RD Curriculum Guide

Curriculum Guide

Grade 8

This curriculum guide provides a summary of grade level

curriculum. Our goal is to clearly communicate with the

community the knowledge, skills, and concepts students

learn at each grade level.

Our Values

• Tell the truth

• Be accountable for the impact of your choices and actions

• Have integrity

• Admit when you are wrong

• Use everyone’s names and pronouns

• Take care of others

• Learn about someone else

• Welcome and make room for others

• Do what you say you will do; be dependable

• Keep yourself and others safe

• Own and repair your mistakes

• Think before you act

• Be considerate of yourself and others

• Celebrate differences

• Support and uplift others

• Take care of our campus and the environment

Mission Statement

Redwood Day inspires students to reach for

their next challenge, embrace differences

and develop the intellectual and emotional

• Advocate for yourself and others

• Take risks; embrace a growth mindset

• Be an upstander and not a bystander

• Do the right thing

• Care about someone else’s feelings

• Care about someone else’s experience

• Actively listen for understanding

• Recognize someone else’s perspective

courage to be ready for anything.

• Be thoughtful and courteous

• Ask for and offer help

• Share with others

• Be patient

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Mission-Aligned Pillars of Learning

at Redwood Day

The Optimal Learning Zone

At Redwood Day, a key part of our mission is to inspire students to reach for

their next challenge which encompasses learning that promotes growth and

recognizes that to learn well, each student needs to experience challenge and

success. To achieve this, Redwood Day provides instruction in the Optimal

Learning Zone. The Optimal Learning Zone is where students are stretched

just beyond what they can do independently with support and guidance

to reach new levels of understanding and skill. Teaching and learning in the

Optimal Learning Zone is underscored by a positive, trusting environment

where students embrace challenges and where mistakes and errors are

viewed as learning opportunities. Practices that support the Optimal Learning

Zone include teachers gathering data such as pre-assessments and formative

assessments to know where students are in their learning and provisioning for

instruction in response to that information. Teachers may create structures

such as flexible groupings, give feedback and one-on-one coaching, scaffold

learning and materials, diversify assessments, use a variety of instructional

strategies, or provide choice based on interest and learning profiles.

Social-Emotional Learning

In the Middle School, social-emotional learning (SEL) is recognized as

essential to developing the whole student and nurturing academic success.

Social emotional learning involves learning about oneself, identifying and

managing emotions, and reflecting on and recognizing the impact we have

on the greater community. In the Middle School, SEL is taught directly in

Advisory, in community gatherings, in Equity and Inclusion groups, and

indirectly throughout the day. SEL lessons come from a combination of

Positive Discipline, Restorative Justice, and Character Strong approaches.

Through these lessons, we reinforce our school’s community values: empathy,

responsibility, respect, kindness, inclusion, courage, and honesty. Students learn

to use their voice, to look at issues from multiple perspectives, to see strengths

in themselves and others, that mistakes are learning opportunities, and that

their actions can influence the experience of those around them. Informally and

throughout the day, students’ social-emotional learning and growth is shaped

through interactions on the yard, collaboration with peers during classes, and

in displaying resiliency when faced with difficult tasks. Teachers welcome

mistakes and use these as opportunities to help students grow.

Diversity, Equity, Inclusion, and Belonging (DEIB)

Redwood Day is dedicated to creating an equitable learning environment for

all students: we want every child to be seen and heard, feel safe and valued,

and have a true, authentic experience of belonging. We want students to see,

hear, support and value others while fostering active allyship. As learners,

our students are partners in the learning process where they set goals, selfreflect,

and have agency and ownership over their learning. DEIB extends

across the curriculum and is rooted in the Social Justice Standards, a set

of anchor standards and age-appropriate learning outcomes divided into

four domains—identity, diversity, justice, and action. Middle School students

focus on a deeper exploration of different perspectives, intersectionality,

stereotypes, abilities, and privilege. Through our K-8 Equity and Inclusion

Groups, we’ve created dedicated time during the school day for students,

faculty, and staff to engage in intentional discussions about diversity, equity,

inclusion, and belonging.

Provided is general information about each Grade 8 subject area that

highlights key learning and approaches to learning. Learning outcomes are

derived from local and national standards.

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Grade 8 Algebra I

Units of Study

(Grade 8 Math Scope and Sequence of Topics)

• Linear Functions

PHILOSOPHY

Redwood Day’s math program creates learning environments that

promote confidence, resiliency, and agency in order to prepare

students for their next challenge in math.

We do this by:

• creating meaningful, relevant connections of math to students’ lives;

• encouraging students to meet challenges head-on, engage in

productive struggle, and view errors as opportunities to learn; and

• promoting a balance of procedural fluency, structure, and

abstract reasoning

Our core vision is to ensure all students have equitable access to

mathematics through embracing differences and supporting all

learners in their Optimal Learning Zone.

Course Overview

In Grade 8 Algebra I, students expand on their algebraic understanding and

foundations built in sixth and seventh grades. The units that students explore

at this level are Linear Functions, Systems of Linear Equations, Properties of

Exponents and Exponential Growth and Decay, Operations with Polynomials,

Radicals and Radical Equations, and Quadratic Functions. Students learn

concepts through a variety of pedagogic approaches and are asked to apply

their thinking in various ways, honing their mathematical practices/habits of

mind. Students graduate from 8th grade with the necessary knowledge and

skills to begin their high school learning in higher level math courses.

• Systems of Linear Equations

• Properties of Exponents

• Exponential Growth and Decay

• Operations with Polynomials

• Radicals and Radical Equations

• Quadratic Functions

Essential Questions

• How are spatial relationships used to represent real situations or solve

problems?

• What are the patterns in the information we collect and how are they

useful?

• What are the patterns in the information we collect and how are

they useful? In what ways can data be expressed so that its accurate

meaning is concisely presented to a specific audience?

• How is mathematics used to measure, model, and calculate change?

• How do the graphs of mathematical models help us better understand

the world in which we live?

• How is mathematics used to quantify and compare situations?

• What do effective problem solvers do, and what do they do when they

get stuck?

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Approaches to Teaching and Learning in Math

• Big Ideas Math program

• Standards for Mathematical Practice to promote mathematical thinking

and habits of mind

• Balance between conceptual understanding (discovering why), procedural

fluency (learning how), and application (knowing when to apply)

• Learning progression that goes from surface to deeper levels then

transfers to real-life situations

• Promotion of a growth mindset

• Metacognitive strategies to promote reflection, strategizing, and growth

• Flexible small group instruction and scaffolding of concepts to provide

extra support

• Deeper conceptual understandings built through enrichment, challenging

learning tasks, and projects to extend learning

• Optimal Learning Zone practices

Grade 8 Algebra I Math Key Learning Outcomes

Number and Quantity

• Extend the properties of exponents to rational exponents

• Use properties of rational and irrational numbers

• Reason quantitatively and use units to solve problems

Algebra

• Interpret the structure of expressions

• Write expressions in equivalent forms to solve problems

• Perform arithmetic operations on polynomials

• Create equations that describe numbers or relationships

• Understand solving equations as a process of reasoning and explain the

reasoning

• Solve equations and inequalities in one variable

• Solve systems of equations

• Represent and solve equations and inequalities graphically

Functions

• Understand the concept of a function and use function notation

• Interpret functions that arise in applications in terms of the context

• Analyze functions using different representations

• Build a function that models a relationship between two quantities

• Construct and compare linear, quadratic, and exponential models and solve

problems

• Interpret expressions for functions in terms of the situation they model

Mathematical Practices (mathematical habits of mind)

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

8

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Grade 8 Geometry Exposure Activity

The Grade 8 Geometry Exposure activity is geared for students who are

passionate about math and ready to explore high school level geometry

during an eighth grade year-long activity. Students who are eligible to

join this activity will show readiness for geometry by taking a pre-activity

assessment as well as demonstrate independence and curiosity for learning

advanced mathematics. This activity will be facilitated using the Big Ideas

Geometry program materials. Individuals in this activity will navigate

geometry concepts within a collaborative environment.

Units of Study

(Grade 8 Geometry Exposure Activity Scope and Sequence of Topics)

• Basics of Geometry

• Transformations

• Right Triangles and Trigonometry

• Reasoning and Proofs

Approaches to Teaching and Learning in Math

• Big Ideas Math program

• Standards for Mathematical Practice to promote mathematical thinking

and habits of mind

• Understand congruence in terms of rigid motions

• Prove geometric theorems

Similarity, Right Triangles, and Trigonometry

• Understand similarity in terms of similarity transformations

• Prove theorems involving similarity

• Define trigonometric ratios and solve problems involving right triangles

• Apply trigonometry to general triangles

Mathematical Practices (mathematical habits of mind)

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

• Balance between conceptual understanding (discovering why), procedural

fluency (learning how), and application (knowing when to apply)

• Learning progresses from surface to deeper levels then transfers to reallife

situations

• Encourages a growth mindset

• Flexible small group instruction and scaffolding of concepts to provide

extra support

• Deeper conceptual understandings built through challenging learning

tasks to extend learning


Geometry Key Learning Outcomes

Congruence

• Experiment with transformations in the plane

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Grade 8 English

• Literary Analysis Thesis Essays (writing)

• Automated Wax Museum Monologues (writing and speaking/performance)

• Newspaper Articles and Editorials (writing)

PHILOSOPHY

The English Language Arts program at Redwood Day cultivates

critical readers, writers, and communicators who engage in

transformative learning experiences that spark a passion for lifelong

learning and curiosity. We inspire students to reach for their next

challenge, and we support them in achieving their literacy goals.

Through consistent exposure to diverse literature and informational

texts, students gain insights and perspectives into themselves and

others to better navigate the world around them.

Course Overview

As our eighth graders prepare for the opportunities and adjustments of

high school, students, in Grade 8 English, explore the themes of identity

formation, coming of age, and social justice. Students read a variety of

genres in self-selected and assigned texts, and they hone their literary

analysis skills through close reading, theme identification, and essay writing.

