Junior High Curriculum

.5 credit – One Semester

8th and 9th Grade Elective

Prerequisites: None

Introduction to Agriculture will allow students to explore the modern agriculture industry.  An opportunity to explore ag leadership and the more than 200 career and business opportunities in agriculture will be delivered in an exciting face-to-face format that will be interesting every day.  Field trips to local agriculture businesses and production operations will make the class content realistic.

.5 credit – One Semester

8th Grade Elective

Prerequisites: None

8th grade Art is an exploratory class that is designed to help improve students’ basic art skills; drawing, painting and sculpting, design artwork using a variety of media and techniques, develop students’ creativity and self-expression, and recognize and use the Elements of Art and the Principles of Design.

Exploring Creativity 

• Creating and using a sketchbook 
• study different techniques
• create color palettes 
• design patterns

Printmaking

• develop an original design that emphasizes positive and negative space.
• Identify different types of balance.
• Using a theme and personal emotions 

Sculpture

• Using 2D materials to create 3D sculpture
• Recycled materials
• Paper mache
• Paper sculpture techniques

Ceramics

• Pop Art
• Slab construction
• Modeling 
• Applying glaze

Digital Art

• Symmetry
• Self portraits, Facial proportions

Mixed Media

• Positive and negative space
• Mixed media
• Transferring images

Drawing

• Shading techniques
• Experimenting with different materials and mediums
• Drawing from a reference, Contour line drawing 
• Color mixing
• Colored pencil techniques

.5 credit – One Semester

9th Grade Elective

Prerequisites: None

Art Foundations is an exhilarating journey into the world of visual arts designed to ignite your creativity and unleash your artistic potential! This course is not just about creating art; it's about discovering the power of expression, unlocking your imagination, and mastering the foundational skills that will set the stage for a lifetime of artistic exploration. You will have the chance to explore a variety of media including drawing, painting, sculpture, and ceramics.

Create art and have fun! No experience needed! This entry-level class offers you the chance to work with a variety of media (drawing, painting, sculpture, ceramics, and digital media). You will explore the basic concepts of the elements of art and principles of design with meaningful, hands-on learning experiences. 

This class is a prerequisite for all other art classes (except for Art for Therapy & Wellness).
6-12 Art & Design Learning Standards 

What is Art

• Critical thinking, creativity, perception, and problem solving
• Divergent and thinking and the creative mind
• Understanding the diverse components that make up the world of art

The Language of Art

• Understanding and applying the Elements of Art
• Personal symbols and imagery, interpreting meaning in a work of art

The Creative Industry

• Careers in the world of art
• Understanding the impact visual artists have many areas of daily life/community

Defining Objects

• Drawing & sculpture- using different line qualities/weights
• Line, shape, movement, Contour, gesture, and outlines

Dynamic Light and Shade

• Rule of thirds; Positive and negative space in a composition
• Rendering objects with highlights, midtones, shadows, and light source
• Shading techniques, value, contrast

Composing with Color

• Color theory, color mixing, acrylic painting techniques
• Rendering 3D forms- highlights, midtones, and shadows
• Researching the life and work of an artist and interpret his/her artistic intention in their work

Exploring Sculpture

• Exploring texture and form in sculpture for visual interest
• Personal expression, exploration, and/or insight

Shaping Space

• Handbuilding- slab forms
• Throwing on the pottery wheel
• Surface decoration and finishing
• Exploring contemporary sculpture & Historical traditions of various cultures
• Critiquing artwork to give/receive feedback

.5 credit – One Semester

8th and 9th Grade Elective

Prerequisites: None

Art for Therapy and Wellness will give you the opportunity to gain wellness and mindfulness practices through art.  You will NOT be evaluated on your artistic ability or design skills. While artwork will be created, the focus will be on visual communication, interpretation and analysis of art, personal growth through art, and social connections created through art. The course will focus on mindfulness practices, emotional intelligence, color psychology, stages of artistic development, the history and theory of art therapy, and approaches to artmaking and purposes of artmaking. 

Mindfulness in Art

• Creating art to practice mindfulness
• Art and mindfulness activities used to aide in mental health and awareness, such as zentangles, neurographic art, visual journaling

Color and Emotion

• Color to evoke emotions, influence emotional responses
• Science of color, color theory, color psychology
• Emotional recognition and analysis, emotional intelligence

Art Approaches and Mediums

• Experimenting with a variety of art mediums
• Cultural craft techniques as a way of reducing stress
• Art and the environment, connecting art and nature

Art and Human Development

• Stages of artistic development
• Influence of art on perceptions at stages of cognitive development

Art Therapy

• Art therapy benefits and uses, art as a healer
• Artists and psychology
• Image awareness, personal symbols, visual communication

Purpose of Art

• Reasons for creating, viewing, and sharing art
• Societal, cultural, and historical contexts of art
• Connections of art in community and world
• Art for socialization, entertainment, spiritual practices, and gift giving

Artistic Philosophy

• Curating a visual journal as collection of written/visual reflections
• Presenting an artistic philosophy

.5 credit – One Semester

9th Grade Elective

Prerequisites: None

Drawing I is where the ordinary transforms into the extraordinary, and a blank page becomes your canvas for boundless creativity!  This course is your gateway to the captivating world of drawing, where lines dance, shadows breathe, and every stroke tells a story.  Concepts explored include drawing three-dimensional forms from observation and imagination, composition, and linear perspective.  Get ready to embark on an artistic journey that will not only refine your skills but also unleash the artist within.

In this course you will develop both technical abilities and creative responses to material and subject matter. Concepts explored will include drawing three dimensional forms from observation and the imagination, composition, and linear perspective. You will keep a sketchbook throughout the semester to develop ideas, processes, and techniques.

Prerequisite: Art Foundations

Keeping a Sketchbook

• Develop ideas, practicing techniques, documenting observations, and notes

Lurking in the Shadows

• Use shading techniques to draw three dimensional forms:  hatching, cross hatching, stippling, blending, scumbling
• Value, pencil grades
• identify a light source and create highlights, midtones, and shadows 

Human Proportions

• use mathematical guidelines to create accurate facial features & proportions 
• explore mark making techniques using different types of media
• show personal style and voice in a composition
• develop an artist statement for presenting artwork

Art in the World Around Us

• reflect on personal art experiences. 
• research or experience options in art and design careers.
• compare purposes of art in a variety of social, cultural, and historical contexts

Exploring Color 

• Color wheel and color schemes
• manipulate color by creating tints, tones, and shades
• colored pencil techniques 
• communicate creative ideas using visual imagery
• critique artwork and/or the artwork of others

The Illusion of Depth 

• One and two point perspective
• create the illusion of depth and form through the use of value, size, space, and details in a drawing.
• linear perspective history

.5 credit – One Semester

9th Grade Elective

Prerequisites: None

Dive into the tactile world of clay!  Learn the essentials of handling, shaping, and molding this versatile medium. From wedging to coiling, pinch pots to slabs, master the foundational techniques that will be the building blocks of your ceramic creations.  Feel the thrill of the spinning poetry wheel beneath your hands as you transform a lump of clay into functional and artistic vessels. Explore the nuances of centering, pulling, and shaping to create pottery that reflects your unique style.

You will learn hand building techniques and the wheel throwing process to create functional and sculptural works of art. In addition, you will learn about glazing and kiln firing practices. Students will keep a sketchbook documenting their ideas, processes, and results.

Ceramics Bootcamp

• Stages of clay, Ceramics tools
• Steps- Throwing on the Pottery wheel 

Essential Forms

• History of clay, Investigate tools and processes
• Wedging , Pinch method, slip and score
• Develop forms with a theme
• Surface decoration & glazing

Throwing on the Pottery Wheel

• Stages of throwing, Trimming a foot
• Wheel thrown bowl, mug with pulled handle, vase or bottle

Slab Construction

• Slab building techniques
• Vessel with a lid, Sgraffito

Coil Construction 

• Planning- sketching, annotating
• Coil vessel

Modeling Forms

• additive/subtractive methods
• Creating a form with a theme or mood
• artist statement

.5 credit – One Semester

8th Grade Required

Prerequisites: None

We all know that businesses are in business to make money. But, what is Profit? How is a business created? What activities are involved in creating goods, services, and ultimately profit? This required eighth-grade course provides students with an opportunity to explore the different aspects of business while using a PC computer as a learning tool. Students will also get an introduction to personal finance, learning how to save and invest, how loans and credit scores work, and how to use credit cards, debit cards and a checking account. Furthermore, students will explore a variety of career opportunities to help them put together a plan for their future.

Outcomes:

• I can reflect on topics, organize my Google Drive, use proper keyboarding skills, keep records and compose a proper email and memo.
• I can explain how to save and invest for my future.
• I can create a plan for my future.
• I can create and defend a business plan.

Key Units/Topics

• Business Essentials
• Finance
• Academic and Career Planning
• Entrepreneurship

Primary Resources: 

• Junior Achievement Programming: It's My Future
• Xello
• Next Generation Personal Finance
• Wisconsin Business World
• Typing.com

.5 credit – One Semester

8th and 9th Grade Elective

Prerequisites: None

Technology is becoming the way of the world.  Get a step up on technology with the Exploring Computer Science class.  We will investigate what components are on the inside of a PC computer, how the internet and world wide web work, and networking basics. You will get to improve your keyboarding skills, essential in today’s tech world.  Learn coding basics and beginning Python coding language.  Use a Raspberry Pi computer and code robots to do specific tasks. This class is great for those who are good in math and want to expand their computer knowledge for the future. Recommended for 9th grade students or those who have good math grades.

All companies are feeling the effects of changing technology. Gain a competitive edge today by enrolling in Exploring Computer Science.  This course is hands-on!  You’ll improve your keyboarding skills, gain basic hardware and software knowledge, research and use current online tools of your interest, and work with hands-on robotics and coding. 

Outcomes:

• I can develop computational thinking skills.
• I can have a basic understanding of computer hardware and software.
• I can demonstrate good keyboarding technique.

Key Units/Topics

• Keyboarding
• Computer Hardware
• The internet and networks: How they work
• Coding in Code.org
• Coding Python in Minecraft for Education
• Raspberry Pi Computers
• Excel Spreadsheets
• Mindstorm Robotics

Primary Resources: 

• Typing.com
• Code.org
• Minecraft for Education
• Microsoft Excel
• Mindstorm Robotics
• Raspberry Pi Projects

1 credit – Full Year

9th Grade Elective

Prerequisites: None

Everest Entrepreneurs is a ground-breaking and exciting year-long experiential learning course that transforms students into real, confident entrepreneurs. Throughout the course, students develop business ideas, write business plans, forecast future earnings, conduct market research, pitch their plans to a panel of investors, and have their businesses ready to launch by the end of the school year if they choose to do so. Complete with dynamic guest speakers from the local business community and exciting behind-the-scenes trips to local companies, the exciting, project-based approach empowers students to take charge of their futures in a profound way.

Outcomes:

• I can create a business idea and turn it into a business opportunity
• I can modify my business idea based on customer feedback
• I can present my ideas in an expo setting
• I can launch and manage my business opportunity

Key Units/Topics

• Ideation
• Market Research
• Finance
• Presentations
• Business Launch & Management
• Entrepreneurship

Primary Resources: 

• Junior Achievement Programming: Company Business
• Field Trips
• Guest Speakers

.5 credit – One Semester

9th Grade Elective

Prerequisites: None

Marketing Foundations will prepare you with an understanding of the broad field of marketing. Since four out of five careers deal with marketing, you can benefit from the valuable career guidance provided by this course. Topics covered in the Marketing Foundations course include: sales, marketing strategies, business and economic concepts. Leadership skills are practiced in class through role playing, public speaking activities and solving real business problems.  Students enrolled in Marketing Foundations operate and manage the school store. Earn valuable retail experience by running a small business on-site and online store. As a marketing student you become a member of the nationally recognized organization, DECA. DECA gives you opportunities to participate in leadership workshops at the local, state and national levels. DECA members from around the world and business people identify DECA as a remarkable experience in the preparation of emerging leaders and entrepreneurs.

1 credit – Full Year

Prerequisites: None

Eighth-grade English Language Arts is a year-long course that integrates reading, writing, speaking, and listening. Students explore expository texts, literature, and drama, enhancing critical reading skills. They apply this knowledge to self-selected books and craft reading responses. Throughout the year, students engage with essential questions guiding their exploration of classic and contemporary literature and essay writing. The course also hones writing skills for different audiences, refines grammar, style, and vocabulary, while fostering critical thinking and effective communication.

Learning Standards: Wisconsin ELA CORE Standards

How can the IMC enhance my learning and help me function in society?

