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Geibel Catholic Junior-Senior High School

Course Syllabi

Table of Contents

ENGLISH ……………………………………………………………………………………………………………..3

FINE ARTS ………………………………………………………………………………………………………….. 25

MATHEMATICS ……………………………………………………………………………………………………………56

PHYSICAL EDUCATION ………………………………………………………………………………………………………..87

RELIGIOUS STUDIES …………………………………………………………………………………………….............90

SCIENCE …………………………………………………………………………………………………….. 103

SOCIAL STUDIES ………………………………………………………………………………………………………120

TECHNOLOGY ………………………………………………………………………………………………………140

WORLD LANGUAGES ……………………………………………………………………………………………………...150

English

Language Arts 7

I. General Information

Teacher: Ms. Elizabeth Spinelli Email: [email protected] II. Course Description Language Arts 7 is a comprehensive course, emphasizing the following components of language arts: grammar and mechanics, spelling, and vocabulary development. Reading comprehension and various literary terms will also be explored in this course. III. Text and Supplemental Material English Level 7. Boston: Houghton Mifflin, 2001. Spelling and Vocabulary, Level 7. Boston: Houghton Mifflin, 1999. Elements of Literature: First Course. Austin: Holt, Rinehart & Winston, 2003. Steinbeck, John. Of Mice and Men. New York: Penguin Group, 1993. IV. Supplies Needed Notebook and journal, folder or binder, writing utensils, and one novel from required reading list V. Grading Scale and Evaluations Student grades will be based on several methods of assessment, including homework assignments, tests and quizzes, journal entries, formal writing assignments, and class participation. Quarterly and final grades will be based on the following grading scale: 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

VI. Guidelines Students are expected to be respectful of the teacher, their classmates, and school property. They must also show responsibility for their own learning by coming to class prepared and by following all school policies. More information can be found in Geibel Catholic’s student handbook.

mailto:[email protected]

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Scope and Sequence QUARTER 1 I. The Sentence

a. Kinds of Sentences b. Complete Subjects and Complete Predicates c. Simple Subjects and Simple Predicates d. Conjunctions e. Fragments and Run-On Sentences

II. Nouns

a. Common and Proper b. Concrete and Abstract c. Collective d. Compound e. Singular and Plural f. Possessive Nouns

III. Verbs

a. Kinds of Verbs b. Verb Phrases c. Perfect Tenses d. Irregular Verbs e. Transitive and Intransitive Verbs f. Direct and Indirect Objects g. Subject-Verb Agreement

IV. Modifiers

a. Adjectives i. Comparing with Adjectives

ii. Proper Adjectives b. Adverbs

i. Comparing with Adverbs

V. Reading Comprehension a. Main Ideas b. Elements of Plot c. Figurative Language

VI. Writing

a. Objective Summaries b. Reflective Writing

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Language Arts 8

I. General Information:

Teacher: Mr. Justin Stevenson Email: [email protected] II. Course Description: Language Arts 8 reinforces grammar and composition skills previously learned in Language Arts 7. Students will apply these skills in both written and oral communication. Emphasis is placed on language at the level of grammar, particularly the levels of word and of sentence.

III. Text and Supplemental Material Rueda, Robert, et al, eds. English. Boston: Houghton Mifflin, 2001. IV. Supplies Needed Notebook, pen/pencil, folder V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework assignments, quizzes, and exams. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, and observe class rules and procedures. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Stevenson is available for tutoring during study halls, during Friday labs, and after school. Students are required to adhere to the policy of academic honesty. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.


http://www.geibelcatholic.org/


7

Scope and Sequence

I. Nouns a. Kinds of Nouns

i. Common v. Proper ii. Concrete v. Abstract

b. Compound v. Collective Nouns c. Singular v. Plural Nouns

i. Regular ii. Irregular

d. Possessive Nouns e. Appositives

II. Verbs

a. Kinds b. Verb Phrases c. Verb Tenses

i. Simple: Present, Past, Future ii. Perfect

iii. Progressive d. Predicate Nouns & Predicate Adjectives

III. Adjectives & Adverbs

a. Adjectives i. Forms

1. Possessive Nouns & Pronouns 2. Other Forms 3. Articles 4. Proper Adjectives 5. Degrees of Comparison

b. Adverbs i. Forms

1. Question Words 2. –ly and non –ly Words

c. Adjectives v. Adverbs

IV. Prepositions a. Prepositions and Prepositional Phrases b. Adjectival Prepositional Phrases c. Adverbial Prepositional Phrases

V. Vocabulary & Spelling

a. Lists assigned and tested throughout the course VI. Literature

a. Occasional Analytic & Creative Responses to Literature & Language in Relation to Parts of Speech

8

English I


Teacher: Ms. Elizabeth Spinelli Email: [email protected] II. Course Description English I is a comprehensive course emphasizing the following components of language arts: grammar and mechanics, vocabulary development, and literary devices. These components will be introduced through the context of various literary genres, including short stories, novels, poetry, and a Shakespearean play. Additionally, composition work will be assigned in order for students to express their ideas effectively. III. Text and Supplemental Material Elements of Literature. Third Course. Austin: Holt, Rinehart, & Winston, 2000. Elements of Language. Fifth Course. Austin: Holt, Rinehart, & Winston, 2004. Holt Handbook. Third Course. Austin: Holt, Rinehart, & Winston, 2003. IV. Supplies Needed Notebook and journal, folder or binder, writing utensils, and one novel from required reading list V. Grading Scale and Evaluations Student grades will be based on several methods of assessment, including homework assignments, tests and quizzes, journal entries, formal writing assignments, and class participation. Quarterly and final grades will be based on the following grading scale: 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F



9

Scope and Sequence I. Grammar, Usage, and Mechanics

a. The Sentence i. Subjects and Predicates

ii. Sentence Classification iii. Phrases iv. Clauses

b. The Parts of Speech i. Nouns

ii. Pronouns iii. Modifiers

1. Adjectives 2. Adverbs

iv. Verbs v. Prepositions

vi. Conjunctions vii. Interjections

c. Mechanics i. Capitalization

ii. Punctuation 1. End Marks, Abbreviations, and Commas 2. Semicolons and Colons 3. Italics and Quotations 4. Apostrophes

II. Reading Comprehension and Analysis a. Main Ideas b. Elements of Plot

i. Setting ii. Plot Diagram

iii. Characterization iv. Point of View v. Irony

vi. Theme vii. Storytelling Techniques

c. Elizabethan Theater d. Figurative Language e. Vocabulary

III. Writing

a. Objective Summaries b. Analyses and Reflections

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English II


Teacher: Mr. Justin Stevenson Email: [email protected] II. Course Description: English II reinforces grammar and composition skills previously learned in English I. Students will apply these skills in both written themes and in oral communication. Emphasis is placed on the acquisition of critical thinking skills using all genres of literature. Students are required to complete [at least] one independent novel project.

III. Text and Supplemental Material Forlini, Gary, et al, eds. Prentice Hall: Grammar & Composition. 4th ed. Englewood Cliffs, NJ: Prentice Hall. 1990. Literature: America Reads, Classic Edition. Glenview, IL: Scott, Foresman, and Co. 1991. IV. Supplies Needed Notebook, pen/pencil, folder V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework assignments, quizzes, and exams. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, and observe class rules and procedures. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Stevenson is available for tutoring during study halls, during Friday labs, and after school. Students are required to adhere to the policy of academic honesty.



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School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org. Scope and Sequence

I. Composition a. Paragraphs

i. Topic Sentences ii. Support

iii. Paragraph Wrap-Ups

II. Short Stories a. Literary Terminology b. “The Monkey’s Paw” –W.W. Jacobs c. “The Secret Life of Walter Mitty” –James Thurber d. “Lamb to the Slaughter” –Roald Dahl

III. The Novel

a. Quarterly Novel Projects

IV. Grammar a. Nouns b. Pronouns c. Verbs d. Adjectives e. Adverbs f. Prepositions g. Conjunctions h. Interjections

V. Elizabethan Drama

a. Elizabethan Period: Shakespeare’s Historical Context b. The Merchant of Venice –William Shakespeare

VI. Poetry

a. Poesy b. Select Poems (American & British)


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Honors English II


Teacher: Mr. Justin Stevenson Email: [email protected] II. Course Description: Honors English II is an enriched section of English II. Work includes analysis of all genres in literature, formal writing, a reader’s journal, and independent novel reading and vocabulary study. Students are required to contribute to class discussions and to present a creative response to the works studied. Emphasis is placed on developing higher-level critical thinking skills.

III. Text and Supplemental Material Forlini, Gary, et al, eds. Prentice Hall: Grammar & Composition. 4th ed. Englewood Cliffs, NJ: Prentice Hall. 1990. Literature: America Reads, Classic Edition. Glenview, IL: Scott, Foresman, and Co. 1991. IV. Supplies Needed Notebook, pen/pencil, folder V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework assignments, quizzes, and exams. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, and observe class rules and procedures. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Stevenson is available for tutoring during study halls, during Friday labs, and after school. Students are required to adhere to the policy of academic honesty.



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I. Composition a. Paragraphs

i. Topic Sentences ii. Support

iii. Paragraph Wrap-Ups

II. Short Stories a. Literary Terminology b. “The Monkey’s Paw” –W.W. Jacobs c. “The Secret Life of Walter Mitty” –James Thurber d. “Lamb to the Slaughter” –Roald Dahl

III. The Novel

a. Reading List: Novels: American & British b. Quarterly Novel Projects

IV. Grammar

a. Nouns b. Pronouns c. Verbs d. Adjectives e. Adverbs f. Prepositions g. Conjunctions h. Interjections

V. Elizabethan Drama

a. Elizabethan Period: Shakespeare’s Historical Context b. The Merchant of Venice –William Shakespeare

VI. Poetry

a. Poesy b. Select Poems (American & British)


14

Composition & Rhetoric


Teacher: Ms. Elizabeth Spinelli Email: [email protected] II. Course Description Composition & Rhetoric is a required English course that explores the four principles of effective writing: unity, support, coherence, and sentence skills. Students will apply these principles in a variety of well-developed essays. III. Text and Supplemental Material Langan, John. College Writing Skills with Readings. 6th ed. New York: McGraw Hill, 2005. Holt Handbook. Third Course. Austin: Holt, Rinehart, & Winston, 2003. IV. Supplies Needed USB drive, notebook, folder or binder, and writing utensils V. Grading Scale and Evaluations Student grades will be based on several methods of assessment, including homework assignments, tests and quizzes, journal entries, formal writing assignments, and class participation. Quarterly and final grades will be based on the following grading scale: 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F



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Scope and Sequence QUARTER 1 Essay Writing – Chapters 1 & 2

• Identify the basic principles of effective writing • Identify and model steps of the writing process

Essay Development – Chapter 7

• Identify common patterns of essay development Sentence Skills – Chapter 23

• Identify subjects and verbs in sentences QUARTER 2 Essay Writing – Chapters 3 & 4

• Write thesis statements and support them with specific evidence • Organize and connect specific evidence in the body paragraphs of an essay


• Develop, write, and revise a descriptive essay Sentence Skills – Chapters 24 & 25

• Identify and correct sentence fragments and run-ons QUARTER 3 Essay Writing – Chapter 5

• Revise so that your sentences flow smoothly and clearly • Edit so that your sentences are error free


• Develop, write, and revise a comparison/contrast essay Sentence Skills – Chapter 27

• Identify and correct common errors with subject-verb agreement QUARTER 4 Essay Writing – Chapter 6

• Revise for unity, support, and coherence

Essay Development – Chapter 16 • Develop, write, and revise a persuasive essay

Sentence Skills – Chapters 32 & 33

• Identify and correct misplaced and dangling modifiers in sentences

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Advanced Composition & Rhetoric


Teacher: Mr. Justin Stevenson Email: [email protected] II. Course Description: In the nine-month course, the student will be exposed to basic composition theory that will be complicated as the course develops and as the assigned essays become more complex in nature. This foundational theory will be concretized through the student’s application of it in the student’s writing a series of essays, during which the student will receive direction both in the instructor’s classroom lecture and activities as well as in the instructor’s conferencing and directing each student with specialized instruction in order to better facilitate not only the individual student’s particular composition but also the individual student’s overall development in academic writing by addressing her/his particular weaknesses and strengths in reasoning and composition. As noted above, the writing process requires extensive revision. Thus, the student will learn and will apply specific revision techniques that are appropriate for each kind of essay being revised in terms of the Six Principles of Good Writing, with special emphasis on organization, style, and sentence-level issues. The student will systematically revise each essay both before and after submission of the essay. College credit is available for this course from Seton Hill University. III. Text and Supplemental Material Langan, John. College Writing Skills with Readings. 6th ed. New York: McGraw Hill, 2005. IV. Supplies Needed Notebook, pen/pencil, folder, flashdrive V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for essays, journals, grammar quizzes, exams, and homework. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org.



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VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, and observe class rules and procedures. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Stevenson is available for tutoring during study halls and after school. Students are required to adhere to the policy of academic honesty. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org. Scope and Sequence

I. Words & Sentences a. The student will identify and define the Six Principles of Good Writing b. The student will understand the importance of word choice in verbally recreating

a still life scene. c. The student will distinguish between active and passive voices. d. The student will write journal entries with particular focus on the principles of

Insight and Support

II. Examples Essays a. The student will identify the three stages of the writing process. b. The student will outline the form of a paper. c. The student will identify three pre-writing strategies. d. The student will identify the three parts of a thesis statement. e. The student will identify parts of an introduction and conclusion. f. The student will write a sentence outline. g. The student will compose an examples essay. h. The student will review subject-verb agreement. i. The student will review sentence fragments. j. The student will review and adhere to Modern Language Association guidelines. k. The student will revise an examples essay relative to the Six Principles of Good

Writing. l. The student will self-evaluate a completed essay using a Post-Writing

Assessment.

III. Examples Essay with Primary Source a. The student will read and explicate Robert Browning’s “My Last Duchess.” b. The student will systematically organize Support and Insight from a primary

source. c. The student will write a scratch outline of an examples essay. d. The student will integrate quotations from a primary source. e. The student will review pronoun usage. f. The student will review parallel structure. g. The student will create transitions between supporting paragraphs and within

paragraphs.


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IV. Comparison or Contrast Essay with Primary Source a. The student will read and explicate John Donne’s “A Valediction: Forbidding

Mourning.” b. The student will compose a comparison or contrast essay using two primary

sources. c. The student will identify two organizational strategies for a comparison or

contrast essay. d. The student will write a scratch outline of a comparison or contrast essay.

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Exploring Philosophy Through Literature


Teacher: Ms. Elizabeth Spinelli Email: [email protected] II. Course Description This English elective is a combination of literary and philosophical study. The goal of this course is for students to develop a better understanding of philosophical theories through a variety of literary genres. Students will…

• Define philosophy and the major branches of this subject. • Identify various ancient and modern philosophers and their theories. • Analyze philosophical ideas and motifs in literary texts to enhance meaning. • Gain an appreciation for critical thinking and philosophical analysis.

III. Text and Supplemental Material Questions That Matter: An Invitation to Philosophy. New York: McGraw Hill, 2008. Hesse, Hermann. Siddhartha. Clayton: Prestwick House Literary Touchstone Press, 2005. Shakespeare, William. Hamlet. Clayton: Prestwick House Literary Touchstone Press, 2005. IV. Supplies Needed Notebook and journal, folder or binder, and writing utensils V. Grading Scale and Evaluations Student grades will be based on several methods of assessment, including homework assignments, tests and quizzes, journal entries, formal writing assignments, and class participation. Quarterly and final grades will be based on the following grading scale: 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F



20

Scope and Sequence

QUARTER 1 Readings: Chapter 1 – “What is Philosophy?”

Various short stories

Philosophy Focus: The fields of philosophy Literary Focus: Plot structure and theme QUARTER 2 Readings: Chapter 3 – “The Idea of Form”

The Republic by Plato (excerpts) and various short stories

Philosophy Focus: Philosophy in Ancient Greece Literary Focus: Symbolism and allegory QUARTER 3 Readings: Chapter 7 – “Skepticism” and Chapter 9 – “The Way of Experience”

Siddhartha by Hermann Hesse

Philosophy Focus: Eastern Philosophy Literary Focus: Characterization and archetypes QUARTER 4 Readings: Chapter 11 – “God and the World” and Chapter 12 – “God and Reason”

Hamlet by William Shakespeare

Philosophy Focus: Ethics Literary Focus: Drama structure and terminology

21

Communication & Publications


Teacher: Ms. Elizabeth Spinelli Email: [email protected] II. Course Description Communication and Publications is an English elective for students interested in contributing to the school newspaper and yearbook. In this course, students will learn the fundamentals of journalistic reporting and writing, photojournalism, and graphic design. III. Text and Supplemental Material Mencher, Melvin. News Reporting and Writing. 12th ed. McGraw Hill, 2010. Balfour StudioWorks. Commemorative Brands, Inc., 2014. Web. IV. Supplies Needed Notebook, folder or binder, writing utensils, and USB drive V. Grading Scale and Evaluations Student grades will be based on several methods of assessment, including homework assignments, weekly article reflections, articles for The Geibel Gazette, StudioWorks design projects, and participation during class brainstorming sessions. Quarterly and final grades will be based on the following grading scale: 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F



22

Scope and Sequence QUARTER 1 Newspaper: Journalism Basics

• Identify and describe significant trends in the development of journalism • List criteria to determine newsworthiness and evaluate articles using these principles • Analyze and evaluate articles for brevity, clarity, content, rhetoric, and organization

Yearbook: Theme Development

• Recognize how a theme provides continuity and creates personality for the yearbook • Brainstorm and develop ideas for the current yearbook

QUARTER 2 Newspaper: Writing the Story

• Write a complete hard news story using the inverted pyramid format • Identify and model the 5 W’s and H questions in sample articles

Yearbook: Photography

• Recognize the basics of photographic composition • Prepare a photograph for submission

QUARTER 3 Newspaper: Reporting Principles

• Demonstrate fact-gathering, research, and writing skills necessary for in-depth reporting • Create various forms, conventions, and styles of journalistic writing

Yearbook: Layout and Design

• Create an organized design in the layout • Arrange elements to follow the guidelines established for the book and the section

QUARTER 4 Newspaper: Laws, Codes, and Ethics

• Recognize the attributes of quality journalism and the legal, ethical, and moral issues which confront the free press

Yearbook: Copywriting • Write and design informative captions, headlines, and copy • Follow proofreading and editing guidelines in preparation for publication

23

Principles of Literature


Teacher: Mr. Justin Stevenson Email: [email protected] II. Course Description: Principles of Literature examines interpretive literature through the reading of selected works from periods, genres, and writers. Both oral and written reports will be assigned. The course emphasizes the development of skills in critical reading of imaginative and discursive literature and in writing about literature and related ideas. It is for students capable of doing college-level work and willing to devote energy necessary to complete a course more rigorous and demanding than other high school English courses designed for the college-bound student. Guidelines for plagiarism are strictly followed. College credit is available for this course from Seton Hill University. III. Text and Supplemental Material Hunt, Douglas, ed. The Riverside Anthology of Literature. Boston: Houghton Mifflin, 1991. IV. Supplies Needed Notebook, pen/pencil, folder V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for essays, journals, quizzes, and exams. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, and observe class rules and procedures. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Stevenson is available for



24

tutoring during study halls, during Friday labs, and after school. Students are required to adhere to the policy of academic honesty. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org. Scope and Sequence

I. Short Stories a. “The Birthmark” –Nathaniel Hawthorne b. Genesis 2:4b-3:24 c. “Bartleby the Scrivener” –Herman Melville d. “A Hunger ” –Franz Kafka e. “Araby” –James Joyce f. “The Yellow Wallpaper” –Charlotte Perkins Gilman

II. Epic Poetry

a. from Paradise Lost, Book IX –John Milton

III. Classical Greek Drama a. Medea –Euripides

IV. Elizabethan Drama

a. Macbeth –William Shakespeare

V. Poetry a. Medieval b. Enlightenment c. Romantic d. Victorian e. Modern


25

Fine Arts

26

Art – Grade 7


Teacher: Mrs. Julie Yankovich Email: [email protected] II. Course Description: This course is designed to introduce students to a variety of art materials and methods: drawing, painting, sculpture and ceramics, Art History, Art Critique, Aesthetics, and Art Production. During this semester course, students will participate in discussion, examination and creation of art. Students will focus on developing creative problem-solving skills, visual literacy and personal expression. III. Text and Supplemental Material

Handouts IV. Supplies Needed Exemplar projects, color wheel, found objects, clay, paint, pastels, pencils, colored pencils, rulers, Sharpies, compasses, scissors, glue, markers V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible.



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Scope and Sequence Pop Art Portraits Objectives: Students will be able to: Create a self-portrait using a mirror; create a line drawing; use watercolor similar to the colors in Andy Warhol's paintings.

Mandalas Objectives: Students will be able to: Create their own unique design following specific directions; use rulers. Native American Pinch Pot Objectives: Students will: Be introduced to clay by creating a pinch pot: wedge their clay; be shown step by step how to create a pinch pot; decorate the pinch pot with Native American symbols. Pumpkin Pinch Pot with a Lid Objectives: Students will be able to: Create a pinch pot; create a lid: carve their idea; smooth the piece: be shown step by step how to create this piece including how to roll out a flat piece as a lid and put a coil underneath. Repetition Square Objectives: Students will be able to: Design a square that is 2 inches by 2 inches; measure their 12 inch by 12 inch paper into a chart with every square being 2 inches by 2 inches. Monsters Objectives: Students will be able to: Create a monster in 3-D from a 2-D drawing; draw out four ideas and choose the best one to create in clay; wedge their clay to get the air bubbles out.

Printmaking Objectives: Students will be able to: Create a unique mono print using a 1 inch by 1 inch square of rubber: use a ruler to create a chart for their final piece. Students will be introduced to printmaking with examples from Andy Warhol and a teacher's example of exactly what they will be creating.

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Art – Grade 8


Teacher: Mrs. Julie Yankovich Email: [email protected] II. Course Description: This course is designed to introduce students to a variety of art materials and methods: drawing, painting, sculpture and ceramics, Art History, Art Critique, Aesthetics, and Art Production. During this semester course, students will participate in discussion, examination and creation of art. Students will focus on developing creative problem solving skills, visual literacy and personal expression. III. Text and Supplemental Material

Worksheets IV. Supplies Needed Exemplar projects, color wheel, found objects, clay, paint, pastels, pencils, colored pencils, rulers, Sharpies, compasses, scissors, glue, Sharpies, markers V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible.


