8th Grade

The eighth grade art course is designed to further develop each student's special interests. This course is offered a choice of specialty in an area of study such as ceramics, sculpture, drawing and painting, design, and printmaking. In the chosen area of study, students learn to manipulate the elements of color, line, shape, texture, space, and composition.

There are five elective sessions throughout the school year for eighth graders only. Each session is six or seven weeks in duration and meets three times per week, Monday - Thursday. Elective options vary from year to year but can include: Art, Ceramics, Improvisation, Robotics, Biking, Yearbook, iMovie, Photoshop, Sculpture, Design, Musical Lead Group, Film Critique, Handbell Choir, and Sexuality Education (compulsory).

Harbor Day’s eighth grade social studies class resumes its study of United States history beginning with the study of the Constitution. The primary objectives are to develop a further understanding of our American heritage and ideals; to understand the interrelationship of the past, present, and future; to build the constructive and critical analysis skills necessary for independent thought; and to encourage an appreciation for citizen participation in their own government. Studies focus on ideas, issues, and events from the framing of the Constitution up to post Civil War. Students are focused on the issues, foreign and domestic, that faced the developing nation. Current events, especially those involving government and election issues, are addressed as they arise when relevant to the subject matter. Historical geography is taught throughout the year as it pertains to the subject and content. Activities are used to place students in a particular situation, whereby they become characters from the past and make real-life decisions. The textbook is supplemented with outside readings; both primary and secondary source documents are utilized. The students are assigned an oral history research project, whereby each student researches a topic from the 20th century, conducts an interview of a grandparent, transcribes the interview, and evaluates the benefit of oral history as it pertains to the legacy of a historical event. In the spring, students have the option of taking a school trip to Washington, D.C. and the surrounding areas. The class curriculum is designed to connect to and supplement this experience.
 

The majority of the reading in eighth grade emphasizes authorial intent and analysis of culturally relevant social commentary through close reading skills. The short stories, nonfiction, novels, plays, and various forms of media are examined using the four elements of plot, theme, character, and language. Other works are added throughout the year, as they are appropriate in theme and tone to the literature being studied. Nonfiction figures more prominently in the eighth grade as students proficiently work with the skills of surveying, paraphrasing, and developing arguments with articles from the internet, magazines, and newspapers, as well as nonfiction books. Literary writing requires thorough analysis and interpretation of the texts. Students support their interpretations with textual examples, pertinent details, and fine inspection of the text under study. Assignments emphasize mastery of a clear and powerful thesis, organization, the use of relevant supporting concrete details, articulate analysis through commentary, smooth transitions between paragraphs, fluid sentences, and effective opening and closing statements. Creative and imaginative interpretations supported by concrete details from the reading are expected. Several all-class reads from previous years include Of Mice and Men by John Steinbeck, The Boys Who Challenged Hitler by Phillip Hoose, Fahrenheit 451 by Ray Bradbury, All American Boys by Jason Reynolds and Brendan Kiely, and A Raisin in the Sun by Lorraine Hansberry. Students are expected to read with insight and understanding, as well as write a well-supported literary analysis.

Students also write extensively in 8th grade Language Arts. The goals for eighth grade writing are to show mastery of polished compositions that demonstrate conceptualization, organization, drafting, and revision; and to demonstrate student proficiency of the principles of mechanics, grammar, and style. In the composition component of the course, students exhibit all components of the writing process with little support. They generate ideas; select and develop clear, significant thesis statements; organize supporting ideas; work for improvement within peer-editing groups; revise and proofread the draft; and make a final copy for publication.

Grammar and vocabulary exercises and tests complement the emphasis on correct use of language in written papers. An eighth grade student is expected to have mastered grammar essentials and the following parts of speech: noun (proper and common), verb (agreement with subject and correct use), pronoun (nominative, objective, and possessive, agreement in number, reference, and incomplete constructions), adjective and adverb (clauses and phrases), preposition, conjunction, and interjection. Because of this knowledge, students work to proficiency on the study of dependent and independent clauses and the five phrases. They learn the correct use of modifiers, including the correction of dangling and misplaced modifiers. Sentence structure focuses on correctness, active voice, and parallelism. The study of mechanics emphasizes punctuation, including commas, colons, semicolons, apostrophes, and quotation marks. An eighth grade English student is a confident, well-practiced writer in all genres.
 

In eighth grade, students continue to develop into strong researchers, readers, and citizens. The students continue to develop a lifelong love of reading by engaging with increasingly difficult and thoughtful texts from the library book collections. Eighth graders use APA and MLA style conventions to cite sources and create bibliographies as they conduct individual research projects. Students use advanced information evaluation skills in order to discern the currency, reliability, and credibility of various sources in all areas of research. The students demonstrate their ability to avoid plagiarism, identify sources of fair use, and respect copyright law as they gather and synthesize information for research. Students present research findings by crafting written essays and digital presentations with complete bibliographies and in-text citations.

