I have a Masters of Science from

the University of Vermont and this

is my 23rd year of teaching middle

school students (never a dull mo-

ment!). Over the years I have

taught science and math with some

design & technology as well. Most

of my career has been spent teach-

ing outside the US at 5 different

international schools and this is my

seventh year at AISJ.

Welcome To Grade 8

Meet the Team of Teachers

Steve Coia Science scoia@aisj-jhb.com

This is my third year in the middle

school at AISJ and my eighth year

of teaching. Prior to AISJ, I lived

and taught in Shenzhen, China

and in Colorado, USA. I have

taught both social studies and

English in the past at the middle

school and high school levels.

Originally from Michigan, I

earned a B.A. in education at

Michigan State University and an

M.S. in literacy from Walden

University.

Sarah Walker Social Studies swalker@aisj-jhb.com

Jillian Miller Language Arts jmiller@aisj-jhb.com

I am a South African who has spent most of my life in Johan-nesburg. I completed my post-graduate studies in Psychology, and thereafter finished my teaching certification in Mathe-matics and Health. I found my way to AISJ in 2008. Initially, I worked in the academic support department in the High School and I am now beginning my fifth year teaching eighth grade math. I love teaching and I believe that Math is the backbone for most brilliant and beautiful creations in the world!

Jessica Roberts Math jroberts@aisj-jhb.com

I am excited for my fourth year at AISJ

and my 11th year teaching middle

school. Before arriving in South Africa,

I taught in Northern Virginia. I am

originally from Pennsylvania where I

earned my B.A. in English from

Allegheny College, and I recently

earned my M.A. in Reading Education

from Edinboro University of Pennsyl-

vania.

We believe that every student comes into 8th grade with his or her own set of unique characteristics and strengths. 8th grade is a transitional time and students are experiencing a lot of growth-physically, socially and academi-cally. In our classes, we work to create engaging lessons that capitalize on the students’ diverse needs, interests and academic abilities. As an 8th grade team, we work together to create a strong support system that is es-sential in assisting in the academic and personal growth of all of our stu-dents.

We firmly believe that proactive three-way communication between the

student, parent and teacher is a vital aspect of student learning. Thus, stu-

dents are expected to approach teachers via email or during/outside class

if they have any questions. We also encourage parents to email us if there

is anything they wish to discuss. We love parents to be involved and wil do

our best to keep you informed so that you can share your knowledge and

skills with us!

Blogs

You can find a great deal of updates and information regarding homework

and current units on each of our blogs. You can access teacher blogs and

the grade 8 blog through AISJ’s website.

Our Philosophy

Our Expectations We have high expectations for all of our students keeping in mind they are still learning and developing their organizational and academic skills. We expect students to come to class prepared and ready to learn. We want them to take responsibility for their academic progress and understand that they will be held accountable for their actions. Most importantly, we want each of our students to be respectful to their peers, teachers, school and to themselves. It is through these expectations that we hope to cre-ate a positive and safe learning environment.

Communication

Standards Based Reporting

Students in the middle school will be assessed according to specific Learning Outcomes.

When a new unit begins, students will be made aware of the specific Learning Outcomes for

that particular unit as well as for any assignments that will be completed within the unit.

Feedback will be provided for each of the Learning Outcomes by using the performance de-

scriptors described below.

Middle School Descriptive Grading Criteria for Learning Outcomes

Exemplary

7

Consistently exceeds the learning outcome. Clear evidence of synthesis, analysis, and evaluation used with initiative, creativity and originality commonly demon-strated.

Advanced

6

Consistently meets and regularly exceeds the learning outcome by applying and/or extending the key concept, processes, or skills.

Proficient

5

Consistently meets the learning outcome by applying key concept, processes or skills. Is able to use higher application skills on occasion.

Satisfactory

4

Meets the learning outcome. Is able to apply required knowledge and skills effec-tively.

Approaching

3

Sometimes applies the key concept, processes, or skills, but inconsistently meets the learning outcome.

Concern

2 The learning outcome is not fully or consistently met even with support.

Unsatisfactory

1

Little effort made or unable to able to grasp the learning outcome.

I

Insufficient Evidence* Insufficient evidence to make a valid and reliable judgment on achievement.

N/A

Non-Applicable* Learning outcome was not assessed

Approaches to Learning The middle school will be reporting on your child’s academic performance separately from their behaviour, organization and work habits. Their work habits will be evaluated through an Approaches to Learning rubric and reported on the report card with their academic per-formance evaluations as well. As an 8th grade team we will continue to help our students grow academically as well as help them develop healthy work habits, organizational skills and proper behavior to make them successful in the years to come. Students will be assessed for their Approaches to Learning in in the following areas: Takes ownership of learning Contributes to the learning process Cooperates and interacts respectfully with others Practices self-management

Math 8 Both Math 8 and Math 8 Enriched address the same learning units and reporting outcomes

Reporting Outcomes:

1. Concepts and Procedures: Performs mathematical procedures with accuracy.

2. Problem Solving: Identifies known and unknown entities in a task, selects the best strategy to solve the problem, and

checks the solution for reasonableness.

