Grade 8

The Grade 8 Health and Wellness course is a trimester-long study of the fundamentals of a healthy lifestyle. It is grounded in a brain-based, evidence-focused, age appropriate approach for eighth graders, and it has been created within the architecture of the national standards, which have been developed and vetted by a variety of experts and organizations whose mission is to teach young people about health and wellness topics and adolescent development in a clear, comprehensive manner. Topics include physical fitness, nutrition, emotional well-being, sexual development, personal safety, relationships, addiction, and aspects of character development.  The objective of the course is to ensure that Shore eighth graders have access to accurate information that will help support a healthy and responsible future.

Building on their prior experience with art materials as well as learning about new techniques and media, Grade 8 students will explore a variety of painting and printmaking methods. Students will make images by carving blocks, using the printing press to make monotypes and etchings, cutting stencils, and working with brayers and inks. With the scaffolding of a project framework, students will use acrylic and watercolor paints to create imagery  that is unique to their own expression. Familiarity with a broad range of 2D techniques will prepare eighth grade students for the next level of art instruction.

Through handbuilt creations and the continued development of their technical skills on the pottery wheel, students will expand and hone their clay craftsmanship. Grade 8 students have a substantial amount of time to explore the possibilities of clay and to start to develop their own style on both the wheel and with handbuilt projects. The concrete skills of centering, pulling up clay, and trimming on the pottery wheel are emphasized. Students are encouraged to take risks, overcome failures, and work independently, which will help to prepare them for the next stage of their art education. They will also expand on their abilities to see a project through completion, starting with sketching, researching, and finally sculpting. Guidance and mentorship through check-ins on their projects during the trimester will encourage the student to self-direct their work. By investing steady effort and practice, Grade 8 students will be prepared for a secondary school clay course.

Digital Darkroom is an introduction to the manual controls of a digital camera, and how light and time function in the process of taking a compelling photograph. Analyzing iconic photographs is one way that students explore how to be intentional in their photography. A variety of shooting assignments encourages students to train their “eye” and look for unusual perspectives. In a portrait project, studying images with subjects depicting a range in gender, age, race, and culture allows students to reflect on the experiences of other people as they prepare to shoot their own portrait photographs. Identity is explored in a self-portrait project that encourages students to consider their own individuality. Students complete the term with a portfolio of prints that they have selected as their best work, and if they have invested the effort to understand the basic principles, are prepared to advance to the next  level of digital photography.

In the Grade 8 Marimba Ensemble, students draw upon skills developed in earlier grades, including music literacy, collaborative performance-based engagement, and techniques learned to help support independent practice. Throughout the trimester, students develop music-specific skills and general academic competencies that they will continue to practice in future music classes. Students continue to hone and develop their musical skills, specifically those pertaining to music literacy, sight reading, and listening. Grade 8 students are also actively engaged in the creation of music. Though the initial preparation and organization of performance-based experiences requires teacher design and coordination, the students are ultimately responsible for individual outcomes, which includes taking responsibility for the preparation and practice of performance based activities. Additionally in the Grade 8 Marimba Ensemble, students experience and explore a style of music that represents a culture that is different from their own. Students engage in performance-based work in an endeavor to cultivate creative risk-taking, collaborative skills, and self-actualization.

In the Grade 8 Music Technology course, students draw upon skills developed in earlier grades, including music literacy, collaborative performance-based engagement, and techniques learned to help support independent practice. Throughout the trimester, students develop music-specific skills and general academic competencies that they will continue to practice in future music classes. Students continue to hone and develop their musical skills, specifically those pertaining to music literacy. Developing skills that allow them to listen to music with a more critical, yet objective, ear enables students to be more conscientious consumers of music. Students also explore a body of work by various composers, many of whom represent underrepresented populations, minorities, or cultures that are different than their own. Utilizing technology for generating music for various purposes (i.e. multimedia presentations, podcasts, and movie scoring), Grade 8 students are actively engaged in the creation of music. Though the initial preparation and organization of performance-based experiences requires teacher design and coordination, the students are ultimately responsible for individual outcomes and personal growth. Students engage in performance-based work in an endeavor to cultivate creative risk-taking, community building, and self-actualization.

In this course, students choose a favorite topic and create their own podcast. Whether their format is interviews, investigative, storytelling, how-to, or something else, students develop their ability to share their voice. While planning, recording, and editing their work, students develop the ability to create a show that captivates their audience.