The course includes routine practice of essential language arts skills, such as:

engaging in discussions, note taking, and annotating texts. Students write

for specific audiences and purposes while developing narratives, explanatory

texts, and arguments. Additionally, students practice writing and presenting

monologues as part of the eighth grade Automated Wax Museum project.

Students also continue to cultivate English language conventions and

vocabulary to purposefully communicate intention and meaning with their

audiences.

• Poetry (reading and writing)

Essential Questions

• How can memoir reveal different facets of a person’s identity and history? How

can we write about our own identities? How do writers apply structure and craft

to personal, non-fiction writing?

• How can literature help us reach a deeper understanding of historic events? How

can we discuss a work of literature in smaller groups? What is the role of identity

in historic conflicts?

• What are the qualities of genres? How does the hero’s journey apply to different

genres and stories through time? How can we collaborate to use textual evidence

in analysis of a literary work?

• How can literature present mirrors and windows for people’s lives? How can

writers use their written voices to promote social change? How do characters

represent different viewpoints on social issues?

• How can a writer engage an audience while also presenting new information?

What are the different types and styles of journalistic writing and publishing?

How can we collaborate to compose a newspaper that will reflect our

community?

• What are different poetic forms and important authors from around the world?

• How have different cultures celebrated the coming of spring through poetry?

How can we apply poetic devices and forms to compose our own unique poems?

Approaches to Teaching and Learning in English

Reading and Writing Units of Study

• Narrative Nonfiction: Born a Crime (whole class genre study)

• World War II Narratives Book Clubs (small group/choice)

• Literary Fantasy: A Wizard of Earthsea (whole class genre study)

• Social Issues Book Clubs (small group/choice)

• Narratives/Stories of Identity (writing)

• Writing process

• Real-world contexts, purposes, and

audiences for writing

• 1-1 teacher and peer and feedback

• Relevant, diverse, complex texts

• Book clubs

• Small and whole group discussion

• Independent reading

• Research

• Critical thinking and collaboration

• Patterns of Power grammar and

conventions instruction

• Membean personalized vocabulary

instruction


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Grade 8 English Key Learning Outcomes

Reading: Literature

• Cite textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text

• Determine a theme or central idea of a text and analyze its development over

the course of the text, including its relationship to the characters, setting, and

plot; provide an objective summary of the text

• Analyze how a modern work of fiction draws on themes, patterns of events,

or character types from myths, traditional stories

• Compare and contrast the structure of two or more texts and analyze how

the differing structure of each text contributes to its meaning and style

• By the end of the year, read and comprehend literature at the high end of the

grade level range

Reading: Informational Text

• Cite the textual evidence that most strongly supports an analysis of what the

text says explicitly as well as inferences drawn from the text

• Determine a central idea of a text and analyze its development over the

course of the text, including its relationship to supporting ideas; provide an

objective summary of the text

• Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meanings; analyze the

impact of specific word choices on meaning and tone, including analogies or

allusions to other texts

• Determine an author’s point of view or purpose in a text and analyze how the

author acknowledges and responds to conflicting evidence or viewpoints

• Evaluate the advantages and disadvantages of using different mediums (e.g.,

print or digital text, video, multimedia) to present a particular topic or idea

• Analyze a case in which two or more texts provide conflicting information on

the same topic and identify where the texts disagree on matters of fact or

interpretation

• By the end of the year, read and comprehend literary nonfiction at the high

end of the grade level range

Writing

• Write arguments to support claims with clear reasons and relevant evidence

• Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of

relevant content

• Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences

• Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience

• With some guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on how well purpose and audience have been addressed

• Conduct short research projects to answer a question (including a self-generated

question), drawing on several sources and generating additional related, focused

questions that allow for multiple avenues of exploration

Listening and Speaking

• Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) building on others’ ideas and expressing their own clearly

• Delineate a speaker’s argument and specific claims, evaluating the soundness of

the reasoning and relevance and sufficiency of the evidence and identifying when

irrelevant evidence is introduced

• Plan and present a narrative that: establishes a context and point of view, presents

a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description,

sensory language), uses a variety of transitions, and provides a conclusion that

reflects the experience

Language

• Demonstrate command of grade level conventions of English grammar, usage

(when writing or speaking), capitalization, punctuation, and spelling (when

writing)

• Determine or clarify the meaning of unknown and multiple-meaning words or

phrases based on grade 8 reading and content, choosing flexibly from a range of

strategies

• Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings

• Acquire and use accurately grade-appropriate general academic and domainspecific

words and phrases; gather vocabulary knowledge when considering a

word or phrase important to comprehension or expression

• Acquire and use accurately grade-appropriate general academic and domainspecific

words and phrases; gather vocabulary knowledge when considering a

word or phrase important to comprehension or expression

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Grade 8 History

Units of Study

• Native American Resistance to Colonization

• The Movement to Colonize the US

PHILOSOPHY

At Redwood Day, the History/Social Studies program is committed

to cultivating critical, informed citizens who actively and thoughtfully

engage with the world around them. Grounded in inquiry and the

exploration of essential questions, the History/Social Studies program

equips students with critical thinking skills by encouraging them

to analyze and explore diverse sources and perspectives. Through

a mix of meaningful activities, discussions, and projects, students

demonstrate their content knowledge and ability to apply historical

concepts to real-world contexts, connecting the past to the present.

Our vision centers on equity, ensuring that every student has access

to a rich and inclusive understanding of history and social studies.

We support all learners in their Optimal Learning Zone, fostering a

community of empowered and engaged global citizens.

Course Overview

Grade 8 History centers on US History from Pre-Columbian Native societies

to the Postbellum Reconstruction. Students study the founding documents of

the country, the structure of the government and the struggles that various

groups faced as they attempted to make their place in the United States.

Through engagement with complex primary and sources, preparation for and

engagement in Socratic Seminars and simulations and the drafting and revision

of several genres of historical writing, students will learn about the main

figures, events and movements of the early republic.

At this level, central skills students develop are: close reading, text

contextualization, sourcing, corroboration, annotation, argumentative/

persuasive writing, informational writing, historical fiction writing, researching,

questioning, critical thinking, tracking argument development and determining

and explaining historical patterns.

• The Movement for Independence

• The Movement to Establish the Government

• Struggles of the Early Republic

• Slavery and Emancipation

• The Civil War

• Reconstruction and Its Betrayal

Essential Questions

• How has the definition of being an American changed over time?

• What is the government’s job? Who holds the government accountable? How?

• What are the historical roots and historical and present-day impacts of the US’

suspicion of communism? What are the historical roots of capitalism and how

do they connect to its practice in the United States?

• Who has initiated U.S. wars and why? Who have been the beneficiaries of these

wars? Who has been victimized and exploited by these wars?

• What steps to gain and maintain political, economic and cultural sovereignty

have colonists and U.S citizens taken? What steps have the U.S. government

and its citizens taken to undermine or bolster these three types of sovereignty

for various groups in the United States? And what steps have groups taken to

maintain or achieve their own sovereignty?

• What have been the contrasts between Governance and Social structures

between dominant and other key groups in the United States and how has this

translated into policy in the public and private sector?

• How have cultural ways of knowing and systems of thought influenced

government policy and public response to it?

• What patterns emerged early in this country’s history that continue to this day?

• How does what we’re learning about history connect to current events?

Approaches to Teaching and Learning in History

• Inquiry and research

• DBQ (Document-Based Question) Project materials

• Primary and secondary sources

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• Current events: connecting the past and present

• Socratic seminar

• Skills of history including research, perspective analysis, critical thinking,

communication, and collaboration

• Project learning


Grade 8 History Key Learning Outcomes

Knowledge and Understanding of History Content and Concepts

• Understand the major events preceding the founding of the nation and

relate their significance to the development of American constitutional

democracy

• Analyze the political principles underlying the U.S. Constitution and

compare the enumerated and implied powers of the federal government

• Analyze U.S. foreign policy in the early Republic

• Analyze the divergent paths of the American people in the South from

1800 to the mid-1800s and the challenges they faced

• Analyze the early and steady attempts to abolish slavery and to realize the

ideals of the Declaration of Independence

• Analyze the multiple causes, key events, and complex consequences of the

Civil War

Reading, Writing, and Researching in History

• Determine the central ideas or information of a primary or secondary

source

• Identify key steps in a text’s description of a process related to history

• Determine the meaning of history related words and phrases

• Identify aspects of a text that reveal an author’s point of view or purpose

(e.g., loaded language, inclusion or avoidance of particular facts)

• Integrate visual information with other information in print and digital texts

• Distinguish among fact, opinion, and reasoned judgment in a text,

including bias

• Read and comprehend grade level history texts independently and

proficiently

• Write arguments focused on history-related concepts and content

• Write informative/explanatory texts, including the narration of historical

events

• Conduct short research projects to answer a question

• Gather relevant information from multiple print and digital sources (primary

and secondary)

• Draw and cite evidence from informational texts (including primary and

secondary sources) to support analysis, reflection, and research

Application of History Skills

• Construct maps to represent and explain the spatial patterns of cultural and

environmental characteristics

• Use paper based and electronic mapping and graphing techniques to

represent and analyze spatial patterns of different environmental and cultural

characteristics

• Explain how cultural patterns and economic decisions influence environments

and the daily lives of people in both nearby and distant places

• Analyze the combinations of cultural and environmental characteristics that

make places both similar to and different from other places

• Explain how the physical and human characteristics of places and regions are

connected to human identities and cultures

• Analyze how relationships between humans and environments extend or

contract spatial patterns of settlement and movement

• Evaluate the influences of long-term human-induced environmental change on

spatial patterns of conflict and cooperation

• Analyze connections among events and developments in broader historical

contexts

• Classify series of historical events and developments as examples of change

and/or continuity

• Use questions generated about individuals and groups to analyze why they,

and the developments they shaped, are seen as historically significant

• Analyze multiple factors that influenced the perspectives of people during

different historical eras

• Explain how and why perspectives of people have changed over time

• Analyze how people’s perspectives influenced what information is available in

the historical sources they created

• Explain multiple causes and effects of events and developments in the past

• Evaluate the relative influence of various causes of events and developments

in the past

• Organize applicable evidence into a coherent argument about the past

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Grade 8 Science

Units of Study

• Metric Unit and Measurement

• Atoms and Elements

PHILOSOPHY

The Science program at Redwood Day fosters a spirit of inquiry by

nurturing students’ curiosity and bringing relevant, real-world science

into the learning experience. Through hands-on investigations,

exploration of scientific phenomena, and developing science and

engineering practices, science learning at Redwood Day further

develops in students the knowledge and skills of science to be

stewards of the planet to bring about positive change in their

communities and the world.