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Scope and Sequence Picasso Faces Objectives: Students will: Be introduced to Picasso's artwork, concentrating on the face through reproductions; be asked many questions regarding the artworks seen; realize that Picasso is using the full face view and the side view on the same person; create their own self-portrait using Picasso's ideas as a guide. Mayan Hieroglyphs Objectives: Students will be able to: Use symbolism to express themselves using Mayan hieroglyphs; create their own words by combining many Mayan hieroglyphs. Positive and Negative Shape Bugs Objectives: Students will be able to: Create shapes to understand the concept of positive and negative shapes. African Mask Objectives: Students will be able to: Create their own unique mask inspired by African designs; given examples and discuss African mask designs; come up with their own idea and draw it out using details. Candleholder Objectives: Students will be able to: Follow step by step and create a six inch tall candle holder; create this piece using the coil method. Sun Out of Clay Objectives: Students will be able to: Create a sun out of clay; use the slab method to create the back of their sun; add and subtract clay to create the face of their sun. Aboriginal Art Objectives: Students will be able to: Create their own work using the aboriginal people of Australia's work as inspiration; paint and use stippling in their final project. Klimpt – Tree of Life Objectives: Students will be able to: Create a unique tree; using acrylic paints and inspired by Gustav Klimpt's "Tree Of Life."

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Intro to Art


Teacher: Mrs. Julie Yankovich Email: [email protected] II. Course Description: This studio art course is for students with an interest in making their own art. This class will meet every day for one semester. Students will complete an array of thematic projects with a wide variety of mediums. III. Text and Supplemental Material

Handouts IV. Supplies Needed Exemplar projects, color wheel, found objects, clay, paint, pastels, pencils, colored pencils, rulers, Sharpies, compasses, scissors, glue, markers V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B- 81 – 84% = C+

78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible.


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Scope and Sequence Texture Cross Objectives: Students will be able to: Use pen and ink; create a cross using textures; sketch out four ideas plus a background. Art Money Objectives: Students will be able to: Use a master's art work to change a dollar into their own unique artwork. Mug with Face Objectives: Students will be able to: Sketch out four ideas; create this idea in 3-D; use the pinch pot method; smooth and seal anything added. Personal Tiki Objectives: Students will be able to: Create a unique Tiki using clay; use the additive and subtractive method. Enlargement Objectives: Students will be able to: Use a chart to enlarge; mix acrylic paints. Parody – Grant Wood Objectives: Students will be able to: Create a unique parody using Grant Wood's American Gothic; students will be introduced to a parody with a teacher's example; students will come up with their own unique parody to create. Pattern Drawing Objectives: Students will be able to: Create five drawings; repeat those drawings in a specific pattern.

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2-D Art


Teacher: Mrs. Julie Yankovich Email: [email protected] II. Course Description: This course is for students who enjoy making art and want to experience working with 2-D making materials. Students will explore the elements and principles of design by completing projects in a variety of mediums. III. Text and Supplemental Material Handouts IV. Supplies Needed Exemplar projects, color wheel, found objects, rulers, drawing pencils, glue, construction paper, canvas boards, acrylic paint, printmaking ink, Sharpies, pen and ink. V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B- 81 – 84% = C+

78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F




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Scope and Sequence Pattern Ink Drawing Objectives: Students will be able to explore a variety of ink-drawn patterns visual textures and designs in an ongoing art project. Tonal Chart Objectives: Students will be able to create a chart with every tone that can be created with a pencil; use this chart in their following projects. Value Study Objectives: Students will be able to create a unique piece using values; create values from light to dark in one piece by alternating the ribbons. Face - Practice Objectives: Students will be able to use step by step instructions to create each part of the face; use shading from light to dark. Face Final Objectives: Students will be able to use a face picture from a magazine; draw a complete face that will include shading; use the measurements and worksheets that they have been using as practice for this final piece; draw the eye line, nose line and mouth line; use a compass to draw the chin and the top of the head; shade all features from light to dark; add the neck and a shade in the background. Pointillist Painting Objectives: Students will bring in a picture that they can use to paint; sketch out their idea on the canvas board; do washes for each section in the painting; make dots of whatever main color they are using in each section; use its complement to help the colors to pop. Playing Card Objectives: Students will create their own unique playing card using an art movement or a specific subject; mix colors and blend paint to create their card; use rulers to create the outside edge that contains the suit of the card and the number or letter; use rulers to create the inside rectangle that contains their card idea. Shoe using Pen and Ink Objectives: Students will draw a shoe and use pen and ink over top; use hatching, cross hatching and stippling on their project with pen and ink. 1 Point Perspective Objectives: Students will be introduced to 1 point perspective through step by step drawing at the board.

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1 Point Perspective - Final Objectives: Students will be able to create a room that demonstrates the concepts of 1 point perspective; shade their project from light to dark; decide what type of room they will be creating. Chuck Close Objectives: Students will create a whole picture out of small squares; they will be introduced to Chuck Close's more recent works in which he breaks up a portrait into many small squares; they will bring in their idea or find an idea from a magazine. Roy Lichtenstein Objectives: Students will be introduced to the artwork of Roy Lichtenstein through reproductions and through a magazine containing his artwork; come up with their own idea that is inspired by his work.

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Honors 2-D Art


Teacher: Mrs. Julie Yankovich Email: [email protected] II. Course Description: This course is for the accomplished artist with a high interest in further exploring a variety of art methods, both old and new. Instructor will gear the class towards the interests of students each semester. The main focus is to delve deeper into art methods already familiar to the student and to learn new methods. III. Text and Supplemental Material

Worksheets IV. Supplies Needed Variety of fine art supplies such as painting and drawing. V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible


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Scope and Sequence Monochromatic Surrealism with the Color Spectrum Objectives: Students will be able to: Use the elements and principles of art to complete their piece; create a piece that is monochromatic that will incorporate the color spectrum in one area; choose their own subject for this project to create their surreal composition; combine several images to create one whole piece; students will be introduced to Surrealism through images and reproduction. Color Wheel Still-Life Objectives: Students will be able to: Use only colors on the color wheel to shade items that the student has chosen; layer colored pencils to shade the project; choose up to three items to draw and they must include a background; no white or black should be used; lightest hue used will be yellow and the darkest hue will be purple. Miró Inspired Painting Objectives: Students will be able to: Create their own unique composition that is inspired by the work of Joan Miró; shade with acrylic paints to create the objects chosen; introduced to Joan Miró’s artwork through books and reproductions; sketch out various objects and a background that is similar to artwork by Miró; transfer their ideas to a canvas; paint them with acrylic paints. Balanced Composition Objectives: Students will be able to: Create a project that demonstrates one form of balance, symmetrical, asymmetrical, radial, vertical or horizontal; manipulate the chosen materials to create their composition; choose a theme for the objects; paint their final project in acrylic paint. Transformation with Variety Objectives: Students will be able to: Draw an object and create other objects within; use hatching, cross hatching and stippling on their project with pen and ink while incorporating the principle of variety; work with the elements of line and shape within their composition. Figure Sketches with a Concentration on Proportion Objectives: Students will be able to: Sketch ten figures using the wooden figure example that will be in correct proportion; pose the figure in any way they wish; adding at least three figures to their next project. De Chirico Draawing with Figures Objectives: Students will be able to: Incorporate the figure sketches into a final drawing influenced by De Chirico's work; create a background that includes buildings similar to the work of pre-Surrealist Giorgio De Chirico; shade from light to dark using various drawing pencils.

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Board Games Showing Rhythm Objectives: Students will be able to: Create rhythm in their composition; create a unique piece using board game pieces; use the board games from the classroom or bring in their own; use anything from the game - even the box; sketch out four ideas and choose the best one; must incorporate the principle of rhythm.

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3-D Art

General Information:

Teacher: Mrs. Julie Yankovich Email: [email protected] II. Course Description: This course is for students who want to learn about and create three dimensional art. Students will be creating sculpture in various mediums with a strong concentration on clay. III. Text and Supplemental Material

Handouts IV. Supplies Needed Exemplar projects, clay, kiln, clay tools, slab roller, wedging table, glazes, brushes, plaster, wire, hot glue guns, making tape, wire tools, Exacto knives, cutting boards, duct tape, paint, pencils, paper V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F




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Scope and Sequence Pinch Pot Objectives: Students will be able to create a vessel; smooth the sides, bottom and inside; use the additive and subtractive method. Creative Pinch Pot Objectives: Students will be able to use previous knowledge of creating a pinch pot to make a new one and change the shape of the piece. One-continuous Coil Pot Objectives: Students will be able to create a unique coil pot; smooth the inside; seal the outside. Stacked Coil Objectives: Students will be able to demonstrate their knowledge of hand building a coil pot creating a shape by cutting at each level. Creative Coil Objectives: Students will be able to use their knowledge of hand building coil pots and build something within the piece. Slab Pottery - Cylinder Objectives: Students will be able to choose the type of lid they would like to create; sketch out four ideas; cut out their templates using scrap paper. Slab Pottery – House of Clay Objectives: Students will be able to use the slab method; create textures. Food Objectives: Students will be able to sketch out ideas; wedge clay to make sure all the air is out of it; mold and shape their clay to turn it into actual food. Hand Built Tea Pot Objectives: Students will be able to use their previous hand building techniques to create a functioning tea pot; use the pinch pot method, coil method or slab method; must have a spout, handle and lid. Character Objectives: Students will be able to sketch out their idea for a character; use an idea from movies or a television show; take a 2 dimensional drawing and create it in 3 dimensions. Personal Character Objectives: Students will be able to use their imagination and create their own character; students are encouraged to put together a few animals at one time or a human and animal together to create their own unique piece.

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Honors 3-D Art


Teacher: Mrs. Julie Yankovich Email: [email protected] II. Course Description: This course is for the accomplished artist with a high interest in further exploring a variety of art methods, both old and new. Instructor will gear the class towards the interests of students each semester. The main focus is to delve deeper into art methods already known and learn new methods. III. Text and Supplemental Material

Handouts IV. Supplies Needed Variety of fine art supplies such as clay, glaze, wire and plaster V.Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible



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Scope and Sequence Pinch Pot Review – Land or Sea Objectives: Students will be able to create a pinch pot to review basic skills. Coil Pot Review – Greek Pottery Objectives: Students will be able to create a vessel made up of coils and create a specified shape to demonstrate their knowledge. Slab Pottery – Box Lifted Objectives: Students will be able to create a vessel using the slab method to demonstrate their knowledge. Day of the Dead Sculpture Objectives: Students will be able to create proportional figures out of clay; show an occupation with their figure’s clothing or objects created. Five Inch Vessel with Shared Pieces Showing Variety Objectives: Students will be able to create a five inch vessel using any of the three methods learned or any combination of the three; cut out five pieces from their project and give those five pieces to another student; this student will get five pieces from the other student's project; create things to add to their project from those five pieces. Stacked Objectives: Students will be able to create a clay project where they are stacking objects on one another; use a theme for their piece; use symmetrical, asymmetrical, horizontal or vertical balance; sketch their idea out; choose the best sketch; create their piece using any of the clay methods learned so far or a combination of all three. Figure Showing Movement with Plaster Strips Objectives: Students will be able to create a figure showing movement using wire, tape, a wooden base and plaster strips; write down ten actions that a person can perform; draw out the best four; choose the best idea that can be created using wire; concentrate on the proportion of their figure and that the figure is showing a movement; use wire and pliers to create the form; use tape and paper to bulk up the form to make their figure in three dimensions; cut plaster strips into smaller sections; apply the plaster strips covering the wire and tape; attach their piece to a base. Texture Shoe Objectives: Students will be able to create a shoe out of clay; use previous hand building knowledge to create this piece. Animal with a Design Objectives: Students will be able to create an animal and paint a unique design on the piece; have access to a replica of the dinosaur created by the Pittsburgh artist, Burton Morris; sketch out their idea and create this in clay; glaze or paint their design on the final piece.

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Black and White Photography


Teacher: Mrs. Julie Yankovich Email: [email protected] II. Course Description: Artistic qualities of photography will be an on-going study as students are preparing for a variety of subject matter to shoot. Beginning with the art elements and principles and photographic terms, students will be critiquing their own, other student’s and master artworks. Students will write about their work after all work is complete for each roll of film made. Students will show their work in a critique during class at the end of each roll. III. Text and Supplemental Material

Photographic Eye by Michael O’Brien Black and White Photography The Basics by Henry Horenstein IV. Supplies Needed Camera, film, chemicals for developing film and paper, photo enlarger, mat board, trays, beakers, exemplar photographs. V.Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org.



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VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible Scope and Sequence Chapter 1- From Blurs to Big Business Objectives: Students will be able to identify the historical figures that helped to develop what we know as photography today

Chapter 2- Tools Objectives: Students will be able to identify the parts of the camera and be able to put this knowledge to use in assignments Chapter 3- What is Composition? Objectives: Students will be able to identify and use the elements and principles

Chapter 4 – Developing a Critical Eye Objectives: Students will be able to critique a piece using vocabulary terms learned in class. Appendix 1 - Processing Objectives: Students will be able to identify the processing tools, chemicals; the procedures for the chemicals; printing on photographic paper Capturing Line Objectives: Students will be able to take their camera home and use it properly; change the aperture and the shutter settings to get clear photos; find lines to capture in their film; follow directions in the dark room to create film; follow directions in the dark room to create five photos. Capturing Actual Texture and Implied Texture Objectives: Students will be able to take their camera home and use it properly; change the aperture and the shutter settings to get clear photos; find actual texture and implied texture to capture in their film; follow directions in the dark room to create film; follow directions in the dark room to create five photos. Capturing Landscape/Nature Objectives: Students will be able to take their camera home and use it properly; change the aperture and the shutter settings to get clear photos; follow directions in the dark room to create film; follow directions in the dark room to create five photos. Capturing Architecture/City Objectives: Students will be able to take their camera home and use it properly; change the aperture and the shutter settings to get clear photos; follow directions in the dark room to create film; follow directions in the dark room to create five photos.

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7th and 8th Grade Music


Teacher: Mr. Nick Bell Email: [email protected] II. Course Description: Students will learn about several areas of music and the performing arts including the History of Rock and Roll from the 1950’s through today; several music terms and definitions; how to play piano, guitar, and drums; Broadway shows; improvisation in theater and music; basic vocal warm-ups, basic singing techniques, and several types of dance. III. Text and Supplemental Material

Music! Its Role and Importance In Our Lives by Charles Fowler IV. Supplies Needed Notebook, pen/pencil, staff paper V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. .School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.




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Scope and Sequence * Identify several elements from the History of Rock and Roll from the 1950’s through present day. * Identify various groups and singers from each decade and several of their works. * Understand basic music terms and their meanings. * Label notes on a staff in both treble and bass clefs. * Identify note values. * Identify the notes on a piano. * Perform a major scale on a piano. * Identify the six open strings on a guitar. * Perform a selection on the six open strings of a guitar. * Identify the parts of a drum set. * Perform a rock beat on the drum set. * Improvise on an instrument. * Perform a basic song on an instrument. * Identify several Broadway shows. * Identify songs and composers from Broadway shows. * Improvisation as it pertains to acting * Theater warm-ups and games * Basic vocal warm-ups * Basic vocal techniques * Perform the major positions in ballet. * Demonstrate a basic tap combo.

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Freshmen General Music


Teacher: Mr. Nick Bell Email: [email protected] II. Course Description: Students will learn about several aspects of music and the performing arts including the Romantic, Baroque, Renaissance, and Classical periods of music; the History of Rock and Roll from the 1950’s through today; several music terms and definitions; how to play piano, guitar, and drums; Broadway shows; improvisation in theater and music; basic vocal warm-ups, basic singing techniques, several types of dances. III. Text and Supplemental Material

Music! Its Role and Importance in our Lives by Charles Fowler IV. Supplies Needed Notebook, pen/pencil, staff paper V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. .School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.




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Scope and Sequence * Identify four main periods of music: Renaissance, Baroque, Classical, and Romantic. * Discuss the focal points of each period. * Identify the composers from each period of music along with several of their works. * Listen to music that defines each period of music. * Identify several elements from the History of Rock and Roll from music from the 1950’s through present day. * Identify various groups and singers from each decade and several of their works. * Understand basic music terms and their meanings. * Label notes on a staff in both treble and bass clefs. * Identify note values. * Identify the notes on a piano. * Perform major scales on a piano. * Identify the six open strings on a guitar. * Perform a selection on the six open strings of a guitar. * Identify the parts of a drum set. * Perform a rock, swing, and rhumba beat on the drum set. * Improvise on an instrument. * Perform a basic song on an instrument. * Identify several Broadway shows. * Identify songs and composers from Broadway shows. * Improvisation as it pertains to acting. * Theater warm-ups and games. * Solfège * Basic vocal warm-ups. * Basic vocal techniques.

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Acting


Teacher: Mr. Nick Bell Email: [email protected] II. Course Description: Students will learn advanced techniques of acting for the stage. They will have the opportunity to learn many aspects of the theater including acting, improvisation, writing and performing plays, technical work, stage directions, warm-up activities and games, and several terms and their definitions. III. Text and Supplemental Material

Play Production Today by Jonniepat Mobley 102 Scenes for Actors by Jocelyn Beard Theatre Games for Young Performers by Maria C. Novelly Acting Games by Marsh Cassady IV. Supplies Needed Notebook, pen/pencil, props assigned by the instructor V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. All students are required to take a mid-term exam and a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.




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Scope and Sequence * Define several theater terms * Define and demonstrate blocking * Define and demonstrate all stage directions * Define all job titles of those involved in theater * Discuss the roles of all the job titles and their importance to a show * Define the role of an actor * Discuss character analysis and development * Perform an improvisation as an individual, pair, small group, and large group * Theater warm-ups and games * Voice production * Describe etiquette for the actor, stage crew, and audience * Demonstrate how to work a spotlight and change a gobo * View a Broadway play or musical * Perform cold and prepared readings * Perform and memorize monologues * Discuss the history of theatre * Perform scenes * Compose a play or musical and perform it

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Film Analysis


Teacher: Mr. Nick Bell Email: [email protected] II. Course Description: Film Analysis will focus on the art of cinema from past to present. Students will view, discuss, critique, and write about selected films to better understand the primary elements of movies. Films will be chosen from a variety of types including dramas, comedies, thrillers, musicals, and classics. Students will also learn the art of film production. III. Text and Supplemental Material

Various movies from DVD’s, VHS, or Netflix Film Art.. An Introduction by David Bordwell IV. Supplies Needed Notebook, pen/pencil V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.




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Scope and Sequence * The history of film beginning with The Great Train Robbery * The importance of music in films * The various roles of those responsible in creating the films * View and discuss films from several eras and genres * Discuss film making * Write a screenplay

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Music Theory


Teacher: Mr. Nick Bell Email: [email protected] II. Course Description: Students will learn the basics of music theory including terms and definitions, key and time signatures, musical notation, dynamics, tempos, scales, intervals, chord analysis, and performing and writing rhythms and melodies. Students will also compose a 32 measure composition that includes up to 4 instruments. III. Text and Supplemental Material

Alfred’s Essentials Of Music Theory, Finale 2010 IV. Supplies Needed Notebook, pen/ pencil, musical staff paper V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. All students are required to take a mid-term exam and a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.




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Scope and Sequence * Define several basic music terms and definitions. * Understand the differences in note values. * Read and notate music on a grand staff. * Identify time signatures. * Identify key signatures. * Learn and perform rhythms on a drum-set. * Label and perform notes on a piano. * Learn and perform all major, minor, and chromatic scales on a piano. * Label all the scales on the grand staff. * Identify and label all the intervals of music. * Write down rhythms and melodies that are played on a piano and drum. * Write triads for every key. * Play triads and tetra-chords on a piano. * Compose a 32 measure composition using the Finale 2010 program including at least four different instruments or voices.

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Introduction to Theatre


Teacher: Mr. Nick Bell Email: [email protected] II. Course Description: Introduction to Theatre is designed to help students learn about aspects of the theatre and to learn basic stage directions and acting skills. Students will also be asked to perform several improvisation scenes and script readings. III. Text and Supplemental Material

Play Production Today by Jonniepat Mobley Theatre Games for Young Performers by Maria C. Novelly Acting Games by Marsh Cassady IV. Supplies Needed Notebook, pen/pencil, and props assigned by the instructor V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. All students are required to take a mid-term exam and a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.




55

Scope and Sequence * Define several theater terms and their definitions. * Define and demonstrate blocking. * Define and demonstrate all stage directions. * Define all job titles of those involved in theater. * Discuss etiquette in the theater. * Define the role of an actor. * Improvisation as an individual, a pair, small and large groups. * Several theater warm-ups and games. * View a Broadway play or musical. * Compose several acting scenes. * Perform the actor’s written scenes. * Discuss the history of the theatre.

