MIDDLE SCHOOL

CURRICULUM GUIDE

2015-16

THE BLAKE MIDDLE SCHOOL - CURRICULUM GUIDE 2015-16

MIDDLE SCHOOL MISSION STATEMENT The Mission of the Blake Middle School is to inspire enthusiasm for learning and to nourish each adolescent’s intellectual and emotional

development in a supportive and diverse community grounded in the values of honesty, acceptance, respect, responsibility, and trust. Our

program and strong partnership among students, parents, and faculty will empower our middle school students to become well-rounded,

lifelong learners who are able to see through multiple perspectives in order to understand and improve their world.

OBJECTIVES

THE SCHOOL CLIMATE Based upon respect for the uniqueness and potential of each student, the Blake School will maintain a supportive community in

which a unified and coherent academic and non-academic program functions. We will: ● Foster a positive self-concept, emotional maturity, personal integrity, a sense of responsibility and respect for others.

● Create open relationships between students and teachers.

● Make possible the development of mutual cooperation and a healthy attitude toward competition.

● Contribute a sense of tradition and continuity.

● Support risk-taking.

● Strengthen moral and civic values.

● Build high standards of conduct.

● Enhance aesthetic understanding.

Within this climate, attainment of the following major objectives is possible:

ACADEMIC EXCELLENCE Our tradition of academic excellence will be maintained and furthered by the attainment of objectives in the following areas

● Student Body: The Blake School will seek and maintain a diverse student body made up of students with high

academic potential and many individual strengths.

● Faculty and Administration: The Blake School will attract and retain a superior, highly qualified and diverse

teaching staff and administration who are committed to the school’s goals.

● Curriculum: The curriculum will challenge all students to strive for excellence and attain their highest potential

through an integrated, sequential, and age-appropriate curriculum of skills, knowledge and values.

● Athletics and other Co-Curricular Activities: These programs will complement the academic program while

emphasizing group effort and cooperation, as well as encouraging participation and the development of individual

skills.

● Resources: The Blake School will provide adequate resources to support the previous four areas.

DIVERSITY

The school will acknowledge and cultivate the uniqueness and potential of each person in the school community. ● Each person in the school community appreciates and will be appreciated for his/her own uniqueness and potential

through both individual and group experiences.

● Each person will appreciate the positive value of diversity in our community.

● The school will develop programs that benefit our diverse community.

WORTH OF THE INDIVIDUAL STUDENT The School will help students achieve a positive self-concept and will recognize and accept their potential and limitations.

● The student will demonstrate self-awareness.

● The student will develop and use interpersonal and group interaction skills.

● The student will demonstrate self-confidence.

EDUCATIONAL LEADERSHIP

Through climate student body, curriculum, and faculty and administration, the school will provide leadership within the greater public and

independent education community. ● The student body will distinguish itself through scholarship, accomplishments, and community involvement.

● The curriculum, evaluated on an annual basis, will incorporate what is best in educational theory.

● The administration and faculty will take initiative in developing and offering unique programs and/or educational approaches

both within the school and to the wider community.

GRADE LEVEL TEAMS The Middle School is divided into three grade level teams. The teachers in each team meet together twice a week to discuss both academic

and social issues pertinent to the class as a whole and/or individual students. The advisor serves as an advisor and advocate for the student.

The advisor collects appropriate input about the student and is the first source of contact for the parent(s) for general academic or social

concerns. The annual camping trips/outings, as well as the weekly meetings, are grade level oriented and designed to support our mission.

The contents of this curriculum guide are designed to give an overview of the Blake Middle School courses, their objectives and contents.

The Middle School is organized in both a grade level and departmental manner. The healthy balance of these two enables us to have a

strong curriculum, while paying close attention to the total personality of the individual student. All the departments work within the

framework of the Blake School’s philosophy and objectives and the Middle School philosophy. The philosophy and objectives and

Division Goals are followed by the courses in the departments that make up the Middle School curriculum:

English/Humanities Pages 4-8

Studio & Performing Arts Pages 9-12

Mathematics Pages 12-16

Modern & Classical Languages Pages 16-18

Physical Education Pages 18-20

Science Pages 20-22

Social Studies Pages 22-23 There are also two special departments in the Middle School:

Student Services:

Counseling & Learning Support Pages 24-25

Information Services Page 26-27

ENGLISH

I. ACADEMICS

The broad goals of the English Department are development and improvement of the students’ reading, writing, speaking,

listening, and media literacy skills. Teachers help students achieve these goals by a variety of methods ranging from direct

classroom teaching to individualized instruction. Skills are taught and retaught when necessary. Teachers and students set the

highest possible standards. A. Students develop skills in reading through materials appropriate and challenging to age and ability

B. Students develop critical thinking through study of, discussion of, and written response to literature

C. Students develop a life-long enthusiasm for reading

D. Students have frequent writing experiences, both expository and creative, in which clarity and effectiveness of

expression are stressed

E. Students are exposed to and practice proper grammar and usage

F. Students develop speaking skills through formal presentations and informal discussions

G. Students learn to use multimedia materials for research, outside reading, and relevant class projects

H. Students learn to craft and support an argument and to identify the elements of rhetoric in nonfiction selections

II. RESPONSIBILITY

A. Students accept responsibility to improve their English achievement. Students will use class and tutorial time

appropriately

B. In small groups students share their ideas and respond constructively to others

C. Students, with parent support, accept responsibility for regular class attendance and deadlines

D. Students have the opportunity to pursue individualized assignments, independent work, or research projects, based on

their ability and interest

GRADE 6 HUMANITIES

The overall goal of this course is to develop global competency. In pursuit of this, we will examine global issues, develop and practice

research skills, nurture solid writing skills, and teach critical reading and comprehension, and explicitly teach and practice critical and

creative thinking. We will also use the Word Voyage program for vocabulary study.

I. CRITICAL AND CREATIVE THINKING

A. Objectives

i. Ask critical, open-ended questions that help clarify and better understand a topic

ii. Identify root causes

iii. Draw conclusions from data

iv. Understand bias

v. Form opinions based on exploration and evidence

vi. Attack difficult problems

vii. Think like an innovator – create a system or object that solves a problem

viii. Seek creative solutions for social change

ix. Understand how the past impacts the present to make predictions about the future

B. Course Topics

i. Development

ii. Human Rights

iii. Peace and Security

iv. Humanitarian Affairs

C. Texts and Materials

i. Current, relevant texts gleaned from a variety of print and web-based sources

II. COMMUNICATION AND PARTICIPATION

A. Objectives

i. Use a reading/article/text for class discussion

ii. Present ideas in a logical, appropriate fashion

iii. Support ideas with evidence from the text

iv. Discuss literature in a meaningful way

v. Participate effectively in literature circles

vi. Develop writing fluency/stamina

vii. Respectfully debate points and change opinions based on logical evidence

viii. Participate responsibly in small group work

ix. Contribute positively to class discussion

x. Listen actively

xi. Assume good intent

xii. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments

and media

xiii. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

xiv. Develop cultural understanding and global awareness by engaging with learners of other cultures

xv. Contribute to project teams to produce original works or solve problems

B. Course Topics

i. Discussion

ii. Presentation

iii. Listening

iv. Debate

III. RESEARCH SKILLS

A. Objectives

i. Identify how to learn about various topics

ii. Use available resources to answer questions

iii. Read more complex material, both fiction and nonfiction

iv. Seek out multiple perspectives

v. Determine the main idea of an article

vi. Formulate thesis statements/identify a problem

vii. Evaluate reliability of sources

viii. Analyze primary and secondary sources

ix. Gather information from a variety of sources

x. Paraphrase, summarize and directly quote from a source and know when to use which method

B. Course Topics

i. World Savvy Challenge

ii. Bias and Slant

iii. Country Studies

IV. NOTE-TAKING, ORGANIZATION & STUDY SKILLS

A. Objectives

i. Summarize reading material

ii. Take clear, logical notes

iii. Manage your time

iv. Use an organizational system to keep a record of learning

v. Put information provided by a teacher or article into their own words

vi. Determine the main idea of an article

V. GRAMMAR, MECHANICS, AND USAGE

A. Objectives

i. Identify parts of speech

ii. Identify parts of a sentence

iii. Use correct punctuation

iv. Identify and construct proper agreement

B. Texts

i. Rules of the Game Book I by Page, Guthrie and Sable

ii. Selections from Everyday Editing and Mechanically Inclined, both by Jeff Anderson

VI. VOCABULARY

A. Objectives

i. Analyze context clues.

ii. Increase vocabulary comprehension and usage

iii. Use word attack strategies to explore and learn vocabulary

B. Texts and Materials

i. Word lists drawn from class readings + individualized word study

VII. READING

A. Objectives

i. Predict

ii. Visualize

iii. Make inferences

iv. Identify main ideas in an article

v. Apply a range of comprehension strategies

vi. Identify story elements

vii. Identify and explore themes in literature and life

viii. Increased reading comprehension

ix. Make connections T-T, T-S, T-W

x. Read a novel and identify literary elements

B. Texts

i. Circuit, Francisco Jiménez

ii. Absolutely Almost, Lisa Graff

iii. The Giver, Divergent, and The Lightening Dreamer

iv. Additional texts that reflect group and individual student interests & various short stories and poems