• Sections of an IMC: reference, periodicals, nonfiction, fiction, nonprint
• Strategies to find a good book
• Services provided by IMC
• Resources
  • Destiny Library
  • SORA/OVERDRIVE
  • IMC (Instructional Media Center)
  • Poem    “
  • Poem “I'm the Library Lady,” by J. Patrick Lewis
  • Poem “The Library” by an unknown author
  • Nonfiction Articles
  • NEWSELA

What insights about humanity can be gained through analyzing narrative?

• Analyze use of  literary elements in fiction
• Practice strategies for improving reading comprehension (Focus on using context clues)
• Write a literary analysis with parenthetical citations
• Compare text to media adaptations
• Analyze nonfiction for meaning and bias
• Practice various modes of writing responses
• Identify structures of nonfiction texts
• Resources:
  • Short Story “The Landlady,” by Roald Dahl
  • Short Movie “The Landlady”
  • Nonfiction articles

How does point of view affect a story?

• Apply use of literary elements in fiction
• Practice strategies for improving reading comprehension
• Write a literary analysis with parenthetical citations
• Analyze elements of poetry
• Compare poem to song adaptations
• Analyze nonfiction for meaning and 
• Practice various modes of writing responses
• Resources:
  • Short Story “The Tell-Tale Heart” by Edgar Allen Poe
  • Poem “Annabel Lee,” by,Edgar Allen Poe
  • Poem “I Can Stand Him No,Longer,” by Dumas
  • Song “Annabelle Lee" by Sarah Jarosz
  • Nonfiction Articles

What are the consequences of sudden human reactions?

• Argumentative Essay
• Compare text to media adaptations
• Theme Literary Analysis
• Resources
  • Short Story “The Lamb to the Slaughter”
  • Short Movie “Lamb to the 
  • Nonfiction Articles

What is the importance of nature and technology in our lives?

• Analyze use of  literary elements in fiction
• Practice strategies for improving reading comprehension (Focus on using context clues)
• Write critical response essay
• Analyze nonfiction for meaning and bias
• Write poems utilizing literary elements
• Practice research skills
• Practice various modes of writing responses
• Write a research paper
• Resources:
  • Short Story “There Will Come Soft Rains” by Ray Bradbury
  • Nonfiction Articles

How do people act in times of intolerance?

• Analyze literature
• Write article summaries
• Write article reactions
• - Practice various modes of writing responses
• Practice research skills
• Complete a research project
• Resources
  • Novel Prisoner-B by Alan Gratz
  • Play The Diary of Anne Frank
  • Choice Novels
  • Nonfiction articles

What is the connection between literature and our lives?

• Analyze novel structure
• Analyze novel utilizing literary elements 
• Write a narrative essay
• Resource:
  • Novel The Body of Christopher Creed by Carol Plum-Ucci

Independent Reading

• Write weekly journals
• Write paragraph responses analyzing the use of literary elements
• Resource:
  • Choice novels

Language

• Focus on grammar and syntax
• Focus on vocabulary development
• Work on word construction and morphology
• Resource
  • Textbook Common Core Literature by Pearson

Speech

• Write a formal topic outline
• Present an informative speech

1 credit – Full Year  

Prerequisites: None

Eighth-grade English Language Arts is a year-long course that integrates reading, writing, speaking, and listening. Students explore expository texts, literature, and drama, enhancing critical reading skills. They apply this knowledge to self-selected books and craft reading responses. Throughout the year, students engage with essential questions guiding their exploration of classic and contemporary literature and essay writing. The course also hones writing skills for different audiences, refines grammar, style, and vocabulary, while fostering critical thinking and effective communication.

Learning Standards: Wisconsin ELA CORE Standards

How can the IMC enhance my learning and help me function in society?

• Sections of an IMC: reference, periodicals, nonfiction, fiction, nonprint
• Strategies to find a good book
• Services provided by IMC
• Resources
  • Destiny Library
  • SORA/OVERDRIVE
  • IMC
  • Poem
  • Poem “I'm the Library Lady,” by J. Patrick Lewis
  • Poem “The Library” by an unknown author
  • Nonfiction Articles
  • NEWSELA

What insights about humanity can be gained through analyzing narrative?

• Analyze use of  literary elements in fiction
• Practice strategies for improving reading comprehension (Focus on using context clues)
• Write a literary analysis with parenthetical citations
• Compare text to media adaptations
• Analyze nonfiction for meaning and bias
• Practice various modes of writing responses
• Identify structures of nonfiction texts
• Resources:
  • Short Story “The Landlady,” by Roald Dahl
  • Short Movie “The Landlady”
  • Nonfiction articles

How does point of view affect a story?

• Apply use of literary elements in fiction
• Practice strategies for improving reading comprehension
• Write a literary analysis with parenthetical citations
• Analyze elements of poetry
• Compare poem to song adaptations
• Analyze nonfiction for meaning and 
• Practice various modes of writing responses
• Resources
  • Short Story “The Tell-Tale Heart” by Edgar Allen Poe
  • Poem “Annabel Lee,” by Edgar Allen Poe
  • Poem “I Can Stand Him No Longer,” by Dumas
  • Song “Annabelle Lee" by Sarah Jarosz
  • Nonfiction Articles

What are the consequences of sudden human reactions?

• Argumentative Essay
• Compare text to media adaptations
• Theme Literary Analysis
• Resources
  • Short Story “The Lamb to the Slaughter”
  • Short Movie “Lamb to the 
  • Short Story “Family Game” by Brendan Dubois 
  • Short Story “Blue Murder” by Wilbur Daniel Steele
  • Nonfiction Articles

What is the importance of nature and technology in our lives?

• Analyze use of  literary elements in fiction
• Practice strategies for improving reading comprehension (Focus on using context clues)
• Write critical response essay
• Analyze nonfiction for meaning and bias
• Write poems utilizing literary elements
• Practice research skills
• Practice various modes of writing responses
• Resources:
  • Short Story “There Will Come Soft Rains” by Ray Bradbury
  • Nonfiction Articles

How do people act in times of intolerance?

• Analyze literature
• Write article summaries
• Write article reactions
• Practice various modes of writing responses
• Practice research skills
• Complete a research project
• Resources:
  • Play The Diary of Anne Frank by Frances Goodrich and Albert Hackett
  • Choice Novels
  • Novel Between Shades of Gray by Ruta Septys
  • Novel Light in the Forest by Conrad Richter
  • Nonfiction articles

Independent Reading

• Write weekly journals about independent novel
• Write paragraph responses analyzing the use of literary elements in independent novel
• Resources:
  • Choice novels

Language

• Focus on grammar and syntax
• Focus on vocabulary development
• Work on word construction and morphology
• Resource:
  • Textbook Common Core Literature by Pearson

Speech

• Write a formal topic outline
• Present an informative speech

1 credit – Full Year

Prerequisites: None

English 9 is a survey course focusing on reading, writing, speaking, and listening skills.  Students will be exposed to an array of different texts, writing, speaking, and listening opportunities.  We will explore the themes of conflict, responsibility of heroes, knowledge vs. understanding, and defining differences.  All students will have the opportunity to self-select popular young adult literature for voice and choice reading. 

1 credit – Full Year

Prerequisites: None

English 9 Honors is a rigorous English survey course designed to help students master the skills of reading, writing, listening, speaking, and language with a strong emphasis on student voice and choice.  We will explore the themes of conflict, knowledge vs. understanding, responsibility of heroes, and defining differences.  All students will have the opportunity to self-select popular young adult literature for voice and choice reading.  The course is aligned to the Wisconsin State Standards and is designed to increase students’ capabilities as literate individuals, so that they may graduate from high school both college and work-place ready. (.5 credit/semester)

Learning Standards: Wisconsin ELA CORE Standards 

Is Conflict Necessary?

• Close reading
• Central ideas or themes
• Summarize key details and ideas
• Interpret figurative language
• Analyze the structure of a short story
• Point of view and style of a text
• Author’s purpose
• Effective writing process
• Key academic words
• Grammar practice
• Identifying conflict in short stories 
• Organizing parts of literary analysis
• Resources:
  • “Scarlet Ibis” by James Hurst
  • Choice Short Stories
  • Animal Farm by George Orwell
  • High-interest articles from Common Lit
  • 21 Academic Vocabulary
  • Honors–2 classic books
  • Quill.org
  • Diversity and Multicultural Choices:
• Pearson Text:
• “Rules of the Game” Amy Tan (short story)
• “The Girl Who Can” Ama Ata Aidoo (short story)
• High-interest articles from Common Lit
• Holt Elements of Literature (old text):
  • “Thank you, M’am” Langston Hughes
  • “A Man Called Horse” Dorothy Johnson
  • Salvador Late or Early” Sandra Cisneros
  • “The Talking Skull” (Nigerian folktale)
  • “Blues Ain’t No Mockingbird” Toni Cade Bambara
  • “Marigolds” Eugenia W. Collier
  • “American History” Judith Cortez Cofer
• Various Classics titles with women and minority authors (choice classics unit)

Is Knowledge the same as Understanding? 

• Critical thinking skills
• Textual evidence
• Central ideas
• Text analysis
• Point of view
• Author purpose
• Text structure
• Active reading
• Effective writing skills
• Relevance and validity
• Grammar practice
• Research Skills
• Resources
  • “Speech on Immigration” by Ronald Regan
  • “The Challenger Disaster” by Ronald Reagan
  • “I Have a Dream” by Dr. Martin Luther King, Jr.
  • High-interest articles from Common Lit
  • Hiroshima by John Hersey
  • Quill.org
• Diversity and Multicultural Choices:
• Pearson Text:
  • “Women on the Breadline” Meridel Le Sueur
• Holt Elements of Literature (Old Text)
  • Choice: A Tribute to Dr. Martin Luther King
  • Jr.” Alice Walker
  • “An Indian’s View of Indian Affairs” Chief
  • Joseph
  • “Ain’t I a Woman?” Sojourner Truth
  • TED talk Seminal Speech “The Danger of a Single Story” Chimamanda Ngozi Adichie
  • Various other speeches by diverse authors
  • (teacher choice)
  • High-interest articles from Common Lit

Do Heroes have Responsibilities?

• Genre and Writing Craft
• Literary Elements and Devices
• Literary Analysis
• Effective Writing
• Characteristics of an Epic
• Grammar practice
• Narrative writing
• Resources:
  • The Odyssey by Homer
  • High-interest articles from Common Lit
  • Quill.org
  • My Odyssey–narrative writing

Diversity and Multicultural Choices:
Weaving the Old into the New: Pairing The Odyssey with Contemporary Works | Read Write Think
Epic Explorations: Teaching the ‘Odyssey’ With The New York Times
OER Commons
Do our differences define us?

• Genre (drama) and authors’ writing craft
• Literary elements and devices in drama
• Literary analysis
• Active reading and dramatic/oral reading
• Effective writing
• Development of the English language
• Genres of drama – comedy, tragedy
• Grammar practice
• Resources:
  • Romeo and Juliet by William Shakespeare
  • Pearson text
  • Holt Elements of Literature (Old Text)
  • No Fear Shakespeare: Romeo and Juliet
  • High-interest articles from Common Lit
  • Quill.org
• Diversity and Multicultural Choices:
• Shakespeare and Popular Culture: Romeo and Juliet in Film and Pop Music | SpringerLi
• Tragic Love: Introducing Shakespeare's Romeo and Juliet | Read Write Think
• Fall in Love with these Lesson Plans for Your Romeo and Juliet Unit
• OER Commons
• The Harlem Rennaissance (optional mini-unit)

*R1:  Analyze text and provide evidence
*R2:  Research to build knowledge and make connections
*W1:  Convey ideas using effective style and structure
*W2:  Use conventions and language effectively
*SL:  Use effective speaking and listening skills to convey ideas

.5 credit – One Semester

8th and 9th Grade Elective

Prerequisites: None

Have you ever wondered what it would be like to be on a film/video design team?  If so, this course is for you. After learning the basic processes used to make a narrative film/video (use of the camera, storyline development, editing techniques, etc.), students will work in design/production teams to develop a screen-effective story.  By the end of the course, students will have created at least one group and one independent narrative film/video project. iPads will be used on a daily basis. Students should be willing to take advantage of opportunities to work outside of school hours on student projects in both individual and group settings.

.5 credit – One Semester

8th and 9th Grade Elective

Prerequisites: None

Vince Lombardi once said, “Leaders aren’t born; they are made.” The ability to positively lead and to be led exists in each and every person no matter the circumstances. This semester-long course focuses on developing the foundational leadership elements and skills a person needs to self-lead as well as lead others. Course curriculum focuses on understanding and developing an individual’s values, goal setting, and positive habits as well as studying confidence, vulnerability, and communication skills.  Coursework will include leadership and motivational-theme texts with an emphasis on small-group discussions, reflective journaling, service projects as well as guest speakers.