56

Mathematics

Math - Grade 7


Teacher: Mr. Salvatore Brusco Email: [email protected] II. Course Description Math 7 is designed to help students with skills they will need for Algebra I. III. Text and Supplemental Material Larson, Ron, Laurie Boswell, Timothy D. Kanold, and Lee Stiff. Math: Course 2. Evanston:

McDougal Littell, 2007. Print. IV. Supplies Needed Students will need a notebook and pencil every day. It would also be beneficial for them to have a scientific calculator. V. Grading Scale and Evaluations Student grades will be based on several methods of assessment, including homework assignments, tests and quizzes, projects, a few assignments, and class participation. Quarterly and final grades will be based on the following grading scale: 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F



Scope and Sequence QUARTER 1 Number Sense, Patterns, and Algebraic Thinking

• Describing Patterns • Variables and Expressions • Powers and Exponents • Order of Operations • Equations and Mental Math • Perimeter and Area

Decimal Operations

• Comparing, Ordering, and Rounding Decimals • Adding and Subtracting Decimals • Multiplying Decimals • Dividing Decimals • Scientific Notation • Measuring in Metric Units • Converting Metric Units

QUARTER 2 Data and Statistics

• Mean, Median, and Mode • Mar Graphs and Line Graphs • Stem-and-Leaf Plots • Box-and-Whisker Plots • Histograms • Appropriate Data Displays

Number Patterns and Fractions

• Prime Factorization • Greatest Common Factor • Equivalent Fractions • Least Common Multiple • Camp airing and Ordering Fractions • Mixed Numbers and Improper Fractions • Fractions and Decimals

QUARTER 3 Fractions Operations

• Adding and Subtracting Fractions • Adding and Subtracting Mixed Numbers • Multiplying Fractions and Mixed Numbers • Dividing Fractions and Mixed Numbers • Measuring in Customary Units • Converting Customary Units

Integers

• Comparing and Ordering Integers • Adding Integers • Subtracting Integers • Multiplying Integers • Dividing Integers • Rational Numbers • The Distributive Property • The Coordinate Plane

QUARTER 4 Equations, Inequalities, and Functions

• Writing Expressions and Equations • Simplifying Expressions • Solving Addition and Subtraction Equations • Solving Multiplication and Division Equations • Solving Two-Step Equations • Solving Inequalities • Functions and Equations • Graphing Functions

Ratios and Proportions

• Ratios • Rates • Slope • Writing and Solving Proportions • Solving Proportions Using Cross Products • Scale Drawings and Models

Pre-Algebra

I. General Information: Teacher: Mr. Salvatore Brusco Email: [email protected] II. Course Description Pre-Algebra will prepare students for Algebra by reinforcing topics reviewed in Math 8. Topics covered will be more of a hands-on approach to see how math works in an attempt to make it more relatable to the students. III. Text and Supplemental Material Charls, Randall I., David M. Davison, Marsha S. Landau, Leah McCracken, and Linda

Thompson. Pre-Algebra. Needham, Massachusetts: Prentice Hall, 2004. Print. IV. Supplies Needed Students should bring a notebook and pencil to class every day. Most of the time, materials will be provided; however, students should be prepared to take notes every day. V. Grading Scale and Evaluations Student grades will be based on several methods of assessment, including homework assignments, tests and quizzes, projects, a few assignments, and class participation. Quarterly and final grades will be based on the following grading scale: 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 – 69% = F



Scope and Sequence QUARTER 1 Algebraic Expressions and Integers

• Variables and Expressions • The Order of Operations • Evaluating Expressions • Integers and Absolute Value • Adding Integers • Subtracting Integers • Inductive Reasoning • Look for a Pattern • Multiplying and Dividing Integers • The Coordinate Plane

QUARTER 2 Factors, Fractions, and Exponents

• Divisibility and Factors • Exponents • Prime Factorization and Greatest Common Factor • Simplifying Fractions • Account for All Possibilities • Rational Numbers • Exponents and Division • Scientific Notation

QUARTER 3 Operations with Fractions

• Comparing and Ordering Fractions • Fractions and Decimals • Adding and Subtracting Fractions • Multiplying and Dividing Fractions • Using Customary Units of Measurement • Work Backward • Solving Equations by Adding or Subtracting Fractions • Solving Equations by Multiplying Fractions • Powers of Products and Quotients

QUARTER 4 Ratios, Proportions, and Percents

• Ratios and Unit Rates

• Proportions • Similar Figures and Scale Drawings • Probability • Fractions, Decimals, and Percents • Proportions and Percents • Percents and Equations • Percent of Change • Markup and Discount • Make a Table

Area and Volume

• Area: Parallelograms • Area: Triangles and Trapezoids • Area: Circles • Space Figures • Surface Area: Prisms and Cylinders • Surface Area: Pyramids, Cones, and Spheres • Volume: Prisms and Cylinders • Make a Model

Volume: Pyramids, Cones, and Spheres

Comprehensive Math – Grade 8


Teacher: Mr. Salvatore Brusco Email: [email protected] II. Course Description Comprehensive Math 8 is a remedial course for students to help prepare them for Pre-Algebra. Guided notes help students stay organized. Topics covered include basic math operations, problem-solving skills, and pre-algebra topics. III. Text and Supplemental Material Hake, Stephen. Saxon Math: Course 2. Orlando: Saxon, 2007. IV. Supplies Needed Students will need a three-ring binder and are asked to bring a pencil every day. It would also be beneficial to have a scientific calculator. V. Grading Scale and Evaluations Student grades will be based on several methods of assessment, including homework assignments, tests and quizzes, projects, a few assignments, and class participation. Quarterly and final grades will be based on the following grading scale: 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F



Scope and Sequence QUARTER 1 Section 1

• Arithmetic with Whole Numbers and Money • Variables and Evaluation • Properties of Operations • Unknown Numbers in Addition, Subtraction, Multiplication, and Division • Number Line • Sequences • Place Value Through Hundred Trillions • Reading and Writing Whole Numbers • Factors • Divisibility • Lines, Angles, and Planes • Fractions and Percents • Inch Ruler • Adding, Subtracting, and Multiplying Fractions • Reciprocals • Writing Division Answers as Mixed Numbers • Improper Fractions

Section 2

• Problems About Combining • Problems About Separating • Problems About Comparing • Elapsed-Time Problems • Problems About Equal Groups • Problems About Parts of a Whole • Simple Probability • Equivalent Fractions • Reducing Fractions, Part 1 • U.S. Customary System • Function Tables • Measuring Angles with a Protractor • Polygons • Similar and Congruent • Perimeter • Exponents • Rectangular Area, Part 1 • Square Root

Section 3 • Prime and Composite Numbers • Prime Factorization • Problems About a Fraction of a Group • Subtracting Mixed Numbers with Regrouping • Reducing Fractions, Part 2 • Dividing Fractions • Multiplying and Dividing Mixed Numbers • Multiples • Least Common Multiple • Equivalent Division Problems • Two-Step Word Problems • Average, Part 1 • Rounding Whole Numbers • Rounding Mixed Numbers • Estimating Answers • Common Denominators • Adding and Subtracting Fraction with Different Denominators

QUARTER 2 Section 4

• Reading and Writing Decimal Numbers • Metric System • Comparing Decimals • Rounding Decimals • Decimal Numbers on the Number Line • Adding, Subtracting, Multiplying, and Dividing Decimal Numbers • Ratio • Sample Space • Area of a Triangle • Area of a Rectangle, Part 2 • Interpreting Graphs • Proportions • Sum of the Angle Measures of a Triangle • Angle Pairs

Section 5

• Using Formulas • Distributive Property • Repeating Decimals • Converting Decimals to Fractions • Converting Fractions to Decimals • Converting Percents to Decimals

• Division Answers • Diving by a Decimal Number • Rates • Powers of 10 • Fraction-Decimal-Percent Equivalents • Adding and Subtracting Mixed Measures • Unit Multipliers and Unit Conversion

Section 6

• Scientific Notation for Large Numbers • Order of Operations • Ratio Word Problems • Rate Word Problems • Average and Rate Problems with Multiple Steps • Plotting Functions • Negative Exponents • Scientific Notation for Small Numbers • Symmetry • Adding Integers on the Number Line • Fractional Part of a Number, Part 1

QUARTER 3 Section 7

• Area of a Parallelogram • Angles of a Parallelogram • Classifying Triangles • Symbols of Inclusion • Adding Positive and Negative Numbers • Circumference of Pi • Ratio Problems Involving Totals • Geometric Solids • Algebraic Addition • Proper Form of Scientific Notation • Volume

Section 8

• Finding the Whole Group When a Fraction is Known • Implied Ratios • Multiplying and Dividing Positive and Negative Numbers • Fractional Part of a Number, Part 2 • Area of a Complex Figure • Area of a Trapezoid • Complex Fractions

• Percent of a Number, Part 2 • Graphing Inequalities • Estimating Areas • Transformations

Section 9

• Using Proportions to Solve Percent Problems • Area of a Circle • Multiplying Number in Scientific Notation • Algebraic Terms • Order of Operations with Positive and Negative Numbers • Number Families • Multiplying Algebraic Terms • Multiple Unit Multipliers • Diagonals • Interior Angles • Exterior Angles • Mixed-Number Coefficients • Negative Coefficients

QUARTER 4 Section 10

• Evaluation with Positive and Negative Numbers • Percent of Change • Two-Step Equations and Inequalities • Probability of Dependent Events • Volume of a Right Solid • Estimating Angle Measure • Distributive Property with Algebraic Terms • Similar Triangles • Indirect Measure • Scale • Scale Factor • Pythagorean Theorem • Estimating Square Roots • Irrational Numbers

Section 11

• Translating Expressions into Equations • Transversals • Simplifying Equations • Powers of Negative Numbers • Dividing Terms

• Square Roots of Monomials • Semicircles, Arcs, and Sectors • Surface Area of a Right Solid • Surface Area of a Sphere • Solving Literal Equations • Transforming Formulas • More on Roots • Slope • Formulas and Substitution • Equations with Exponents • Simple Interest and Compound Interest • Successive Discounts

Section 12

• Dividing in Scientific Notation • Applications of the Pythagorean Theorem • Volume of Pyramids, Cones, and Spheres • Volume, Capacity, and Mass in the Metric System • Factoring Algebraic Expressions • Slope-Intercept Form of Linear Equations Copying Geometric Figures • Division by Zero • Graphing Area and Volume Formulas • Graphing Nonlinear Equations

Algebra I


Teacher: Mrs. Thomasine Rose Email: [email protected] II. Course Description: Algebra I is designed to make the transition from Pre-Algebra to all higher mathematics. This course will help the student to understand some of the basic structures of algebra (real number system), the operations, processes, and skills that are used in algebra. Problem solving skills and reasoning skills are applied to a variety of problems and practical situations. III. Text and Supplemental Material

Algebra Structure and Method Book 2, McDougal Littell IV. Supplies Needed Three-subject notebook, pencil, folder or binder, loose-leaf paper and calculator. V. Grading Scale and Evaluations

96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Ninth through twelfth-grade students are required to take a mid-term exam and ninth through eleventh-grade students must take a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mrs. Rose is available for tutoring before and after school. Additional web-based assistance is available to students at http://www.khanacademy.org and http://www.collegeboard.org. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.



http://www.khanacademy.org/

http://www.collegeboard.org/


Scope and Sequence Chapter 1 Introduction to Algebra Objectives: Students will be able to: Simplify numerical expression, evaluate algebraic expressions, find solution sets of equations over a given domain, translate phrases into variable expression, translate word sentences into equations, use the five-step plan to solve word problems, graph real numbers and use opposites and absolute values. Chapter 2 Working with Real Numbers Objectives: Students will be able to: Use number properties to simplify expressions, add, subtract, multiply and divide sign numbers, use the distributive property to simplify expressions, and write equations to represent relationships among integers. Chapter 3 Solving Equations and Problems Objectives: Students will be able to: Solve equations using one transformation, solve equations using several transformations and the distributive law, solve equations with the variable on both sides, organize the facts of a problem in a chart, use the five-step plan to solve word problems involving cost, income and value, justify statements in algebraic proofs. Chapter 4 Polynomials Objectives: Students will be able to: Write and simplify expressions involving exponents, add, subtract and multiply polynomials, find powers of monomials, transform a formula, solve word problems involving uniform motion or area. Chapter 5 Factoring Polynomials Objectives: Students will be able to: Find integral factors and prime factors of integers, find the greatest common factor of integers and monomials, divide polynomials, find the product of two binomials mentally, factor differences of two square, perfect square trinomials, and quadratic trinomials, factor a polynomial by grouping terms, use factoring to solving polynomial equations and solve word problems involving factoring. Chapter 6 Fractions Objectives: Students will be able to: Simplify algebraic fractions, add, subtract, multiply and divide algebraic fractions, find least common denominator of algebraic fractions, and divide polynomials.

Geometry


Teacher: Mr. Salvatore Brusco Email: [email protected] II. Course Description Academic Geometry covers the required concepts of Euclidean geometry including definitions, postulates, and theorems. Areas of study include angles, parallel lines, congruent and similar triangles, polygons, circles and arc, and the Pythagorean Theorem. Special topics covered include coordinate and spatial geometry, introductory trigonometry, and constructions and loci. In addition to including problems which serve to review algebra, the process of “proving” theorems is introduced. Geometry is a prerequisite for Algebra II. III. Text and Supplemental Material Jurgensen, Ray C., Richard G. Brown, and John W. Jurgensen. Geometry. Evanston: McDougal

Littell, 2000. Print. IV. Supplies Needed Students will need to bring a notebook and pencil every day. It would also be beneficial to have a scientific calculator. V. Grading Scale and Evaluations Student grades will be based on several methods of assessment, including homework assignments, tests and quizzes, projects, a few assignments, and class participation. Quarterly and final grades will be based on the following grading scale: 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F



Scope and Sequence QUARTER 1 Points, Lines, Planes, and Angles

• Points, Lines, and Planes • Segments, Rays, and Distance • Angles • Postulate and Theorem Relating Points, Lines, and Planes

Deductive Reasoning

• If-Then Statements; Converses • Properties from Algebra • Proving Theorems • Special Pairs of Angles • Perpendicular Lines

Parallel Lines and Planes

• Definitions • Properties of Parallel Lines • Proving Lines Parallel • Angles of a Triangle • Angles of a Polygon • Inductive Reasoning

QUARTER 2 Congruent Triangles

• Congruent Figures • Some Ways to Prove Triangles Congruent • Using Congruent Triangles • The Isosceles Triangle Theorems • Other Methods of Proving Triangles Congruent • Using More than One Pair of Congruent Triangles • Medians, Altitudes, and Perpendicular Bisectors

Similar Polygons

• Ratio and Proportion • Properties of Proportions • Similar Polygons • A Postulate for Similar Triangles • Theorems for Similar Triangles • Proportional Lengths

QUARTER 3 Right Triangles

• Similarity in Right Triangles

• The Pythagorean Theorem • The Converse of the Pythagorean Theorem • Special Right Triangles • The Tangent Ratio • The Sine and Cosine Ratios • Applications of Right Triangle Trigonometry

Areas of Plane Figures

• Areas of Rectangles • Areas of Parallelograms, Triangles, and Rhombuses • Areas of Trapezoids • Areas of Regular Polygons • Circumferences and Areas of Circles • Arc Lengths and Areas of Sectors • Ratios of Areas • Geometric Probability

Areas and Volumes of Solids

• Prisms • Pyramids • Cylinders and Cones • Spheres • Areas and Volumes of Similar Solids

QUARTER 4 Circles

• Basic Terms • Tangents • Arcs and Central Angles • Arcs and Chords • Inscribed Angles • Other Angles • Circles and Lengths of Segments

Constructions and Loci

• What Construction Means • Perpendiculars and Parallels • Concurrent Lines • Circles • Special Segments • The Meaning of Locus • Locus Problems • Locus and Construction

Algebra II


Teacher: Mrs. Thomasine Rose Email: [email protected] II. Course Description: Algebra II is designed to build on the students’ algebraic and geometric skills. It includes a study of the real number system and its properties, first degree equations and inequalities, functions, polynomials and factoring, powers, roots and complex numbers, quadratic equations and graphing. The content of this course is important for students’ success on college mathematics entrance exams. Students who complete Algebra II should consider Trigonometry/Pre-Calculus as their next mathematics course. III. Text

Algebra and Trigonometry Structure and Method Book 2 IV. Supplies Needed Notebook, pen/pencil, folder or binder, loose-leaf paper and graphic calculator V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F







Scope and Sequence Chapter 1 Basic Concepts of Algebra Objectives: Students will be able to: Simplify and evaluate numerical and algebraic expressions, name the algebraic property that justifies a proof statement, solve first degree equations and to solve word problems using the five steps plan and linear equations. Chapter 2 Inequalities Objectives: Students will be able to: Solve problems involving simple inequalities, conjunctions, disjunctions and absolute value, graph inequalities solutions. Chapter 3 Linear Equations and Functions Objectives: Students will be able to: Graph a linear equation and linear inequalities in two variables, find slope of a line, find an equation of a line, solve systems of linear equations in two variables, use systems of equations to solve word problems, find values of functions, and determine when relations are also functions. Chapter 4 Products and Factors of Polynomials Objectives: Students will be able to: Simplify polynomials, use the laws of exponents, find the GCF and LCM, factor polynomials by using the GCF, by recognizing special products and by grouping terms, solve polynomial equations and polynomial inequalities. Chapter 5 Rational Expressions Objectives: Students will be able to: Add, subtract, multiply and divide rational expressions, simplify complex fractions and solve equations and inequalities having fractional coefficients. Chapter 6 Irrational and Complex Numbers Objectives: Students will be able to: Find roots of real numbers, simplify expressions involving radicals, solve equations containing radicals, use the number i, and simplify complex numbers. Chapter 7 Quadratic Equations and Functions Objectives: Students will be able to: Solve quadratic equations by completing the square or using the quadratic formula, solve equations in quadratic form, graph parabolas, and analyze a quadratic function, draw its graph and find its minimum or maximum value.

Algebra III


Teacher: Mrs. Thomasine Rose Email: [email protected] II. Course Description: Honors College Algebra is a continuation of the concepts learned in Algebra II. The goal is to develop competent and confident problem-solvers. The course is recommended for students who wish to score well on the SAT. The topics include quadratic equations and functions, variation and polynomial equations, exponential and logarithmic functions, sequences and series, statistics and probability and matrices. III. Text

Algebra and Trigonometry Structure and Method Book 2 IV. Supplies Needed Notebook, pen/pencil, folder or binder, loose-leaf paper and graphic calculator V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F







77

Scope and Sequence Chapter 7 Quadratic Equations and Functions Objectives: Students will be able to: solve quadratic equations by completing the square or by using the quadratic formula, to determine the nature of the roots of a quadratic equation by using the discriminant and recognize and solve equations in quadratic form. Chapter 8 Variation and Polynomial Equations Objectives: Students will be able to: solve problems involving direct variation, inverse variation and joint variation, divide polynomials, use synthetic division, and solve polynomial equations. Chapter 10 Exponential and Logarithmic Functions Objectives: Students will be able to: extend the meaning of exponents to include rational and irrational numbers, find the composite of two given functions and the inverse of a given function, define logarithmic functions and natural logarithm functions, apply the basic properties of logarithms, to use exponential and logarithmic functions to solve problems. Chapter 11 Sequences and Series Objectives: Students will be able to: Determine type of sequence and supply missing terms of a sequence, find the formula for the nth term of an arithmetic or geometric sequence, identify series and use sigma notation, to find sums of finite and infinite arithmetic and geometric series, expand powers of binomials and use the binomial theorem to find a particular term of a binomial expansion. Chapter 16 Matrices and Determinants Objectives: Students will be able to: apply matrix terminology, find sums, differences and products of matrices, solve problems using matrices, find the determinant of a 2x2 or 3x3 matrix, and to solve systems of equations using inverses of matrices.

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Pre-Calculus


Teacher: Mr. Salvatore Brusco Email: [email protected] II. Course Description The course includes an introduction to functions, linear functions, quadratics, polynomials and their graphs, rational and radical functions, exponential and logarithmic functions, right triangle trigonometry, including law of sines and cosines, angles and the Unit Circle, graphing trig functions, trig identities, and polar equations and graphs. This course is intended for the college bound senior who has completed Algebra II. III. Text and Supplemental Material Graham, John A., and Robert H. Sorgenfrey. Trigonometry with Applications. Atlanta: Houghton

Mifflin Company, 1987. Print. Brown, Richard G., and David P. Robbins. Advanced Mathematics: A Precalculus Course.

Revised ed. Atlanta: Houghton Mifflin Company, 1986. Print. IV. Supplies Needed Students will need to bring a notebook and pencil every day. It would also be beneficial to have a graphing calculator. V. Grading Scale and Evaluations Student grades will be based on several methods of assessment, including homework assignments, tests and quizzes, projects, a few assignments, and class participation. Quarterly and final grades will be based on the following grading scale: 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F



79

Scope and Sequence QUARTER 1 Trigonometric Functions

• Angles and Degree Measure • Sine and Cosine • Values of the Sine and Cosine Functions • Other Trigonometric Functions • Solving Right Triangles • Trigonometric Functions of Arbitrary Angles

Circular Functions

• Radian Measure • Circular Functions • Uniform Circular Motion • Graphing the Circular Functions • The Inverse Circular Functions

QUARTER 2 Properties of Trigonometric Functions

• Simplifying Trigonometric Expressions • Proving Identities • Trigonometric Sum and Difference Formulas • Double-Angle and Half-Angle Formulas • Solving Trigonometric Equations • The Expression 𝐴𝐴 cos 𝜃𝜃 + 𝐵𝐵 sin𝜃𝜃

Oblique Triangles

• The Law of Cosines • The Law of Sines • The Ambiguous Case • The Area of an Oblique Triangle

Sinusoidal Variation

• Period and Amplitude • Phase Shift and Vertical Shift • Simple Harmonic Motion • Graphing by Addition of Ordinates

80

QUARTER 3 Coordinate Geometry

• Points and Lines • Parallel and Perpendicular Lines • Finding Equations of Lines • The Complex Numbers • Quadratic Equations • Equations of Circles • Intersections of Lines and Circles • Proofs in Coordinate Geometry

Polynomials

• Polynomials • Solving Higher-Degree Equations • Graphing a Quadratic Function • Graphing Polynomial Functions • Synthetic Division; The Remainder and Factor Theorems • Rational Roots of Polynomial Equations • Approximating Roots of Polynomial Equations • Finding Maximums and Minimums of Polynomial Functions • General Results for Polynomial Equations

Inequalities

• Linear Inequalities in One Variable; Absolute Value • Polynomial Inequalities • Inequalities in Two Variables • Linear Programming Problems • Using the Discriminant

QUARTER 4 Functions

• Definition of a Function • Graphs of Functions • The Composition of Functions • Forming Functions from Verbal Descriptions • Inverse Functions

Exponents and Logarithms

• Integral Exponents • Rational Exponents • Exponential Functions • Logarithmic Functions

81

• Properties of Logarithms • Exponential Equations; Changing Bases • Exponential Growth • The Number 𝑒𝑒 and the Natural Logarithm

82

College Calculus

I. General Information Teacher: Mr. Salvatore Brusco Email: [email protected] II. Course Description This course emphasizes the study of functions and their real-world applications, and will prepare students for a college-level Calculus course. This course discusses limits and continuity, differentiation and integration of polynomials, logarithmic and exponential functions, and multivariable applications. This is a four-credit FACES course available through St. Vincent College, Seton Hill University, and Mt. Aloysius College.

III. Text and Supplemental Material Larson, Ron, Robert P. Hostetler, and Bruce H. Edwards, eds. Calculus of a Single Variable.