Algebra 1B

In the eighth grade, some students will continue their Algebra 1 study that began in seventh grade. In the second year, topics of study include: a brief review of Algebra 1A concepts; exponents and exponential functions; polynomials and factoring; quadratic functions and equations; radical expressions and equations; rational expressions and functions; and data analysis and probability. In addition, the use of algebra in geometry is explored, and students are introduced to some topics typically covered in Algebra ІІ. Introduction and study of some geometry concepts are also a component of the Algebra 1B program. The focus of the algebra curriculum is problem-based learning, and students are encouraged to develop multiple strategies to solve problems. Mental math, applying number sense, and the use of bar models continue to be used as problem-solving strategies and as ways to validate the correctness of answers. Strong emphasis is placed on “why” techniques work in addition to “how” they work. Upon completion of Algebra 1B at Harbor Day, eighth grade students are placed in a mathematics class for high school based on grades, teacher recommendation, and placement tests. The algebra course uses the textbook, Algebra 1 Common Core (Savvas).

Geometry 

Prerequisite: Successful completion of Algebra 1 (1A and 1B) in seventh grade. The geometry curriculum studies the basic elements of Euclidean geometry and teaches students how to reason mathematically. Students use deductive methods of reasoning to explore the properties and relationships of two and three-dimensional shapes. Specific topics covered include: deductive reasoning; formal and informal proof; parallel lines and planes; similarity and congruence of triangles; quadrilaterals; right triangles; circles; area and volume of polygons and polyhedra; coordinate geometry; constructions; and transformations. The synthesis of algebraic and geometric concepts (as well as the continual reinforcement of algebra skills) is an important component of the geometry course at Harbor Day. Upon completion of Geometry at Harbor Day, eighth grade students are placed in a mathematics class for high school based on grades, teacher recommendation, and placement tests. The geometry course uses the textbook, Geometry Common Core (Savvas).
 

In eighth grade, music meets as a class once per week. Music electives, which meet three days a week, are offered throughout the course of the year. In one elective section, handbells are studied, culminating in performances at both Lower School and Upper School holiday programs. The class is selected by audition and is composed of twelve students who study the music, rhythms, and techniques of playing handbells. Other musical elective class choices may include singing techniques and/or vocal performance, drama study, and occasionally other topics.

A major unit involves the study of the musical for the spring presentation of the Harbor Day School Musical. Two segments of eighth grade electives are devoted to preparing this musical. Classwork includes auditions, rehearsals, choreography, singing, drama, technical theater, and set design. One week of class time is scheduled to prepare the students for auditions, which include understanding and developing characterizations of the leading roles, learning the music required for auditions, and rehearsing various audition scenes. Students are directly involved in all of the major components of producing the musical, including collecting or creating the necessary stage props, participating as assistants to the Director, Stage Manager, Costume Designer, and running the spotlights during performances. Participation is expected of all eighth grade students and after-school practice time is required for all performers. Choreography, singing, and drama are taught at the rehearsals. A strong emphasis is placed on creating beautiful musical sound as well as believable character development. It is the goal that, through the rehearsal experience, the eighth graders discover the benefits of working as a team to create an outstanding group performance.

The purpose of the program in the fifth through eighth grade is to involve the student in more highly organized games and activities, emphasizing an expanded understanding of movement. Units are structured so that students will apply previously acquired knowledge and refined motor skills to more specific sport and team activities. Social attitudes such as sportsmanship, good judgment, and self-control are also promoted at this age level. Students are expected to demonstrate a sincere effort to participate, a respect for rules and officials, teamwork and sportsmanship, and an understanding of skills, techniques, concepts and strategies of sport activities. Motor skills and ball skills are further refined to apply to sport activities. The relationship between rules of the game and the restrictions they place upon movement are explained and explored. Physical and motor fitness are emphasized as life-long goals that enhance a student’s health and well-being. Social and emotional concepts that are discussed are the proper attitude toward competition and how it relates to both victory and defeat. Developing a respect for all ability levels, responsibility for the use of equipment and facilities, respecting the rules and the decisions of officials are all points of emphasis.

Fifth grade students participate in a puberty education program. This program includes group discussion, videos, and handouts designed to explain the physical and emotional changes which all boys and girls can expect to undergo during this period of life. The goal is to present puberty in a positive way, demystifying a process that can be puzzling and confusing to youngsters. Parents may preview the materials before they are presented to the students.

In fifth and sixth grade, sport-related skills, activities, and games may include: cooperative educational games, recreational games, flag football, soccer, basketball, baseball, rhythmic gymnastics, softball, wiffle ball, volleyball, field hockey, team handball, fitness activities, fitness testing, and track and field.

Interscholastic athletics are introduced in the fifth grade for girls’ basketball and in the sixth grade for students who desire a higher level of competition in flag football, basketball, volleyball, and track and field. Teams at the fifth and sixth grade levels have a no-cut policy. All students that have attended practices and complied with team rules are given an opportunity to play in games. Teams practice during class and/or after school. Contests are with other private schools in the area.

