Middle School 5-8
In 5th grade, students will read widely and deeply from a range of high-quality, increasingly challenging fiction and nonfiction from diverse cultures and time periods. Building knowledge about subjects through research projects and responding analytically to literary and informational sources will be key to students' continuing success. Students will write stories or essays that are several paragraphs long. By devoting significant time and effort to producing numerous written pieces over short and extended time frames throughout the year, they also will gain control over many conventions of grammar, usage, and punctuation as well as learn ways to make themselves understood.
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In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding.
Term 1
Operations with Whole Numbers/Decimals
Term 2
Operations with Whole Numbers/Decimals
Addition and Subtraction of Fractions
Term 3
Multiplication and Division of Fractions and Decimals
Term 4
The 5/6 split class instructional time should focus on four critical areas: (1) developing fluency in finding greatest common factors and least common multiples of two whole numbers less than or equal to 100; (2) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions; (3) integrating decimals and fractions into the place value system, fluently add, subtract, multiply, and divide multi-digit decimals; (4) developing an understanding of volume.
Term 1
Perform Operations with Whole Numbers and Decimals
Term 2
Numerical Expressions, Patterns, and Relationships
Term 3
Term 4
5th grade science focuses on the theme of Interconnections within Systems with an emphasis on scientific inquiry and application, 21st century skills, technology, engineering and design. This theme helps students to become scientifically literate to recognize the components of various systems and then investigate dynamic and sustainable relationships within systems. Within this grade level, students will study in Earth and Space Science the topic Cycles and Patterns in the Solar System, in Physical Science the topic Light, Sound and Motion and in Life Science the topic Interactions within Ecosystems.
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Term 2
Term 3
Cycles & Patterns in the Solar System
Term 4
In grade five, students study the Western Hemisphere (North and South America), its geographic features, early history, cultural development and economic change. Students learn about the early inhabitants of the Americas and the impact of European exploration and colonization. The geographic focus includes the study of contemporary regional characteristics, the movement of people, products and ideas, and cultural diversity. Students develop their understanding of the relationship between markets and available resources.
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Pathways
The purpose of Pathways is to introduce the stude to senondary education and address developmental issues faced by students as they transition to middle school. The topics presented in this course are designed to help all students discover their own assests, needs, and interests in regard to their academic and social-emotional success throughtout middle school years.
In 5th grade Art, students work towards the following Progress Points for the 3-5 grade level band:
- Identify and apply universal themes and processes to communicate meanings, moods and visual effects in personal and collaborative artworks.
- Demonstrate technical skill, craftsmanship and reasoning abilities in solving visual art problems using appropriate tools, media and technologies.
- E. Provide and use feedback to improve and refine their artworks.
Term 1
Storytelling Through Symbolism
Term 2
In 5th grade Band, students work towards the following Progress Points for the 3-5 grade level band:
Sing and play instruments, focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony and timbre create meaning.
Listen to and perform a wide variety of music from multiple cultures focugin on the historical and cultural significance of the works.
Develop Cirteria to evaluate solo and group perfomnaces of music.
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Term 4
Middle School chorus students will be exposed to a variety of musical genres and gain the foundation and skills necessary to be successful in vocal music at the high school and beyond. This class will meet every day all year with some concerts and activities occurring outside of the school day.
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Students will be introduced to the basic principles of music through the use of the ukulele and possibly acoustic guitar. Students will learn to play basic songs as well as how to care for the instrument. Students will study basic rhythms as well as a few chords. this is a hands-on class with emphasis on the each aspect of playing the instrument.
The State board of Education adopted the following National Association of Sport and Physical Education (NASPE) standards in December 2007 and benchmarks and indicators on June 8, 2009. Ohio's Academic Content Standards in K-12 Physical Education are made up of six standards:
Standard 1: Demonstrated competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activities.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity setting.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
For each grade level band, K-2, 3-5, 6-8 and 9-12, there are benchmarks and specific indicators. This vertically articulated curriculum is evaluated through the state's Physical Education Evaluation Instrument which can be found by clicking on the link.