.5 credit – One Semester

8th and 9th Grade Elective

Prerequisites: None

What should I be when I grow up? How can I make good choices? How can I prepare food that is healthy? In Choices you will practice solving problems like these. Activities include hands-on lessons like preparing healthy snacks, completing a sewing project, and developing employability skills. Choices will give students an opportunity to practice group and independent work skills. 

Learn and practice decision-making skills. Practice safety, teamwork, problem-solving and communication through foods labs and a sewing project. Demonstrate creativity and apply literacy through the development of a fictitious Food Truck.

Outcomes:

• Develop Decision-Making Skills 
• Demonstrate Employability Skills through Foods Labs
• Demonstrate Creativity, Teamwork, Recipe Reading through the development of a fictitious Food Truck
• Demonstrate Employability Skills through a Sewing Project

Key Units/Topics:

• Decision-Making
• Workplace Readiness
• Safety

Academic Standards

.5 credit – One Semester

8th and 9th Grade Elective

Prerequisites: None

Do you want a chance to not only make money, but also learn how to spend and save it wisely?  Then TLS is the course for you!  The focus of TLS is to prepare students for the real world.  Students will have an opportunity to learn about personal financial topics such as credit cards, loans, interest, savings, investing, budgeting, and checkbook management.  Students will then take a “risk” by participating in a simulated business project.  During this entrepreneurship project, students will work in small groups, choose a product, set up company production, advertise and market the product, then split the profits.

Outcomes:

• Basic Financial Literacy/Consumerism
• Entrepreneurial Knowledge

Key Units/Topics

• Basic Financial Literacy/Consumerism
• Entrepreneurship

Primary Resources: 

• Junior Achievement “Economics for Success”
• “The Toothpaste Millionaire”
• Banzai Banking Simulation

DPI Academic Standards
Wisconsin Standards for Personal Financial Literacy

.5 credit – One Semester

9th Grade Elective

Prerequisites: None

Do you like to prepare food? Do you like to sample food? Would you like to learn more about food and food preparation? Then Food for Teens is the course for you! This course is designed for freshmen interested in the area of food and cooking. Students select, plan, and prepare a variety of food products to gain experience in food preparation, management, and nutrition. Emphasis is placed on safety, sanitation, cooking terms, function of ingredients, and reading recipes to prepare food.

Outcomes:

• Safely use tools and equipment for specific tasks and demonstrate food safety and sanitation. 
• Demonstrate food preparation methods and techniques to produce a variety of food products.
• Analyze available resources to be an effective consumer.
• Demonstrate management of recreation, leisure, and other events.

Key Units/Topics

• Food preparation skills             
• Food safety and sanitation
• Foods for wellness/nutrition
• Functions of ingredients
• Knife skills
• Measuring skills
• Breakfast
• Foods on a budget
• Thematic Events - Food Forum

Academic Standards

DPI Academic Standards

National Academic Standards

.5 credit - One Semester

9th Grade Elective

Prerequisites: Interest in Careers in Education, Human Services or Health Science

What do you want to be when you grow up? Do you want to be a teacher or a counselor? Are you interested in health care or other careers where you can help people? Then Pathways to Success in Family and Consumer Education is the course for you! We will explore careers in the areas of Human Services, Health Sciences, and Education and Training to learn about what these careers involve. Upon completion of this course, students will be able to identify careers they are interested in and what steps need to be taken to advance toward a future career in one of these areas.

This course involves self-exploration as well as the identification of skills and abilities and with what careers those attributes align. This course explores careers in the areas of Human Services, Health Sciences as well as Education and Training. Upon completion of this course, the student will be able to identify careers he or she is interested in and what steps need to be taken to advance toward a future career in that area.

Outcomes:

• Identification of skills, aptitudes and interests 
• Development of Employability Skills
• Career Exploration: Health Sciences
• Career Exploration: Education and Training
• Career Exploration: Human Services

Key Units/Topics

• Foundational Skills
• Identification of aptitudes and Interests 
• Career Exploration

Primary Resources: 

• Junior Achievement “Career Success” program

DPI Academic Standards

1 credit – Full Year  

8th or 9th Grade

Prerequisites: None

This course is instructed using a problem-solving approach designed to connect mathematics to other disciplines. Working cooperatively, students will develop the foundation for Algebra 1.  Students will work with, analyze, and solve problems involving linear, inverse variation, and exponential relationships. Geometry will be explored through an understanding of congruent and similar objects and the Pythagorean Theorem.

Learning Standards: Wisconsin math core standards

Chapter 1 
Learn strategies and skills for addition, subtraction, multiplication and division math facts.

Chapter 2 
Learn the order of operations and the correct way to solve multi-step expressions.

Chapter 3 
Learn strategies and skills for addition, subtraction, multiplication and division math facts with positive and negative numbers.

Chapter 4 
Learn vocabulary for coordinate planes/graphing.
Learn the correct way to plot and read ordered pairs on a graph.

Chapter 5 
Learn vocabulary for combining like terms. 
Learn how to add and subtract like terms. 

Chapter 6 
Solve 1 and 2 step equations using the correct operations.

Chapter 7
Compare fractions, decimals, and percents. 
Add, subtract, multiply and divide fractions, decimals and percents.

Chapter 8
Learn the basic exponent rules

1 credit – Full Year

8th or 9th Grade

Prerequisites: None

This course is instructed using a problem-solving approach designed to connect mathematics to other disciplines. Working cooperatively, students will develop the foundation for Algebra 1.  Students will work with, analyze, and solve problems involving linear, inverse variation, and exponential relationships.  Geometry will be explored through an understanding of congruent and similar objects and the Pythagorean Theorem.  

*Prerequisite for Algebra Readiness is successful completion of Pre-Algebra

Algebra Readiness provides a hands-on, manipulative-based approach to master algebraic concepts and skills.  Students will explore the core objectives of Algebra allowing them to access the higher levels of math.  

This course is structured around problems and investigations that build the conceptual understanding of pre-requisite algebraic topics and an awareness of connections between the different ideas.  Students are encouraged to investigate, communicate their thinking, and generalize.

Multiplication

• Facts, Multi-Digit Multiplication, Multiplying by powers of 10.

Division

• Fact Families, Long Division, Divisibility Rules for 2, 3, 4, 5, 6, 9, 10, Dividing by Powers of 10.

Integers

• Order of Operations, Integer Rules, Evaluating

Solving 1 & 2 Step Equations

• Add, Subtract, Multiply, Divide with one and two-step equations. Multiplying by fractional coefficients.

Solving Multi-Step Equations

• Combining Like Terms, Distributing, Solving Multi-Step Equations

Linear Relationships

• Graphing points.
• Slope - Given a table, graph, equation, situation, given two points
• Y-Intercept - Given a table, graph, equation, situation
• Determining if a point is on the given line.
• Graphing a linear equation given words, given a table.
• Writing a linear equation given a graph, table, situation.

Systems of Linear Relationships

• Equal Value Method
• Substitution
• Elimination

Quadratics

• Diamond, FOIL, Factoring, GCF, X-Box, Graphing Parabolas.

Linear Inequalities

• Solving single variable inequalities.

Fractions & Algebraic Fractions (If time permits)

• Equivalent Fractions, Reducing Fractions & Algebraic Fractions, Adding and Subtracting Fractions & Algebraic Fractions, Multiplying and Dividing Fractions & Algebraic Fractions

Ratios/Percents/Decimals (If time permits)

• Convert Fractions - Decimals - Percents

1 credit – Full Year  

8th Grade Honors or 9th Grade

Prerequisites: None

Core Connections Algebra is the first course in a five-year sequence of college preparatory mathematics courses that starts with Algebra I and continues through Calculus. It aims to deepen and extend student understanding built in previous courses by focusing on developing fluency with solving linear equations, inequalities, and systems. These skills are extended to solving quadratic equations, exploring linear, quadratic, and exponential functions graphically, numerically, symbolically, and as sequences, and by using regression techniques to analyze the fit of models to distributions of data.

On a daily basis, students in Core Connections Algebra use problem-solving strategies, questioning, investigating, analyzing critically, gathering and constructing evidence, and communicating rigorous arguments justifying their thinking. Under teacher guidance, students learn in collaboration with others while sharing information, expertise, and ideas.

Learning Standards: Wisconsin Standards for Mathematics 

Chapter 1

• Explore nonlinear functions and learn how to describe a function completely.
• CPM CCA text series + supplemental resources as needed

Chapter 2

• Linear functions and making connections between the multiple representations of linear functions: table, graph, equation, and situation.
• CPM CCA text series + supplemental resources as needed

Chapter 3

• Simplify expressions with exponents, use generic rectangles to develop a method to rewrite products of binomials and other polynomials, solve multi-variable equations for one of the variables
• CPM CCA text series + supplemental resources as needed

Chapter 4

• Solve word problems by writing a pair of equations, called a system of equations using multiple representations: table, graph, and by manipulating the equations algebraically.
• CPM CCA text series + supplemental resources as needed

Chapter 5/7

• Exponential functions. Learning to represent an exponential function using the 4 different representations of a function.(Graph, Equation, Table, Situation)
• CPM CCA text series + supplemental resources as needed

Chapter 8 part 1

• Factoring Quadratics. Using generic rectangles, x-box, lazy AC and guess and check methods. 
• CPM CCA text series + supplemental resources as needed

Chapter 8 part 2

• Graphing Quadratics. Identifying and solving for key points of quadratics. Learn how to rewrite quadratic equations in several forms. Learning the 4 different representations of a quadratic function. (Graph, Equation, Table, Situation)
• CPM CCA text series + supplemental resources as needed

Chapter 9

• Inequalities. Taking the material from chapters 1, 2, 3, 4, and 8 and converting the equations to inequalities. Graphing, solving, writing, and analyzing inequalities. 
• CPM CCA text series + supplemental resources as needed

Chapter 10

• Solving complex equations. Squares, square roots, and absolute value. Learning about multiple solutions to an equation. 
• CPM CCA text series + supplemental resources as needed
• Radicals
• Simplifying radicals. 
• Supplemental resources. 

Academic Honesty Policy
Academic honesty is always expected. The sharing/receiving of answers, problems, copy of an assessment or PTL is in violation of academic honesty. The consequence will be an NE or 0% with NO OPTION for a retake for all individuals involved.
 

1 credit – Full Year

8th or 9th Grade

Prerequisites: None

Core Connections Algebra is the first course in a five-year sequence of college preparatory mathematics courses that starts with Algebra I and continues through Calculus. It aims to deepen and extend student understanding built in previous courses by focusing on developing fluency with solving linear equations, inequalities, and systems. These skills are extended to solving quadratic equations, exploring linear, quadratic, and exponential functions graphically, numerically, symbolically, and as sequences, and by using regression techniques to analyze the fit of models to distributions of data.

On a daily basis, students in Core Connections Algebra use problem-solving strategies, questioning, investigating, analyzing critically, gathering and constructing evidence, and communicating rigorous arguments justifying their thinking. Under teacher guidance, students learn in collaboration with others while sharing information, expertise, and ideas.

Learning Standards: Wisconsin Standards for Mathematics 

Chapter 1

• Explore nonlinear functions and learn how to describe a function completely.
• CPM CCA text series + supplemental resources as needed

Chapter 2

• Linear functions and making connections between the multiple representations of linear functions: table, graph, equation, and situation.
• CPM CCA text series + supplemental resources as needed

Chapter 3

• Simplify expressions with exponents, use generic rectangles to develop a method to rewrite products of binomials and other polynomials, solve multi-variable equations for one of the variables
• CPM CCA text series + supplemental resources as needed

Chapter 4

• Solve word problems by writing a pair of equations, called a system of equations using multiple representations: table, graph, and by manipulating the equations algebraically.
• CPM CCA text series + supplemental resources as needed

Chapter 5/7

• Exponential functions. Learning to represent an exponential function using the 4 different representations of a function.(Graph, Equation, Table, Situation)
• CPM CCA text series + supplemental resources as needed

Chapter 8 part 1

• Factoring Quadratics. Using generic rectangles, x-box, lazy AC and guess and check methods. 
• CPM CCA text series + supplemental resources as needed

Chapter 8 part 2

• Graphing Quadratics. Identifying and solving for key points of quadratics. Learn how to rewrite quadratic equations in several forms. Learning the 4 different representations of a quadratic function. (Graph, Equation, Table, Situation)
• CPM CCA text series + supplemental resources as needed

Chapter 9

• Inequalities. Taking the material from chapters 1, 2, 3, 4, and 8 and converting the equations to inequalities. Graphing, solving, writing, and analyzing inequalities. 
• CPM CCA text series + supplemental resources as needed

Chapter 10

• Solving complex equations. Squares, square roots, and absolute value. Learning about multiple solutions to an equation. 
• CPM CCA text series + supplemental resources as needed
• Radicals
• Simplifying radicals. 
• Supplemental resources. 

