LANGUAGE ARTS IN SIXTH GRADE
Skills
- Reading Comprehension: Students will be assigned reading in various mediums such as novels, short stories, poetry, and non-fiction. They will be introduced to making inferences about what they read, rather than simply reading for surface-level content. Students will also be introduced to responding to text’s theme, purpose, narrative and plot structure.
- Writing: Students will write using a range of formats and styles for different purposes and styles. They will be introduced to the use of Point, Evidence, Analysis (P.E.A) structure in writing persuasively. Writer’s Workshop will focus on creative writing pieces.
- Vocabulary: Students seek to master the sixth grade Wordly Wise word list throughout the school year. This includes synonyms, antonyms, and usage. Students will be introduced to a variety of prefixes, suffixes, root words, and homonyms. Additionally, students will identify vocabulary from assigned texts.
- Grammar: Students develop grammar skills through Daily Grammar Practice among a wide range of other resources. Areas of focus include parts of speech, sentence structure and analysis, punctuation, capitalization, and diagramming.
- Speaking and Listening: Presentations, discussions, sharing written stories, and debates are incorporated throughout the school year.
Unit 1: Realistic Fiction/Character Analysis
Essential Questions:- What are the advantages and disadvantages of being an “outsider”?
- What is the importance of revisiting a novel in order to write effectively about a character?
- Reading comprehension – The Outsiders
- Writing: Character analysis (limited- introduction of revisiting the novel)
Unit 2: Science Fiction/Book Review
Essential Questions:- What does it mean to be “alive”?
- How can I effectively communicate my opinions and ideas about a piece of writing?
- Reading comprehension – Transall Saga
- Writing: Book review – introductions, conclusions, body paragraphs, transitions
Unit 3: Empathy
Essential Questions:- How do we react to those who are different from ourselves?
- Reading comprehension – Out of My Mind
- Writing: Point of view
Unit 4: Poetry
Essential Questions:- What is poetry?
- How can poetry change me and/or the world?
- Reading and writing of poetry
- Figurative language – alliteration, similes, metaphors, personification, onomatopoeia, rhyme
Unit 5: Short Stories
Essential Questions:- How can I make people and places “come alive” in a fictional piece of writing?
- Reading comprehension skills – short stories
- Short story characterization, plot, setting, theme
Unit 6: Historical Fiction/Character Analysis
Essential Questions:- What can the time period of slavery teach us about how we treat people today?
- Reading comprehension skills – Novel TBD
- Character analysis (in depth)
Middle School Academics
There is no doubt that the Middle School Program at St. Mary’s Academy is dynamic. Innovation meets tried and true again and again as the teaching staff and leadership research, synthesize, create, measure, and reflect on how best to open the hearts and minds of their students. The educators at SMA live the learning process that they bring to their students thus inspiring their students’ openness to thought and action.
The Loretto school values of faith, community, respect, and justice serve as the foundation for the Middle School Program. Warm and genuine relationships among teachers and students provide a sense of intellectual freedom and safety in which to explore and question. Depth and reflection are valued over breadth and a hurried pace to cover.
The most effective traits of project-based learning, an integration of science, technology, engineering and math with the arts, music, theology, and humanities and an appreciation of the differences in learning modalities result in the dynamism that makes this program unique and just right for middle-school-aged learners. Traditional Socratic interactions, reading, and writing are complemented by the use of cutting-edge technology.
With a focus on inspiring curiosity and a desire to discover, St. Mary’s Academy’s MS program provides daily studies in language arts, mathematics, the sciences, social studies and world languages. Daily co-curricular experiences in an elective, physical education or sport, and theological study further promote academic and personal growth.
With all-school reflections, community-action-team time, an academic environment rich in connections, prayer services, liturgies, and frequent opportunities to engage in community service, Middle School students are regularly called upon to seek to understand themselves and others and to act as agents of positive change.
A daily schedule allows for students to fully engage in learning and move about regularly, fostering a joy of learning in a social milieu. Frequent progress reports promote habits of learning and distinguish between formative and summative assessments. A one-to-one Chromebook program provides a consistent tool among students for research, communication, and design.
CORE:
- Language Arts
- Mathematics
- Science
- Social Studies
- French, Spanish or Tutorial
CO-CURRICULAR:
- Visual and Performing Arts
- Elective Choices
- Physical Education
- Sports Teams
- Theology
SUPPORTING:
- Community Action Team
- Community Teams
- Office Hours
- Overnights
- Community Service
- Social-Emotional Support
NOTE: This description of program seeks to describe in broad strokes the essence of what it is that we do in the Middle School. The program in practice is subject to thoughtful change. For that reason, this description is continually under revision.
Middle School Curriculum
- 6th Grade Mathematics
- 6th Grade Language Arts
- 6th Grade Social Studies
- 6th Grade Science
- 7th Grade Mathematics
- 7th Grade Language Arts
- 7th Grade Social Studies
- 7th Grade Science
- 8th Grade Mathematics
- 8th Grade Language Arts
- 8th Grade Social Studies
- 8th Grade Science
- Spanish I
- Spanish II
- LA CLASE AVANZADA DE ESPAÑOL I & II
- French I
- French II
- Interscholastic Athletics
- Theological Studies
- Physical Education
- Co-Curricular
- Additional Information
- Academic Support
- Supporting
6th Grade Mathematics
MATHEMATICS IN SIXTH GRADE
St. Mary’s Academy Middle School offers each student a math program that is both demanding and rewarding. Math is taught above level in comparison to what is traditionally taught in the sixth, seventh, and eighth grades. Students engage in algebraic thinking while strengthening their core arithmetic fluency, understanding of the intricacy and logic of the language of mathematics and an appreciation of the applicative power and beauty of the subject. In these critical middle years, St. Mary’s Academy chooses depth (spiraling, practice and mastery) over breadth and title. Students are placed in one of two and sometimes three levels available in each grade based on developmental readiness, teacher recommendations, daily engagement, and standardized test scores. Placement is fluid throughout Middle School and in accordance with an individual student’s growth. Students are not tracked in the SMA MS math program. Each course on each level provides students with the opportunity to attain the key learning necessary to progress in concert with their developmental readiness.
Mathematics in sixth grade builds upon students’ previous experience and developmental readiness to deepen their understanding of the power and language of math and to strengthen their arithmetic skills and automaticity. Reinforcement of previously learned concepts is complemented with the introduction of new material in a spiraling approach. Exploring the relevance of math in daily life and learning to apply math are important products of the SMA sixth-grade math program. Interdisciplinary units include hands-on activities, integrated projects, and simulations. Ongoing development of critical thinking and logical reasoning skills are integral to the course.
SUPPORTED BY SAXON COURSE 2 MATH
Big Idea: Through incremental development and continual practice and review, along with frequent, cumulative assessments, students will learn to do math.
Unit One: Number & Operations • Algebra
Guiding Questions:
- How does number sense provide the foundation of mathematical reasoning?
- How are different number forms used in the real world?
- How can variables in algebraic expressions represent everyday situations?
- Where does one see and apply geometry in the real world?
- What is the relationship among a point, line, plane, and space?
- How can numbers be used in different ways?
- How can percentages be applied to solve real-world problems?
- What is the relationship between a fraction and a percent?
Topics/Skills:
- Computing with whole numbers and money
- Variables and Evaluation
- Properties of Numbers
- Solving for the unknown
- Number lines and sequences
- Place value, reading and writing whole numbers
- Factors and divisibility
- Lines, angles, and planes
- Fractions and percents
Applications: “Math – It’s All About Me” – Math Expression Poster
Unit Two: Number & Operations • Problem Solving
Guiding Questions:
- How are ratios used in the real world?
- How does the use of the customary system help you in the real world?
- Where is geometry in the real world?
- How are geometric shapes and objects classified?
- How can predictions be made based on data?
- How does comparing quantities describe the relationship between them?
- How are whole-number exponents simplified and used?
Topics/Skills:
- Problems with combining, separating, comparing, equal groups
- Problems with parts of a whole
- Simple probability
- U.S. Customary system
- Equivalent and reducing fractions
- Angles, polygons, perimeter, and area
- Square roots and exponents
Applications: “Concentric Circle” – Art Gallery-
Unit Three: Number & Operations • Problem Solving
Guiding Questions:
- What are rational numbers in relation to real numbers?
- What computational procedures are used to operate with rational numbers?
- Is there more than one way to solve a problem?
- Does the answer make sense?
Topics/Skills:
- Identifying prime and composite numbers
- Finding common factors, the greatest common factor, and the least common multiple
- Adding, subtracting, multiplying and dividing rational numbers
- Rounding numbers
- The coordinate plane
Applications: Amateur Architect – “House Project”
Unit Four: Number & Operations • Data Analysis & Probability
Guiding Questions:
- How is the language of mathematics used to express process and solution?
- How does number sense provide the foundation of mathematical reasoning?
- How are different number forms used in the real world?
- Have conversions from one unit to another been mastered?
- What are properties of a triangle?
- How can data be graphed?
Topics/Skills:
- Decimals: Reading, writing, comparing, rounding, adding, subtracting, multiplying and dividing
- Ratios
- Metric system
- Triangles: Area and sum measures
- Stem-and-leaf plots and box-and-whisker plots
Applications: Data Statistic Collaboration Poster
Unit Five: Number & Operations • Measurement • Data Analysis • Probability
Guiding Questions:
- What is the relationship between decimals, fractions, and percents?
- How can decimals, fractions, and percentages be applied to solve real-world problems?
- How can numbers be used in different ways?
- What is the most effective way to represent and communicate an answer
Topics/Skills
- Using formulas
- Repeating decimals
- Converting decimals to fractions; fractions to decimals; percents to decimals
- Dividing by a decimal number
- Powers of 10
- Fraction-decimal-percent equivalents
- Adding and subtracting mixed measures
- Unit conversions
- Creating graphs
Applications: Mosaic Pattern Design – Using fractions, decimals, and percents and creating a circle graph
Unit Six – Number & Operations • Problem Solving
Guiding Questions:
- How is scientific notation helpful in representing very large or small numbers?
- How are ratios and rates used in everyday life?
- How are integers related to whole numbers and rational numbers?
- How do integers apply in daily life?
Topics/Skills:
- Scientific Notation for small and large numbers
- Order of Operations
- Ratio/rate
- Functions
- Negative Exponents
- Symmetry
- Adding Integers
Applications: Rotational Symmetry Name Design
Unit Seven – Number & Operations • Geometry
Guiding Questions:
- Where does one see geometry in the real world?
- How does one apply geometry to solve real-world problems?
- What is the relationship between 2-D and 3-D shapes?
- How are geometry and spatial reasoning used in art, architecture, engineering, and science?
Topics/Skills:
- Area and angles of parallelograms
- Classifying triangles
- Adding positive and negative numbers
- Circumference and Pi
- Ratio Problems
- Geometric Solids
- Volume
Applications: Geometry City
Unit Eight – Number & Operations • Algebra
Guiding Questions:
- Have conversions from one unit to another been mastered?
- How well are ratio, fraction and percent proportions/problems understood?
- Has mastery been achieved in calculating area?
Topics/Skills
- Implied ratios
- Multiplying and dividing positive and negative numbers
- Fractional parts
- Area of complex figures
- Area of a trapezoid
- Complex fractions
- Percent of a number
- Transformations
- Probability – odds, compound events, and experimental probability
Applications: TBD
Unit Nine – Algebra
Guiding Questions:
- Has mastery been achieved in solving, ratio, fraction and percent problems?
- How can variables in algebraic expressions represent everyday situations?
- Why do we need a stated order of operations?
Topics/Skills:
- Using proportions to solve percent problems
- Area of a circle
- Multiplying numbers in scientific notation
- Algebraic terms
- Order of operations with positive and negative numbers
- Number families
- Multiplying algebraic terms
- Unit Multipliers
- Diagonals
- Angles – interior and exterior
- Mixed number coefficients
- Negative coefficients
Applications: TBD
Unit Ten – Algebra •Geometry
Guiding Questions:
- How do integers apply in daily life?
- When and how do equations and inequalities express real-life situations?
- How are solutions to inequalities expresses?
- How are algebraic expressions evaluated and simplified?
- How are proportions, indirect measure, scale drawings and maps used in everyday life?
- What is the Pythagorean Theorem?
Topics/Skills:
- Evaluations with positive and negative numbers
- Percent of change
- Two-step equations and inequalities
- Probability of dependent events
- Volume of a right solid
- Angle measures
- Distributive property with algebraic terms
- Similar triangles
- Indirect measure
- Scale and scale factor
- Pythagorean theorem
- Square roots
- Irrational Numbers
Applications: TBD
SUPPORTED BY SAXON COURSE 3
Big Idea
Through incremental development and continual practice and review, along with frequent, cumulative assessments, and investigations, students will learn to do math.
Unit One: Number & Operations • Measurement
Guiding Questions:
- How does number sense provide the foundation of mathematical reasoning?
- How are different number forms used in the real world?
- How do integers apply in daily life?
- How can numbers be used in different ways?
- How can predictions be made based on data?
- How are rates used in the real world?
- How does the use of the metric system help you in the real world?
- How can variables in algebraic expressions represent everyday situations?
- Why do we need a stated order of operations?