The seventh and eighth grade students continue to participate in some of the same activities from earlier years, such as volleyball, basketball, soccer, baseball, softball, flag football, dance, recreational games, team handball, and fitness activities. Additional physical education activities that require a higher level of skill refinement are included in the seventh and eighth grade curriculum. These activities may include: badminton, pickleball, fitness walking/running, strength-training activities, ultimate frisbee, frisbee golf, lacrosse, pilates/yoga, speedminton, tennis, step aerobics, street hockey, and unicycle.

The interscholastic program in seventh and eighth grade is designed for students who are capable of and desire a higher level of competition in volleyball, basketball, and track and field. Teams are cut to a workable number of players based upon skill ability, attitude, and coachability. Practice takes place after school and teams play a six-to-eight game schedule against public and private schools in the area.

Similar to seventh grade, eighth grade students attend science four times per week. Students engage in the 8 NGSS Scientific practices in order to develop a stronger understanding of the nature of science and foster the ability to think and act as a scientist. One of the main goals of the eighth grade curriculum is to complete the scope and sequence of the fundamental biological and physical sciences, in preparation for their high school science program. To achieve this goal, students learn to develop their deeper understanding through lab write ups, conducting experiments, recording their observations, maintaining a lab notebook, completing their conclusions, and reevaluating their procedures. 

The eighth grade curriculum begins with the study of physical science by investigating the properties of matter. Topics include observing matter and energy, manipulating the density of substances, exploring the characteristics of gasses when heated, and creating a new substance after a chemical reaction. Students learn how metals and nonmetals interact by building three-dimensional models of various organic molecules and chemical compounds. They further their understanding of these models by analyzing the Periodic Table, depicting the transfer or sharing of electrons between elements, diagramming Lewis Dot structures, and determining an element’s ability to bond. Additionally, students conduct experiments pertaining to forming and breaking chemical bonds; they heat substances and measure their melting points. The semester concludes with a look at acid-base chemistry and evaluating household items for their pH value. The second semester transitions into biochemistry with an emphasis in cell biology. Students explore the chemical reactions taking place in our bodies and analyze how DNA and genetics play a profound role in the evolution of a species.

Lastly, collaboration continues with the math, English, and technology departments in building the multi-disciplinary approach within the content of the curriculum. Additionally, science literacy is strengthened by analyzing current science events, reading non-fiction texts, and identifying the strong correlation patterns in English papers and science lab reports.
 

The eighth grade year has technology as an elective. Harbor Day School offers a variety of courses in design, fabrication, robotics and programming. Each class meets three times per week and follows the design-thinking approach. The students design their own projects throughout the course, guided by the teacher as needed .

Latin

In their culminating year of Latin at Harbor Day, Latin students continue building on the foundation of the previous two years by learning the remaining indicative tenses (future, future perfect, pluperfect), demonstrative pronouns, and relative pronouns and clauses. Students continue to learn through comprehensible input reading strategies (listening, reading, writing and speaking in Latin) and more traditional grammar instruction via various mnemonic devices. During this year, students learn more about Roman daily life, imperial history, and consequences of imperialism in the provinces, such as Britannia. Students participate in a variety of Comprehensible-Input classroom activities and research projects. Students take the National Latin Exam, for which students can win awards. Students can continue to participate in JCL, our local Latin club and attend both SCRAM and the State Convention.

Mandarin 

In the final year of Mandarin studies, this course is constructed with a focus on the topics of daily life, including weather and seasons, transportation and holiday travel, weekend activities and invitations, directions to places, birthday gifts and shopping, money and different methods of payment. Class is conducted mostly in Mandarin, with daily verbal communication by and among students emphasized in every class period. Readings and culture studies are expanded to include more complex forms of communication such as Chinese idioms and poems. Chinese history and culture is included as it relates to each language lesson. Throughout the year, students celebrate various fun Chinese holidays and festivals, periodically join Mandarin club activities, explore the beautiful Chinese culture through architecture, paintings, calligraphies, history, literature, and authentic Chinese food.

Spanish 

Conversation and communication in Spanish are emphasized at all times. The following categories of vocabulary words are taught: feelings, preferences, sports, giving and requesting directions, shopping, ordering food, grooming, daily chores, extremes, comparisons, professions, things to do in the city, and ways to stay fit and healthy. Grammar lessons include stem-changing verbs, saber and conocer, comparatives and superlatives, present progressive tense, affirmative and negative tu commands, reflexive verbs, adverbs with mente, regular ar, er, and ir properties, selected irregular properties, and the imperfect tense. Composition lessons encourage the writing of dialogues, essays, short stories, and poems in Spanish. Simple Spanish-language stories are read. The study of Latin American culture pays special attention to Spain, Latin America, and Mexico, and includes folklore, foods, music, dress, traditions, geography, and history. This is enriched by the use of games, instructional videos, songs, skits, a pen pal exchange and computer projects.