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Term 4
We live in a digital society. Digital literacy is the knowledge, skills, and behaviors involving the safe and effective use of digital devices such as the ChromeBook for purposes of communication, expression and collaboration. Students are given the oppotunity to develop keyboarding, word processing, and presentation skills. This class will meet as part of the Grade 5 exploratory cycle and will meet every day for 9 weeks.
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Term 4
In level 1 emphasis is on learners becoming proficient in the four skills of listening, speaking, reading, and writing at a very basic level. Students will progress through this level over the course of two years and are introduced to basic vocabulary and grammatical structures that gradually builds a foundation in understanding and communicating in the target language. Students produce the language, communicate with other students, and learn to talk and write about their personal interests and activities. Reading simple texts and listening to native speakers discuss topics familiar to the student help develop comprehension of authentic language as well as insight into cultural similarities and differences. Basic grammar concepts are introduced at this level to support effective communication. Interactive computer opportunities enable direct contact to the target language and culture. A rubric of language proficiency (novice, intermediate, advanced) will be used to evaluate and report student achievement.
Term 1
Term 2
Grading Period 1
Grading Period 2
Grading Period 3
Grading Period 4
6th grade, students apply skills they learned in earlier grades to make sense of longer, more challenging books and articles. That includes learning about how authors try to influence readers and find reasons to support their ideas. Focusing on how authors make their points and support their arguments with evidence and reasoning helps 6th grade students sharpen their ability to write and speak with more clarity and coherence. Students also will expand their vocabularies and use new words in their stories, reports, and essays. To meet these literacy goals, students must devote significant attention to precise details in their reading and when writing. Work serves as an organizing theme for the second grade. Students learn about jobs today and long ago. They use biographies, primary sources and artifacts as clues to the past. They deepen their knowledge of diverse cultures and their roles as citizens.
Term 1
Term 2
Author's Word Choice and Literary Analysis
Term 3
Author's Word Choice and Literary Analysis
Nonfiction Reading and Writing
Term 4
In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
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6th grade course in that it contains significant content from 7th grade. While coherence is retained, in that it logically builds from the 5th grade accelerated course (5-6 Grade Math), the additional content when compared to the non-accelerated course demands a faster pace for instruction and learning. Content is organized into units focusing on the following critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; and (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three- dimensional shapes to solve problems involving area, surface area, and volume.
Term 1
Term 2
Term 3
Term 4
6th grade science focuses on the theme of Order and Organization with an emphasis on scientific inquiry and application, 21st century skills, technology, engineering and design. This theme helps students to become scientifically literate to discover patterns, trends, structures and relationships that may be described by simple principles. These principles are related to the properties or interactions within and between systems. Within this grade level, students will study in Earth and Space Science the topic Rocks, Minerals and Soil, in Physical Science the topic Matter and Motion and in Life Science the topic Cellular to Multicellular.
Term 1
Term 2
Term 3
Exploring Properties of Matter
Term 4
In grade six, students study the Eastern Hemisphere (Africa, Asia, Australia and Europe), its geographic features, early history, cultural development and economic change. Students learn about the development of river civilizations in Africa and Asia, including their governments, cultures and economic systems. The geographic focus includes the study of contemporary regional characteristics, the movement of people, products and ideas, and cultural diversity. Students develop their understanding of the role of consumers and the interaction of markets, resources and competition.
Term 1
Where You Live Influences How You Live
Term 2
Thinking Like a Historian: Inquiry Into Prehistory
Term 3
Term 4
In 6th grade Art, students work towards the following Progress Points for the 6-8 grade level band:
- Recognize that examining the artistic works of others leads to understanding about cultural traditions, history, politics and their world.
- Select, manipulate and refine arts concepts and processes to produce artworks that visually communicate their experiences, ideas and viewpoints.
- Develop and use criteria for making judgements about artworks and visual imagery and use descriptive language when talking and writing about works of art.