Topics/Skills:
- Comparing and ordering integers
- Operations of arithmetic
- Fractional parts
- Converting measures
- Rates and average
- Measures of central tendency
- Prime numbers
- Rational numbers
- Expressions
- Order of operations
Applications: “Math – It’s All About Me” – Math Expression Poster
Unit Two: Number & Operations • Geometry
Guiding Questions:
- What is the relationship between decimals, fractions, and percents?
- How does comparing quantities describe the relationship between them?
- How are whole-number exponents simplified and used?
- Where is geometry in the real world?
- How are geometric shapes and objects classified?
- What is the Pythagorean Theorem?
Topics/Skills:
- Percents
- Decimal numbers
- Adding and subtracting fractions and mixed numbers
- Powers and roots
- Lines, angles, polygons, triangles, symmetry, perimeter, and area
- Pythagorean Theorem
Applications: Rotational/Symmetry Name Design
Unit Three: Number & Operations
Guiding Questions:
- What are rational numbers in relation to real numbers?
- What computational procedures are used to operate with rational numbers?
- Is there more than one way to solve a problem?
- Does the answer make sense?
- Why do we need a stated order of operations?
- How is scientific notation helpful in representing very large or small numbers?
Topics/Skills:
- Distributive property
- Order of operations
- Adding, subtracting, multiplying and dividing mixed numbers and decimal numbers
- Transformations
- Laws of exponents
- Scientific notation for large numbers
- Repeating decimals
- Classifying Quadrilaterals
Applications: Translation / Transformation Project
Unit Four: Algebra and Measurement
Guiding Questions:
- How are integers related to whole numbers and rational numbers?
- How do integers apply in daily life?
- How is the language of mathematics used to express process and solution?
- How does number sense provide the foundation of mathematical reasoning?
- How are different number forms used in the real world?
- Have conversions from one unit to another been mastered?
- What is the relationship between 2-D and 3-D shapes?
- How is geometry and spatial reasoning used in art, architecture, engineering, and science?
Topics/Skills:
- Adding, subtracting, multiplying and dividing integers
- Collecting like terms
- Ratios and Proportions
- Properties of equality solving equations
- Circumference and area of a circle
- Geometric solids
Applications: Geometric Mobile
Unit Five: Number & Operations • Algebra
Guiding Questions:
- How well are ratio, fraction and percent proportions/problems understood?
- How can decimals, fractions, and percentages be applied to solve real-world problems?
- How can numbers be used in different ways?
- What is the most effective way to represent and communicate an answer?
- When and how do equations express real-life situations?
Topics/Skills
- Functions and graphing functions
- Volume
- Surface area
- Slope of a line
- Percent of a whole
- Solving rate problems with proportions and equations
- Solving multi-step equations
Applications: To be chosen on the basis of progress and readiness.
Unit Six – Number & Operations • Data Analysis & Probability
Guiding Questions:
- How is scientific notation helpful in representing very large or small numbers?
- What does the slope of a line indicate about the line?
- Can systems of equations model real-world situations?
- How do geometric models describe spatial relationships?
- Why is data collected?
- How can predictions be made based on data?
Topics/Skills:
- Negative Exponents
- Operations with small and large numbers in scientific notation
- Unit multipliers
- Angle relationships
- Nets of prisms, cylinders, pyramids, and cones
- Slope-intercept equation of a line
- Experimental Probability
- Collecting, displaying, and interpreting data
- Area of a parallelogram
Applications: Theoretical and experimental probability investigation
Unit Seven – Algebra
Guiding Questions:
- What is a pattern and how does one describe a pattern?
- How can patterns be expressed to show a relationship?
- How are solutions to inequalities expressed?
- What is the most effective way to represent and communicate an answer?
Topics/Skills:
- Sequences
- Graphing solutions to inequalities on a number line
- Rational numbers, non-terminating decimals, and percents
- Applications using similar triangles
- Special right triangles
- Percent of change
- Direct variation
Applications: Geometry City
Unit Eight – Algebra & Measurement
Guiding Questions:
- Have conversions from one unit to another been mastered?
- How is thinking algebraically different from thinking arithmetically?
- Has mastery been achieved in calculating area?
Topics/Skills
- Percent of change
- Simplifying square roots and products of square roots
- Area of a Trapezoid
- Volumes of prisms and cylinders
- Area of a trapezoid
- Inequalities with negative coefficients
- Polynomials
- Scale Drawings
Applications: Scale Drawing “Cartoon Superhero”
6th Grade Language Arts
6th Grade Social Studies
SOCIAL STUDIES IN SIXTH GRADE
The social studies courses in Middle School serve as lynchpins of connection among the other disciplines. In the context of history, current events, culture, and geography, social studies shares and reinforces themes, vocabulary and skill development found in language arts, science and theology.
Emphasis – Early American History
The historical developments of early American history from the founding of America to the causes of the American civil war are studied. Students learn about the key events that helped shape the culture and history of the United States. A goal is to develop an understanding that for every action in history there is a reaction. Students look at how these actions and reactions influence decisions made today. Students explore these historical events from a variety of perspectives. Developmentally appropriate critical thinking skills are developed alongside of the supporting ones of note taking, listening and questioning. Continuing throughout the year is a study of the earth’s geography.
Big Idea: History is the study of people, places and events as presented through differing points of views. There are many and often opposing points of view for every event.
Unit I: Colonial America (1500-1763)
Essential Questions:
- What were the causes and effects of European exploration?
- How did Europeans transform life in the Americas?
- What traditions, events and forces helped form an American identity?
Topics:
- America before Columbus
- Age of Discovery
- Thirteen colonies
- Colonial development
- Daily life in colonial America
Key Evaluations:
- Debate – Who discovered America?
- Discovery simulation
- Colonial jobs presentation
Unit II: The Road to the American Revolution (1763-1775)
Essential Questions:
- What drives groups or individuals to challenge authority?
- What drove the Colonists to declare independence from Great Britain?
Topics:
- Factors that lead to the American revolution
- British controls
- Colonial resistance
- The road to Lexington and Concord
Key Evaluations:
- Debate – Loyalists vs. Patriots
- Simulation – Second Continental Congress
Unit III: The American Revolution (1775-1783)
Essential Questions:
- What is revolution?
- How did the American patriots gain their independence?
- What were the causes and effects of the American revolution?
Topics:
- Opening shots
- Independence declared
- Expansion of battles
- Victory
- War legacy
- Unsung heroes of the American revolution
- Spies, women, African-American heroes
Key Evaluations:
- ABC Book of the American Revolution
Unit IV: A New Nation (1783-1800)
Essential Questions:
- What challenges did the new nation face?
- What is government?
- How was the United States government formed?
- What is a living constitution?
Topics:
- Struggles of a new nation
- Creating a constitution
- Structure of the United States government
- Beginning again
Key Evaluations:
- Simulation – Constitutional Convention
- Debate – How a Bill Becomes Law
Unit V: Expansion and Conflict (1800-1860)
Essential Questions:
- What challenges did the new nation of the United States face?
- How did growth and development lead to the Civil War?
- What forces and events affected the growth of the United States?
- What forces and events affected national unity?
Topics:
- Territorial growth of the United States
- The Louisiana purchase
- War of 1812
- Antebellum America
- Industrial North vs. agriculture South
- Slavery vs. industrial employees
- Sectional differences and compromises
- Indian removal and the Trail of Tears
- Mexican-American War
- The road to the Civil War
Key Evaluations:
- Presentation – Expansion and Conflict
- Maps – Growth of the United States
On-going Study: Geography
Essential Questions:
- What is the impact of geography on our culture?
- How are cultures interconnected?
Topics:
- Daily Geography
- Map Basics
- Reading Maps
- Latitude and Longitude
- Physical Maps
Maps:
- Continents and Oceans
- North America
- South America
- Europe
- Asia
- Middle East
- Africa
Key Evaluations:
- Fact Book
- Travel Brochure
6th Grade Science
SCIENCE IN SIXTH GRADE
The science curricula in Middle School is designed to provide consistent opportunities for hands-on experience that lead to discovery and provide students with one more way to understand themselves and their world. The study of the sciences develops analytical thinking skills, a systematic process for engaging in observation and reaching conclusions, and wonder and appreciation for the complexity of the universe.
Emphasis – Earth Science
The emphasis of study in this year is in the area of earth science. Other areas of science are touched upon to contribute to a well-rounded, connected experience. In earth science, students extend previous knowledge and understanding of weather phenomena, how oceans influence weather and what it takes to build and keep a healthy atmosphere. They deepen their understanding of the causes and interconnectedness of earthquakes and volcanoes, figuratively trekking across and below the surface of planet Earth. All units of study combine weekly lab experiments or activities, online and textbook investigations, in class discussions, and current events that build skills of inquiry, observation, conclusion building, and the scientific method.
An allocation of six-weeks is made to the study of anatomy and physiology at a time when students are experiencing dramatic changes in their bodies. The inclusion of this unit is well timed in the spring of sixth grade. Students travel through the human body’s systems after learning about the structure and mechanism of cells and various non-human biological systems. This is followed by a study of the function of individual human organs and how each part serves the whole. A frog dissection provides hands-on experience with body systems.
Overall Essential Questions
- Does the scientific method apply to my life?
- What does science have to do with me?
- What makes a scientific theory valid and believable?
- How do I make sense of the natural world?
Unit One – Earth’s Weather
Essential Questions:
- Why is water essential to earth’s life forms?
- How does weather change?
- What effect does the change have on life forms?
- What is my role in climate change?
- How do Earth’s oceans contribute to weather patterns?
Topics/Skills:
- Atmosphere.
- Weather factors.
- Weather patterns.
- Climate and climate change
Key Evaluations:
- Weekly worksheets to aid comprehension and understanding of the material.
- Bi-weekly quizzes.
- Weather-Map Project – A virtual weather forecast map, complete with accurate weather symbols, weather readings and possibilities for a chosen area on a world map.
- Hands on labs – Designed to help students make connections to real-world applications.
Unit Two – Dynamic Earth
Essential Questions:
- Was there a Pangaea? Were the mountains once under water?
- Are earthquakes predictable?
- How does the earth build and relieve stress?
- Why does the earth’s land mass look like parts of a jigsaw puzzle?
- What lies below the surface of the earth and what does it have to do with the surface?
Topics/Skills:
- Continental drift and plate tectonics.
- Sea-floor spreading.
- Earthquakes, earthquake safety and design of earthquake resistant structures.
- Volcanoes.
- Properties of magma and lava.
- Volcanic eruptions.
Key Evaluations:
- Weekly worksheets to aid comprehension and understanding of the material.
- Bi-weekly quizzes.
- Hands on labs – Designed to help students make connections to real-world applications.
- Earthquake and Volcano Activity: A world map with current and past volcanic eruptions and earthquakes located by lines of latitude and longitude. Includes plate boundaries, plate names and boundary-type locations across a world map.
- Volcano Quest Activity – Three volcanoes’ location, formation, myths, history of eruptions and fun facts are investigated.
- Engineering and Design – Research, design and construct an earthquake-resistant structure using Legos, foam building blocks, and wooden sticks.
Unit Three – Human Anatomy and Physiology
Essential Questions:
- Why are body systems interdependent?
- How are living organisms organized?
- What is the difference between a single celled and multi-cellular animal?
- Why do humans need oxygen?
- How does one body system support another?
- How do humans and other species compare?
- Why do we dissect animals?
Topics/Skills:
- Body organization and homeostasis.
- Bone, muscle, and skin.
- Food and digestion.
- Circulation.
- Respiration and excretion.
- Fighting disease.
- The nervous system.
- Endocrine and reproductive systems.
Key Evaluations (or Projects or Assessments)
- Weekly worksheets to aid comprehension and understanding of the material.
- Bi-weekly quizzes.
- Hands on labs – Designed to help students make connections to real-world applications.
- Human Body Project – Life size model of body and systems using butcher and construction paper or an ABC book of systems and/or an iMovie or power point presentation of body systems.
- A board game designed to feature one of the body’s systems.
- Frog dissection
7th Grade Mathematics
MATHEMATICS IN SEVENTH GRADE
Seventh grade mathematics builds upon students’ previous experience and developmental readiness to deepen their understanding of the power and language of math and to strengthen their arithmetic skills and automaticity. Reinforcement of previously learned concepts is complemented with the introduction of new material in a spiraling approach. Exploring the relevance of math in daily life and learning to apply math are important products of the SMA seventh-grade math program. An in-depth STEM project is completed in collaboration with science.
FIRST OF TWO COURSES
Supported by Saxon Course 3
Big Idea: The language of Mathematics was created to describe the world in which we live. Fluency in this language is necessary for meaningful application.
Unit One: Number Sense
Essential Questions:
- Does the answer make sense?
- How important is number sense?
- What is an algorithm and does mastery of an algorithm equal understanding?
- Are the processes of addition, subtraction, multiplication, and division automatic?
- How well are ratio and proportions understood?
- Have conversions from one unit to another been mastered?
Topics/Skills:
- Properties of numbers
- Absolute value
- Prime factorization, greatest common factor, least common factor
- Divisibility rules
- Addition, subtraction, multiplication and division of integers, decimals & fractions
- Exponents
- Order of operations
- Rates, ratios, proportions & percentages
- Similarity and scale
- Measurements and conversions
- Scientific Notation
Applications:
Algebraic properties poster
Unit Two: Equations
Essential Questions:
- How can variables be used to model everyday situations?
