Welcome to Grade 8

Meet the Teacher

 2019-20

Principal:                Mrs. M. Woloschuk

Vice-Principals:        Mr. T MacVicar

                                   Mrs. Kurtz  

                                 

Sargent Park School Grade 8 Team

Grade 8 Team

Mr. Harbeck                  Math/Technology        charbeck@wsd1.org     Team Leader                                               

Ms. Manila                          ELA/Social Studies

Social Justice              dmanila@wsd1.org                  

Ms. Persaud                   ELA/SS                 npersaud@wsd1.org  

Mr. Regier                ELA/SS                dregier@wsd1.org

Mr. Backe                         Math 814                      rbacke@wsd1.org

Mr. Potter                     Science/Innovation     dpotter@wsd1.org

Mr. McLean               /Art/                        dmclean@wsd1.org

Mrs.Khan-koodoo       Resource support        skhan@wsd1.org 

Helen Sabater                Guidance                hesabater@wsd1.org

Transition Year

Grade eight is known as a transition year because students will be required to move towards becoming independent learners. They are expected to take responsibility for their own learning and behaviour. In grade 8, we will help them make a connection to their community and the world around them. An important aspect of this year is to develop critical thinking skills that will help them to prepare for the demands of High School in Grade 9.

Contacting Parents and Letters Home

When students experience difficulties, teachers will contact parents by letter, email, or phone call. Parents that receive letters, please read over carefully, sign it, and have the student return it the next school day. Open communication between the school and home is very important. Students need to know that we are working together!

Reporting Periods

Term 1                        November 21th – Report cards go home

                        December 5th (evening) - Tri-Conferences (Student/Teacher/Parent)

                        December 6th – Tri-Conference Day (Student/Teacher/Parent)

Term 2                        March 9th – Report cards go home

                        March 12th (evening) – Student Led Conferences with Portfolios

                        March 13th – Student Led Conferences with Portfolios

Term 3                        June 26 – Report cards go home

 

Activities

Students that are up-to-date in their school work and demonstrate responsible and appropriate behavior, earn the opportunity to participate in enrichment activities. Activities include MTYP, Manitoba Museum, dances, special events, extracurricular school activities etc.

Extra-Curricular School Activities Encourage your son/daughter to become involved in a school activity i.e. musical production, inter-school athletics, intramurals, yearbook, various clubs, etc. It will help your child make a connection to the school and it will make grade eight a fun year!

Student Accident Insurance We encourage you to purchase Student Accident Insurance. It tops up family insurance plans and covers you if you should need emergency treatment. Please consider purchasing this product.

BYOD

Students will be informed when they can bring their devices in the classroom to used for in-class activities and assignments. These instances will be determined by individual teachers.

Grade 7-9 Guidance Counsellor

Ms. H. Sabater-Fixe

hesabater@wsd1.org

The guidance program at Sargent Park School is aimed at helping students understand themselves and is designed to provide specialized help with educational, vocational and personal social decisions which they face in a complex and changing world.  Thus, the role of the guidance counsellor is to incorporate a balance of educational, social and personal guidance, as well as helping students to cope with personal crisis in their lives.

Students may receive support from the guidance counsellor on either an individual basis or within a group dynamic.  The counsellor also offers classroom guidance programs and helps to support school-wide mental health initiatives.  

The referral system at Sargent Park includes both student self-referral and collaborative referral involving the students’ circle of care: parents, administrators, teachers, clinical staff and outside agencies.  Additionally, the guidance counsellor may offer outside referrals within the community that may be necessary.  

The guidance counselling space can be found within the school office.  It is a welcoming, safe place which all students can access either on a “pop-in basis” (with teacher permission) or by appointment.  To schedule an appointment email hesabater@wsd1.org or call (204) 775-8985.

 

 

Resource Program Overview

Mrs.Khan-koodoo

As they say, ‘It takes a village to raise a child.’  The resource teacher works collaboratively with all members of the school, the student, the family and community members.  There are various models of service that she may follow from co-teaching to consulting and collaborating to short-term, small group intervention for a particular purpose.  Ms. Khan works with classroom teachers to address the diverse learning needs of students in the school by gathering and sharing information, modelling strategies, and supporting the planning for academic and or learning behavior goals that may be required.  As a team, we will work together to create the kind of learning environment where all students can thrive and feel empowered!

Course Overviews

Grade 8 Mathematics Overview

Mr. C. Harbeck (8-121, 8-14, 8-73),

Mr. R. Backe (8-16)

School Supplies needed In Math we encourage the students to take notes and do their work in notebooks instead of looseleaf. In my many years of teaching math notebooks hold together longer and make better study guides for students.  

Calculators are required.  Simple calculators with  a square root button are all that are necessary.  Phones may be used during the year as a calculator but are not allowed for the final exams.  

Whiteboard Markers were added to the supply list this year.  Teachers will collect the markers and distribute them when doing the NPVS work in the classroom.