VIII. WRITING

A. Objectives

i. Expository

a) write a well-organized paragraph with a topic sentence, body and conclusion

b) support an argument

c) write strong topic sentences

d) write thesis statements

e) use knowledge of parts of speech to write varied sentence structures

ii. Creative

a) use indirect characterization to reveal a character

b) write in various genres

GRADE 7

I. READING/LITERATURE

A. Objectives

1. Develop comprehension skills

2. Identify various genres and artistic forms

3. Apply literary terms

4. Explore values and themes through literature and life

5. Develop discussion and listening skills through study of literature

6. Continue to practice independent reading

7. Apply methods of annotation to prepare for discussion and recognize themes

B. Course Topics

1. Genre study

2. Review of comprehension skills including visualization, summary, prediction, making inferences and

connections

3. Behaviors to look for in discussion

C. Texts and Materials

1. Of Mice and Men by John Steinbeck

2. Animal Farm by George Orwell

3. Literature Circle texts around the theme of U.S. immigration

4. Various short stories and poems

II. COMPOSITION

A. Objectives

1. Write frequently

2. Write clearly and competently for a variety of purposes and in a variety of forms

3. Work towards mastery of the revising and editing process

4. Develop ability to make judgments about what constitutes good writing

5. Write freely and creatively; journals

6. Use an appropriate medium for publication and sharing

7. Develop confidence in sharing original work

B. Course Topics

1. Possible forms of writing

a) paragraphs

b) analytical essays

c) personal essays

d) book reports

e) short stories

f) poetry

g) persuasive speeches

h) advertising techniques

2. Skills

a) topic sentence

b) substantiation of topic sentence

c) single-word and phrase transitions

d) mechanics

e) sentence structure (fragments and run-on sentences

III. GRAMMAR

A. Objectives

1. Understand the principles of grammar, usage and mechanics

2. Apply these principles to student writing

3. Course Topics

4. Parts of speech

5. Capitalization

6. Use of commas and end marks

7. Use of apostrophes

8. Use of verbs

9. Sentence structure

10. Paragraph structure

B. Texts and Materials

1. The Writer’s Craft

2. Grammar for Middle School – Kilgallon

3. Rules of the Game – Page, Guthrie, and Sable

4. Everyday Editing and Mechanically Inclined – Jeff Anderson

IV. VOCABULARY

A. Objectives

1. Use work attack strategies to master new words

2. Increase vocabulary comprehension and usage

B. Text and Materials

1. Word lists drawn from class readings + individualized word study

V. RESEARCH SKILLS

A. Objectives

1. Develop proficiency at using online databases

2. Use a variety of web-based sources to find and appropriately use information

3. Evaluate the quality of an online source

VI. MEDIA LITERACY: BOOKS TO FILM

A. Objectives

1. Examine specific aspects of filmmaking

2. Compare a specific book with a film version paying close attention to directorial choices

GRADE 8

I. READING/LITERATURE

A. Objectives

1. Analyze and interpret literature in various genres

2. Identify literary concepts in significant writings

3. Read with increasing comprehension

4. Encourage independent reading

5. Learn to actively participate in discussions using textual evidence

B. Course Topics

1. Short story

2. Poem

3. Novel

4. Memoir

C. Texts and Materials

1. Night, Elie Wiesel

2. To Kill a Mockingbird, Harper Lee

3. The Absolutely True Diary of a Part-Time Indian, Sherman Alexie

4. Leaving Home, Hazel Rochman and Darlene McCampbell, eds.

II. COMPOSITION

A. Objectives

1. Write in various genres including essays, poetry and memoir

2. Support an argument with quotations from a text

3. Write and deliver a persuasive speech

4. Write for authentic purposes and audiences

5. Develop writing conventions (mechanics, usage, punctuation, spelling)

B. Course Skills

1. Utilize all stages of the writing process (brainstorming, outlining, drafting, editing and revising)

2. Develop a thesis statement

3. Support claims with evidence

4. Use of single-word and phrase transitions

5. Develop sentence variety

6. Develop an authentic purpose for each piece of writing

7. Organization and fluidity of writing within each composition

8. Establishing clear tone through precise diction

C. Text and Materials

1. Sentence Composing for Middle School, Kilgallon

III. VOCABULARY

A. Objectives

1. Understand, learn and use high frequency, academic and conceptual words found in our texts

2. Practice using words in writing assignments

3. Use context clues and analyze word parts

B. Course Topics

1. Etymology

2. Dictionary skills

3. Use of thesaurus

C. Texts and Materials

1. Longman Dictionary of American English

2. Webster’s New World Roget’s A-Z Thesaurus

3. Word lists drawn from class readings + individualized word study

IV. RESEARCH SKILLS

A. Objectives

1. Develop proficiency at using online databases

2. Use a variety of web-based sources to find and appropriately use information

3. Evaluate the quality of an online source

4. Take notes in point form

5. Reference sources appropriately

STUDIO & PERFORMING ARTS

The arts engage students in expression through study, dialogue, exploration, performance, evaluation and exhibition of personal and

professional artworks. We call on our students to develop a language of the creative spirit and a facility for critical thinking.

SEQUENCE & STRUCTURE OF BLAKE MIDDLE SCHOOL ART CLASSES Blake Middle School offers three branches of music--Band, Choir and Strings--and three art disciplines--Theatre, Visual Art and Wood

Studio. All students meet twice weekly in their elected music class for the entire year, and twice weekly in their arts disciplines. The art

classes rotate at the trimester in 6th grade and at the semester in 7th and 8th grade. Each 6th grade student is required to take Theatre,

Visual Art and Wood Studio. The class meets twice a week for a trimester. At the end of a trimester the student will change to the next

class in the rotation. In the 7th grade, students continue with their music class and elect two arts choices. They will be in each art

discipline for one semester. In 8th grade, students may continue to elect one music and two arts choices for the year, OR they may apply

for the Integrated Arts course. Students are accepted to Integrated Arts through an application and interview process to this course which

meets four days each week for the entire year and combines the study of Theatre, Visual Art, Wood Studio, and Music.

VISUAL ART

OVERVIEW

The Middle School Visual Art program builds upon art skills and knowledge acquired in Lower School, focusing on developing student’s

abilities to see and perceive through the lens of an artist. Students develop technical skills while honoring their own style and creative

voice. Basic techniques and styles of drawing, painting and 3D works will be taught through variety of media and through specific

exercises and assignments meant to build a solid foundation for arts classes at the Upper School. Each class features student centered,

project based learning chosen from units that include drawing, painting, ceramics and mixed media. Students will learn a working

knowledge of art vocabulary and specific history of art from diverse cultural and stylistic perspectives. Students are also encouraged to

experiment and explore all aspect of art; its processes, history, movement and, engaged in hands-on projects designed for self-expression.

ART 6

Sixth grade visual art provides student the opportunity to acquire basic drawing techniques and skills touching on art knowledge

and exploring the elements of art. Sixth grade art meets twice a week for a trimester. All 6th grade students will have Art as part

of their Arts rotation, which also includes Theatre and Wood Shop.

ART 7/8 A (next offered in 2015-2016)

Units are chosen from drawing, painting, and 3D works. This class further develops skills introduced during 6th grade. Much of

our study is of expressive and emotional qualities in art. Art 7/8 meets twice a week for a semester.

ART 7/8 B (next offered in 2016-2017)

In Art 7/8 B, our study includes technical skills, methods and styles in art. Projects include perspective drawing, drafting and

architecture, pinhole photography, extruded clay forms and work on the potter’s wheel, digital art, designing your own currency,

human anatomy and gesture drawing and some new styles of painting. Art 7/8 meets twice a week for a semester.

THEATRE

OVERVIEW

The Theatre program in the Middle School is designed to give each student exposure to a variety of facets in theatre including pantomime,

improvisation, playwriting, theatre history, and beginning acting techniques.

CREATIVE DRAMA 6 Students begin the trimester using pantomime to bring stories and poems, as well as original plots and characters, to life.

Pantomime allows students to concentrate on movement and facial expression in their early-improvised performances. As the

trimester progresses, students add voice and oral expression to their daily performances as they dig deeper into developing their

characters and plots. Students learn and use the nine basic stage areas, as well as the different types of stages used in theatre

architecture.

YEAR A: BEGINNING ACTING 7/8 (next offered in 2015-2016) In this semester course, each quarter begins with a series of improvisation activities/exercises, which help student actors further

build their theatrical performance skills. As well, students choose and perform a role in a scene, the first in a short modern scene,

and the second in a classic text scene from Shakespeare’s A Midsummer Night’s Dream. Students work together in pairs or small

groups to: develop their characters and convey their objectives, block action and create interesting stage business, memorize

lines, and add necessary technical elements to bring their scene to life.. Throughout the rehearsal process, actors receive

coaching and constructive critique from their peers and the instructor. At the end of each quarter, students watch their final scenes

on film and assess their own performances.

YEAR B: PERFORMANCE & PLAYWRITING 7/8 (next offered in 2016-2017)

In this semester course, students learn the basic steps necessary to craft a play. Using both acting improvisation and writing exercises, students write and perform their way through numerous scenes during the semester. Each quarter, they work as individual playwrights and in small groups, to create interesting characters and plots as they learn the basic components of building a script (character, motivation, conflict, resolution, plot, spectacle, etc.). Plays, however, were never meant to remain on

the page; they beg to be performed. With that in mind, each original student scene is showcased in front of the class, allowing

young playwrights to act in their peers’ works, as well as see their own plots and characters brought to life by their classmates.

