RELIGION:  Mrs. Neumayer
The Church Then and Now, Loyola Press, 2009

The eighth grade program involves use of a student text and journaling as tools for individual growth.  God’s love as revealed in the Church is the theme for this level and is presented in a manner meant to enhance each student’s knowledge and appreciation of the Catholic Church.  Three units develop the mystery of God’s love, a study of Church history, and a broadening of witnessing and responding to God’s love.  A second book, Confirmed in the Spirit, Loyola Press, 2007, introduced in November, is used throughout Confirmation preparation.  This book helps the student understand and become aware of what is involved in making the decision to be confirmed.  Central to this program is the commitment to service for others.  The Benziger Family Life book is used to help eighth graders deal with interpersonal relationships and helps them develop moral discernment skills necessary for dealing with the challenges of puberty.  Throughout the year a course grade is based upon quizzes, unit tests, homework, class participation, and occasional projects.

ENGLISH:  Mrs. Matheson
The Writer’s Craft,  McDougal Littell, 1998

At the eighth grade level, written and oral communication skills are reviewed and further enhanced.  The study of grammar, language usage, and mechanics will serve as a foundation to help the students become proficient, creative writers.  Additionally, a speech unit is designed to foster oral communication skills.  The use of portfolios enables the students to assess and monitor their individual writing progress and performance.  Because portfolios offer evidence of significant growth and development, students perceive writing as a continual learning process.   Grades are based on tests, quizzes, and major assignments.

ALGEBRA:  Mr. Burroughs
Algebra, Prentice Hall, 2007

Eighth graders will be studying Algebra, which will include working with expressions, polynomials, exponents, linear equations, graphing linear equations, factoring, and solving quadratic equations.  Homework is given to reinforce the concepts taught during class.  The student’s grade is based upon homework, quizzes, and tests.

READING:  Mrs. Matheson
Literature  McDougal Littell, Inc., 2008

Along with being aligned to Illinois state standards, the eighth grade literature class features a comprehensive approach to teaching reading.  The text contains a cross section of genres, including fiction, nonfiction, poetry, and drama.  The series highlights a wealth of literary greats such as Edgar Allen Poe, Ray Bradbury, O. Henry, and Emily Dickenson.  Additionally, the study of novels is a component of the reading class. Throughout the course, the students will enhance their reading and critical thinking skills, as well as gain an appreciation for outstanding literature.  The student’s grade is based on tests, quizzes, and writing assignments.

SOCIAL STUDIES:  Mrs. Hoversen

The American Republic Since 1877, Glencoe, 2007

Eighth graders continue to study U.S. history, from the Civil War to the present.  In preparation for high school, students are taught outlining, critical thinking, and debating skills.  They also engage in more advanced discussion, dealing with the cause and effect relationship of events.  Each week students will discuss current events via the use of the Internet, news, periodicals, and current event games.  Students’ grades are based on written homework assignments, class work, projects, class participation, tests, and quizzes.  Illinois Constitution is taught during one trimester of the school year.  Appropriate notes and handouts will be given to students in preparation for class and for passing the Illinois Constitution test, which is required by the state of Illinois.

SCIENCE:  Mrs. Stypka

Holt Science & Technology:  Physical Science, Holt, Rinehart, & Winston, 2002

There are five separate books.  Generally, students work in one book at a time.  The 8th grade begin their learning by becoming comfortable with skills used in all study of science - the scientific method, measuring with scientific units, organizing and analyzing data, and lab safety.  Students will study properties and interactions of matter; forces and motion: work and machines; and some forms of energy, such as sound, light, electricity, and magnetism.  The curriculum is enhanced by laboratory demonstrations and hands-on experiments.  Students participate in labs, classroom discussion, and projects. Science Focus - which is a science research project – is optional for 8th graders. Interested students may obtain an information packet from Mrs. Stypka.  Grading is based on quizzes, tests, lab reports, projects, and homework. 

RESOURCE

LANGUAGE ARTS:   Mrs. Widmaier

Mrs. Widmaier has small group language art classes that cover each grade’s English and reading materials.  Students begin the year with an assessment of their reading and writing skills. Each reading class uses the grade level anthology and selected novels. English assignments correlate with the English lessons in the general education classroom.  The small group environment allows for extra drill, instruction, and practice.    Support is provided in other subject areas as needed.