8th ed. Boston: Houghton Mifflin Company, 2006. Print. IV. Supplies Needed Students will need a notebook and pencil every day as well as a TI-84, TI-89, or TI-nspire. V. Grading Scale and Evaluations Student grades will be based on several methods of assessment, including homework assignments, tests and quizzes, a few writing assignments, projects, and class participation. Quarterly and final grades will be based on the following grading scale:

96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 – 69% = F

VI. Guidelines

Students are expected to be respectful of the teacher, their classmates, and school property. They must also show responsibility for their own learning by coming to class prepared and by following all school policies. More information can be found in Geibel Catholic’s student handbook.


83

Scope and Sequence QUARTER 1

Review of Pre-Calculus • Functions, Graphs, and Models • Linear Models and Rates of Change • Fitting Models to Data

Limits and Their Properties

• Finding Limits Graphically and Numerically • Evaluating Limits Analytically • Continuity and One-Sided Limits • Infinite Limits

QUARTER 2

Differentiation • The Derivative and the Tangent Line Problem • Basic Differentiation Rules and Rates of Change • Product and Quotient Rules and Higher-Order Derivatives • The Chain Rule • Implicit Differentiation • Related Rates

Applications of Differentiation

• Extrema on and Interval • Rolle’s Theorem and the Mean Value Theorem • Increasing and Decreasing Functions and the First Derivative Test • Concavity and the Second Derivative Test • Limits at Infinity • A Summary of Curve Sketching • Optimization Problems • Newton’s Method • Differentials

QUARTER 3

Integration • Antiderivatives and Indefinite Integration • Area • Riemann Sums and Definite Integrals • The fundamental Theorem of Calculus • Integration by Substitution • Numerical Integration

84

Logarithmic, Exponential, and Other Transcendental Functions • The Natural Logarithmic Function: Differentiation • The Natural Logarithmic Function: Integration • Inverse Functions • Exponential Functions: Differentiation and Integration • Bases Other Than 𝑒𝑒 and Applications • Inverse Trigonometric Functions: Differentiation • Inverse Trigonometric Functions: Integration • Hyperbolic Functions

QUARTER 4 Differential Equations

• Slope Fields and Euler’s Method • Differential Equations: Growth and Decay • Separation of Variables and the Logistic Equation • First-Order Linear Differential Equations

Applications of Integration

• Area of a Region Between Two Curves • Volume: The Disk Method • Volume: The Shell Method • Arc Length and Surfaces of Revolution • Work • Moments, Centers of Mass, and Centroids • Fluid Pressure and Fluid Force

85

Accounting I/Personal Financial Management

I. General Information Teacher: Ms. Holly Peton

Email: [email protected]

II. Required Materials A) Textbook — Century 21 South-Western Accounting 9E, Gilbertson, Lehman B) Supplemental Workbook — Century 21 South-Western Accounting 9E, Gilbertson, Lehman C) Calculator

III. Course Description

This is a one semester accounting course that combines full cycle accounting for a sole proprietor along with personal financial management for each individual student. The class will begin by reviewing important concepts in the basis of accounting. The theory of accounting is reviewed using a merchandising sole proprietorship and partnership to grasp the concept of the accounting cycle. Students will read and record transactions, and analyze and evaluate their business papers generated to help make good business decisions. In addition, students will learn to budget their own finances, along with basic checkbook and credit card management.

IV. Course Objectives A) Students will be able to define basic accounting terms B) Students will be able to recognize, prepare and interpret core financial statements C) Students will be able to classify accounts as assets, liabilities, owner’s equity, revenue and expense,

and will be able to analyze how transactions affect each account through the use of T-accounts and other journals.

D) Students will be able to prepare business papers and journal entries pertaining to a checking account including all components of writing a check, specific endorsements, bank reconciliations and dishonored checks.

E) Students will be able to journalize purchases; sales transactions; and cash payments, discounts, and receipts and post to the appropriate ledgers.

F) Students will be able to record adjusting and closing entries, along with preparing a post-closing trial balance for a service business organized as a proprietorship.

G) Students will learn basic personal financial management including budgeting, tax implications, pros and cons of buying or renting, check book maintenance, credit card responsibility, and simple savings/investment options.

V. Course Outline A) Chapter 1: Starting a Proprietorship: Changes Affecting the Accounting Equation B) Chapter 2: Analyzing Transactions into Debit and Credit Parts C) Chapter 3: Journalizing Transactions D) Chapter 4: Posting to a General Ledger E) Chapter 5: Cash Control Systems F) Chapter 6: Worksheet for a Service Business


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G) Personal Financial Management: Budgeting, Checkbook Maintenance, Credit Card Responsibility, Savings Tools, Rent v. Buy

VI. Assessments Students will be assessed by the following: A) Homework assignments and in-class participation B) Miscellaneous projects C) Chapter exams and work papers

VII. Grading

Grades are calculated through a point system per chapter, project, or exam with predetermined total points available divided into points earned.

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Physical Education

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Physical Education - Grades 7 and 8

I. General Information Teacher: Mr. Shawn Holup Email: [email protected]

II. Course Description Physical Education is offered to students in grades 7 and 8. It is a one-year course that is offered twice a week. Students will be introduced to a variety of sports and recreational activities over the course of the year.

III. Supplies Needed

1) Tennis shoes 2) T-shirt 3) Shorts

IV. Grading:

96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B- 81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 – 69% = F

Students will be graded on participation and are required to participate in each class unless they have a valid doctor’s excuse. Ten points will be deducted for each class that a student misses.

Activities during the school year: 1) Jogging / Walking 2) Touch football 3) Soccer 4) Basketball 5) Volleyball 6) Kickball 7) Softball 8) Team competitions


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Contract Physical Education

I. General Information Teacher: Mr. Shawn Holup, Athletic Director Email: [email protected]

II. Course Description

Contract Physical Education is a course required for students in grades 9-12 who do not participate in at least one varsity high school sport.

Students are asked to follow these guidelines:

1. At the beginning of the school year, provide the Athletic Director with a description of a physical

program that totals at least three hours/week. (Examples: a walking/jogging program, swimming, golf lessons, workout routine).

This description is due no later than the third week of school. Deadline will be announced. 2. Once the program has been approved by the Athletic Director and the Geibel Catholic

administration, students will obtain a weekly activity log from the Athletic Director. 3. Students will submit the activity log documenting their activities every Monday. 4. The activity log must be signed by an adult supervising the activity and by at least one parent.


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Religious Studies

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Religion – Grade 7


Teacher: Mr. Scott Procko Email: [email protected]

I. Course Description

The focus of Grade 7 is to help students review and re-commit to their journey toward God's kingdom, in the context of their relationship with Jesus Christ. Jesus is explored through the Scriptures and the Church's teachings.

III. Text and Supplemental Material

What the Church Believes and Teaches, © 2013 by Pflaum Publishing Group The New American Bible Encounter: Experiencing God in the Everyday DVD Bible Series, © 2013 by Ascension Press Various teacher-created worksheets

IV. Supplies Needed Notebook, pen/pencil, folder or binder, and loose-leaf paper

V. Grading Scale and Evaluations

96 –100%= A 81 – 84% = C+ 93 – 95% = A- 78 – 80% = C 90 – 92% = B+ 75 – 77% = C- 88 – 89% = B 70 – 74% = D 85 – 87% = B- 0 – 69% = F

Students will be graded on a variable point scale for homework, quizzes, journals/reflections, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org.

VI. Guidelines

Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Procko is available for additional assistance after school or during his planning period. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.




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Scope and Sequence

Creed Catechism References: 599-603

Jesus Christ Catechism References: 468-470

Salvation History Catechism References: 265-267

Worship and Prayer Catechism References: 2620-2622

Church Catechism References: 91-95, 898-900

Scripture Catechism References: 131-141

Catholic Social Teaching Catechism References: 23 18-2330, 1833-1844

Made in God's Own Image Catechism references: 365, 1604, 1766, 2093, 2105

Being Virtuous Catechism References: 2348, 2337, 2349,2521-2522, 2533

Sexuality Catechism References: 27, 371-372, 2331-2334, 2338-2340, 2349, 2351-2359, 2366-2399

Monthly Topics September: Who Am I?; How to Read the Bible; The 15 Memory Verses October: The Rosary November: Advent December: Christmas/Epiphany January: Respect for Life February: Lent March: Easter/Pentecost April: Catholic Morality May: Mary and the Saints

*The above Course Description and Scope and Sequence were taken from the Catechetical Curriculum of the Diocese of Greensburg on June 10, 2014.

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Religion - Grade 8


Teacher: Mr. Scott Procko Email: [email protected]


Students in Grade 8 will be invited to deepen their understanding and participation in the Church as the visible, living sign of God's kingdom in history. The issues and questions of a young teen’s universe are explored from the perspective of the Church's collective experience, wisdom, and mission.


What the Church Believes and Teaches, © 2013 by Pflaum Publishing Group The New American Bible Various teacher-created worksheets



96 –100%= A 81 – 84% = C+ 93 – 95% = A- 78 – 80% = C 90 – 92% = B+ 75 – 77% = C- 88 – 89% = B 70 – 74% = D 85 – 87% = B- 0 – 69% = F

Students will be graded on a variable point scale for homework, quizzes, journals/reflections, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org.

VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Procko is available for additional assistance after school or during his planning period. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.




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Scope and Sequence

Creed Catechism References: 203-209, 867

Sacraments Catechism References: 1262-1270, 1302-1305, 1468-1470

Jesus Christ Catechism References: 554-556

Church Catechism References: 96-100,142-144, 1996-2005, 744-747,934-939,

Scripture Catechism References: 65 1-655, 668-674

Catholic Social Teaching Catechism References: 24 19-2425

Made in God's Own Image Catechism References: 2270-2283, 2285, 2287

Being Virtuous Catechism References: 2337-2351, 2352-2359, 2394-2396, 2514-2533

Sexuality Catechism references: 2360-2379, 2397-2399

Monthly Topics September: Bible Review October: The Rosary November: Advent December: Christmas/Epiphany January: Respect for Life February: Lent March: Easter/Pentecost April: Catholic Morality May: Mary and the Saints

*The above Course Description and Scope and Sequence were taken from the Catechetical Curriculum of the Diocese of Greensburg on June 10, 2014.

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Religious Studies I (Freshmen)


Teacher: Mr. Justin Stevenson Email: [email protected] II. Course Description: Semester 1: The Revelation of Jesus Christ in Scripture The purpose of this course is to give students a general knowledge and appreciation of the Sacred Scriptures. Through their study of the Bible, they will come to encounter the living Word of God, Jesus Christ. In the course, they will learn about the Bible, authored by God through Inspiration, and its value to people throughout the world. If they have not been taught this earlier, they will learn how to read the Bible and will become familiar with the major sections of the Bible and the books included in each section. The students will pay particular attention to the Gospels, where they may grow to know and love Jesus Christ more personally. Semester 2: Who Is Jesus Christ? The purpose of this course is to introduce students to the mystery of Jesus Christ, the living Word of God, the Second Person of the Blessed Trinity. In this course, students will understand that Jesus Christ is the ultimate Revelation to us from God. In learning about who he is, the students will also learn who he calls them to be. *The above course descriptions were taken from the document Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age. III. Text and Supplemental Material

Semester 1: The Bible: The Living Word of God, © 2011 by Saint Mary’s Press Semester 2: Jesus Christ: God’s Love Made Visible, © 2011 by Saint Mary’s Press The New American Bible Various teacher-created worksheets IV. Supplies Needed Notebook, pen/pencil, folder or binder, and loose-leaf paper V. Grading Scale and Evaluations 96 –100%= A 81 – 84% = C+ 93 – 95% = A- 78 – 80% = C 90 – 92% = B+ 75 – 77% = C- 88 – 89% = B 70 – 74% = D 85 – 87% = B- 0 – 69% = F Students will be graded on a variable point scale for homework, quizzes, journals/reflections, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Freshmen are required to take a mid-term exam and a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org.



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VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Stevenson is available for additional assistance after school or during his planning period. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org. Scope and Sequence Semester 1: The Revelation of Jesus Christ in Scripture Text: The Bible: The Living Word of God Section 1: Revelation

1. The Desire to Know God 2. Natural Revelation 3. Divine Revelation

Section 2: Interpretation and Overview of the Bible 1. Understanding the Scriptures 2. Interpreting Scriptures 3. Overview of the Old and New Testaments

Section 3: Revelation in the Old Testament 1. The Book of Genesis 2. The Book of Exodus 3. The Historical Books

4. The Prophetic Books 5. Wisdom Literature

Section 4: Revelation in the New Testament 1. The Gospels 2. Revelation in and through Jesus in the

Synoptic Gospels 3. Revelation in and through Jesus in the

Gospel of John 4. Acts and Letters

Section 5: The Scriptures and the Life of Faith 1. The Scriptures and the Life of the Church 2. The Scriptures and the Life of the Individual

Semester 2: Who Is Jesus Christ? Text: Jesus Christ: God’s Love Made Visible

Section 1: The Trinity 1. God Is One: Father, Son, and Holy

Spirit 2. The Development of Trinitarian

Doctrine Section 2: Revelation

1. The God-Human Relationship 2. Sacred Scripture and Tradition 3. Discovering God in Creation

Section 3: Jesus: The Definitive Revelation of God

1. The Incarnation 2. The Two Natures of Jesus: Human

and Divine

3. Jesus and the Church Section 4: Jesus: The Definitive Revelation of God’s Plan

1. Jesus Reveals a Vision of Authentic Humanity

2. Jesus Reveals Our Inherent Dignity 3. We Are Children of God 4. Jesus Reveals Our Call to Holiness

Section 5: Faith and Our Response to Jesus

1. What Is Faith? 2. We Respond to God through Prayer 3. We Respond through a Life of

Discipleship 4. Our Response to Jesus Matters


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Religious Studies II (Sophomores)


Teacher: Mr. Scott Procko Email: [email protected] II. Course Description: Semester 1: The Mission of Jesus Christ (The Paschal Mystery) The purpose of this course is to help students understand all that God has done for them through his Son, Jesus Christ. Through this course, students will learn that for all eternity, God has planned for us to share eternal happiness with him, which is accomplished through the redemption Christ won for us. Students will learn that they share in this redemption only in and through Jesus Christ. They will also be introduced to what it means to be a disciple of Christ and what life as a disciple entails. Semester 2: Jesus Christ’s Mission Continues in the Church The purpose of this course is to help students understand that in and through the Church they encounter the living Jesus Christ. They will be introduced to the fact that the Church was founded by Christ through the Apostles and is sustained by him through the Holy Spirit. The students will come to know that the Church is the living Body of Christ today. This Body has both divine and human elements. In this course, students will learn not so much about events in the life of the Church but about the sacred nature of the Church. *The above course descriptions were taken from the document Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age. III. Text and Supplemental Material

Semester 1: The Paschal Mystery: Christ’s Mission of Salvation, © 2011 by Saint Mary’s Press Semester 2: The Church: Christ in the World Today, © 2011 by Saint Mary’s Press The New American Bible “T3: The Teen Timeline” © 2006 by Ascension Press Various teacher-created worksheets IV. Supplies Needed Notebook, pen/pencil, folder or binder, and loose-leaf paper V. Grading Scale and Evaluations

96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, journals/reflections, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Sophomores are required to take a mid-term exam and a final exam.


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A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Procko is available for additional assistance after school or during study hall. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org. Scope and Sequence

Semester 1: The Mission of Jesus Christ The Paschal Mystery: Christ’s Mystery of Salvation Section 1: God’s Plan for Salvation: The Big Picture

1. The Goodness of Creation 2. The Fall from Grace 3. The Path to Restoration

Section 2: Jesus Christ’s Mission Is Revealed 1. The Word Became Flesh 2. The Redemptive Nature of Christ’s Earthly Life

Section 3: God’s Plan for Salvation Is Fulfilled 1. The Suffering and Death of Jesus 2. The Resurrection and Ascension of Jesus 3. Redeemed by Christ: Our Eternal Destiny

Section 4: The Paschal Mystery and Your Life 1. Living as a Disciple 2. Suffering and the Paschal Mystery

Section 5: Prayer and the Paschal Mystery 1. The Fundamentals of Prayer 2. Praying the Triduum

Semester 2: Jesus Christ’s Mission Continues in the Church The Church: Christ in the World Today Section 1: The Church: Christ’s Continued Presence and Work in the World

1. The Origin of the Church 2. The Holy Spirit and the Church 3. The Work of the Early Church 4. Images of the Church

Section 2: The Church Is One, Holy, Catholic, and Apostolic 1. The Church Is One 2. The Church Is Holy 3. The Church Is Catholic 4. The Church Is Apostolic

Section 3: The Church’s Salvation and Mission 1. The Church and Salvation 2. The Church and the World

Section 4: The Lived Mission of the Church 1. The Leadership Structure of the Church 2. Many Vocations to Holiness 3. The Magisterium: The Teaching Office of the Church

Section 5: The Church and Young People 1. You Have Been Called 2. Sent with the Holy Spirit



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Religious Studies III (Juniors)


Teacher: Mr. Scott Procko Email: [email protected] II. Course Description: Semester 1: Sacraments as Privileged Encounters with Jesus Christ The purpose of this course is to help students understand that they can encounter Christ today in a full and real way in and through the sacraments, and especially through the Eucharist. Students will examine each of the sacraments in detail so as to learn how they may encounter Christ throughout life. Semester 2: Life in Jesus Christ The purpose of this course is to help students understand that it is only through Christ that they can fully live out God’s plans for their lives. Students are to learn the moral concepts and precepts that govern the lives of Christ’s disciples. *The above course descriptions were taken from the document Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age. III. Text and Supplemental Material

Semester 1: The Sacraments: Encounters with Christ, © 2012 by Saint Mary’s Press Semester 2: Christian Morality: Our Response to God’s Love, © 2012 by Saint Mary’s Press The New American Bible Various teacher-created worksheets IV. Supplies Needed Notebook, pen/pencil, folder or binder, and loose-leaf paper V. Grading Scale and Evaluations

96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, journals/reflections, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Juniors are required to take a mid-term exam and a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org.



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VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Procko is available for additional assistance after school or during study hall. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org. Scope and Sequence Semester 1: Sacraments as Privileged Encounters with Jesus Christ The Sacraments: Encounters with Christ Section 1: An Introduction to Liturgy and the Sacraments

1. Liturgy 2. Sacraments

Section 2: The Sacraments of Christian Initiation: Part 1 1. Baptism 2. Confirmation

Section 3: The Sacraments of Christian Initiation: Part 2 1. The Eucharist: Culmination of Christian Initiation 2. The Celebration of the Eucharist 3. The Eucharist in Daily Life

Section 4: The Sacraments of Healing 1. The Sacrament of Penance and Reconciliation 2. The Sacrament of Anointing of the Sick

Section 5: The Sacraments at the Service of Communion 1. The Sacrament of Holy Orders 2. The Sacrament of Matrimony

Semester 2: Life in Jesus Christ Christian Morality: Our Response to God’s Love Section 1: Foundational Principles for Christian Morality

1. Moral Choices and God’s Plan 2. The Law of God 3. Sin and Its Consequences

Section 2: Honoring God 1. The First Commandment: Faith, Not Idolatry 2. The Second Commandment: Reverence, Not Profanity 3. The Third Commandment: Preserving Holiness

Section 3: Obedience, Honesty, and Justice 1. The Fourth Commandment: Respecting Authority 2. The Eighth Commandment: Reality versus Illusion 3. The Seventh and Tenth Commandments: Justice versus Injustice

Section 4: Respecting Life and Sexuality 1. The Fifth Commandment: Respecting Life 2. The Sixth and Ninth Commandments: Respecting Sexuality

Section 5: Making Moral Choices 1. Gifts and Guides 2. Forgiveness and Reconciliation


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Religious Studies IV (Seniors)


Teacher: Mr. Scott Procko Email: [email protected] II. Course Description: Semester 1: Living as a Disciple of Jesus Christ in Society The purpose of this course is to introduce students to the Church’s social teaching. In this course, students are to learn how Christ’s concern for others, especially the poor and needy, is present today in the Church’s social teaching and mission. Semester 2: Responding to the Call of Jesus Christ The purpose of this course is to help students to understand the vocations of life: how Christ calls us to live. In this course, students should learn how all vocations are similar and how they differ. The course is structured around married life, single life, priestly life, and consecrated life. Students should learn what it means to live life for the benefit of others and the value in considering a vocation in service to the Christian community. *The above course descriptions were taken from the document Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age. III. Text and Supplemental Material

Semester 1: Catholic Social Teaching: Christian Life in Society, © 2012 by Saint Mary’s Press Semester 2: Vocations: Answering God’s Call, © 2013 by Saint Mary’s Press The New American Bible Various teacher-created worksheets IV. Supplies Needed Notebook, pen/pencil, folder or binder, and loose-leaf paper V. Grading Scale and Evaluations

96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, journals/reflections, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Seniors are required to take a mid-term exam; a final exam is optional at the discretion of the teacher. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org.



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VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Procko is available for additional assistance after school or during study hall. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org. Scope and Sequence Semester 1: Living as a Disciple of Jesus Christ Catholic Social Teaching: Christian Life in Society Section 1: Foundational Principles of Social Justice

1. Social Justice and God’s Plan 2. The Social Teaching of the Church 3. Seven Themes of Catholic Social Teaching

Section 2: Creating a Just Society 1. Social Sin 2. The Individual Person and Society

Section 3: Respecting Human Life and Dignity 1. Defending Human Life 2. Promoting Peace 3. Protecting Dignity in Diversity

Section 4: The Just Distribution of Material Goods 1. Economic Justice - 2. Care for the Earth

Section 5: Living Justly 1. Social Dimensions of the Beatitudes - 2. Prayer and Action

Semester 2: Responding to the Call of Jesus Christ Vocations: Answering God’s Call Section 1: Living Our Christian Vocation

1. We Are Called by God 2. We Respond to God’s Call 3. The Call of the Laity

Section 2: Married Life 1. Understanding Christian Marriage 2. Preparing for Marriage 3. Responsibilities of Those Who Are Married

Section 3: Ordained Life 1. Serving the Church through Ordained Ministry 2. The Three Degrees of Holy Orders 3. The Sacrament of Holy Orders

Section 4: Consecrated Life 1. Understanding Consecrated Life 2. Different Forms of Consecrated Life

Section 5: Discerning God’s Will 1. Discernment: A Conversation with God – 2. Walking with God


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Science

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Life Science (Grade 7)

I. General Information: Teacher: Mrs. Sharon Pasquarette Email: [email protected]

II. Course Description: Seventh grade Life Science is an introductory biology class in

which students will preview the concepts taught in high school biology classes. Students will apply concepts learned in written, oral and creative assessments.