CHORAL MUSIC OVERVIEW

The Middle School choral program focuses on a three-year curriculum in which singers study and perform music that represents diverse

choral traditions throughout the world, including sacred and secular styles, and reflecting historical periods spanning the Renaissance

through contemporary works.

CHORUS 6 (Grade 6, Mixed Ensemble, mostly treble range)

Chorus 6 rehearses twice a week for the entire year. Students develop their musicianship through unison and part songs designed

to solidify the skills necessary for singing in two or more parts. Music is chosen to fit the particular voicing of the choir. Sight

singing and ear-training using solfege nurture essential skills for performing music. The Chorus 6 rehearses in two different

sections but they perform together as a whole ensemble at two choral concerts per year. Concerts are held in the MPAC.

7/8 GENDER-SPECIFIC CHOIRS

BOYCHOIR (Male Ensemble) or TREBLE CHOIR (Female Ensemble)

Students enrolled in either BoyChoir or Treble Choir rehearse twice a week for the entire year. Students continue to expand their

musical skills by focusing on music and vocal techniques specific to a single gender. Attention is given to the care and use of the

developing voice that the students will experience during the next several years. Music is chosen to fit the particular voicing of

the choir, which includes a wider range of ability levels and changed, changing, or unchanged voices. Special consideration is

given to choosing repertoire that develops musicianship and showcases the maturing adolescent voice. Sight singing and ear-

training techniques focus on building skills needed to perform more complex music. BoyChoir and Treble Choir perform at two

concerts per year, held in the MPAC.

7/8 MIXED-VOICED CHOIRS

CONCERT CHOIR or CHORISTERS

Students enrolled in either Concert Choir or Choristers rehearse twice a week for the entire year. Both choirs perform in multiple

parts and move more quickly through material than gender-specific choirs, due to overall skill and vocal development. Placement

in either choir is based on skill level and aptitude determined by rehearsal work and assessments done during the previous year,

and for some students, also a spring placement audition. Music is chosen to fit the particular voicing of the choir that usually

includes soprano, alto, tenor, and baritone parts. Repertoire builds knowledge of choral performance practices among many styles

of music. Sight singing and ear-training techniques focus on building skills needed to perform more complex music, including a cappella (unaccompanied) works. Occasionally, singers may be required to attend an additional rehearsal during Tutorial.

Concert Choir and Choristers typically perform two concerts per year, held in the MPAC. TUTORIAL ENSEMBLES & HONOR CHOIRS (determined by interest, ability and schedule).

Students may volunteer to participate in enrichment activities during Tutorial, which develop individual or small group singing skills.

Those students interested in auditioning for a state, regional, or national honor choir need to complete audition requirements in general by

September 25th of each year. See Mr. LeJeune for more information or check Moodle.

INSTRUMENTAL MUSIC

OVERVIEW

The Middle School instrumental music program focuses on developing students’ ensemble, expressive, and technical skills through large-

group rehearsals and small-group sectional lessons. Both experienced and beginning instrumentalists grow in the areas of focus, discipline,

and teamwork while studying and performing repertoire covering a variety of periods and styles.

BAND 6

Band 6, open to all sixth graders, is the beginning band at Blake. It rehearses two times a week over the entire year. Additionally,

each student will be scheduled for a weekly small-group lesson. Band 6 performs at least twice a year. Band 6 is where the

student learns instrumental fundamentals and ensemble techniques. Various written and aural experiences will be used to

introduce and reinforce the fundamentals of music and music performance. Each student will prepare and perform a solo for the

annual solo festival. With the exception of French horn, tuba, and euphonium players, each student is required to furnish his/her

own instrument and related accessories.

CONCERT BAND (Grades 7 & 8)

The Concert Band experience focuses on stretching musical skills and understanding through practice and performance. Concert

Band performs at least twice during the year. Two weekly rehearsals are complemented by weekly small-group lessons.

Complementary activities may include Jazz Lab, solos and ensembles and guest conductor/clinicians. Placement in Concert

Band is by the instructor, based on ability level, past performance and record of consistent and positive rehearsal contribution.

Band students are required to furnish their own instrument and related accessories. Students are encouraged to study privately

outside of school.

WIND ENSEMBLE (Grades 7 & 8)

The Wind Ensemble is an accelerated instrumental ensemble that plays more challenging repertoire representative of the highest

quality literature for young bands. The Wind Ensemble rehearses two times every week all year. Rehearsals are complemented by

weekly small-group lessons. The Wind Ensemble performs at least twice during the academic year. The emphasis on increased

musicality and performance technique is reflected in heightened expectations of the student musicians. Complementary activities

may include Jazz Lab, solos and ensembles, and guest conductor/clinicians. Placement in Wind Ensemble is by the instructor

based on ability level, past performance and record of consistent and positive rehearsal contribution. Students are required to

furnish their own instrument and related accessories. Wind Ensemble students are strongly encouraged to study privately outside

of school.

ORCHESTRA

STRINGS 6

Strings 6, open to sixth graders, is composed primarily of students with previous experience on a stringed instrument (violin,

viola, cello, bass). It rehearses two times a week over the entire year. Additionally, each student will be scheduled for a weekly

small-group lesson. Strings 6 performs at least twice a year. Various written and aural experiences will be used to develop

technical, literacy and ensemble skills. Each student will prepare and perform a solo for the annual solo festival. Strings students

are required to furnish their own instrument and related accessories. STRING ORCHESTRA (Grade 7 & 8)

String Orchestra rehearses twice a week for the entire year and is open to 7th & 8th grade students who have previous experience

on violin, viola, cello, or string bass. Students will continue to develop their technical, literacy, and ensemble skills in both large-

group rehearsals and small-group lessons. A variety of musical periods and styles is covered. Strings students are required to

furnish their own instrument and related accessories. String Orchestra will perform at the Winter and Spring concerts. Placement

in String Orchestra is done by the instructor and is based on ability level, past performance and a record of consistent and positive

rehearsal contribution. Students are encouraged to study privately outside of school.

CHAMBER STRINGS (Grade 7 & 8)

Chamber Strings is an accelerated ensemble that rehearses twice a week for the entire year and is open to 7th & 8th grade

students who have previous experience on violin, viola, cello, or string bass. This course allows students to experience repertoire

from the common practice periods (Baroque, Classical, Romantic, and Contemporary) and gain a rich knowledge of the

performance practices through in-depth study, reflected in high rehearsal and home-practice expectations. Students are required

to furnish their own instrument and related accessories. Chamber Strings will perform at the Winter and Spring concerts.

Placement in Chamber String is done by the instructor and is based on ability level, past performance and a record of consistent

and positive rehearsal contribution. Chamber Strings students are strongly encouraged to study privately outside of school.

WOOD STUDIO

OVERVIEW Introduction to wood and alternative materials as a design medium. Design and create 3D forms with an emphasis on visual

communication, safe and appropriate techniques, and hand processes. The rationale for this class is to understand the elements of

functional design while still producing artwork that is interesting and represents our personal creativity. The class is intended to develop

problem-solving skills in 3-D design and craftsmanship.

OBJECTIVES ● To develop in each student safe and appropriate tool techniques.

● To develop in each student the appreciation of good design and workmanship.

● To develop in each student an understanding of drawing and the ability to express ideas by means of design.

● To develop in each student a feeling of pride in his or her ability to create.

● To generate effective team working skills.

PROGRAM CONTENT

GRADE 6

Students are exposed to various hand tools and carving techniques. Students create several ink prints from carved blocks, as well

as stand-alone relief carvings. Students investigate cultural differences, practices, values and symbol systems that can be

transmitted through a body of artwork.

WOOD STUDIO 7/8 A (next offered in 2015-2016)

While still focusing on safety and simple to advanced woodworking techniques, students generate and develop visual ideas in

response to a variety of motivations. Students apply knowledge of the elements of design while using a variety of techniques,

tools, materials, processes, and procedures. Through a new set of teacher selected design problems, students continue to find and

develop their artistic voice by designing one-of-a-kind projects. The remainder of the term is used for individual projects such as

lathe turning.

WOOD STUDIO 7/8 B (next offered in 2016-2017)

The focus of this class is on visual problem solving, safe and appropriate tool use, and simple to advanced construction processes.

Students design and construct teacher-selected projects that reinforce techniques demonstrated during in-class tutorials. Students

also review safe use and care of hand and power tools. The remainder of the term is used for individual projects such as lathe

turning.

INTEGRATED ARTS (IA8) How many musicians can build their own instrument? How many actors design the set for their stage? What painter or sculptor

incorporates sound into their exhibition? While rare, such artists do exist and they find ways to integrate multiple art disciplines. This is the

point of Integrated Arts. In this course all four arts disciplines--Visual Art, Theatre, Wood Studio and Music—are taught. The course is

team taught by four of the Middle School arts faculty. While meeting the same goals as the regular 8th grade Arts and Music classes, IA8

uses a student-centered curriculum to challenge students in an experience that integrates all of the arts around central themes. Integrated

Arts 8 is a year-long course, meeting four times each week. IA8 replaces a student’s typical Arts/Music rotation. Interested students must

submit an application in April/May for the following school year.