Mental Math All students need to expand on the skills they already have in computing in Mathematics. The Mental Math component of the subject will give the students extra mind-tools to solve questions without the use of a calculator. The students will gain a better conceptual understanding of the subject as they learn these new skills. Mental math is also part of the final exam.

Assessment is ongoing and done on a regular basis. The assessment will take place in the form of tests and quizzes, verbal interviews and projects. These tests and quizzes will be formatted to look similar to the types of questions found on their final exam. Completion of assignments and homework will improve a student’s results on these assessments.

VNPS Students are placed in random groups daily in class.  Students work on the Vertical spaces around the room collaboratively and individually.  Research shows that better learning happens when students have math conversations and work on the Non Permanent surfaces.  Homework is given but students also have to create notes to “their future less intelligent self”.  In 25 years of teaching this is the first pedagogical change that makes a difference in how students learn.  It is a very exciting time.

Final Exam- The final exam will take place on Wednesday, June 3rd this year. The students will be taking a division wide math exam based on the Manitoba Math Curriculum. The exam covers Mental Math, Restricted Response (Multiple Choice) and Problem Solving.

Communication with the teacher - All teachers in the Winnipeg School Division have an active email account. It is the quickest and most efficient way of communicating with us. If you have any questions about your child’s progress please email charbeck@wsd1.org or htat@wsd1.org or call the school and leave a message. We are available between 8:15 and 3:45 Monday to Friday.

Grade 8 –English Language Arts Course Overview

Ms.Manila ( 8-14, 8-73) Mrs. Persaud-Henson / Mr. Reiger (8-16, 8-121)

“We believe we are a community of learners and therefore we learn with and from each other.”

The ELA program consists of the following Essential Learning Categories:

Reading Program Components

Goals of the Independent Reading Program are:

  1. To increase reading volume, capacity, and complexity of texts over time
  2. To create a balance of independent reading, text study, and novel study
  3. To help students deepen their thinking through writing about reading
  4. To build a classroom culture focused on the love of reading

“Books matter, stories heal, and the right book in the hands of a child can change a life forever.” ~ Penny Kittle

Writing Program Components

Writing skills will be developed following the Writing Process (pre-writing, drafting, revision, editing, proofreading, publishing) and the Six Traits of Writing (Ideas & Content, Organization, Sentence Fluency, Conventions, Voice, Word Choice).

Students explore attitude towards writing and expand skills by writing in many forms including:

Emphasis is placed on learning the mechanics and conventions of writing including spelling, grammar, capitalization and punctuation.

AFL - Assessment for Learning

Term grades will be determined from assessment of completed work. Students will be using a portfolio in Language Arts. A portfolio is a record of student work throughout the year. It shows progress related to specific goals each has set following guidelines from the teacher.

Assessment builds student awareness and confidence in learning. Throughout the year, students will participate in ‘Assessment for Learning’ strategies, some of which include:

YEAR LONG THEMES - IDENTITIES & HUMAN RIGHTS

Grade 8 students will write a Divisional Common ELA Exam on June 9th and 10th.  

Grade 8 Social Studies Course Overview

Ms Manila  (8-14, 8-73) Ms. Persaud / Mr. Reiger (8-16, 8-121)

Social Studies: World History – Societies of the Past

The World History course is designed to help students explore the ways that people lived within certain societies of the past, and to realize that life today is closely related to developments which have occurred through the ages. The intent is not to examine 3000 years of history but to encourage students to compare a wide variety of ways of life of the past and the present.

There are five clusters of study:

Cluster 1: Understanding Societies Past and Present

Cluster 2: Early Societies of Mesopotamia, Egypt, or the Indus Valley

Cluster 3: Ancient Societies of Greece and Rome

Cluster 4: Transition to the Modern World (circa 500 – 1400)

Cluster 5: Shaping the Modern World (circa 1400 – 1850)

Course Skills and Learning Outcomes:

The course will focus on the following Essential Learning outcomes:

Knowledge and Understanding: eg. Organize and record information in a variety of formats (charts, outlines, maps), daily assignments, tests and quizzes

Research and Communication: eg. Plan topics, goals, and methods for historical inquiry and research

Critical Thinking and Citizenship: eg. Listen to others to understand their perspective, collaborate with others to establish and carry out group goals and responsibilities

Assessment for Learning

Students will be assessed on a variety of work through current Assessment for Learning guidelines. Students will follow the Task/Intent/Criteria model. The model clarifies learning intentions, task and criteria for success with students.

Throughout the year students will participate in a variety of assessment formats which will include: homework, group participation, portfolio entries, quizzes/tests, and research projects.

Grade 8 Science

Mr. D. Potter (8-14, 8-16, 8-121, 8-73)

Unit 1:        Cells, Tissues, Organs, and Systems

Unit 2:        Fluids

Unit 3:        Light and Optics

Unit 4:        Water Systems on Earth

 

Assessment

Knowledge and Understanding

Scientific Inquiry Process

Design Process/ Problem Solving

Assignments

Science experiments

Graphic organizers

Small projects

Computers based assignments                    50%

Tests                                             50%              

Grade 8 Physical Education Overview

Ms Tetrault

The physical education program provides all students with the opportunity to enjoy a variety of individual and team activities. Students are encouraged to learn and develop new skills, work co-operatively with others, and strive for the highest level of personal fitness. These experiences will enhance and encourage students to live an active and healthy lifestyle.