III. Text and Supplemental Materials: Biggs, Daniel, Ortleb, Rillero, Zike, et al, eds.

Life Science. Glencoe/McGraw-Hill, 2005

IV. Supplies Needed: Text, notebook, pencil, assignment sheet, ruler

V. Grading Scale and Evaluations: 96-100%=A 93-95% =A- 90-92% =B+ 88-89% =B 85-87% =B-

81-84%=C+ 78-80%=C 75-77%=C- 70-74%=D 0-69% = F

Students will be graded on several criteria for the class set for them at the beginning of the year.

Grades will be collected from class notes from their notebook (two grades from class notes per week), quizzes, tests, projects, homework and labeled drawings.

Points will be deducted for work turned in late or using a pen on assignments.

A final grade is determined by the student’s cumulative points earned divided by the total number of points possible.

A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org.

VI. Guidelines: Students are to arrive on time for class with all required materials, participate, and follow class rules.

When returning from an absence, students should find out what work they missed and make it up as soon as possible.

Students are to adhere to the policy of academic integrity.

School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.




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Scope and Sequence/Content:

A. Life’s Structure and Function a. Exploring and Classifying Life b. Cells c. Cell Processes d. Cell Reproduction e. Adaptions over time

B. Bacteria to Plants a. Bacteria b. Protista and Fungi c. Plants d. Plant Reproduction e. Plant Processes

C. Animal Diversity a. Introduction to Animals b. Mollusks, Worms, Arthropods, Echinoderms c. Fish, Amphibians and Reptiles d. Birds and Mammals e. Animal Behavior

D. Ecology a. Interactions of Life b. The Nonliving Environment c. Ecosystems d. Conserving Resources

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Earth Science (Grade 8)


A. Course Title and Number: Earth Science, 7060

B. Teacher: Mrs. Christine Colcombe [email protected]

II. Text and Supplemental Material

A. Textbook: Modern Earth Science, Holt, Rinehart, and Winston B. Supplemental Material: Provided by the teacher.

III. Required Supplies

A. Furnished by the student: Two pocket folder to remain in the classroom, a 2 inch three ring binder, loose leaf paper, minimum of 12 colored pencils, lead pencils, and highlighter.

IV. Procedures A. Absence policy: Class attendance is extremely important. If a student knows that he/she will be absent from class due to a field trip or school function, please let the teacher know prior to the missed class via email or through a conversation. It is the student’s responsibility to obtain all missed material. Papers that were handed out in class will be in the “Earth Science” box by the windows.

B. Evaluation and grading system 1. Methods of Evaluation Quizzes Class Assignments Homework Assignments Class Participation Tests Labs Binder Checks Projects Group Work

2. Grading Scale: 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B

85 – 87% = B- 81 – 84% = C+ 78 – 80% = C 75 – 77% = C-

70 – 74% = D 0 - 69% = F

a. Quizzes Quizzes will be announced one class in advance of the quiz. Subject matter on the quizzes will be discussed. If a student is absent for the quiz, the quiz is to be made up the day the student returns to class. b. Tests Tests will be announced one week in advance and will be taken during class time. Students are expected to be present for every test. If you are going to be absent for a test due to a field trip or school function, please let the teacher know prior to the test date. If you are sick and miss a test, please see the teacher as soon as you return to school. Tests will be constructed from various


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forms of questions: True/False, Multiple Choice, Matching, Short Answer, Completion, Essay, and Diagrams.

c. Assignments Students are to complete weekly reading assignments, which will be announced and posted. Students are to complete weekly textbook review questions and study guide questions that may or may not be graded. All assignments, both reading and written are to be completed prior to the start of class on the due date. Deductions will occur on collected assignments if assignments are late: one day late, half credit; two days late, one fourth the credit; three days late, zero credit. In class homework checks must be completed on time or students will receive an automatic zero. If a student is absent the day an assignment is due, the student needs to see the teacher upon returning to school. 2. Papers, presentations, and other performance assessments Papers, individual projects, and group projects will be completed as the course progresses. Credit deductions also apply for late submittals. 3. Lab information Labs will take place during class time. VI. Course Outline

A. Course Information 1. Course title: Earth Science 2. Course number: 7060 3. Credit: 1 4. Course Prerequisite: None B. Course Description

This course is designed for the eighth grade student who wants more science background in the areas of ecology, geology, meteorology, astronomy, and oceanography. It is less mathematically based but still a challenge to the average student.

C. General Course Objectives

The students will be able to: 1. Perform valid methods of inquiry. 2. Develop an operational basis for approaching problems. 3. Form a broad background in principles of earth science. 4. Become aware of career opportunities in earth science. 5. Appreciate the constituents and relationships in geology, meteorology, astronomy, and oceanography. D. Topical Course Outline: The Course will be taught in the sequence listed below:

1. Studying the Earth 2. The Dynamic Earth 3. Composition of the Earth

4. Oceanography 5. Atmospheric Forces/Meteorology 6. Studying space/astronomy

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Biology I and Honors Biology I I. General Information A. Course Title and Number: Honors Biology I, 7040 B. Teacher: Mrs. Christine Colcombe [email protected] II. Text and Supplemental Material A. Textbook: Biology– Principles & Explorations, Holt,Rinehart,Winston B. Supplemental Material: Provided by the teacher. III. Required Supplies

A. Furnished by the student: Two pocket folder to remain in the classroom, a 2 inch three ring binder, loose leaf paper, minimum of 12 colored pencils, lead pencils, and highlighter.

IV. Procedures

A. Absence policy: Class attendance is extremely important. If a student knows that he/she will be absent from class due to a field trip or school function, please let the teacher know prior to the missed class via email or through a conversation. It is the student’s responsibility to obtain all missed material. Papers that were handed out in class will be in the “Biology I” box by the windows.

B. Evaluation and grading system 1. Methods of Evaluation and Grading Scale Quizzes Class Assignments Homework Assignments Class Participation Tests Labs

Presentations Binder Checks Midterm and Final Honors Biology will have different homework assignments and extra test questions.

The quarter grades will be calculated based on total points earned divided by the number of possible points. The student should keep track of his/her point totals for each assessment. Grading Scale: A = 96 – 100% A- = 93 - 95% B+ = 90 – 92% B = 88- 89% B- = 85 – 87% C + = 81 - 84% C = 78 – 80% C- = 75 – 77% D = 70 – 74% F = Below 69%

a. Quizzes Quizzes will be every week or every other week. Quizzes will be announced one class in advance of the quiz. Subject matter on the quizzes will be discussed. If a student is absent for the quiz, the quiz is to be made up the day the student returns to class. b. Assignments Students are to complete weekly reading assignments, which will be announced and posted. Students are to complete weekly textbook review questions and study guide questions that may or may not be graded. All assignments, both reading and written are to be completed prior to the start of class on the due date. Deductions will occur on collected assignments if assignments are late: one day late, half credit; two days late, one fourth the credit; three days late, zero credit. In class homework checks must be


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completed on time or students will receive an automatic zero. If a student is absent the day an assignment is due, the student needs to see the teacher upon returning to school.

c. Tests Tests will be announced one week in advance and will be administered during class time. Students are expected to be present for every test. If you are going to be absent for a test due to a field trip or school function, please let the teacher know prior to the test date. If you are sick and miss a test, please see the teacher as soon as you return to school. Tests will be constructed from various forms of questions: True/False, Multiple Choice, Matching, Short Answer, Completion, Essay, and Diagrams.

2. Papers, presentations, and other performance assessments Special individual and group projects will be completed as the course progresses. Honors Biology students may have additional projects or papers.

Credit deductions also apply for late submittals. 3. Lab information - Labs will be inserted into the course where applicable.

V. Course Outline A. Course Information 1. Course title: Biology I and Honors Biology I 2. Course number: Biology I 7030 and Biology II 7040 3. Credit: 1 Honors Biology Weight: 0.5 4. Course Prerequisite: Earth Science B. Course Description

This course is designed for students having a wide range of abilities in science, including those who would like to pursue a career in science. Basic biological concepts are discussed. These elements are then emphasized and enforced with laboratory and internet activities. This course will give students a solid foundation along with an awareness of the complexities and interrelationships living things have to help maintain balance within their world.

C. General Course Objectives 1. The student will identify the main concepts of cell biology. 2. The student will describe the main principles of genetics. 3. The student will evaluate the principles of evolution.

4. The student will develop effective study habits and logical thinking in the acquisition, memorization, and the application of knowledge.

D. Topical Course Outline: The course will be taught in the sequence listed below:

1. Introduction 7. Mendel and Heredity 2. Basic Chemistry and Biochemistry 8. DNA, RNA, and Protein Synthesis 3. Cells and their environment 9. Gene Technology 4. Cellular Energy: Respiration and Photosynthesis10. History of Life on Earth 5. Chromosomes and Cell Reproduction 11. The Theory of Evolution 6. Mitosis and Meiosis 12. Human Evolution This syllabus and the procedures outlined herein may be modified at the discretion of the teacher.

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Biology II and Honors Biology II I. General Information A. Course Title and Number: Biology II/Honors Biology II, 266 B. Teacher: Mrs. Christine Colcombe [email protected] II. Text and Supplemental Material A. Textbook: Modern Biology, Holt, Rinehart and Winston B. Supplemental Material: Provided by the teacher. III. Required Supplies

A. Furnished by the student: Two pocket folder to remain in the classroom, a 2 inch three ring binder, loose leaf paper, minimum of 12 colored pencils, lead pencils, pens, and highlighter.

IV. Procedures A. Absence policy:

Class attendance is extremely important. If a student knows that he/she will be absent from class due to a field trip or school function, please let the teacher know prior to the missed class via email or through a conversation. It is the student’s responsibility to obtain all missed material. Papers that were handed out in class will be in the “Biology II” box by the windows.

B. Evaluation and Grading System 1. Methods of Evaluation Quizzes Class Assignments Homework Assignments

Class Participation Tests Labs Papers Presentations Midterm and Final Binder Checks Projects Honors Biology will have different homework assignments, extra test questions, and other possible projects. Quarter grades will be calculated based on total points earned divided by the number of possible points. The student should keep track of his/her point totals for each assessment..

Grading Scale: A = 96 – 100% A- = 93 - 95% B+ = 90 – 92% B = 88- 89% B- = 85 – 87% C + = 81 - 84% C = 78 – 80% C- = 75 – 77% D = 70 – 74% F = Below 69%

The quarter grades will be calculated based on total points earned divided by the number of possible points. The student should keep track of his/her point totals for each assessment used.

a. Quizzes Quizzes will be every week or every other week. Quizzes will be announced one class in advance of the quiz. Subject matter on the quizzes will be discussed. If a student is absent for the quiz, the quiz is to be made up the day the student returns to class.


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b. Assignments Students are to complete weekly reading assignments which will be announced and posted. Students are to complete weekly textbook review and study guide questions hat may or may not be graded. All assignment are to be completed prior to the start of class on the due date. Deductions will occur on collected assignments if assignments are late: one day late, half credit; two days late, one fourth the credit; three days late, zero credit. In-class homework checks must be completed on time or students will receive an automatic zero. If a student is absent the day an assignment is due, the student needs to see the teacher upon returning to school. c. Tests

Tests will be announced one week in advance and will be administered during class time. Students are expected to be present for every test. If you are going to be absent for a test due to a field trip or school function, please let the teacher know prior to the test date. If you are sick and miss a test, please see the teacher as soon as you return to school. Tests will be constructed from various forms of questions: True/False, Multiple Choice, Matching, Short Answer, Completion, Essay, and Diagrams. 2. Papers, presentations and performance assessments Papers, individual projects, and group projects will be completed as the course progresses. Honors Biology II students might have additional projects or papers. Credit deductions also apply for late submittals. 3. Lab information Labs will be inserted into the course where applicable. Dissections will take place in the 2nd semester. V. Course Outline

A. Course Information 1. Course title: Biology II or Honors Biology II 2. Course number: 266 3. Credit: 1 Honors Biology II Weight: 0.5 4. Course Prerequisite: Biology I or Honors Biology I B. Course Description

This course is designed for students having a wide range of abilities in science, including those who would like to pursue a career in science. Basic biological concepts are discussed. These elements are then emphasized and enforced with laboratory and internet activities. This course will give students a solid foundation along with an awareness of the complexities and interrelationships living things have to help maintain balance within their world. C. General Course Objectives 1. The student will analyze genetic principles. 2. The student will compare different types of evidence for evolution. 3. The students will evaluate the classification of living organisms. 4. The student will analyze bacteria, virus, protist, and fungi diversity.

5. The student will analyze plant anatomy, plant physiology, and plant diversity. 6. The student will analyze animal anatomy, physiology, and animal diversity. 7. The student will develop effective study habits and logical thinking in the acquisition, memorization, and the application of knowledge.

D. Topical Course Outline: The course will be taught in the sequence listed below: 1. Genetics and Nucleic Acids 5. Protists 2. History of life and evolution 6. Fungi 3. Bacteria 7. Plants 4. Viruses 8. Animals: simple to complex This syllabus and the procedures outlined herein may be modified at the discretion of the teacher.

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Anatomy and Physiology I. General Information A. Course Title and Number: Anatomy and Physiology - FACES, 7080 B. Teacher: Mrs. Christine Colcombe Email: [email protected] II. Text and Supplemental Material A. Textbook: The Human Body, Concepts of Anatomy and Physiology; Author: Bruce D. Wingard B. Supplemental Material: Provided by the teacher. III. Required Supplies

A. Furnished by the student: Two pocket folder to remain in the classroom, three ring binder (at least 2 inches), colored pencils (minimum of 12),lead pencils, pens and highlighter.

IV. Procedures A. Absence policy: Class attendance is extremely important, especially in a course like Anatomy and Physiology where large amounts of material are covered each week. If a student knows that he/she will be absent from class, please let the teacher know prior to the missed class via email or a conversation. It is the student’s responsibility to obtain all missed material from the teacher and notes from other students. Papers passed out during an absence will be in the "Anatomy and Physiology" box by the windows.

B. Methods of Evaluation and Grading Scale Quizzes Class Assignments Homework Assignments Class Participation Tests Labs

Research Papers Presentations Midterm and Final The quarter grades will be calculated based on total points earned divided by the number of possible points. The student should keep track of his/her point totals for each assessment. Grading Scale: A = 96 – 100% A- = 93 - 95% B+ = 90 – 92% B = 88- 89% B- = 85 – 87% C + = 81 - 84% C = 78 – 80% C- = 75 – 77% D = 70 – 74% F= Below 69%

a. Quizzes Quizzes will be announced one class in advance of the quiz. If a student is absent for the quiz, the quiz is to be made up the day the student returns to class. b. Assignments Students are to complete weekly reading assignments which will be announced and posted. Students are to complete weekly study guide questions that may or may not be graded. All assignments, both reading and written are to be completed prior to the start of class on the due date. Deductions will occur on collected assignments if assignments are late: one day late, half credit; two days late, one fourth credit; three days late, zero credit. In class homework checks must be completed on time or students will receive an automatic zero. If a student is absent the day an assignment is due, the student needs to see the teacher upon returning to school.


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c.Tests Tests will be announced one week in advance and will be administered during class time. Students are expected to be present for every test. If you are going to be absentfor a test, please let the teacher know prior to the test date. If you are sick and miss a test, please see the teacher as soon as you return to school. Tests will be constructed from various forms of questions: True/False, Multiple Choice, Matching, Short Answer, Completion, Essay, Diagrams, etc.

2. Papers, presentations, and other performance assessments

Students will be completing two research papers and two presentations. Special projects might be completed as the course progresses. Credit deductions also apply for late submittals.

3. Lab information

Labs will be inserted into the course, including traditional specimen dissection: the fetal pig in the spring.

V. Course Outline A. Course Information 1. Course title: Anatomy and Physiology 2. Course number: 7080 3. Credit: 1 Weight: 0.5 4. Course Prerequisite: none B. Course Description

This course is designed to expand the basic knowledge of human Anatomy and Physiology for the student that wishes to further develop interest or possible application in future health care related fields. Students should have taken biology and chemistry prior to selecting this elective. This is a FACES course and if desired, a student could earn 4 college credits.

C. General Course Objectives 1. The student will identify the structure of the components of the systems discussed.

2. The student will describe the functions of the components of the systems discussed. 3. The student will recognize the structural and functional relationships at all

levels of organization. 4. The student will develop effective study habits and logical thinking in the acquisition, memorization, and the application of knowledge. 5. The student will master the correct spelling, meaning, and arrangement of

anatomical words to be used properly in the health sciences.

D. Topical Course Outline: The course will be taught in the sequence listed below. 1. Organization of the body 10. Blood Composition 2. Chemistry 11. Cardiovascular System 3. Cell Biology 12. Lymphatic System 4. Tissues 13. Respiratory System 5. Integumentary System 14. Digestive System 6. Skeletal System 15. Urinary System 7. Muscular System 16. Reproductive Systems 8. Nervous System 17. Endocrine System

9. Senses 18. Fertilization and Early Development This syllabus and the procedures outlined herein may be modified at the discretion of the teacher.

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Chemistry I


Teacher: Mr. Angelo Testa Email: [email protected] II. Course Description:

This course aims to develop problem-solving skills related to the nature of matter, chemical reactions, energy transformations, atomic and molecular structure, chemical bonding, and periodic properties. The topics presented throughout the course have been selected to match the practical demands of chemistry that are needed in many science careers and to best prepare students for more advanced chemistry courses.


Modern Chemistry; Tzimopoulos, Metcalfe, Williams, Castka. Holt Rinehart Winston

IV. Supplies Needed

Notebook, pen/pencil, calculator, textbook

V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Ninth through twelfth-grade students are required to take a mid-term exam and ninth through eleventh-grade students must take a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, and observe class rules and procedures. When returning from an absence, students should find out



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what work they missed and make it up as soon as possible. Mr. Testa is available for tutoring during study halls, during Friday labs, and after school. Students are required to adhere to the policy of academic honesty. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org. Scope and Sequence (All listed sections are related to the structure of the course and not the text)

I. Introduction to Chemistry a. Lab Safety b. Scientific Method and Inquiry c. States of Matter d. Properties of Matter

II. Scientific Measurements and Data Collection a. Recording Mass and Volume b. Accuracy and Precision c. Scientific Notation d. Significant Figures

III. Atomic Theory

a. History of Atomic Theory b. Atomic Structure c. Elements and Compounds d. Use of the Mole and Molar Mass

IV. Arrangement of Electrons in Atoms

a. Wave Description b. Properties of Light Waves c. Models of Atoms d. Quantum Numbers and Orbitals e. Electron Configurations

V. Periodic Law

a. History of the Periodic Table b. Periodic Trends c. Electronegativity d. Ion Formation


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Chemistry II


Teacher: Mr. Angelo Testa Email: [email protected] II. Course Description:

This course aims to develop problem-solving skills related to solutions, phase changes, gas laws, thermodynamics, kinetics, and chemical equilibrium. The course introduces acids and bases and organic chemistry. Chemistry II is more mathematical than Chemistry I. Building upon the basic principles of chemistry, this course will further develop the understanding of the chemical properties. Specifically, the topics presented throughout the course have been selected to match the practical demands of chemistry that are needed in many science careers and to best prepare students for the rigors of college level chemistry courses.

III. Text and Supplemental Material Modern Chemistry, Holt, Rinehart and Winston IV. Supplies Needed

Notebook, pen/pencil, calculator, textbook


96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Ninth through twelfth-grade students are required to take a mid-term exam and ninth through eleventh-grade students must take a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org.



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VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, and observe class rules and procedures. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Testa is available for tutoring during study halls, during Friday labs, and after school. Students are required to adhere to the policy of academic honesty. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org. Scope and Sequence (All listed sections are related to the structure of the course and NOT the text)

I. Review of Basic Chemistry a. Lab Safety b. Scientific Method and Inquiry c. Elements and Compounds d. Conversion Factors

II. Periodic Law a. History of the Periodic Table b. Periodic Trends c. Electronegativity d. Ion Formation

III. Chemical Bonding a. Covalent Bonding b. Ionic Bonding c. Metallic Bonding d. Properties of Molecular Compounds

IV. Chemical Formulas and Chemical Compounds

a. Chemical Names and Formulas b. Oxidation Numbers c. Using and Determining Chemical Formulas

V. Chemical Equations and Reactions

a. Types of Chemical Equations b. Reading and Writing Chemical Equations c. Combustion Reactions

VI. Stoichiometry

a. Introduction to Stoichiometry b. Stoichiometric Calculations


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Physics

I. General Information: Teacher: Mr. Angelo Testa Email: [email protected] II. Course Description: This course aims to develop the concepts of motion, energy, thermodynamics, and electricity. Physics is a highly mathematical subject, and using calculus and trigonometry will be necessary for a full understanding of the subject matter. Physics is one of the most practical and useful fields of science; branches within the subject cover nearly every known phenomenon in the universe. This course will serve as a valuable introducti on to the study of physics in the topics listed in the course description. III. Text and Supplemental Material Physics, Serway and Faughn IV. Supplies Needed Notebook, pen/pencil, calculator, textbook V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Ninth through twelfth-grade students are required to take a mid-term exam and ninth through eleventh-grade students must take a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, and observe class rules and procedures. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Testa is available for tutoring during study halls, during Friday labs, and after school. Students are required to adhere to the policy of academic honesty. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.




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Scope and Sequence (All listed sections are related to the structure of the course and NOT the text)

I. Motion in One Dimension a. Frame of Reference b. Vectors and Scalars c. Addition of Vectors

II. Motion in Two Dimensions a. Vector Analysis b. Parabolic Motion c. Vector Mathematics in Two Dimensional Systems

III. Newton’s Laws a. The Physics of Motion before Newton b. Newton’s Law and Applications c. Kinematics

IV. Conservation of Momentum

a. Law of Inertia b. Changes in Momentum c. Collisions and Reactions

V. Work and Energy

a. Conservation of Energy b. Potential and Kinetic Energy c. The Work-Energy Relationship

VI. Thermodynamics

a. Thermal Equilibrium b. Heat and Energy Transfer c. Heat Efficiency d. Engines

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Social Studies

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Study Skills


Teacher: Mr. Shawn Holup Email: [email protected] II. Text Piscitelli, Steve, Study Skills; Do I Really Need This Stuff? , Pearson, 2013. III. Course Description: This semester-long course is an introduction to the academic skills and study strategies necessary for success at the junior high school level. Areas of focus include organization, preparation, study methods and skills, in-class (e.g., note-taking), homework, and test-taking approaches. Through this course, students will learn skills and strategies to help them achieve academic success. All academic disciplines are taken into account and addressed specifically throughout the semester. Both objective and written assessments are used to measure student progress in the course. Students will be required to maintain a notebook for this class throughout the semester. Also, notebooks and objectives for all other classes on the student’s schedule will be regularly checked. IV. Course Objectives:

1. Students will be able to define key vocabulary terms. 2. Students will identify the major goals of the discipline of Study Skills. 3. Students will understand a variety of learning styles and strategies and how to effectively

adapt them to individual learning in and out of the classroom. 4. Students will learn organizational skills that will help them be more efficient and help

them succeed academically 5. Students will develop effective note-taking skills that will enable them to better

understand, review, and study material integral to their success in the classroom. 6. Students will learn and apply time-management skills 7. Students will understand a variety of assessments and how to effectively anticipate and

prepare for them 8. Students will be able to effectively outline a chapter from a subject text for the purpose of

analyzing or studying 9. Students will be able to identify and describe strategies to be an effective student in

multiple disciplines (e.g., English, math, languages, science, history, etc.)