Term 1
Term 2
6th Grade Band
In 6th gradeBand, students work towards the following Progress Points for the 6-8 grade level band:
- Analyze, practice and perform a musical selection independently or collaboratively with technical accuracy and expression.
- Read, write, improvise and describe music using standard musical notation and vocabulary.
- Apply problem-solving and critical thinking skills to musci listening and perfoming by adapting music to fit the context, story, setting and medium.
Term 1
Term 2
Term 3
Term 4
In 6th gradeChoir, students work towards the following Progress Points for the 6-8 grade level band:
- Analyze, practice and perform a musical selection independently or collaboratively with technical accuracy and expression.
- Read, write, improvise and describe music using standard musical notation and vocabulary.
- Apply problem-solving and critical thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium.
Term 1
Term 2
Term 3
Term 4
The STEM 6 class focuses on building 21st century digital literacy skills. Students will be introduced to STEM thinking through a variety of hands-on opportunities. Within projects, students will think critically, solve problems and focus on science concepts to deepen learning. The problem solving process will be explored and utilized in the invention unit.. Students will learn to work more effectively on teams to solve problems using technology. This is a semester-long class.Students will be assessed using the standards based report card. No letter grade will be given for this class.
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In level 1 emphasis is on learners becoming proficient in the four skills of listening, speaking, reading, and writing at a very basic level. Students will progress through this level over the course of two years and are introduced to basic vocabulary and grammatical structures that gradually builds a foundation in understanding and communicating in the target language. Students produce the language, communicate with other students, and learn to talk and write about their personal interests and activities. Reading simple texts and listening to native speakers discuss topics familiar to the student help develop comprehension of authentic language as well as insight into cultural similarities and differences. Basic grammar concepts are introduced at this level to support effective communication. Interactive computer opportunities enable direct contact to the target language and culture. A rubric of language proficiency (novice, intermediate, advanced) will be used to evaluate and report student achievement.
Term 1
Term 2
Students in Exploratory Spanish will get a taste of the Spanish Language. Students will learn the basics of Spanish through the use of Comprehensible Input. While students will participate in the interpersonal, presentational and interpretive modes of communication, the focus of this course wil be on the interpretive skills of reading and listening. Cultural components will be woven into this course. This class will meet as part of the Grade 6 exploratory cycle and will meet every day for a semester.
Term 1
Term 2
The State Board of Education adopted the following National Association of Sport and Physical Education (NASPE) standards in December 2007 and benchmarks and indicators on June 8, 2009. Ohio's Academic Content Standards in K-12 Physical Education are made up of six standards:
Standard 1: Demonstrated competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activities.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity setting.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
For each grade level band, K-2, 3-5, 6-8 and 9-12, there are benchmarks and specific indicators. This vertically articulated curriculum is evaluated through the state's Physical Education Evaluation Instrument which can be found by clicking on the link.
Term 1
Term 2
Term 3
Term 4
Students develop an understanding of how technology is used to solve problems and enable innovation, and explore using technology tools to solve problems and create products. Students will learn the importance of effective communication, collaboration, creativity, and critical thinking skills and will learn independently and/or through group explorations the basics of website design, computer game design, beginner coding, and media editing including audio and/or digital image editing.
Grading Period 1
Grading Period 2
Grading Period 3
Grading Period 4
In 7th grade, students will analyze, define, compare, and evaluate ideas when reading, writing, speaking, and listening. They will continue to analyze how themes in fiction and nonfiction develop over the course of a book or article. Readings will include classic and contemporary pieces that represent diverse perspectives. In particular, 7th grade students’ ability to cite specific evidence when offering an interpretation of a text matures. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to readers or listeners or constructively evaluating others’ use of evidence. This ability will help students in every facet of his or her studies.