- How can equations, and/or formulas be used to represent real life situations?
- How are algebraic expressions created and evaluated?
- How are monomials, binomials and polynomials manipulated?
- What is an inequality?
- How are inequalities manipulated and graphed?
Topics/Skills:
- Equations for percentages and proportions
- Variable expressions
- Linear algebraic expressions
- Expressions with exponents
- Linear equations
- Inequalities
Applications:
The Dream Room Project
Unit Three: Graphing
Essential Questions:
- What are the differences among graphing systems?
- What is the best way to graph data?
- What does a linear equation model?
- How are linear equations manipulated?
- How are linear inequalities graphed?
- How are digital spreadsheets used?
- How are graphs created from data?
- What is a scatter plot and what is a best-fit equation?
Topics/Skills:
- Graphing tools (circle graphs, pie charts, bar graphs, stem & leaf, histograms, line plots, box & whiskers, cartesian coordinate system)
- Mean, median & mode
- Plot points
- Slope
- X and y intercepts
- Linear equations
- Slope-intercept, point-slope and standard linear equations
- Scatter plots, trend lines and line of best fit
- Linear regression (TI-84)
- Excel and Numbers spreadsheets
- Inequalities
Applications:
Graphing Project
Unit Four: Geometry
Essential Questions:
- Where is geometry found in the real world (everywhere!)?
- What is the difference between 1D, 2D and 3D?
- How are well-scaled 2D and 3D objects drawn?
- Has mastery been achieved in calculating perimeter, area and volume?
- What are the special properties of right triangles?
- What are the trigonometric properties of right triangles?
- What is the Pythagorean theorem?
Topics/Skills:
- Points, lines and rays
- Parallel and perpendicular lines
- Angles
- 2D objects – Perimeter or circumference and area
- Congruent triangles
- Pythagorean Theorem
- Square roots, perfect squares and Pythagorean triples
- Trigonometric functions
- 3D objects – Surface area and volume
- Google Sketchup
Applications:
The Line Design Project
The Pool Project
Advanced Topics
- Graphing absolute value functions
- Graphing nonlinear functions
- Solving linear systems
- Compound plots
- Transformations
- Advanced TI-84 Skills
- Advanced database applications (Excel and/or Numbers)
SECOND OF TWO COURSES
Supported by Prentice Hall Algebra
STEM and Project-Based Learning
Big Goals:
- Reinforce arithmetic skills and begin to master algebraic concepts
- Think more flexibly about the relationships among fractions, decimals, and percentages
- Generate equivalent expressions and solve single-variable equations and inequalities
- Develop multiple strategies for analyzing and solving complex problems
- Apply mathematical skills and make meaningful connections to life’s experiences.
- Gain proficiency in the use of the TI 84+ calculator.
Unit One: Foundations
Essential Questions:
- Why do we need a stated order of operations?
- How are real numbers used in the real world?
Topics/Skills:
- Variables and expressions
- Order of operations and evaluating expressions
- Real numbers and the number line
- Properties of real numbers
- Adding and subtracting real numbers
- Multiplying and dividing real numbers
- The distributive property
- An introduction to equations
- Patterns, equations and graphs
Unit Two: Solving Equations
Essential Questions:
- What is the purpose of an equation?
- How do we keep equations balanced?
- What are real applications of linear equations?
Topics/Skills:
- Solving one-step to multi-step equations
- Solving equations with variables on both sides
- Literal equations and formulas
- Ratios, rates and conversions
- Solving proportions
- Proportions and similar figures
- Percentages
- Percent Change
Unit Three: Solving Inequalities
Essential Questions:
- Why do we have inequalities?
- What are real applications of linear inequalities?
- How do we simplify and graph linear inequalities?
Topics/Skills:
- Inequalities and graphing inequalities
- Solving inequalities using addition, subtraction, multiplication and division
- Solving multi-step inequalities
- Working with sets
- Compound inequalities
- Absolute value equations and inequalities
- Union and intersection of sets
- Scientific notation
Unit Four: An Introduction to Functions
Essential Questions:
- Can we predict the behavior of a system based on a pattern?
- Can we create a mathematical expression to model natural patterns?
Topics/Skills:
- Using graphs to relate two quantities
- Patterns and linear functions
- Patterns and nonlinear functions
- Graphing a function rule
- Writing a function rule
- Formalizing functions and relations
- Sequences and functions
7th Grade Language Arts
LANGUAGE ARTS IN SEVENTH GRADE
The primary focus driving the seventh grade language arts curriculum is effective communication. The auditory and written intake of communication includes the comprehension, appreciation and evaluation of a variety of literary texts. This evaluation includes critical thinking, drawing conclusions, and the integration of information into other academic disciplines. In addition, the chosen literature is meant to foster intellectual, social and spiritual growth in the students’ own lives. The verbal and written output of communication includes a variety of formats and audiences.
Big Idea: All communication is affected by perspective and personal bias.
Skills
- Reading Comprehension: Through the study of novels, plays, short stories, various non-fiction texts, and poetry, seventh grade students will move beyond reading a text for its literal, surface-level content (who, what, when, where) into an ability to dissect the deeper levels of inferred meaning. Students will develop their ability to comprehend and respond about a text’s themes, tone, purpose, audience, plot and narrative structure, character development, and the author’s use of literary devices. Students will also begin to learn how to properly annotate a text in order to boost their comprehension.
- Writing: Students will write using a range of formats and styles for different purposes and intended audiences – including essays, memoir, analytical questioning and responses, journal entry, letter to the editor, political cartoon, speeches, and first person narrative. Creative writing units will include stories written in response to a variety of prompts. Seventh grade students continue the use of the Point, Evidence, Analysis (P.E.A.) structure in writing persuasively.
- Grammar: Students develop grammar skills through Daily Grammar Practice among a wide range of other resources. Areas of focus include parts of speech, sentence structure and analysis, punctuation, capitalization, and diagramming. Additionally, there is continued study of subject-verb agreement, pronoun-antecedent agreement, and punctuation rules such as colons and semicolons.
- Vocabulary: Students seek to master the seventh grade Wordly Wise list throughout the school year. This includes synonyms, antonyms, analogies, usage, prefixes, suffixes and roots. Additionally, students identify vocabulary from assigned texts. Techniques for vocabulary acquisition are modeled and practiced.
- Speaking and Listening: Presentations, discussions, the sharing of written stories and debates are incorporated throughout the year. These activities are intended not only to boost confidence and develop skill in public speaking, but also to enhance listening skills in order foster critical response, both verbal and written.
Unit One: The Great Divide
Essential Questions:
- Why are humans threatened and divided by differences?
- How does our fixation on differences manifest itself in society? (prejudice, religious and political intolerance, slavery, segregation, ethnic cleansing, war, terrorism)
- How do we as people and societies build bridges across these divisions?
- How have our “differences” enriched our society?
- How does reading about humans’ responses to human differences affect my life?
Evaluative Pieces:
- Childhood story
- Writing responses
- Journal entry
- Collage/glogster
- Persuasive speech- a divide in society- point/counterpoint
Unit Two: Justice Denied
Essential Questions:
- To whom in our society is justice denied?
- What is the effect of denying another human being freedom? (On the victim? On the perpetrator?)
- Is life fair? (Should it be? We all have the same basic needs, but do we all want the same things?)
- How does injustice limit personal and society’s growth?
- How does reading about injustice affect my life?
Evaluative Pieces:
- Writing responses
- Letter to the editor
- Political cartoon
- Persuasive essay
- Annotated photo essay presentation- justice denied
- Conjunctive language arts/ science piece- scientific refutation, poem or presentation
Unit Three: Power and Social Change
Essential Questions:
- What qualities determine a hero?
- How can one person’s behavior affect others?
- How does adversity reveal one’s true character?
- What heroic qualities can I emulate in my life?
- How does reading about heroes affect my life?
Evaluative Pieces:
- Writing responses
- Persuasive speech- a change to improve society & a plan to make it happen
- First person narrative (hero/ biography of choice)
- Reflective collage/glogster
7th Grade Social Studies
SOCIAL STUDIES IN SEVENTH GRADE
The social studies courses in Middle School serve as lynchpins of connection among the other disciplines. In the context of history, current events, culture, and geography, social studies shares and reinforces themes, vocabulary and skill development found in language arts, science and theology.
Emphasis – American HistoryThe focus of seventh grade social studies is an exploration of American History – from the antebellum period to the beginning of the new millennium. Also included is an examination of the American political process. The course fosters and encourages critical thinking skills to better understand the role of history in our lives. It also invites students to explore historical events from a variety of perspectives.Big Idea: History is a study of hats – the variant roles, perspectives, agendas, etc. that people bring to their presentation and study of the material. How one views history is often dependent upon the hat one wears.Unit One: The Great Divide
Essential Questions:- Is compromise the most effective solution to injustice?
- Was the United States Civil War inevitable?
- Was the U.S. Civil War necessary to the survival of the U.S.?
- At what cost did the U.S. engage in its civil war?
- Causes of the United States Civil War
- Compromises of the antebellum era
- Election of 1860
- The Anaconda plan
- Significant battles
- Behind the scenes
- Music of the era
- War of attrition
- End of the war
- Aftermath
- Reconstruction
- Segues into modern day parallels
- The American political process
- Journal entry based on the book, Day of Tears
- Persuasive speech based on a divide in society and with a point/counterpoint
Unit Two: Justice Denied
Essential Questions:- Why do some people deny other people justice, rights and freedom?
- How could the WWII Holocaust occur and could it occur again?
- Jim Crow Laws
- Discrimination against women
- The immigrant experience
- Armenian genocide
- Great Depression
- Holocaust of the Nazis against the European Jews
- Segues into modern day parallels
- Letter to the Editor based on the book, Witness
- Political Cartoon
- Annotated Photo Essay Presentation
Unit Three: Power & Social Change
Essential Questions:- Who has power and how do they get it?
- How can people effectively create social change?
- Equality – At what cost?
- A study of isms
- Intervention
- Civil rights movement
- The power of music
- Symbols of power
- The Vietnam War
- Historical time-line
- Lost Dylan verse
- Persuasive Speech – Choose a specific issue and describe what and how to make a positive difference toward resolution.
- Presentation – First-person narrative in which the student represents his/her hero from a biography of choice
- Reflective Collage
SCIENCE IN SEVENTH GRADE
The science curricula in Middle School is designed to provide consistent opportunities for hands-on experience that lead to discovery and provide students with one more way to understand themselves and their world. The study of the sciences develops analytical thinking skills, a systematic process for engaging in observation and reaching conclusions, and wonder and appreciation for the complexity of the universe.SEVENTH GRADE SCIENCE CURRICULUMEmphasis – Life ScienceThe two Big Ideas that create the framework around which students study science in seventh grade are: 1) Structural design is essential for function and 2) Adaptation is required for survival. Focusing on science as inquiry, students will transfer their theoretical knowledge into practical applications by designing, conducting and analyzing scientific investigations. Students will also research and analyze contemporary scientific issues and offer evidence to support conclusions. Emphasis is placed on the variety of life on our planet. Plants are studied to better understand the complex issues of feeding the world’s population, and animal characteristics and behaviors are studied to better comprehend integral and multi-faceted relationships in the natural world. Students will study patterns of inheritance through which traits can be passed from one generation of life to the next, thereby creating our world’s amazing diversity.Unit One: Cells – Mechanisms of AdaptationEnduring Understandings:- Cells are the basic unit of structure and function for all living things.
- All cells acquire their genetic material (information that controls an organism’s traits) from other living cells.
- Over time, characteristics controlled by genes can be acted upon by nature to bring about adaptations for survival in changing environments.
- Human global migration was/is the result of many forces being applied to populations over time.
- What makes some things alive and other things not alive?
- If the Theory of Natural Selection can explain the diversity of life on Earth, what might life on Earth be like in the distant future?
- Can the evidence that supports the Theory of Evolution be reasonably interpreted in other ways?
- Should humans use their knowledge of DNA to manipulate genes for what they perceive as the “greater good”?
- The Language of Science
- Cell Structure and Function – Processes and Energy
- Genetics: The Science of Heredity
- Modern Genetics – Human Genetic Disorders
- Changes Over Time -The Theory of Evolution
- Cell Model and Analogies
- “Geenoid Generations” – Application and Analysis
- Human Genetic Disorders – Keynote Presentation
- “Eggmosis” Diffusion and Osmosis Investigation
- Cell Cycle – Comic Life App
- First-hand laboratory experiences utilizing observation and manipulation of materials to further develop understanding of concepts and practice problem solving skills.
- All living things share some basic characteristics and interact with the biotic and abiotic elements within their environment.
- All life on earth is interdependent on all other life.
- Photosynthesis and respiration reactions fuel life on Earth.
- Can life on Earth be sustained forever?
- Could life have evolved on other planets?
- How do plants link us to our star – the sun?
- Characteristics and Classification of Living Things
- Introduction to Plants – Nourishing Our Planet
- Seed Plants – Fast Plant investigations
- Imaginary Botany Book Jackets
- Fast Plant Inquiry – Experimentation and Observation Journal – Seed Germination
- World Food Distribution Presentation
- First-hand laboratory experiences utilizing observation and manipulation of materials to further develop understanding of concepts and practice problem solving skills.