Course Overview

In Grade 8 Science, students delve into the world of physical science. Topics

include chemistry, force and motion, Newtonian mechanics, simple machines,

work, and energy. Eighth graders review the Scientific Method and expand

their measurement skills to include density and temperature. They engage

in a variety of labs and project-based tasks with the year culminating in a

STEAM project where students use their knowledge of simple machines and

energy to create Rube Goldberg machines.

• The Periodic Table

• Chemical Reactions

• Conservation of Matter and Energy

• Force and Motion

• Work and Machines

• STEAM Fair - Rube Goldberg Device

Essential Questions

• What is matter? How do we measure the different properties of matter?

How do particles combine to form the variety of matter observed?

• How can we use the Periodic Table to predict characteristics of matter and

interactions between different substances?

• How do substances combine or change to make new substances? How

does one characterize and explain these reactions and make predictions

about them?

• How can one explain and predict interactions between objects and within

systems of objects? How can one predict an object’s continued motion,

change in motion, or stability?

• What is energy and how are the different types of energy similar and

different from one another? How is energy transferred, transformed, and

conserved between objects or systems?

• How can we use machines to make work easier? How do we apply our

understanding of machines and energy to build a Rube Goldberg device?

Approaches to Teaching and Learning in Science

• Hands-on investigations

• Scientific phenomenon/real-life applications

• Small group discussion

• Science and engineering practices

• STEM connections

• Promotion of life-long learning and curiosity


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Grade 8 Science Key Learning Outcomes

Matter and Its Interactions

• Develop models to describe the atomic composition of simple molecules

and extended structures

• Analyze and interpret data on the properties of substances before and

after the substances interact to determine if a chemical reaction has

occurred

• Describe changes in particle motion, temperature, and state of a pure

substance when thermal energy is added or removed

• Develop and use a model to describe how the total number of atoms does

not change in a chemical reaction and thus mass is conserved

Motion and Stability: Forces and Interactions

• Apply Newton’s Third Law to design a solution to a problem involving the

motion of two colliding objects

• Provide evidence that the change in an object’s motion depends on the

sum of the forces on the object and the mass of the object

Energy

• Describe the relationships of kinetic energy to the mass of an object and to

the speed of an object

• Describe that when the arrangement of objects interacting at a distance

changes, different amounts of potential energy are stored in the system

• Determine the relationships among the energy transferred, the type of matter,

the mass, and the change in the average kinetic energy of the particles as

measured by the temperature of the sample

• Support the claim that when the kinetic energy of an object changes, energy

is transferred to or from the object

Engineering Design

• Analyze data from tests to determine similarities and differences among

several design solutions to identify the best characteristics of each that can be

combined into a new solution to better meet the criteria for success

• Develop a model to generate data for iterative testing and modification of a

proposed object, tool, or process such that an optimal design can be achieved

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Grade 8 World Languages

PHILOSOPHY

At Redwood Day, we believe that language has the capacity to

connect people and communities through communication and

developing an appreciation for other viewpoints and cultures.

Guiding this belief is a world language program rooted in cultivating

a life-long appreciation and enthusiasm for languages and the

cultures they represent. Empowering students to communicate

in the target language supports this vision for world language

learning while partnering with students as they begin their language

acquisition journeys.

The Redwood Day World Language Program balances learning about

the language and using the language to prepare students for their

next challenge.

Course Overview

Redwood Day offers language learning in Mandarin or Spanish designed for

students learning an additional language who do not have native fluency

in the language. Students are placed in the appropriate world language

pathways based on class and placement assessments. Students new to

Redwood Day are assessed for optimal placement.

Grade 8 Spanish

In Grade 8 Spanish, a continuous focus is on developing students’ oral

language fluency and accuracy, while balancing learning that develops

knowledge of Spanish grammar. Students develop reading, writing, listening

and speaking skills in almost every class period and have opportunities to

communicate in Spanish without an emphasis on perfection. Attention at

this level is on using the verb phrase “ir a infinitivo” to discuss and ask about

future plans as well as developing and using the present progressive tense

and direct and indirect object pronouns. To support comprehension growth,

students read two Spanish novels written for novice language learners in

addition to other authentic texts. These experiences with texts also facilitate

discussion about Latinx/a/o culture while putting the vocabulary we study

into meaningful contexts.

Units of Study

• Review

• The body/health vocab

• Chores and pastimes

• Reflexive verbs

• Ir+ a, tener que

• Preterite Regular

• Present progressive

• Imperfect

• Direct and Indirect object pronouns • Preterite Irregular

• Imperative (Commands)

• Novel studies

Approaches to Teaching and Learning in World Languages

• Comprehensible input

• Total Physical Response (TPR)

techniques

• Teaching Proficiency through Reading

and Storytelling (TPRS)

• Plays and role-playing

• Authentic materials

• Leveled readers

• Cultural explorations

• Thematic vocabulary study

• Communicative, functional tasks

• Explicit grammar instruction


• Singing and games

• Technology tools

• Guided writing

• Assessment through illustration

• Choral response

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Grade 8 Spanish Key Learning Outcomes (Novice Range)

Communicative language in the Novice Range is characterized by common,

informal settings/aspects of daily life using individual words and phrases

that may be difficult for the listener to understand.

Interpersonal Communication (interpersonal listening and speaking)

• Communicate in spontaneous conversations on both very familiar and

everyday topics, using a variety of practiced or memorized words, phrases,

simple sentences, and questions

Interpretive Communication (listening and reading comprehension)

• Identify the general topic and some basic information in both very familiar

and everyday contexts by recognizing practiced or memorized words,

phrases, and simple sentences

Presentational Communication (writing and oral presentation)

• Presents information about one’s self and some other very familiar topics

using single words or memorized phrases (spoken or written)

Grade 8 Advanced Spanish

Grade 8 Advanced Spanish builds upon the concepts introduced in the

previous year, with a primary focus on enhancing oral communication skills.

Instruction is exclusively conducted in the target language, requiring students

to communicate solely in Spanish, including during interactions with their

peers. Three novels are introduced to students, and each class incorporates

new vocabulary themes and grammar concepts, encompassing reading and

listening comprehension activities, as well as speaking and writing exercises.

The curriculum also features multimedia cultural presentations and interactive

activities designed to reinforce vocabulary and grammar learning. Key learning

objectives included direct and indirect object pronouns, differentiation

between por and para, a review of regular and irregular preterit tense verbs,

and the acquisition of vocabulary relevant to traveling in Spanish-speaking

communities. As the second semester progresses, the primary learning

objectives shift to reflexive verbs and a comprehensive review in preparation

for high school placement tests.

Units of Study

• Review

• Direct and indirect object pronouns

• Present progressive and present perfect

• Preterite and imperfect

• Reflexive verbs

• Por y para

• Postcard project

• Visiting cuba project

• Novel studies

26 27

Grade 8 Advanced Spanish Key Learning Outcomes (Intermediate

Range)

Communicative language in the Intermediate Range is characterized by contexts

that are predictable based on familiar topics related to daily activities using

sentences to initiate, maintain, and bring to a close simple conversations by

asking and responding to simple questions. Within this range, communication is

understood with some repetition.


• Communicate in spontaneous conversations on both familiar topics, creating

sentences and series of sentences to ask and answer a variety of questions


• Understand the main idea and some pieces of information from sentences and

series of connected sentences within texts that are spoken, written, or signed

on familiar topics


• Communicate information, make presentations, and express thoughts about

familiar topics, using sentences and series of connected sentences (spoken or

written)



• Total Physical Response (TPR) techniques

• Teaching Proficiency through Reading and Storytelling (TPRS)



• Leveled readers








• Guided writing


• Choral response

Essential Questions in Spanish

• What strategies can I use to communicate more effectively?

• What are the benefits of taking risks in language?

• How does knowing the structure of Spanish help me understand and

communicate in Spanish?

• How are language and culture linked?

• What strategies and resources will help me learn Spanish?

• How can I enhance my connections and communication with people

around me through the language?

28 29

Grade 8 Mandarin

In eighth grade, in Mandarin, students continue to develop a solid foundation

in all essential areas of Mandarin language learning that includes an increasing

knowledge of tones, character strokes, radical parts, and the structure of

Chinese characters. Students engage in conversations using various sentence

structures to express themselves with greater confidence, and they enhance

their comprehension skills by reading various articles and texts. At this level,

students begin learning to write in paragraphs. Students also build their

understanding of cultural topics while developing their presentational skills

through a presentation project. Throughout their years of learning Mandarin at

Redwood Day, students acquire the skills to prepare them for an intermediate

level high school Mandarin course.

Units of Study

• Introducing yourself in length

• Expressing likes and dislikes about

• Getting acquainted conversations in

sports

length

• Expressing preferences of hobbies

• Describing physical attributes and • Narrating a daily routine

appearances

• Narrating activities in the time frames

• Comparisons: adjectives and their of future and past

opposites

• Presenting a cultural topic: Mid-

• Describing objects in the classroom Autumn Festival

• Discussion about weather, seasons • Presenting a cultural topic: Lunar New

• Asking for and giving directions

Year

• Asking about the prices

• Narrating a story of the 12 Zodiac

Animals

• Ordering food & drinks

Essential Questions in Mandarin

• What is the value of learning a foreign language?

Grade 8 Mandarin Key Learning Outcomes (Novice Range)

Communicative language in the Novice Range is characterized by common,

informal settings/aspects of daily life using individual words and phrases that

may be difficult to understand.