V. Grading Grades in this class are arrived at through a point system which allows the students to accumulate points and then divide them by the total possible amount of points offered at the end of each quarter; multiplying the result of that calculation by 100 will give an accurate representation of each student’s grade in the form of a percentage. A student’s academic progress can be followed by logging onto Power School.


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VI. Assessments Student assessment in this class includes but is not limited to the following; Regular homework assignments (both reading and written) Research projects (accomplished in both a group and individual setting) Quizzes, Chapter Exams, Mid-Term Exams, and Final Exams Class participation VII. Course Outline

Scope and Sequence (Subject to change) Chapter 1: Introduction; Do I Really Need This Stuff? Chapter 2: Critical Thinking Chapter 3: Priority Management (Organization) Chapter 5: Motivation and Goal Setting Chapter 6: Learning Styles Chapter 7: Class Time Listening and Note taking Chapter 8: Reviewing and Using Your Notes outside the Classroom Chapter 9: Reading Chapter 10: Memory Chapter 11: Test Preparation and Test Performance

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Pennsylvania History

I. General Information Teacher: Louis Christian Dangelo Email: [email protected]


Pennsylvania History is a one-semester course that is offered to 7th graders. The class focuses on the development of the state of Pennsylvania and key individuals and events in our state’s history. The class also has a strong emphasis on the current setup of our state as well as local current events in southwestern Pennsylvania.

III. Textbook

Textbook: Bukoski, Gary and Pellow, Randall, Pennsylvania Pride, Lansdale: Penns Valley Publishers, 2010.

IV. Supplies Needed Notebook, Pen/Pencil, Folder


96 –100%= A 81 – 84% = C+ 93 – 95% = A- 78 – 80% = C 90 – 92% = B+ 75 – 77% = C- 88– 89% = B 70 – 74% = D 85 - 87% = B- 0 - 69% = F

Grades in this class are arrived at through a point system which allows the students to accumulate points and then divide them by the total possible amount of points offered at the end of each quarter, multiplying the results of that calculation by 100 will give an accurate representation of each students grade in the form of a percentage. A student’s academic progress can be followed by logging onto Power School.


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Student assessment in this class will include but not be limited to the following; * Regular Homework assignments (Both reading and written) * Research Projects (Accomplished in both a group and individual setting) * Quizzes, Chapter Exams * Class Participation

VII. Scope and Sequence (subject to change based on need) Chapter 1: Pennsylvania: Our Commonwealth’s Geography Chapter 2: Early inhabitants in Pennsylvania Chapter 3: Pennsylvania becomes a multicultural Haven Chapter 4: Keystone of a New Nation: Pennsylvania during the American Revolution Chapter 5: Pennsylvania’s early Industrial Growth and Development 1800s - 1900s Chapter 6: The Industrial Giant Arrives in Pennsylvania Chapter 7: Pennsylvania’s Development during the 20th Century Chapter 8: Pennsylvania’s Government

Other topics that will be discussed in class over the course of this semester include: 1. Current government features of Fayette County 2. Major cities in Pennsylvania 3. Recreational activities in Pennsylvania 4. Folklore & legends of Pennsylvania 5. Prehistoric & Geological features of Pennsylvania

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World Geography

I. General Information Teacher: Louis Christian Dangelo Email: [email protected]


World Geography is a one-semester course that is offered to 7th graders. In this class, students are introduced to and learn the basic features and attributes of the planet on which we live. Also, students are exposed to various global characteristics, and will learn ways to interpret them cartographically.

III. Textbook

Textbook: Salter, L. Christopher, World Geography, Orlando: Houghton Mifflin Harcourt, 2010.

IV. Supplies Needed Notebook, Pen/Pencil, Folder


96 –100%= A 81 – 84% = C+ 93 – 95% = A- 78 – 80% = C 90 – 92% = B+ 75 – 77% = C- 88– 89% = B 70 – 74% = D 85 - 87% = B- 0 - 69% = F

Grades in this class are arrived at through a point system which allows the students to accumulate points and then divide them by the total possible amount of points offered at the end of each quarter, multiplying the results of that calculation by 100 will give an accurate representation of each students grade in the form of a percentage. A student’s academic progress can be followed by logging onto Power School.


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Student assessment in this class will include but not be limited to the following; * Regular Homework assignments (Both reading and written) * Research Projects (Accomplished in both a group and individual setting) * Quizzes, Chapter Exams * Class Participation

VIII. Scope and Sequence (subject to change based on need)

Chapter 1: A Geographer’s World Chapter 2: Planet Earth Chapter 3: Climate, Environment, and Resources Chapter 4: The World’s People Chapter 5: The United States and the Americas Chapter 13: Western Europe and the Continent of Europe Chapter 20 North Africa and the Continent of Africa: Chapter 26: China and the Continent of Asia. Chapter 29: The Pacific World

Other topics that will be discussed in class over the course of this semester include: 6. The five themes of geography 7. Mapping the major physical features of the world 8. Mapping political boundaries 9. Folklore & legends of global regions 10. Human environment interaction

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Introduction to American History


Teacher: Mr. Louis Christian Dangelo Email: [email protected] II. Text Davidson, James, and Stoff, Michael, America (History of our Nation), Boston: Prentice Hall, 2011. III. Course Description: Introduction to American History is a full year required course offered to Geibel Catholic 8th grade students. In Introduction to American History, students are introduced to the development of the modern American nation from the Civil War through the modern era. The cultural and political accomplishments of the United States are explored as Americans act and interact to create history. Below are the course objectives and the grading policy. On page two, you will find a general outline of the topics and chapters which will be covered in this class as well as the types of assessments students will encounter. Class rules are based on the policies established by the Diocese of Greensburg and published in the student handbook. Therefore, it is important to note that students are responsible for following the guidelines set forth in the student handbook. Any infractions of these guidelines will be handled as stated in the handbook. IV. Course Objectives:

1. Students will be able to define key vocabulary terms. 2. Students will be able to identify key characteristics of the geography of the United States 3. Students will be able to describe the major events of American History from the Civil

War to the Modern era 4. Students will be able to construct a timeline of major events from the Civil War to the

Modern Era. 5. Students will be able to employ critical thinking skills in the analysis of key events in

American History.

V. Grading

Grades in this class are arrived at through a point system which allows the students to accumulate points and then divide them by the total possible amount of points offered at the end of each quarter; multiplying the result of that calculation by 100 will give an accurate representation of each student’s grade in the form of a percentage. A student’s academic progress can be followed by logging onto Power School.


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VI. Assessments Student assessment in this class includes but is not limited to the following: Regular homework assignments (both reading and written) Research projects (accomplished in both a group and individual setting) Quizzes, Chapter Exams, and Unit Exams Class participation VII. Course Outline Scope and Sequence (Subject to change on the basis of need) * Unit 5: Civil War and Reunion (1846-1896) Chapter 14: The Nation Divided Chapter 15: The Civil War Chapter 16: Reconstruction and the New South * Unit 6: An Age of Industry (1860-1920) Chapter 17: The West Transformed Chapter 18: Industry and Urban Growth Chapter 19: Political Reform and the Progressive Era * Unit 7: A New Role in the World (1853-1929) Chapter 20: The United States Looks Overseas Chapter 21: World War I Chapter 22: The Roaring Twenties * Unit 8: Depression and War (1929-1963) Chapter 23: The Great Depression and the New Deal Chapter 24: The World War II Era Chapter 25: The United States in the Cold War * Unit 9: Moving Toward the Future (1945-Present) Chapter 26: The Civil Rights Era Chapter 27: The Vietnam Era Chapter 28: New Directions for a Nation Chapter 29: Challenges for a New Century

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Ancient History

I. General Information Teacher: Mr. Shawn Holup Email: [email protected] II. Course Description

Ancient History covers history from the beginning of time to the late Middle Ages. The class looks at the changes in society throughout that time and many of the individuals and inventions that have helped shape the world that we live in today. The class also has a focus on current events and looks at maps of the world’s present day countries.

III. Text and Supplemental Materials Textbook: World History Connections to Today

IV. Supplies Needed Notebook, pen/pencil, folder V. Grading Scale and Evaluations

96 –100%= A 81-84%= C+ 93 – 95% = A- 78-80%= C 90 – 92% = B+ 75-77%= C- 88 – 89% = B 70-74%= D

85 – 87% = B- 0-69% = F There will be four to five chapter tests each nine week period. Homework will add up to 100 points each nine week period. This will include chapter review questions and various other assignments. Each chapter will begin with a vocabulary and timeline quiz. They will normally be 15-20 points. There will be map tests once every two weeks on the various regions of the world. There will be practice tests the day before each scheduled map test to help prepare the students. There will be one project each nine week period. VI. Scope and Sequence Chapter 1: Five Themes of Geography Chapter 2: Earliest Civilizations Chapter 3: Mesopotamia / Persian Empire Chapter 4: Early Civilizations in Asia Chapter 5: Ancient Greece Chapter 6: Ancient Roman Empire Chapter 7: Early Civilizations in the Americas Chapter 8: Feudalism / Islam Chapter 9: Early Middle Ages Chapter 10: The Crusades


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European History


Teacher: Mr. Louis Christian Dangelo Email: [email protected] II. Course Description:

European History is a one credit full-year course offered to sophomores. In European History, students are introduced to the development of Europe from Ancient Greece through the modern era. The cultural and political accomplishments of Europe are explored as Europeans act and interact to create history. III. Text

Spielvogel, Jackson, World History & Geography, Bothell: McGraw Hill Education, 2014. IV. Supplies: Notebook, Pen/Pencil, Folder V. Course Objectives:

1. Students will be able to define key vocabulary terms. 2. Students will be able to identify key characteristics of the Geography of Europe 3. Students will be able to describe the major events of Europe from Ancient Greece to the

Modern era 4. Students will be able to construct a timeline of major events from Ancient Greece to the


European History.

VI. Grading Scale and Evaluations: 96 –100%= A 81 – 84% = C+ 93 – 95% = A- 78 – 80% = C 90 – 92% = B+ 75 – 77% = C- 88– 89% = B 70 – 74% = D 85 - 87% = B- 0 - 69% = F

Grades in this class are arrived at through a point system which allows the students to accumulate points and then divide them by the total possible amount of points offered at the end of each quarter; multiplying the results of that calculation by 100 will give an accurate representation of each students grade in the form of a percentage. A student’s academic progress can be followed by logging onto Power School. Student assessment in this class will include but not be limited to the following;


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* Regular Homework assignments (Both reading and written) * Research Projects (Accomplished in both a group and individual setting) * Quizzes, Chapter Exams, Mid-Term Exams, and Final Exams * Class Participation Class rules are based on the policies established by the Diocese of Greensburg and published in the student handbook. Therefore, it is important to note that students are responsible for following the guidelines set forth in the student handbook. Any infractions of these guidelines will be handled as stated in the handbook. Scope and Sequence (subject to change based on need) Tentative Schedule: Chapter 4: The Ancient Greeks, 1600 B.C. - 133 B.C. Chapter 7: The Romans, 600 B.C. - A.D. 500 Chapter 8: The Byzantine Empire, A.D. 50 - 800 Chapter 10: Medieval Kingdoms in Europe, 800 - 1300 Chapter 12: Crusades and Culture in the Middle Ages, 1000 - 1500 Chapter 15: The Renaissance, 1350 - 1600 Chapter 16: The Reformation, 1517 - 1600 Chapter 17: Age of Exploration, 1500 - 1800 Chapter 21: The Enlightenment, 1550 - 1800 Chapter 22: The French Revolution and Napoleon, 1789 - 1815 Chapter 23: Industrialization, 1800 - 1870 Chapter 24: Mass Society and Democracy, 1870 – 1914 Chapter 25: Imperialism, 1800 - 1940 Chapter 27: World War I, 1914 -1919 Chapter 30: World War II, 1939 - 1945 Chapter 31: The Cold War, 1945 - 1989 Chapter 33: Life during the Cold War, 1945 - 1989 Chapter 34: A New Era Begins, 1989 - Present Chapter 35: Contemporary Global Issues, 1989 - Present

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American History


Teacher: Mr. Louis Christian Dangelo Email: [email protected] II. Text Boyer, Paul, and Stuckey, Sterling, American Nation (In the Modern Era), Austin: Holt, Rinehart, and Winston, 2003. III. Course Description: American History is a one credit full-year course offered to Geibel Catholic students in their Junior year. In American History, students are introduced to the development of the modern American nation from prehistory through the modern era. The cultural and political accomplishments of the United States are explored as Americans act and interact to create history. Below are the course objectives and the grading policy. On page two, you will find a general outline of the topics and chapters which will be covered in this class over the following year as well as the types of assessments students will encounter. Class rules are based on the policies established by the Diocese of Greensburg and published in the student handbook. Therefore, it is important to note that students are responsible for following the guidelines set forth in the student handbook. Any infractions of these guidelines will be handled as stated in the handbook. IV. Course Objectives:

1. Students will be able to define key vocabulary terms. 2. Students will be able to identify key characteristics of the geography of the United States 3. Students will be able to describe the major events of American History from Prehistory to

the Modern era 4. Students will be able to construct a timeline of major events from Prehistory to the


American History.

V. Grading

Grades in this class are arrived at through a point system which allows the students to accumulate points and then divide them by the total amount of points offered at the end of each quarter; multiplying the result of that calculation by 100 will give an accurate representation of each student’s grade in the form of a percentage. A student’s academic progress can be followed by logging onto Power School.


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VI. Assessments Student assessment in this class includes but is not limited to the following: Regular homework assignments (both reading and written) Research Projects (accomplished in both group and individual settings) Quizzes, Chapter Exams, Mid-Term Exams, and Final Exams Class participation VII. Scope and Sequence (subject to change based on need) * Unit 1: American Beginnings (Prehistory-1900) Chapter 1: The New Nation Prehistory-1791 Chapter 2: The Expanding Nation 1789-1861 Chapter 3: The Civil War 1861-1865 Chapter 4: Reconstruction and the New South 1865-1900 * Unit 2: A Nation Transformed (1860-1910) Chapter 5: The Western Crossroads 1860-1910 Chapter 6: The Second Industrial Revolution 1865-1905 Chapter 7: The Transformation of American Society 1865-1910 Chapter 8: Politics in the Gilded Age 1865-1900 * Unit 3: A World Power (1897-1920) Chapter 9: The Age of Reform 1897-1920 Chapter 10: Progressive Politicians 1900-1920 Chapter 11: America and the World 1898-1917 Chapter 12: World War I 1914-1920 * Unit 4: Prosperity and Crisis (1919-1939) Chapter 13: A Turbulent Decade 1919-1929 Chapter 14: The Jazz Age 1920-1929 Chapter 15: The Great Depression 1929-1933 Chapter 16: The New Deal 1933-1939 * Unit 5: World Conflicts (1921-1960) Chapter 17: The Road to War 1921-1941 Chapter 18: Americans in World War II 1941-1945 Chapter 19: The Cold War 1945-1960 Chapter 20: Society after World War II 1945-1960 * Unit 6: A Changing Home Front (1954-1978) Chapter 21: The New Frontier and the Great Society 1961-1969 Chapter 22: The Civil Rights Movement 1960-1978 Chapter 23: Struggles for Change 1963-1975 Chapter 24: War in Vietnam 1954-1975 * Unit 7: Modern Times (1968-1980) Chapter 25: From Nixon to Carter 1968-1980 Chapter 26: The Republican Revolution 1980-1992 Chapter 27: Launching the New Millennium 1990-Present

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Honors American History


Teacher: Mr.Louis Christian Dangelo Email: [email protected] II. Text Boyer, Paul, and Stuckey, Sterling, American Nation (In the Modern Era), Austin: Holt, Rinehart, and Winston, 2003. III. Course Description: Honors American History is a weighted one credit full-year course offered to Geibel Catholic Junior – Senior High School students in their Junior year. In Honors American History, students are introduced to the development of the modern American nation from prehistory through the modern era. The cultural and political accomplishments of the United States are explored as Americans act and interact to create history. Below are the course objectives and the grading policy. On page two, you will find a general outline of the topics and chapters which will be covered in this class as well as the types of assessments students will encounter. Class rules are based on the policies established by the Diocese of Greensburg and published in the student handbook. Therefore, it is important to note that students are responsible for following the guidelines set forth in the student handbook. Any infractions of these guidelines will be handled as stated in the handbook. IV. Course Objectives:

1. Students will be able to define key vocabulary terms. 2. Students will be able to identify key characteristics of the Geography of the United States 3. Students will be able to describe the major events of American History from Prehistory

to the Modern era 4. Students will be able to construct a timeline of major events from Prehistory to the


American History.

V. Grading



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VI. Assessments Student assessment in this class includes but is not limited to the following: Regular homework assignments (both reading and written) Research projects (accomplished in both a group and individual setting) Quizzes, Chapter Exams, Mid-Term Exams, and Final Exams Class participation VII. Course Outline Scope and Sequence: (Subject to change on the basis of need) * Unit 1: American Beginnings (Prehistory-1900) Chapter 1: The New Nation Prehistory-1791 Chapter 2: The Expanding Nation 1789-1861 Chapter 3: The Civil War 1861-1865 Chapter 4: Reconstruction and the New South 1865-1900 * Unit 2: A Nation Transformed (1860-1910) Chapter 5: The Western Crossroads 1860-1910 Chapter 6: The Second Industrial Revolution 1865-1905 Chapter 7: The Transformation of American Society 1865-1910 Chapter 8: Politics in the Gilded Age 1865-1900 * Unit 3: A World Power (1897-1920) Chapter 9: The Age of Reform 1897-1920 Chapter 10: Progressive Politicians 1900-1920 Chapter 11: America and the World 1898-1917 Chapter 12: World War I 1914-1920 * Unit 4: Prosperity and Crisis (1919-1939) Chapter 13: A Turbulent Decade 1919-1929 Chapter 14: The Jazz Age 1920-1929 Chapter 15: The Great Depression 1929-1933 Chapter 16: The New Deal 1933-1939 * Unit 5: World Conflicts (1921-1960) Chapter 17: The Road to War 1921-1941 Chapter 18: Americans in World War II 1941-1945 Chapter 19: The Cold War 1945-1960 Chapter 20: Society after World War II 1945-1960 * Unit 6: A Changing Home Front (1954-1978) Chapter 21: The New Frontier and the Great Society 1961-1969 Chapter 22: The Civil Rights Movement 1960-1978 Chapter 23: Struggles for Change 1963-1975 Chapter 24: War in Vietnam 1954-1975 * Unit 7: Modern Times (1968-1980) Chapter 25: From Nixon to Carter 1968-1980 Chapter 26: The Republican Revolution 1980-1992 Chapter 27: Launching the New Millennium 1990-Present

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Economics


Teacher: Mr. Louis Christian Dangelo Email: [email protected] II. Text Clayton E. Gary, Ph. D., Economics: Principles and Practice, Glencoe, 2008. III. Course Description: Economics is a one semester class offered to Geibel Catholic Junior – Senior High School students in the 11th and 12 grades in which students are introduced to the current body of knowledge of the discipline of Economics. Issues discussed in this course include the historical foundations of the social science of Economics, basic economic concepts, economic systems, business organization, economic institutions, and the role of government, Microeconomics, and Macroeconomics. On page two, you will find a general outline of the topics and chapters which will be covered in this class over the following semester as well as the types of assessments students will encounter. Class rules are based on the policies established by the Diocese of Greensburg and published in the Student Handbook. Therefore, it is important to note that students are responsible for following the guidelines set forth in the student handbook. Any infractions of these guidelines will be handled as stated in the handbook. IV. Course Objectives:

1. Students will be able to define key vocabulary terms. 2. Students will be able to identify the major goals of the discipline of Economics 3. Students will be able to identify and describe the major accomplishments of historically

significant personages to the field of Economics. 4. Students will be able to construct an understanding of the basic concepts of the field of

Economics including but not limited to; economic research, economic systems, decision making, business organizations, prices and their relationship to markets, market structure, supply, demand, employment, labor, wages, microeconomics, macroeconomics, and global economic challenges.

5. Students will be able to employ critical thinking skills in the analysis of the discipline.

V. Grading

Grades in this class are arrived at through a point system which allows the students to accumulate points and then divide them by the total possible amount of points offered at the end of each quarter, multiplying the results of that calculation by 100 will give an accurate representation of each student’s grade in the form of a percentage. A student’s academic progress can be followed by logging onto Power School.


