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Curriculum NightCurriculum NightSeptember 23rd, 2014September 23rd, 2014

Focus on Student Success

Grade 8What can parents do to build high expectations for students? Actively organize and monitor their children’s time Discuss or help with homework Converse about school matters with their children Promote reading activities Communicate the importance of education to their children i and become

involved in the schoolii____________________i Finn, 1998ii Bamburg, 1994

The aims of the courses are:

To fulfill the Overall and Specific Expectations of the Ontario Language Arts (Oral and Visual Communication, Reading, Writing and Media Studies), History and Geography, and Drama and Dance curriculum documents.

Big Idea: How does past shape our present? We will explore this big idea in all subjects.

Furthermore we want Westwood students to become global citizens that:

use language as a vehicle for thought, creativity, reflection, learning and self-expression,

use language as a tool for personal growth, social interaction and for developing relationships within the

international community,

comprehend more clearly aspects of their own culture and those of other cultures by exploring the

interdependence of human beings through a variety of works,

explore the many facets of the language through the use of media and information technology,

reflect on the learning process in various ways and at various stages,

a respect for and understanding of others’ perspectives, values and attitudes,

awareness and understanding of people, cultures and events in a variety of places at different times,

an understanding of the interactions and interdependence of individuals, societies, and their

environments,

an understanding of the causes and consequences of change through physical and human actions and

processes,

a sense of internationalism and a desire to be proactive as a responsible global citizen,

an awareness of the connections with other subjects

Grade 8 Core

English Oral and Visual Communication

Listening skills Presentations on a variety of topics that could be integrated with History/Geography Speeches Class participation

Reading Writing Reading strategies – unpacking text • Short stories Novel study/Literature Circles • Paragraph Writing Balanced literacy program • Narrative Writing Poetry • Exposition Shakespeare • Identify the topic, purpose and audience for complex Independent reading writing forms

Media Studies

Elements of visual presentation Identify the conventions and techniques associated with various media forms Create media forms to convey a message Understand the power of media and messages behind media through examining various media.

(Looking and breaking gender stereotypes in media)

Drama and Dance

Activities may include:

Whenever possible Drama and Dance will be integrated with the other core subjects Trust building activities Create Drama/Dance Pieces to Respond to Issues Use and analyse a variety of dramatic techniques Write and perform in role Review and critique drama and dance performances Using Literature as a Stepping Stone (short stories, novels, poems) Dramatic Monologues

History and Geography: How has our past, shaped our present?

Big Idea for History and GeographyThrough an examination of inequalities in the new nation, students will learn that many of the rights and freedoms we have in Canada today are the result of actions taken by people in this era to change their lives.

Students will explore present-day inequities that impact the use of land in Canada and globally. Furthermore, students will explore environmental, social, and economics issues surrounding human settlement patterns and the quality of life.

History:Grade 8 A. Creating Canada, 1850–1890 B. Canada, 1890–1914: A Changing Society

Through the historical thinking concepts of Significance, Cause and Consequence, Continuity and Change and Perspectives we will explore Canadian History and Culminate with a Heritage Fair.

Geography:Grade 8 A. Global Settlement: Patterns and Sustainability B. Global Inequalities: Economic Development and Quality of Life

Through the concepts of geographic thinking of spatial significance, patterns and trends, interrelationships, and geographic perspective we will explore Canadian and Global Geography .

AssessmentThe Ontario Assessment Criteria are:Language Arts

Thinking Communication Application Knowledge and understanding

Geography/History Understanding concepts Inquiry/research skills and map/global skills Communication required knowledge Application of concepts and skills

Assessment tasks will include: Rich Culminating Tasks Options for choice Inquiry-based projects Self-directed studies Reports, reflections, responses Formal written work i.e. Essays, proposal Self/peer evaluation, collaborative group work Comprehension Tests Use of a variety of reading strategies Presentations Participation

Assessment tools will include: Success Checklist with Descriptive feedback Rubrics Self/peer evaluation Tests Observations Anecdotal notes