- A defining characteristic of animals is that they are heterotrophs, organisms that acquire nutrients by consuming other organisms.
- Animal species are uniquely adapted to survive in their habitat.
- Behavior may be the result of instinct or conditioning, but always helps the animal survive or reproduce.
- Extinction is the rule. Survival is the exception.
- Are humans essentially different from the other animals on our planet?
- In nature, do only the strong survive?
- Where do different species come from and where do the go?
- Invertebrates
- Vertebrates
- Animal Behavior
- Invasive Species
- Wildlife In Crisis
- Denver Zoo Guide – Animal Adaptations
- Understanding Relatedness – Cooperative Learning
- STEAM – Project
- First-hand laboratory experiences utilizing observation and manipulation of materials to further develop understanding of concepts and practice problem solving skills.
7th Grade Science
SCIENCE IN SEVENTH GRADE
The science curricula in Middle School is designed to provide consistent opportunities for hands-on experience that lead to discovery and provide students with one more way to understand themselves and their world. The study of the sciences develops analytical thinking skills, a systematic process for engaging in observation and reaching conclusions, and wonder and appreciation for the complexity of the universe.
SEVENTH GRADE SCIENCE CURRICULUM
Emphasis – Life Science
The two Big Ideas that create the framework around which students study science in seventh grade are: 1) Structural design is essential for function and 2) Adaptation is required for survival. Focusing on science as inquiry, students will transfer their theoretical knowledge into practical applications by designing, conducting and analyzing scientific investigations. Students will also research and analyze contemporary scientific issues and offer evidence to support conclusions. Emphasis is placed on the variety of life on our planet. Plants are studied to better understand the complex issues of feeding the world’s population, and animal characteristics and behaviors are studied to better comprehend integral and multi-faceted relationships in the natural world. Students will study patterns of inheritance through which traits can be passed from one generation of life to the next, thereby creating our world’s amazing diversity.
Unit One: Cells – Mechanisms of Adaptation
Enduring Understandings:
- Cells are the basic unit of structure and function for all living things.
- All cells acquire their genetic material (information that controls an organism’s traits) from other living cells.
- Over time, characteristics controlled by genes can be acted upon by nature to bring about adaptations for survival in changing environments.
- Human global migration was/is the result of many forces being applied to populations over time.
Essential Questions:
- What makes some things alive and other things not alive?
- If the Theory of Natural Selection can explain the diversity of life on Earth, what might life on Earth be like in the distant future?
- Can the evidence that supports the Theory of Evolution be reasonably interpreted in other ways?
- Should humans use their knowledge of DNA to manipulate genes for what they perceive as the “greater good”?
Unit Topics:
- The Language of Science
- Cell Structure and Function – Processes and Energy
- Genetics: The Science of Heredity
- Modern Genetics – Human Genetic Disorders
- Changes Over Time -The Theory of Evolution
Key Assessments:
- Cell Model and Analogies
- “Geenoid Generations” – Application and Analysis
- Human Genetic Disorders – Keynote Presentation
- “Eggmosis” Diffusion and Osmosis Investigation
- Cell Cycle – Comic Life App
- First-hand laboratory experiences utilizing observation and manipulation of materials to further develop understanding of concepts and practice problem solving skills.
Unit Two: Nourishing Our Planet
Enduring Understandings:
- All living things share some basic characteristics and interact with the biotic and abiotic elements within their environment.
- All life on earth is interdependent on all other life.
- Photosynthesis and respiration reactions fuel life on Earth.
Essential Questions:
- Can life on Earth be sustained forever?
- Could life have evolved on other planets?
- How do plants link us to our star – the sun?
Unit Topics:
- Characteristics and Classification of Living Things
- Introduction to Plants – Nourishing Our Planet
- Seed Plants – Fast Plant investigations
Key Assessments:
- Imaginary Botany Book Jackets
- Fast Plant Inquiry – Experimentation and Observation Journal – Seed Germination
- World Food Distribution Presentation
- First-hand laboratory experiences utilizing observation and manipulation of materials to further develop understanding of concepts and practice problem solving skills.
Unit Three: Wildlife in Crisis – Animals
Enduring Understandings:
- A defining characteristic of animals is that they are heterotrophs, organisms that acquire nutrients by consuming other organisms.
- Animal species are uniquely adapted to survive in their habitat.
- Behavior may be the result of instinct or conditioning, but always helps the animal survive or reproduce.
- Extinction is the rule. Survival is the exception.
Essential Questions:
- Are humans essentially different from the other animals on our planet?
- In nature, do only the strong survive?
- Where do different species come from and where do the go?
Unit Topics:
- Invertebrates
- Vertebrates
- Animal Behavior
- Invasive Species
- Wildlife In Crisis
Key Assessments:
- Denver Zoo Guide – Animal Adaptations
- Understanding Relatedness – Cooperative Learning
- STEAM – Project
- First-hand laboratory experiences utilizing observation and manipulation of materials to further develop understanding of concepts and practice problem solving skills.
8th Grade Mathematics
MATHEMATICS IN EIGHTH GRADE
Integrated Mathematics is a coursee in which foundational and highly applicable skills and understanding of general mathematics are reviewed and reinforced, including foundational topics in Algebra I. These twelve weeks offer the valuable opportunity to inventory skills and assess mastery as well as prepare for the challenge of various high school placement exams.
By the end of the first trimester, students with the goal to continue in the rigorous Algebra I course for the remainder of the year will need to have:
- Scored 90% or better on the mathematics section of the grade 7 Terra Nova
- Passed the Grade 6, 7 and 8 Gateways
- Scored 29/32 or better on an algebra diagnostic and placement test
- Maintained an average score of 85% or better on tests and online quizzes
- Maintained an average score of 90% or better for classwork & homework
Please note in regard to placement:
A student is placed based on a variety of evidence and considerations. Among these are the student’s mathematics grades, classroom observations, teacher recommendations, student class work, annual standardized test scores and placement test scores.
There are other very important considerations such as a student’s commitment to activities within and outside of school. Students who are unable to devote 30 minutes to mathematical homework and study each night in addition to the homework required in other subjects are strongly advised to forego Algebra I in eighth grade even when they qualify by the standards listed above. A misperceived pressure to hurry ahead in math does not serve well down the line. Taking a rigorous Algebra Icourse in ninth grade does not interfere with a student’s pursuit of any career for which they discover a passion and desire to pursue.
Important Note: SMA is unable to guarantee a student will continue into geometry in high school or that a student completing Algebra Readiness in eighth grade will continue into honors Algebra I in high school. Most high schools require that entering students take an advanced math placement test in the spring of their eighth grade year in order to qualify for advanced placement. Developmental readiness, first, and dedicated study, second, are the two most important determinants of high school and middle school math placement.
INTEGRATED MATHEMATICS
Instructional time will focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
Unit One: Foundations for Algebra
Big Ideas: In the transition from arithmetic to algebra, attention shifts from arithmetic operations (addition, subtraction, multiplication and division) to use the properties of these operations. Variable expressions are used to communicate and model authentic problems. Math is a language and has structures to ensure effective communication.
Essential Questions:
- When solving problems, how is the appropriate operation selected?
- How are quantities, patterns, and relationships represented?
- How expressions with unknown values written and evaluated?
- When using PEMDAS to simplify an expression, must multiplication occur prior to division?
- How are properties related to algebra?
- How are properties used to simplify expressions?
Students will be able to:
- Add and subtract real numbers.
- Multiply and divide real numbers.
- Use order of operations to simplify expressions involving real numbers.
- Use properties of equality to simplify expressions.
- Combine like terms in algebraic expressions.
Unit Two: Solving Equations
Big Ideas: Quantities are used to form expressions, equations, and inequalities. An expression refers to a quantity but does not make a statement about it. An equation or inequality makes a statement about the quantities it represents.
Essential Questions:
- What kind of relationships can proportions represent?
- Which inverse operation is used first when solving a two-step equation?
- How does skill with and understanding of linear equations translate into solutions to word problems
- Can equations that appear to be different be equivalent?
Students will be able to:
- Find equivalent equations using inverse operations and simplification.
- Solve one-step equations in one variable by using addition or subtraction.
- Solve equations in one variable by using multiplication or division.
- Solve equations in one variable that contains more than one operation.
- Use the distributive property when necessary to solve equations.
- Solve an equation with two variables.
Unit Three: Solving Inequalities and Absolute Values
Big Ideas: Properties of numbers and equality can be used to transform an equation (or inequality) into equivalent simpler equations (inequalities) in order to find solutions. Math is a language and has structures to ensure effective communication. Equations and formulas are used to express, model and solve authentic problems.
Essential Questions:
- How do you represent relationships between quantities that are not equal?
- How is the approach to solving a linear inequality different and the same as solving a linear equation?
- How can you solve inequalities?
- How are the properties of inequalities used to generate equivalent inequalities?
- Why does the inequality symbol reverse when multiplying or dividing both sides of the inequality by a negative number?
- How do you move the variable from one side of the inequality to the other side without changing the meaning of the inequality?
Students will be able to:
- Learn to write and graph inequalities in one variable.
- Solve one – and two-step inequalities in one variable.
- Solve compound inequalities.
- Solve absolute value inequalities in one variable.
Unit Four: An Introduction to Functions
Big Ideas: A function is a relationship between variables in which each value of the input variable is associated with a unique value of the output value. Understand the differences between a relation and a function. Relations and functions are used to describe real world situations. Grasp the connection between the independent and dependent variables.
Essential Questions:
- When is a relation a function and how are domain and range determined?
- How does changing the input value of a function impact on the output value?
- How do functions describe real-world situations?
Students will be able to:
- Identify relations and functions
- Find the domain and range of relations and functions
- Identify independent and dependent variables
- Write an equation in function notation and evaluate a function for given input values.
Unit Five: Geometry
Big Idea: Points, lines, and planes are the foundations of geometry.
Essential Questions:
- How do geometric models describe spatial relationships?
- How are geometric shapes and objects classified?
- How can coordinate geometry be used to write equations of lines?
- How can geometric properties be used to prove relationships between lines and angles?
Students will be able to:
- Use coordinate geometry to find the distance between two points, the midpoint of a segment, and the slopes of parallel, perpendicular, horizontal, and vertical lines.
- Write the equation of a line parallel to a line through a given point not on the line.
- Write the equation of a line perpendicular to a line through a given point.
- Write the equation of the perpendicular bisector of a line segment.
- Explore, with and without appropriate technology, the relationship between angles formed by two lines cut by a transversal to justify when lines are parallel.
ALGEBRA I with ADVANCED TOPICS
Unit One: Linear Functions
Big Idea: Mathematical models can be represented verbally, graphically, using a table of values and algebraically. Solutions to linear functions are ordered pairs: the graph of a linear function represents all possible solutions. Function form and standard form are two different types of models for a linear relationship.
Essential Questions:
- What is the slope of a given line and how is it found graphically and algebraically?
- What does the slope of a line indicate about the line?
- Which of the various forms of expressing a linear equation is most optimal?
- How can students make predictions based on a scatter plot?
Students will be able to:
- Use the x and y intercepts to graph lines.
- Find rates of change and slopes.
- Relate a constant rate of change to the slope of a line.
- Find the line of best fit.
- Write a linear equation in slope-intercept form.
- Graph a line using slope-intercept form.
- Graph a line and write a linear equation using point-slope form.
Unit Two: Systems of Equations and Inequalities
Big Ideas: The application of systems to solve real-world problems. The solution to a system represents the point(s) at which the graphs intersect.
Essential Questions:
- What methods can be used to solve systems of equations or inequalities?
- Can systems of equations model real-world situations?
- What does the intersection express?
- How do the concepts of slope and y-intercept determine whether systems of linear equations are independent or dependent and consistent or inconsistent?
Students will be able to:
- Solve a system of two linear equations by graphing and determining the point of intersection.
- Solve a system of two linear equations algebraically using substitution.
- Determine whether systems are independent or dependent.
- Determine whether systems are consistent or inconsistent.
- Solve systems of equations by graphing, substitution, and elimination.
Unit Three: Exponents and Exponential Functions
Big Ideas: Understand the connection between geometric sequences and exponential functions. Compare exponential functions such as exponential growth, exponential decay, half-life, and compound interest.
Essential Questions:
- How can very large and very small numbers be represented?
- How are calculations with monomials checked to each property was correctly applied?
- How are expressions with exponents simplified?
- What does a negative exponent convey about the size of a number or whether the variable is a divisor or dividend?
Students will be able to:
- Write numbers in scientific notation.
- Use the rules for multiplying and dividing powers.
- Evaluate and simplify expressions containing zero and integer exponents.
- Multiply monomials.
- Use multiplication properties of exponents to evaluate and simplify expressions.
Unit Four: Polynomials and Factoring
Big Idea: Multiplying polynomials and factoring polynomials are inverse operations.
Essential Questions:
- How are like terms combined in relation to operations with polynomials?
- How is the FOIL method an expansion of the distributive property?
- What is the relationship of the distributive property and the concept of factoring out a common factor from an expression?
Students will be able to:
- Apply the commutative and associative properties to manipulate polynomial expressions.
- Apply the distributive property to multiply and factor polynomials.
- Classify and write polynomials in standard form.
