Middle School Curriculum Guide 2012-2013

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Allendale Columbia Middle School Curriculum Guide - 2

MIDDLE SCHOOL ACADEMIC OVERVIEW

The Middle School years span two great transitions: from Lower School to Upper School and from childhood to young adulthood. During these years, students experience tremendous physical, social, emotional, and cognitive growth, becoming fully realized individuals with broad interests. The Middle School faculty is deeply committed to students. Teachers are at once guides, instructors, and role models, shaping young learners as they make important discoveries about themselves and the world.

Our Middle School educational programming is challenging, enriching, and flexible. It is designed to meet the developmental needs of young adolescents while teaching independent learning skills and emphasizing critical thinking. We strive to offer every Middle School student a rewarding, intellectually stimulating experience that encourages intelligent decision making, self exploration, and social interaction with peers and adults.

Advisor/Advisee Program Each student is assigned a faculty advisor who will play an important role throughout the Middle School years. Equal parts mentor, coach, and advocate, Faculty Advisors monitor students’ academic, social, and emotional progress by regularly communicating with advisees, their teachers, and their parents.

Students and Advisors meet twice a day, once in the morning for attendance and announcements and once after lunch for updates and reminders. Occasionally, time is set aside for discussion and activities focusing on goal setting, self-esteem, families, decision making, friendships, and peer relationships.

Course Requirements Middle School courses take place over a six day cycle, allowing for more time and flexibility in course planning. If a Day One occurs on a Monday, the next Day One will be Tuesday of the following week, etc.

The following is an outline of the courses and activities available to sixth, seventh, and eighth grade students. The core academic courses – English, world language, mathematics, science, and history – meet every day of the cycle. Art, music, mini-courses, geography, and computer classes meet two days per cycle. Physical Education meets four times per cycle.

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MIDDLE SCHOOL ACADEMIC OVERVIEW

Sixth Grade Core Courses (6 days per cycle) Electives (days per cycle) Additionally Required Courses (days per cycle) English Band (3) Art (2) World Language Chorus (2) Computer (2) - 1 semester History Latin (2) Mathematics Mini-Courses (2) Science Music (2) - 1 semester Physical Education (4)

Seventh Grade Core Courses (6 days per cycle) Electives (days per cycle) Additionally Required Courses (days per cycle) English Band (3) Art (2) World Language Chorus (2) Computer (2) - 1 semester History Interscholastic Sports (4-5) Geography (2) - 1 semester Mathematics Latin (2) Science Mini-Courses (2) Music (2) - 1 semester Physical Education (4)

Eighth Grade Core Courses (6 days per cycle) Electives (days per cycle) Additionally Required Courses (days per cycle) English Band (3) Art (2) World Language Chorus (2) Computer (2) - 1 semester History Interscholastic Sports (4-5) Health (3) - 1 semester Mathematics Latin (2) Science Mini-Courses (2) Music (2) -1 semester Physical Education (4)

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ENGLISH

The goals of Middle School English classes are defined as much by our students’ needs as by a set curriculum. Since their future study of English will be based on their experiences in Middle School, we strive to give our students confidence and pleasure in their ability to write, read, and speak, along with a clear understanding of how they can continue to achieve success in English classes.

During the three years students spend in Middle School, they follow a sequence of English classes that gradually push them to accomplish more complex tasks. By the end of eighth grade, we want our students to be able to write clearly and correctly. They should also be able to read and understand literature with increasing levels of abstraction, including novels, short stories, poems and plays, and willingly contribute ideas and opinions in small group and large group discussions. We want them to continue their study of English with confidence and enthusiasm. Finally, we want to prepare them to benefit from the academic rigor that will be demanded of them beginning in Middle School and continuing in and beyond Upper School.

English 6

In English 6, students strengthen and expand their critical thinking and reading comprehension through the regular practice of literary inference and analysis. In doing so, their thinking skills evolve from concrete to more abstract by the end of the year. Student-led book discussions are a primary mode of practice.

With each genre that we read, students study the basic elements of literature. These genres include Greek and Roman mythology, fairy tales, poetry, and various forms of fiction and non-fiction. We encourage and expect reading for pleasure. Written assignments range from simple journal entries to more complex compositions. Students employ the writing process to produce clean, finished pieces, which they compile in portfolios. Lessons throughout the year emphasize proper grammar, spelling, and penmanship. Greek and Latin roots form the structure of our vocabulary program.