Homework Record all homework assignments in the school agenda Complete assigned homework on time and to the best of their ability Regular review of concepts taught Recommended 30 minutes of reading a day

Mathematics ProgrammeGrade 8

2014 - 2015

FALL WINTER SPRINGNumber Sense and Numeration

Number Sense and Numeration

Algebra

Factors and MultiplesExpanded Form Order of Operations Exponents Ratio Rate Percent

Fractions Decimals Integers

Solving Equations

Geometry and Spatial Sense Measurement Geometry and Spatial Sense

Investigating CirclesLines and Shapes

Investigating CylindersVolume/Surface AreaCapacity

Intersecting LinesAngle Properties Pythagorean Relationship

Measurement Data Management and Probability

Data Management and Probability

Metric SystemInvestigating CirclesCircumference Area

Census and Sample Inferring and Evaluating Data Histograms Scatter Plots

Theoretical Experimental Tree Diagrams Simulations

AlgebraNumber Properties PatternsModel Linear Relationships

Ongoingo Problem Solvingo Communicationo Applicationo Math Journals

Technology:o Calculatorso Graphing calculatorso Computers/iPads

Ms. Weinberg 2014/2015

Major Units of Study: Cells Fluids Water Systems Systems in Action

Evaluation: Independent daily in-class work Homework completion demonstrating

understanding of concepts learned in class Labs – participation in class, ability to answer

questions based on findings, and written reports following the Scientific Method

Quizzes and Unit tests (students will be informed well ahead of time of their unit test)

Research project(s) Application of inquiry and design skills (building)

Expectations for Students: Be attentive during instruction and use class time

effectively Bring Science binder, agenda, and necessary materials

to each class Complete homework, labs, and assignments regularly Be responsible for catching up on any missed work Seek extra help if needed Follow all safety rules and handle all equipment with

care Respect oneself, peers, teachers/adults, and the

classroom environment

Long Range Plans for Grade 8 French

SEPTEMBER:-get to know you -intro. to course -test on prior knowledge of course -talk about themselves -"Toujours moi-meme"

OCTOBER: Unit 1: Au casse-croute -vocabulary related to the unit on casse-croute, food, restaurants -Ies verbes vouloir et devoir -subject pronouns -the present tense -the imperative -Ie vous de politesse -direct/indirect object pronouns

NOVEMBER: Unit 2: Chasse aux indices -vocabulary related to the unit on cases such as robberies, elements of a good case, detective, clues -the past tense -possessive adjectives -the verbs: partir et sortir -adverbs -the inversion with est-ce que

DECEMBER: Unit 3: Bizarre et fascinant! -vocabulary related to the unit on extraordinary animals -the pronoun on -the futur proche -the comparison and the superlative -adjectives -demonstrative adjectives -the use of a dictionary

JANUARY: Unit 4: Choix Multiples -vocabulary related to careers, professions, jobs -review the past tense -review the pronoun on -review the futur tense -review the inversion -review adverbs -review adjectives

FEBRUARY: Unit 5: L'art sans limites

-vocabulary related to the unit on art, art materials, forms of art, personal preferences in art -the partitive & negation -the pronoun yet en -review the demonstrative adjectives

MARCH: Unit 6: Raconte-moi -vocabulary related to natural phenomenas, elements of a legend, how to retell a good story -review the past tense -review the pronoun en -a + the definite article -de + the definite article -review the subject pronouns

APRIL: Unit 7: En Route -vocabulary related to the unit on methods of transportation, travelling, regions of Canada, geographical elements -review the pronoun y -review of futur proche -review the past tense -reviewal de + the definite article

MAY: Unit 8: Dans I'eau -vocabulary related to the unit on activities done in the ocean and Great Lakes, boats, marine parks -review the past tense -review: possessive adjectives -review: adjectives -review: the comparison and superlative

JUNE: Unit 9: Autour de nous -vocabulary related to the unit on volunteering, contributing to one's community -review the grammar studied the entire year

*every unit consists of dialogues, presentations, listening tests, vocabulary and grammar tests and a final task/project*