• Communicate in spontaneous conversations on both very familiar and

everyday topics, using a variety of practiced or memorized words, phrases,

simple sentences, and questions


• Identify the general topic and some basic information in both very familiar

and everyday contexts by recognizing practiced or memorized words,

phrases, and simple sentences


• Presents information about one’s self and some other very familiar topics

using single words or memorized phrases (spoken or written)




• Total Physical Response (TPR)


techniques

• Project-based learning

• Teaching Proficiency through Reading


and Storytelling (TPRS)



• Guided writing



• Leveled readers

• Choral response



• How can I create language to use Mandarin functionally in familiar topics?

• How can I respond spontaneously to maintain a conversation in Mandarin?

• How can learning Mandarin and about Mandarin-speaking cultures help us

understand and appreciate different perspectives?

30 31

Grade 8 Advanced Topics Courses

Advanced Topics in Art: Art History

In this introduction to Art History, students learn about people from the art

they create as they examine and analyze art from societies of the past and

present. This Advanced Topics course builds on skills learned in history in

previous grades such as discussions about the Seated Lady of Çatal Hüyük in

Grade 6 and the study of kente cloth in Grade 7. Units of study in Art History

are organized by artistic medium where each unit begins with students

interacting with and observing artwork before self-authoring a definition for

the medium. Students learn the origins of the medium, examine early and

contemporary works, and explore a thematic thread (ex. gender). In addition

to discussing and writing about art, students watch films, create art of their

own, and leave campus to view art in the Oakland community.

Grade 8 Art History Advanced Topic Key Learning Outcomes

Responding to Art

• Perceive and analyze artistic work

• Interpret intent and meaning in artistic work

• Apply criteria to evaluate artistic work

• Explain how artistic decisions about art-making shape a work of art

• Differentiate the components of form, function, content/and or context of a

work of art

• Analyze form, function, content, and/or context to infer or explain the possible

intentions for creating a specific work of art

Connecting to Art

• Relate artistic ideas and works with societal, cultural, and historical context to

deepen understanding

Units of Study

• Textile

• Painting

• Describe how historical context influences artistic decisions about creating a

work of art

• Print

• Independent research on a medium

of your choice

Essential Questions

• How can we develop a shared language in order to discuss an artistic medium

together?

• What can the study of an artistic medium’s (textile, print, paint, or photo)

development throughout time and across place tell us about the human

experience?

• How can this study help us in identifying similarities and differences between

societies?

• Appraise the impact of an artist or a group of artists on the beliefs, values, and

behaviors of a society

• Distinguish different ways art is used to represent, establish, reinforce, and

reflect group identity

• Describe how knowledge of culture, traditions, and history may influence

personal responses to art

Creating Art

• Synthesize knowledge of social, cultural, historical, and personal life with artmaking

approaches to create meaningful works of art or design

• How does art reflect/connect to the social identities of both its creators and

viewers?

Approaches to Teaching and Learning Learning in Art History

• Diverse artist explorations

• Expression of creativity through a variety of mediums

• Cross-disciplinary connections

• Art reflection, response, and interpretation

• Field trips/exploration of art and artists in the Oakland community


32 33

Advanced Topics in DBi: Built to Matter

This hands-on course is designed for students who love to tinker, collaborate,

and build with purpose. Students, in Built to Matter, learn to use design as a tool

for solving real-world problems while developing practical engineering skills.

The class begins with a team Tech Challenge focused on designing and building

wind-resistant structures. Students then gain foundational woodworking skills by

constructing wooden chairs, learning to safely use both hand and power tools

while personalizing their projects through form, function, and storytelling. The

course culminates with a client-focused design project addressing real needs

within the school community, combining creativity, collaboration, and practical

problem-solving skills. The course culminates with a client-focused design

project addressing real needs within the school community, combining creativity,

collaboration, and practical problem-solving skills.

Units of Study

• Wind-resistant Engineering Design

• Woodworking

Essential Questions

• What do we give up and what do we gain when making design choices?

• How do engineers use testing and failure to improve designs?

• What design features help buildings resist wind without collapsing?

• What is the value of engineering journaling?

• How can we represent a 3D object accurately using 2D drawings?

• How do we safely and effectively work with wood as a material?

• How do measurement and accuracy influence the quality and safety of a finished

product?

• How can we design meaningful solutions for real people by listening, testing, and

improving our ideas?

Approaches to Teaching and Learning in English

• Design thinking process

• Authentic, real-world design problems and projects

• Use of analog and digital tools

• Collaboration, critical thinking, creativity, and communication

• Cross-disciplinary learning

• Redwood Day Community Human-

Centered Design/Design Thinking

Project

Grade 8 Advanced Topics in DBi: Built to Matter Key Learning Outcomes

Innovative Designer

• Students use a variety of tools within a design process to identify and solve

problems by building new, useful or imaginative solutions.

` Know and use a deliberate design process for generating ideas, testing theories,

creating innovative artifacts or solving authentic problems

` Select and use tools to plan and manage a design process that considers design

constraints and calculated risks

` Develop, test and refine prototypes as part of a cyclical design process

Reading: Informational Text

• Students use a variety of tools to prototype design solutions and show resilience

when confronted with setbacks and challenges.

` Use tools effectively and safely to meet design goals and project requirements

` Understand how prototyping and iteration work to develop a sequence of steps

to create and test optimized solutions

` Collect feedback and data to evaluate and facilitate problem-solving and

decision-making

` Create original works or responsibly repurpose or remix digital resources into

new creations

Empowered Learner

• Students leverage tools to take an active role in choosing, achieving, and

demonstrating competency in their learning goals

` Articulate and set personal learning goals and develop strategies to achieve

them

` Reflect thoughtfully on designs, design processes, projects, plans, and

prototypes identifying strengths and areas for improvement to guide future

learning

Creative Communicator & Collaborator

• Students communicate clearly and express themselves creatively for a variety of

purposes using the platforms, tools, styles, formats and digital media appropriate

to their goals. Students enrich their learning by collaborating with others and

working effectively in teams.

` Communicate complex ideas clearly and effectively by creating or using a variety

of digital objects such as visualizations, models or simulations


34 35

` Publish or present content that customizes the message and medium for

intended audiences

` Use collaborative technologies to work with others, including peers,

experts or community members, to examine issues and problems from

multiple viewpoints

` Contribute constructively to project teams, assuming various roles and

responsibilities to work effectively toward a common goal

Advanced Topics: Garden to Table

In the Garden to Table Advanced Topics course, students cultivate a deep

connection with food through hands-on culinary and agricultural experiences

that connect the garden to the kitchen through focus on basic kitchen

techniques, recipe-following and development, kitchen workflow practices,

and restaurant-style dish preparation. Students also learn to tend to and

develop the school gardens, working directly in garden beds using proper

tools and techniques to care for plants. Home assignments include practicing

recipes, demonstrating specific techniques such as knife skills, and cultivating

a personal connection to food through cooking, eating, written reflection, and

presentation.

Units of Study

• Kitchen Skills 101

• Desserts

• Appetizers

• Gardening Throughout the Year

• Entrees

Essential Questions

• How do you operate safely in a kitchen? What techniques and tools do food

professionals use to prepare foods?

• What defines an appetizer? What steps are important to include in a simple

recipe?

• What defines an entree? How can I add my own creativity and technique to

create a successful dish? What makes a compelling and complete dish?

• What defines a dessert? What are some basic principles of pastry? How do

precision and creativity interact in the kitchen?

• What are the needs of a garden? How can I tend to the earth to help living

things thrive? What practices grow the best crops?

Approaches to Teaching and Learning in Garden to Table

• Learning guided by student inquiry, ability, agency, and best judgement


• Personal connection to content fostering deeper engagement

• Experiential, hands-on learning in the kitchen and garden

• Indoor and outdoor classroom spaces

• Care and responsibility for communal spaces, materials, and living things


Design Build Innovate Key Learning Outcomes

Cooking and Gardening Skills

• Know how safe kitchens and gardens are calm, organized, and cared for

• Use tools appropriately and with care for intended tasks

• Identify and tend to the needs of garden spaces at different times of the year

Culinary Creation

• Produces, selects, and engages in recipes with intention, creativity, and

purpose

• Understand that gardening provides access to food, connection to food, and

knowledge of where food comes from

• Use all senses to describe and assess food

• Employ learned techniques to utilize available ingredients creatively

Culinary Connection

• Understand that sharing food can serve as a practice in empathy, growing

capacity for differing opinions

• Reflect on personal connection and experience with food

• Develop and explain personal preferences related to food

• Know that cooking provides access and connection to living things

36 37

Advanced Topics in English: Journalism and

Sports Writing - A Comparative Study

In Journalism and Sports Writing: a Comparative Study, students explore

the world of sports journalism with particular attention to writing styles and

perspectives in men’s and women’s sports coverage. Students study articles

and reports by prominent sports writers while analyzing differences in coverage

and narrative styles between men’s and women’s sports. The class includes field

experiences such as attending school sports games to gather material for writing

assignments. Through the course of the school year, students develop critical

thinking skills about media representation and sports journalism while practicing

their own sports writing techniques. To apply what they learn, students create a

publication covering Redwood Day sports updates.

Units of Study

• Introduction to Sports Journalism

• Writing Styles in Sports Coverage

• Media Representation and Bias

• Field Experiences: Gathering Material

• Writing Techniques for Sports Reporting

• Publication Creation

Essential Questions

• How do writing styles differ between men’s and women’s sports journalism?

• In what ways does media representation influence public perception of

athletes?

• What role does narrative play in shaping the stories we tell about sports?

• How can we critically evaluate the coverage of significant sporting events?

• What ethical considerations should sports journalists keep in mind when

reporting?

• How does attending live events enhance our understanding of sports

journalism?

Approaches to Teaching and Learning in Journalism and Sports Writing

• Writing process

• Real-world contexts, purposes, and audiences for writing





Grade 8 English Advanced Topics in English: Journalism and Sports

Writing Key Learning Outcomes

Reading Informational Texts

• Determine a central idea of a text and analyze its development over the course of

the text, including its relationship to supporting ideas.


author acknowledges and responds to conflicting evidence or viewpoints.