Students also create poems to potentially be published in Muse, our school literary journal. Throughout the year, students complete several interdisciplinary projects—a product of close collaboration among Middle School faculty.

Sixth graders also continue to build on their understanding of the fundamentals of writing mechanics through exercises that sharpen grammar, punctuation, vocabulary, and spelling skills.

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ENGLISH

English 7

The seventh grade English curriculum continues to build on the skills students developed in previous years, helping students to achieve greater capability as readers, writers, and thinkers. Students advance their reading comprehension as well as oral and written expression.

Assigned reading material includes classic and contemporary novels, plays, short stories, and poetry.

Literature read by the class may include: The Call of the Wild, by Jack London; Our Town, by Thorton Wilder; Roll of Thunder, Hear My Cry, by Mildred D. Taylor; The Giver, by Lois Lowry; The Outsiders, by S.E. Hinton, and works by Edgar Allan Poe, in addition to various short stories and poems. Our reading program focuses on strengthening inference and analysis skills, giving students the opportunity to study the various elements of literature such as plot, theme, characterization, and conflict in many different contexts.

The seventh grade writing curriculum focuses on journal writing, persuasive writing, and creative writing. Writing projects offer students the opportunity to develop their own creative work, to develop the skills necessary to work effectively in a group, to learn to fulfill written expectations by following directions, and to improve both research and public speaking skills. Students review, then continue to sharpen the grammar skills taught in sixth grade. After review, students study new grammar skills that are specifically tailored to each class’s needs, including subjects such as frequently made grammar mistakes, punctuation usage, and compound sentences. Our vocabulary work continues to incorporate Greek and Latin roots, and students are challenged to improve both spelling and editing skills.

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ENGLISH

English 8

The eighth grade reading curriculum readies students for the challenges of Upper School while expanding the strong knowledge base established during previous years. Students study the elements of literature, analyze different literary works, and learn how to infer meaning from the many context clues within a literary text. As they complete class reading and related assignments, students continue to improve comprehension, but the focus of our studies is the development of critical thinking skills.

Eighth graders read a variety of written material, including classic and contemporary novels, plays, short stories, nonfiction, and poetry. The reading list includes diverse works such as Lord of the Flies, by William Golding; Anne Frank, Diary of a Young Girl (play), by Frances Goodrich and Albert Hackett; The House on Mango Street, by Sandra Cisneros; Romeo and Juliet, by William Shakespeare; The Hobbit, by J.R.R. Tolkien; and Of Mice and Men, by John Steinbeck.

The eighth grade writing curriculum focuses on thesis-driven writing and creative writing. Students learn how to develop a thesis statement, how to structure and organize a paper, and how to support an argument by using properly cited quotations. Students apply these skills primarily to a three-page literary analysis paper and to a research paper written for History 8. The history paper gives students the opportunity to refine their research skills, to learn and employ new methods of documenting and organizing their research, and to practice their editing skills. Students also have the opportunity to employ their writing skills in a number of creative activities, and time is often taken to share creative work in class. The eighth grade continues their study of grammar, reviewing the skills learned in seventh grade and then building upon those skills.

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WORLD LANGUAGES

The study of world languages is important for all students. As they learn about other languages, values, customs, traditions, and social institutions, students become better able to understand and appreciate the diverse world. The study of world languages prepares students to positively face what is new and unfamiliar, while giving them tools to better understand the rapid changes taking place in the world around them.

Modern Languages

Middle School modern language instruction emphasizes oral self expression and interaction. The department offers a comprehensive and well balanced study of the French and Spanish languages, as well as French- and Spanish-speaking cultures across the world. Beginning with a student’s first course, speaking and listening skills are emphasized. Teachers gradually introduce reading and writing as support for developing communication skills. Software, readers, magazines, newspapers, tapes, audiovisual aids, and the language lab are integral parts of curricula designed to encourage and promote understanding of the cultures involved. In addition, students use their iPads to consume and create authentic content in the target language. Much of the teaching is in the target language.

Spanish 6

Through the study of geography, history, art, music, and food, students are exposed to the countries and cultures of the Spanish-speaking world, especially Mexico. Students learn basic vocabulary and simple grammatical structures, which are reinforced by dialogues and student presentations. Development of communication skills is emphasized.