3. Communication and Application: (assessed as one learning outcome, though two parts to this)

Communication: Explains and/or justifies mathematical thoughts/ideas/solutions in a clear and logical manner; both

written and orally.

Application: Makes connections and sees patterns between different mathematical processes, real world scenarios; and

can transfer skills to unfamiliar situations.

Topics of Study:

1: Linear and Exponential Relationships

Graph linear relationships

Find the equation of a line

Recognize and represent exponential growth and decay in tables, graphs, words, and symbols

Rules of exponents

2: Quadratic Relationships

Recognize and represent quadratic functions in tables, graphs, words and symbols

Factor simple quadratic expressions

3: Symmetry and Transformations

Symmetries of designs and symmetry transformations

Congruence and congruence rules for triangles

4: Data and Statistics

Use samples to reason about populations and make predictions

Compare samples and sample distributions

Language Arts Reporting Outcomes and Units

Students will be assessed in all units according to the following Reporting Outcomes:

WRITING: Uses the writing process (draft, proof, edit, publish) and writing traits

(ideas, organization, voice, word choice, sentence fluency, conventions, and presenta-

tion) to write for a range of purposes and audiences.

READING: Uses different skills and strategies to understand the meaning of a variety of

text.

ORAL & VISUAL COMMUNICATION: Speaks and conveys meaning effectively for a varie-

ty of purposes and audiences.

Unit 1– Community

Students will read and analyze dystopian novels/stories with a focus on characters, setting, and conflict

Students will write a compare/contrast essay with a focus on characters Students will write and publish their own short-short dystopian story Unit 2– Change

Students will read and analyze non-fiction texts in which people experience or create change Students will give a persuasive speech with an emphasis on change Students will write and publish a memoir that will focus on a change they have experienced or

created Unit 3– Challenge

Students will read and analyze poems in which challenges are expressed Students will be writing their own poems that will express their own challenges Unit 4– Courage

Students will be reading and analyzing either fiction or non-fiction texts that demonstrate courage

Students will be writing an analytical essay regarding their courage text INDEPENDENT READING: Students will be expected to read an independent text each night for at least 30-45 minutes. Students have a free choice in what they read for independent reading, but very often they are guided in their decisions. They will be keeping track of their reading through the use of a reading log. At times, other texts will take precedents of a student independent book, but the expectation of nightly reading will remain.

Social Studies Reporting Outcomes and Units

Students will be assessed on each unit according to the following Reporting Outcomes: Knowledge and Understanding—Demonstrates knowledge of subject matter and comprehension of its

meaning and significance. Application of Skills—Uses skills to make connections and transfer knowledge within and between var-

ious contexts. Communication and Presentation—Applies a variety of skills to convey meaning.

Unit 1 – Community & Government Students will examine power distribution and human rights within a constitution by analyzing the US

and South African Constitutions.

Unit 2 – The Power of Change

Students will focus on the sources of power during the Industrial Revolution and how

technology, leadership, and the public can bring change to a society.

Unit 3 – The Clash of Cultures

Students will demonstrate various differences in cultures during the 1920’s and connect these clashes

to life today.

Unit 4 – The Crash of a Nation

Students will assess disasters that affected the US economy and critique how such disasters can be

prevented.

Unit 5 – The Courage Behind Freedom & Equality

Students will investigate courageous acts of non-conformity during the Holocaust and the Civil Rights

Movement in order to bring freedom and equality to a population

Science Reporting Outcomes and Units

Reporting Outcomes

1. Knowledge & Understanding: structure & function, interaction & change

2. Scientific Inquiry: design and conduct scientific investigations, interpretation

and use of data

3. Application of Skills: real world connections

4. Communication & Presentation (trans-disciplinary):

Unit 1: Scientific Inquiry & Process

Explains the nature and process of scientific inquiry while developing lab report writing skills

Unit 2: Energy

Explains and demonstrates the forms of energy and how energy is transferred and transformed

Unit 3: Electricity & Magnetism

Explains and demonstrates basic electricity and magnetism and their relationship

Unit 4: Atomic Structure

Describe the structure of atoms and explain their role in chemical reactions

Unit 5: Chemical Reactions

Explains and demonstrates understanding of chemical reactions

Unit 6: Forces & Motion

Explains and demonstrates the characteristics of forces and motion, their interaction and applica-tion through simple machines

Unit 7: The Universe and Earth’s Place Within It

Explains and demonstrates understanding of the composition and structure of the universe and the Earth’s seasons

Unit 8: Genetics & Heredity

Explains and demonstrates understanding of heredity, genetic variation and the role of environ-mental factors in the earth’s resultant biodiversity and its evolution