English Language Arts and Literacy
In Grade Eight, students will read major works of fiction and nonfiction from all over the world and from different time periods. They will continue to learn how to understand what they read and evaluate an author’s assumptions and claims. They will also conduct research that will require the analysis of resources and accurate interpretation of literary and informational text. Activities in these areas will include:
- Identifying what a reading selection explicitly says and drawing inferences based on evidence from the text.
- Analyzing the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
- Evaluating the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.
- Connecting information and ideas efficiently and effectively in writing.
- Analyzing the purpose of information presented in diverse media formats, such as video clips .
- Participating in class discussions on various topics, texts, and issues by expressing ideas and building on the ideas of others.
- Developing a large vocabulary of multi-use academic words and phrases.
- Interpreting figures of speech, such as puns or verbal irony, in context.
In Grade Eight, students will read a wide range of literature, including stories, plays, and poems. Additionally, they will read to learn information about a variety of non-fiction topics.
Writing tasks in Grade Eight may include stories, essays, reports, and argumentative papers. Please review the chart below to view a few examples of how your child will develop important writing skills across grade levels.
This overview for English Language Arts, provided by the Council of the Great City Schools, reflects how the Common Core State Standards have guided our development of a rich and comprehensive curriculum for our students.
Family and Consumer Sciences
- Create an environment that encourages and respects the ideas, perspectives, and contributions of all group members.
- Analyze communication styles and their effects on relationships.
- Demonstrate effective listening and feedback techniques.
- Analyze factors that contribute to food borne illness.
- Analyze food borne illness factors, including causes, foods at risk, and methods of prevention commercially and by individuals and families.
- Identify characteristics of major food borne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention.
- Identify a variety of types of equipment for food processing, cooking, holding, storing, and serving, including hand tools and small ware.
- Demonstrate procedures for safe and secure storage of equipment and tools.
- Prepare various meats, seafood, and poultry using safe handling and professional preparation techniques.
- Analyze sources of food and nutrition information, including food labels, related to health and wellness.
- Demonstrate practices and procedures that assure personal and workplace health and hygiene.
- Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding of variety of foods.
- Prepare breads, baked goods and desserts using safe handling and professional preparation techniques.
- Utilize weights and measurement tools to demonstrate knowledge of portion control and proper scaling and measurement techniques.
- Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies.
- Analyze nutritional data.
- Analyze recipe/formula proportions and modifications for food production.
- Analyze nutritional needs of individuals.
- Prepare food for presentation and assessment.
- Maintain test kitchen/ laboratory and related equipment and supplies.
- Implement procedures that affect quality product performance.
- Conduct sensory evaluations of food products.
- Apply standards for food quality.
- Analyze the effect of nutrients on health, appearance, and peak performance.
- Analyze sources of food and nutrition information, including food labels, related to health and wellness.
- Demonstrate ability to select, store, prepare, and serve nutritious and aesthetically pleasing foods.
- Utilize elements and principles of design in designing, constructing, and/or altering textile, apparel, and fashion products.
- Demonstrate design concepts with fabric or technology/computer, using draping and/or flat pattern making technique.
- Demonstrate ability to use technology for fashion, apparel, and textile design.
- Demonstrate professional skills in using a variety of equipment, tools, and supplies for fashion, apparel, and textile construction, alteration, and repair.
The Illinois Learning Standards for Fine Arts were developed using the National Standards for Arts Education. District 103 adheres to the Illinois Learning Standards. Our most important goals throughout the Fine Arts program are to encourage students to reach their potential, gain confidence in their ability, think creatively, develop appreciation for various styles, and develop a positive feeling toward art and music and its integration into daily living.
The Grade Eight art curriculum focuses on the following:
- Identify, describe and use the elements of value (tint, shade, tone) and color (intermediate, compliments, analogous.) i.e. acrylic landscape.
- Identify and use 1 and 2 point perspective.
- Identify and describe how elements and principles combine within an art form to express ideas.