Text: Spanish is Fun, Book A, Wald, Amsco School Publications

Spanish 7-8

The Spanish program offered in the sixth, seventh, and eighth grades is the equivalent of a first year Spanish course at the high school level. The focus is twofold: communication and culture. The language is presented through meaningful interactions within the context of the Spanish-speaking world, as students establish a solid foundation in the four essential language skills: listening, speaking, reading, and writing. In Spanish 7-8, students add to their vocabulary and learn to communicate about the past as well as the present. Successful completion of this sequence earns one credit toward graduation requirements.

Text: Spanish 7 & 8 – En Espanol, Gahala et al, McDougal Littell

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WORLD LANGUAGES

French 6-7

The aim of French 6-7 is to teach students to communicate in French and to immerse them in an authentic cultural context. We use the textbook series Discovering French by Valette and Valette. Students will complete the first book, “Bleu,” during sixth and seventh grade.

Through many conversations in the textbook and hundreds of mini-scenes in the audio and video program, students come to know and appreciate the cultures of France and the French-speaking world. A variety of practice activities provide authentic opportunities for communication, enabling students to express themselves both orally and in writing. We supplement this program with selected readers, CD-ROMS, online activities, audio-visual materials, and feature films, to improve the students’ reading and comprehension skills and encourage creativity. Most of the instruction is provided in French.

French 8

French 8 students embark on “Blanc,” the second book in the series Discovering French by Valette and Valette. The class reviews earlier material, then covers the first six units of the book, adding new vocabulary and structures to students’ knowledge base. Students expand their communication skills, becoming comfortable speaking and writing in the present, past, and future tenses. Class activities progress from easier to more challenging, allowing students to build accurate language skills and good habits. Students often learn together, collaborating in pairs or small groups. Working in partnerships and teams helps students appreciate their differences while strengthening their command of the new language. We supplement the program with selected readers, CD-ROMS, online activities, audio-visual materials, and feature films to improve the students’ reading and comprehension skills and encourage creativity. Nearly all instruction is in French.

Latin

Studying Latin exposes students to valuable concepts about language, providing insight into the ancient world while building lifelong speaking, reading, writing, and listening skills. Our Latin curriculum also provides a growing knowledge of the Roman empire and its language, mores, mythology, literature, and history – a fascinating context that deepens students’ understanding of the contemporary world.

Latin 6-8

All Middle School students study Latin on a part-time basis. Through a fun, activity-centered curriculum, the students engage in a discovery of Roman life and language. They will learn basic Latin vocabulary and structure, which informs study of all Romance languages, reinforcing vocabulary roots, syntax, and grammar studied in English and Modern Language classes. Strong students may be placed into Latin II as ninth graders.

Texts: First Latin, Polsky, Longman, Ltd.; Ecce Romani, Lawall, Tafe, Longman Ltd. !

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MATHEMATICS

Middle School mathematics guides and challenges students as they transition from concrete thinking to abstract and conceptual reasoning. During these important years, students learn the process of mathematical thinking along with the fundamentals that inform it, developing valuable analytical and problem solving skills. Students are encouraged to “play” with and investigate mathematical ideas, having fun and discovering connections with other topics. The curriculum enables students to develop a broad base of knowledge, to make the appropriate cognitive transitions, and to enjoy the beauty of mathematics.

Mathematics 6

The sixth grade mathematics program is designed to build students’ self-confidence and nurture their natural curiosity by challenging them with a wide variety of problems and enrichment activities. Students take active roles as investigators, explorers, risk takers, and reporters in a nurturing and supportive environment. They master the process of learning as they make connections between mathematical topics, concrete and abstract ideas, concepts and skills, and other areas of the curriculum. The class studies operations for whole numbers, decimals, and fractions, acquiring number theory concepts. Students apply these skills to the study of ratios, proportions, percents, probability, and integers. Fundamental concepts of algebra are introduced as students learn the basic algorithms of variable representation and manipulation. Students also explore, write, and solve linear equations. Students learn and apply class topics through the manipulation of objects, the preparation of graphs and charts, and written expression.

Text: Mathematics, Scott Foresman, Addison Wesley, 2005

Mathematics 7

The seventh grade mathematics curriculum is a continuation and advancement of many of the concepts introduced in Math 6. From the very beginning of the course, students use proper problem solving strategies and make mathematical and real world connections. The course begins with a review and continued study of operations involving integers, fractions, decimals, and mixed numbers. During these units, students are not allowed to use calculators, leading them to internalize important concepts and skills that will help them excel in higher level mathematics.