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Honors ELA continues the Advanced Placement Track and is designed to provide high performing students with the complexity and rigor best suited for their needs. Students placed in this class will study within the realm of the 7th grade state standards and objectives, but at a deeper and more complex and rigorous level. The students will closely examine the decisions that writers, novelists, poets and playwrights make within a text as it relates to the plot, characters, setting and theme. Reading and writing homework will occur nightly, as well as on the weekends. Students can expect to actively participate in academic discussions and presentations. Honors ELA students are expected to be self guided learners who are willing to maintain a strong work ethic and diligent study habits. Students entering this course from 6th grade will have required summer reading and writing. This is a weighted course.
Honors Language Arts 7 Curriculum
Term 1
Term 2
Term 3
Hotel On the Corner of Bitter and Sweet
Term 4
In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.
Term 1
Scale Models and Proportional Relationships
Term 2
Term 3
Expressions, Equations, and Inequalities
Term 4
This course differs from the non-accelerated 7th Grade course in that it contains content from 8th grade. While coherence is retained, in that it logically builds from the 6th Grade, the additional content when compared to the non-accelerated course demands a faster pace for instruction and learning. Content is organized into four critical areas, or units. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Term 1
Unit 1 - Probability and Sampling
Unit 2 - Positive and Negative Numbers
Term 2
Unit 2 -Postive and Negative Numbers (Continued)
Unit 3 - Expressions, Equations, Inequalities
Term 3
Unit 4 - Geometry
Unit 5 - Pythagorean Theorem
Term 4
Unit 6 - Exponents
7th grade science focuses on the theme of Order and Organization. The goal is for students to use scientific inquiry to discover patterns, trends, structures and relationships that may be described by simple principles. These principles are related to the properties or interactions within and between systems. This general science course touches upon topics representing Life Science, Scientific Inquiry, Earth and Space Science, and Physical Science.
Term 1
Term 2
Term 3
Periodic Table and Energy Transfer
Term 4
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. Students develop their understanding of how ideas and events from the past have shaped the world today.
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Term 4
The students will explore the Elements and Principles of design while creating graphic artwork based on these design techniques. Students will be integrating technology as a media into every design project. The course enables students to identify, analyze and create various forms of graphic art by interacting with the latest design software (Adobe Photoshop) used by the industry. Within a strong conceptual design framework, students will utilize a variety of media and combine text with 2D and 3D graphics to create real world examples of professional graphic artistry. Students who successfully complete Art in BOTH 7th and 8th grade may earn credit towards graduation in Fine Arts. This class will meet every-other-day all year. Students who take this course for high school transcript credit must meet or exceed the grade 9-12 Fine Arts learning standards.
Term 1
In 7th grade Band, students work towards the following Progress Points for the 6-8 grade level band:
- Analyze, practice and perform a musical selection independently or collaboratively with technical accuracy and expression.
- Read, write, improvise and describe music using standard musical notation and vocabulary.
- Apply problem-solving and critical thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium.
Term 1
Term 2
Term 3
Term 4
In 7th grade Choir, students work towards the following Progress Points for the 6-8 grade level band:
- Analyze, practice and perform a musical selection independently or collaboratively with technical accuracy and expression.
- Read, write, improvise and describe music using standard musical notation and vocabulary.Apply problem-solving and critical thinking skills to musif listening and performing by adapting music to fit the context, stroy, setting and medium.
Term 2
Term 3
Term 4
7th Grade Physical Education
The State Board of Education adopted the following National Association of Sport and Physical Education (NASPE) standards in December 2007 and benchmarks and indicators on June 8, 2009. Ohio's Academic Content Standards in K-12 Physical Education are made up of six standards:
Standard 1: Demonstrated competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activities.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity setting.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
For each grade level band, K-2, 3-5, 6-8 and 9-12, there are benchmarks and specific indicators. This vertically articulated curriculum is evaluated through the state's Physical Education Evaluation Instrument which can be found by clicking on the link.
Term 1
Term 2
Term 3
Term 4
An introduction to different facets of engineering design, this course will emphasize the following: evolution and history of design, the steps in the engineering design process, tools and techniques used to innovate or invent solutions to problems. Students will be introduced to a variety of skill building opportunities including bottle rocket and dragster design, build, and racing, robotics, and 3D printing that will prepare them for STEM 8.