MATH:  Mrs. Stephens

Mrs. Stephens has resource math groups that cover each grade’s math material in a small group setting.  This enables students to experience extra drill, practice, and instruction.

The Math Resource Department also provides opportunities to students who can perform beyond the subject area taught in the classroom.  5th to8th grade Math Olympiad is a global competition for highly skilled math students that meets weekly with Mrs. Stephens.  The Math Competition Team consists of 7th and 8th grade students from Math Olympiad who compete in math contests at various high schools.

PHYSICAL EDUCATION:  Mrs. Ufheil

8th grade students in physical education class will work on mastering rules and regulations of leisure and team sports.  A health curriculum will be put into place the last week of each month.  Students in 8th grade will come in their gym uniform on B day.

MUSIC:  Miss Marcotte

As this is the students’ last year of music at Saint Paul of the Cross School, the music curriculum will be a broad survey to prepare the students for lifelong participation in and interaction with music.  We will start off the year exploring how music relates to the students.  They will be asked to take note of how they consume music and what kind of music they prefer.  From there the eighth graders will learn about the music of the Western Classical Tradition (1600-1900) and Modern Classical music.  They will explore each time period by relating music to visual art.  After our survey of Western Art Music, the students will prepare to see a production of Bizet’s Carmen at the Lyric Opera of Chicago.  They will learn basic opera terminology and explore how opera relates to real life.

SPANISH: Mrs. Mejicanos

The Spanish program at St. Paul of the Cross School is designed to develop basic communication skills, with a final goal of confidently communicating in Spanish. The Spanish curriculum is designed to meet the requirements of both the National and State Foreign Language Learning standards. Thematic units integrate both culture and vocabulary. This approach also aids students in listening, reading and writing skills.
The same curriculum is used with all students, but adjusted to meet the needs of students in a particular grade. These thematic units are designed to build on knowledge obtained from the previous school year. Using Total Physical Response (TPR) as a method for long term retention of vocabulary, students acquire vocabulary in a manner similar to how a child learns their first language.  In TPR, the teacher models actions and students mimic as they hear, in the target language.  When the students reach fifth grade, TPR Storytelling is introduced. This method provides opportunities for utilizing and expanding vocabulary. High interest stories enable students to hear and see a story, and then act out, retell, revise, and rewrite it.
In seventh and eighth grades, students use a book as their main tool to polish their grammar and spelling.  We continue however, with TPR and story telling.
The goal is language acquisition, which happens through comprehensive input with a variety of fun and interesting activities. The key to learning a foreign language is that it must be made comprehensible, while at the same time being interesting to the student.
The exposure to a foreign language helps students develop an awareness of other cultures, preparing them not only to interact with other people, but to increase sensitivity to and understanding of values, customs, and traditions of others. All students are encouraged to participate in class to help them acquire not only language proficiency, but comprehension as well. Students are further encouraged to make an effort to study the language outside of class to further hone their skills.

Seventh and eighth grade themes:
Students use a Spanish book to work in class and complete homework.  Lessons are complemented with worksheets and manipulatives.  Emphasis is on writing and communication. Previous years’ themes continue to be revisited and used frequently in lessons.  Individual and group projects are used to acquire proficiency in different circumstances.  

Grading policy grades 7th and 8th: 

Students are graded based on their class participation, class work, homework assignments and quizzes. Quizzes are scheduled at the end of the chapter in the book. Quizzes are schedule two weeks after the end of the book’s chapter.  Group projects are graded based on the group’s presentation and how the assignment rubrics were followed.

ART:  Ms. Wagrowski

The art program at St. Paul of the Cross School is designed for students to perceive, create, and appreciate the visual arts.  Students will gain an understanding of the variety of ways that artists function in society.  Projects are based on art history and cultural art with a strong emphasis on the elements of art (line, color, shape, texture, etc.) and the principles of design (balance, contrast, pattern, unity, etc.)  Students experience a wide assortment of media in both two and three dimensional art production.  Problem solving skills as well as the development of fine motor skills are intrinsic to the art experience.  Each project is graded based on the following criteria:
1.  Effort – Students are expected to utilize class time to c complete art projects rather than socialize with classmates.
2. Following Directions
3. Neatness

8th Grade – Projects are designed to take an extended period of time to complete from conception to final product.  Focus is on design and good craftsmanship using a variety of two and three dimensional media.  Units include but are not limited to clay houses, metallic color designs, symbolic self-portraits, and cultural art.