Students in this course also learn the basics of solving simple one- and two-step equations and inequalities, study number patterns and number theory, work hands-on with the concepts of probability, perform various investigations in geometry, and examine problems utilizing proportions and percents. The final material covered in this course challenges students to make the next leap from rational numbers into the world of real numbers. This important step includes some challenging concepts such as understanding square roots, working with imaginary numbers, and beginning to learn about the basic concepts of trigonometry.

Text: Mathematics: Course 2, Benett et al., Holt McDougal, 2010

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MATHEMATICS

Mathematics 8-Pre-Algebra

Pre-algebra includes a review of the basic skills taught in previous years and an introduction to high school level algebra and geometry concepts. Students in pre-algebra examine abstract concepts involving variables, linear equations, and algorithms, building a strong foundation for higher mathematical study. Communication, computation, number theory, number sense, and pattern recognition are emphasized. Topics covered in this course include whole numbers; fractions; decimals; graphing in a coordinate plane; percentages; proportions and ratios; matrices; simplifying, solving, and graphing linear equations; area and perimeter relationships; trigonometric functions; and the techniques and strategies of problem solving. Math 8 students embark on a numerical journey as they read The Number Devil: A Mathematical Adventure, written by Hans Magnus Enzensberger, to build their sense of numbers and patterns. The class does not use a standard textbook. It is a project-based course with packets distributed for each unit. Students learn a majority of the material by playing the role of professionals who use math in their careers. Fields into which students might step include pharmacy, cryptography, architecture, and underwater diving.

Algebra 1

Algebra 1 is the equivalent of a challenging introductory high school algebra course. It is open to eighth grade students who have demonstrated mastery of the material and skills taught through Mathematics 7. Students who pass the class receive Upper School credit. Students in this course need to be ready to reason abstractly and take on the challenges of higher mathematical study. The curriculum stresses fundamental algebraic concepts and algorithms, emphasizing proper mathematical technique and expression. Students look for patterns, learn to understand alternative methods for solving a problem, and examine why these algorithms and algebraic procedures work. The ability to clearly articulate and communicate mathematical concepts, ask intelligent questions, and understand solutions to problems are important aspects of this course.

Throughout the year, students make frequent use of computers and calculators. Course topics include solving linear and quadratic equations and inequalities, factoring polynomials, simplifying and using rational expressions, graphing equations and inequalities, examining functions and relations, solving systems of equations, and dealing with radical expressions and equations.

Text: Holt Algebra 1, Burger et al., Holt, Rinehart and Winston: 2008 Graphing calculators are not required or recommended for this course. Students simply need a typical scientific calculator. !

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SCIENCE

Middle School science introduces students to broad disciplines of the subject, including life science, earth science, and physical science. The dynamic curriculum supports and challenges students’ intellectual development through these important years. Incoming Middle School students are ardent accumulators of factual knowledge ready to explore new topics and make fascinating discoveries. At each grade level, the science program makes use of students’ enthusiasm and skills, encouraging them as they progress to more demanding modes of thought.

The demands of Middle School science evolve considerably over the three year period. By the time students have reached the eighth grade, they will be able to meet intellectual challenges that require critical thinking and rational argument.

Throughout the years, students engage actively in all aspects of science, whether in laboratory work, class discussions, or written assignments. Classrooms are active places where students express themselves and teachers listen carefully to student responses, offering guidance and positive reinforcement.

Science 6

Science 6, a required course for all sixth grade students, is a full year of Earth Science studies. Core topics include the earth-moon-sun relationships, pre-historic time and fossils, the structure of the Earth, earthquakes and volcanoes, the weather, and environmental studies. The course begins with a study of the moon and sun and their relationship to Earth, then gradually shifts focus to the Earth as students examine the atmosphere, water, and land. Next, students are exposed to the basic concepts of related sciences such as geology and meteorology. The year ends with an investigation into the impact of humanity on the planet. The course is rich with laboratory projects and demonstrations to reinforce the concepts.

Text: This class uses Prentice Hall’s Science Explorer Series: Astronomy, Inside Earth, Earth’s Changing Surface, Environmental Science, and Weather and Climate

Science 7

Science 7, required for all seventh graders, is an introductory biology course designed to prepare students for the more advanced course offered at the tenth grade level. The course starts with a study of the basic characteristics of living things, followed by an investigation of each of the main domains and kingdoms of the classification system. The classification system sequence begins with simple organisms such as protists, bacteria, and viruses; moves on to a study of cells; advances to study fungi, plants, and animals; and finishes with an introduction to the systems of the human body. Laboratory opportunities and demonstrations are an integral part of the program.

