Welcome To Grade 8 Meet the Team of Teachers I have a Masters of Science from the University of Vermont and this is my 24th year of teaching middle school students (never a dull moment!). Over the years I have taught science and math with some design & technology as well. Most of my career has been spent teachSteve Coia ing outside the US at five different Science scoia@aisj-jhb.com international schools and this is my eighth year at AISJ.
Jillian Miller Language Arts jmiller@aisj-jhb.com
I am a South African who has spent most of my life in Johannesburg. I completed my postgraduate studies in Psychology, and thereafter finished my teaching certification in Mathematics and Health. I found my way to AISJ in 2008. Initially, I worked in the academic support Jessica Roberts department in the High School Math and I am now beginning my sixth jroberts@aisj-jhb.com year teaching eighth grade math. I love teaching and I believe that Math is the backbone for most brilliant and beautiful creations in the world! I am a native Canadian who moved to Santa Monica, CA after completing a Joint Specialist in History and Political Science at the University of Toronto and my Masters in Education at Niagara University, NY. My first teaching experience was at Santa Monica High School where I taught American cmagaffin@aisj-jhb.com and World History. My first International Teaching placement was at Brent School in Manila. I have just moved from Jakarta, Indonesia where I taught Middle School Social Studies at Jakarta International School for four years as well as being the Department Chair.
I am excited for my fifth year at AISJ and my 12th year of teaching middle school. Before arriving in South Africa, I taught in Northern Virginia. I am originally from Pennsylvania where I earned my B.A. in English from Allegheny College and my M.A. in Reading Education from Edinboro University Chris Megaffin of Pennsylvania. Social Studies/ELL
Our Philosophy We believe that every student comes into 8th grade with his or her own set of unique characteristics and strengths. 8th grade is a transitional time and students are experiencing a lot of growth-physically, socially and academically. In our classes, we work to create engaging lessons that capitalize on the students’ diverse needs, interests and academic abilities. As an 8th grade team, we work together to create a strong support system that is essential in assisting in the academic and personal growth of all of our students.
Our Expectations We have high expectations for all of our students keeping in mind they are still learning and developing their organizational and academic skills. We expect students to come to class prepared and ready to learn. We want them to take responsibility for their academic progress and understand that they will be held accountable for their actions. Most importantly, we want each of our students to be respectful to their peers, teachers, school and to themselves. It is through these expectations that we hope to create a positive and safe learning environment.
Communication We firmly believe that proactive three-way communication between the student, parent and teacher is a vital aspect of student learning. Thus, students are expected to approach teachers via email or during/outside class if they have any questions. We also encourage parents to email us if there is anything they wish to discuss. We love parents to be involved and wil do our best to keep you informed so that you can share your knowledge and skills with us!
Final Site An enormous amount of work over the break has gone into developing our new AISJ Virtual Learning Site. It’s our online class management and communication system for students and parents to log onto the secure website to access our school portal. Teachers use the site to keep students and parents informed about teaching and learning that is taking place in the classroom. Calendars and announcements concerning whole school occasions, upcoming events and specific class information are easily accessible on a single dashboard page. In addition our new virtual learning environment allows students to safely collaborate and learn with others through blogging, discussion boards, submitting work to teachers via a Dropbox and commenting on the learning of others. It’s a great interactive learning tool and will help Middle School students stay organized. To access AISJ’s virtual learning site go to: www.aisj-jhb.com
AISJ 2014-2015 8th Grade
Science Reporting Outcomes & Units Reporting Outcomes 1. Knowledge and Understanding: structure and function, interaction and change 2. Scientific Inquiry: design & conduct scientific investigations, interpretation & use of data
Standards Based Reporting Students in the middle school will be assessed according to specific Learning Outcomes. When a new unit begins, students will be made aware of the specific Learning Outcomes for that particular unit as well as for any assignments that will be completed within the unit. Feedback will be provided for each of the Learning Outcomes by using the performance descriptors described below.