Westwood Middle School Health and Physical Education Gr. 6/7/8

“Weightings by Key Learning Expectations”

Key Learning Expectations Mark

STRAND A: ACTIVE LIVING

A1: Active Participation Regular participation, variety, lifelong activity Enjoyment, motivation

A2: Physical Fitness Fitness development through daily physical activity Personal fitness plans

A3: Safety Personal safety and safety of others during physical activity Wearing full gym uniform and proper footwear Injury Prevention

80%

STRAND B: MOVEMENT COMPETENCE

B1: Movement Skills and Concepts Stability, locomotion, manipulation Body awareness, effort, spatial awareness

B2: Movement Strategies Components of physical activities Strategies and tactics in all physical activities

20%

STRAND C: HEALTHY LIVING Health is evaluated separately as it has its own learning skills section on the report card. At Westwood, students cycle through three health units throughout the year.

TOPICS: Healthy Eating, Substance Use and Abuse, and Growth and Development

C1: Understanding Health Concepts Understanding factors that contribute to healthy growth and

development

C2: Making Healthy Choices Applying health knowledge and making decisions

C3: Making Connections for Healthy Living Link to personal health and well-being

100%

Westwood Middle SchoolMusic Department2014-2015 Long Range Plans for grades 6, 7, & 8

Classroom Program:Each Westwood student during the school year will receive 100 minutes of music instruction over each six-day cycle.

The program consists of both a performance and non-performance component. The material played in class stresses proper technique, tone development, application of their knowledge of musical terms, and personal skills building. Independent practice at home is an extension of the performance component and HIGHLY encouraged for each student. The non-performance component focuses on the study of music theory, music listening skills development through the understanding of the elements of music, an introduction to the history of music, opportunities for creativity, and responding to a variety of music-based activities and experiences. Most of these activities and tasks are completed by an individual or group situations.

Extracurricular opportunities for music students exist in the form of participation in different concert bands(Junior-gr 6 & 7, and Senior-gr 7 & 8), the school choir (all grades), percussion ensemble, small ensembles, as well as possible solo/duet opportunities. Public performance opportunities may be at music festivals in and out of the school board, at school and community events.

Grade 6Non-Performance:-Rules and Expectations for music-Introduction to instruments-Choosing an instrument-Introduction to music theory; music notation, musical terms, note values, metres, elements of music-Introduction to Music History: The Baroque Period

Grade 7Non-Performance:-Rules and Expectations for music-Review of instruments-Review and continued development of music theory knowledge (music notation, musical terms, note values, scales, metres, elements of music)-Introduction to Music History: The Classical Period

Grade 8Non-Performance:-Rules and Expectations for music-Review of instruments-Review and expansion of music theory knowledge (music notation, musical terms, note values, scales, metres, elements of music)-Introduction to Music History: The Romantic Period

Performance:-Introduction to playing instrument of choice

Performance:-Development of playing technique on instrument of

Performance:-Continued development of playing technique on

-Playing technique-Embouchure development-Posture, range development-Music (notation) reading-Introduction to large ensemble playing (unison)-Application of music theory knowledge

choice-Embouchure, posture, range development-Music (notation) reading including a variety of styles, metres, dynamics, articulation-Small and large ensemble playing (unison and intro to divisi parts)-Application of music theory knowledge

instrument of choice-Embouchure, posture, range development-Music (notation) reading including a variety of styles, metres, dynamics, articulation-Solo, Small, and large ensemble playing (unison and divisi parts)-Application of music theory knowledge

Homework:Working on music at home reinforces what has been done/taught in the classroom and facilitates the learning of new skills and techniques. The development of a student’s skill set increases with regular review and practice. This can be achieved with regularly signing out their instrument and is HIGHLY encouraged to ensure each student is meeting the performance expectations for their grade level. Each term, students will be required to maintain a practice log that will form part of their mark.

Music theory and the study of music history will be done occasionally during class, but it will also be assigned as homework. All work should be kept in a MUSIC BINDER (three ring with dividers for music, theory, and history) and is required by each student. A mark will be given for the maintenance.