Texts: Prentice Hall Science Explorer: From Bacteria To Plants, Jenner, et al, Pearson Prentice Hall, Prentice Hall Science Explorer: Animals, Jenner, et al, Pearson Prentice Hall, Prentice Hall Science Explorer: Human Biology and Health, Coolidge-Stolz, et al, Pearson Prentice Hall

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SCIENCE

Science 8 (Physics)

Science 8 is required for all eighth grade students. This course is equivalent to an introductory high school physics course, differing only in that it de-emphasizes the mathematics, focusing instead on the conceptual approach to the material. The central topics in the course include the mechanics of motion, properties of matter, heat and energy, sound and light, electricity and magnetism, and an introduction to nuclear physics. The course involves considerable student discussion, observation, and investigation of the concepts covered, with an additional emphasis on critical thinking and clear exposition in both oral and written work.

Text: Physics: A First Course, Tom Hsu, Ph.D.

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HISTORY

At Allendale Columbia School, history students become global citizens with a sophisticated understanding of our nation and the increasingly interdependent world.

To guide and enhance this process, the History Department pursues three sets of goals.

First, we teach the ability to analyze and organize information from both primary and secondary sources, clearly distinguishing fact from opinion. Our students learn to research the internet and evaluate the validity of electronic sources, becoming advanced consumers of information.

We also teach our students to perceive cause and effect relationships and compare and contrast different ideas, events, issues, and groups. Students synthesize and defend historical judgments both orally and in writing, using sound evidence to prove their points. To best serve the learning process, we impart to our students effective note-taking skills.

Our second set of goals centers on what we teach. Our department follows a vigorous, detailed curriculum that delves into the complexities of history. We challenge students to take a thoughtful view of challenging topics, gaining an understanding of how the historical experiences of various nations of the world have shaped their societies, and why the roots of current events can be found in the past. Our students emerge with a knowledge of national and world geography, as well as the ability to assemble a sound historical research paper.

The third set of goals we pursue focuses on the advanced development of our students’ communication skills and ability to present nuanced ideas. Our students learn in a cooperative environment and discuss historical subjects nearly every day. As they learn from each other, they become confident speakers, capable presenters, and interactive listeners. We also believe that it is important to provide opportunities for students to explore the more “humanistic” side of history. Accordingly, we expose our students to cultural pillars such as art and music, and the tenets of world religions.

History 6 Sixth grade history students learn essential skills necessary for worldly thought as they study selected cultural periods from the ancient world. As students discover that human history is an interaction of people, places, and circumstances, they take important steps toward world citizenship.

The comprehensive program incorporates note taking, reading for meaning, test taking, organization, research, and report writing. Games, activities, and projects are also incorporated into the curriculum.

Students examine and analyze the economic, political, cultural, geographic, and historic aspects of ancient civilizations, and they make connections with cultures as they exist today in Europe, the Middle East, Africa, India, and Asia.

Text: History Alive! The Ancient World, Bower and Lobdell, Teachers’ Curriculum Institute. Supplemental readings, interactive content, and videos

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HISTORY

History 7

Seventh graders study the history, geography, and culture of the United States from the Pre-Columbian Era to the Jacksonian Era. We begin with a close look at the Native American, European, and African roots of the various cultures of the Western Hemisphere, including the Aztec, Mayan, Incan, and other Native American civilizations. Next, we compare the Spanish and French explorations and colonial experiences in the Americas to Britain’s, and we continually examine how the United States’ relationships with Canada and Latin America have helped shape American history. We also explore the human toll and economic effects of the American slave trade as it emerged and took root, and we examine the religious and economic causes of early European migration to the Americas, as well as the effects of these events on North America’s indigenous peoples. The class then examines the philosophical roots of democratic government, with special attention given to the American Revolution, the development of the Constitution of the United States, and the policies of Andrew Jackson. To reinforce learning, students participate in role-playing activities, present songs and skits, and complete research projects.