3. Application of Knowledge & Skills: real world connections 4. Communication & Presentation (trans-disciplinary): Middle School Descriptive Grading Criteria for Learning Outcomes Unit 1: Scientific Inquiry & Process
Explains the nature and process of scientific inquiry while developing lab report writing skills
Unit 2: Energy
Explains and demonstrates the forms of energy and how energy is stored, transformed and transferred
Unit 3: Atomic Structure, Periodic Table and Chemical Reactions
Describe the structure of atoms, understand and use the periodic table and make connections to chemical reactions
Exemplary 7
Consistently exceeds the learning outcome. Clear evidence of synthesis, analysis, and evaluation used with initiative, creativity and originality commonly demonstrated.
Advanced 6
Consistently meets and regularly exceeds the learning outcome by applying and/or extending the key concept, processes, or skills.
Proficient 5
Consistently meets the learning outcome by applying key concept, processes or skills. Is able to use higher application skills on occasion.
Satisfactory 4
Meets the learning outcome. Is able to apply required knowledge and skills effectively.
Approaching 3
Sometimes applies the key concept, processes, or skills, but inconsistently meets the learning outcome.
Concern 2 Unsatisfactory 1
I Insufficient Evidence*
Unit 4: Forces & Motion
Explain and demonstrate the characteristics of forces and motions, their interaction and application
Unit 5: Genetics & Evolution
Explain and demonstrate understanding of heredity, genetic variation and the role of environmental factors in the earth’s biodiversity and evolution of species
N/A Non-Applicable*
The learning outcome is not fully or consistently met even with support. Little effort made or unable to able to grasp the learning outcome.
Insufficient evidence to make a valid and reliable judgment on achievement. Learning outcome was not assessed
Approaches to Learning
Social Studies Reporting Outcomes and Units
The middle school will be reporting on your child’s academic performance separately from their behavior, organization and work habits. Their work habits will be evaluated through an Approaches to Learning rubric and reported on the report card with their academic performance evaluations as well. As an 8th grade team we will continue to help our students grow academically as well as help them develop healthy work habits, organizational skills and proper behavior to make them successful in the years to come.
Students will be assessed on each unit according to the following Reporting Outcomes:
Middle School Approaches to Learning Concern
Takes ownership for learning
Contributes to the learning process
Proficient
Exemplary
Often disengaged, struggles to contribute; requires constant prompting.
Usually engaged, but contributions are not always meaningful.
Consistently engaged and provides contributions that are beneficial for learning.
Engagement adds to the depth and richness of learning.
Does not work to ability or seek help.
Inconsistently works to ability and seldom
Strives to work to ability and seeks help when needed.
Feedback and reflection are not seen as a meaningful strategy for growth.
Reflects upon growth and feedback, often forgetting to follow through on plans for growth.
Reflects upon growth and feedback, following through on future plans accordingly.
Works to ability, seeks help when needed, and helps others gain a fuller understanding.
Class time is wasted by socializing with peers or off task behaviors, hinders learning.
Usually on task, but occasional behavior prevents others from fully participating in class.
Class time is used effectively; behavior rarely prevents others from fully participating in class.
Tries to have a positive attitude, but does not always support the learning environment. May try to solve interpersonal problems and consider others’ feelings, but often needs support; may become frustrated and blame others.
Attitude enhances individual learning opportunities.
Attitude has a negative impact on environment; apathetic.
Unwilling or unable to solve interpersonal problems; may be illogical or blame others, or become violent or sarcastic. Cooperates and interacts respectfully with others
Approaching
Often appears to be unfriendly and negative; is reluctant to work with others, has difficulty cooperating.
Is usually friendly, and if asked, will cooperatively work with others. Accepts ideas from others.
Shows little regard for other people or their ideas.
Tries to solve interpersonal problems calmly; often shows empathy and considers others’ perspectives. Is routinely kind and friendly. Cooperatively helps and works with others, often without prompting. Accepts ideas from others and allows self to learn from peers.