LEARNING RESOURCE CENTER: Mrs. Moran and Mrs. Bottum

Today’s library is no longer a place to just check out books. Matter-of-fact, the library is no longer an entity onto itself. It is, in combination with the computer lab, the LRC or Learning Resource Center. An effective library part of the LRC provides information literacy instruction. According to the American Association of School Librarians, “Information literacy is the ability to locate, process, evaluate and utilize information.” Our program will provide information resources in a variety of formats and readability levels. Students will be shown how to access, use and evaluate information resources efficiently and ethically based on academic or personal need. This instruction will be correlated to specific academic content standards and taught as an integrated process.
Each of the LRC benchmarks will be expanded into specific grade level objectives too numerous to list individually.

One goal of St. Paul of the Cross School is to assist in the future success of its students by providing them with equitable, appropriate and useful learning experiences involving technology. Technology is an effective tool and an essential component of the skills needed to enrich their learning, and, also, their desire to learn.  Students will have the opportunity and knowledge to select appropriate tools  that will let them adapt to the challenges of the 21st century though the access and utilization of technology in gathering, using, and communicating information in order to make responsible decisions as global, Catholic citizens.
The use of technology is most effective when integrated as one component into the learning environment and used as a tool for active construction of knowledge and skills by students. It should promote higher levels of critical and creative thinking and problem solving, accommodate individual learning styles for all students, facilitate communication and teamwork, and promote the location and use of information to solve problems.
Students in kindergarten through eighth grade receive computer instruction as part of their weekly Learning Resource Center (LRC) schedule. Students also have the ability to enrich their core and special subjects with the use of individual laptop computers maintained on carts which will be wheeled into separate classrooms. Students are assessed using a variety of methods from observation to rubrics.
The following is a basic breakdown of six main technology literacy standards based on the National Educational Technology Standards for Students (NET*S.) Following are benchmarks for students at specific points.

LRC Benchmarks for Information Literacy
By the end of the grades 6-8 program, students should:

A. Understand the function of the LRC, recognize other types of libraries, and use a variety of libraries to meet informational and personal needs.

B. Identify information needs, select books and materials in a variety of formats, and demonstrate responsible use and ethical behavior when using LRC materials.

C. Select literature by genre based on need and personal enjoyment.

D. Evaluate the accuracy, authority, objectivity, currency, coverage and relevance of information and data sources.

E. Conduct research and follow a research process model (Big6) that includes the following: develop essential question; identify resources; select, use and analyze information; synthesize and generate a product; and evaluate both process and product.

LRC Benchmarks for Computer/Technology Literacy
By the end of the grades 6-8 program, students should:

A. Students will understand basic operations and concepts of technology
• Key at a rate of 30 wpm and apply the touch system to the numeric keypad.
• Demonstrate knowledge and appropriate use of operating systems, software applications,         communication, and networking components.
• Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
• Use technology terminology appropriate to the task.
• Organize files and perform basic software application functions such as creating, modifying, printing, saving documents and advanced formatting techniques such as margins, line spacing, tabs, etc.
• Create a chart that visually represents data.
• Create a multimedia presentation using text, graphics, and sound to effectively communicate a concept.

B. Students will understand the importance of social, ethical, and human issues associated with technology.
• Practice ethical and legal behaviors when using information and technology and discuss ramifications of misuse.
• Discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods.
• Describe the consequences regarding copyright violations including computer hacking, computer piracy, intentional virus setting, and invasion of privacy.
• Discuss current changes in the information technologies and how those changes affect society and the workplace.
• Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

C. Students will use technology productivity tools.
• Use technology tools to enhance learning, increase productivity, and promote creativity.
• Demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency.
• Use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports.

D. Students will use technology communications tools.
• Use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences by using multimedia authoring programs to create linear or non-linear projects and by creating multi-section documents.
• Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

E. Students will select and use appropriate technology research tools.
• Apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
• Use on-line help and other documentation.
• Identify the source, location, relevancy, and content validity of available information.
• Design, develop, publish, and present products (i.e. web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts.
• Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems.
• Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources.

F. Students will utilize technology problem-solving and decision-making tools.
• Integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula.
• Demonstrate knowledge of the relevancy of technology to future job skills, life-long learning, and daily living.
• Use technology resources for self-directed learning, problem solving and extended learning activities.
• Generate a desired out=come using an appropriate problem-solving method.