Text: History Alive! The United States, Bower & Lobdell, Teachers’ Curriculum Institute. Supplemental readings, interactive content, and videos

History 8 Eighth graders pick up where they left off in seventh grade, resuming their study of the history, geography, and culture of the United States just before the Civil War. We study the widening divide between the cultures and economies of the North and South, the nation’s westward growth, its war with Mexico, and an era of reform epitomized by the Abolitionist Movement. Students examine how all of these situations laid the groundwork for the Civil War, the triggers and progress of the war itself, and the Reconstruction period following the war. Finally, we survey events up to the mid-20th century, beginning with the Industrial Age and ending with the World Wars. To reinforce learning, students participate in role-playing activities, song and skit presentations, and complete research projects.

Text: History Alive! The United States, Bower & Lobdell, Teachers’ Curriculum Institute. Supplemental readings, interactive content, and videos

Geography/Current Events All seventh graders are required to take a geography/current events course which meets twice per cycle for one semester. During the course, students examine current events as they relate to the five themes of geography: location, place, movement, region, and the interaction of humans in the environment. Map reading skills, debates, and topical discussions are emphasized throughout the course.

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COMPUTER SCIENCE

The 2012-2013 school year will be the second year of the Middle School iPad program. With school-wide instant internet access, computer instruction for all Middle School students begins with internet safety and the appropriate use of the internet. These areas of importance are stressed not only in computer classes, but throughout the Middle School curriculum. Performing effective searches and validating sources are topics covered in all Middle School classes. Students are introduced to several software programs: for word processing, Pages; for spreadsheets, Numbers; and for presentations, Keynote. Students also have access to several applications (Apps) that are necessary for their individual classes. All students have access to Allendale Columbia’s data storage sites.

Computer 6, 7, 8 With the adoption of iPads by the Middle School, all computer classes will begin with a review of the iPad, the required Apps, and use of the virtual keyboard. Using Pages, students will learn to properly create, format, and save professional-looking documents. Students also learn to integrate text and graphics into the same document, and save and retrieve their work from different sources. Students will also learn Keynote, which they will use for presentations in many of their classes. Additionally, the eighth grade will work with the spreadsheet program Numbers, learning to create and format charts for data analysis. They will select cells, enter values, format cells and text, and use the program’s sorting tools to keep work and data organized. After mastering these basic skills, students take on more challenging tasks, learning to use formulas, conditional statements, and cell references to simplify calculations and allow Numbers to recalculate values when an initial argument is altered. !

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VISUAL ART

The visual language of art connects knowledge, imagery, and aesthetics across the humanities, mathematics and science. As a result of this connection, the visual arts branch out into all areas of study, resulting in cohesive understanding for the learner. Visual arts are an essential element in all societies and cultures throughout world history. The visual arts are an essential part of a culture, carrying individual and collective images and ideas from one generation to another. The arts provide a unique learning experience and the tools for interpreting life experience and developing a student’s identity and sense of self-worth. Students are guided to communicate their feelings and positively impact others while encouraging self-discipline. Art is a vehicle for knowing, understanding, and changing the world. Art is an essential part of the curriculum because it provides meaningful experiential learning. The visual arts help students become critical thinkers able to creatively solve problems using their experience and intuition. Problem solving is an integral piece of the curriculum. Students will evaluate, research, and create a visual solution for each of their units of study in self-expression. An emphasis is placed on flexibility, respect, and understanding. The visual arts help students build self-confidence and individual strengths while maintaining the ability to work successfully as a group. All Middle School students will complete a sketchbook/planning component along with each of their projects. As a part of their experience they will complete questions and sketches prior to and during their art production. This kind of preparation will encourage students to contemplate their concepts and themes. The use of “drafts,” brainstorming, color mixing, and reference gathering will provide a record of their research and discoveries.

Art 6 Students explore new materials and techniques in this transitional year. “Sighting” while drawing is emphasized, as students differentiate between line and value. This drawing and painting course builds a foundation for exploring art in different cultures, time periods, styles, and movements. Color theory and the elements of art will be a strong building block for the artwork produced in this class. Critique and assessment will be a part of each assignment.

Art 7 Seventh grade art will build upon knowledge from the prior year of study. Students will branch out to discover new materials and concepts in art. Skills will be honed and students will begin to express themselves as individuals. The class will explore sculpture, digital photography, technology, and printmaking as well as drawing and painting.