Grade 8 English emphasizes active reading, thoughtful writing, critical thinking, and rigorous yet respectful discussion. Students engage in a variety of activities to deepen their learning and strengthen their skills as readers, writers, and literary analysts. Examples include: roundtable discussions, in-class journaling, analytical writing, creative and personal writing, projects, and lower-stakes writing such as blog posts. Eighth graders build upon the foundational skills of the sixth and seventh grade, and they are encouraged to hone their craft as they become increasingly sophisticated, proficient, and confident writers. Students learn to infer meaning from text, support their ideas with properly framed evidence, write increasingly complex and varied prose with precise vocabulary, and present ideas creatively. Literature is the springboard for student-centered discussions that ask children to take ownership of their learning, negotiate meaning through conversation, and defend opinions with textual evidence. Students choose from a variety of project modalities in order to synthesize concepts and content, and NoRedInk provides individually differentiated grammar instruction and support. Reflection upon one’s own writing provides for growth and self-awareness. Throughout this process, eighth graders become increasingly confident and empowered as they prepare to enter a high school English classroom. Books and resources include The House on Mango Street, Romeo and Juliet, The Marrow Thieves, The 57 Bus, This I Believe, short stories, and poetry from various sources. Vocabulary development continues to be an important goal while the clause, sentence types, and common mechanical errors in student writing are foci in grammar.

Grade 8 students may enroll in Latin. The Grade 8 course begins where the 7 Latin 1B left off.  Exploring the rich culture of ancient Alexandria, 8 Latin 2 students delve into such varied topics as geometry, zoology, and medicine.  Students grow comfortable with the genitive case and see nouns from the fourth and fifth declensions, as well as the pluperfect tense.  Through English discussion, and by reading, hearing, writing, and speaking Latin, students explore questions such as: Where do words come from? How do words fit together in a sentence?  What was it like to live 2,000 years ago?

This course provides students with a foundation in the principles of physical science essential for future high school biology, chemistry, and physics classes. With an emphasis on developing the skills involved in acquiring, analyzing, and communicating data through lab work, discussion, and writing, students gain confidence working in a scientific setting and become comfortable learning through trial and error. Building on the skills learned in previous classes, students develop their ability to work more independently and also collaboratively with their peers to answer challenging questions and to learn new concepts. Topics of study include properties of matter, states of matter, energy, climate science, electromagnetism, atoms and the periodic table, chemical reactions, forces and motion, and environmental justice. Throughout the year, students make connections between what they’re studying and current events, which enables them to develop an awareness and appreciation for how science progresses through the efforts of scientists working throughout the world. The course ends with a hands-on project in which students demonstrate the scientific skills they have learned and developed throughout the year.

Project Adventure brings students together to work towards a common goal. Along the way, students work to develop community, connection and cooperation. A highlight of the course in Grade 8 is Belay School as well as an opportunity to experience a team climb on the Dangle Trio. Students participate fully in the climbing process from set-up/clean-up to safety checks to belaying. Support roles such encouragement of classmates, back up belaying, and lending a hand as an anchor help to foster community within the class. 

8 Spanish 1A is an introductory course specifically designed for students who have taken Language Arts in Grade 7 or who will benefit from reviewing 7 Spanish 1B. Using several types of present-tense verbs, students learn how to describe themselves and others, their schools, schedules and classes, their families, sports and hobbies, vacation interests, and their likes and dislikes. Along with new vocabulary words and grammatical concepts, students learn about different Hispanic cultures. 

A trimester course for all grade 8 students, the focus is on building acting skills through a short play production. The students learn about script and character analysis, how to use vocalization and physicality to portray a character, and working as an ensemble. Students are given the opportunity to act on stage or learn about the technical elements of a production by working backstage. The trimester culminates in a performance for the Lower School students.

The Grade 8 history program is a year-long examination of the American political structure and the ideals embedded in it. A primary focus of the course is to determine, based on the evidence, if those ideals hold true. A knowledge of geography helps students develop an appreciation for, and understanding of, the expanse of the nation and the diversity of cultures within it. Students are encouraged to develop their metacognitive awareness as they engage in more deliberate critical thinking and analysis over the course of the year. The program fortifies all skill areas and moves students well into proficiency in each, intensifying earlier exposure to discussions by placing the responsibility for speaking fully with the students and solidifying positive collaborative behavior. Students read critically and annotate from a collection of primary source documents to tease out evidence that helps them understand the past, and use it to frame questions and build knowledge in ensuing discussions. The teacher may step in occasionally to act as a facilitator, but the momentum comes from student interactions that enhance motivation. Historical thinking skills, such as sourcing, corroboration, and contextualizing, help students recognize that history is an evolving, often untidy, narrative constructed from evidence-based inferences and ever-changing interpretations of that evidence. The objective for writing is to develop mechanics of the written word, as well as an elevated writer’s voice and the ability to express an opinion clearly. A final, year-end, independent investigation of an historical topic of choice is a culmination of all of these skills into a multimedia public speaking and research paper project.