Term 1
Term 2
Term 3
Term 4
In level 1 emphasis is on learners becoming proficient in the four skills of listening, speaking, reading, and writing at a very basic level. Students will progress through this level over the course of two years and are introduced to basic vocabulary and grammatical structures that gradually builds a foundation in understanding and communicating in the target language. Students produce the language, communicate with other students, and learn to talk and write about their personal interests and activities. Reading simple texts and listening to native speakers discuss topics familiar to the student help develop comprehension of authentic language as well as insight into cultural similarities and differences. Basic grammar concepts are introduced at this level to support effective communication. Interactive computer opportunities enable direct contact to the target language and culture. A rubric of language proficiency (novice, intermediate, advanced) will be used to evaluate and report student achievement.
Spanish 7 - Level 1A Curriculum
Term 1
Term 2
Spanish 7 - IFL emphasis is on learners working NOVICE HIGH level proficiency in the interperonal, interpretive and presentational modes of communication. Students will progress through Spanish - Level 2 over the course of two years and are introduced to intermediate vocabulary and grammatical structures that continue to build upon the skills acquires in Level 1. Students produce the langauge, communicate with other students, and learn to talk to and write about themselves in various tenses. Reading some intermediate texts and listening to native speakers discuss a variety of topics familiar to the student help develop comprehension of authentic langauge as well as insight into cultural similarities and differnces, Intermediate grammar concepts are introduces at this level to support effective communication. Interactive computer opportunities enable direct contact to ther larget language and culture. A rubric of language proficiency will be used to evaluate and report student achievement. This class will meet every-other-day all year.
Students will apply technology skills to solve problems and create authentic products. Effective communication, collaboration, creativity, and critical thinking skills are advanced as students work independently and/or in group explorations for deeper learning about website design, computer game design, beginner coding, and media editing including audio and/or digital image editing.
This design-learning course replaces Entrepreneurial Learning and Alpha Project and is intended to be a precursor to the You Design It course at Perry High School. Students in this course will have the ability to co-create and design their learning with the instructor around topics of interest to the student. The course will feature Project and Problem Based Learning to provide students with opportunities to develop leadership skills via authentic problem solving that allow students to grow in their abilities to create, communicate, collaborate, and think critically.
Grading Period 1
Grading Period 2
Grading Period 3
Grading Period 4
To prepare for bigger challenges in high school, 8th grade students must grapple with major works of fiction and nonfiction that extend across cultures and centuries. As they work diligently to understand precisely what an author or speaker is saying, students also must learn to question an author’s or speaker’s assumptions and assess the accuracy of his or her claims. They also must be able to report findings from their own research and analysis of sources in a clear manner. Work serves as an organizing theme for the second grade. Students learn about jobs today and long ago. They use biographies, primary sources and artifacts as clues to the past. They deepen their knowledge of diverse cultures and their roles as citizens.
Term 1
Reading Life: Literacy Autobiographies
Deep Study of Character and Literary Essay
Investigating Monuments: Position Papers
Term 2
Position Papers: Investigating Monuments
Theme and Literary Essay: Social Issues Book Clubs
Term 3
The World of Allusion: Mythology
Nonfiction: Central Ideas & Cross-Text Synthesis
Term 4
Honors ELA 8 is for students on the Advanced Placement Track and is designed to provide high performing students with the complexity and rigor best suited to their needs. Students placed in this class will work with eighth grade state standards and objectives but at a deeper, more complex, and more rigorous level. The students will closely examine the decisions that writers, novelists, poets and playwrights make within a text as they relate to plot, characters, setting and theme. Reading and writing homework will occur nightly, as well as on the weekends. Students will also study narrative, argument, and research writing techniques. Students can expect to actively participate in academic discussions and make presentations. Honors ELA students are expected to be self-guided learners who are willing to maintain a strong work ethic and diligent study habits. Students entering this course from 7th grade will have required summer reading and writing. This course is weighted for the purposes of middle school GPA only; it is not for high school credit.