Art 8 Eighth grade art will expand upon knowledge from the prior year of study. Students will examine a breadth and depth of topics and materials in their final year of Middle School art. They will explore traditional photography, printmaking, sculpture, and design. A style will begin to emerge throughout the year as students work to express and communicate their individual viewpoints.

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MUSIC

Music 6 - Music Composition

In this class, students learn composition basics which enable them to create and perform their own music. Course topics include a review of the musical staff, music notation, melody, harmony, rhythm, dynamics, key signatures, and time signatures. We also explore the use of music technology and MIDI (musical instrument digital interface). Using computer lab resources, students then employ fundamental composition basics to create their own musical pieces. The class is graded on lesson progress charts, word games, class participation, and the two final projects: a composition with accompanying text composed by the student during English class the previous semester, and an additional composition without text. The students perform each of the two selections for the class and discuss their work. This class meets for one semester, twice per cycle.

Music 7 - Music History and Appreciation

This course traces the evolution of European Classical Music from the Middle Ages through the Twentieth Century, World Music, Work Music, and Fundamentals, giving students a broad background in some of the most influential music ever made.

The class examines the role music plays in different societies, surveying diverse cultures around the world to learn what music says about how we express ourselves and who we are as human beings. Course material covers many of the social, cultural, and historical contexts of music in our lives. This class meets for one semester, twice per cycle.

Music 8 - Music History: Jazz

Music 8 follows the Jazz for Young People curriculum developed by the great musician Wynton Marsalis for Jazz at Lincoln Center. The course is a comprehensive introduction to jazz music that emphasizes its history and cultural importance. Students explore many aspects of jazz: its birthplace (New Orleans), specific terminology (improvisation, swing, bebop, etc.), its greatest practitioners, and much more. Students examine the careers of jazz legends such as Dizzy Gillespie, Louis Armstrong, Jelly Roll Morton, and others, learning about their accomplishments, breakthroughs and lasting impact on the genre. This class meets for one semester, twice per cycle. Text: Music! Its Role and Importance in our Lives, McGraw Hill

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MUSIC

Middle School Chorus

Middle School Chorus members experience the joy of learning and singing several different genres of music, improving sight singing and rhythm skills as they prepare selections for performance at our concerts. During rehearsals, students warm up with vocal exercises that assist them with correct vowel placement, breathing, and technique. They also work on their understanding of music notation. Participants are graded on their preparation for each rehearsal, willingness to contribute, attitude toward others, and attendance to the concerts. This is a full year course meeting twice per cycle.

Concert Band

The Concert Band is open to students in grades six through eight who play woodwind, brass, and percussion instruments. The repertoire may include any style of music and is chosen based on an appropriate level of difficulty. As they study, rehearse, and perform musical selections, Concert Band members build their knowledge of music theory and composition, learning how concrete ideas are used in creative human expression. Concert Band participants develop proficiency with an instrument, learn about musical thought and creativity, build performance and interpersonal skills, and develop an appreciation of music that will last a lifetime. In addition to the typical large ensemble experience, there are opportunities for chamber music (duets, trios, etc.) and solo performance. Students in the ensemble are encouraged to participate in solo festivals, public performances, and civic events, allowing them to use their talents in ways that build self-confidence and serve the greater community. Brass players have the opportunity to perform during Holiday Breakfast, and all students in the ensemble perform each year in the Winter and Spring Concerts.

Lessons

Small group or private lessons are a necessary part of the Concert Band curriculum. Students attend lessons in school once each cycle, but students who take private lessons on a weekly basis may opt out of in-school lessons. The purpose of lessons is to support musical growth, further the development of instrumental skills, and prepare students for band, solo, and chamber music performance.

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PHYSICAL EDUCATION, INTERSCHOLASTIC SPORTS, HEALTH

Physical Education Students in grades six, seven, and eight meet four days of the six-day cycle for physical education. The curriculum includes a variety of team and individual sports, recreational activities, and opportunities for elective activities. The curriculum is presented with a focus on fitness, to encourage students to be physically active, and to promote the importance of lifetime fitness. Students may select a physical education mini-course as part of the Middle School curriculum, giving them two additional days of physical activity.

Interscholastic Sports Students in seventh and eighth grades may participate in interscholastic sports. Generally, this requires a five day per week commitment that includes practices and a game schedule. There is a no cut policy on Middle School teams, so if a student goes out for a team, attends practices regularly, and works hard, he or she is assured playing time.