Academic Honesty Policy
Academic honesty is always expected. The sharing/receiving of answers, problems, copy of an assessment or PTL is in violation of academic honesty. The consequence will be an NE or 0% with NO OPTION for a retake for all individuals involved.

1 credit – Full Year

9th Grade Honors

Prerequisite: Algebra I

Working cooperatively, students will build on their previous understanding of the relationships between shapes with a focus on transformations.  Triangles will be investigated through similarity, which leads into an introduction to Trigonometry.  The basic understanding of area, surface area, and volume will be expanded on to describe formulas and explain why they work.

1 credit - Full Year

9th Grade Honors

Prequisites: Geometry and teacher signature, Principal approval only - this course is taken at the senior high school

Working students explore algebraic expressions and equations.  They will investigate polynomials and begin to create equations that describe relationships between quantities. Graphing and its relationship to solutions will be emphasized throughout the course.  The Algebra 1 Honors course is cooperatively a faster paced and a more in-depth version of Algebra 1.  If this course is too rigorous or fast paced for students, they will be moved into Algebra I. 

1 credit - Full Year

8th Grade - MAT801

9th Grade - MAT903

Prerequisites: None

This is a second math course taken in conjunction with Pre-Algebra (MAT800) or Algebra I (MAT900).  It is designed to help bring students who are behind in their math skills up to grade level.  In this course, students will preview Pre-Algebra/Algebra concepts while working on developing basic skills that may not have been mastered yet.  In order to maintain the effectiveness of the Math Matters course, enrollment in this course is limited to 18 students per hour.

1 credit – Full Year

8th Grade Elective

Prerequisite: 7th Grade Band or teacher approval

Concert Band 8 is open to 8th grade students who have had at least one year of band instruction.  Increased technical proficiency using appropriate band literature and technical materials is one of the primary goals of the course.  In addition to classroom and concert experiences, students are encouraged to participate in the District Solo & Ensemble Festival.  All performances are viewed as an extension of the classroom; therefore, attendance is required.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles	Key Topics	Resources (titles of books, apps, etc.)
Fall Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend	Appropriate Band Literature, Band Method Book
Winter Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend	Appropriate Band Literature, Band Method Book
Solo and Enesemble Festivals	Melody, Harmony, Rhythm, Balance, Blend	Appropriate Band Literature, Band Method Book
Spring Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend	Appropriate Band Literature, Band Method Book

1 credit  - Full Year

9th Grade Elective

Prerequisite: 8th Grade Band or teacher approval

Concert Band 9 is open to 9^th grade students who have at least 2 years of band instruction.  The primary objective of this course is improved performance through the study of advanced musical benchmarks and quality band literature.  9^th Grade Concert Band members will learn marching band techniques and will perform with the DC Everest Senior High Pep Band.  In addition to classroom and concert experiences, students are encouraged to participate in the District Solo & Ensemble Festival.  All performances are viewed as an extension of the classroom; therefore, attendance is required.  To obtain Laude credit for this music class, students will need to perform a Class A or B solo or small ensemble at the District Solo and Ensemble Festival and earn a Division II rating or higher.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles:	Key Topics:	Resources (titles of books, apps, etc.)
Fall Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend.	Appropriate Band Literature, Band Method Book
Winter Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend.	Appropriate Band Literature, Band Method Book
Solo and Ensemble Festivals	Melody, Harmony, Rhythm, Balance, Blend.	Appropriate Band Literature, Band Method Book
Spring Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend.	Appropriate Band Literature, Band Method Book

Qualifies as a Laude Point if requirements met.

.5 Credit - One Semester

8th and 9th Grade Elective

Prerequisite: 7th Grade Band or teacher approval

Concert Jazz Ensemble affords interested 8^th and 9^th grade students the opportunity to perform music of the jazz idiom.  Special emphasis is placed upon the student's comprehension of swing, latin, funk, and rock styles as well as improvisation.  Permission of the instructor is required, and students must be concurrently enrolled in Concert Band or Orchestra.  If you are interested in playing guitar, piano, or bass guitar, you must have approval by the director and prepare an audition. All performances are viewed as an extension of the classroom; therefore, attendance is required.  Can be repeated in 9^th grade for credit.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles:	Key Topics:	Resources (titles of books, apps, etc.)
Fall Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend.	Appropriate Jazz Band Literature, Band Method Book
Winter Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend.	Appropriate Jazz Band Literature, Band Method Book
Solo and Enesemble Festivals	Melody, Harmony, Rhythm, Balance, Blend.	Appropriate Jazz Band Literature, Band Method Book
Spring Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend.	Appropriate Jazz Band Literature, Band Method Book

1 credit  - Full Year

8th Grade Elective

This course is open to students who have at least one year of playing experience on a stringed instrument. The objective of this course is to improve string technique in performance on their chosen instrument.  Group performances will be the main emphasis with concentrations in the areas of rehearsal, music theory, fingering, and bowing technique.  Students will perform in evening performances and at the 8th grade and/or district solo and ensemble.  All performances are viewed as an extension of the classroom; therefore, attendance is required.  Each student will be issued a concert uniform worn at all performances.

1 credit - Full Year

9th Grade Elective

This course is open to students who have at least two years of playing experience on a stringed instrument. The objective of this course is to improve performance technique on their chosen instrument. Group performances will be the main emphasis with concentrations in the areas of rehearsal, music theory, fingering, and bowing technique.  Students will perform in evening performances and the district solo and ensemble festival. All performances are viewed as an extension of the classroom; therefore, attendance is required. Each student will be issued a concert uniform worn at all performances. To obtain Laude credit for this music course, students will need to perform a Class A or B solo or small ensemble at the District Solo and Ensemble Festival and earn a Division II rating or higher. Full year.

1 credit  - Full Year

8th Grade Elective

Mixed Choir 8 meets every day of the week.  It is open to any student who is interested in singing in a choir.  Members are exposed to a wide range of choral literature. Emphasis is given to proper use of the voice, vocal technique, tone, diction, sight singing, theory, and appropriate rehearsal and concert etiquette.  Special consideration is given to the unique issues related to the changing voice, and repertoire is selected based upon these factors. Students will perform in at least four public concerts per year and a local clinic during school.  Students planning to sing in ninth grade or in high school should be singing in eighth grade choir. All performances are viewed as an extension of the classroom; therefore, attendance is required. 

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles:	Key Topics:	Resources (titles of books, apps, etc.)
Fall Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend, Diction, Song Knowledge	Concert Music, Sight Reading Factory, Canvas
Holiday Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend, Diction, Song Knowledge	Concert Music, Sight Reading Factory, Canvas
March Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend, Diction, Song Knowledge	Concert Music, Sight Reading Factory, Canvas
Pops & Broadway Concert Cycle	Melody, Harmony, Rhythm, Balance, Blend, Diction, Song Knowledge	Concert Music, Sight Reading Factory, Canvas

Most required concerts meet outside of school hours.

1 credit  - Full Year

9th Grade Elective

Mixed Choir 9 meets every day of the week.  It is open to any student who is seriously interested in singing in a choral group.  Previous eighth grade choir experience is strongly recommended.  Members are exposed to a wide range of choral literature. Continued emphasis is given to the proper use of the changing voice, vocal technique, tone, diction, sight singing, theory, and appropriate concert etiquette. Students will perform in at least four public concerts per year and are encouraged to participate at the local Solo & Ensemble Festival. Students planning to sing in high school should be singing in 9^th grade choir.  All performances are viewed as an extension of the classroom; therefore, attendance is required.  To obtain Laude credit for this music class, students will need to perform a Class A or B solo or small ensemble at the District Solo and Ensemble Festival and earn a Division II rating or higher.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles:	Key Topics:	Resources (titles of books, apps, etc.)
Fall Concert	Melody, Harmony, Rhythm, Balance, Blend, Diction, Song Knowledge	Concert Music, Sight Reading Factory, Canvas
Holiday Concert	Melody, Harmony, Rhythm, Balance, Blend, Diction, Song Knowledge	Concert Music, Sight Reading Factory, Canvas
March Concert	Melody, Harmony, Rhythm, Balance, Blend, Diction, Song Knowledge	Concert Music, Sight Reading Factory, Canvas
Pops & Broadway Concert	Melody, Harmony, Rhythm, Balance, Blend, Diction, Song Knowledge	Concert Music, Sight Reading Factory, Canvas

Laude Point Eligible

Most required concerts meet outside of school hours

.5 credit – First Semester Only

8th and 9th Grade Elective

Treble Choir I is open to any eighth and ninth grade woman who wishes to have a singing experience in an all women’s group. Members will be exposed to a wide range of choral literature.  Emphasis is given to proper use of the voice, vocal technique, tone, diction, sight singing, theory, and appropriate rehearsal and concert etiquette.  Students will perform in at least two public concerts for the semester.  The opportunity is given for participation in the district Solo & Ensemble Festival. Students planning to sing in high school should be singing in a junior high choir.  All performances are viewed as an extension of the classroom; therefore, attendance is required.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles:	Key Topics:	Resources (titles of books, apps, etc.)
Fall Concert	Melody, Harmony, Rhythm, Balance, Blend, Diction, Song Knowledge	Concert Music, Sight Reading Factory, Canvas
Holiday Concert	Melody, Harmony, Rhythm, Balance, Blend, Diction, Song Knowledge	Concert Music, Sight Reading Factory, Canvas

Laude Point Eligible, Most required concerts meet outside of school hours

.5 credit  - Second Semester Only

8th and 9th Grade Elective

Prerequisite: Treble Choir I

Treble Choir II is open to ninth grade women who wish to have a singing experience in an all women’s group.  Members will be exposed to a wide range of choral literature.  Emphasis is given to proper use of the voice, vocal technique, tone, diction, sight singing, theory, and appropriate rehearsal and concert etiquette.  Students will perform in at least two public concerts for the semester.  The opportunity is given for participation in the district Solo & Ensemble Festival.  Students planning to sing in high school should be singing in a junior high choir.  All performances are viewed as an extension of the classroom; therefore, attendance is required.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles:	Key Topics:	Resources (titles of books, apps, etc.)
March Concert	Melody, Harmony, Rhythm, Balance, Blend, Diction, Song Knowledge	Concert Music, Sight Reading Factory, Canvas
Pops & Broadway Concert	Melody, Harmony, Rhythm, Balance, Blend, Diction, Song Knowledge	Concert Music, Sight Reading Factory, Canvas

Laude Point Eligible

 

Most required concerts meet outside of school hours

.5 credit – One Semester

8th grade required

Prerequisites: None

Welcome to 8th Grade Physical Education! This dynamic course is designed to empower your child with the knowledge and skills to lead a healthy and active lifestyle, both now and in the future. We understand the importance of fostering a lifelong commitment to physical well-being, and we are excited to embark on this journey with your child.

Outcomes (What students are learning):

• I can understand key concepts and terminology related to team and individual sports.
• I can apply key concepts and terminology related to team and individual sports.
• I can demonstrate a health enhancing level of engagement in fitness, team, and individual sport activities.
• I can apply fitness concepts to help achieve or maintain a health enhancing level of physical fitness.
• I can maintain a positive attitude and contribute to an overall positive class experience.

Key Units/Topics

• Fitness
• Golf
• Pickleball
• Object Manipulation
• Cooperative Games
• Volleyball
• Basketball
• Badminton
• Climbing
• AODA 

Standards: WI Standards for Physical Education

.5 credit – One Semester

9th grade required

Prerequisites: None

Welcome to Ninth-Grade Physical Education! In this exciting semester-long course, we will empower your child to embark on a journey towards a lifetime of physical well-being and a deeper understanding of the importance of a healthy, active lifestyle. Our engaging and comprehensive curriculum is designed to develop not only physical fitness but also life skills that will serve your child well beyond the classroom.