- Integrate social studies curriculum : Egypt, Greece, American History, Medieval Times, and Renaissance.
- Develop and explore the use of modern technological tools and process used to create 2D images ( i.e. computer based projects ).
- Study and evaluate the work of visual artists from prehistoric time to the present.
- Identify and apply principles of the visual arts in business and industry (i.e. architecture).
- Identify and discuss the range of visual arts and careers.
To view the comprehensive Scope and Sequence of the District Art Curriculum, please visit the District Art Curriculum Parents' Guide.
The Grade Eight music curriculum focuses on the following:
- Read and interpret guitar chords.
- Understand music technology terminology.
- Understand how composers utilize computer notation programs.
- Describe how acoustics affects sound waves.
- Play melodic and harmonic passages on guitar while observing score markings.
- Demonstrate knowledge of music technology by playing and creating on electronic instruments.
- Compose and perform music using the 12-Bar Blues Progression
perform in a rock ensemble setting.
- Understand 4 elements of sound (pitch, volume, tone, enveloping) and how they are utilized in the recreation of sound.
- Recognize atonal, non-traditional notation.
- Recognize music containing an ostinato.
- Compare and contrast various jazz styles and rock styles
The comprehensive Scope and Sequence of the District Music Curriculum is currently under review. It will be posted when finalized.
An Optional Fine Arts Program is available to students in Grade Eight. This includes:
Additional Creative Arts Classes
To supplement the classes included in the “Additional Curriculum Areas”, Daniel Wright also offers several ENCORE classes for Grade Eight. Curricular descriptions of these classes will be added as soon as the curriculum is aligned to the National Standards.
- Performing Arts
Library Media Center
Lincolnshire D103 provides a fully equipped library at Daniel Wright School. The library is specifically designed to accommodate the age range and needs of the students within the building. In addition to a rich array of hard and soft cover books that have been carefully selected with the student body in mind, students will also find eBooks and databases, videos, reference books and pictures, computers, study areas, reading areas, and a staff of a trained librarian and assistant to provide support to the students as well as the teaching staff. Daniel Wright maintains a collection of material that supports classroom curriculum and provides for individual needs, interests, abilities, and maturity levels. Based on classroom curricular needs, the library can provide classes and projects to enhance the learning process.
Students visit the library with their class and/or on an individual basis, depending on student needs, teacher discretion and/or assignment requirements. Specific or flexible scheduling is developed in collaboration with the classroom teacher and the library staff.
For additional information about the library program for District 103, please view the Library Media Center Standards.
In Grade Eight, students take their understanding of unit rates and proportional relationships to a new level, connecting these concepts to points on a line and ultimately using them to solve linear equations that require them to apply algebraic reasoning as well as knowledge of the properties of operations. Students will also expand their understanding of numbers beyond rational numbers to include numbers that are irrational. Activities in these areas will include:
- Understanding that every rational number (such as ½, 0.3, 2, or -2) can be written as a decimal, but that the decimal form of an irrational number (such as 2 ) is both non-repeating and infinite.
- Applying the properties of exponents to generate equivalent numerical expressions.
- Determining the value of square roots of small perfect squares (such as 49= 7) and cube roots of small perfect cubes (such as 3 64=4).
- Graphing proportional relationships and interpreting the unit rate as the slope (how steep or flat a line is).
- Solving and graphing one- and two-variable linear equations.
- Understanding that a function is a rule that assigns to each value of x exactly one value of y, such as y=2x, a rule that would yield such ordered pairs as (-2,-4), (3,6), and (4,8).
- Comparing the properties of two functions represented in different ways (in a table, graph, equation, or description).
- Determining congruence (when shapes are of equal size and shape) and similarity (same shape but different sizes).
- Learning and applying the Pythagorean Theorem (an equation relating the lengths of the sides of a right triangle: a2 + b2 = c2 ).