MATHEMATICS

The Middle School mathematics curriculum consists of courses and activities designed to contribute to both the common and special

mathematical needs of Middle School students. The curriculum stresses the development of (1) accuracy and facility in performing

fundamental mathematical computations, (2) the ability to analyze and solve problems at varying levels of complexity, (3) an

understanding of the nature and structure of mathematics so that students can apply basic principles to new situations, and (4) the ability to

understand and use a variety of approaches and strategies. The curriculum includes the concepts and processes of modern mathematics

upon which technical and scientific progress depend. Students are continually encouraged to draw conclusions, both specific and general,

from the given information.

The mathematics sequences in the Middle School include a regular mathematics sequence, a two-year algebra sequence, and an honors

mathematics sequence. The regular mathematics sequence at The Blake School is comparable to an enriched mathematics sequence in

many public schools and prepares students for success in mathematics at college. Especially in Algebra 1, the regular sequence is both

challenging and fast paced. Students in this sequence will typically complete an introductory course in calculus before graduation from the

Upper School.

Some students may benefit from a slower-paced introduction to Algebra 1; for these students, Blake offers a two-year Algebra 1A/1B

sequence during the eighth and ninth grade years. The content and rigor of Algebra 1A/1B is equivalent to that in Algebra 1, but the

learning is paced over two years rather than one. Algebra 1A is particularly appropriate for students lacking confidence or with anxiety

about mathematics; it enables students to develop a strong foundation for success in subsequent Upper School mathematics courses.

Students in this sequence will typically complete a Functions, Statistics, and Trigonometry course or a Pre-Calculus course before

graduation from the Upper School.

HONORS PROGRAM IN MATHEMATICS In seventh grade, a small group of students are offered the opportunity to enroll in Honors Algebra I rather than in Math 7.. These students

will progress to Honors Algebra II or Honors Geometry in eighth grade and will typically complete two years of college-level calculus

and/or statistics before graduation from the Upper School. The requirements for placement into the course are: ● ERB scores for Quantitative Aptitude and Mathematics at the 90th percentile or above using Independent School norms

● Grades of A or A- in the 6th grade math course

● An ability and willingness to learn mathematics independently and an enthusiasm for tackling and solving never-before-seen

mathematics problems prior to their explication

● Strong performance in other academic areas, with no indication of learning or organizational challenges

● Teacher recommendation, especially as it relates to love of mathematics, study habits, quality of work, and the ability to quickly

grasp new concepts

Qualified students taking Math 7 in Grade 7 may be offered the opportunity to enroll in Honors Algebra I in Grade 8. These students will

typically complete one year of college-level calculus or statistics, or both, before graduation from the Upper School. The requirements for

placement into the course are: ● ERB scores for Quantitative Aptitude and Mathematics must be above or near the 80th percentile using Independent School

norms

● Grades of A or A- are expected in the Math 7 course

● Strong performance in other academic areas, with no indication of learning or organizational challenges

● Teacher recommendation, especially as it relates to love of mathematics, study habits, quality of work, the ability to quickly

grasp new concepts, and the ability to solve problems and to learn mathematics independently

ALL HONORS STUDENTS are required to easily maintain an 83% average during the year. If a student fails to do so, they will be

required to enroll in the regular mathematics sequence.

Because students mature mathematically at different times, the mathematics program is designed so that students not selected for the

honors sequence in the Middle School will have multiple opportunities at the Upper School to enter the honors sequence, as appropriate, by

completing summer work in mathematics.

FINAL EXAMS IN MATHEMATICS Final exams in mathematics are given at the end of each year. The final exam score, as well as a student’s quarter grades and midterm

grade, will be used to determine whether summer work will be required in order for a student to be successful in mathematics the following

year. Eighth grade students are expected to pass final exams at an 80% level or above. For honors students, 83% is the minimum

acceptable final exam grade.

OBJECTIVES OF THE MIDDLE SCHOOL MATHEMATICS PROGRAM The student will increase his/her ability to:

● Perform arithmetic computations

● Use algebraic manipulation and techniques

● Visualize and use geometric relationships

● Analyze and solve problems

● Analyze statistical data and solve simple probability questions

The student will be encouraged to: ● Estimate/approximate numerical answers

● Use computers and calculators appropriately

● Use the metric system

The student will develop adequate study skills in mathematics so that he/she will be able to effectively: ● Read a mathematics textbook

● Use a mathematics textbook as a resource

● Use correct mathematical terminology and symbols

● Use class time effectively

● Do homework carefully and thoughtfully using various approaches to problem solving

The student will develop attitudes which lead to: ● An appreciation and enjoyment of mathematics

● An awareness of the role of mathematics in society

● Confidence in his/her ability to use mathematics effectively

MATH 6 (GRADE 6) TEXTS: Math in Focus: The Singapore Approach, Course 1, Houghton Mifflin; Teacher-created materials

Review ● Review of decimal computation

● Review of fraction computation

● Review of metric and customary measurement

● Review of problem solving with model drawing

Proportional Reasoning ● Ratio

● Rate

● Percent

● Fraction, decimal, percent

● Percent of a quantity

● Percent of change

Concepts of Algebra ● Variable

● Formula

● Order of operations

● Number lines

● Positive and negative numbers

Geometry ● Area of polygons: triangle, parallelogram, trapezoid

● Circles: circumference & area

● Area of Composite shapes

● Surface area of solids

● Volume of solids

Number Theory ● Factors/multiples/divisibility

● Primes/composites

● Prime factorization

● Powers/roots

Introduction to Statistics & Measures of Central Tendency ● Mean

● Median

● Mode

● Range

● Problem solving with statistics

MATH 7 (GRADE 7) TEXTS: Math in Focus: The Singapore Approach, Course 2, Houghton Mifflin; Teacher-created materials

The Real Number System ● Rational/Irrational Numbers

● Real Numbers

● Significant Digits

Rational Number Operations ● Operations with Integers

● Operations with Rational Numbers

● Operations with Decimals

Algebraic Expressions ● Adding/Subtracting Algebraic Terms

● Simplifying Algebraic Expressions

● Expanding Algebraic Expressions

● Factoring Algebraic Expressions

● Writing Algebraic Expressions

● Real-World Problems

Algebraic Equations and Inequalities ● Understanding Equivalent Equations

● Solving Algebraic Equations

● Solving Algebraic Inequalities

● Real-World Problems

Direct and Inverse Proportions ● Representing Direct Proportions Graphically

● Solving Direct Proportion Problems

● Understanding Inverse Proportions

Angle Properties and Straight Lines ● Complementary, Supplementary and Adjacent Angles

● Alternate Interior, Alternate Exterior and Corresponding

Angles

● Interior and Exterior Angles (with Triangles)

Square Roots ● Simplifying square roots

● Basic operations with square roots

● Pythagorean Theorem

Volume and Surface Area of Solids ● Volume of Cylinders, Cones, Spheres and Pyramids

● Surface Area of Pyramids, Cones, Cylinders, Spheres

● Real-World Problems - Composite Solids

Statistics ● Interpreting Quartile and Interquartile Range

● Stem-and-Leaf Plots

● Understanding Box Plots and Mean Absolute Deviation

● Understanding Random Sampling Methods

● Making Inferences About Populations

Probability (as time permits) ● Defining Outcomes, Events and Sample Space

● Finding Probability of Events

● Approximating Probability and Relative Frequency

● Developing Probability Models

ALGEBRA 1A (GRADE 8) TEXTS: Math in Focus: The Singapore Approach, Course 3 Book A, Houghton Mifflin; Teacher-created materials

This course is designed to give students a deeper understanding of numbers, review prerequisite pre-algebra topics as necessary, provide

additional guidance and support, build each student’s confidence in mathematics, and move at an appropriate pace.

Exponents ● Exponential Notation

● Products and Quotients of Powers

● Powers of a Power

● Power of a Product and Power of a Quotient

● Zero and Negative Exponents

● Real World Problems: Squares and cubes

Scientific Notation ● Understanding Scientific Notation

● Adding and Subtracting in Scientific Notation

● Multiplying and Dividing in Scientific Notation

Algebraic Linear Equations ● Solving Linear Equations with One Variable

● Identifying the Number of Solutions to a Linear Equation

● Understanding Linear Equations with Two Variables

● Solving for a Variable in a Two-Variable Linear Equation

Lines and Linear Equations ● Finding and Interpreting Slopes of Lines

● Understanding Slope-Intercept Form

● Writing Linear Equations in Slope-Intercept Form

● Sketching Graphs of Linear Equations

● Real-World Problems

Systems of Linear Equations (as time permits) ● Solving Systems of Linear Equations Using Algebraic

Methods

● Real-World Problems

● Solving Systems of Linear Equations by Graphing

● Inconsistent and Dependent Systems of Linear Equations

ALGEBRA 1 (GRADE 8) TEXTS: Math in Focus: The Singapore Approach, Course 3 Book A, Houghton Mifflin Variables and Patterns, Connected Mathematics Project Frogs, Fleas and Painted Cubes, Connected Mathematics Project

Exponents ● Exponential Notation

● Product and Quotient of Powers

● Power of a Power

● Power of a Product and the Power of a Quotient

● Zero and Negative Exponents

● Real World Problems: Squares and cubes

Scientific Notation ● Understanding Scientific Notation

● Adding and Subtracting in Scientific Notation

● Multiplying and Dividing in Scientific Notation

Algebraic Linear Equations ● Solving Linear Equations with One Variable

● Identifying the Number of Solutions to a Linear Equation

● Understanding Linear Equations with Two Variables

● Solving for a Variable in a Two-Variable Linear Equation

Lines and Linear Equations ● Finding and Interpreting Slopes of Lines

● Understanding Slope-Intercept Form

● Writing Linear Equations

● Sketching Graphs of Linear Equations

● Real-World Problems

Systems of Linear Equations ● Solving Systems of Linear Equations Using Algebraic