- Evaluate polynomial expressions.
- Multiply two binomials using the FOIL method.
- Add and subtract polynomials.
- Factor perfect square trinomials.
- Factor the difference of two squares.
- Form a perfect-square trinomial from a given quadratic binomial.
Unit Five: Quadratic Functions and Equations
Big Ideas: Graphs of functions represent an estimate of all of the possible solutions for the function. There are multiple ways to solve a quadratic. Changes in the parameters of a quadratic function reshape and/or reposition the graph of that function in predictable patterns.
Essential Questions:
- How does factoring solve a quadratic equation?
- How many ways can quadratic equations be solved?
- What does the vertex of a parabola represent?
Students will be able to:
- Graph quadratic functions on the coordinate plane.
- Use the discriminant of a quadratic equation to analyze the number of times a function crosses the x-axis.
- Solve quadratic equations by graphing, factoring, completing the square, and applying the quadratic formula.
Unit Six: Radical Expressions and Equations
Essential Questions:
- How are radical expressions represented?
- How radical equations solved?
- How are the properties of real numbers applied to radical expressions?
- How can you simplify radical expressions using multiplication and division properties of square roots?
Students will be able to:
- Use inverse operations, such as squaring both sides of an equation that has a square root.
- Add, subtract, multiply, and divide with radicals.
- Rationalize the denominators of radical expressions.
Unit Seven: Rational Expressions and Functions
Essential Questions:
- What are the characteristics of rational functions?
- How can students solve a rational equation?
Students will be able to:
- Use inverse operations to solve a rational equation.
- Identify extraneous solutions.
Unit Eight: Data Analysis and Probability
Big Ideas: Sampling techniques are used to gather data from real-world situations. Biased sampling techniques yield data unlikely to be representative of the larger population. Probability expresses the likelihood that a particular event will occur.
Essential Questions:
- How can collecting and analyzing data help make decisions or predictions?
- What is the difference in a permutation or combination?
- How are different representations of data created and interpreted?
- How is mathematical probability related to real-world events?
- What is the difference in theoretical and experimental probabilities?
Students will be able to:
- Organize data in displays such as matrices, frequency tables, histograms, and box and whisker plots.
- Find measures of central tendency.
- Find probabilities of simple events and compound events.
8th Grade Language Arts
LANGUAGE ARTS IN EIGHTH GRADE
The eighth grade language arts curriculum is designed with the intent of moving students toward being more independent, self-reliant learners. While still providing an appropriate foundation of support, the structure of the class encourages students to cultivate their understanding of their own particular learning style and needs. They are encouraged to question and to be curious and creative in order to advance their language arts skills. The concepts and content taught in each unit are intended to foster each student’s intellectual, emotional, spiritual, and social growth.
Big Idea: The written word connects humans to each other across space and time. People in all time periods and living in all places in the world can relate to each other through the universal themes and messages that are explored in writing.
Skills
- Reading Comprehension: Through the study of novels, plays, short stories, various non-fiction texts, and poetry, students will continue to develop their capability to read a text more closely and find deeper levels of inferred meaning. Students will further develop their ability to comprehend and respond to a text’s themes, tone, purpose, audience, plot and narrative structure, character development, and the author’s use of literary devices. Students will also learn how to annotate a text.
- Writing: Students will write using a range of formats and styles for different purposes and intended audiences – including essays, analytical questioning and responses, journaling, speeches, and articles. Creative writing units will include short stories, poetry, play scripts, and memoir. One particular focus for eighth grade students is the use of the Point, Evidence, Analysis (P.E.A.) structure in writing persuasively. Students will write in this format repeatedly throughout the year in preparation for essay writing in high school.
- Grammar: Students develop grammar skills through Daily Grammar Practice among a wide range of other resources. Topics include parts of speech, sentence structure and analysis, punctuation, capitalization, and diagramming. Additionally, a study of advanced grammar skills in ongoing and includes subject-verb agreement, pronoun-antecedent agreement, and advanced punctuation rules such as colons, semicolons, ellipses, dashes, and parentheses.
- Vocabulary: Students seek to master the eighth grade Wordly Wise list throughout the school year. Additionally, students identify vocabulary from assigned texts. Techniques for vocabulary acquisition are modeled and practiced, including furthering knowledge of prefixes, suffixes, and root words. The focus in eighth grade is acquiring vocabulary through context.
- Speaking and Listening: Presentations, discussions, debates, and dramatic performances are incorporated throughout the year. These activities are intended not only to boost confidence and develop skill in public speaking, but also to enhance listening skills in order foster critical response, both verbal and written.
Unit One: Cultural and Religious Hybridity
Essential Questions:
- How does one synthesize seemingly conflicting cultures and religions?
- How does one fashion an identity out of such conflicting cultures and religions?
- As a minority living in a certain society, how does one maintain native cultural identity while still adhering to the demands of one’s current society?
- How does one accept and include all people, regardless of differences in cultural or religious backgrounds?
Key Evaluations:
- P.E.A. responses using fiction and non-fiction texts
- Cochiti journal
- “What is Culture?” debate
- Creative collage
- Study guide
Unit Two: A Vision of the Future
Essential Questions:
- Why do authors fixate on a dystopian view of the world’s future?
- What do these dystopian futures have in common? What do these commonalities tell us about how the author’s view the problems of their society at the time they wrote the books?
- How does this generation take ownership of the world’s dilemmas in order to avoid these possible futures? Can it be avoided?
Key Evaluations:
- P.E.A. responses using fiction and non-fiction texts
- Joint project with social studies course involving the creation of a dystopia
Unit Three: Love, Hate, and Familial Obligation
Essential Questions:
- What are the varying definitions of love?
- How and why do our relationships with our loved ones change?
- In what ways can love and hate be closely related?
- How do people react differently to violence and chaos?
- What is fate?
- How can a person’s behavior be influenced by a sense of loyalty or obedience to his or her family?
Key Evaluations:
- P.E.A. responses using fiction and non-fiction texts
- Shakespeare and theatre presentations
- Dramatic performance
- Study guide
- Multiple choice and short answer exam over dramatic terminology and plot
Unit Four: Empathy as an Agent for Change
Essential Questions:
- What does it mean to empathize with another person by truly understanding his or her perspective?
- What are the effects of discrimination on individuals and groups?
- How does one transcend stereotyping and discrimination when these things are the accepted societal norm?
- How does one lead by example in terms of morality and social justice?
- How do different people cope with coming of age, losing innocence, and starting to see the world through more of a “grown up” lens?
Key Evaluations:
- P.E.A. responses using fiction and non-fiction texts
- Personal narrative essay
- Annotated text
- Chapter quizzes
- Study guide
- Multiple choice and short answer exam over literary terminology and plot
Unit Five: Human Rights, Courage, and Frailty
Essential Questions:
- How does war divide people? How does it unite them?
- How do trials bring out real human nature?
- How do people address the issue of human rights violations in the world? How should people address those violations? What can the current generation do?
Key Evaluations:
- P.E.A. responses using fiction and non-fiction texts
- Annotated text
- Brief expository writing pieces
- Evaluated speaking and listening discussions
8th Grade Social Studies
SOCIAL STUDIES IN EIGHTH GRADE
The social studies courses in Middle School serve as lynchpins of connection among the other disciplines. In the context of history, current events, culture, and geography, social studies shares and reinforces themes, vocabulary and skill development found in language arts, science, world-language study, and theology.
Emphasis – World Issues
The World Issues class introduces students to shared global systems. Students explore issues found on the front page of the newspaper and develop an understanding of where the issues occur, who they involve, and why they are happening. Each student takes on the role of a Foreign Service Officer and receives an appointment to a bureau that will focus on one of six regions in the world (based on U.S. Department of State bureaus). Students apply the skills learned in class to their bureau work and brief their classmates on the major issues affecting the region of their focus. Through research, communication, and efforts to find a resolution to issues, students develop an understanding of the relationship between social systems, economies, histories, geographies, and governments around the world.
Big Idea: In a world where bias, fear, and mistrust lead to conflict, there are many paths to resolution. Examining the world to understand the multiple influences on and perspectives of major world issues increase the possibility that meaningful solutions can be formulated.
Unit One: Cultural Understanding and Movement
Essential Questions:
- Why do people belong to groups?
- How does our culture affect how we live?
- What motivates movement?
Topics:
- Cultural differences
- Our culture through the eyes of others
- The role culture has on global issues
- Cultural, historical, economic and political backgrounds of migration
- Pull and push factors
- Cultural response to human migrations
Key Projects:
- Cochiti Experiential Engagement
Unit Two: International Organizations
Essential Questions:
- What is civic participation?
- What is a citizen’s role in our government?
- What is the role of international organizations?
Topics:
- International organization structures
- International cooperation
- Political beliefs
Key Projects:
- Evolution of a dystopian existence
Unit Three: International Conflicts
Essential Questions:
- What issues lead groups into conflict?
- What are the causes and effects of these events?
- How do we rebuild after conflict?
Topics:
- Conflicts in the 20th & 21st Centuries
- Palestinian/Israel conflict
- Peace building
Key Projects:
- Veteran interview
- USIP Simulation: The Case of “Palmyra”
Unit Four: Human Rights
Essential Questions:
- Why do some people deny other people rights?
- How is power used?
- How does the rule of law support rights?
Topics:
- United Nations Declaration of Human Rights
- Constitutions
- Positive and negative rights
Key Projects:
- Constitution design
Unit Five: Global Economy
Essential Questions:
- How does global economy work?
- How does our human environment affect how we live?
- How do economic choices impact the world?
Topics:
- The role that economics and trade has on our lives
- Free and fair trade
- Microloans
Key Projects:
- Business design
Unit Six: Global Health
Essential Questions:
- How does health affect development?
- What do healthcare systems look like around the world?
- How is global health interconnected?
Topics:
- Sanitation
- Polio
- HIV/AIDS
- Comparative healthcare systems
Key Projects:
- Community health program design
8th Grade Science
SCIENCE IN EIGHTH GRADE
The science curricula in Middle School is designed to provide consistent opportunities for hands-on experience that lead to discovery and provide students with one more way to understand themselves and their world. The study of the sciences develops analytical thinking skills, a systematic process for engaging in observation and reaching conclusions, and wonder and appreciation for the complexity of the universe.
Emphases – Physics and Chemistry through – Environment, Engineering and Technology
Eighth grade science is an integrated, multidisciplinary physical and engineering science course designed to inspire and authentically connect students to the world around them. Throughout the year, students focus on high-level inquiry, problem-solving skills (critical analysis and creative solutions), and effective communication. The course is based in the study of chemistry and physics and how they describe and impact the environment. Engineering, mathematical modeling, and data capture are applied in hands-on labs and activities.
Overall Skills Mastered by Students
- Investigating with the scientific method
- Applying metric measurements
- Acquiring lab equipment skills
- Analyzing data (graphing, calculation, and interpretation)
- Engineering solutions and communicating conclusions
- Using models for scientific research
Unit One: Introduction to the Nature of Science and the Environment
Essential Question:
- How do scientists observe, describe, and measure interactions in the natural world?
Integrated Environmental Issues:
- On-site study of water, flora, fauna and geology in a southwestern ecosystem
- Invasive species
Unit Two: The Atomic Nature of Matter
Essential Question:
- What is the relationship between matter, elements, and atoms?
Integrated Environmental Issue:
- Nuclear energy
Unit Three: The Phases of Matter
Essential Question:
- How does the structure of matter determine its physical and chemical properties, and what patterns are observed within the periodic table because of these properties?
Integrated Environmental Issues:
- Land, water and air resources
- Mineral resources: renewable versus nonrenewable
Unit Four: Chemical Reactions
Essential Question:
- How does matter change form through chemical reactions while abiding by the law of conservation of mass and energy?
Integrated Environmental Issues:
- Acid rain
- Fossil fuels and oil spills
- Polymers
Unit Five: Temperature, Thermal Energy and Heat
Essential Question:
- How does energy transfer from one substance to another as heat, and how does this affect these substances?
Integrated Environmental Issues:
- Greenhouse effect
- Heat transfer in the atmosphere
Unit Six: Electricity and Magnetism
Essential Questions:
- How has electricity changed the world?
- How do circuits complete a pathway to produce light, heat, and/or sound?
- How is magnetism transformed to electricity?
Integrated Environmental Issues:
- The electric car
- Wind and solar energies
Spanish I
SPANISH IA & IB
The value of studying and growing in expressive capacity in more than one language includes enhanced executive functioning, intimate encounter with the language’s culture and a fuller appreciation for the structure and power of language. In the Middle School, the study of Spanish or French is offered daily. Connections are made with English grammar and expression, as well as with the study of culture that is part of the social studies, arts and music programs. Students learn in multi-grade-level classes and are paced according to individual needs. Native Spanish speakers are challenged in classes that include the study of literature, poetry and grammatical structure as well as the practice of writing.
SPANISH IA IN SIXTH AND SEVENTH GRADES
Emphasis – Present Tense Communication and Grammar
This course is based on the national language standards from the 21st Century Foreign Language Skills and targeted for beginners and those with some previous Spanish-language experience. Communication, grammatical structure and cultural aspects of the language are introduced, reviewed and expanded upon. Students engage local and global Spanish-speaking cultures. They connect grammar concepts with those of the English language. They interact with each other and the teacher in Spanish to gain facility with sounds, accent, and idiomatic expressions. Online resources, video, books, magazines, and games are used to foster progress.