- Solving problems involving the volume of cylinders, cones, and sphere
In response to the State of Illinois’ adoption of the Common Core State Standards (CCSS) for student learning, District 103 (in collaboration with Area 125 Consortium School Districts 76, 79, 96, 102, 103 and 125) has aligned its mathematics curricula to the CCSS.
- Algebra: This course incorporates all of the 8th grade Common Core Math Standards.
- Algebra I: This accelerated course covers all of the High School.
- Algebra 1 Common Core Standards.
- Algebra II: This honors course covers all of the High School.
- Algebra II Common Core Standards. This class is extremely fast-paced and requires academic maturity, dedication, and independence.
The Grade Eight math curriculum will incorporate the Standards for Mathematical Practice that will support the Common Core State Standards.
This overview for Mathematics, provided by the Council of the Great City Schools, reflects how The Common Core State Standards have guided our development of a rich and comprehensive curriculum for our students.
Physical Education and Health
District 103 provides students in Grade Eight with a comprehensive Physical Education and Health curriculum. This curriculum reflects developmentally appropriate expectations for students in the areas of physical activity, movement, health-related fitness, sportsmanship and group cooperation in team and group activities. In addition to Physical Education classes, recess is offered to students on a daily basis.
Instruction in building habits for a healthy lifestyle is included in the Physical Education classes and the health classes. These habits for a healthy lifestyle focus on taking care of your body, both physically and emotionally, and on making safe choices in a variety of situations.
The Grade Eight Physical Education curriculum is based on the following goals:
- Apply movement concepts to strategy and game situations.
- Reduce open space by using locomotor movements in combination with movement concepts.
- Compare and contrast inefficient movement patterns.
- Identify the components of health related fitness.
- Identify and understand the F.I.T.T. principle.
- Monitor and understand the effects of exercise on the human body.
- Engage in physical activity with responsible interpersonal behavior.
- Work towards a common goal and making responsible decisions.
- Demonstrate decision making skills both independently and with others during physical activity.
The Science Curriculum taught at Daniel Wright School reflects the recommendations of the Next Generation Science Standards.
The Daniel Wright Junior High School Science teachers rewrote the science curriculum during the 2014-2015 school year using the Next Generation Science Standards. This is the first year (2015-2016) the new units are being taught. There may be some variation between the intended curriculum, what is described here, and the implemented curriculum. Revisions may be made to the curriculum units as the unit is being taught.
To better understand the structure of the Science curriculum for the middle school (6-8) students, an explanation of four major disciplines within the field of science can be found by accessing the links below.
- Physical Sciences
- Life Sciences
- Earth and Space Sciences
- Engineering, Technology and Application of Science
Science Units taught in Grade Eight include:
Weather over Time
Weather on Earth has directly impacted the development of species. Air mass movement due to the unequal heating and rotation of the Earth cause patterns in the atmosphere and ocean. These patterns directly determine changes in regional climates. Weather also can create catastrophic events that impact environments and negatively affect the survival of species. Humans collect data and ask questions to assess the factors that have impacted weather and have lead to global temperature changes over the past century in an attempt to develop ways to minimize future catastrophic weather-related events.
Changes in the environment have directly impacted species development via natural selection. Organisms that are not suited to an environment do not survive and do not pass their traits on to the next generation. Catastrophic events have altered environments and have changed entire ecosystems. Over time this leads to a change in the characteristics of the original organism as the more successful genetic traits take precedence in that organism. As humans observed this pattern in nature, the process of selectively breeding organisms for desired traits developed in agriculture and animal husbandry. By this process, humans have influenced the characteristics of many organisms that exist in the world today.
Change Through Time
Earth has shown major changes in geology and biology over its 4.6 billion year history. Evidence of these changes have been detected in the rock strata. Fossil evidence tells us about the evidence and changes in life forms over time. Throughout time, a variety of catastrophic events have nearly obliterated life on Earth. As a result of the catastrophic events, life forms have evolved and changed throughout Earth's history. Fossils give us evidence through the anatomical similarities and differences among modern organisms as well as fossils compared to the organisms that inhabit the planet today. When embryological development across multiple species is examined, relationships among organisms becomes apparent.