Students who require extra help in playing and/or theory are invited to meet with myself at an agreed upon time on the following days: Tuesday, Wednesday, and Thursday from 8:00 to 8:35am. Other times may be available with advance notice.

Evaluation:All Westwood students will receive a grade for their participation in music. Students in grade 6 will receive letter grades, and students in grades 7 & 8 will receive a number grade out of 100 on their report card each term. These grades will be based on a combination of performance and non-performance based activities based upon the following tasks and activities:

Music Binder, Practice Log, Journal, Daily playing in class, Homework, Assignments, Written Tests, and Playing Tests

Resources:Resources will include a band method book, specific exercises for specific instruments, teacher created exercises and worksheets (performance and non-performance), band repertoire, videotapes, DVDs, CDs, overhead transparencies, computer access (where possible), and music instruments. Occasionally we may be able to attend a performance and/or have guest musicians/clinicians come to our school for workshops and other presentations. Certain DVDs and CDs will be available for sign out to aid in your child’s musical development. I will also be able to make recommendations to your child for any other materials that may be determined to reinforce or complement their study/development.

Mr. M. GriecoHead of Music

Westwood Middle School

6/7/8 A: LD CLASS CURRICULUM PLANS 2013-2014

LANGUAGEWriting Term 1: Poetry, Mystery Unit, Short Text Forms (Articles: News, Feature, Columns, Editorials, Reviews)Term 2: Formal Speech, Longer Text Forms (Descriptive, Narrative, Expository, Persuasive)Spelling (common and leveled words)ReadingAll Terms: Novel Studies, Word Studies, Individualized Comprehension/Vocabulary StudiesOral Communication All terms: Debates/Discussions, Speech and Other Presentations, Book ReportsMedia Literacy Term 1: Filming Term 2: Scanning Media

MATHEMATICSTerm 1Gr.7/8 Strand: Number Sense and Numeration – Place Value, Rounding, Estimating, PowersStrand: Geometry – Angles, Triangular Properties, SymmetryStrand: Measurement –Perimeter, Area, CircumferenceStrand: Number Sense and Numeration – Number Theory, Factors, Divisibility, Prime and Composite, Multiples

Term 2Gr. 7/8Strand: Geometry – Geometric Figures, Transformational GeometryStrand: Number Sense and Numeration – Fractions: Equivalent, Improper, Comparing, Ordering, Estimating, OperationsStrand: Data Management – statistics, collection, graphingStrand: Pattern and Algebra – Integers, Symbols, Equations

SCIENCEGr.8Term 1:Mechanical Efficiency, Pure Substances and MixturesTerm 2:Inventions and ScientificMethod, Structures and Mechanisms

DRAMAGr.7 –taught by Ms.FayGr.8 – taught by Mr.Pantioras ARTGr.7 - taught by Ms. PressGr. 8 - taught by Mr. Pantioras

SCIENCEGr.7 –taught by Ms.Biederman

MUSICGr.7 & 8 –taught by Mr.Grieco

PHYSICAL HEALTH & EDUCATION Gr.7 –taught by Ms.Dharsee (LTO: Mr.Delac)Gr.8 –taught by Mr.Dwyer

ATTENDANCE/HOMEWORK

- Punctuality at school (8:40am and 12:20pm) is very important to students’ SUCCESS

- Incomplete classroom work will be assigned for homework

- Studying for weekly quizzes (spelling, math) and at home reading

- Regular communication with parents regarding academic goals and concerns

- Please feel free to contact Mr. Rhee if you have any questions or concerns; the school telephone number is 416-396-2480 or via email: james.rhee@tdsb.on.ca

The ProgramThe Learning Disabilities (LD) program promotes and nurtures a safe environment suited to the students’ learning style. Strategies and programming address the needs of students as outlined in their Individual Education Plan (IEP).