Big Idea: Students learn to speak, write and read Spanish at an intermediate-to-high novice level.
Unit One: Introduction to and Review of the Basics
Essential Questions:
- Why is it important to learn the basic grammatical structure of a language?
- What is needed to start speaking in Spanish?
- How do the sounds of a language reveal cultural identity?
- How does the grammar of Spanish and English compare?
Topics for the Unit:
- Develop basic vocabulary for the novice level.
- Greet, identify self, and name familiar objects.
- Engage in basic conversations to provide and obtain information.
- Express feelings and emotions and exchange opinions.
- Explore and identify nuances among Spanish-speaking cultures
- Respond to new and diverse perspectives through the study of the language.
Evaluation:
- Daily use of the language in formal and informal interactions
- Role-playing and skits
- Individual and group presentations
- Long-term projects applying the language
- Formal and informal tests and quizzes
Unit Two: Expanding Expressive Capacity
Essential Questions:
- How does the expression of feelings in the Spanish language compare to the English expression?
Topics for the Unit:
- Express likes and dislike.
- Illustrate and report on locations of different places in the city.
- Acquire information.
- Recognize the structure of requests.
- Respond to questions.
- Engage in conversations using different parts of speech.
- Create and interact with multimedia presentations.
- Engage Spanish-language media to practice listening, reading and speaking.
Evaluation:
- Daily use of the language in formal and informal interactions
- Role-playing and skits
- Individual and group presentations
- Long-term projects applying the language
- Formal and informal tests and quizzes
Unit Three: Expression and mastering of different task
Essential Questions:
- Why is learning Spanish important, useful and/or meaningful?
Topics for the Unit:
- Interact in a real situation in Spanish.
- Write short paragraphs and eventually a short story in Spanish.
- Understand written and spoken the language on a variety of topics in the present tense.
- Use technology to investigate, prepare and present in the Spanish language.
- Present to an audience of listeners or readers in the present tense.
- Collaborate with peers to share an activity with our partner school in Peru.
- Visit, participate and learn about local organizations, art shows and cultural activities that are Spanish-language based.
Evaluation:
- Daily use of the language in formal and informal interactions
- Role-playing and skits
- Individual and group presentations
- Long-term projects applying the language
- Formal and informal tests and quizzes
SPANISH IB IN SEVENTH AND EIGHTH GRADES
Preparation for Spanish II in Eighth or Ninth Grade
The Spanish IB course continues to develop the ability to communicate in a second language and is intended for students who comfortably completed the Spanish IA course or who completed Spanish IB and would benefit from reinforcement before taking the challenging and demanding Spanish II. Students interact on a high novice to low intermediate level. Opportunities to appreciate the richness and significance of Latino culture are provided in the context of grammar and vocabulary acquisition. The National Standards for Foreign Language Education ground the lessons.
Big Idea: With daily interactions, collaborative projects, shared presentations, and committed effort, students communicate at an intermediate level in the Spanish language.
Unit One: Review of Basics
Essential Questions:
- How do you communicate a daily routine?
- How do you express likes and dislikes?
- How do you express emotions?
Topics/Skills:
- Vocabulary and grammar related to daily routine, likes/dislikes, and emotions
- Conversations about daily routine, likes/dislikes, and emotions
- Written stories about everyday activities, likes/dislikes, and emotions
- Guided reading
- Latino folklore
- Cultural holidays – significance and tradition
Key Evaluations:
- Formal and informal conversations
- Role-playing and skits
- Presentations and projects
- Tests and quizzes
Unit Two: School and Family Life
Essential Questions:
- How do you describe school life?
- How do you make plans?
- How do you ask someone where he or she lives?
- How do you describe family members?
- How does a student comment on food?
- How does a student ask for things politely?
Topics/Skills:
- Vocabulary and grammar related to making plans, invitations, and daily life
- Conversations related to making plans, invitations, and daily life
- Expressing ownership and need
- Invitations
- Family tree and descriptions of family members
- Family traditions
- Christmas in Latin America
- Descriptions and conversations about food and meals
- Polite requests
- Food from Latin America
Key Evaluations:
- Formal and informal conversations
- Role-playing and skits
- Presentations and projects
- Tests and quizzes
Unit Three: Healthy Mind and Body and U.S. Latino Culture
Essential Questions:
- How do you help and give instructions?
- How do you stay healthy?
- How do you give advice?
- What is the Latino influence in the U.S.?
- Why is the advantage of being bilingual in the U.S.?
Topics/Skills:
- Vocabulary and grammar about food and healthy living
- Conversations about food and healthy living
- Daily health and fitness routines
- Expression of feeling
- Courteous ways to give advice
- Creation and telling of stories
- Indigenous tribes in Latin America
- Guided reading in Spanish
- History and customs of Latin countries
- Advantages of being bilingual in a diverse community
- Presence of the Spanish language in the U.S. and the world
- Latino leaders and their impact on our society
Key Evaluations:
- Formal and informal conversations
- Role-playing and skits
- Presentations and projects
- Tests and quizzes
Spanish II
SPANISH II
The value of studying and growing in expressive capacity in more than one language includes enhanced executive functioning, intimate encounter with the language’s culture and a fuller appreciation for the structure and power of language. In the Middle School, the study of Spanish or French is offered daily. Connections are made with English grammar and expression, as well as with the study of culture that is part of the social studies, arts and music programs. Students learn in multi-grade-level classes and are paced according to individual needs. Native Spanish speakers are challenged in classes that include the study of literature, poetry and grammatical structure as well as the practice of writing.
Emphasis – Literacy in Multiple Tenses
Spanish II adds to what the students have learned during the courses of Spanish IA and Spanish IB. Students continue practicing the language skills of listening, speaking, reading, and writing in order to improve their ability to communicate with greater fluidity. Cultural components are integrated to develop cultural awareness, sensitivity and curiosity.
Big Idea: To communicate and express oneself fluently in Spanish requires practice, confidence and courage. Understanding grammar is only one part of gaining fluency. An understanding of culture supports fluency.
Unit One: Mi familia, mis amigos, mi comunidad y yo
Essential Questions:
- How does one use vocabulary and grammar skills to exchange information about familiar topics?
- How does one develop the learning of a language to improve one’s confidence to participate in conversations?
Topics/Skills:
- Ask about people, routines, and activities
- Express likes and dislikes
- Offer help and talk about chores
- Talk about plan and places
- Talk about what people do for a living
- Introduce people and respond to introductions
- Describing a house with details
- Say what needs to be done and complain
- Ask for and give information
- Talk about where someone where and what they did
- Ask for clarification
- Talk about how something turned out
- Talk about reacting to events
- Talk about getting hurt
- Ask and give advice
Key Evaluations:
- Conversations
- Role-playing and skits
- Tests and quizzes
- Project: Video Creation – Students create a video in which they give advice.
Unit Two: Mi vida pasada y mi niñez
Essential Questions:
- How does one express what happened in a certain event?
- How does one express what people and things were like in the past?
Topics/Skills:
- Express present and past interest and disinterest
- Talk about how long something has been going on
- Talk about what they used to like and dislike
- Talk about what they used to do and what they wanted to be
- Describe people and things in the past
- Talk about an emotional reaction
- Talk about childhood in general
Key Evaluations:
- Conversations
- Role-playing and skits
- Tests and quizzes
- Project: Mi niñez –Students create a presentation about their childhood
Unit Three: Contando cuentos, medio ambiente y siendo bilingüe
Essential Questions:
- How does one create and tell stories using the basic elements of a fairy tale: Introduction, problem, solution and conclusion?
- How can one apply all the learned skills in Spanish to efficiently communicate and express ideas and messages?
- How does one become proficient in Spanish? What needs to be done in order to improve and not lose one’s skills?
Topics/Skills:
- Talk about a place and its climate
- Tell a story
- Talk about the latest news
- Talk about different topics using different tenses
Key Evaluations:
- Conversations
- Role-playing and skits
- Tests and quizzes
- Project: Cuento – Students create and present a tale.
LA CLASE AVANZADA DE ESPAÑOL I & II
LA CLASE AVANZADA DE ESPAÑOL I & II
The value of studying and growing in expressive capacity in more than one language includes enhanced executive functioning, intimate encounter with the language’s culture and a fuller appreciation for the structure and power of language. In the Middle School, the study of Spanish or French is offered daily. Connections are made with English grammar and expression, as well as with the study of culture that is part of the social studies, arts and music programs. Students learn in multi-grade-level classes and are paced according to individual needs. Native Spanish speakers are challenged in classes that include the study of literature, poetry and grammatical structure as well as the practice of writing.
LA CLASE AVANZADA DE ESPAÑOL I
To be added
LA CLASE AVANZADA DE ESPAÑOL II
La clase de Español avanzada esta fundada en las habilidades del siglo XXI. Se enfoca principalmente en la comunicación efectiva basadas en la escritura, comunicación oral, lectura y comprensión utilizando el español a un nivel académico, práctico y avanzado. Se estudiarán diferentes géneros literarios, la gramática y la cultura será un medio de profundización en la lengua española.
Idea Grande: En la base de la comunicación efectiva en la lengua española está la capacidad de pensar y usar el idioma en forma crítica.
Habilidades:
Comprensión Lectora: Los estudiantes serán expuestos a una variedad de texto que van desde novelas adecuadas a su edad, a narraciones cortas donde el estudiante no solo practicará la expresividad oral y corporal sino también su capacidad creativa para expresar lo que piensa y siente.
Escritura: Los estudiantes practicarán la escritura en una variedad de formas y estilos donde podrán expresar sus habilidades creativas para hablar de lo que piensan y creen en forma creativa.
Gramática: Los estudiantes mejoraran sus habilidades lingüísticas por medio de la práctica diaria de partes de la oración y aspectos variados de la gramática en español.
Expresión oral y auditiva: Esta enfocada en la oportunidad para el estudiante de practicar diariamente en clase el uso de la gramática y varios otros elementos de la lengua española vivenciado en clase así como afuera de ella..
Unidad I
Preguntas esenciales:
- ¿Cómo influye en el estudiante comprender un texto en un contexto especifico?
- ¿Por qué es importante mejorar el repertorio lingüístico?
- ¿Cómo los diferentes géneros literarios ayudan a mejorar la expresión oral, la escritura y la comprensión?
- ¿Cómo las influencias culturales de las variadas regiones crean una identidad cultural y riqueza lingüística?
Temas:
- Lecturas asignadas para el trimestre. Análisis por capítulos y temas.
- Comprensión de lectura y análisis del texto: vocabularios en contexto, enfoques, predictibilidad en el texto, estructura del texto, detalles y conclusiones.
- Ilustraciones, infografía, conceptos del texto: intertextualidad, temas simple y múltiples
- Literatura oral y escrita.
- Vestigios latinos en la lengua Castellana/Española.
- Gramática en un contexto diario
- Influencia de la cultura latina en los Estados Unidos y países hispano hablantes.
- Historia, celebración y algunos matices de países hispanos hablantes: El mes de la Hispanidad y el Día de los muertos.
Unidad II
Preguntas esenciales:
- ¿Qué impacto tiene el lenguaje poético para expresar sentimientos, emociones y estados de ánimos?
- ¿Qué impacto tiene el poder expresarme correctamente cuando hablo o escribo en español?
- ¿Cómo comprender mejor la perspectiva de otras personas y expresar la mía al mismo tiempo?
Temas:
- Lectura asignada para el trimestre.
- Genero de la lírica.
- Elementos de la lírica: rima, métrica, estrofa, verso,
- Recursos poéticos: personificación, comparación, metáfora.
- Diferentes Jergas (argots) en Latino América
- Elementos Árabes en la lengua Castellana/Española.
- Ortografía
- Silabas: tipos y usos
- Película: análisis y actividades en contexto.
- La acentuación será trabajada y revisada en un contexto creativo y real en su aplicación. Palabras agudas, llanas, esdrújulas y sobreesdrújulas
- Actividades culturales sobre la cultura Hispana: Navidad.
Unidad III
Preguntas esenciales:
- ¿Cómo la narrativa esta presente en la mayor parte de la existencia humana?
- ¿Cómo la narrativa me ayuda a perfeccionar mi lenguaje?
- ¿Qué impacto tiene el poder narrar desde diferentes perspectivas de la vida diaria?
Temas:
- Introducción general a textos narrativos, descriptivos, argumentativos y expositivos
- La narración: Tipos, elementos, actividades
- Genero dramático
- Narración de la historia propia y aprendizaje de algunos aspectos de la vida de los otros por medio de la narración.
- Textos descriptivos: tipos de descripción, prácticas y ejercicios de textos descriptivos.
- Importancia de los verbos en la narrativa.
- Importancia de los signos de puntuación en la narrativa: Uso de la coma, punto y coma, dos puntos, punto seguido, punto parte, punto suspensivo, paréntesis, apostrofe, signos de admiración e interrogación.
- Familia de palabras: tipos y usos
- Comprensión de lectura y análisis del texto: Vocabularios en contexto, enfoques, conclusiones y detalles, etc.
- Películas: análisis y actividades
- Actividades sobre la cultura y la historia de algunos países hispanos hablantes: El carnaval, la Cocina Hispana.