Methods

● Real-World Problems

● Solving Systems of Linear Equations by Graphing

● Inconsistent and Dependent Systems of Linear Equations

Functions ● Understanding Relations and Functions

● Representing Functions

● Understanding Linear and Nonlinear Functions

● Comparing Two Functions

Polynomials and Quadratic Equations ● Adding and Subtracting Polynomials

● Multiplying Polynomials

● Identify and Multiply Special Products

● Factor by Reverse Distribution

● Factor Trinomials

● Factor Difference of Two Squares

● Factor Perfect Square Trinomials

● Factor Using Mixed Techniques

● Graph Using x-Intercepts and Vertex

● Solve Quadratics by Factoring

● Solve Quadratics Using the Quadratic Formula

● Solve Quadratics by Completing the Square

HONORS ALGEBRA I (GRADES 7 & 8) TEXTS: Math 1 (problem set from Phillips Exeter Academy); CPM Algebra Connections, Volumes 1 and 2; Teacher-created materials

Students in Honors Algebra I will demonstrate a broader and deeper understanding of the Algebra I curriculum. Applications and assignments

will be more advanced, and independent problem solving will be emphasized. Additional topics will include

● A more comprehensive study of literal equations and formulas

● Connecting y-intercepts to initial values

● Using the point-slope form of the equation of a line

● Absolute-value inequalities

● Rational and irrational numbers

● Solving quadratic equations using completing the square

● Solving quadratic equations using factoring

● Using the discriminant to graph quadratics and solve problems

● Solving more-complex rational expressions and equations

● Long division of polynomials

Applications ● linear models

● system of linear equations

● linear programming

● geometry models

● compound interest

● absolute value models

● quadratic models

● exponential models

● exponential growth and decay

● projectiles

● falling objects

● scientific notation

● direct and inverse variatio

HONORS ALGEBRA II (GRADE 8) TEXTS: CPM Algebra 2 Connections, Volumes 1 and 2; Teacher-created materials

Topics will include: ● Real numbers, algebra, formulas, and problem solving

● Equations, inequalities and absolute values

● Systems of equations and inequalities and three-variable systems

● Matrices and determinants

● Quadratic equations

● Relations, functions and transformation of graphs

● Powers, roots, and radical equations

● Exponential and logarithmic functions

● Polynomials and polynomial functions

● Rational functions

● Quadratic relations and translations of conics (as time permits)

HONORS GEOMETRY (GRADE 8) TEXTS: Merrill Geometry: Applications and Connections, Merrill; Introductory Geometries, Wiley; Teacher-created materials

Honors Geometry is a rigorous, proof-based, deductive mathematics course that teaches students to think formally and logically. The emphasis

is on understanding why (the underlying structure of mathematics, proof, logic, and formal conceptual systems). Students will participate in

creating a geometry axiom system by proposing and proving theorems and will develop an understanding of the beauty of mathematics, an idea

of how mathematicians think, and an appreciation for elegance in formal mathematical proofs. Topics will include:

● Intro to geometry, mathematical formalism, equivalence relations

● The coordinate plane, points, lines, planes, measures of segments,

segment relationships, rays, angles, classifying angles, right

angles, perpendicular lines

● Inductive reasoning and conjecture, if-then statements, symbolic

logic, converse, inverse, contrapositive, logic proofs, postulates,

the axiomatic method, small axiom systems, independence and

consistency of axioms, deductive reasoning, properties from

algebra and proof, two-column proofs using segments and angles

● Parallel lines, transversals, using parallel lines, proving lines

parallel, slopes of lines, parallels and distance, formulations of the

parallel postulate

● Classifying triangles, angle measure in triangles, congruent

triangles, tests for congruent triangles, isosceles triangles,

introduction to spherical geometry

● Special segments in triangles, right triangles, 9-point circle,

Fermat point, Ceva, Morley, and Napoleon’s Theorems,

collapsing compass, constructions, indirect proof and inequalities,

inequalities for sides and angles of a triangle, triangle inequality,

inequalities with two triangles, world’s hardest geometry problem

● Parallelograms, tests for parallelograms, properties and proofs for

rectangles, squares, rhombi, trapezoids, midpoint quadrilaterals

● Properties of proportions, equivalent proportions, applications of

proportions, similar polygons, similar triangles, proportional parts

of similar triangles, applications (pirate treasure, pantograph,

golden rectangle)

● Geometric mean, AM-GM inequality, harmonic mean,

Pythagorean Theorem and its proofs and extensions, special right

triangles, trigonometry, applications of trigonometry, Law of

Sines, Law of Cosines, three problems of antiquity, intro to unit

circle trigonometry, surveying

● Parts of circles, angles, arcs, and chords of circles, inscribed

angles, tangents, Power of a Point, special segments in a circle,

arc length, sector area, cyclic quadrilaterals

● Polygons and polyhedra, Platonic and Archimedean solids and

their duals, Euler’s Formula in 2- and 3-dimensions, angles of

polygons, area of parallelograms, triangles, rhombi, and

trapezoids, areas of regular polygons, area and circumference of a

circle, geometric probability in 1- and higher dimensions,

dissection paradoxes

● Surface area of prisms, cylinders, pyramids and cones, volume of

prisms, cylinders, pyramids and cones, surface area and volume

of spheres, intro to volumes of solids of revolution

● Analytic geometry, coordinate proof, vectors, parametric

equations (as time permits)

● Locus and systems of equations, intersection of loci,

transformations of the plane, isometries, composition of

transformations, reflections, translations, rotations, dilations,

applications of transformations, reflection in a circle

● Flatland, higher dimensions, intro to topology, taxicab geometry,

intro to hyperbolic geometry, fractals, Cantor and infinity, finite

geometries (as time permits)

MODERN & CLASSICAL LANGUAGES

Our Middle School language program offers four languages, Chinese, French, Latin and Spanish. All students are expected to take the

same language for three years. At the end of 8th grade, a proficiency test will determine students’ placement in the US language program.

FRENCH & SPANISH

GRADES 6, 7 & 8 In 6th grade, students can continue their study of Spanish or begin a formal study of French or Spanish. Emphasis is placed on

communicative skills as well as the acquisition of vocabulary and grammatical concepts. The 6th and 7th grade sequence is intended to build

interest and enthusiasm for learning a foreign language; to build respect and understanding of cultural differences; and to introduce good

study habits for learning a foreign language. Listening, speaking, reading and writing skills are stressed. Cultural elements are an integral

part of classroom expansion. A proficiency approach includes such techniques as dialogues, role-play, music, projects, games, among

others.

At the end of 8th grade all students take a proficiency exam based on all four skills. Students will be either placed in levels two or three at

the Upper School according to the results of the proficiency test and teacher’s recommendation. At the end of the year the student will be expected to:

● Listen and understand the main idea in short, simple messages and presentations on familiar topics, and the main idea of simple

conversations that the student may overhear.

● Participate in conversations on a number of familiar topics using simple sentences.

● Handle short social interactions in everyday situations by asking and answering simple questions.

● Present oral information on most familiar topics using a series of simple sentences.

● Write briefly about most familiar topics and present written information using a series of simple sentences.

● Read and understand the main idea of short and simple texts when the topic is familiar

● Learn to understand, appreciate and respect cultural similarities and differences

● Begin to appreciate the close relationship between language and the culture of its speakers

● Understand that many cultural concepts are evident in common everyday activities

TEXTS and ONLINE ACCESS: French: T’es Branché?, EMC Publishing 2014 (Grade 6 and 7)

C’est A Toi, EMC publishing 2012 (Grade 8) Spanish: Realidades, Prentice Hall (Grade 6, 7 and 8)

Accelerated Language Classes On occasion a Middle School student enters the program at an accelerated level. The school will be able to accommodate an accelerated

level in many cases. Factors considered in making the decision to offer such class include the number of students eligible and the existence

of available staff.

LATIN

GRADE 6 In 6th grade, students will embark on a study of Latin via four paths, language, etymology, mythology, and Roman daily life. The course

will inspire kids above all to enjoy the nuances of powerful language. Students will learn basic sentence structures, parts of speech, and the

finite verb system. They will also study Latin vocabulary, highlighting etymology and the ubiquity of Latin roots in modern Romance

Language. In the course of their study, students will come to know major Classical myths and trace out their influence in the art and

literature of later ages. They will also complete projects on the daily life of a typical Roman teenager, including school, home, sports, and

food. Methods used include reading cards, disappearing texts, projects, epigraphy, games, scavenger hunts and other exploratory learning

strategies.

Content will include: basic sentence structures - transitive active, intransitive active, and passive, the finite verb system in all six tenses, the

noun declension endings, adverbial modifiers such as prepositional phrases, and adjectives. To this end, kids will read a variety of texts:

poems, inscriptions, mottoes and seals, and simplified literary texts. Students will also build an extensive Latin vocabulary, always with an

eye towards etymology. TEXTS: Latin for the New Millenium, Bolchazy-Carducci (2009)

GRADES 7 & 8

Building on the foundation of their first year, 7th grade students will accelerate their study of Latin grammar, continue their study of

mythology, and complement both with more in depth study of the ancient arts. The course will allow students to read increasingly complex

Latin. Students will learn how to recognize and translate a variety of dependent clauses, finite and nonfinite. Having studied the creation

myths and the Olympians in 6th grade, 7th graders will focus on the hero myths, including Hercules, Jason, and Odysseus. In addition

students will do projects on Greek and Roman art, architecture, and drama. Methods used include marking and chunking text, projects,

performance, games, scavenger hunts and other exploratory learning strategies.