Self-motivated to reflect on growth and feedback, seeks opportunities for growth. Class time is used effectively; behavior enhances the learning environment. Attitude enhances classroom learning opportunities.
Uses a repertoire of strategies to deal with interpersonal problems; tries to be logical and non-judgmental; considers others’ feelings and perspectives. Is kind, friendly, helpful and inclusive. Without prompting finds opportunities to help and include others. Accepts ideas from others and seeks opportunities to learn from peers.
Practices selfmanagement
Poor organizational habits causes student to be unprepared and miss opportunities to use time in class toward learning.
Organizational habits occasionally cause student to be unprepared and miss opportunities to use time in class toward learning.
Incomplete work prevents student from participating in current discussions or projects.
Takes responsibility for incomplete work, but often needs to be prompted.
Poor time management interferes with potential to be an effective member of the learning community.
Time management issues are infrequent but may cause interruptions to the learning environment.
Organizational habits contribute to being prepared and using time effectively in class toward learning. Takes responsibility for incomplete work, usually without being prompted. Time management issues are infrequent and cause few interruptions to the learning environment.
Demonstrates exceptional organizational habits. Pro-actively responsible in ensuring all work is completed as required. Time management skills enhance learning opportunities.
Knowledge and Understanding—Demonstrates knowledge of subject matter and comprehension of its meaning and significance. Application of Skills—Uses skills to make connections and transfer knowledge within and between various contexts. Communication and Presentation—Applies a variety of skills to convey meaning. Within Class: Concept-Based & Inquiry-Based Pedagogy Project-Based Summative Assessments Focus on World History
Math 8
Language Arts Reporting Outcomes and Units
Both Math 8 and Math 8 Enriched address the same learning units and reporting outcomes. Students will be assessed in all units according to the following Reporting Outcomes: WRITING: Uses the writing process (draft, proof, edit, publish) and writing traits (ideas, organization, voice, word choice, sentence fluency, conventions, and presentation) to write for a range of purposes and audiences. READING: Uses different skills and strategies to understand the meaning of a variety of text. ORAL & VISUAL COMMUNICATION: Speaks and conveys meaning effectively for a variety of purposes and audiences.
Reporting Outcomes: 1.
Problem Solving: Identifies known and unknown entities in a task, selects the best strategy to solve the problem, and checks the solution for reasonableness. 2.
Communication and Application: (assessed as one learning outcome, though two parts to this) 3.
Communication: Explains and/or justifies mathematical thoughts/ideas/ solutions in a clear and logical manner; both written and orally.
Application: Makes connections and sees patterns between different mathematical processes, real world scenarios; and can transfer skills to unfamiliar situations.
Conflict:
Students will read and analyze short stories to determine the root of most literary conflict Students will review major literary elements Students will write and publish their own short-short story
Change:
Concepts and Procedures: Performs mathematical procedures with accuracy.
Students will read and analyze dystopian novels/stories with a focus on characters, setting, and conflict Students will write an analytical essay with a focus on character
Topics of Study:
Communication:
Unit 1: Integer Exponents and Scientific Notation
Unit 2: The Concept of Congruence
Students will read and analyze information texts and determine the best way information is communicated to a specific audience Students will also explore the research process and communicate findings through a means that best fits their purpose Challenge:
Students will read and analyze non-fiction texts in which people experience or face challenges Students will write and publish a memoir that will focus on a challenge they’ve experienced
Courage:
Students will read and analyze poems in which courage is expressed Students will be writing their own poems that will express their own or others experiences of courage
INDEPENDENT READING: Students will be expected to read an independent text each night for at least 30-45 minutes or aim to read 180 minutes a week. Students have a free choice in what they read for independent reading, but very often they are guided in their decisions. They will be keeping track of their reading through the use of a reading log. At times, other texts will take precedents of a student independent book, but the expectation of nightly reading will remain.
Unit 3: Similarity Unit 4: Linear Equations Unit 5: Examples of Functions from Geometry Unit 6: Linear Functions Unit 7: Introduction to Irrational Numbers Using Geometry