Honors Language Arts 8 Curriculum
Term 1
The Multi-Genre Literacy Autobiography
Welcome to the World of Allusion
Term 2
Heroes and Cyclops and Minotaurs Oh My!
Term 3
Heroes and Cyclops and Minotaurs Oh My!
Shaking Things Up with Shakespeare
Journeys: Frederick Douglass and Hick Finn
In Grade 8, instructional time should focus on three critical areas: (1) 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; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
Term 1
Irrational Numbers, Integer Exponents, and Scientific Notation
Term 2
Expressions and Equations with Modeling
Term 3
Term 4
The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Because it is built on the middle grades standards, this is a more ambitious version of Algebra than has generally been offered. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This is a high school level course for credit. Students should be prepared to work at a faster pace and expect high school level work. This course will be weighted for the purposes of middle school GPA only.
Term 1
Introduction to Function Families
Term 2
Solve Linear Equations and Inequalities
System of Equations and Inequalities
Term 3
Exponents and Exponential Functions
Term 4
Honors Algebra 1:
The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Because it is built on the middle grades standards, this is a more ambitious version of Algebra than has generally been offered. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Honors Geometry:
An understanding of the attributes and relationships of geometric objects can be applied in diverse contexts—interpreting a schematic drawing, estimating the amount of wood needed to frame a sloping roof, rendering computer graphics, or designing a sewing pattern for the most efficient use of material. Although there are many types of geometry, this high school math course is devoted primarily to plane Euclidean geometry, studied both synthetically (without coordinates) and analytically (with coordinates). Euclidean geometry is characterized most importantly by the Parallel Postulate, that through a point not on a given line there is exactly one parallel line. (Spherical geometry, in contrast, has no parallel lines.) The concepts of congruence, similarity, and symmetry can be understood from the perspective of geometric transformation. Fundamental are the rigid motions: translations, rotations, reflections, and combinations of these, all of which are here assumed to preserve distance and angles (and therefore shapes generally). Dynamic geometry environments provide students with experimental and modeling tools that allow them to investigate geometric phenomena in much the same way as computer algebra systems allow them to experiment with algebraic phenomena visually, model, and proof.
Term 1
Introduction to Function Families
Solve Linear Equations and Inequalities
System of Equations and Inequalities
Term 2
Exponents and Exponential Functions
Term 3
Relationships Within Triangles
Parallel and Perpendicular Lines
Term 4
8th grade science focuses on the theme of Order and Organization with an emphasis on scientific inquiry and application, 21st century skills, technology, engineering and design. This theme helps students to become scientifically literate to discover patterns, trends, structures and relationships that may be described by simple principles. These principles are related to the properties or interactions within and between systems. Within this grade level, students will study in Earth and Space Science the topic Physical Earth, in Physical Science the topic Forces and Motion and in Life Science the topic Species and Reproduction.
Term 1
Term 2
Term 3
Term 4
8th grade Honors science focuses on the theme of Order and Organization with an emphasis on scientific inquiry and application, 21st century skills, technology, engineering and design. This theme helps students to become scientifically literate to discover patterns, trends, structures and relationships that may be described by simple principles. These principles are related to the properties or interactions within and between systems. Within this grade level, students will study in Earth and Space Science the topic Physical Earth, in Physical Science the topic Forces and Motion and in Life Science the topic Species and Reproduction.
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Term 2
Term 3
Term 4
The historical focus continues in the eighth grade wiht the study of Europena exploration and the early year of the United States. This study incorporated all four social studies strands into a chonologic view of the development of the United States. Students examine how historic events are shaped by geographic, social, cultural, economic and political factors.
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Term 2
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Term 4
The historical 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 chronologic view of the development of the United States. Students examine how historic events are shaped by geographic, social, cultural, economic and political factors.
Honors Social Studies 8 Curriculum
Term 1
Term 2
Term 3
Term 4
In 8th grade Art, students work towards the following Progress Points for the 6-8 grade level band:
- Recognize that examining the artistic works of others leads to understanding about cultural traditions, history, politics and their world.