Teaching SupportsMr.Rhee, the core classroom teacher, and Mrs. Bliangas, the educational assistant, provide daily teaching programming and/or support for Mathematics, Language Arts, Science (Gr.7/8), and Geography/History (Gr.7/8). Additional support is also provided to students during rotary subjects (French, Physical Health and Education, Music, and Art) as the schedule permits. SEA claim computers are used as much as possible, and the class as a whole, regularly uses technology such as computers and a Promethean Board.

HISTORYGr.7/8Term 2: First Nations

GEOGRAPHYTerm 1: Physical Geography

WESTWOOD MID PROGRAM CLASS 6/7/8B

Mr. Paul –Teacher Mr. Raine – Educational Assistant

PROGRAM:The Mild Intellectual Disability Program (MID program) provides students with a safe and nurturing environment to help them be successful at school. Our program is guided by the expectations outlined in the Ontario Curriculum and in the Individual Education Plan (IEP) of each student, which range from accommodations and modifications to alternative expectations. Parents are consulted in the development of their child’s IEP and learning goals are reviewed annually. This class serves to increase students’ knowledge of Literacy and Numeracy across the curriculum otherwise known as functional academics. Other skills that are essential to future success such as social and organizational skills and various forms of positive communication, self-advocacy and life skills are also the focus of this program. Some of the activities unique to our class that promote basic life skills include cooking, financial literacy, nutrition, problem solving, conflict resolution and basic functional skills such as learning to do the laundry.SUPPORT:

The maximum class size is 16 students. Special Education Teachers (Mr. Paul and Ms. Dharsee) One Educational Assistant (EA) (Mr. Raine) Overall school support: Guidance Counselor, Administrators, Social Worker

All students in this program have access to computer equipment both in the classroom and in other locations. All of the students in the MID class have access to the Learning Commons which has a number of additional educational software programs to promote student success.

During the rotary subjects, as listed below, the EA accompanies students to their designated areas and supports the students in that class.

Rotary classes are as follows:

Grade 6 Grade 7 Grade 8

Health and Physical Education: Mr. Houzer

Music: Mr. Grieco

Health and Physical Education: Mr. DwyerMusic: Mr. Grieco

Health and Physical Education: Mr. DwyerMusic: Mr. Grieco

HOME/ SCHOOL COMMUNICATION: Regular communication through the use of the agenda as well as phone calls home. Homework

will always be explained to the students prior to being sent home and will be assigned on the individual basis.

If you have any questions, comments, or concerns, please feel free to contact Mr. Paul at (416) 396-2480 or surinder.paul@tdsb.on.ca

Gifted Program

2013 – 2014

This is our fifth year hosting the Gifted Program at Westwood Middle School!

We have three classes: Grade 6 – Ms. TidgwellGrade 7/8 – Ms. GudovGrade 7/8 – Ms. Sarai

Each class follows the grade-specific Ontario Curriculum.

Gifted programming includes rich inquiry based, hands-on learning.

All Gifted students will follow a rotary schedule and travel for some classes (e.g. French, Music, Physical Education).

Students in the Gifted Program all have an Individual Education Plan (IEP). The IEP outlines the general alternative program for gifted students in the areas of Research, Thinking, and Awareness of Self and Others.

Parents will be consulted in the development of their child’s IEP.

The Gifted teachers work closely with students, other teachers, and parents to ensure that students experience success at school.

Students in the Gifted Program are included in special school events with other Westwood students in their grades and are encouraged to become active members of the Westwood community.

Our goal: STUDENT SUCCESS!

Guidance @Westwood

Mr. Daniele is the Guidance Counselor at Westwood Middle School.  He is available at Westwood Monday morning and all day Wednesday.  He services students individually, in small groups and whole classes. 

Transitions may sometimes present a challenge to students. Mr. Daniele is an integral part of transitioning grade 6 students to Westwood and grade 8 students to high school.  Grade 8 students, in particular, will connect with Mr. Daniele throughout the year when the high school application process commences in October.  Both parents and students are encouraged to visit high schools during their open houses, which will be posted on this page beginning this fall.  In addition, Mr. Daniele helps to coordinate and present the “Choices for Nine” information night in the fall for grade 8 students and their parents.  On that evening, neighbouring high schools will be available to speak to students about their programs.