Outcomes (What students are learning):

• I can understand key concepts and terminology related to team and individual sports.
• I can apply key concepts and terminology related to team and individual sports.
• I can demonstrate a health enhancing level of engagement in fitness, team, and individual sport activities.
• I can apply fitness concepts to help achieve or maintain a health enhancing level of physical fitness.
• I can maintain a positive attitude and contribute to an overall positive class experience.
• Key Units/Topics

Fitness

• Invasion Games
• Archery
• Softball
• Volleyball
• Dance
• Court Games
• Climbing 
• Pickleball
• AODA

Standards: WI Standards for Physical Education
 

.5 credit - One Semester

8th and 9th grade elective

Reader’s Workshop is designed for students in grades 8 and 9, reading at or above grade level.  It encompasses skills needed in reading all types of materials, strategic skills to aid in learning how to interpret literature, and vocabulary enrichment. It also allows students to maintain interest in reading, gives them class time to engage in literary talk, and employs higher order thinking skills as students summarize, note their thoughts, and question their responses. This course effectively integrates the reading and writing process and gives students the nudges necessary to keep them growing as life-long readers. 

Learning Standards: Wisconsin ELA CORE Standards 

Course Enduring Understandings:

• Understand that people read for a variety of purposes.
• Understand how the design of the Reader’s Workshop classroom is intended to support all learners as they develop and hone their reading and writing skills.
• Understand that literature conveys the depth of human experience, reflecting diverse cultures.
• Understand the value of personal reflection through writing.
• Understand the value of sharing insights about literature with peers.
• Understand the ultimate goal of the Reader’s Workshop classroom is to encourage lifelong readers and critical thinkers.
• Understand how technology can be used as a forum for discussing literature.
• Understand how technology can be a useful resource to assist with book selection.
• Understand how choice impacts motivation to read
• Resources
  • Variety of choice:
  • Students may read books from the classroom library, IMC, public library, SORA app, home, etc.
  • Reader Response Topics (taken from Marilyn Pryle • Reading with Presence)
  • Reader’s Workshop Final Book Project

Course Essential Questions

• Why do people read?
• How can we understand the perspectives of others as seen through literature, while developing and expressing our own perspectives?
• How can the study of themes and values in texts prepare one for responsible participation in society?
• Why do people interpret books differently? 
• How did the book impact you or change your outlook on life?
• How are the events and characters in the book similar to events and characters you have known or experienced?
• How does reading enjoyment contribute to lifelong learning?
• How does writing make thinking visible and clarify understanding?
• How can writing communicate ideas and deepen understanding?
• How does student self-selection of books encourage the development of lifelong readers and critical thinkers?

Knowledge and Skills

• Students will know (declarative knowledge)
• Unique characteristics of the novel
• Literary elements and devices.
• Author style
• Active reading strategies
• Literary analysis
• Students will know how to:
• Participate in book discussions using appropriate academic language. 
• Read to learn, understand, interpret, and analyze
• Develop, support, and defend ideas and interpretations
• Read to understand the world we live in with all the diverse perspectives that help a reader to develop empathy for others who may experience lives different from their own.

1 credit – Full Year

8th grade

Prerequisites: None

Earth Science Enduring Understandings

• Earth Science is a scientific field of study, which attempts to understand and explain the Universe, the Earth and its Atmosphere.
• Earth and Space Scientists use a variety of scientific tools and the Scientific Method to understand and explain natural structures, patterns, activities & events.
• The Solar System is a collection of in-motion planetary objects, which are in constant motion around our sun.
• The Earth is made of many types of rocks and minerals making the large geologic features we see today.
• The Earth is a dynamic planet, which is constantly changing.
• The Earth’s atmosphere is in a constant state of change, affecting the surface of the Earth.
• Water supports life on Earth and is continuously changing the surface of the Earth.

Earth Science Essential Questions

• How have we obtained the knowledge we have about space and the Earth?
• How have scientific tools and methodology helped us understand our universe and Earth?
• How do the planets and their motion around the sun affect our life on Earth?
• How do atoms combine to form rocks and minerals?
• What forces and events cause the Earth to be in a constant state of change?
• How does the Earth’s atmosphere and water cause the Earth to change?
• How do the Earth’s atmosphere and the Earth’s surface waters impact people and societies?

Earth Science Topics	Timeline
Scientific Skills, Methodology & The Nature of Science - Nature of Science, Scientific Method, Scientific Skills, Metric System	3 Weeks
Astronomy - Exploring Space, Solar System, Earth-Moon-Sun System, Stars & Galaxies	9 Weeks
Chemistry, Minerals & Rocks- Elements & Periodic Table, Minerals, Rocks	5 Weeks
Earth Structures & Process - Plate Tectonics, Earthquakes & Volcanoes	5 Weeks
Geologic Time, Glaciation	3 Weeks
Mapping - Map Reading & Construction	2 Weeks
Meteorology – Atmosphere, Climate & Weather	6 Weeks
Lakes, Rivers & Streams – Watersheds, Patterns & History	3 Weeks

 

Scientific Skills

• Collect & Organize Scientific Data using tables and graphic organizers
• Use scientific tools to collect, analyze and understand data 
• Analyze Scientific Information based on observable and experimental evidence
• Use Cause and Effect relationships to understand Natural Phenomena and relationships between concepts
• Relate Earth Science concepts to each other to understand natural phenomena 

Assessments

• Classroom Formative Assessments 
• Dept. Common Summative Assessments
• Authentic Assessments
• Student projects
• Laboratory Reports

State and District Standards

See DCE website for National and State Standards Guiding the Science Program

1 credit – Full Year

8th grade honors

Prerequisites: None

The Honors Earth Science 8 program provides highly motivated and highly skilled independent learners with an opportunity to be challenged in Earth Science.  While the topics learned are the same as the Earth Science course, this course is more student-centered and inquiry-based than the traditional Earth Science course.  The course is quicker in pace to accomplish deeper studies.  All students will be expected to be independent learners, leaders and presenters in order to be successful.  Students must meet all of the following prerequisites for placement in the inquiry-based science course:

• iReady reading score of 625 or higher
• AB or A in current science course
• AB or A in current math course

1 credit – Full Year

9th grade

Prerequisites: None

Physical Science Enduring Understandings:

• The Scientific Method is used to understand universal laws of science.
• Scientists use observable evidence and data from experiments to generate hypotheses, laws and theories.
• Energy is a natural phenomenon, which is required to do work.
• Energy cannot be created or destroyed but can be converted to other forms which can be measured and described.
• Anything that has volume and mass is composed of matter.
• Matter cannot be created or destroyed but can move to other places.
• Matter generally occurs as a solid, liquid or gas, which may interact with each other both physically and chemically.
• Matter is composed of progressively smaller and smaller units.
• Elements have unique properties, which are attributed to the element’s atomic structure.
• Matter can be rearranged into new substances with new properties.

Physical Science Essential Questions

• How do scientists know what we do about the Natural Laws of Science?
• How do scientists generate hypotheses, laws and theories?
• What is energy and how do people depend upon it?
• If energy cannot be created or destroyed, how is it used and converted into other forms?
• How is matter different from energy?
• If matter cannot be created or destroyed, what happens to it during chemical and physical changes?
• How have humans and societies used our understanding of matter and the changing of matter to advance our societies?

Physical Science Topics	Timeline
Metric System, Density, Lab Safety	2 ½ weeks
Chemistry (atomic structure, ions, periodic table, bonding, balancing reactions, reaction types)	8 ½ weeks
Motion (speed, acceleration, motion graphs)	4 weeks
Forces (types of forces, free body diagrams, free fall, projectile motion)	3 weeks
Newton’s Laws, Kinetic and Potential Energy, Momentum	3 weeks
[Physics of Motion Project]	1 week
Thermal Energy (Q calculations, heat vs temp, states of matter and phase changes, heat transfer)	3 ½ weeks
Fluid Properties and Gas Laws (Boyle’s, Charles’, Archimedes’, Pascal’s, Bernoulli’s)	3 weeks
Electricity (static electricity, Ohm’s Law and current, circuits, power and energy)	4 weeks

 

Scientific Skills       

• Collect & Organize Scientific Data using tables and graphic organizers
• Use scientific tools to collect, analyze and understand data 
• Analyze Scientific Information based on observable and experimental evidence
• Use Cause and Effect relationships to understand Natural Phenomena and relationships between concepts
• Relate Physical Science concepts to each other to understand natural phenomena 

Assessments

• Classroom Formative Assessments 
• Dept. Common Summative Assessments
• Authentic Assessments
• Student projects
• Laboratory Reports

State and District Standards

1 credit – Full Year

9th grade honors

Prerequisites: None

The Honors Physical Science 9 program provides highly motivated and highly skilled independent learners with an opportunity of being challenged in the subject areas of physics and chemistry. While the topics learned are the same as the Physical Science course, this course is more student-centered and inquiry-based than the traditional Physical Science course. The course is slightly quicker in pace to allow time for deeper studies. Students will be challenged with lab investigations, data analysis, critical thinking, and problem-solving activities.  A strong mathematical background is required to apply formulas to help understand and explain key concepts in physics and chemistry. Successful Honors Physical Science students typically have scored in the advanced categories of their state assessments and have high reading scores.  A High School Conceptual Physics textbook is used in the honors course, which demands advanced reading skills to understand the content.  Students must meet all of the following prerequisites for placement in the honors science course:

• iReady reading score of 640 or higher
• AB or A in current science course
• AB or A in current math course

1 credit – Full Year

8th grade

Prerequisites: None

American HistoryStudents in American History class will study the birth and growth of our American nation from the colonial period to the Revolutionary War to the Civil War to the settlement of the West.  During each unit, students will study major events and individuals through thematic ideas.  Themes such as independence, diversity, migration, perspective, and conflict will be examined in units on the American Revolution, Early Government, Nationalism, Reform, MigrationWestward Expansion, and the Civil War.  Students will make connections between historical events and current events. 

Learning Standards

National Council for Social Studies Standards: 

Wisconsin Social Studies Standards: 
 

D. C. Everest 8th Grade American History Course Standards:

• Historical Content and Chronology
• Historical Thinking
• Historical Inquiry, Research, and Reading
• Communication in History

Colonization

• Spanish, French and English settlement 
• cash crop 
• triangular trade 
• Middle Passage 
• Salem Witch Trials 
• Enlightenment/Scientific Revolution 
• 3 colonial regions develop: New England, Middle, and Southern Colonies
• Mayflower Compact
• Mercantilism
• religious toleration
• Self government 
• Resources:
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources

American Revolution

• Triangular trade/Navigation Acts
• Middle Passage
• French and Indian War
• Pontiac’s Rebellion
• Proclamation of 1763
• Stamp Act
• Boston Massacre
• Townshend Acts
• Tea Act
• Boston Tea Party
• Intolerable Acts
• First Continental Congress
• Common Sense
• Lexington and Concord
• Declaration of Independence
• Woods Runner (Paulsen) 
• Resources
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources

Early Government

• The Articles of Confederation, Shay’s Rebellion, The Land Ordinances, Constitutional Convention, Federalists papers, Ratification
• U.S. Constitution
• Resources:
  • Primary Documents (via online resources)
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources

Nationalism

• War of 1812
• Monroe Doctrine
• Missouri Compromise
• American System
• Jacksonian Democracy
• Indian Removal Act
• Trail of Tears
• Worchester vs. Georgia 
• Resources
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources
  • Sarny (Paulsen)
  • Night John (Paulsen)
  • Copper Sun (Draeper)

Expansion

• Louisiana Purchase     
• Alamo/Texas Independence     
• Irish/German/Chinese immigration   
• Oregon Trail   
• Oregon Territory Acquisition    
• Bear Flag Revolt   
• Mexican American War/Mexican Cession    
• Treaty of Guadalupe Hildago    
• California Gold Rush 
• Transcontinental Railroad  
• Westward Expansion Research Project 
• Resources
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Mr. Tucket (Paulsen)
  • IMC Resourcing Tools (on-line pay for programming)

Civil War

• Missouri Compromise
• Free Soil Party Formed
• Compromise of 1850
• Fugitive Slave Act 
• Uncle Tom’s Cabin 
• Kansas-Nebraska Act
• Bleeding Kansas
• Caning of Charles Sumner
• Republican Party Founded
• Dred Scott Decision
• Lincoln Douglas Debates
• John Brown’s Raid on Harpers Ferry
• Election of 1860
• Secession of Southern States
• Soldier's Heart (Paulsen)
• Resources
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources

Reconstruction

• 13th, 14th, 15th Amendments
• Civil Rights Act 1865
• Impeachment of President Johnson
• Radical Reconstruction
• Freedmen's Bureau
• Sharecropping
• Black Codes
• Jim Crow
• Rise of the KKK
• Election of 1877
• Resources
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources

As your teacher, my goal is to provide

• a comfortable and safe learning environment for all. 
• genuine love of learning and an appreciation for junior high students. 
• strong desire to work as a team to help you achieve and grow as a young adult and lifelong learner. 
• helpful amount of communication about your progress in this class and important course-related information. 