Content in 7th grade will include: adverbial dependent clauses, relative clauses, participial clauses, and the four major uses of the infinitive.

Students will read a variety of simplified literary texts including the stories of the heroes Hercules and Jason. Students will continue to

build both their Latin and their English vocabulary. The highlight of the year will be the performance of a Roman comedy in Latin.

By the spring of the 8th grade year students will complete their study of Latin grammar. At this point they will begin reading Roman

authors, including Livy, Petronius, and Pliny the younger. At the completion of the three years of Latin most students should be ready to

enter an intermediate reading course in the Upper School. In order to put these authors in their historical context, students will spend the

year studying Roman history from the founding of Rome in 753 BC to the Silver Age of the Roman Empire. Methods used include marking

and chunking text, projects, reports, games, scavenger hunts and other exploratory learning strategies.

Content in 8th grade will include: comparative and superlative adjectives, and the subjunctive in main and dependent clauses. Students will read a variety of slightly simplified Latin texts, building a solid Latin vocabulary with an eye toward the possibility

of the AP in a few years. The highlight of the year will be a school wide Roman election.

At the end of 8th grade, students will be expected to:

Reading: ● Read transitional Latin prose - slightly simplified Livy, Petronius and Pliny the younger

● Read Imperial dedicatory and funerary inscriptions, coins and other artifacts of the Roman imperial age

Writing: ● Compose more complex Latin sentences and short imitative passages

● Add non-finite clauses to their English writing palette

Culture: ● Appreciate the Roman legacy in Western political, judicial systems, poetics and art

TEXTS: Teacher Produced Materials

MANDARIN CHINESE

GRADES 6, 7 & 8 In sixth grade students will be introduced to Mandarin Chinese. Emphasis will be placed on the skills necessary for communication,

studying a foreign language, and building respect and understanding of other cultures. The course is intended to nurture enthusiasm for

learning Mandarin, which can be applied to the study of other foreign languages. Students will be introduced to Chinese culture within the

classroom environment by studying true-to-life dialogues, singing songs, learning rhymes, playing games, doing projects, watching movies,

celebrating cultural holidays, and listening to stories.

Content includes (but is not limited to) Pinyin, the Western phonetic system for pronouncing Chinese, proper pronunciation, the four tones,

basic strokes and stroke order for simplified characters, radicals and how they are used in dictionaries, the history of the formation of

characters, expressions used in and outside of the classroom, appropriate Chinese classroom behavior, building basic vocabulary (e.g.

greetings, introducing one’s self and others, numbers, dates, school subjects, identifying people, asking age, nationalities, countries, family

members, question words, measure words, animals, sports, friends, foods, hobbies), introduction to simple grammar structures, geography,

and Chinese culture, with attention to balance between study of language and the study of culture. Practical experiences involving

speakers/visitors, performances, field trips, and language camps supplement the classroom experience.

At the end of 8th grade, students who began learning Chinese in 6th grade will have developed the skills to:

● Listen for and understand words, phrases, and simple sentences related to everyday life.

● Recognize pieces of oral information and sometimes understand the main topic of what is being said.

● Communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by

memorized language.

● Handle short social interactions in everyday situations by asking and answering simple questions.

● Write in simplified characters short messages and notes on familiar topics related to everyday life.

● Present basic information on familiar topics using language they have practiced using phrases and simple sentences.

● Read simplified characters and understand familiar words, phrases, and sentences within short and simple texts related to

everyday life, and sometimes understand the main idea of what they have read.

● Learn to understand, appreciate and respect cultural similarities and differences

● Begin to appreciate the close relationship between language and the culture of its speakers

● Understand that many cultural concepts are evident in common everyday activities

TEXTS: Discovering Chinese 1, 2, 3, Better Chinese (Grade 6, 7, 8)

Accelerated Language Classes On occasion a Middle School student enters the program at an accelerated level. The school will be able to accommodate an accelerated

level in many cases. Factors considered in making the decision to offer such class include the number of students eligible and the existence

of available staff.

PHYSICAL EDUCATION

The mission of The Blake School’s Physical Education & Health Education programs is to prepare students to live healthy, productive, and

physically active lives. Students are empowered to view physical education and wellness as an essential lifelong process that fosters

character, physical fitness, self-discipline, and informed decision-making. Through development of physical, cognitive, and affective skills,

students are exposed to a variety of activities in a dynamic, safe, and supportive atmosphere in which every student is challenged and given

the opportunity to be successful.

The comprehensive goal of the program is to develop physically educated individuals who have the knowledge, skills and confidence to

enjoy a lifetime of healthful physical activity.

● Enduring Understanding 1: Movement Forms

The focus of this enduring understanding is development of the movement/physical skills needed to enjoy participation in

physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and

gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily

basis.

● Enduring Understanding 2: Development of Motor Skills

This enduring understanding connects what is done in the physical education class with the lives of students outside of the

classroom. While participation within the physical education class is important, what the student does outside the physical

education class is critical to developing an active, healthy lifestyle that could help prevent a variety of health problems among

future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in

regular physical activity outside of the physical education class.

● Enduring Understanding 3: Physical Activity

The goal of this enduring understanding is to develop an awareness of the intrinsic values and benefits of participation in physical

activity that provides personal meaning. Physical activity provides opportunities for self-expression and social interaction and can

be enjoyable, challenging, and fun. These benefits develop self-confidence and promote positive self-image, thereby enticing

people to continue participation in activity throughout the lifespan.

● Enduring Understanding 4: Physical Fitness

The intent of this enduring understanding is for students to have both the ability and willingness to accept responsibility for

personal fitness leading to an active, healthy lifestyle. Students develop higher levels of basic fitness and physical competence as

needed for many work situations and active leisure participation. Health and performance-related fitness components include

cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition.

● Enduring Understanding 5: Responsible Personal and Social Behavior

Focus in this area is achievement of self- initiated behaviors that promote personal and group success in activity settings. These

include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior in sport, and

positive social interaction. Key to this standard is developing respect for individual similarities and differences through positive

interaction among participants in physical activity. Similarities and differences include characteristics of culture, ethnicity, motor

performance, disabilities, physical characteristics.

GRADE 6 & 7 PHYSICAL EDUCATION PROGRAM All 6th and 7th grade students will participate in a variety of activities, which focus on our 5 Enduring Understandings and includes an

overview of all varsity sports played at Blake. Students will also focus on wellness related items, aquatics, ice rink activities, physical

fitness, cooperative activities, and an introduction to weight training. 6th and 7th grade physical education courses are coed.

Grade 6 & 7 WELLNESS

The 6th and 7th grade Wellness Unit is taught by a Middle School counselor as part of the ongoing Middle School Initiatives regarding

Affective Education. This unit will allow students to delve deeper into a better understanding of the social-emotional topics that are integral

to their physical, mental and emotional development.

Our goal is to provide opportunities for students to reflect upon and evaluate their personal wellness choices and take ownership for their

decisions for health. We will be utilizing a wide variety of methodologies to create a vibrant, hands-on learning experience to capture the

interest and minds of students. The students will hear from Blake faculty as well as outside speakers. They will grapple with issues by

participating in class discussions, create projects, complete homework assignments and interact with parents. Students will come away

from the Wellness Unit with a deeper understanding of themselves and their ability to make healthy choices for their own lives. The Wellness curriculum for all 6th grade students will be comprised of a 12-day unit covering the following topics:

1. Cultural competence 2. Friendship and anti-bullying 3. Media and Internet safety 4. Chemical health

The Wellness curriculum for all 7th grade students will be comprised of a 12-day unit focusing on the following topics: 1. Cultural competence 2. Electronic safety 3. Social-emotional health 4. Chemical health

GRADE 8 PHYSICAL EDUCATION ELECTIVE PROGRAM

In 8th grade, students elect which course they would like to participate in each quarter in addition to a required quarter wellness class. Each

course meets four days per week and will rotate at the end of each quarter. Although we are able to schedule the majority of students in

their first and second choices, the occasional schedule conflict may result in an alternative placement. Please review the following course

descriptions before making your choices:

Wellness The Wellness class is a mandatory course, which aims to educate and empower our students to make their own well-informed and

thoughtful decisions regarding their mental, physical and social development. In addition, this course will broaden the students’ knowledge

and appreciation of physical activity and its effect on their health. But more importantly, it will also teach students that physical activity is

only one piece of the puzzle in creating a healthy and well-rounded lifestyle. Students will learn that emotional and social health is equally

important in their personal wellness, and they will gain tools to help them achieve and promote healthy behaviours.

Aquatics The 8th grade Aquatics course is a program of instruction to enhance participation in physical activities throughout one’s life. The primary

emphasis for aquatic activities will include acquiring a knowledge base, learning new skills and/or refining skills, developing components

of health-related fitness, and enhancing affective skills. Students will be exposed to the following areas: two weeks basic water rescue

course as outlined by the American Red Cross, goal development geared towards improvement of swimming skills, springboard diving,

snorkelling, introduction to water games/activities, integration of fitness components, and boating safety.