Writing

• Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

` Engage and orient the reader by establishing a context and point of view and

introducing a narrator and/or characters; organize an event sequence that

unfolds naturally and logically.

` Use narrative techniques, such as dialogue, pacing, description, and reflection,

to develop experiences, events, and/or characters.

` Use a variety of transition words, phrases, and clauses to convey sequence,

signal shifts from one time frame or setting to another, and show the

relationships among experiences and events.

` Use precise words and phrases, relevant descriptive details, and sensory

language to capture the action and convey experiences and events.

` Provide a conclusion that follows from and reflects on the narrated experiences

or events.

• Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on how well purpose and audience

have been addressed.

38 39

• Conduct short research projects to answer a question, drawing on several

sources and generating additional related, focused questions that allow for

multiple avenues of exploration.


• Engage effectively in a range of collaborative discussions, building on others’

ideas and expressing one’s own ideas clearly.

` Come to discussions prepared, having read or researched material under

study; explicitly draw on that preparation by referring to evidence on the topic,

text, or issue to probe and reflect on ideas under discussion.

` Follow rules for collegial discussions and decision-making, track progress

toward specific goals and deadlines, and define individual roles as needed.

` Pose questions that connect the ideas of several speakers and respond to

others’ questions and comments with relevant evidence, observations, and

ideas.

` Acknowledge new information expressed by others, and, when warranted,

qualify or justify their own views in light of the evidence presented.

Advanced Topics: Leadership

This Advanced Topics course focuses on practical application of leadership

principles and personal growth inspired by Abby Wambach’s “Wolfpack”

which explores the themes of empowerment and finding one’s voice. Students

delve into facets of leadership through reading and discussing a variety of

relevant articles and TED talks and engage in interactive activities to develop

personal leadership skills and self-expression. They also engage in researching

and presenting on influential leaders across various fields based on students’

individual passions and interests.

Units of Study

• Introduction to Leadership Principles

• Exploring Leadership Styles

• Personal Growth and Self-Expression

• Influential Leaders Research Project

• Interactive Leadership Activities

• Developing a Personal Leadership Plan

Essential Questions

• What does it mean to be an effective leader, and how can we define

leadership?

• How can understanding different leadership styles enhance our own leadership

abilities?

• In what ways can empowerment and finding one’s voice influence our ability to

lead?

• How can we apply leadership principles in our daily lives and within our

communities?

• What are the characteristics of influential leaders, and how do they inspire

others?

• How can we reflect on our leadership experiences to identify areas for personal

growth?

Approaches to Teaching and Learning in Leadership

• Writing process



• Personal connection to content fostering deeper engagement



• Research


Grade 8 Advanced Topics: Leadership Key Learning Outcomes

Developing Leadership

• Explore different types of leadership and recognize that different leadership

capacities, skills, and styles are needed in varied contexts

• Increasingly take on leadership roles and reflect on and identifies areas of

improvement


• Determine a central idea of a text and analyze its development over the course

of the text, including its relationship to supporting ideas

40 41


author acknowledges and responds to conflicting evidence or viewpoints

Writing

• Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event

sequences.




` Use narrative techniques, such as dialogue, pacing, description, and

reflection, to develop experiences, events, and/or characters.






` Provide a conclusion that follows from and reflects on the narrated

experiences or events.


rewriting, or trying a new approach, focusing on how well purpose and

audience have been addressed.





• Engage effectively in a range of collaborative discussions building on others’


` a. Come to discussions prepared, having read or researched material under

study; explicitly draw on that preparation by referring to evidence on the

topic, text, or issue to probe and reflect on ideas under discussion.

` b. Follow rules for collegial discussions and decision-making, track progress


` c. Pose questions that connect the ideas of several speakers and respond to


ideas.

` d. Acknowledge new information expressed by others, and, when warranted,


Advanced Topics: Passion Projects

In this Advanced Topics course, students transform their interests into a

meaningful project that showcases their creativity, critical thinking, and research

skills. With guidance and structured support, students have the opportunity to

gain in-depth knowledge and experience in a high-interest area of their choosing

and create an original, project-based product to share with the Redwood Day

community at the end of the year. Projects are student-driven and supported by

intermediate goals to ensure successful completion. This course allows students

to pursue their passions while developing project management, research, and

presentation skills. Note: priority enrollment will be given to students who qualify

for Redwood Day School’s Pilot Enrichment Program.

Units of Study

• Purpose of Education

• Empowerment

• Neurodiversity

• Strengths and Interests

• Independent research

Essential Questions

• What is the purpose of education?

• How can I take ownership of my education?

• What ways can I interact with content that play to my preferred learning

modalities and/or strengths?

• How can I leverage my strengths and interests in a way that furthers my

educational goals?

• What resources are available to me in the pursuit of my intellectual interests?

• How can I share my learning with the broader community?

42 43

Approaches to Teaching and Learning in Passion Projects

• Project-based learning


• Small group discussions

• Guest speakers / mentors

• Field experiences

• Destination Imagination/Odyssey of the Mind

• Lateral thinking

• Public presentation

Advanced Topics in PE: Basketball

This intensive basketball Advanced Topics course is designed for dedicated

players who want to significantly improve their skills and understanding of the

game. Focus is on shooting, ball handling, passing, and defensive techniques

while analyzing game film from youth through professional levels. The class

breaks down basketball strategy and addresses real game situations, such as

competing against players who are bigger, quicker, stronger, or more skilled.

Students examine rule differences between levels, including why the gather

step is allowed in professional play but not at middle and high school levels.

Requirements: students must have a good pair of basketball shoes, appropriate

shorts, a sense of humor, and passion for the game of basketball.

Grade 8 Advanced Topics: Passion Projects Key Learning Outcomes

• Identify personal goals of education

• Critically analyze texts, identifying strengths, omissions, and potential biases

• Development of a long-term plan for an individual or small group project with

intermediate goals and a tangible deliverable

• Identify area/s of high interest and sources for information and support for skill

building

Units of Study

• Ball Handling

• Shooting

• Passing and Catching

• Footwork

• Rebound

• Defense

• Transition

• Cutting, Screens, Getting Open

• Decision Making

• 1 on 1 vs 3 on 3 vs 5 on 5

• Engage in professional communication with content expert

• Demonstrate the ability to contribute to an authentic discussion, including

acknowledging and responding to diverse perspectives

• Analyze a case in which two or more texts provide conflicting information on

the same topic and identify where the texts disagree on matters of fact or

interpretation.

Essential Questions

• What is a good shot?

• Why should we be on balance when shooting?

• What is over dribbling vs dribbling with a purpose?

• After I make a pass, what are my options?

• What is a foul? What is a technical foul? What is an intentional foul? How does

knowing this help my game?

• Why is there a big difference between US and Euro basketball?

• What makes a player good?

• What makes a team good?

Approaches to Teaching and Learning in Basketball

• Cooperative, collaborative learning

• Teambuilding

• Social-emotional skills development

44 45

• Scaffolding learning

• Inclusive, equitable learning environments


Grade 8 Advanced Topics in PE: Basketball Key Learning Outcomes

Develops a Variety of Motor Skills

• Demonstrate appropriate form in basketball

• Demonstrate dribbling with foot and hand in a variety of practice tasks and games

• Demonstrate multiple techniques to create open space during a variety of practice

tasks and games (offense)

Applies Knowledge of Concepts and Strategies Related to Movement

• Demonstrate knowledge of tactics and strategies in basketball

• Demonstrate knowledge of offensive tactics to create space with movement in

games

• Demonstrate knowledge of reducing open space with movement and denial in

games

Advanced Topics in DBi: Places That Speak -

Designing Meaning Through Light, Form, and Story

This Advanced Topics course explores how design can create meaningful,

memorable spaces through the strategic use of light, form, and storytelling.

Through hands-on challenges that connect to their personal interests and

experiences, students experiment with light, movement, materials, and patterns and

shape ideas using laser cutting, 3D construction, and interactive lighting to bring

stories, memories, and ideas to life. Students also learn to create responsive designs

that might, for example, change color when approached or light up in response to

sound. Throughout the year, mini projects and experiments provide opportunities

for students to test ideas, practice techniques, and connect storytelling with

design in multiple ways. The class culminates with students designing a piece

such as a small structure, story-filled space, or interactive installation that others

can experience. This class is perfect for builders, storytellers, experimenters, and

anyone who wants to bring ideas to life in creative ways. Note: This class includes

summer journaling work consisting of four 20-minute assignments.

• Demonstrate problem-solving skills in basketball

• Analyze skill performance by identifying critical elements

Develops Personal and Social Skills Related to Movement

• Demonstrate consideration for others and contribute positively to the group or

team

Units of Study

• Designing with Story

• Light & Pattern

Essential Questions

• Form & Material

• Designing Meaning, Bringing Stories

to Life

• Exhibit proper etiquette, respect for others, and teamwork while engaging in

physical activity

• Use communication skills to negotiate strategies and tactics in a physical activity

setting

• Implement and provide feedback to improve performance without prompting

from the teacher

• Think critically and solve problems in physical activity settings, both as an

individual and in groups

• Solves problems amongst teammates and opponents

• Evaluates the effectiveness of leadership skills when participating in a variety of

physical activity settings

• How can design express personal stories, identities, and experiences?

• How do form, material, light, and pattern influence mood, meaning, and

atmosphere?

• What design choices help people feel connection, reflection, or belonging?

• How can different tools and processes support the journey from idea to

prototype to finished work?

• How do designers make decisions about what to include, emphasize, or leave

out in order to communicate meaning effectively?

Approaches to Teaching and Learning in Places That Speak

• Design thinking as a process for iteration and meaning-making

• Projects rooted in personal and cultural stories, shared with authentic audiences

46 47

• Use of both analog and digital tools, from journals and models to laser cutting, 3D

design, and interactive lighting

• Collaboration and communication strengthened through peer feedback and

shared studio practice

• Cross-disciplinary connections among art, design, architecture, storytelling, and

technology

• Optimal Learning Zone practices that encourage creative risk-taking and reflection

Grade 8 Advanced Topics in DBi: Places That Speak Key Learning

Outcomes

Innovative Designer

• Students use a variety of tools within a design process to identify and solve

problems by building new, useful or imaginative solutions.