French I
FRENCH IA & IB
The value of studying and growing in expressive capacity in more than one language includes enhanced executive functioning, intimate encounter with the language’s culture and a fuller appreciation for the structure and power of language. In the Middle School, the study of Spanish or French is offered daily. Connections are made with English grammar and expression, as well as with the study of culture that is part of the social studies, arts and music programs. Students learn in multi-grade-level classes and are paced according to individual needs. Native Spanish speakers are challenged in classes that include the study of literature, poetry and grammatical structure as well as the practice of writing.
FRENCH IA
In the first year, students are introduced to the basics of French language and culture. They learn the skills required to function in a variety of situations.
Critical Thinking Essential Questions:
- How do I use what I know about my own language to help me master French?
- How does risk-taking help me to get from what I’m not about to do to what I want to be able to do?
- How do words in a noun phrase agree?
- How and why do verbs change their spellings?
Unit One
Essential Questions:
- How do I meet new friends?
- How do I speak differently to people about people?
- How do I speak differently about males and females?
- How can I use spelling and numbers to contact my new friends?
Topics:
- Exchanging information when meeting for the first time
- Numbers 0-100
- Nouns and articles
- The French Alphabet
- The verb “to be” and adjective agreement
- Culture: La poignée de main ou la bise?
- Culture: Aix-en-Provence
Unit Two
Essential Questions:
- How do I talk about school?
- How do I talk about my preferences, likes, dislikes?
- How can I talk about time?
- What are the differences between French, Canadian and American school systems?
Topics:
- Liaisons
- -ER verbs
- Forming Questions and expressing negation
- Telling the time
- Culture: Schools in France and Canada
Unit Three
Essential Questions:
- How can I describe my family, my pets?
- What will I do when I grow up (occupations)?
- How are French families different and how are they the same?
Topics:
- Family
- Descriptive adjectives
- Possessive adjectives
- Numbers 61-100
- Prepositions of location
- Culture: Family in France
Unit Four
Essential Questions:
- How can I identify where I am?
- What are some activities I can around town?
- How can I order in a restaurant?
Topics:
- The verb “to go”
- Vocabulary about activities, places around town
- Interrogative words
- Culture: French past-times
Prospective Projects:
- Unit 1: French Country/Flag Report “Pays Francophone”
- Unit 1: Role Play – “Bonjour”!
- Unit 2: Poem (using rhyming ER verbs)
- Unit 2: My Day at School – Ma journée à l’école
- Unit 3: Portrait of my Family – Portrait de Ma Famille
- Unit 4: Create a French Menu – La Carte Française
- Unit 4: Invitation to a Party – Invitation à la Boum!
FRENCH IB
In this next level of study, students continue with their skill development and learn structures of increasing complexity. They will express themselves in the past, present and future. By the end, students are may be ready to enter a French II class or may benefit from reinforcing their base in French IB or French I (which includes French IA and IB).
Critical Thinking Essential Questions:
- How do I distinguish the grammar rules from the exceptions to the rules?
- How do my skills develop from the understanding phase to memorizing to freely expressing myself?
- How does pushing myself beyond my boundaries help to develop my skill?
- What is the relation between grammatical correctness and free expression?
Unit Five
Essential Questions:
- How do I describe the place in which I live, such as a description of my house and my city?
- If I am lost, how can I find my way?
- What famous monuments would I see in Paris and how does one move around within Paris?
- How can I say I am “going to do” an action?
Topics:
- Buildings around town and giving directions
- Types of residences and rooms in a home
- Means of transportation
- Verbs “to come” and “to go”
- Expressing future with the expression “going to do”
- Musical instruments and games
- Further vocabulary for family members
- Possessive adjectives.
Unit Six
Essential Questions:
- How can I identify and describe what people are wearing?
- What must I say to the employee when buying clothes?
- How do French view fashion differently?
- How do I talk about shopping?
- How do I ask “which one” and respond “this one”?
- How can I talk about my job, how much $ I earn?
- How can I make people do what I want?
Topics:
- Vocabulary for items of clothing and opinions about clothes
- Types of stores in which to buys clothing
- Interrogative and demonstrative adjectives
- Irregular adjectives
- Verb categories of orthographic changes, -ir and -re verbs
- Irregular verb mettre.
Unit Seven
Essential Questions:
- How can I express what happened in the past?
- How can I talk about vacation plans?
- How can I talk about pastimes and individual sports?
- How do I express my feelings?
Topics:
- Common weekend activities and household chores
- Structure of Passé Composé with avoir and être
- Periods of time in Past, Present and Future.
- Negative expressions “never”.
Unit Eight
Essential Questions:
- What words and expressions do I need to eat and cook food?
- How do I talk to vendors to ask the price and make a purchase?
- How do I ask for some of the food or a portion instead of all of the food.
Topics:
- Vocabulary for all three meals of the day
- Articles and instructions for setting the table
- Partitive articles
- Direct and indirect object pronouns
- Irregular verbs vouloir, pouvoir, devoir, boire, prendre, connaître, lire and dire.
French II
FRENCH II
The value of studying and growing in expressive capacity in more than one language includes enhanced executive functioning, intimate encounter with the language’s culture and a fuller appreciation for the structure and power of language. In the Middle School, the study of Spanish or French is offered daily. Connections are made with English grammar and expression, as well as with the study of culture that is part of the social studies, arts and music programs. Students learn in multi-grade-level classes and are paced according to individual needs. Native Spanish speakers are challenged in classes that include the study of literature, poetry and grammatical structure as well as the practice of writing.
In French II, students continue with their skill development and learn structures of increasing complexity. They will express themselves in the past, present and future.
Critical Thinking Essential Questions:
- How do I distinguish the grammar rules from the exceptions to the rules?
- How do my skills develop from the understanding phase to memorizing to freely expressing myself?
- How does pushing myself beyond my boundaries help to develop my skill?
- What is the relation between grammatical correctness and free expression?
Reprise
Essential Questions:
- In this section, students will review essentiel elements of French 1A and 1B, including:
- How do I describe people and things?
- How do I discuss everyday activities?
- How do I talk about the past?
- How do I give commands as well as directions?
Topics:
- The verbs être and avoir
- Expressions with avoir
- Adjective agreement and placement
- Possessive, demonstrative adjectives
- Present tense of regular and irregular verbs
Unit Préliminaire
Essential Questions:
- How can I describe my house?
- What is the difference between the passé composé and the imparfait?
- What is housing like in France?
- How do I speak about what I know (connaître vs. savoir)
- How can I talk about household chores and appliances?
Topics:
- Vocabulary for home, chores, appliances, and furniture
- The use of savoir and connaître
- Culture: French living, the area of Alsace and Lorraine
- When to use imparfait and when to use the passé composé
Unit One
Essential Questions:
- How can I talk about food and meals?
- How can I express what happened in the recent past?
- How can I learn about French gastronomy and open air markets?
Topics:
- Food
- The recent past
- The verbs devoir, vouloir, pouvoir
- Culture: French meals and French food
Unit Two
Essential Questions:
- How can I talk about my health and my body?
- How can I incorporate the pronouns y and en in my vocabulary?
- Can I learn about the health care system in France?
Topics:
- Parts of the body
- Daily routines (reflexive verbs)
- Daily routines in the past tense (with reflexive verbs)
- The pronouns y and en
- Social Security and Healthcare in France
Unit Three
Essential Questions:
- How can I talk about the internet and about technology?
- How can I talk about driving and about cars?
Topics:
- Computers and electronics
- Cars
- Prepositions with the infinitive
- Reciprocal reflexives
- Ouvrir and Offrir
Unit Four
Essential Questions:
- How can I talk about banking and doing business?
- How can I ask for and give directions?
- How can I talk about the future?
Topics:
- Verbs voir, croire, recevoir, and apercevoir
- Negative and affirmative expressions
- Errands
- Giving and getting directions
- Culture: French cities and towns
- The future simple
Unit Five
Essential Questions:
- How can I talk about my job and life at work?
- How can I make and receive phone calls?
- How can I communicate about what I will do in the future?
Topics:
- At the office
- Making phone calls
- Professions
- The futur simple with quand and dès que
- Si clauses
- Relative pronouns (qui, que, dont, où)
- Culture: French unions and strikes
Unit Six
Essential Questions:
- How can I talk about the environment, nature and conservation?
- How do the French feel about the ecology?
Topics:
- Environmental concerns
- Demonstrative pronouns
- Nature
- Homophones
- Comparative and Superlatives of nouns
- (Subjunctive)
Unit Seven
Essential Questions:
- How can I talk about theatre, music and the performing arts?
- How can I talk about literature, television, and film?
Topics:
- Performance arts
- Literary arts
- TV and movies
- Theater in France
- Possessive Pronouns
Prospective Projects for 2014-2015:
- La Maison – les tâches ménagères
- La Cuisine Française
- La Routine Quotidienne (les verbes reflexives)
- La Conditionnel et La Technologie
- L’avenir — qu’est-ce que je deviendrai – Les Professions
- La Nature
- Les Arts: Qu’est-ce que j’aime?
Interscholastic Athletics
Interscholastic Athletics
Interscholastic athletics are an extension of the classroom and an integral part of the educational process. Athletics provide not only an avenue for the development of athletic skills, but for the development of the total person. The goal is to promote values and teach life skills such as integrity, leadership, perseverance, and teamwork. Inherent in this experience are the Loretto school values of Faith, Community, Justice and Respect.
The middle school students have the opportunity to engage in interscholastic athletics on school sports teams in place of physical education. The practice sessions take place during the regular school day and games/meets are scheduled after school. The seventh and eighth grade team rosters are filled using a lottery system; students are not selected on the basis of ability. Each trimester, the students who are not placed on a team or those who do not elect to play a sport will participate in a coed physical education class.
The following sports are offered in seventh and eighth grade:
TRIMESTER I
- Boys’ Soccer
- Girls’ Volleyball
- Girls’ Field Hockey
- Coed Cross-Country
- Coed Golf
- Coed Tennis
TRIMESTER II
- Boys’ Basketball
- Girls’ Basketball
- Dance Team
TRIMESTER III
- Boys’ Lacrosse
- Girls’ Lacrosse
- Girls’ Soccer
- Boys’ Baseball
Students are placed on the 6th grade athletic teams based on available space rather than on the basis of ability or experience. Most students receive their first choice and many could also receive their second or third choice. Each trimester, the sixth grade students who are not placed on a team or those who do not elect to play a sport will participate in a coed physical education class.
The sixth grade students will submit their sport choices in the order of preference from the following selections:
TRIMESTER I
- Boys’ Soccer
- Girls’ Volleyball
- Girls’ Field Hockey
- Coed Cross-Country
TRIMESTER II
- Boys’ Basketball
- Girls’ Basketball
TRIMESTER III
- Boys’ Lacrosse
- Girls’ Lacrosse
As a member of the Association of Colorado Independent Schools, St. Mary’s Academy adheres to the philosophy regarding interscholastic sports developed by members of the ACIS:
Middle school interscholastic athletics are an essential element of the education of students because they foster the development of character, life skills, sportsmanship and teamwork. In addition, our athletic programs strive to develop positive self-image and encourage physical activity as a part of a healthy lifestyle. Educational athletics serve as a source of school pride and maintain positive relationships between schools and communities. While schools recognize pride in winning, it does not supersede the educational goals of middle school athletics.
Theological Studies
Theological Studies
In theological studies, the rich history and biblical traditions of Catholicism serve as a curricular grounding within which students are encouraged to develop and reflect on their personal faith journeys. Prayer, reflection, and study of traditions from a variety of religious faiths animate the courses. Students are encouraged to seek an understanding of their part in the greater whole. In sixth grade the study of the Old Testament forms the foundation of the course. Living the Gospel Values grounds the seventh grade course during which students study the parables and explore examples of human beings who have lived and died for peace and justice. The eighth grade religion course, Morality and Ethics, explores ethical choices based in moral reflection and grounding, and include consideration of personal and global issues. Connections are made with other subjects – language arts, social studies and science.
Physical Education
Physical Education
The middle school physical education program is a daily class that emphasizes skill development, teamwork, and fair play through numerous sports and physical activities. Instructional lessons are aimed at developing competent and skilled movers. Activities are designed to promote a positive attitude toward physical activity, and the confidence to participate at the recreational level. Character education and team building activities are woven into the curriculum and are designed to encourage all students to engage in problem solving, risk taking, and leadership opportunities.
Physical Education Essential Questions
- How do I improve?
- What is healthy competition?
- How can I be successful and how can I contribute to the success of my team?
- What can I change to make the right thing happen?
- What does a good leader do and how can I support the leadership of others?
- What does it mean to be healthy?
- How do my actions affect self and others?
- How do I combine feelings and skills to create dance?
Topics/Skills
- Sportsmanship, respect, and teamwork
- Correct technique for mature motor skills
- Combine skills competently to participate in sports
- Apply movement concepts and principles to sports, games, and dance
- Understand basic terminology, rules, positions and strategies
- Participate consistently in physical activity
- Safety
Team-Sports:
Soccer, Field Hockey, Volleyball, Flag Football, Basketball, Floor Hockey, Lacrosse, and Softball
Lifetime Activities and Sports:
Archery, Golf, Yoga, Dance, Tennis, Badminton, Pickleball, Bowling, Backyard games
Wellness Activities:
Fitness, Cardiac Arrest and AED Response, Team Building (P.L.U.S. Activities = Positive Learning Using Sports)
Co-Curricular
TRIMESTER ELECTIVES
Electives offer daily experiences in a variety of areas. Students experience three one-trimester courses each year that meet in multi-age configurations with the goals of providing opportunities for self-discovery and appreciation for art, music, performance and/or design.