Outcomes:

Movement

Fitness Management                         

Healthy Lifestyles                         

 

GRADE 8 OPTION CLASSES:

The Grade 8 Visual Art Program

 

D. McLean

Technology Overview:  Digital Storytelling/Programming
Mr. Cann

The primary focus of this course is to make students producers of product not consumers of product.  Everything taught in the lab is based on students creating product and understanding what they have done. 

Students, through a variety of tools, will tell stories and publish them online.  Each storytelling tool is transferable to other class assignments in ELA, Math, etc. The goal of this course is to have a portfolio of stories, curricular and personal, all shown with different computer tools.

Students will use Google Drive, PowerPoint and many other Web 2.0 tools like Tapestry, Voicethread and Prezi.

Students have technology twice a cycle.

Dance

Teacher: Ms.Proulx

Name: Grade 8 Dance Course

“Dance, as though no one is watching you” -Souza

Dance is a collaborative and participatory course; therefore, regular attendance is critical, as is the willingness to work and create collaboratively. Consistent involvement, plus creative and personal risk taking, is essential to succeed in this class.

Student Requirements:

Students are expected to wear comfortable clothing for mobility ie. Non-marking sneakers, loose-fitting shorts (to just above the knee) or sweat pants, and a t-shirt. Furthermore, clothing should never cause the wearer, or others, embarrassment or distraction. Students must ensure they arrive on time for class and always bring a pencil and binder with paper. It is expected that all students will exhibit appropriate and respectful behavior towards their classmates in all activities and during group work.

Course Description:

This course provides opportunities for students to make, create, reflect and respond to dance – specifically hip hop, contemporary, and jazz styles of movement. Students will work independently, and as a community of dance-learners to create and make meaning.  

Unit #1 Thinking about movement and dance/Basic concepts & terminology

Unit #2 Group dance and across the floor exercises

Unit #3 Short combinations/ specific terminology

Unit #4 Dance history

Unit #5 Project: group combinations; perform and teach

Unit #6 Observing master dancers/performances and reflecting on style etc.

Unit #7 Collective dance

Unit #8 Group choreography

Mark Breakdown:

Students’ grades will be largely dependent on attitude and willingness to participate in each class. There will be several projects, and in-class performances that will make up the balance of the final grade.

Daily Work (group dance, across the floor, stretching etc…) 60%

Projects and Performances 40%

Contact Ms.Proulx : hproulx@wsd1.org

Junior High Choir Overview

Ms. K. Martens

Course Outline
This course is designed for students who love to sing! Music is a unique art form that offers experience in and opportunities for self-expression. The choir program will strive to provide musical opportunities through singing, studying, listening and creating music. It is the intent of this program to foster the musical independence of its students through these activities.

Rehearsal Expectations
· Arrive on time and quickly eat your lunch!
· Always come prepared with your music and pencil.
· Attend all practices and performances. The Sargent Park Junior High Choir is a team. Be respectful to your choir members (or teammates) by being present and trying your best.
· Practice regularly, faithfully and intelligently. Please remember your responsibilities to the ensemble, to yourself and to your friends.
· Participate in any extra scheduled sectionals

Behavioural Expectations
I expect respectful behaviour from all Choir members. We will respect each other, our music, our equipment and our rehearsal space. All school rules apply during rehearsal. Every member is expected to contribute not complicate. When your behaviour or actions complicate rehearsal it prevents your fellow choir members from being able to learn and contribute. If your behaviour or actions continue over multiple rehearsals it may result in asking you to leave the group. Please be respectful and we can all have a great time and a successful year!

Please do not hesitate to ask questions at any time.
You can e-mail Ms. Martens at kmartens@wsd1.org or come see her.

                                          

Band Overview

Ms. K. Martens

In Grade 8 Band you will increase your knowledge of musical styles and instrumental techniques.  We will be learning new key signatures and more challenging repertoire.  This year a strong emphasis will placed on learning to tune each instrument and developing the skills needed to identify and produce a good tone that is steady and in tune.

You will be expected to arrive ready for class each day with your instrument, your music folder and a pencil.  Cooperation and participation in class and in concerts is expected.

Your term marks will be based on performance tests, practice journals, and in-class playing.

Grade 8 Music 

Ms. K. Martens

Goals of the class: 

 

Course Outline
In this course, students will continue developing their skills on the guitar. Learning will include guitar maintenance, tuning, playing technique and music literacy. This course will also study music theory and history.

 

Daily Work: To receive full marks you are required to:

Tests can be written or performed on guitar. To receive full marks you are required to:

Project based assignments: To receive full marks you are required to:

Participation and Effort: To earn full marks, you must:


* Please do not hesitate to ask for help. Ms. Martens can meet with you to discuss any problems you may be having or you may e-mail her at kmartens@wsd1.org