` Know and use a deliberate design process for generating ideas, testing theories,

creating innovative artifacts or solving authentic problems

` Select and use tools to plan and manage a design process that considers design

constraints and calculated risks

` Develop, test and refine prototypes as part of a cyclical design process

Resilient Builder

• Students use a variety of tools to prototype design solutions and show resilience

when confronted with setbacks and challenges.

` Use tools effectively and safely to meet design goals and project requirements

` Understand how prototyping and iteration work to develop a sequence of steps

to create and test optimized solutions

` Create original works or responsibly repurpose or remix digital resources into

new creations

Empowered Learner

• Students leverage tools to take an active role in choosing, achieving, and

demonstrating competency in their learning goals.

` Articulate and set personal learning goals and develop strategies to achieve

them

` Reflect thoughtfully on designs, design processes, projects, plans, and

prototypes identifying strengths and areas for improvement to guide future

learning

Creative Communicator & Collaborator

• Students communicate clearly and express themselves creatively for a variety of

purposes using the platforms, tools, styles, formats and digital media appropriate

to their goals. Students enrich their learning by collaborating with others and

working effectively in teams.

` Communicate complex ideas clearly and effectively by creating or using a variety

of digital objects such as visualizations, models or simulations

` Publish or present content that customizes the message and medium for

intended audiences

` Use collaborative technologies to work with others, including peers, experts or

community members, to examine issues and problems from multiple viewpoints

` Contribute constructively to project teams, assuming various roles and

responsibilities to work effectively toward a common goal

Advanced Topics in Art: Printmaking

In Printmaking, students discover the rich tradition of printmaking through

exploration of a variety of techniques and artistic expression. They explore a

range of printmaking processes including drypoint, linocut, gelli prints, stencils,

screenprinting, and monoprints. Throughout all projects, students focus on

developing strong craftsmanship skills while creating clean editions. The class

encourages both technical precision and creative experimentation with various

processes and concepts, allowing students to develop their artistic voice through

multiple printmaking mediums.

Units of Study

• Printing Registration

• Dry Point

• Color Reduction Lino Cut

• Screenprinting and Digital Design

• Monoprints (including cyanotypes, • Woodcut

gelli prints, and pressed found

objects)

Essential Questions

• What is printmaking?

• How do we develop a personal art style/voice through various printing

processes?

48 49

• How can process and concept influence each other and visual communication?

• How do we develop our own systems (flow) for printing with detail-oriented

craftsmanship?

Approaches to Teaching and Learning in Printmaking



• Using and caring for art studio tools


• Development of artistic expression and identities


Advanced Topics in Art: Sculpture - Materials and

Techniques

This studio-based Advanced Topics class introduces students to the fundamentals

of three-dimensional artmaking through hands-on exploration. Students learn

structural mechanics and practice building solid, balanced forms using materials

such as clay, cardboard, plaster, fabric, and found objects. They design and

construct armatures, carve, mold, hand sew, and create wearable sculptures.

Emphasis is placed on creativity, problem-solving, and craftsmanship. Because this

is a studio-style class, students work at their own pace, developing original projects

from concept to completion. This course is ideal for students who enjoy building,

inventing, and working with their hands.

Grade 8 Advanced Topics in Art: Printmaking Key Learning Outcomes

Creating Art

• Demonstrate willingness to experiment, innovate, and take risks to pursue ideas,

forms, and meanings that emerge in the process of artmaking or designing

• Apply relevant criteria to examine, reflect on, and plan revisions for a work of art

or design in progress

• Demonstrate awareness of ethical implications of making and distributing creative

work

Responding to Art

• Analyze why and how an exhibition or collection may influence ideas, beliefs, and

experiences

• Explain how a person’s aesthetic choices are influenced by culture, environment,

and personal experiences that impacts the message it conveys to others

• Interpret art by analyzing how the interaction of subject matter, characteristics of

form and structure, use of media, art-making approaches, and relevant contextual

information contributes to understanding messages or ideas and mood conveyed

• Create a convincing and logical argument to support an evaluation of art

Connecting to Art

• Make art collaboratively to reflect on and reinforce positive aspects of group

identity

• Distinguish different ways art is used to represent, establish, reinforce, and reflect

group identity

Units of Study

• Alebrijes

• Soft Sculpture

• African Masks

• Carving

• Nick Cave Sound Suits

Essential Questions

• How do Mexican artists use basic hand building techniques to create sculptures

of mythical animals?

• How can I use slab construction to create a mask inspired by West African

forms?

• How can I use fabric to create three dimensional forms?

• How can I use the process of subtractive sculpture to replicate the style of

indigenous totem poles of the Pacific Northwest?

• How can I design and build a functional wearable sculpture inspired by artist

Nick Cave?

Approaches to Teaching and Learning in Sculpture



• Using and caring for art studio tools

50 51




Grade 8 Wide World of Sculpture Key Learning Outcomes

Creating Art

• Combine concepts collaboratively to generate innovative ideas for creating art

• Formulate an artistic investigation of personally relevant content for creating art

• Demonstrate willingness to experiment, innovate, and take risks to pursue ideas,

forms, and meanings that emerge in the process of artmaking or designing

• Apply visual organizational strategies to design and produce a work of art,

design, or media that clearly communicates information of ideas

• Reflect on and explain important information about personal artwork in an artist

statement or another format

• Apply relevant criteria to examine, reflect on, and plan revisions for a work of art

or design in progress

Responding to Art

• Explain how a person’s aesthetic choices are influenced by culture, environment,

and personal experiences that impacts the message it conveys to others

• Analyze ways that visual components and cultural associations suggested by

images influence ideas, emotions, and actions

• Interpret art by analyzing art-making approaches, the characteristics of form and

structure, relevant contextual information, subject matter, and use of media to

identify ideas and mood conveyed

Connecting to Art

• Make art collaboratively to reflect on and reinforce positive aspects of group

identity

• Distinguish different ways art is used to represent, establish, reinforce, and

reflect group identity

Advanced Topics in Music: Songwriting - Hooks,

Harmonies, Hits!

In Songwriting, students develop comprehensive songwriting skills while

creating original songs of varying lengths. The course covers lyrical, harmonic,

melodic, and structural analysis of popular songs, along with strategies for

writing effective melodies and chord progressions. Students learn to write

melodies over chords and chords under melodies, craft compelling lyrics for

different song types, and explore key elements of various music genres. The

class also includes common arrangement and instrumentation techniques, plus

basic song production using digital audio workstation (DAW) software. Student

projects include the writing and recording of multiple full-length songs.

Units of Study (many concurrent)

• Song Mapping

• Lyric Writing

• Song Analysis/Evaluation

• Revision

Essential Questions

• What is a song? What do songs do?

• Melody Writing/Chord Theory

• Co-Writing (collaboration)

• Arranging

• What are the most common elements of a song, and how do they function?

• What elements does a song need to effectively communicate ideas or tell a

story?

• How do songwriters get ideas for songs? How do they follow their inspiration

and actually create songs?

• How long does it take to write a song?

• What contributes to how long it takes?

• What tools are needed to write songs?

• What practices (habits/ways of living) contribute to writing songs?

Approaches to Teaching and Learning in Songwriting

• Exploration, analysis, and evaluation of songs from different styles and genres

• Musical composition using a variety of instruments including voice, ukulele, and

virtual instruments

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• Free-writing and writing from prompts

• Organizational tools

• Revision

• Cross-disciplinary connections with poetry and other arts

• Use of technology tools

• Presentation of in-process work

• Songwriting collaboration


Grade 8 Advanced Topics: Songwriting Key Learning Outcomes

Creating Music

• Generate rhythmic, melodic, and harmonic phrases and harmonic

accompaniments within expanded forms (including introductions, transitions, and

codas) that convey expressive intent

• Select, organize, and document personal musical ideas for arrangements, songs,

and compositions within expanded forms that demonstrate tension and release,

unity and variety, balance, and convey expressive intent.

• Use standard and/or iconic notation and/or audio/video recording to document

personal rhythmic phrases, melodic phrases, and harmonic sequences

• Evaluate personal work by selecting and applying criteria including appropriate

application of compositional techniques, style, form, and use of sound sources

• Describe the rationale for refining works by explaining the choices, based on

evaluation criteria

• Present the final version of documented personal composition, song, or

arrangement, using craftsmanship and originality to demonstrate the application

of compositional techniques for creating unity and variety, tension and release,

and balance to convey expressive intent

• Generate melodic, rhythmic, and harmonic ideas for compositions or

improvisations using digital tools

• Select melodic, rhythmic, and harmonic ideas to develop into a larger work using

digital tools and digital resources

• Drawing on feedback from teachers and peers, develop and implement strategies

to improve and refine the technical and expressive aspects of draft compositions

and improvisations

• Share compositions or improvisations that demonstrate musical and

technological craftsmanship, using teacher-provided digital tools and resources

in developing and organizing musical ideas

Performing Music

• Compare the structure, melody, harmony, lyrics, and texture of contrasting

pieces of music selected for performance, explaining how the elements of music

are used in each

• Create musical arrangements of original pieces, considering specific styles and

instrumentation

Responding and Connecting to Music

• Examine, document, and discuss personal responses to music from a variety of

styles and genres

• Identify and compare the context of music from a variety of styles and genres

• Examine and demonstrate connections between music and societal, cultural, and

historical contexts when creating, performing, and responding to music

Advanced Topics in Drama: Theatre Arts

Building on the Drama and Public Speaking foundations from 6th and 7th grades,

this Advanced Topics class takes students deeper into the world of theatre

arts. Students explore playwriting, write and perform monologues, examine

various theatrical genres, learn stagecraft techniques, and expand their public

speaking toolkit. This course is designed for students who want to strengthen

their confidence as performers and public speakers and gain a comprehensive

understanding of theatre production.