Changes in Population and Human Impact
As humans assess how weather changes and other human activities have affected ecosystems, decisions must be made regarding ways to maintain the biodiversity of ecosystems. Human must study evidence of how physical and biological component changes affect populations in the ecosystem. The behaviors of organisms is dependent on external stimuli, which includes the changes in the environment, reduction of population due to human activity, and catastrophic events. Ways of monitoring human impact on the environment must be developed and ways to apply that knowledge to maintaining the health of the ecosystem must be implemented. In addition, ways of monitoring and controlling the impact of catastrophic events on ecosystems and human populations must be developed. In order to maintain the health of the planet, an understanding of how increases in human population and per-capita consumption of natural resources must be gained. Techniques to minimize this impact are needed.
Scientific Inquiry Method is integrated throughout the Science Curriculum.
The Science Performance Expectations for Grade Eight have been recommended by the Next Generation Science Standards, a collaborative group of over 20 states, including Illinois.
Social Emotional Learning and Erin's Law
Social and emotional learning is the process through which children develop awareness and management of their emotions; set and achieve important personal and academic goals; use social awareness and interpersonal skills to establish and maintain positive relationships; and demonstrate decision-making and responsible behaviors to achieve school and life success. There is a strong research base that these SEL competencies improve students’ social/emotional development, readiness to learn, classroom behavior, and academic performance. Please visit the SEL 6-8 Goals to view the District’s Scope and Sequence for Social Emotional Learning.
In addition to our curriculum for Social Emotional Learning, the district also provides lessons on the prevention of Childhood Sexual Abuse (Erin’s Law). These lessons are an integrated part of the health curriculum and are taught by a trained, certified staff member.
District 103, using the support of an expert consultant in the field of Digital Media and Technology, has developed procedures and policies for a 1:1 Teaching & Learning environment. These procedures are based on:
- Best practices in teaching digital citizenship.
- Integrating digital tools with instruction.
- Role playing various classroom situations and discussing guidelines.
- The integration of technology in today's society at large.
Using the Common Sense Media Curriculum, student lessons were developed at each grade level to support the expectations of being a good citizen while on line and when using technology in the classroom and at home. Lessons for Grade Eight include:
- Trillion Dollar Footprint.
- Identifying High-Quality Sites.
- The Reality of Digital Drama.
- Cyberbullying: Crossing the Line.
- Rework, Reuse, Remix.
The aim of Social Studies is the promotion of civic competence – the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Civic ideals and practices enable students to learn about the rights and responsibilities of citizens of a democracy, and to appreciate the importance of active citizenship.
District 103, in partnership with neighboring districts, has begun the revision of the Social Studies curriculum which currently reflects the Illinois Social Studies Standards. The revision process is being guided by the newly issued College, Career, and Civic Life (C3) Framework, and is supported by the Illinois State Board of Education. To view the entire document that explains the C3 Framework, please visit the National Council for the Social Studies website.
Civil War and Reconstruction 1840-1896
In this unit, students will learn how those regional differences led to increasing hostility between the North and the South over slavery in the territories and how that conflict led to the Civil War, the end of slavery, and attempts at Reconstruction in the South.
Reshaping the Nation 1858-1914
In this unit, students will study changes that took place in the 1800s and early 1900s in the United States including the development of the Western frontier, the growth of industry and immigration, and the birth of an urban society.
Reform and Empire 1865-1920
In this unit, students will learn about progressive reforms that brought many changes to American life, how the United States expanded and took a more active role in international affairs, and what the causes and effects were of World War I.
Change and Conflict 1920-1945
In this unit, students will study how the events of the three decades after World War I affected Americans: the flourishing culture of the 1920s, the focus on domestic issues during the Great Depression, and the sacrifices people made and the unity they demonstrated during World War II.
Challenges at Home and Abroad 1945-1975
In this unit, students will learn about the changes the United States experienced after the war, the fight to stop the spread of communism around the world, and the civil rights movement.