- Select, manipulate and refine arts concepts and processes to produce artworks that visually communicate their experiences, ideas and viewpoints.
- Develop and use criteria for making judgments about artworks and visual imagery and use descriptive language when talking and writing about works of art.
Term 1
Term 2
In 8th grade Band, students work towards the following Progress Points for the 6-8 grade level band:
- Analyze, practice and perform a musical selection independently or collaboratively with technical accuracy and expression.
- Read, write, improvise and describe music using standard muscial notation and vocabulary.
- Apply problem-solving and critical thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium.
Term 1
Term 2
Term 3
Term 4
In 8th grade Choir, students work towards the following Progress Points for the 6-8 grade level band:
- Analyze, practice and perform a musical selection independently or collaboratively with technical accuracy and expression.
- Read, write, improvise and describe music using standard musical notation and vocabulary.
- Apply problem-solving and critical thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium.
Term 1
Term 2
Term 3
Term 4
The State Board of Education adopted the following National Association of Sport and Physical Education (NASPE) standards in December 2007 and benchmarks and indicators on June 8, 2009. Ohio's Academic Content Standards in K-12 Physical Education are made up of six standards:
Standard 1: Demonstrated competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activities.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal behavior and social behavior that respects self and others in physical activity setting.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
For each grade level band, K-2, 3-5, 6-8 and 9-12, there are benchmarks and specific indicators. This vertically articulated curriculum is evaluated through the state's Physical Education Evaluation Instrument which can be found by clicking on the link.
Term 1
Term 2
Term 3
Term 4
STEM 8 deepens and puts into practice the engineering design process using model construction projects and LEGO SPIKE Prime robots. Students are challenged to design, build and program a robot to move, act smarter than the average machine, and perform complex tasks in a reliable system. Students work collaboratively and build presentation skills throughout the course. Within projects, students will think critically, use various technologies, solve problems and focus on science concepts to complete activities and journals. Students refine their presentation skills in front of authentic audiences. Students will continue their introduction to computer science and programming. Students will explore and build basic programming skills through multiple programming languages.
Term 1
Term 2
Term 3
Term 4
This design-learning course replaces Entrepreneurial Learning and Alpha Project and is intended to be a precursor to the You Design It course at Perry High School. Students in this course will have the ability to co-create and design their learning with the instructor around topics of interest to the student. The course will feature Project and Problem Based Learning to provide students with opportunities to develop leadership skills via authentic problem solving that allow students to grow in their abilities to create, communicate, collaborate, and think critically.
In level 1 emphasis is on learners becoming proficient in the four skills of listening, speaking, reading, and writing at a very basic level. Students will progress through this level over the course of two years and are introduced to basic vocabulary and grammatical structures that gradually builds a foundation in understanding and communicating in the target language. Students produce the language, communicate with other students, and learn to talk and write about their personal interests and activities. Reading simple texts and listening to native speakers discuss topics familiar to the student help develop comprehension of authentic language as well as insight into cultural similarities and differences. Basic grammar concepts are introduced at this level to support effective communication. Interactive computer opportunities enable direct contact to the target language and culture. A rubric of language proficiency (novice, intermediate, advanced) will be used to evaluate and report student achievement.
Term 1
Term 2
In Spanish 8 - IFL emphasis is on learners working toward NOVICE HIGH level proficiency in the interpersonal, interpretive and presentational modes of communication. Students will progress through Spanish - Level 2 over the course of two years and are introduced to intermediate vocabulary and grammatical structures that continue to build upon the skills acquired in Level I. Students produce the language, communicate with other students, and learn to talk and write about themselves in various tenses. Reading some intermediate texts and listening to native speakers discuss a variety of topics familiar to the student help develop comprehension of authentic langauge as well as insight into cultural similarities and differences. Intermediate grammar concepts are introduced at this level to support effective communication. Interactive computer opportunities enable direct contact to the target language and culture. A rubric of language proficiency will be used to evaluate and report student achievement. This class will meet every-other day all year.