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VI. Assessments Student assessment in this class includes but is not limited to the following: Regular homework assignments (both reading and written) Research projects (accomplished in both a group and individual setting) Quizzes, Chapter Exams, Mid-Term Exams, and Final Exams Class participation VII. Course Outline Scope and Sequence: (Subject to change on the basis of need) * Unit 1: Fundamental Economic Concepts Chapter 1: What is Economics? Chapter 2: Economic Systems and Decision Making Chapter 3: Business Organization * Unit 2: Microeconomics: Prices and Markets Chapter 4: Demand Chapter 5: Supply Chapter 6: Prices and Decision Making Chapter 7: Market Structures * Unit 3: Economic Institutions, Macroeconomics, and the Global Economy Chapter 8: Employment, Labor, and Wages Chapter 12: Macroeconomic Performance Chapter 18: Global Economic Challenges

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Psychology


Teacher: Mr. Louis Christian Dangelo Email: [email protected] II. Text Kasschau A. Richard, Ph. D., Understanding Psychology, Glance, 2008. III. Course Description: Psychology is a one semester class offered to students in the 11th and 12 grades. Students are introduced to the current body of knowledge of the discipline of psychology. Issues discussed in this course include the historical foundations of the science of psychology, scientific research, human development, cognition, emotions, memory, learning, human behavior, consciousness, and theories of learning. You will find below a general outline of the topics and chapters which will be covered in this class as well as the types of assessments students will encounter. Class rules are based on the policies established by the Diocese of Greensburg and published in the student handbook. Therefore, it is important to note that students are responsible for following the guidelines set forth in the student handbook. Any infractions of these guidelines will be handled as stated in the handbook. IV. Course Objectives:

1. Students will be able to define key vocabulary terms. 2. Students will be able to identify the major goals of the discipline of psychology 3. Students will be able to identify and describe the major accomplishments of historically

significant personages to the field of psychology. 4. Students will be able to construct an understanding of human psychological growth

through the life span, learning theory, research methods, workings of the mind and body as it relates to psychology, and occupations in the field of psychology.

5. Students will be able to employ critical thinking skills in the analysis of the discipline.

V. Grading



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VI. Assessments Student assessment in this class includes but is not limited to the following: Regular homework assignments (both reading and written) Research projects (accomplished in both a group and individual setting) Quizzes, Chapter Exams, Mid-Term Exams, and Final Exams Class participation VII. Course Outline Scope and Sequence (Subject to change on the basis of need) * Unit 1: Approaches to Psychology Chapter 1: Introduction to Psychology Chapter 2: Psychological Research Methods and Statistics * Unit 2: The Life Span Chapter 3: Infancy and Childhood Chapter 4: Adolescence Chapter 5: Adulthood and Old Age * Unit 3: The Workings of Mind and Body Chapter 6: Body and Behavior Chapter 7: Altered States of Consciousness Chapter 8: Sensation and Perception * Unit 4: Learning and Cognitive Processes Chapter 9: Learning: Principles and Applications Chapter 10: Memory and Thought

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Technology

141

Autodesk Inventor


Teacher: Mr. Angelo Testa Email: [email protected] II. Course Description: Autodesk Inventor is an engineering software program that can be used to create 3-D models, engineering drawings of solid parts, and multiple view drawings of objects. This course is designed to teach students about different fields of engineering and give them access to tools that are used in the engineering field. Students will learn Autodesk Inventor software and complete part drawings as in-class activities.

III. Text and Supplemental Material Autodesk Inventor 2012 Essentials Plus, Daniel T. Banach and Travis Jones. Delmar Cengage Learning, 2012 IV. Supplies Needed Notebook, pencil V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework assignments, quizzes, and exams. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, and observe class rules and procedures. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mr. Testa is available for tutoring during study halls, during Friday labs, and after school. Students are required to adhere to the policy of academic honesty.



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VII. Engineering a. What is engineering b. Different Fields of Engineering c. Various Careers in Engineering

VIII. Drafting a. Tools of Drafting b. Drawing an Object with Multiple Views c. Using Scales and Title Blocks d. Different Line Features and Meanings

IX. Computer Aided Drafting

a. Autodesk Inventor Software b. Various Functions and Abilities c. Drawing Lines in Sketch Mode d. Adding Dimensions e. Toolbars and Functions f. Setting up Multi-View Drawings

X. Autodesk Inventor 3-D

a. Functions of 3-D Drawings b. Setting up a 3-D Drawng c. Using Multiple View Planes d. 3-D Object Rotation and Editing


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Technology – Grade 7


Teacher: Mr. Angelo Testa Email: [email protected] II. Course Description: This course aims to introduce the concepts of technology that encompass the majority of our modern society. Students will be exposed to the major developments of technology and the specifics of several modern devices. There will also be a great emphasis on examining the basic functions of the Microsoft Office Suite tools. All students will be able to use such tools to form individual projects in addition to guided practice.

III. Text and Supplemental Material Learning Microsoft Office 2010, Bucki, Katsaropoulos, Parrish, Weixel, Wempen IV. Supplies Needed Notebook, pen/pencil, textbook (Provided in Media Center) V. Grading Scale and Evaluations 96 –100%= A 81 – 84% = C+ 93 – 95% = A- 78 – 80% = C 90 – 92% = B+ 75 – 77% = C-

88 – 89% = B 70 – 74% = D 85 – 87% = B- 0 - 69% = F

Students will be graded on a variable point scale for homework assignments, quizzes, and exams. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, and observe class rules and procedures. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Students are required to adhere to the policy of academic honesty. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.




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Scope and Sequence

I. History of Technology a. Examine the definition of “Technology” b. Evolution of technology c. Analyze major advances throughout time d. Explore common modern technologies

II. Microsoft Word a. Basic functions and program abilities b. Page layout and templates c. Inserting hyperlinks and images

III. Microsoft Excel a. Setting up a spreadsheet b. Shortcuts for data analysis c. Cell formatting d. Implementing formulas

IV. Microsoft PowerPoint

a. Proper setup of a PowerPoint presentation b. Guided exercises in creation PowerPoint presentations c. Inserting and formatting images d. Creating tables and graphs e. Using slide animations and transitions f. Use Smartboard technology to give in-class presentations

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Technology – Grade 8


Teacher: Mr. Angelo Testa Email: [email protected] II. Course Description: This course aims to build on the concepts of technology that encompass the majority of our modern society. Students will be exposed to the major developments of technology and the specifics of several modern devices. There will also be a great emphasis on examining the basic functions of the Microsoft Office Suite tools. All students will be able to use such tools to form individual projects in addition to guided practice.

III. Text and Supplemental Material Learning Microsoft Office 2010, Bucki, Katsaropoulos, Parrish, Weixel, Wempen IV. Supplies Needed Notebook, pen/pencil, textbook (Provided in Media Center) V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework assignments, quizzes, and exams. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, and observe class rules and procedures. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Students are required to adhere to the policy of academic honesty. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.




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Scope and Sequence

V. History of Technology a. Examine the definition of “Technology” b. Evolution of technology c. Analyze major advances throughout time d. Explore common modern technologies

VI. Microsoft Word a. Basic functions and program abilities b. Page layout and templates c. Inserting hyperlinks and images

VII. Microsoft Excel a. Setting up a spreadsheet b. Shortcuts for data analysis c. Cell formatting d. Implementing formulas

VIII. Microsoft PowerPoint

a. Proper setup of a PowerPoint presentation b. Guided exercises in creation PowerPoint presentations c. Inserting and formatting images d. Creating tables and graphs e. Using slide animations and transitions f. Use Smartboard technology to give in-class presentations

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Web Design


Teacher: Mrs. Julie Yankovich Email: [email protected] II. Course Description: This course introduces students to the basic elements of visually appealing designs in media and web browsing. Topics such as web design theory and visual creation will be discussed along with projects addressing these issues. Elements of this course will be learned during the student’s creation of their own photos, web site, posters and other projects which require graphic elements. The course will utilize such programs as Adobe Dreamweaver, Microsoft PowerPoint and Microsoft Movie Maker. III. Text and Supplemental Material

Classroom in a Book Dreamweaver CS5, Classroom in a Book Photoshop CS3 IV. Supplies Needed The students will use a variety of technology resources including Power Point presentations, video tutorials, digital cameras, video cameras, online tutorials V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for in-class work, and projects. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible.


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Scope and Sequence Classroom in a Book Photoshop CS3 Lesson 1- Getting to Know Your Work Area Objectives: Students will be able to open Adobe Photoshop files; select and use some of the tools; set options for a selected tool using the tool options bar; use various methods of zooming in and out; select, rearrange and use palettes; choose commands in palette and context menus; undo actions.

Lesson 2- Basic Photo Corrections Objectives: Students will be able to understand image resolution and size; straighten and crop an image; adjust the tonal range of an image; remove color cast from an image using Auto Color correction; adjust the saturation and brightness of isolated areas of an image using the Sponge and Dodge tools; apply and Unsharp Mask filter to finish the photo-retouching process. Lesson 3- Retouching and Repairing Objectives: Students will be able to use the Clone Stamp tool to eliminate an unwanted part of an image; use the Spot Healing Brush tool to repair part of an image; use the Healing Brush and Patch tools to blend in corrections; make corrections on a duplicate layer and adjust for a natural look; backtrack within the work session using the History palette; use the History brush to partially restore an image to the previous state; use snapshots to preserve earlier states of your work.

Lesson 4 – Working with Selections Objectives: Students will be able to make specific areas of an image active using various tools; reposition a selection marquee; move and duplicate the contents of a selection; use keyboard-mouse combinations that save time and hand motions; deselect a selection; constrain the movement of a selected area; adjust the position of a selected area using the arrow keys; add to and subtract from a selection; rotate a selection; use multiple selection tools to make a complex selection; erase pixels within a selection. Lesson 5 – Layer Basics Objectives: Students will be able to organize artwork on layers; create, view, hide and select layers; rearrange layers to change the stacking order of the artwork in the image; apply blending modes to layers; link layers to work on them simultaneously; apply a gradient to a layer; add text and layer effects to a layer; save a copy of the file with the layers flattened. Lesson 6 – Masks and Channels Objectives: Students will be able to refine a selection using a quick mask; save a selection as a channel mask; view a mask using the Channels palette; load a saved mask; apply filters, effects and blend modes to a mask; move an image within a mask; create a layer mask; paint in a mask to modify a selection; make an intricate selection using the Extract feature; create and use a gradient mask; isolate a channel to make specific image corrections; create a high-quality grayscale image by mixing channels. Lesson 7 – Correcting and Enhancing Digital Photographs Objectives: Students will be able to process a proprietary camera raw image; make typical corrections to a digital photograph, including removing red and noise and bringing out shadow and highlights detail; adjust the visual perspective of objects in an image using the Vanishing Point filter; apply optical lens corrections to an image.

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Lesson 8 – Typographic Design Objectives: Students will be able to use guidelines to position text in a composition; make a clipping mask from type; merge type with other layers; use layer styles with text; preview typefaces interactively to choose them for a composition; control type and positioning using advanced type palette features; warp a layer around a 3D object. Classroom in a Book Dreamweaver CS5 Lesson 1 – Customizing Your Workspace Objectives: Students will be able to switch views; work with panels; adjust toolbars; select a workspace layout; personalize preferences; use the Property inspector. Lesson 2 – HTML Basics Objectives: Students will be able to write HTML code by hand; understand HTML syntax; insert code elements; format text; add HTML structure; create HTML with Dreamweaver. Lesson 3 – CS3 Basics Objectives: Students will understand CSS terms and terminology; the difference between HTML and CSS formatting; how cascade, inheritance, descendant, and specificity theories affect how browsers apply CSS formatting; how CSS can format objects. Lesson 4 – Getting a Quick Start Objectives: Students will be able to set up a site in Dreamweaver; create a new page using a CSS layout; save a document; modify the page title and change text headings; insert text from an external document; add foreground and background images; create, modify and select CSS styles; preview page in Live view and a browser. Lesson 5 – Creating a Page Layout Objectives: Students will understand the basics of web page design theory and strategy; how to create design thumbnails and wireframes; how to insert and format new components into a predefined CSS layout; how to use Code Navigator to identify CS5 formatting; how to check for browser compatibility. Lesson 6 – Working with Cascading Style Sheets Objectives: Students will be able to manage CS5 rules using the CSS Styles panel; create new CS5 rules; create and apply custom CS5 classes; create descendant selectors; create styles for page layout elements; move CSS rules to an external style sheet; create a style sheet for print applications. Lesson 7 – Working with Templates Objectives: Students will be able to create a Dreamweaver template; insert editable regions; produce child pages; update templates and child pages; create, insert, and update Library items.

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World Languages

151

Introduction to Foreign Language/Spanish


Teacher: Mrs. Kellie McCrory (Spanish) Email: [email protected]

II. Course Description:

Introduction to Spanish is one part of a two-semester foreign language course that gives seventh grade students an overview of Spanish so that they are better equipped to make a reasoned decision about future language study. Introduction to Spanish is offered the first semester, and Introduction to French is offered the second semester. As an exploratory course, students will learn basic vocabulary and cultural information.

III. Text and Supplemental Material Ven Conmigo: Adelante, Level 1A © 2003 by Holt, Rinehart and Winston, supplemental worksheets, CDs, internet, and SMARTboard

IV. Supplies Needed Notebook, pen/pencil/highlighter, and folder or binder


96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for participation, homework, quizzes, compositions, dialogue, in-class assignments, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Seventh grade students are not required to take midterm and final exams. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org.

VI. Guidelines

Students are expected to arrive on time for class with all materials needed, participate, ask questions, and observe class rules. When returning from an absence, students should complete make up as soon as possible. Mrs. McCrory is available for tutoring during study halls and after school. Students are encouraged to do their own work and are asked not to use on-line translators. Additional web-based assistance is available to students at: http://www.colby.edu/~bknelson/SLC/index.php and http://www.studyspanish.com/. School-wide academic policies are outlined in the student handbook, and will be upheld in the classroom. A link to the handbook can be found at www.geibelcatholic.org.



http://www.colby.edu/%7Ebknelson/SLC/index.php

http://www.studyspanish.com/


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Scope and Sequence Capítulo preliminar The students will be able to ask and give names; recite the alphabet; recognize colors; greet each other and ask how you are; state days of the week, give the months of the year and seasons, and count to 30. Chapter 1: ¡Mucho Gusto! The students will be able to say hello and goodbye; introduce people and respond to an introduction; ask how someone is and say how you are; ask and say how old someone is; ask where someone is from and say where you’re from; and talk about likes and dislikes. Chapter 2: ¡Organízate! The students will be able to talk about what they want and need for school and count from 31 to 199. The students will use plural nouns and indefinite articles. Chapter 3: Nuevas clases, nuevos amigos The students will be able to talk about classes and sequence events and tell time. The students will use adjectives and the verb ser. Culture: The students will be able to discuss the culture of Mexico and design an altar for Dia de los Muertos. Countries: The students will be able to research a Spanish speaking country including, type of government, currency, national dance, geography, places of interest, special holidays and foods. The students will use the internet to develop a presentation using Microsoft Publisher.

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Introduction to Foreign Language/French


Teacher: Mrs. Marian Cadwallader Email: [email protected]


Introduction to French is one part of a two-semester foreign language course that gives seventh grade students an overview of French so that they are better equipped to make a reasoned decision about future language study. As an exploratory course, students will learn basic vocabulary, pronunciation, and cultural information.


French is Fun © 2010 by Amsco School Publications, a division of Perfection Learning; supplemental worksheets, CDs, internet, DVDs, and SMART Board.

IV. Supplies Needed Notebook, pen/pencil, and folder or binder


96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for participation, homework, quizzes, compositions, dialogue, in-class assignments, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Seventh grade students are not required to take midterm and final exams. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, ask questions, and observe class rules. When returning from an absence, students should complete make up as soon as possible. Mrs. Cadwallader is available for tutoring during study halls and after school. Students are encouraged to do their own work and are asked not to use on-line translators. Additional web-based assistance is available to students at: http://moodle.wiueacademy.org, http://french.about.com/od/beginning/, www.quizlet.com School-wide academic policies are outlined in the student handbook, and will be upheld in the classroom. A link to the handbook can be found at www.geibelcatholic.org.



http://moodle.wiueacademy.org/

http://french.about.com/od/beginning/

http://www.quizlet.com/


154

Scope and Sequence Introduction: Students will learn how to express greetings, make introductions, ask how someone is, and how to respond to the same. Students will learn about the Eiffel Tower. Lesson 1: Le Français et l’anglais (French and English) Students will learn new vocabulary words, including many cognates; Students will learn how to use accent marks, definite articles, and how to make nouns plural. Students will celebrate Mardi Gras and will make Mardi Gras masks. Lesson 2: La Classe et l’école (Class and School) Students will learn vocabulary related to school and will learn indefinite articles. In conjunction with Foreign Language Week activities will view the film Ratatouille. Lesson 3: Un, deux, trios (One, two,three) Students will be able to count from 1 – 30. Students will learn about the cathedral of Notre Dame. Lesson 4: Quelle heure est-il? (What time is it?) Students will be able to tell time in French using both analog and digital clocks. Lesson 5: Les Jours et les Mois (Days and Months) Students will learn the dates of the weeks and months of the year and will be able to express dates in French. Students will learn about holidays in France. Lesson 6: Quel temps fait-il? (What’s the weather?) Students will learn how to describe the weather in French and will become familiar with the Celsius scale. Lesson 7: Les Vêtements (Clothing) Students will be able to give the French names for articles of clothing and will be able to describe what they are wearing. Lesson 8: Les Aliments (Food) Students will be able to identify various foods in French. Students will become familiar with French specialties from different regions of France. Culture: Students will learn about major sites in France, French art (impressionism), and cultural traditions.

155

French I


Teacher: Mrs. Marian Cadwallader Email: [email protected] II. Course Description: French I introduces students to a basic core of vocabulary, grammar, and communication strategies. The five basic language skills (listening, speaking, reading, writing, and cultural awareness) are developed with emphasis on listening comprehension and oral communication. III. Text and Supplemental Material

Bien Dit, Level I, © 2008 by Holt, Rinehart and Winston and accompanying workbook IV. Supplies Needed Notebook, pen/pencil, folder or binder, and loose-leaf paper V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Ninth through twelfth-grade students are required to take a mid-term exam and ninth through eleventh-grade students must take a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org.

VI. Guidelines

Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mrs. Cadwallader is available for tutoring during study halls and after school. Students are encouraged to do their own work and are asked not to use on-line translators. Additional web-based assistance is available to students at http://www.thinkcentral.com/index.htm and at www.quizlet.com. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.



http://www.thinkcentral.com/index.htm



156

Scope and Sequence Chapter 1- Salut, les copains (Hi, friends) Objectives: Students will be able to greet someone and say goodbye; exchange names; ask and say how someone is; introduce someone; talk about items in the classroom; exchange email addresses. Students will use the French alphabet; subjects and verbs; subject pronouns; French accent marks; indefinite articles and plural nouns; the verb avoir and negation. Students will discuss the province of l’Ile-de-France.

Chapter 2- Qu’est-ce qui te plaît ? (What do you like?) Objectives: Students will be able to ask about likes and dislikes; agree and disagree; ask how often you do an activity; ask how well you do something; and ask about preferences. Students will use definite articles; regular -er verbs; irregular plurals; contractions with à; conjunctions; and est-ce que. Students will discuss music, sports, and the Maison des jeunes et de la culture. Chapter 3- Comment est ta famille? (What’s your family like?) Objectives: Students will be able to ask about and describe people; ask for and give opinions; identify family members; and ask about someone’s family. Students will use the verb être; adjective agreement; irregular adjectives; possessive adjectives; contractions with de; and c’est vs. il/elle est. Students will discuss the province of Québec.

Chapter 4 - Mon année scolaire (My school year) Objectives: Students will be able to ask about classes; ask others what they need; inquire about and buy something. Students will use adjective agreement; additional irregular adjectives; possessive adjectives; contractions with de; c’est vs. il/elle est; –ger , -re, and –cer verbs; le with days of the week; the verbs être, préférer and acheter; and agreement with numbers. Students will discuss the 24-hour clock and the school system in Québec. Chapter 5 - Le temps libre (Free time) Objectives: Students will be able to ask about interests; extend, accept, and refuse an invitation; and make plans. Students will use question words, adverbs; the verb aller and the future proche; the verb venir and the passé recent; and idioms with avoir. Students will discuss: sites, history, and gastronomy of the west of France.

157

Spanish 1


Teacher: Mrs. Kellie McCrory Email: [email protected]


Spanish I introduces students to a basic core of vocabulary, grammar, and communication strategies. The five basic language skills (listening, speaking, reading, writing and cultural knowledge) are developed with emphasis on listening comprehension and oral communication.


Exprésate, Level I © 2006 by Holt, Rinehart and Winston and accompanying workbook, CD’s, grammar DVD’s, internet, and SMARTboard

IV. Supplies Needed

Notebook, pen/pencil/highlighter, and folder or binder


96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for participation, homework, quizzes, compositions, dialogue, in-class assignments, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Ninth through twelfth-grade students are required to take a mid-term exam and ninth through eleventh-grade students must take a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, ask questions, and observe class rules. When returning from an absence, students should complete make up as soon as possible. Mrs. McCrory is available for tutoring during study halls and after school. Students are encouraged to do their own work and are asked not to use on-line translators. Additional web-based assistance is available to students at: http://www.colby.edu/~bknelson/SLC/index.php and http://www.studyspanish.com/. School-wide academic policies are outlined in the student handbook and will be upheld in Mrs. McCrory’s classroom. A link to the handbook can be found at www.geibelcatholic.org.






158

Scope and Sequence Chapter 1-¡Empecemos! Objectives: Students will be able to ask someone’s name and say yours; ask how someone is and say how you are; introduce people and say where they are from; give phone numbers, time, date, and the day; spell words and give email addresses. Students will use subjects and verbs; subject pronouns; numbers 0-31, the Spanish alphabet; the verb ser; and punctuation marks and written accents. Students will discuss the culture of Spain.

Chapter 2- A conocernos Objectives: Students will be able to describe people; ask someone’s age and birthday; talk about what you and others like; and describe things. Students will use ser with adjectives; gender and adjective agreement; questions; nouns and definite articles; gustar, ¿por qué and porque; and the preposition de. Students will discuss the culture of Puerto Rico. Chapter 3-¿Qué te gusta hacer? Objectives: Students will be able to talk about what they and others like to do; talk about what they want to do; talk about everyday activities; say how often they do things. Students will use gustar with infinitives; pronouns after prepositions; querer with infinitives; regular –ar verbs; ir and jugar; weather expressions. Students will discuss the culture of Texas.

Chapter 4 -La vida escolar Objectives: Students will be able to say what they have and need; talk about classes and plans; invite someone to do something. Students will use indefinite articles, ¿cuánto?, mucho, and poco; tener and idioms; venir and time expressions, regular and irregular –er and –ir verbs; and tag questions. Students will discuss the culture of Costa Rica. Chapter 5 - En casa con familia Objectives: Students will be able to describe people and family relationships; talk about where they and others live; and talk about their responsibilities. Students will use possessive adjectives; stem changing verbs: almorzar, dormir, volver, merendar, entender, and empezar Students will discuss the culture of Chile. Chapter 9 –¡Festejamos! Objectives: Students will be able to: talk about plans and past holidays; talk about preparing for a party, and greet, introduce others, and say goodbye. Students will use pensar que and pensar with infinitives; conocer and personal a. Students will discuss the culture of the Dominican Republic.