Outdoor Activities The Outdoor Education class is filled with a variety of stimulating and challenging activities. The main emphasis of Outdoor Education is

to introduce the students to a multitude of activities and skills that could be implemented in an outdoor recreational setting. Map reading, camping, shelter building, fire starting, cooking, fishing and boating safety are the main areas of focus. Due to the changing weather conditions

throughout the year, some of the curricular areas may be stressed more than others.

Cooperative Activities Cooperative activities students will understand how to go beyond perceived boundaries, which requires working with others in a physically

safe environment. Over the quarter, students will solve problems together, participate in a variety of trust activities, learn how to set up

belaying equipment, and climb the wall and the high ropes course, while providing a safe and supportive environment for all.

Lifetime Sports In the lifetime sports course, students have the opportunity to participate in a number of different sports. Badminton, volleyball, broomball,

golf, cross country skiing, archery, tennis and table tennis are a few of the options provided depending on the time of year.

Weight Training The focus of this course is to provide students the tools to improve muscular strength, flexibility, and overall fitness. Students will develop

individual goals from research-based standards and then implement and evaluate a personal fitness program. This personal program will

identify physical activities that are effective in improving each health related component.

SCIENCE

The science courses aim to provide students with a deep understanding of science as a process of inquiry with an emphasis on teaching

experimental methods in the context of earth, life and the physical sciences.

OBJECTIVES Content The student will:

● Learn evidence-based reasoning and experimental methods

● Develop scientific concepts required to gain a better understanding of real world issues involving health, energy and the

environment

Attitudes The student will have the opportunity to develop:

● New ideas about the natural world

● Confidence in one’s ability to “do science”

● An awareness of the relevancy of all areas of science in their lives

● Appreciation for the important roles played by science in understanding our world

● An awareness and a sense of responsibility towards both local and global environmental issues

● An understanding of how they can make a difference in our global community

Skills The student will:

● Learn and use the scientific method

● Participate in many different roles as part of a diverse team of students

● Identify questions that can be answered through scientific investigations

● Design and conduct scientific investigations

● Use appropriate tools and techniques to gather, analyze and interpret data

● Develop descriptions, explanations, predictions and models using evidence

● Think critically and logically to understand the relationship between evidence and explanations

● Learn to recognize and analyze alternative explanations and predictions

● Effectively and creatively communicate scientific procedures and explanations

Technology Skills The student will:

● Use technology, such as probes and sensors, to collect scientific data

● Conduct an effective internet search for reliable scientific information

● Use technology to analyze and share scientific data

● Use technology to communicate and present scientific ideas

GRADE 6

Astronomy and Space ● Sun-Earth-Moon System

● Phases of the Moon

● Earth’s changing seasons

● Stars in the Universe as viewed from Earth

Human Body Systems ● Cell structure and function

● Bacteria and viruses

● The Immune System

● Digestive System

● Circulatory System

● Respiratory System

● The Endocrine System and Reproductive System/Human

Sexuality

Earth’s Atmosphere and Weather

● Layers of the atmosphere

● Energy in Earth’s atmosphere

● Heat transfer and wind

● Water in the atmosphere

● Cloud formation

● Precipitation and storms

● Predicting the weather

TEXTS: Interactive Science Astronomy and Space Science, Interactive Science Water and Atmosphere, and Interactive Science Human

Body Systems, Pearson, 2011

GRADE 7

Forces ● The nature of force

● Friction and gravity

● Newton’s Laws of Motion

● Momentum

● Free fall and gravity

Motion ● Describing motion

● Speed and velocity

● Acceleration

Energy ● What is energy?

● Forms of energy

● Energy transformations

● Energy conservation

Earth’s Structure

● Plate Tectonics

● Earthquakes

● Volcanoes

Global Climate and Climate Change ● What causes climate

● Changes in climate

● Renewable energy resources

● Human activities and climate change

TEXTS: Interactive Science Forces and Energy, Interactive Science Water and Atmosphere, and Interactive Science Earth’s Structure,

Pearson, 2011.

GRADE 8

Environmental Science ● Cell structure and function

● Organisms, communities, and ecosystems

● Interactions between organisms

● Cycles in nature

● Energy flow through food chains, webs and and

pyramids

● Human impact on the environment

● Plant Study

○ Plant cell structure and function

○ Plant reproduction and adaptations

○ Effects of pollutants on plants

Chemistry ● Materials and their interactions

○ Describing and classifying materials

○ Mixtures

○ Solutions and chemicals

○ Acids and bases

● Physical interactions and phases

○ Properties of liquids, gases, and solids

○ Thermal expansion

○ Atomic structure

● Chemical interactions

○ Particle interactions

○ Energy and reactions

○ Conservation of mass

● Hazardous household chemicals

TEXTS:

Interactive Science Introduction to Chemistry and Interactive Science: Ecology and Environment, Pearson 2011

SOCIAL STUDIES

The Middle School Social Studies program has four overall objectives. First, the department seeks to provide each student with the skills,

knowledge and attitudes necessary to develop into an independent thinker and global citizen. Second, the department encourages the

students to understand the relevance of history in the world today and in their lives. The third overall objective is to provide the means and

opportunities for each student to develop a sense of self-worth and social responsibility. The fourth objective is to increase student success

by using a variety of instructional methods to teach different learning styles.

OBJECTIVES I. The student values the following attitudes:

A. Positive attitudes toward

i. Self

ii. Others (understanding and respect for others)

B. The learning process

C. Accepts the need for responsible and ethical decision making and willingness to act on these convictions

D. Positive respect for other viewpoints

E. Willingness to take risks

F. Unafraid of and profit from failure

G. Developing trust in others

II. The student acquires the following skills:

A. How to prepare a daily assignment for class discussion

B. How to gather and present information

i. Speeches

ii. Oral reports

iii. Projects

iv. Technology (on-line research)

C. How to participate effectively and lead in class discussion

D. How to use various source materials

E. How to keep notes and keep a useable notebook

F. How to work independently and in groups

G. Know how to study for exams and others types of evaluations

H. Know how to write and differentiate between various types of essays and papers

I. Responsibly evaluate one’s own development and progress

J. Development of creativity and objectivity

K. Social skills

L. Know how to think critically (hypothesize, generalize, synthesize)

M. Know how to use multimedia technology for research and the presentation of ideas

III. The student gains exposure to the following types of knowledge:

A. Concepts

i. culture k) leadership

ii. religion l) competition/cooperation

iii. customs m) government

iv. society (socialization) n) bias

v. communication o) cause-effect relationships

vi. law p) capitalism

vii. change q) race

viii. technology r) class

ix. interdependence s) gender

x. the individual t) ideology

B. Generalization and facts related to these concepts

Note: Throughout the entire social studies program, emphasis will be placed on relating the course of study to contemporary “current”

events. Topics of current interest will be discussed and serve as an integral part of the student’s learning experience. Also, students will

study different areas of the world and learn basic factual information about these selected areas.

GRADE 6 See English – Course of Study – Grade 6 HUMANITIES

GRADE 7 Foundations of Democracy & Republic What does it mean to be a member of a community? This course will foster understanding of the foundations our country’s history. The

course will trace the ideals of democracy, liberty, equality, opportunity, and rights through Greece, Rome, Enlightenment Europe, and the

establishment of the United States through the Progressive Era. The class relies on active participation involving discussion, research,

debate, hands-on projects as well as close reading of texts. Students also develop historical reading, thinking and writing skills. Current

events and geography are ongoing components in this class. TEXTS: History Alive! Pursuing American Ideals, Teacher Curriculum Institute Classroom reference materials/handouts

GRADE 8 United States History: Progressive Era to the Present

Students will continue their U.S. history studies from seventh grade to investigate the cultural, political, and economic history of the United

States from early 20th century to the present. Students will explore how the United States faces triumph and tragedy in living out its

founding ideals of equality, opportunity, democracy, liberty, and rights. The “Business Day” project will serve as an inquiry into economic

systems, development, and opportunity. Students will investigate the following essential questions throughout the theme-driven, year-long

study: 1. How did I get here? How did we get here?

2. How do the founding ideals of equality, rights, liberty, opportunity, and democracy see triumph and failure from the WWI to

today?

3. What should be the role of government in the lives of individuals and free enterprise?

TEXTS: Selected readings, speakers, videos

Making $ense, Dean and Johnson History Alive! Pursuing American Ideals, Teacher Curriculum Institute

STUDENT SERVICES

The Blake Student Services Department promotes and embraces an environment that is supportive and safe for all. The counselors and

learning specialists that make up this department nurture personal and academic growth, wellness, self-awareness and self-advocacy so

students can participate effectively in an academically rigorous and engaging environment. The Student Service Department is also

committed to strengthening connections and supporting students in the context of school and family relationships. The department

understands and celebrates the diverse experiences and multiple identities represented at Blake and seeks to advocate for all.

MIDDLE SCHOOL COUNSELING SERVICES Counseling services may be provided in school-wide, classroom, small group and individual settings. Developmental guidance

(preventive) curriculum is delivered to all students in a given grade or developmental stage, while intervention strategies aim to support a

small group or individual student manage a challenging episode. Students may self-select to see the school counselor, or may be referred

by a teacher, administrator or a parent. Appropriate effort will be made to have the student meet with the school counselor if school

personnel or parents feel it would be beneficial. However, if a student is choosing consistently to not access services - or if the student’s

needs are beyond the scope of the school counselor’s expertise - the family will be given resources for counseling services outside of

Blake.