Not only does Mr. Daniele help with transitions, but he also works with classes around various topics that include social justice, career planning and grade 8 career day.

Any student wishing to speak to Mr. Daniele on an individual basis may do so by a teacher’s referral using the student agenda.

Westwood Middle School Learning Commons Teacher-Librarian: Ramandeep Sarai

Mission Statement: Through access to diverse literature, technology and creative learning partnerships with staff, students acquire the skills to become lifelong learners at the Westwood Middle School Learning Commons and for the future.

Collection Development: Carefully selecting and purchasing new resources is an important aspect of the teacher-librarian’s job. Priorities are determined by analyzing collection statistics and seeking input from both students and staff. For the 2013 – 2014 school year, the focus for collection development will be: increasing and updating our non-fiction collection, adding new diverse titles to our fiction collection, and supporting the Forest of Reading programs.

Learning Commons Program: As our mission statement identifies, the purpose of the Westwood Learning Commons program is two-fold: to inspire a love for reading and to teach the necessary information and inquiry skills to thrive in our digital world and to reach the 21st century learner. As such, the teacher-librarian works closely with the teachers to support and enhance classroom endeavours. Furthermore, students have access to a range of technology in the Learning Commons. Through innovative partnering with teachers and the teacher-librarian, students will have opportunities to use various technologies to demonstrate their learning in rich meaningful ways. The program focuses on reading for meaning and joy, learning and utilizing technology, and acquiring research skills. The diversity of our Canadian culture is also reflected in the resources that are chosen and used in the library program.

The Ontario Library Association’s Literacy Initiative, Forest of Reading, is also an important part of the Westwood experience. Students read new Canadian literature and then vote for their favourite books and authors. Thousands of students across the province participate each year.

Extracurricular Clubs & Events:LC Helper program: An opportunity for interested students to assist in the Learning Commons by checking in books, re-shelving materials, creating book displays and helping out with library events. A notice will be going home shortly.

Forest of Reading Book Club: A program for students to read new Canadian fiction novels and discuss them with their peers. The club will start in December.

Scholastic Book Fair: An important fundraiser for the library, scheduled to take place in November. Both student and parent volunteers will be greatly appreciated. More details will follow in October

Borrowing Policy: Students may borrow up to three books at a time for a 2 week period. They may renew once. If students lose or damage a book, they will be asked to pay a partial recover fee, between $5.00-$10 for soft cover and starting at $10.00 for hardcover. If the book is new, they may be asked to pay the full price for the book.

Donations: Donations of new or “like-new” books are always welcome at the Westwood Learning Commons. Please see Ms. Sarai for further details.

Parent Volunteers: If you would like to volunteer in the Westwood Learning Commons this year, please speak with Ms. Sarai. We welcome your assistance; it takes a whole community to run a thriving Learning

Visual ArtsGrade 7

2014 – 2015

Theory

Introduction to the study of Visual Art

Art media, styles and techniques Famous artists and artistic periods Art criticism Art terminology

The Elements of Design

Line: Contour and gesture drawing, the expressive qualities of line Shape and form: Positive and negative space, organic and geometric shapes Texture: Texture rubbings Colour/ Value: The colour wheel, colour relationships, the expressive qualities of colour, pigment mixing,

value scale

The Principles of Design

Unity Contrast Variety Balance

Movement Pattern Emphasis

Application

Two and Three-dimensional creative projects may include:

“Stained Glass” Windows Pottery Jewellery Making Acrylic Painting

Collage Drawing Graphic Design Print Making

Assessment and Evaluation

1. Use of studio time (active participation, proper clean-up, on-task behaviour)2. Completion of assigned "studies"3. Tests (vocabulary, theory, art criticism)4. Creative Work (completion of major artistic projects)

Note: Students must come to class each day prepared with a sketching pencil. It would be useful to have at hand a ruler, markers, compass, pencil crayons and scissors.

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