1 credit – Full Year

8th grade honors

Prerequisites: None

The Honors American History class provides high achieving students with the opportunity to be challenged in the subject of American history.  Students in this class will find this class to be more challenging because content will be covered in more depth, and students will be provided with the opportunity to do more enrichment activities.  Emphasis will also be placed on critical thinking and students will have opportunities to express themselves orally in discussion and through extensive writing experiences.  Additionally, students will read more challenging materials. 

Students must meet all of the following prerequisites for placement in this Honors American History class:    

• 850 or above on Scaled Score from STAR Reading Assessment
• AB or A in current History class
• AB or A in current English Class

Learning Standards:

National Council for Social Studies Standards: 

Wisconsin Social Studies Standards: 

D. C. Everest 8th Grade American History Course Standards:

• Historical Content and Chronology
• Historical Thinking
• Historical Inquiry, Research, and Reading
• Communication in History

Colonization

• Spanish, French and English settlement 
• cash crop 
• triangular trade 
• Middle Passage 
• Salem Witch Trials 
• Enlightenment/Scientific Revolution 
• 3 colonial regions develop: New England, Middle, and Southern Colonies
• Mayflower Compact
• Mercantilism
• religious toleration
• Self government 
• Resources
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources

History Day Research Project

• Develop a challenging problem or question to research about history.
• Ask historian questions throughout the learning process.
• Conduct advanced research and go beyond the school resources (e.g., archives, collections) to locate and use extensive primary and secondary sources.
• Keep a record of your sources.
• Determine the main idea of increasingly difficult primary and secondary sources.
• Read wide-ranging historical fiction and non-fiction and determine key points in the text.
• Use the best evidence from primary and secondary sources to support arguments/claims about history.
• Use basic sourcing strategies such as knowing the author, time/place, audience
• Use advanced sourcing strategies such as contextualization, corroboration, bias, reliability, credibility when examining sources. 
• Write a clear message about history that is easy to follow with all of the fundamental elements of writing (e.g., purpose, audience, organization, conventions).
• Speak and give a clear message about history that is easy to follow with all of the fundamental elements of speaking (e.g., purpose, audience, body language, volume).
• Use visual/other means to give a clear message about history.
• Resources:
  • Nhd.org
  • Research Process (DCE project binder)
  • IMC Resources
  • Tech & IMC Specialists
  • Wisconsin National History Day Office

American Revolution

• Triangular trade/Navigation Acts
• Middle Passage
• French and Indian War
• Pontiac’s Rebellion
• Proclamation of 1763
• Stamp Act
• Boston Massacre
• Townshend Acts
• Tea Act
• Boston Tea Party
• Intolerable Acts
• First Continental Congress
• Common Sense
• Lexington and Concord
• Declaration of Independence
• Resources
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources
  • Woods Runner (Paulsen) 
  • The Notorious Benedict Arnold (Sheinken)
  • American Nation (textbook)

Early Government

• The Articles of Confederation, Shay’s Rebellion, The Land Ordinances, Constitutional Convention, Federalists papers, Ratification
• Resources
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources
  • Primary Documents (via online resources)

Nationalism

• War of 1812
• Monroe Doctrine
• Missouri Compromise
• American System
• Jacksonian Democracy
• Indian Removal Act
• Trail of Tears
• Worcester vs. Georgia 
• Resources:
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources
  • Sarny (Gary Paulsen)
  • Night John (Gary Paulsen) 
  • Copper Sun (Sharon Draper)
  • Expansion

Louisiana Purchase     

• Alamo/Texas Independence     
• Irish/German/Chinese immigration   
• Oregon Trail   
• Oregon Territory Acquisition    
• Bear Flag Revolt   
• Mexican American War/Mexican Cession    
• Treaty of Guadalupe Hildago    
• California Gold Rush 
• Transcontinental Railroad  
• Westward Expansion Research Project 
• Resources
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources
  • Mr. Tucket (Book)
  • IMC Resourcing Tools (on-line pay for programming)
  • The Devil’s Paintbox (McKernan)

Civil War

• Missouri Compromise
• Free Soil Party Formed
• Compromise of 1850
• Fugitive Slave Act 
• Uncle Tom’s Cabin 
• Kansas-Nebraska Act
• Bleeding Kansas
• Caning of Charles Sumner
• Republican Party Founded
• Dred Scott Decision
• Lincoln Douglas Debates
• John Brown’s Raid on Harpers Ferry
• Election of 1860
• Secession of Southern States
• Resources:
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources
  • Soldier's Heart (Book)

Reconstruction

• 13th, 14th, 15th Amendments
• Civil Rights Act 1865
• Impeachment of President Johnson
• Radical Reconstruction
• Freedmen's Bureau
• Sharecropping
• Black Codes
• Jim Crow
• Rise of the KKK
• Election of 1877
• Resources:
  • Adventure Tales (book)
  • Call To Freedom (old textbook)
  • Teachers pay Teachers
  • AI
  • Other primary on-line resources
  • Teacher generated content
  • Ducksters - Website Resource
  • History Channel Website Resources
  • Learn 360
  • Teacher generated content
  • IMC Resources

As your teacher, my goal is to provide a: 

• comfortable and safe learning environment for all. 
• genuine love of learning and an appreciation for junior high students. 
• strong desire to work as a team to help you achieve and grow as a young adult and lifelong learner. 
• helpful amount of communication about your progress in this class and important course-related information. 

Prerequisites: None

1 credit – Full Year    

American Institutions will study the organization and functions of our government and economic system.  The purpose of this course is to give students an understanding of the democratic ideals upon which our government and economy are based.  The course objectives and activities are intended to help students understand the basic political and economic problems faced by our nation and to prepare students to make political and economic choices as responsible citizens.

American Institutions courses are required for all ninth grade students to develop an understanding of the United States’ government and economy, a sense of civic responsibility and an appreciation for democratic ideals.  We will be involved in a variety of interactive and exciting activities which will help us to better understand how our government is organized, how it works, and what those in government do. We will also engage in a variety of interactive activities to introduce the structure of the US economy and how we interact within the economy.    

Link to Learning Standards 
Link to the Wisconsin SS CORE Standards

Introduction to American Institutions
Key Ideas:  

• Purposes of government
• Forms of government
• Rights, Duties, and Responsibilities
• Naturalization process
• ICivics Apps
• Civics Today: Citizenship and the Constitution
• Center for Civic Engagement  
• Foundations of American Government

Key Events and Ideas:  

• Limited government
• Democracy/ Republic
• Liberty vs. Order
• Natural rights/ unalienable rights
• Social Contract
• Rule of Law
• Magna Carta
• English Bill of Rights
• Mayflower Compact
• Declaration of Independence
• Articles of Confederation

US Constitution

• Key Events and Ideas:  
• Constitutional convention
• Ratification 
• Federalists v. Anti-Federalists 

Legislative Branch 

• Key Events and Ideas:  
• Each house of Congress has different requirements and different powers 
• Congress members are chosen by the people, but there are concerns raised over the districts each Census.
• The work of Congress directly impacts the people of this nation, and the people of this nation can directly impact the work of Congress!

Executive Branch
Key Events and Ideas:  

• Election of President
• Presidential roles
• Succession 

Judicial Branch
Key Events and Ideas:  

• Interpretation / Analysis of Supreme Court cases, No Vehicles in the Park Simulation, Civil/Criminal/Constitutional Contrast Activity/ We The People presentation

State and Local Government
Key Events and Ideas:  

• Federalism, the similarities/differences between the six levels of government in America, popular sovereignty, recall, referendum 

Elections and Voting
Key Events and Ideas:  

• Election process
• Two-party system
• Campaign finance

An Introduction to Economics
Key Events and Ideas:

• Economic Efficiency
• Economic Equity 
• Economic Freedom 
• Economic Growth 
• Economic Security 
• Economic Stability 

America’s Economics System
Key Events and Ideas:  

• Consumer Sovereignty 
• Private Property Rights 
• Profit motive 
• Voluntary Exchange 
• Investments 
• Savings
• Circular Flow of Goods and Services 

Supply and Demand
Key Events and Ideas:  

• Consumer Sovereignty 
• Private Property Rights 
• Profit motive 
• Voluntary Exchange 
• Investments 
• Savings
• Circular Flow of Goods and Services 

Money and Banking
Key Events and Ideas:  

• Graphing supply and demand 
• Shifting supply and demand curves 
• Elasticity of demand 
• Changes in supply/demand vs. changes in QUANTITY demanded/supplied 

International Economics
Key Events and Ideas:  

• Governments act at a macro level to help the flow of the economy 
• Government is limited on the amount that they can do with the free enterprise system 
• Confidence is a key indicator of economic development

Reporting Standards: 

• Content Knowledge of American Institutions
• Role of Citizen
• Written and Verbal Communication 

1 credit – Full Year

9th grade AP

Prerequisites: Recommendation by placement team and academic criteria.

This AP course is designed for selected 9th grade students. This college level course will examine the foundations of democracy, the U.S. Constitution, civil rights and civil liberties, the institutions of the government, the political process, and the effect of the media on elections.  This course places emphasis on college preparation by placing students in a college level course with college pacing and expectations.  This course is offered to a pool of students who have met rigorous criteria, which includes high scores on the Forward Social Studies and Reading test and Star testing, and show strong work ethic and thinking skills.  At the end of the course, students may take the  National College Board Exam to determine if they qualify for college credit. Students receiving a 3-5 may qualify for college credits.

Learning Standards 

• AP US Government and Politics Course Exam Description
• Wisconsin SS CORE Standards

Foundations of American Democracy

• Ideals of Democracy
• Types of Democracy
• Government Power and Individual Rights
• Challenges of Articles of Confederation
• Ratification of US Constitution
• Principles of American Government
• Relationship between States & National Government
• Constitutional Interpretations of Federalism
• Federalism in Action
• Resources:
  • Abernathy, Scott and Waples, Karen. American Government: Stories of a Nation: Bedford, Freeman and Worth (2019).
  • Declaration of Independence
  • Articles of Confederation
  • US Constitution
  • Federalist 10
  • Brutus 1

Interactions Among Branches of Government

• Congress
• Structures, Powers, and Functions of Congress
• Congressional Behavior
• Roles and Powers of President
• Checks on Presidency
• Expansion of Presidential Power
• Presidential Communication
• Judicial Branch
• Role of Judicial Branch
• Court in Action
• Check on Judicial Branch
• Bureaucracy
• Discretionary & Rulemaking Authority
• Holding Bureaucracy Accountable
• Policy and Branches of Government
• Resources:
  • Abernathy, Scott and Waples, Karen. American Government: Stories of a Nation: Bedford, Freeman and Worth (2019).
  • US Constitution
  • Federalist 51
  • Federalist 70
  • Federalist 78

Civil Liberties and Civil Rights

• Bill of Rights
• First Amendment: Freedom of Religion, Speech, Press
• Second Amendment: Right to Bear Arms
• Amendments: Balancing Individual Freedom with Public Safety & Order
• Selective Incorporation
• Amendments: Due Process and Rights of Accused
• Amendments: Due Process and Right to Privacy
• Social Movements and Equal Protection
• Government Responses to Social Movements
• Balancing Minority & Majority Rights
• Affirmative Action
• Resources:
  • Abernathy, Scott and Waples, Karen. American Government: Stories of a Nation: Bedford, Freeman and Worth (2019).
  • Letter from Birmingham Jail

American Political Ideologies and Beliefs

• American Attitudes About Government & Politics
• Political Socialization
• Changes in Ideology
• Influence of Political Events on Ideology
• Measuring Public Opinion
• Evaluating Public Opinion Data
• Ideologies of Political Parties
• Ideology & Policymaking
• Ideology & Economic Policy
• Ideology & Social Policy
• Resource:
  • Abernathy, Scott and Waples, Karen. American Government: Stories of a Nation: Bedford, Freeman and Worth (2019).

Political Participation

• Voting Rights and Models of Voting Behavior
• Voter Turnout
• Political Parties
• How & Why Political Parties Change & Adapt
• Third-Party Politics
• Interest Groups Influencing Policymaking
• Groups Influencing Policy Outcomes
• Electing a President
• Congressional Elections
• Modern Campaigns
• Campaign Finance
• The Media
• Changing Media
• Resource:
  • Abernathy, Scott and Waples, Karen. American Government: Stories of a Nation: Bedford, Freeman and Worth (2019).