It is important to know that the school counselor is available to and often works with students managing the very typical range of pre-

adolescent and adolescent issues that many young people need assistance in navigating. The Middle School Counseling Program aims to

provide education, guidance, support and a non-judgemental space for students to explore the following types of typical developmental

tasks: INDIVIDUAL DEVELOPMENT To help the child achieve self-confidence, understand physical development, to recognize feelings and emotions, and to develop acceptable

patterns of behavior. Counseling activities or conversations will provide an opportunity for the child:

● To understand, accept, express, and cope with emotions

● To understand one’s own ongoing identity development and accept self as a unique person

● To learn how feelings affect behavior

● To learn to cope effectively with stressful situations

● To develop resilience, responsibility and independence

● To enhance confidence, self-awareness and self-advocacy

INTERPERSONAL RELATIONSHIPS To help the child relate effectively and positively to fellow students, family members and others in the community.

Counseling activities will provide an opportunity for the child: ● To understand, accept and negotiate differences among people

● To build and maintain healthy relationships with others

● To resolve conflicts appropriately

● To develop effective communication skills

● To achieve emotional independence from family and peers

● To develop socially acceptable behavior

INTELLECTUAL/EDUCATIONAL To support student engagement with Blake’s educational program which develops intellectual potential, cultural appreciation and positive

attitudes toward learning. Counseling and Advisory activities will provide an opportunity for the child:

● To develop skills in problem-solving and decision-making

● To develop positive attitudes toward learning as a life-long process

● To identify values and set goals

● To develop skills for effective expressions of values, opinion and goals

● To discover, understand and pursue interests and talents

● To become aware of and develop skills for cultural competence

The school counselor also works with students and families regarding more complex issues that may interfere more significantly with the

student’s school experience, such as managing symptoms of depression or anxiety or responding to grief and loss. In general, the school

counselor will contact parents / guardians to inform them that their child has been seeing the school counselor by the third meeting.

As stated in our family handbook, school counselors balance their primary obligation for confidentiality to students with the recognition

that parents have the inherent right to be the guiding voice in their children's lives. Counseling relationships require an atmosphere of trust

and confidence. As such, school counselors respect students' right to privacy in an effort to support students appropriately. Students should

be informed that limits to confidentiality exist and are determined in developmentally appropriate terms. School counselors are required to

break confidentiality primarily if it serves to reduce the risk of danger to the student or others, or in a situation in which they serve as

mandated reporters.

MIDDLE SCHOOL LEARNING SUPPORT SERVICES Within its academically rigorous program, the Blake Middle School will strive to provide services to support the needs of students with

diagnosed and documented learning disabilities and Attention Deficit Disorders. The school will make every reasonable accommodation to

help these students succeed. It is important to note that students requiring extensive tutoring or accommodations probably will not flourish

in Blake’s environment.

The primary goals of the Middle School Learning Specialists are to enhance the community’s awareness and understanding of learning

differences and disabilities, optimize students’ skill sets, allowing them to achieve their full potential within Blake’s curriculum. Learning

specialists also assist students in developing self-advocacy skills as they move toward greater independence.

In order for students to receive services or request accommodations in the Blake Middle School, families are asked to share the written

results and recommendations of the child’s psychological-educational testing with the middle school learning specialist. The school will

then determine what accommodations recommended by the testing summary may reasonably be made by Blake. These accommodations

may include some combination of the following: ● Allowing additional time for tests and quizzes as needed. This extra time will not exceed 1.5 times the intended length of the test

● Providing opportunities for test taking in the Middle School Learning Lab when appropriate

● Allowing and encouraging students to use learning aids in the classroom and for preparation of assignments. Such learning aids

could include assistive technology

● Making allowances on tests and papers for spelling and other problems related to a student’s specific learning difference

Because teachers will hold the same expectations for all students, grading practices reflect expectations of the same level of mastery for all

students.

The determination of accommodations offered to each child is the sole domain of the school and will be based on our interpretation of the

testing and testing report, and what we can reasonably do in service to each of our students. If a student needs significant, additional

support from a middle school learning specialist, the family may be provided with a list of recommended tutors or outside learning

specialists to access at the family’s expense.

The primary duties of the learning specialists will include the following: ● working with the classroom teachers to prescribe programs and strategies for students with special academic needs

● assuming responsibility, after consulting with the faculty and administration, for necessary in-service training of classroom

teachers regarding learning strategies for students with special academic needs

● delivering services that are beyond the classroom teacher’s expertise to individuals or groups of students

● teaching students compensatory strategies such that they become independent learners within the Blake Middle School

The learning specialists may play a significant role in meeting with students regularly (one or two times per week as indicated by testing,)

monitoring skill development and academic progress, and serving as a consultant to teachers, parents and administration to help them best

meet the needs of all learners.

INFORMATION SERVICES DEPARTMENT

The Information Services Department supports the Middle School curriculum by providing state-of-the-art technology. In addition, to the

technological resources available in the Middle School, our extensive library resources also enhance each students’ learning

experience. Excellent print and digital resources are available at the Middle School library.

Faculty and the librarian work together to foster a love of reading and a deep understanding of the research process. Middle School students

further develop their skills as researchers, with a special focus on using various print and online resources effectively. Across grade levels, teachers and the teacher librarian routinely visit each other's spaces and frequently co-teach classes. Students come to view the library as an ongoing source of information and support they can access throughout the school day.

INTEGRATING TECHNOLOGY Students have access to superb technological resources, which they use not only for research, but also for creating and presenting their own

contributions to academic discourse. The Librarian and media specialists help students integrate presentation programs and movie editing

software into class projects. Blake students are not passive consumers of information. They learn to evaluate information thoughtfully and

use all available tools to present ideas.

OUR CONNECTED LEARNING PROGRAM, 1:1 LAPTOP PROGRAM FOR GRADE 7 - 8 STUDENTS Blake offers a 1:1 laptop program, issuing school-owned MacBook Airs – complete with software to support the curriculum – to all seventh

and eighth grade students. Benefits of this highly successful program include: Enhanced opportunities to engage in creative expression

Increased opportunities to tailor instruction to individual needs

More student collaboration within a class and across schools

Equitable access and assistive technologies

Improved media and digital literacy

Use of interactive instructional programs to supplement traditional textbooks

OUR HUMANITIES PROGRAM, 1:1 GOOGLE CHROMEBOOK PROGRAM FOR GRADE 6 STUDENTS Blake offers a classroom-based Chromebook program as part of the sixth grade humanities program. Similar to the Connected Learning

program, the 1:1 classroom-based Chromebook program provides a wealth of benefits and resources for our humanities program.

DIGITAL CITIZENSHIP Through digital citizenship programs, the librarian, counselor and faculty teach students to be ethical, responsible users of technology. At

the Middle School level, these programs address how students can use social media, online resources and school-issued laptops in ways

that reflect Blake's core values. School staff work with families to reinforce what students have learned.

FOSTERING A LOVE OF READING The resources students use to discover and share ideas have changed dramatically in recent decades. What remains constant is that Blake

students learn to love reading – for research and for pleasure. Their enthusiasm is enhanced through fun library programs, including: After-School Book Clubs And Library Clubs For Middle School Students

Summer Book-Bag Programs, Which Allow Middle School Students To Check Out Books For Summer Reading

CANVAS LEARNING MANAGEMENT SYSTEM Canvas is a modern educational platform that supports a deep focus on teaching and learning. The robust features of Canvas

help to enhance teaching and learning beyond the physical classroom to create opportunities for students to engage in blended

learning. Intuitive - A clean interface for desktops, laptops, tablets, and smart phones.

Communication - Quick global access to Calendar, Assignments, and Announcements collectively for all courses,

available from the home page for students.

Parent Access - Quick global access to Calendar, Assignments, available from the home page for parents.

Flexible - Allows customization to support a range of pedagogical styles and formats.

Engaging - Instructors can easily connect with students through rich video, audio, text chatting, and discussion

board options.

Collaborative - Built-in conferencing feature which allows students and faculty to connect, right inside in their

course.

Dynamic and Cloud-Based - Continual improvements to features and support documentation.

Reliable – Canvas support by phone, chat, or email is available 24/7/365 for general questions about getting started

in Canvas for our faculty, how to use its features, and for troubleshooting assistance.

Efficient – Provides faster and easier grading and feedback capabilities.

TECHNOLOGICAL RESOURCES AVAILABLE IN THE MIDDLE SCHOOL Blake offers a robust set of technological resources to support our students faculty including:

Two Laptop Carts of MacBook Airs for Grade 6 Students

One Computer Lab with iMac Computers for digital video and multimedia

Two Copiers/Printers including a Black & White Copier and Color Copier

Digital Cameras, Video Cameras, and Tripods

OBJECTIVE IN THE MIDDLE SCHOOL

Areas of instruction include: Print and online research

Media literacy

Word processing

Spreadsheets

Graphing and graphing calculators

Multimedia production

Digital video editing

Web resources

Electronic communication skills

File server skills

Desktop publishing

The personnel of the Information Services Department feel it is important

that each student: Know how to gather information from library and electronic resources

Be able to discriminate in the choice of materials and/or equipment for specific

tasks

Develop skill and literacy in the use of technology

Be responsible and ethical in the use of media and technology

Develop communication skills

Develop problem-solving skills

Work collaboratively