Units of Study

• Introduction to Script Writing

• Historical Figures Presentations

• Horror Unit

• Final Scenes

• Monologues

Essential Questions

• How do you capture authentic dialogue? How can a playwright communicate to

the actors through the script?

• How does lighting and sound (or the lack thereof) affect a scene and how it is

received by and audience?

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• What role does research, background knowledge, and experience play in a

playwright’s creative process?

• What is a monologue? What are the different ways to prepare? How does an

actor create a character? How does a character’s motivation affect performance?

How does an actor’s personal experience(s) affect the creation of a character?

• How do you create a Slides presentation that tells a story?

• How can a playwright use symbolism and allegory to tell a story? How do you

grow as a playwright? How do you evaluate/critique a script?

Approaches to Teaching and Learning in Theatre Arts

• Exploratory games

• Growth mindsets

• Collaboration and communication

• Theatre terms and origins

• Modeling and demonstration

• Real-world contexts and audiences

• Scenes, sketches, and improv

• Creative character and scene development

• Research

• Giving, receiving, and applying peer/teacher feedback

• Optimal Learning Zone Practices

• Share leadership and responsibilities to develop collaborative goals when

preparing or devising drama/theatre work.

• Practice collaboration, analysis, and reflection to refine a devised or scripted

drama/theatre work

• Refine effective physical, vocal, and physiological traits of characters in an

improvised or scripted drama/theatre work

• Implement and refine a planned design using technical theatre elements during

the rehearsal process for devised or scripted drama/theatre work”

Performing Drama

• Use a variety of acting techniques to increase skills in a rehearsal or drama/

theatre performance

• Use a variety of technical theatre elements to create a design for a rehearsal or

drama/theatre production

• Perform a rehearsed, scripted scene from a drama/theatre work for an audience

Presenting and Speaking

• Plan and present an argument that: supports a claim, acknowledges

counterarguments, organizes evidence logically, provides a concluding

statement that supports the argument presented, and uses appropriate eye

contact, adequate volume, and clear pronunciation

• Include multimedia components and visual displays in presentations to clarify

claims and findings and emphasize salient points

• Adapt speech to a variety of contexts and tasks

Grade 8 Advanced Topics in Drama: Theatre Arts Key Learning

Outcomes

Creating Drama

• Imagine and explore multiple perspectives and solutions to staging problems in a

drama/theatre work

• Develop a scripted or improvised character by articulating the character’s inner

thoughts, objectives, and motivations in a drama/theatre work

• Imagine and explore solutions to design challenges of a performance space in a

drama/theatre work.

• Articulate and apply critical analysis, personal experience, research, and historical

and cultural context to the development of original ideas for a drama/theatre

work

Advanced Topics in Wellness and Life Skills:

Learning to Learn

In Learning to Learn, students tap into their unique learning potential by

understanding how their brain works and developing personalized strategies

for academic success. Students explore their individual learning profiles in

greater depth while examining the science of neurodiversity and develop

strengths in their areas of interest while building skills and tools to address areas

of challenge. Through this comprehensive approach, students expand their

metacognitive abilities and acquire strategies for lifelong academic success.

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Units of Study (many concurrent)

• Executive Functions

• Whole-to-Part vs. Part-to-Whole

(Visual-Spatial vs. Auditory-

Sequential) Learning

• Brain Anatomy and Physiology

Essential Questions

• How do brains process information?

• Social Emotional Learning

• Adolescence

• Brain health

• Study skills

Grade 8 Advanced Topics: Learning to Learn Key Learning Outcomes

• Understand the anatomy and physiology of the brain and how it applies to

information processing

• Know the set of strategies considered to be executive functions, identify relative

strengths and challenges, and use tools to support areas of growth

• Identify where on the Visual-Spatial to Auditory-Sequential spectrum each

learner is and understand what that means for how information is presented

• Understand the interconnectedness between brain regions and the associated

impact of social relationships and emotional state on learning

• What are my strengths as a learner?

• What are challenges for me as a learner?

• How do social aspects of learning and emotions connect to and affect learning?

• What happens to a brain during adolescence and how does that affect brain

function and learner decision-making?

• How does sleep, creativity, and mindfulness affect brain health and

development?

• What strategies are available to help me succeed academically?

Approaches to Teaching and Learning in Learning to Learn

• Small group discussion


• Guest speakers

• EFs 2 the Rescue

• USC Center for Affective Neuroscience, Development, Learning and Education

(CANDLE)

• Brainstorm by Dr. Daniel J. Siegel and Wildhood by Barbara Natterson-Horowitz

and Kathryn Bowers

• Additional relevant readings, videos, and content

• Multiple modality learning demonstrations

• Identify traits associated with the adolescent stage of development and their

relevance on learning

• Know ways to improve cognitive functioning and long-term brain health and

create an individualized plan to implement strategies toward that end

• Establish routines that support academic achievement

• Identify strategies and create a plan to complete homework and study for tests

in high school and beyond

Advanced Topics in English: Writing Culinary

Memoirs and Bay Area Cuisine Exploration

In Writing Culinary Memoirs and Bay Area Cuisine Exploration, students explore

the art of food writing through memoirs that celebrate personal food experiences,

the farm-to-table movement, and organic farming practices. This class focuses on

renowned food writers and chefs, particularly those connected to the Bay Area

culinary scene. Students analyze memoirs and articles by prominent food writers

while researching different chefs and their culinary philosophies. They examine the

connection between personal stories and cuisine, developing both analytical and

creative writing skills through food-focused narratives. The course culminates with

students visiting a local farm or restaurant of a studied chef for hands-on learning,

then writing a reflective piece exploring the connection between the chef’s story

and their cuisine.

• Mind mapping and other planning systems for writing

• Close reading

Units of Study

• IIntroduction to Culinary Memoirs

• Bay Area Culinary Scene

• Analyzing Culinary Writing

• Creative Writing Workshops

• Field Experience

• Reflective Writing and Presentation

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Essential Questions

• How do personal experiences with food shape our identity and narratives?

• What role does the farm-to-table movement play in contemporary culinary

practices?

• How can the art of storytelling enhance our appreciation of food and cooking?

• In what ways do renowned chefs influence the culinary landscape and culture?

• What techniques are effective in writing about food and personal culinary

experiences?

• How can we connect the stories of chefs and food producers to our own

culinary journeys?

Approaches to Teaching and Learning in JWriting Culinary Memories

Learning Outcomes

• Writing process






Grade 8 English Advanced Topics in English: Writing Culinary Memories

Learning Outcomes


• Determine a central idea of a text and analyze its development over the course

of the text, including its relationship to supporting ideas.


author acknowledges and responds to conflicting evidence or viewpoints.

Writing

• Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event

sequences.

` Use narrative techniques, such as dialogue, pacing, description, and reflection,

to develop experiences, events, and/or characters.






` Provide a conclusion that follows from and reflects on the narrated

experiences or events.


rewriting, or trying a new approach, focusing on how well purpose and audience

have been addressed.





• Engage effectively in a range of collaborative discussions building on others’


` Come to discussions prepared, having read or researched material under

study; explicitly draw on that preparation by referring to evidence on the topic,

text, or issue to probe and reflect on ideas under discussion.

` Follow rules for collegial discussions and decision-making, track progress


` Pose questions that connect the ideas of several speakers and respond to


ideas.

` Acknowledge new information expressed by others, and, when warranted,


• Present claims and findings, emphasizing salient points in a focused, coherent

manner with relevant evidence, sound valid reasoning, and well-chosen details;

use appropriate eye contact, adequate volume, and clear pronunciation.




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Grade 8 Physical Education

PHILOSOPHY

Units of Study

• Fitness, Team Building, and Games

• Soccer

• Flag Football

• Tennis

• Ultimate Frisbee

• Volleyball

Redwood Day recognizes the value of physical activity for health,

enjoyment, challenge, self-expression and social interaction and

believes that physical education is an integral part of developing

the whole child. Through learning experiences in physical education,

students develop motor skills and use their knowledge of movement

concepts, tactics, and strategies across a variety of environments.

They apply knowledge of health-related and skill-related fitness to

enhance their overall well-being, and they develop the social skills

necessary to exhibit empathy and respect for others and foster

and maintain relationships. In addition, students develop skills for

communication, leadership, and conflict resolution in a variety of

physical activity settings, all contributing to an individual’s physical

literacy journey.

• Basketball

• Whiffle Ball

• Floorball

• Four Square

• Pickleball

• Track and Field

• Lacrosse

• Games

• Badminton

Essential Questions

• What does it mean to be fit (for me)?

• How does your movement affect performance?

• How can individual differences enhance and contribute to group effectiveness?

• What makes a successful team?

• How can I be a ‘good sport’ and contribute to a team?

Course Overview

Physical Education in Grade 8 emphasizes students applying their increased

knowledge of skilled performance to improve their own movement skills.

Students also continue to apply principles of effective team participation

and to lead and follow by sharing leadership positions. The Middle School

PE program focuses on developing movement and motor skills and social

skills across a variety of movement activities. Students also learn to maintain

a healthy lifestyle through individual and collaborative fitness components

throughout the program, and they develop skills for communication,

leadership, self-reflection, and conflict resolution in a variety of physical

activity settings. Class content and social emotional development are geared

towards preparing students for their next challenge and promoting lifelong

fitness.

• How do you maintain physical fitness?

• How can physical activity/sports provide a wide-range of lifelong benefits?

• Why are skills and game knowledge important to physical activities and

sports?

Approaches to Teaching and Learning in Physical Education

• Cooperative, collaborative learning

• Teambuilding

• A variety of games and activities

• Learning stations

• Indoor and outdoor learning/playing spaces

• Social-emotional skills development

• Scaffolding learning

• Inclusive, equitable learning environments

• A wide array of equipment to support skills acquisition


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Grade 8 Physical Education Key Learning Outcomes

Develops a Variety of Motor Skills

• Demonstrate activity-specific movement skills in a variety of sports, activities,

and outdoor pursuits

• Demonstrate appropriate form in a variety of skill-related fitness activities

• Demonstrate appropriate technique in muscular strength, endurance training,

and flexibility training.