America in a Modern Era 1968-present
In this unit, students will learn how Americans have responded to terrorism and other challenges by looking for new ways to preserve and protect democratic ideals in a changing world.
In this unit, students will understand the Constitution of Illinois and how the Constitution of the United States governs the people of Illinois.
The above units were selected and created by District 103 teaching staff.
Eighth grade students at Daniel Wright participate in Spanish language classes daily. The curriculum addresses each of the World-Readiness Standards for Learning Languages — communication, cultures, connections, comparisons and community. The current middle school program is in process of revision as students arrive from K-6 with increasing levels of proficiency in Spanish. The middle school program continues to develop skills in each mode of communication – interpretive, interpersonal and presentational with the intent of developing the skills that students will need to articulate to a high school language program. Students who successfully complete the K-8 program of language study will place into level 2 high school classes allowing them sufficient time in their high school program to complete the AP Spanish Culture and Language course.
Spanish classes focus on communication and cultural awareness. Students learn to speak, listen, read, and write through paired practice, small group work, and role-plays. Emphasis is placed upon being able to use language in meaningful, real-life situations. The focus is on what students can do with the language and languages classes are taught almost entirely in Spanish. By the end of the year, students will have been introduced to skills, knowledge, and attitudes that will help them live and work in an increasingly global society.
Performance Goals – Novice High/Intermediate Low
By the end of eighth grade, students will be able to communicate using sentences and strings of sentences on familiar topics. They will understand the Spanish that their teacher uses when speaking about familiar topics, but will also begin to understand the main ideas of authentic written texts or conversations with short, simple messages that focus on familiar topics. They will be able to handle short social interactions by asking and answering questions.
Unit 1: Daily Routines
Essential Question: What is an ideal schedule?
Students will consider their daily schedules throughout the week and will compare their routines to those of others around the world. They will then be able to prepare a presentation that shares an ideal daily schedule, one that takes into account the things they must do as well as the activities that are important to them.
Unit 2: Family and Memories
Essential Question: What is family? How do we remember others?
Students will talk about their relationships and will be able to say why family and pets are important. They will describe the physical and personal characteristics of their family, and pets. They will talk about what they do with their families commenting on family celebrations focusing on how all cultures have traditions such as Day of the Dead to honor the memory of loved ones.
Unit 3: Dining Out
Essential Question: What role does food play in our lives?
Students will continue to explore the culinary world of the target culture. They will be able to order and discuss meals in restaurants. They will consider just how adventurous they are willing to be as they select culinary experiences that are of interest to them. They will consider the role of tapas in Spanish culture and will have the chance to prepare and sample various tapas.
Unit 3: Housing and Shelter
Essential Question: What is a home? What role do you play in your home?
They will talk about their home and where they live and compare their homes to those of others in the target culture. They will look at images of houses and bedrooms of children around the world and comment on similarities and differences. They will also consider the role they play in their families and communities commenting on how they demonstrate responsibility to others.
Unit 4: Clothing Makes the Man
Essential Question: What does clothing say about who we are?
Students will discuss their habits as consumers. They will inventory their favorite possessions and discuss their shopping habits — favorite brands, where items are made, where they shop and what influences their decision to purchase an item. They will comment on fashion trends in different cultures.
Unit 5: Vacation Time – Destination Galápagos
Essential Question: What is an ideal vacation?
Students will take a virtual trip to the Galápagos Islands as they consider a variety of vacation experiences and decide what makes for a great vacation destination. They will begin by completing a survey to determine their ideal vacation in terms of locations, weather and activities. Working in small groups they will use that data to comment on past vacations and compare their habits to those of the target culture. They will pick an ideal vacation destination where the target language is spoken and will comment on where they went and what they did there. They will also work in small groups to give an overview of a vacation they took to the Galápagos and will attempt to convince others that their experience was the best one. Finally, they will consider the benefits of ecotourism for destinations like the Galápagos.