Fall Winter Spring Cross Country Co-ed Swimming Baseball Boys’ Soccer Boys’ Basketball Boys’ Tennis Girls’ Soccer Girls’ Basketball Boys’ Track Girls’ Tennis Girls’ Track Girls’ Volleyball Softball

Middle School Health All students in the eighth grade take a one-semester health class that meets three times per six-day cycle. By presenting accurate knowledge and correcting misinformation, we hope to give students the ability to make informed, intelligent decisions that positively affect their well-being. Much of the course focuses on the clarification and personalization of values. Discussion centers around effective communication, adolescent issues, human sexuality, substance abuse, eating disorders, and suicide.

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EVALUATION AND SCHOOL LIFE

Grading System

Students in the Middle School receive letter grades ranging from A+ to F that report academic achievement. Grades in the A range represent superior work; in the B range, very good work; in the C range, good to average work; and the D range, below average work. An F indicates failure to achieve at a minimal level. Additionally, effort grades of E (excellent), S+, S, S- (satisfactory), and U (unsatisfactory) report attitude, preparation for class, and participation. The effort grades of S+, S, and S- indicate in varying degrees that a student has met the demands of preparing for a course, including homework assignments, test and quiz preparation, class preparation, and attitude toward learning. The U effort grade means that a student is deficient to a significant degree in several of these areas, and an E grade indicates the student has exceeded these expectations.

Reporting The academic year is divided into two semesters. Each semester has two marking periods. For 2012-2013, parent-teacher conferences will be held at the end of the first and third marking periods. Comprehensive written reports will be sent to parents at the end of each semester. Interim grades are reported halfway through each marking period. Examinations are scheduled at the end of each semester for the eighth grade students. A comprehensive standardized testing program is conducted each year.

Honors Academic recognition includes Honors or High Honors. Honors represents a B or higher average with no grade below a B and no effort grade below S. High Honors represents an A- or higher average with no grade below B+ and no effort grade below S. The core courses of English, world language, mathematics, science, and history are used to calculate academic recognition. However, a below satisfactory effort grade in any subject will result in a student not attaining academic recognition regardless of their core course average.

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Assemblies

Throughout the year, Middle School students have the opportunity to attend assemblies of various types. An assembly may be a school play, a class forum, or an outside group or individual who has come to perform for the Middle School or the entire school community.

Mini-Courses Each year, a number of different mini-courses are offered. These courses meet twice per cycle during the second semester and do not assign homework. Samples of mini-course topics include Newspaper, Gardening, Sports Activity, Reading to a Friend in Kindergarten, Ultimate Frisbee, Irish Dancing, Science Bowl, Writing a Book with a Friend in Nursery School, Math Counts, Community Service, Drama and Role Play, Garage Band, Small Clay Sculpture, Video-making, Masks and Mime, Line Dancing, Knitting, Silent Reading, and Games and Puzzles.

Drama Middle School students have many opportunities to speak publicly and act. Each year, informal assemblies, classroom plays, and one major musical drama production offer students chances to gain confidence and use their talents in front of audiences.

Library Middle School students learn library skills through an orientation to the school library, its facilities, and its collection, taught in cooperation with the English Department. Sixth, seventh, and eighth graders have their own paperback library organized by their Library Club. Book talks are presented to encourage student reading.

Student Council Middle School students elect several Student Council representatives from each grade. Student Council officers are chosen by the elected representatives. Student council meetings take place before school or at lunch. The Student Council organizes Middle School dances, community service activities, and activity nights.

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Field Trips and Overnight Trips

Each year, there are multiple opportunities for students to participate in fun and fascinating field trips. Students may take a day or half day field trip if there is an educational experience off campus that would augment a particular subject’s curriculum. Several such trips are taken each year on a regular basis, and in certain years additional field trips may be added. Destinations often include the Memorial Art Gallery, Geva, and Ganondagan.

In the spring, the sixth grade travels to central New York to tour such sites as the Herkimer Diamond Mines, Albany Museums, and Howe Caverns.

In the fall, the seventh grade visits Camp Pathfinder in Algonquin Park, Canada for a week-long outdoor educational experience. At Camp Pathfinder, the seventh graders canoe, hike in the wilderness, experience rustic living, learn about ecological issues, and bond as a class. The eighth grade visits Washington, DC for three days at the end of the year, a culmination of all they have learned in both History 7 and 8.

Documents

Middle School Curriculum Guide 2012-2013