• Demonstrate a proper underhand and overhand serve using the hand in a

variety of practice tasks and modified small-sided games

• Demonstrate dribbling with foot and hand in a variety of practice tasks and

games

• Demonstrate multiple techniques to create open space during a variety of

practice tasks and games (offense)

Applies Knowledge of Concepts and Strategies Related to Movement

• Demonstrate knowledge of tactics and strategies within lifetime sports &

activities

• Demonstrate knowledge of offensive tactics to create space with movement in

games

• Demonstrate knowledge of reducing open space with movement and denial in

games

• Demonstrate problem-solving skills in a variety of games and activities

• Identify and compare the components of health and skill-related fitness

• Apply knowledge of skill-related fitness to different types of physical activity

• Apply knowledge of dynamic and static stretching to exercise in warm-up,

cool-down, flexibility, endurance, etc. physical activities

• Analyze skill performance by identifying critical elements

Develops Personal and Social Skills Related to Movement

• Demonstrates awareness of other people’s emotions and perspectives in a

physical activity setting

• Demonstrate consideration for others and contribute positively to the group or

team

• Exhibit proper etiquette, respect for others, and teamwork while engaging in

physical activity

• Use communication skills to negotiate strategies and tactics in a physical

activity setting

• Implement and provide feedback to improve performance without prompting

from the teacher

• Demonstrate the ability to follow game rules in a variety of physical

activity situations

• Recognize and implement safe and appropriate behaviors during physical

activity and with exercise equipment

• Think critically and solve problems in physical activity settings, both as an

individual and in groups

• Solves problems amongst teammates and opponents

• Evaluates the effectiveness of leadership skills when participating in a

variety of physical activity settings

Grade 8 Wellness & Life Skills

PHILOSOPHY

Wellness and Life Skills in the Middle School equips students with

tools and strategies for life, learning, and social-emotional health and

wellness. With a focus on growth as a whole person, this program

encompasses the realms of Health and Wellness, Media Literacy and

Digital Citizenship, and Learning to Learn (learning strategies and

executive functioning).

Course Overview

In Grade 8 Wellness and Life Skills, through discussions on healthy decisionmaking,

students learn about the importance of maintaining a healthy

lifestyle, including proper nutrition, exercise, sleep, and awareness of

substance use. Topics such as sexual health and relationships are addressed,

with a focus on understanding consent, sexual agency, and the differences

between friendships, romantic relationships, and sexual relationships. In

‘Media Literacy and Digital Citizenship’, students explore ethical practices

in creating and sharing information, including proper citation and Fair Use,

while learning reflective note-taking strategies and lateral reading techniques

to assess digital content. This class also addresses the potential impacts of

generative AI and guides students in using it ethically in academic settings.

In the ‘Learning to Learn’ portion of the class, eighth graders learn about

the neurological changes of adolescence and their impact on executive

functioning, memory, and learning. They develop strategies to optimize their

performance by understanding mindset, self-talk, and the concept of flow,

while learning effective time management and goal-setting techniques.

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Topics of Study

• Health and Wellness: Healthy decision-making; coping with stress

positively; recognizing and dealing with uncomfortable feelings; responding

to digital drama and online hate speech

• Media Literacy, Information Literacy, and Digital Citizenship: Digital

privacy and safety, creating and sharing information ethically; evaluating

media claims; and AI and academic honesty

• Learning to Learn: Executive function and cognitive flexibility, planning and

organization, and a growth mindset

Essential Questions

• How can I make responsible decisions that maintain my safety, wellness and

well-being and the safety and well-being of others?

• How can I positively cope with stress?

• How do you navigate the world as a digital citizen and information/media

consumer and creator?

• How can I contribute to making the digital world a safer and more inclusive

place for everyone?

• What is executive function?

• How can I use executive function skills to help me improve cognitive

flexibility, planning and organization, and nurture a growth mindset?

Approaches to Teaching and Learning in Wellness and Life Skills

• Small and large group discussions

• Community circle

• Harkness discussion model

• Guest speakers

• Common Sense Media lessons

• Relevant readings and viewings: articles and media

• Role plays

• Skills application and demonstrations


Grade 8 Wellness and Life Skills Key Learning Outcomes

Health and Wellness

• Know who the counselor is, what the counselor does and how to access

the counselor

• Compare the risks and benefits of self-disclosure in relationships and

identify the risks and potential consequences

• Evaluate the impact of technology and social media on relationships (e.g.,

consent, communication)

• Understand how to build trust with others

• Understand how to positively cope with stress

• Understand and be made aware of uncomfortable feelings and risk factors

of suicide and depression

• Review the importance of healthy decision-making, in terms of nutrition,

exercise, sleep and drug and alcohol awareness

• Explain the impact that media can have on one’s body image and selfesteem

• Analyze the similarities and differences between friendships, romantic

relationships and sexual relationships

• Define sexual consent and sexual agency

• Recognize that there are individual differences in growth and development,

physical appearance, gender roles, and sexual orientation

• Understand how STDs, HIV, and AIDS are and are not transmitted

Media Literacy, Information Literacy, and Digital Citizenship

• Understand and abide by the Redwood Day Technology Acceptable

Use Policy accessing only appropriate information and using technology

responsibly

• Know how to access and use the Redwood Day library resources (catalog,

databases) and books

• Observe Internet safety procedures, including safeguarding personal

information and devices

• Deconstruct media claims and arguments by looking at logical fallacies,

persuasive techniques, and the use of the language of the medium

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• Make ethical decisions about the creation and sharing of information (e.g.,

respecting rights of creators, remixing, and using images and print within

the guidelines of Fair Use)

• Employ reflective notetaking strategies to capture own thinking and

inferences about the evidence being noted in words and phrases,

summarized, paraphrased, or quoted

• Cite all sources used according to MLA formats (in-text citations/works

cited page)

• Read laterally in the digital environment to discover divergent and

conflicting information as well as corroborating information

• Identify potential impacts of generative AI and discuss how to ethically

use generative AI in school

Learning to Learn

• Understand the neurological changes associated with adolescence and

their effects on executive functioning

• Know how self-talk affects performance and apply this knowledge to

creating a personal list of negative self-talk to avoid and positive self-talk

to practice

• Demonstrate understanding of the concept of flow and consider how it

relates to work habits, time management, and goal achievement

• Understand mindset and its role in good versus bad stress and how it

relates to resilience

• Learn about the differences between working, short-term, and long-term

memory and the brain structures involved in each

• Review research about and learn strategies and habits that optimize

human learning

• Create an individualized study plan for finals that anticipates challenges

and leverages each student’s strengths

Grade 8 Advisory

PHILOSOPHY

At Redwood Day, we believe Social Emotional Learning (SEL) is as

essential as academic achievement, supporting students in becoming

well-rounded, compassionate, resilient individuals, and community

members. Our commitment to SEL reflects our understanding that

self-awareness, identity, and developmentally appropriate support

are fundamental to student success.

Through transformative Social Emotional Learning grounded in

culturally responsive teaching, we empower our students to develop

the skills needed to thrive in a diverse and interconnected world.

Our goal is to equip every student with the tools to become global

citizens, capable of resolving conflicts, advocating for themselves,

and contributing positively to society.

Course Overview

The Middle School Advisory Program at Redwood Day supports students’

social emotional learning and development and helps students navigate

and flourish within their three years of middle school. Eighth graders

continue in the same advising groups from sixth grade and have daily touch

points with their advisors: during homeroom time, every afternoon before

dismissal, during an advisory period that meets twice within an eight-day

cycle, and occasional study halls. The eighth grade dean leads the eighth

grade advising team to prepare a curriculum that supports social emotional

learning at this level and helps students navigate through their final year of

middle school. In eighth grade, the advisory program focuses on high school

readiness (self-advocacy, personal responsibility, resilience, personal and

academic preparation) and the application and transition process, legacy

projects, and ongoing community building and support as students prepare

to move on from Redwood Day.

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Grade 8 Diversity, Equity, Inclusion,

and Belonging

PHILOSOPHY

Redwood Day is dedicated to creating an equitable learning

environment for all students: we want every child to be seen and

heard, feel safe and valued, and experience belonging. We want

students to see, hear, support and value themselves and others

while fostering active allyship throughout their educational journey.

As a result, DEIB is a critical part of students’ academic and social

emotional growth.

Course Overview

In Grade 8, DEIB concepts are developed across the academic program

including within Social Emotional Learning, Advisory, and within Equity

and Inclusion groups that focus on students examining their identities and

understanding how their identities may impact their experiences. At this

level, students deepen their exploration of self and awareness of others.

Student learning centers on identifying what dominant culture looks like in

our community and society and what it means to be part of/not part of the

dominant culture. Learning is also focused on building empathy as defined

by our Redwood Day values: caring about someone else’s feelings, caring

about someone else’s experience, actively listening for understanding, and

recognizing someone else’s perspective. Students may choose to participate in

affinity groups based on gender identity, race, religion and sexual orientation.

Grade 8 Outdoor Education

PHILOSOPHY

Redwood Day’s Outdoor Education programs increase belonging

among students, teach cooperation, and build confidence, selfawareness,

and independence. Students are provided an opportunity

to enhance their cultural awareness and connect what they have

learned in the classroom to experiential learning in the outside world.

They explore new experiences in a safe space while being provided a

different modality for student learning and growth.

Course Overview

Outdoor Education takes students outside of the familiarity of the

classroom, encourages them to undertake challenges that develop new

skills, and connects learning beyond school walls. In April, the eighth grade

class goes to Catalina Island where students learn about biodiversity, the

interconnectedness of nature, and environmental conservation. During

their week away, students participate in a variety of group and individual

challenge activities including kayaking, snorkeling, high ropes courses, teambuilding,

hiking, and science activities. The trip is led by C.E.L.P. (Catalina

Environmental Leadership Program) and chaperoned by the eighth grade

advisory team.

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3245 Sheffield Avenue

Oakland, CA 94602

510.534.0800

rdschool.org

Updated for School Year 2024-2025

Cover Artwork: Mia K. (created in Eighth Grade)

RD Curriculum Guide - Grade 8

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