Required Supreme Court Cases to Know:

• Marbury v. Madison, 1803*
• McCulloch v. Maryland, 1819*
• Brown v. Board of Education, 1954*
• Gideon v. Wainwright, 1963*
• Tinker v. Des Moines Independent Community School District, 1969*
• United States v. Lopez, 1995*
• Baker v. Carr, 1961*
• Engel v. Vitale, 1962*
• New York Times Company v. U.S., 1971*
• Schenck v. United States, 1919*
• McDonald v. Chicago, 2010*
• Shaw v. Reno, 1993* 
• Wisconsin v. Yoder, 1972*
• Citizens United v Federal Election Commission, 2010*

Grading Standards

Concept Application: Apply political concepts and processes to scenarios in context.

• Data Analysis: Analyze and interpret quantitative data represented in tables, charts, graphs, maps and infographics. 
• Source Analysis and SCOTUS Application: Read, analyze and interpret foundational documents, Supreme Court decisions, text-based and visual sources.  
• Reasoning Processes and Argumentation: Develop and apply reasoning processes when thinking in the discipline and develop an argument in essay format. 
   

1 credit – Full Year

9th grade

Prerequisites: None

This class seeks to actively involve students in the areas of civic responsibility and the political process.   This course utilizes an intense hands-on approach to student civic involvement and decision-making.  Action Civics seeks to enrich the educational experience students have when learning about civic responsibility and our government.  Students need to understand that they matter in their community and in the world today.  In addition to covering all of the content and standards of the 9th Grade American Institutions class, this course goes beyond by giving students the opportunity to actively participate in classroom content.            

Learning Standards: Wisconsin SS CORE Standards

Foundations of American Government

• Influences on American Government (people, ideas, movements and societies), Ancient Rome, Ancient Greece, Magna Carta, English Bill of Rights, Declaration of Independence, Articles of Confederation
• Resources:
• We the People the Citizen and the Constitution Textbook and resources.

U.S. Constitution

• Purposes of government as stated in the Preamble, Principles of American Government, Main role of legislative, executive and judicial branches, Six parts of the Constitution, Compromises of the Constitution, Federalists, Anti-Federalists, ratification 
• Resources:
  • We the People the Citizen and the Constitution Textbook and resources.
  • iCivics

Purple State

• Political Ideology, Elections, Voting, Political Advertising, Advertising techniques
• Resource:
  • Purple State Curriculum 

Legislative Branch

• Structure of the House and Senate, Leadership of House and Senate, How a Bill Becomes a Law, Committees. 
• Resource:
  • iCivics

Executive Branch

• Structure and function of Executive Branch, 22nd Amendment, 25th Amendment, Executive Office, Executive Cabinet, Independent agencies 
• Resource:
  • iCivics

Judicial Branch

State and Local Government

Into to Economics

America’s Economic System

Globalization

.5 credit – One Semester

8th and 9th grade elective

Prerequisites: None

In this course, students gain hands-on practice (life skills) in both Architectural Design and the Construction Trades. You will design and construct various forms of structures including a tower/bridge that will be destructive tested and a scale model of a three-room cabin. Students will draw a house floor plan using the computer, explore electrical wiring (wire a 2-breaker circuit) and careers in this field. This course is highly recommended for all students interested in learning lifelong skills in the Construction Trades and learning skills required for many careers and beyond.

This course provides an opportunity for students to express their ideas visually. Design for Technology opens the world of technology to all students. Students will engage in meaningful designs and problem solving activities making them better prepared for all technology related careers.

Outcomes:

• Creatively develop innovative solutions
• Analyze and demonstrate the attributes of design

Key Units/Topics:

• Vinyl Cutting
• Laser Cutting and Engraving
• 3D Printing
• Packaging Design
• Game Design

Academic Standards
 

.5 credit – One Semester

8th and 9th grade elective

Prerequisites: None

In this course students will gain hands-on practice (life skills) in both Architectural Design and the Construction Trades. You will design and construct various forms of structures: Build and destructive test a structure (tower/bridge), build a scale model of a 3-room cabin, draw a house floor plan using the computer, electrical wiring (wire a 2 breaker circuit) and career exploration. This course is highly recommended for all students interested in learning lifelong skills in the Construction Trades and learning skills required for many-many careers and beyond.

Standards for Construction Technology

• Demonstrate architectural design and measurement in construction.
  • I can accurately read a ruler to the 1/16” and apply math concepts.
  • I can sketch and do mechanical drawing.
• Apply required skills involved in construction.
  • I can safely and accurately build a structure.
  • I can demonstrate general practices in construction.
• Convey information clearly and accurately.
  • I can communicate clearly and accurately.
  • I can show quality assurance. 

Introduction to Construction Technology

• Shop rules.
• General shop safety.
• Measurement. (Ruler test to the 1/16)

Architectural Design - Computer aided drafting

• Blueprint reading
  • Answer questions pertaining to a house blueprint.
  • Reading and getting an understanding of a house blueprint.
  • Layout a full-size one-story house
• Sketching.
• Use Google Sketch-up to draw house plans.
  • floor plan.
  • 3 dimensional views of the interior and exterior of the house.
  • plot layout.

Engineering - Model Construction

• Construction Crane
  • Design and construct a cantilevered crane.
• Model house
  • Comprehension of house framing.
    • Draw a wall using 1” = 1’ scale.
  • Correctly layout a wall and mark all wall components.
    • build a one-story model house to scale.
  • design and build roof trusses.

 Residential Electrical Wiring

• Introduction to electrical wiring.  
• Wire a circuit board to include breakers, switches, outlets and lamp fixtures.

Literacy

• There will be an assortment of activities.
  • research papers
  • enhanced grading rubrics
  • direction following assignments

Primary Resources: Curriculum developed by the teacher

Academic Standards:  

• AC1.a: Analyze construction requirements, materials, structures, techniques and maintenance.
• AC1.b: Apply measurement systems in the planning and layout process used in the residential construction industry.
• AC1.c: Demonstrate the safe and appropriate use of hand tools common to the residential and commercial construction industry.
• AC1.d: Demonstrate the safe and appropriate use of portable power tools that are common to the residential construction industry and are appropriate to the individual student’s level.
• AC1.e: Demonstrate project management procedures and processes as they occur in a construction project.
• AC1.f: Demonstrate the value and necessity of practicing occupational safety in the construction industry facility and job site.
• AC1.g: Demonstrate the variety of building phases, systems and techniques used in architecture and construction.
• AC1.h: Demonstrate the impact of financial, technical, environmental, political, societal and labor trends on the past and future of the construction industry.

.5 credit – One Semester

8th and 9th grade elective

Prerequisites: None

This course is designed to give students insight into the technologies applied in the manufacturing of wood products. Throughout the course students will learn all aspects of the design process, computer design/CNC machining, how to safely use hand tools, power hand tools, and stand-alone power equipment in the process of creating projects. Students will have the opportunity to work on their own projects as well as work collaboratively in a mass production of class designs. Anyone can learn how to safely use tools and machines and apply these skills to our daily lives. This course is highly recommended for all students interested in learning lifelong skills and addressing the skills required for many-many careers and beyond.

Outcomes:
Standards for Wood Technology
 
Safely use tools and machines.

• I can safely apply all safety rules.
• I can safely use tools to do specific tasks.

 Apply required skills involved in wood manufacturing.

• I can use and identify general woodworking concepts.
• I can accurately read a ruler to the 1/16” and use mechanical design.
• I can accurately complete a bill of material for projects.
• I can select and apply the correct sequence of operations for specific tasks.

 Convey information clearly and accurately.

• I can communicate clearly and accurately.
• 3-2   I can show quality assurance.

Primary Resources: Curriculum developed by the teacher

Academic Standards:  

• MNF1.a: Identify, select and safely use tools, machines, products and systems for specific tasks.
• MFN1.b: Create and communicate alternative solutions.
• MNF1.c: Demonstrate cooperation with others in ways to exhibit respect for individual and cultural differences and for the attitudes and feelings of others.
• MNF1.d: Select, use and identify manufacturing processes, such as casting, forming, machining, joining, rapid manufacturing (CNC) and treating/coating.
• MNF1.e: Select, use and identify manufacturing systems.
• MNF1.f: Select and use manufacturing technologies.

.5 credit – One Semester

8th and 9th grade elective

Prerequisites: None

How is that made?? In this class students receive an introduction to the exciting and fast paced world of Manufacturing. Hands-on experiences will teach students how products are produced using metal, wood and plastics. Students explore many different processes such as : Casting and Molding, Forming, Separating, Conditioning, Assembling, Product Development, Quality Control, Machining, and Welding.

Outcomes:

• Safely use tools and machines for specific tasks.
• Use manufacturing processes and systems.
• Convey information clearly and accurately.

Key Units/Topics

• Product Development
• Forming, Separating, Conditioning, Assembling
• Casting and Molding
• Welding 
• Plasma Cutting

DPI Academic Standards

.5 credit – One Semester

8th and 9th grade elective

Prerequisites: None

Students will explore the fundamental principles and concepts related to the field of transportation. This course serves as an introductory overview of various modes of transportation, their functions, and their impact on society and the environment. Throughout the course, students will engage in hands-on activities, projects, and discussions to gain a deeper understanding of transportation systems.

Outcomes:

• Safely use tools and machines for specific tasks.
• Explain and analyze transportation systems.
• Diagnose and problem solve transportation systems.

Key Units/Topics

• Problem Solving/ Rubber Band Powered Car
• Crash Vehicles
• Small Engines Mechanics
• Aviation/Air Transportation
• Cargo Ships/Water transport

DPI Academic Standards

.5 credit – One Semester

8th and 9th grade elective

Prerequisites: None

Students will explore the way engineers think within the context of real world problems and solutions. This course is an introduction to the concepts of modern engineering, emphasizing design, modeling analysis, and evaluation. Working individually and in teams; students apply the engineering problem solving process to answer open ended challenges.

Outcomes:

• Safely use tools and machines for specific tasks.
• Analyze and apply the engineering design process.

 Key Units/Topics

• Problem Solving Process
• Biomechanical Engineering - Helmet Design
• Civil Engineering - Bridge Design
• Simple Machine Design
• Manufacturing Engineering 3D Printing

Learning Standards

1 credit – Full Year

8th and 9th grade elective

Prerequisites: None

This course is an introduction to the French language and French-speaking people. It is designed for students without previous experience in French language study. Basic speaking, listening, reading and writing skills are practiced.    

Learning Standards: Wisconsin Standards for World Languages

Introduction to French
Where French is spoken in the world, greetings/introductions of self/others, alphabet, cognates, numbers, calendar talk including days of week/months of the year, weather/seasons

Hobbies
Preferences of hobbies, conjugation of regular -ER verbs in affirmative/negative, asking and responding to questions

Personal Identity 
Adjectives to describe self and others using the verb ETRE, stating preferences using the verbs AIMER, ADORER, PREFERER, interrogative expressions

School Life
School subjects including preferences, daily schedule, time, French education system with comparison/contrast

Café as a gathering place
Importance of the café in French culture, ordering foods/drinks, prices (review of numbers) 

Resources: Discovering French Today! Blanc, Canvas, Quizlet, Quizizz, Blooket, Gimkit, YouTube, teacher created resources

1 credit – Full Year

8th and 9th grade elective

Prerequisites: Completion of French I with a C or better, minimal retakes and consent of instructor. 

This course expands the students' understanding and use of the French language. Level I skills are reinforced and expanded to include basic grammar structures. Students improve their ability to listen, speak, read, and write in French using a variety of activities. Students explore the life and culture of French-speaking countries.                

Learning Standards  - Wisconsin Standards for World Languages

Where one lives; city and family life
Description of city/neighborhood where one lives, understanding/ giving directions, family members/pets, descriptions, possession, the verbs HABITER, AVOIR, ETRE

Shopping
Clothing, descriptions including: opinions, colors, prices (higher level numbers), demonstrative and interrogative adjectives, Verb METTRE, regular -IR and -RE verbs 

Free Time
Free time/vacation activities, preferences, expressions that use AVOIR, past tense using AVOIR,  irregular/regular verbs,  near future tense, asking and responding to questions, irregular verb VOIR

Meals and foods
Compare/contrast meals/foods eaten in French speaking countries, time of day meals are eaten, partitive, irregular verbs VOULOIR, PRENDRE, BOIRE

Resources: Discovering French Today! Blanc, Canvas, Quizlet, Quizizz, Blooket, Gimkit, YouTube, teacher created resources

1 credit – Full Year

8th and 9th grade elective

Prerequisites: None 

This course is an introduction to the German language and culture. It is designed for students without previous experience in German language study. Basic speaking, listening, reading and writing skills are practiced.