159

French II


Teacher: Mrs. Marian Cadwallader Email: [email protected] II. Course Description: French II is a study of more complex grammatical structures and verb tenses. Further development of the five basic language skills (listening, speaking, reading, writing, and cultural awareness) is carried out with continued emphasis on listening comprehension and oral communication to help the student achieve intermediate oral and written fluency. III. Text and Supplemental Material

Bien Dit, Level I, © 2008 by Holt, Rinehart and Winston and accompanying workbook IV. Supplies Needed Notebook, pen/pencil, folder or binder, and loose-leaf paper V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F


VI. Guidelines

Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mrs. Cadwallader is available for tutoring during study halls and after school. Students are encouraged to do their own work and are asked not to use on-line translators. Additional web-based assistance is available to students at http://www.thinkcentral.com/index.htm and at www.quizlet.com. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.






160

Scope and Sequence

Chapter 6 – Bon Appétit! (Have a nice meal!) Objectives: Students will be able to offer, accept, and refuse food; ask for and give an opinion; place an order; ask about prices; pay the check. Students will use partitive articles; regular –ir verbs; the irregular verbs vouloir, prendre and boire; and the imperative. Students will discuss the French monetary system, tipping, and French table manners.

Chapter 7- On fait les magasins? (Shall we go shopping?) Objectives: Students will be able to offer and ask for help; ask for and give opinions; and ask about and give prices. Students will use demonstrative adjectives; interrogative adjectives; the verb mettre; the passé composé of –er verbs; the passé composé of irregular verbs; and adverbs with the passé composé. Students will discuss important places and culture of Senegal. Chapter 8- A la maison (At home) Objectives: Students will be able to ask for, give, and refuse permission; tell how often they do things; describe a house; and tell where things are. Students will use the verbs pouvoir, devoir, dormir, sortir, and partir; the passé composé of –ir and –re verbs; negative expressions; the passé composé with être; –yer verbs. Students will discuss living accommodations in Senegal. Chapter 9 - Allons en ville! (Let’s go downtown!) Objectives: Students will be able to plan their day; ask for and give directions; ask for information; and make requests. Students will use the verbs voir, savoir and connaître; the imperative; inversion. Students will discuss places to see, festivals, and gastronomy of the South of France. Chapter 10 - Enfin les vacances! (Vacation, finally!) Objectives: Students will be able to give advice; ask for and get information; buy tickets; make a transaction. Students will use the verb appeler, prepositions with countries and cities; idioms with faire; ordinal numbers. Students will discuss traveling in France by rail.

161

Spanish II




While providing a review of Level 1, Spanish II is a study of more complex grammatical structures and verb tenses. Further development of the five basic language skills (listening, speaking, reading, writing and cultural knowledge) is carried out with continued emphasis on listening comprehension and oral communication to help the student achieve intermediate oral and written fluency.


Exprésate, Levels 1 and 2, © 2006 by Holt, Rinehart and Winston and accompanying workbook, CD’s, grammar DVD’s, internet, and SMARTboard

IV. Supplies Needed

Notebook, pen/pencil, folder or binder, and loose-leaf paper


96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F


VI. Guidelines

Students are expected to arrive on time for class with all materials needed, participate, ask questions, and observe class rules. When returning from an absence, students should complete make up as soon as possible. Mrs. McCrory is available for tutoring during study halls and after school. Students are encouraged to do their own work and are asked not to use on-line translators. Additional web-based assistance is available to students at: http://www.colby.edu/~bknelson/SLC/index.php and http://www.studyspanish.com/. School-wide academic policies are outlined in the student handbook, and will be upheld. A link to the handbook can be found at www.geibelcatholic.org.






162

Scope and Sequence: Exprésate 1 Chapter 5- En casa con familia Objectives: Students will be able to talk about where they and others live, talk about responsibilities and household chores. Students will use estar with prepositions; negation with nunca, tampoco, nada and nadie; and tocar and parecer. Students will discuss compare and contrast houses vs. apartments; city life vs. country life Chapter 6-¡ A comer! Objectives: Students will be able to comment on food; take an order and make polite requests; talk about meals; offer help and give instructions. Students will use ser and estar, pedir, servir, preferir, poder, and probar; direct objects and direct object pronouns. Students will discuss the culture of México Chapter 8- En la tienda de ropa Objectives: Students will be able to ask for and give opinions; ask for and offer help in a store; say where they went and what they did; and talk on the phone. Students will use:costar and numbers to one million, demonstrative adjectives and comparisons, quedar, preterite of regular –ar verbs, preterite of ir, and preterite of verbs with reflexive pronouns. Supplement with preterite of –car, -zar, -gar verbs. Students will discuss the culture of Florida. Scope and Sequence: Exprésate 2 Chapter 2- En el vecindario Objectives: Students will be able to talk about what people do for a living; introduce people and respond to introductions; describe a house; say what needs to be done and complain. Students will use indirect objects and indirect object pronouns, saber and conocer, uses of ser and adjectives of nationality, preterite of regular –er/-ir verbs and preterite of hacer. Students will discuss the culture of Cuzco, Peru. Chapter 3- Pueblos y ciudades Objectives: Students will be able to ask for and give information; talk about where someone went and what he/she did; ask for and give directions; ask for clarification. Students will use impersonal se; preterite of conocer; irregular preterite stems; regular and irregular formal commands. Students will discuss the culture of Santo Domingo. Chapter 5.2- Día a día Objectives: Students will be able to express interest and disinterest; talk about how long something has been going on. Students will use the preterite of poder and traer; hace with time expressions Students will discuss the culture of San José Chapter 6.1- Recuerdos Objectives: Students will be able to talk about what they used to like and dislike, talk about what they used to do and what they wanted to be. Students will use the imperfect tense of regular and irregular verbs; and the preterite of stem changing verbs. Students will discuss the culture of Segovia.

163

French III


Teacher: Mrs. Marian Cadwallader Email: [email protected] II. Course Description: French III is a college preparatory course for students who have successfully completed French II. This course includes a review of French II and continues the study of more complex grammatical structures and verb tenses. Further development of the five basic language skills (listening, speaking, reading, writing, and cultural awareness) is carried out with continued emphasis on listening comprehension, and oral communication to help the student achieve intermediate oral and written fluency. III. Text and Supplemental Material Bien Dit, Level II, © 2008 by Holt, Rinehart and Winston and accompanying workbook; handout on Paris IV. Supplies Needed Notebook, pen/pencil, folder or binder, and loose-leaf paper; French dictionary V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F


VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mrs. Cadwallader is available for tutoring during study halls and after school. Students are encouraged to do their own work and are asked not to use on-line translators. Additional web-based assistance is available to students at http://www.thinkcentral.com/index.htm and at www.quizlet.com. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.






164

Scope and Sequence

Chapter 1 – Theme: Ma famille et mes copains (My family and friends) Objectives: Students will be able to describe themselves; ask about others; talk about likes and dislikes; Students will review French I grammar, such as verb conjugations and adjective agreement. Students will discuss important sites of Paris and the Tour de France.

Chapter 2 – Theme: On fait la fête (We’re having a party) Objectives: Students will be able to wish someone a good time; ask for and give advice; ask for help. Students will use object pronouns; the verb offrir; the past tense; and negative expressions. Students will discuss holidays and celebrations in the francophone world. Chapter 3- Theme: Faisons les courses (Let’s go shopping) Objectives: Students will be able to ask about food preparation; shop for groceries; ask where things are. Students will use the partitive articles (review); the adverbial pronouns y and en; information questions; double object pronouns; contractions with à and de (review). Students will discuss sites, festivals, and gastronomy of Quebec. Chapter 4 - Theme: Au lycée (At school) Objectives: Students will be able to ask how something turned out; wonder what happened; ask for information; express frustration. Students will use object pronouns in the passé composé; negative expressions; irregular verbs recevoir, suivre, and ouvrir; expressing time with depuis, il y a and ça fait. Students will discuss sports and education in Quebec. Chapter 5- Theme: Une journée typique (A typical day) Objectives: Students will be able to talk about their routine; express impatience; say when they do things; make recommendations. Students will use reflexive verbs in the present and passé composé; forms of tout; the imperative of reflexive verbs; reflexive verbs with infinitives; the verbs s’appeler and se lever. Students will discuss sites, festivals, history and culture in the city of Rennes. Chapter 6 – Theme: Le bon vieux temps (The good old days) Objectives: Students will be able to talk about their childhood; describe life in the city and life in the country. Students will use the imparfait and distinguish it from the passé compose; the comparative and superlative of adjectives; irregular comparative and superlative forms. Students will discuss games and leisure-time activities for French teenagers. Culture Lesson: Paris Objectives: Students will be able to identify and discuss the importance of the most famous museums, churches, monuments, as well as the history of Paris. Students will use a map of Paris and will use new vocabulary words related to the chapter. Culture Lesson: Provinces Objectives: Students will be able to describe characteristics of the major provinces of France. Students will use a map of France to locate the provinces and will be able to translate short articles on each province. Students will discuss the cultural importance of each province.

165

Spanish III




Spanish III is a college preparatory course for students who have successfully completed Spanish II. While providing a review of Level II, Spanish III continues the study of more complex grammatical structures and verb tenses. Further development of the five basic language skills (listening, speaking, reading, writing and cultural knowledge) is carried out with continued emphasis on listening comprehension and oral communication to help the student achieve intermediate oral and written fluency.

III. Text and Supplemental Material Exprésate, Level 2, © 2006 by Holt, Rinehart and Winston and accompanying workbook, supplemental worksheets, CD’s, grammar DVD’s, internet, and SMARTboard



96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Ninth through twelfth-grade students are required to take a mid-term exam and ninth through eleventh-grade students must take a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, ask questions, and observe class rules. When returning from an absence, students should complete make up as soon as possible. Mrs. McCrory is available for tutoring during study halls and after school. Students are encouraged to do their own work and are asked not to use on-line translators. Additional web-based assistance is available to students at: http://www.colby.edu/~bknelson/SLC/index.php and http://www.studyspanish.com/. School-wide academic policies are outlined in the student handbook and will be upheld. A link to the handbook can be found at www.geibelcatholic.org.






166

Scope and Sequence Chapter 4- Mantente en forma! Objectives: Students will be able to talk about how something turned out; talk about reacting to events; talk about getting hurt; and ask for and give advice. Students will use verbs with reflexive pronouns and direct objects; ser and estar; and past participles as adjectives. Students will discuss the culture of Miami, Florida. Chapter 5.1- Día a día Objectives: Students will be able to tell someone to hurry; and remind someone to do something. Students will use reflexive verbs; and pero and sino. Chapter 7-¡Buen Provecho! Objectives: Students will be able to order in a restaurant; talk about how food tastes; talk about your diet; and describe the preparation of food. Students will use adverbs; the subjunctive mood; imperative commands; and the present progressive tense. Students will discuss the culture of San Juan, Puerto Rico. Chapter 8.2 - Tiendas y puestos Objectives: Students will be able to: bargain in a market; and state preferences. Students will use por and para; and the conditional tense. Students will discuss the culture of Santiago, Chile. Chapter 9.2 - Theme: A nuestro alrededor Objectives: Students will be able to talk about a place and its climate; tell a story; talk about what you and others will do; and to wonder out loud. Students will use the future tense and the subjunctive mood. Students will discuss the culture of El Paso, Texas. Chapter 10- De vacaciones Objectives: Students will be able to: ask for and make recommendations; ask for and give information; talk about where you went and what you did; and to talk about the latest news. Students will use the preterite and imperfect tenses. Students will discuss the culture of Buenos Aires, Argentina.

167

French IV


Teacher: Mrs. Marian Cadwallader Email: [email protected] II. Course Description: French IV is a college preparatory course for students who have successfully completed French III. French IV reviews material learned previously and continues the study of more complex grammatical structures and verb tenses. Further development of the five basic language skills (listening, speaking, reading, writing, and cultural awareness) is carried out with continued emphasis on listening comprehension and oral communication to help the student achieve intermediate-high oral and written fluency. This is a weighted course and is offered as a 3-credit FACES course through St. Vincent College III. Text and Supplemental Material Bien Dit, Level II and III © 2008 by Holt, Rinehart and Winston and accompanying workbook; handouts on geography and art; Le Petit Prince, by Antoine de St.- Exupéry. IV. Supplies Needed Notebook, pen/pencil, folder or binder, and loose-leaf paper; French dictionary; flash drive V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F


VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mrs. Cadwallader is available for tutoring during study halls and after school. Students are encouraged to do their own work and are asked not to use on-line translators. Additional web-based assistance is available to students at http://www.thinkcentral.com/index.htm and at www.quizlet.com. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org.






168

Scope and Sequence Chapter 7– Un week-end en plein air (A weekend outside) Objectives: Students will be able to say what happened, describe circumstances; tell what they will do; wonder what will happen. Students will use the passé composé and the imparfait; the future tense; the verb courir. Students will discuss famous sites and culture of Dakar, Senegal Chapter 8- Es-tu en forme? (Are you in shape?) Objectives: Students will be able to ask and tell how they feel; describe symptoms; complain about health; give advice; sympathize Students will use the subjunctive mood; the conditional tense; si clauses Students will discuss health care in Senegal. Chapter 9 - On s’amuse (We’re having fun) Objectives: Students will be able to describe a book or a movie; ask for and give information; ask about preferences; Students will use relative pronouns qui, que, dont; interrogative and demonstrative pronouns. Students will discuss French films and styles of music Chapter 4 (Level III text) –Amours et amities (Love and Friendship) Objectives: Students will be able to say what happened; ask for and give advice; share good and bad news; renew acquaintances Students will use reciprocal verbs, the past conditional, the subjunctive with necessity, desire and emotions, and disjunctive pronouns. Students will discuss customs of francophone Africa Chapter 5 (Level III text) –En pleine nature (Outdoors) Objectives: Students will be able to express astonishment and fear; forbid and give warning; give directions; complain and offer encouragement. Students will use the subjunctive with expressions of fear; the imperative; idiomatic expressions, and verbs followed by à and de + infinitive Students will discuss the French influence in North America. Culture Lesson: French Art Objectives: Students will be able to identify and discuss the importance of the most famous artists and styles of art from the Middle Ages to modern times. Students will discuss the history of French art. Culture Lesson: Geography & Provinces Objectives: Students will learn about the most important geographical features of France and will be able to identify features of France’s important provinces.. Students will use a map of France, vocabulary related to the lesson, and Power Point presentations. Students will discuss French history as related to the provinces and important sites and monuments. Literature: Le Petit Prince Objectives: Students will read, translate, and discuss the novel, Le Petit Prince. Students will use vocabulary and the literary past tense to translate the work. Students will discuss the symbolism and themes of the story.

169

Spanish IV



II. Course Description: Spanish IV is a college preparatory course for students who have successfully completed Spanish III. This is a weighted course and is available for college credit under the FACES program. While providing a review of Level III, Spanish IV continues the study of more complex grammatical structures and verb tenses. Further development of the five basic language skills (listening, speaking, reading, writing and cultural knowledge) is carried out with continued emphasis on listening comprehension and oral communication to help the student achieve intermediate-high oral and written fluency. This course is offered as a 3-credit course through St. Vincent College (SP 203).

III. Text and Supplemental Material Exprésate, Level 3, © 2008 by Holt, Rinehart and Winston and accompanying workbook, supplemental worksheets, CD’s, grammar DVD’s, internet, and SMARTboard; Spanish for Mastery 3, © 1994 by D.C. Heath and Company; Leyendas Mexicanas, © 1985 by National Textbook Company; and Leyendas de España, © 1985 by National Textbook Company.


V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Ninth through twelfth-grade students are required to take a mid-term exam and ninth through eleventh-grade students must take a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, ask questions, and observe class rules. When returning from an absence, students should complete make up as soon as possible. Mrs. McCrory is available for tutoring during study halls and after school. Students are encouraged to do their own work and are asked not to use on-line translators. Additional web-based assistance is available to students at: http://www.colby.edu/~bknelson/SLC/index.php and http://www.studyspanish.com/. School-wide academic policies are outlined in the student handbook and will be upheld. A link to the handbook can be found at www.geibelcatholic.org.






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Scope and Sequence Chapter 1 -¡Adiós al verano! Objectives: Students will be able to talk about the past; talk about what you liked and used to do; and ask for and give advice. Students will use the preterite and imperfect tenses to tell a story. Students will discuss the culture of Castilla-La Mancha. Chapter 2- ¡A pasarlo bien! Objectives: Students will be able to express interest and displeasure; invite someone to do something; describe the ideal friend; and express happiness and unhappiness. Students will use ir a + infinitive in the imperfect; nosotros commands; subjunctive with the unknown, the nonexistent, and expressions of feelings. Students will read El árbol de oro. Chapter 4.1- Entre familia Objectives: Students will be able to ask about the latest news; and react to news. Students will use the present perfect indicative, the present perfect subjunctive, and the past progressive. Supplemental material: Objectives: Students will be able to use the pluperfect; future perfect; imperfect subjunctive; double object pronouns; and the passive voice. Students will discuss: Eva and Juan Perón; the chupacabra Students will read/translate short stories from the Leyendas series; El ratoncito; La abeja haragana; and Una carta a Dios from the Spanish for Mastery 3 text.

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Survey of French Literature


Teacher: Mrs. Marian Cadwallader Email: [email protected] II. Course Description: Survey of French Literature is a college preparatory course for students who have successfully completed French IV. It is also offered concurrently with French IV for Seniors who began their language study in 9th grade and wish to complete five years of a foreign language. Survey of French Literature is an advanced course that emphasizes the language skills of reading, writing and cultural awareness. Students will be exposed to literature from various parts of the French-speaking world. This is a weighted course and is offered as a 3-credit FACES course through both St. Vincent College and Seton Hill University. Survey of French Literature may be taken as an independent study.

III. Text and Supplemental Material Joie de Lire, Moments Littéraires, Graded French Reader, Troisième Livre, supplemental texts IV. Supplies Needed Notebook, pen/pencil, folder or binder, and loose-leaf paper; French dictionary; flash drive V. Grading Scale and Evaluations 96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F


VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate and ask questions, and observe class rules. When returning from an absence, students should find out what work they missed and make it up as soon as possible. Mrs. Cadwallader is available for tutoring during study halls and after school. Students are encouraged to do their own work and are asked not to use on-line translators. Additional web-based assistance is available to students at http://www.thinkcentral.com/index.htm and at www.quizlet.com. School-wide academic policies are outlined in the student handbook. A link to the handbook can be found at www.geibelcatholic.org






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Scope and Sequence

PERIOD AUTHOR WORK

Moyen Age Marie de France Le Lai du laustic (Anonymous) La Farce du cuvier

Charles d’Orléans Le Printemps

16e Siècle Rabelais Gargantua –L’Abbaye de Thélème (excerpt) DuBellay Heureux qui, comme Ulysse… Ronsard Ode à Cassandre

17e Siècle La Rochefoucauld Maximes (excerpts) La Fontaine La Cigale et la Fourmi Le Loup et l’agneau Le Rat de ville et le Rat des champs Le Corbeau et le Renard

Molière L’Ecole des femmes [scenes]

18e Siècle Voltaire Candide ou l’Optimisme (excerpt) 19e Siècle Hugo Demain, dès l’aube Lamartine Le Lac Verlaine Mon Rêve familier Flaubert La Parure (excerpt) Maupassant Mon Oncle Jules 20e Siècle Goscinny/Sempé Le Petit Nicholas(excerpt) Diop Souffles

Senghor Je crie la joie qui inonde mon coeur Sefrioul Le Sabre de mon frère Giraudoux La Guerre de Troie n’aura pas lieu (excerpt) Apollinaire Le Pont Mirabeau

Prévert various poems Camus L’Hôte (excerpt)

Le Mythe de Sisyphe (excerpt) Sartre Les Mains Sales [excerpt] Ionesco La Cantatrice chauve [scene] (Anonymous) le Père éléphant Tirolien Prière d’un petit enfant nègre Césaire Chanson de l’hippocampe

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Survey of Spanish Literature



II. Course Description: Survey of Spanish Literature is an advanced course in Hispanic literature and the emphasis is placed on reading, interpretation, translation and composition skills. This course is a college preparatory/weighted course and is available for college credit under the FACES program. Survey of Spanish Literature may be taken concurrently with Spanish IV or as an independent study. Further development of the five basic language skills (listening, speaking, reading, writing and cultural knowledge) is carried out with continued emphasis on listening comprehension, oral communication and interpretation to help the student achieve intermediate-high oral and written fluency. This course is offered as a 3-credit course through St. Vincent College (SP 204), and Seton Hill University (SP 105).

III. Texts Un Verano Misterioso, El Lazarillo de Tormes, La Gitanilla, La Celestina, El Cid, Don Quijote de la Mancha, Antología: Los mejores relatos de los Siglos de Oro, Joyas de Lectura (collection of short stories), and Album (collection of short stories).



96 –100%= A 93 – 95% = A- 90 – 92% = B+ 88 – 89% = B 85 – 87% = B-

81 – 84% = C+ 78 – 80% = C 75 – 77% = C- 70 – 74% = D 0 - 69% = F

Students will be graded on a variable point scale for homework, quizzes, compositions, in-class work, projects, and tests. Points will be deducted for incomplete or late assignments. A final grade is determined by the student’s cumulative points earned divided by the total number of points possible. Ninth through twelfth-grade students are required to take a mid-term exam and ninth through eleventh-grade students must take a final exam. A student’s academic progress can be followed by logging onto Power School. A link to this site can be found at www.geibelcatholic.org. VI. Guidelines Students are expected to arrive on time for class with all materials needed, participate, ask questions, and observe class rules. When returning from an absence, students should complete make up as soon as possible. Mrs. McCrory is available for tutoring during study halls and after school. Students are encouraged to do their own work and are asked not to use on-line translators. Additional web-based



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assistance is available to students at: http://www.colby.edu/~bknelson/SLC/index.php and http://www.studyspanish.com/. School-wide academic policies are outlined in the student handbook, and will be upheld in Mrs. McCrory’s classroom. A link to the handbook can be found at www.geibelcatholic.org. Scope and Sequence The students will be exposed to some of the most important pieces of Hispanic literature from various authors and periods of time, such as the Romantic Period, and will be introduced to numerous styles of Hispanic literature, such as the Picaresque novel. Students will be able to compose short stories and poems, and will produce a video in Spanish.




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