assessed in daily participation grades and on monthly music reading, rhythm skills and performance technique rubrics. Grading and assessment is done both via CourseWeb and during rehearsal. The difficulty of the musical selections is noticeably increased during the second semester, taking advantage of the larger rehearsal period prior to the Spring Concert. Special emphasis is placed on meter and rhythm studies, with the note values studied expanded to include all dotted rhythms and ties. The grading system will continue as in first semester.

Educational Resources:

Five-octave set of Schulmerich Handbells

Three-octave set of Yamaha tone chimes

Various Existing Sheet Music from the pre-Renaissance period to the present, AHM Levels 3 to 5

Compositions and arrangements by the instructor

Notation software: Noteflight (freeware, download)

14

Drama 8

Course Description:

The Eighth Grade Drama classes primarily seek to give the students tools for self-expression and

knowledge; through theatre history, acting skills, improvisation, character development, design and

basic theatre techniques. Through theatre history, movement exploration and scene study the

students will learn where theatre began and create their very own character; including designing

masks, animal work, reading Greek Myths and plays and incorporating physical gestures and

movement. The students learn the basic concepts of theater and have a final Greek performance at

the end of the trimester.

Topics of Investigation and Rationale:

The students in the eighth grade drama elective will gain confidence in themselves and obtain

communication skills to use in their everyday lives, finding their presence and voice for the stage.

The students will learn to follow their instincts by creating a character through physical exploration

and discover the possibilities for character development. They will collaborate with their peers,

perform as an ensemble and individually, memorize text and experience the act of being on stage.

Through History of Greek theatre, warm ups, improvisational exercises, research of Greek tragedy

plays and myths, character analysis and scene work, the students will accomplish and have

experienced basic skills of acting.

Educational Resources:

Texts

The Ultimate Improv Book- Edward J. Nevraumont and Nicholas P. Hanson

Lessons for the Stage an approach to acting –Julian S. Schlusberg

Uta Hagen Respect for Acting-Macmillan Publishing Company

Theater Games for the Classroom – Viola Spolin

Everything About Theatre-Robert L. Lee

Nine Muses-Perfection Learning

Theater through the Ages- Michael Kramme, Ph.D

Book of Greek Myths - D'Aulaires'

Sophocles The Oedipus Cycle- Translated Dudley Fitts and Robert Fitzgerald

15

Dance

Course Description:

Dance is a single semester overview course for 7th and 8th graders. Students learn about the

importance of movement as a tool for communication and self-expression. The class is divided into

technical study, dance analysis and dance creation. Exercises, combinations, choreography and

observation are the major components of learning.

Topics of Investigation and Rationale:

This course covers all of the building blocks of dance beginning with body mechanics and warm-up,

and leading up to a study of the three major disciplines of dance: ballet, jazz and modern. Each unit

will include technical work as well as a study of a major choreographer and his/her influence on the

discipline. Cultural dance will also be examined within a social/historical context, in addition to a

unit of study on physical theater.

Students will learn how to analyze dance and it’s role as a device for character development and plot

advancement. Basic choreography structures will be introduced with the use of technology.

Grading is based on the following assessment:

Class participation

Dance technique

Dance combinations

Written assignment

Choreography project

Educational Resources:

- Choreography applications, articles and videos.

16

Speech and Communication 8

Course Description:

The Seventh and Eighth Grade Public Speaking class primarily seeks to give the students the tools

for communication, for expression and individuality in their public speaking. Through ideas,

activities and theatre exercises the students will gain confidence when speaking in front of their

peers and a public audience. They will learn to use speaking as a way of self-expression and

communication. In the end of the semester the students will perform a famous speech by a public

figure they admire.

Topics of Investigation and Rationale:

The students in the Seventh and Eighth grade speech elective will gain confidence in themselves

and obtain communication skills to use in their everyday lives, finding their presence and voice. The

students will learn to follow their instincts by speaking in front of their peers in every class. They will

be performing many different types of text. They will obtain skills in how to stay calm and relax

when speaking in front of an audience. Through voice training and basic acting skills they will

become more confident not only in public speaking but in their everyday lives.

Educational Resources:

Texts

The Ultimate Improv Book- Edward J. Nevraumont and Nicholas P. Hanson

The Complete Book of Speech and Communication by Carol Marrs

Speechcraft An Introduction to public speaking by Brent Oberg

17

Textiles

Course Description:

Students will explore the art of using various fabrics to create original works, from digital quilts to

fashion design. By the application of both traditional and digitized techniques, such as painting,

block printing, embroidery, beading, and photo manipulation, students will creatively enhance a

surface’s structure. Throughout the course, students will learn how different fabrics perform and

how to make the best choices for their applications. For inspiration, students will learn about the

designs and creative traditions of cultures around the world.

Topics of Investigation and Rationale:

Students will learn and demonstrate understanding of textile design in a variety of projects. They

will also be able to demonstrate original thinking as well as artistic expression through a variety of

child-centered projects. Projects may include Digital Image Quilts, African Textiles, and Fashion

Design. Girls will learn and experiment with the following skills: two- dimensional design; mixed

media assemblage; collaborative teamwork; drawing; painting; sewing; unity and variety; texture and

pattern.

Educational Resources:

Bard Graduate Center

Museum of Arts and Design

Metropolitan Museum of Art

Fashion Institute of Technology

Parsons School of Design

18

Digital Arts 8

Course Description: Digital Arts 8 is a trimester course that introduces 8th grade girls to advanced digital imaging techniques and builds upon digital photography and Adobe Photoshop skills learned in 7th grade. Students explore photography, scanning, digital imaging, and more new media technologies as a means of self-expression and risk-taking in the creation of still images. Digital Arts 8 students also analyze professional works of art and use writing to build upon and reflect on their art making.

Topics & Themes:

Advanced Adobe Photoshop explorations (ex: layer modes, adjustment layers, layer effects, etc.)

Creative writing in response to professional and personal works of art

Digital storytelling (ex: personality self-portraits, personal stories)

Digital photography

Manipulation and combination of hand-made and digital imagery to create a final work of art

Scanning as a visual art tool

Visual art collaboration

Educational Resources:

http://www.crisvector.com/1/

http://burdu976.com/

http://www.madmuseum.org/

http://whitney.org/

http://www.moma.org/

http://www.metmuseum.org/

19

Studio Art

Course Description:

Studio Art 8 encourages students to continue to develop their technical and creative skills in a series

of lessons that involve a wide variety of media and an increasing reliance on personal voice in the

final two lessons. Conceptual and metaphorical approaches are the key to this grade’s work.

Students also experiment with a variety of materials in both two- and three-dimensional media.

Topics of Investigation and Rationale:

There will be a focus on observational drawing to begin the trimester. Students will make contour

drawings of lilies, chalk value drawings of skulls on black paper, and figure drawings. Then they will

engage in a mixed media project that features creative figure drawing as well as painting, collage, and

other two-dimensional processes. These projects focus on an open door or window as a metaphor.

The final project will be an additive sculpture using a wide choice of materials for metaphorical self-

portraits, representing themselves through an evocative combination of things.

Educational Resources:

A variety of figure drawing reference books.

Art historical references.