WI Standards for World Languages

Self

• Greetings, Phrases, Alphabet, Numbers, Opposites (adjectives); Verbs sein, wohnen, kommen

Family

• Days, Months, Seasons, Years, Dates, Ordinal numbers, Time, Family, Phrases, Opposites (adjectives), Nominative Possessive pronouns  (my/your); Verb haben

Free Time Activities

• Phrases, Opposites (adjectives), Free time activities, Opinion opposites (adjectives), Regular Verbs: spielen, machen, kommen, schwimmen, kochen, joggen, malen, singen, wandern, besuchen, schreiben, hören, schauen; Sentence structure with gern / nicht gern

School

• Phrases, Opposites (adjectives), School supplies, School subjects; Nominative & Accusative definite & indefinite articles; Nominative & Accusative possessive pronouns (my/your)

Resources:

• Textbooks: Deutsch Aktuell, Komm mit
• Digital Resources: Quizlet, Gimkit, Blooket, Duolingo
• Online Dictionaries: leo.dict.org; dict.cc
• Self Created Materials

• Grading Scale: JH & SH standards aligned grading scheme
• *Evidence of Learning
• Assessments in Speaking(Spk), Writing(Wtg), Reading(Rdg), Listening (Lstg)
• Practice to Learn (PTL) 
• Class participation, accurate and timely completion of practice work, etc.

*For Evidence of Learning: It is expected that any student who earns a BC or lower completes remediation and a retake. Original grades will be noted in the grade book and retake scores will replace the original assessment grade. If a student fails to complete the remediation timeline, the originally earned grade will remain.
 

1 credit – Full Year

8th and 9th grade elective

Prerequisites: completion of German I with a C or better, minimal retakes and consent of instructor.

This course is an introduction to the German language and culture. It is designed for students without previous experience in German language study. Basic speaking, listening, reading and writing skills are practiced.

WI Standards for World Languages

Chores

• Phrases, House chores, How often, Giving commands, Modal verbs, Future Tense with werden

Clothing

• Phrases, Clothing, Colors, Opposites (adjectives), Nominative & Accusative Pronoun it, Verbs, Separable Prefix Verbs

House & Furniture

• Phrases, Residential spaces & rooms, Furniture, Opposites (adjectives), Accusative Personal Pronouns (all), Accusative Prepositions

Food & Drink

• Phrases, Meal times, Fruits, Vegetables, Meats, Appetizers & Sides, Desserts, Drinks, Opposites (adjectives), Irregular Verbs, kennen vs. wissen

Resources:

• Textbooks: Deutsch Aktuell, Komm mit
• Digital Resources: Quizlet, Gimkit, Blooket, Duolingo
• Online Dictionaries: leo.dict.org; dict.cc
• Self Created Materials

• Grading Scale: JH & SH standards aligned grading scheme
• *Evidence of Learning
• Assessments in Speaking(Spk), Writing(Wtg), Reading(Rdg), Listening (Lstg)
• Practice to Learn (PTL) 
• Class participation, accurate and timely completion of practice work, etc.

*For Evidence of Learning: It is expected that any student who earns a BC or lower completes remediation and a retake. Original grades will be noted in the grade book and retake scores will replace the original assessment grade. If a student fails to complete the remediation timeline, the originally earned grade will remain.

1 credit – Full Year

8th and 9th grade elective

Prerequisites: completion of German II with a C or better, minimal retakes and consent of instructor.

This course is an introduction to the German language and culture. It is designed for students without previous experience in German language study. Basic speaking, listening, reading and writing skills are practiced.

Prerequisite: completion of German II with a C or better, minimal retakes and consent of instructor.

WI Standards for World Languages

Hobbies; Present Perfect

• Phrases, Hobby Vocabulary, Present Perfect (weak & strong verbs)

School Supplies

• School supplies vocabulary; Verbs to match school supplies; Review Possessive pronouns & Accusative prepositions; um…zu

Wish List, Dative

• Gift vocabulary; Warum & denn; Verbs; Dative case - (in)definite articles, personal pronouns, possessive pronouns

Around the City; Giving Directions

• City Vocabulary, Directions Vocabulary, Verbs; Dative prepositions: Give directions following a map

Transportation

• Modes of Transportation Vocabulary; Travel verbs; Subway Vocabulary; Give directions for the subway system; Time-Manner-Place grammar

Parts of the Body, Comparisons

• Body action Verbs; Parts of the Body Vocabulary; Opposites (adjectives); Comparatives, Superlatives

European Geography

• Europe - countries, languages, locations; cardinal directions; comparisons

Weather

• Weather Vocabulary - nouns, adjectives, verbs; Free time activities; Weather reports; Dativ Verbs; dass; weil

Resources:

• Textbooks: Deutsch Aktuell, Komm mit
• Digital Resources: Quizlet, Gimkit, Blooket, Duolingo, Google Maps, Deutsche Bahn maps, Wetter Heute
• Online Dictionaries: leo.dict.org; dict.cc
• Self Created Materials
• Grading Scale: JH & SH standards aligned grading scheme
• *Evidence of Learning
• Assessments in Speaking(Spk), Writing(Wtg), Reading(Rdg), Listening (Lstg)
• Practice to Learn (PTL) 
• Class participation, accurate and timely completion of practice work, etc.

*For Evidence of Learning: It is expected that any student who earns a BC or lower completes remediation and a retake. Original grades will be noted in the grade book and retake scores will replace the original assessment grade. If a student fails to complete the remediation timeline, the originally earned grade will remain.
 

1 credit – Full Year

8th and 9th grade elective

Prerequisites: none

UNIDAD 1:
Los Básicos: Getting to know You/Getting to Know Each Other

• Numbers
• Date:  Ask and give the day, month, year
• Weather references-¿Cuándo te gusta___? ¿Qué te gusta hacer cuándo (hace)__? 
• Introducing Self/Greetings/Farewells:  Ask and give name. (Pronouns:  tú/usted)
• Spell name- ABCs and Vowels Sounds (Pronouns: tú/usted)
• Cognates
• Classroom commands/Students requests
• Daily questions: Wellness Check
• Spanish songs and games 

UNIDAD 2: School Life

• School classes and Supplies
• Verbs: To have, to need, There is/There are, Ser
• Pronouns  Question Words
• Numbers: Telling Time, age, dates
• Feelings and Emotions
• Residence and country/state of origin
• Spanish songs and games 

UNIDAD 3: Ser and Estar                             

• MINI-UNIT ON: To Be Verbs: Ser and Estar 
• Acronyms to help remember when to use the verbs Ser and Estar:  DOCTOR/PLACE
• Pronouns: singular/plural forms
• Spanish songs and games

UNIDAD 4: Likes/Dislikes

• Gustar with indirect object pronouns (me,te,le) Ask and tell what you like and dislike
• Plural Rules/Adjectives: Las Cosas (Sustantivos): Things (Nouns)
• Definite Article vs. Indefinite: el/la/los/las vs. un/una/unos/unas
• Connecting/transitions words
• Spanish songs and games

Summative and Formative Assessments: Listening, Reading, Writing/Presentation, Conversation

1 credit – Full Year

8th and 9th grade elective

Prerequisite: Spanish I with a C or better, minimal retakes and consent of instructor

This course is designed to increase students' understanding and use of the Spanish language. Students continue to work on communication, with an emphasis on verb forms and vocabulary so that they are able to talk about the past, present and future. Basic speaking and listening skills are practiced and expanded.

Learning Standards 

• Interpretive Communication (Reading and Listening in the Target Language)
• Interpersonal Communication (Speaking in the Target Language)
• Presentational Communication (Presenting in the Target Language in Written or Spoken form)
• Intercultural Communication
• Global Competence and Community Engagement

Getting to Know One Another

• Giving basic info.: name, age, birthdate, residence, origin
• Expressing likes and dislikes
• Talking about pastimes (wants/prefers)

Celebrations

• Expressing names of common holidays in the US and Latin America
• Family members, months of the year
• Expressing what we do to prepare and celebrate

My House and my Pastimes

• Identifying types of dwellings and rooms in a dwelling
• Verbs for activities that happen at home
• Describing where things are located (prepositions of place)
• Describing things/rooms
• Cultural differences between homes here and in Latin America

Responsibilities and Pastimes

• Expressing obligation at home and school
• Expressing wishes (wants/would like/feels like)
• Expressing what is happening right now
• Use of direct object pronouns

Resources:

• ¡Qué Chévere! 1 Textbook for grammar and vocabulary
• Quizlet, Gimkit, Blookit

1 credit – Full Year

8th and 9th grade elective

Prerequisite: Spanish II with a C or better, minimal retakes and consent of instructor

This course provides students the opportunity to further develop and improve skills in listening, reading, interpersonal interactions, presentational writing, speaking and cultural awareness through interactive activities, various authentic material, and technology. Students will be assessed using a variety of methods including presentations, dialogues and short compositions. Students are expected to participate using the target language. Students will read intermediate level novels throughout the year.

Prerequisite: Spanish II with a C or better, minimal retakes and consent of instructor

Learning Standards 

• Interpretive Communication (Reading and Listening in the Target Language)
• Interpersonal Communication (Speaking in the Target Language)
• Presentational Communication (Presenting in the Target Language in Written or Spoken form)
• Intercultural Communication
• Global Competence and Community Engagement

Getting to Know One Another

• Review of key structures from Spanish 2, primarily present tense verbs.  Introduction of some new high frequency verbs (saber, decir, oir, traer, poner)
• Reading the book “El Viaje de Su Vida”

Gratitude

• Expressing gratitude and explaining why we are grateful for particular things (food, places, people, pastimes, etc.)
• Continued practice using direct and indirect object pronouns where applicable 

Food and Life

• Food items
• Describing food
• Talking about routines with eating
• Past tense

Daily Routine

• Verbs specific to morning and evening routines
• Prepositions of time
• Clothing and Colors

Resources:

• ¡Qué Chévere! 2 Textbook for grammar and vocabulary
• Quizlet, Gimkit, Blookit

 1 credit – Full Year

8th and 9th Grade Elective

Prerequisites: None

This course is an introduction to the French language and French-speaking people. It is designed for students without previous experience in French language study. Basic speaking, listening, reading and writing skills are practiced. 

1 credit - Full Year

8th and 9th Grade Elective

Prerequisite: Completion of French I with a C or better, minimal retakes, and consent of instructor. 

This course expands the students' understanding and use of the French language. Level 1 skills are reinforced and expanded to include all basic grammar structures. Students improve their ability to listen to and speak, read, and write in French using a variety of activities. Students also explore the life and culture of French-speaking countries. 

1 credit – Full Year

8th and 9th grade elective

Prerequisites: Completion of French II with a C OR BETTER, minimal retakes and consent of instructor.  

This course emphasizes realistic conversational skills as well as continued work on listening, reading and writing skills. Students are expected to participate using the target language  

*Prerequisites: Completion of French II with a C OR BETTER, minimal reteakes and consent of instructor.    

Wisconsin Standards for World Languages

Identity
Family and friends, nationalities, professions,  irregular adjectives to describe self and others, irregular verb expressions using AVOIR and FAIRE, near future with ALLER and recent past with VENIR de

Weekend activities
How and where free time is spent, discussing the past using PASSE COMPOSE  with avoir and être (+/-), stating order of events, irregular verbs PRENDRE, METTRE, VOIR, SORTIR, PARTIR

Foods/drinks/meals
Meals, setting the table, deciding on foods/drinks for various meals, food shopping at an outdoor market,expressions of quantity,  irregular verbs VOULOIR, POUVOIR, DEVOIR, BOIRE, stem changing verbs like ACHETER and PREFERER

Entertainment
Various kinds of entertainment; cinema, museum, concerts, discussing genres, invitations; accepting/declining, irregular verbs DIRE, LIRE, ECRIRE, SAVOIR VS CONNAITRE, direct and indirect object pronouns

Resources:

• Discovering French Today!
• Blanc
• Canvas
• Quizlet
• Quizizz
• Blooket
• Gimkit
• YouTube
• teacher created resources

Additional Information:

• Secondary SBG Grading Scheme
• District policy on Academic Honesty

1 credit – Full Year

8th and 9th Grade Elective

Prerequisites: None

This course introduces students to basic communicative skills in Mandarin Chinese, one of the oldest continuous languages in the world.  Instruction involves listening, reading, speaking, and writing.  Cultural awareness is an important part of this course and includes philosophical perspectives and Chinese traditions.

1 credit – Full Year

8th and 9th Grade Elective

Prerequisites: Mandarin Chinese I with a C or better, minimal retakes and consent of instructor

Mandarin Chinese II is designed to help students expand their communicative ability in the Chinese language. Language and grammatical constructions introduced in Mandarin Chinese I will be developed with increasing sophistication.  Students will continue to develop interpersonal, interpretive and presentational skills through interactive activities with a continued focus on cultural knowledge.