MUSIC
Performance Choices:
Concert Band: This is a two-trimester class (trimester I and II) for brass and percussion musicians (flute, clarinet, saxophone, trumpet, trombone, baritone) who have at least one year of instrumental lessons or have completed the SMA emerging-musicians class. Students learn music theory and a little about the history of jazz. Classical, rock and jazz band tunes are prepared and performed in a culminating formal performance.
Orchestra: This is a two-trimester class (trimester II and III) for musicians of stringed instruments (violin, viola, cello, bass) who have at least one year of lessons or have completed the SMA emerging-musicians class. Students develop more sophisticated knowledge of music theory and how to play in concert. Differing genres of orchestral music are prepared and performed in a culminating formal performance. Field trips to hear professional musicians and to play for the elderly at Meridian occur each year.
Hand Bells: Bells of various size and timber are played with a mix of techniques. No prior music experience is necessary. Students learn rhythm, counting and the basics of note reading. One formal performance culminates the trimester with less formal performances possibly occurring during prayer services.
Show Choir: This trimester course is for male and female students. The choir learns a variety of classical and pop songs while studying basic music theory and ear training. Auditions are not required. Enthusiasm for singing is the prerequisite. There is one formal concert per trimester.
Honor Show Choir: This is a one trimester elective with two prerequisites: 1) previous enrollment in Middle School show choir and 2) a strong motivation to delve more deeply into performance techniques such as vocal strength and music theory. The group often sings at prayer services as well as performing in two formal concerts during the trimester.
Boys Choir: This elective focuses on the voice development of MS boys in a group. Exploring rhythm, timing, vocal dynamics, projection and breath control, boys learn to call and respond to military cadence chants and a cappella arrangements of songs and raps.
(Note: Seventh and eighth grade students enrolled in any trimester of choir are eligible to prepare and audition for the Colorado All State Middle School Choir and should contact Mrs. Hamilton-Griggs as soon as possible in the fall. Preparation begins before the end of the first trimester for choir students in any of the three trimesters of choir.)
Informal Performance-Music:
Guitar Ensemble: This course is designed for advancing students who have previous guitar experience including the beginning guitar elective. Students learn and play songs together complementing one another to create full-bodied performances of classical guitar music.
Rock Band: This third trimester elective is open to students with intermediate skill playing guitar (electric or acoustic), bass, keyboard, brass instruments or drums. Basic understanding of music theory and the capacity to read notes are recommended skills. The student enrolling in the class provides his/her own instrument with the exception of keyboard and drum set, which is provided by SMA. Vocal musicians with musical performance experience are welcome to enroll as well.
No Performance Music:
Beginning Guitar: The guitar is introduced to students who have had little or no experience with the guitar. The fundamentals of music are presented as well as basic note reading and music notation. Students are taught basic guitar techniques such as strumming, note reading, tablature, chording, and melodic playing, and they are introduced to music-recording software. Textbook selections are learned from a textbook, pop binder, and Internet.
Advanced Guitar: This course is designed for advancing students who have previous guitar experience including the beginning guitar elective. Students will be expected to complete more advanced textbook selections, more difficult popular song samples, and to learn new techniques such as finger picking and improvising. Students will have the opportunity to record their own songs using the computer-recording stations.
Emerging Musicians for Orchestra: This elective offers the opportunity to start at the beginning to learn violin, viola, cello, or bass, or to refresh your skill. No previous experience is required. You will learn to read music and play the instrument within the trimester in a small group or individually allowing the choice to join SMA’s Extreme Orchestra for Middle School students.
Emerging Musicians for Band: This class is offered for those students who have never played a band instrument or need a refresher on their current band instrument. Instrument choices include: flute, clarinet, alto saxophone, trumpet, trombone, baritone horn and percussion. Students will receive individual and small group instruction with the choice to perhaps join the Concert Band.
Virtual Music Creation: This course is under development. Students will use technology, students apply the science of sound, animation and media to compose and perform pop opera, group busking routines, jam sessions and so much more. History, drama and geography will be used to tour the world with projects based in cultures from Asia, Latin America and Africa.
THEATRE AND DANCE
Drama/Theatre: The one-trimester drama classes explore improvisational exercises, acting techniques and voice-and-body awareness. Each trimester culminates with a mid-day drama production. The actors employ original scripts developed from everyday experiences, movies or literature or they perform classical theatre depending on the make-up of the class.
Musical Theatre: Musical theatre teaches vocal technique, dance styles, acting elements and technical theatre such as lighting and sound, and is appropriately designed for boys and girls. The end product is a short piece of musical theatre delivered informally during the school day.
Dance: Students learn to create, perform, respond and connect the dance experience to other contexts of meaning and knowledge. They are exposed to movement vocabulary from different historical and cultural dance genres. Each unit is taught and experienced through the dance elective website that includes photographs, YouTube videos and descriptions of the genres.
VISUAL AND DESIGN ART
Explorations in Art: Visual arts provides students with opportunities to explore color, form and shape with a variety of art media and processes that include painting, drawing, printmaking, and working with clay. Students are exposed to art history and cutting-edge art movements in the context of their own artistic creations.
Explorations in Art – Wheel Throwing Option: Wheel throwing is limited to six students each in the second trimester fourth and tenth period Explorations in Art classes. The six students will each spend two weeks on the pottery wheel. During the remaining weeks, the student will engage in the regular, full-class projects. Students choosing this option must commit to an extended class time for their two weeks of wheel throwing. Check either wheel throwing option 4th or wheel throwing option 10th.
3D and Digital Design: Students employ a variety of materials to design and construct three-dimensional art forms. Digital tools enhance the creative process and product. iPad technology, dslr camera platforms and digital design apps with green screen and lighting technique are a few of the tools.
Patterns of the Past: Students enter the fascinating world of paleontology to learn about dinosaurs as small as chickens, flying reptiles as big as airplanes and elephants that lived in back yards. They put together bone puzzles, sculpt clay sabre tooth cats, interpret ancient animal tracks and make fossil beds out of Plaster of Paris.
Publications: For seventh and eighth grade students only, publications class designs the student yearbook and creates an annual year-in-review video. Skills learned include page design, aesthetics and layout and how to optimally shoot and edit photos.
Robotic Design: This trimester elective offers hands on Lego creations and challenges with brand new EV3 Mindstormtechnology. The experience seeks to challenge and inspire innovative designs in a fun and encouraging environment. Students develop engineering and programming skills and enter into friendly competitions.
LITERARY ARTS
Creative Writing: Students explore different genres of writing with the main goal of inspiring ideas and writing original pieces. This course includes writing exercises to spark creativity. Students write every day in class, and have the opportunity to write fiction, mystery, poetry, fantasy and even horror stories.
CULTURE
Chinese Cultural Explorations: Under the lead of Dr. Chen, the high school Chinese language teacher, students explore the rich cultural world of China, including music, art, history, food and basic language sounds and words. The fascinating history and contemporary influence of China offers students an engaging and fun elective, as well as one that expands their perspective and understanding of the world.
Additional Information
ADDITIONAL PROGRAM DETAILS
ACADEMIC PROBATION
When a student is unable to progress academically and demonstrate his/her knowledge over time, communication takes place between school and home to discover and implement strategies and solutions. Consequences of academic failure include a letter of Academic Concern, Academic Probation and/or an Academic Contract.
Students whose averages fall below 65% in one or more subjects are considered for Academic Concern, Probation, or Contract. Consistent scores below 65% may result in having to complete summer assignments in order to re-enroll for the subsequent year or losing the opportunity to re-enroll. Decisions made in response to academic failure and challenges are made with the student’s present and future in mind and are not meant to be punitive in nature but rather supportive of the student’s progress and well being.
TEXT BOOKS
The textbooks that are issued to students are the property of SMA Middle School. Please cover, protect and return in good condition at the end of the school year. Personally owned copies of classroom textbooks can often be ordered online.
TECHNOLOGY
The SMA Middle School has a bank of desktop computers in the library and two rolling carts of computers for student use during the school day. As well, each student is issued a Chromebook for academic use. Every St. Mary’s Academy student and his/her parents/guardians are required to sign a contract at the beginning of the year regarding computer and Internet usage before a student engages with a computer at school. In addition, students and parents sign a Chromebook Use Agreement. Both agreements are available online at the stmarys.academy site under Resources.
DATABASES FOR RESEARCH
Students are encouraged to use vetted databases for research. St. Mary’s Academy offers two, each of which is designed to allow students to do research more quickly and efficiently, as well as to have more confidence in the reliability of the information they are receiving.
SMA subscribes to two databases: Infotrac and World Book Online. Infotrac is a slightly higher-level database, with more sophisticated information and more complex research abilities. World Book Online is provided by the makers of the World Book Encyclopedia and is more easily managed by middle school students. Please find login information in the list of Middle School Student Resources under the Community tab at www.smanet.org.
EIGHTH GRADE TO HIGH SCHOOL – APPLICATION AND ADMISSION
The admission process to high schools is often a competitive one. Attention to academics and effort is important. Teacher recommendations weigh as much as percentages. Hard work, honest effort, and good behavior make a positive impression on admission committees.
Each student and his/her parents are encouraged to make an appointment in the fall of the eighth grade with the Middle School Principal to discuss the options and process for applying to high school. This conference allows school and family to work together for the benefit of the student in the admissions process.
What follows are suggestions and considerations for parents of eighth-grade students:
- Because each student has his/her own profile and each school offers a different set of strengths and it’s own unique environment, take the time to discuss high school choices with your student. Consider where your child would be most comfortable and able to achieve his/her goals. Is that public or private? Is it large or small? Is it art or athletic? Does your student need a school that accommodates learning differences? Does the school provide an AP or IB program?
- Have your student shadow at the schools where he/she has an interest. Visiting classes and experiencing a school day provides significant insight about whether or not a school offers the right fit.
- Attend school open house events as a family.
- Register for the Catholic High School Placement Test (HSPT) – Online registration is available for this test, which occurs the first Saturday of December.
- Have your student register for and take the High School Placement Test even if there is only a small chance he/she will apply for admission to a Catholic High School. Boys register to take the test at Regis, Mullen or Machebeuf.
- Students are encouraged to take the test at their first-choice school and no penalty exists should they opt differently though schools often say there is a penalty.
- When taking the test, students record their first-, second-, and third-choice schools. The possibility of being placed on a waiting list is possible but not probable for second and third choices. The purpose of listing is to ensure that the HSPT scores are sent to those schools.
- To be considered for a merit scholarship from SMA, the HSPT must be taken at St. Mary’s Academy High School.
- Students with identified learning differences and/or special needs that are noted in current professional testing may qualify to take the test with extended time (not untimed). Extended time is provided at SMA for girls and Machebeuf and Regis Jesuit for boys. Extended time testing occurs on Friday before the test at SMA and in different testing rooms at the other two schools. Please contact those schools for details and possible changes. Please request extended time if current testing specifies the benefit to your student.
- Practice for the High School Placement Test will take place in language arts and math classes. At times, additional practice times are offered after school. The dates and times of those practice sessions will be published.
- Have your student sleep in his/her own bed the night before the test. A sleepover is not recommended. Provide breakfast and a positive morning so that your child arrives confident and ready.
- Complete admission packets on time. The number of openings in non-public schools is far fewer than the number of applicants.
- Ask for eighth-grade transcripts and teacher recommendations within three weeks of the due date. Teachers give thought and effort to writing meaningful and supportive recommendations. If the recommendation form is due the next day, they are at a disadvantage. They will wait until the final weeks to complete the forms to ensure they know you and can speak confidently about you.
- Call or do a web search of prospective Independent Schools for information on tests specific to their schools’ admission process.
- Call or do a web search of prospective school districts and independent schools to learn more about the school’s AP or IB offerings.
PCR PORTAL
Instructions for parent and student portal registration is available in the Middle School office.
The portal offers views of student assignments on a calendar (all subjects with work due on a given day) or on a schedule of classes (per subject for the week or weeks for which assignments have been entered). An absence/tardy record and scores for completed assignments round out the portal information. Links to other teacher’s course Google sites can be found on PCR. One of many useful communication features is the teacher’s ability to append a comment to an unexpected or unusual score. School events and attached class assignments and messages may be found on the opening page of the portal and can also be found in the inbox on that opening page.
PROGRESS REPORTS
Progress reports are posted on PCR at the six times each year.
STANDARDIZED TESTING
Standardized achievement tests (Terra Nova) are administered to all Middle School students in the spring. The results of the tests are shared with parents and used by the teaching staff as one of many tools for assessing curriculum and individual student needs.
SUMMER ASSIGNMENTS
Students returning to the St. Mary’s Academy Middle School are assigned summer reading and online math quizzes that are to be completed before the first full day of school at the end of summer break.
Students who would be at a curricular disadvantage without summer remedial assignments will be given tailored assignments to complete in the summer in addition to the summer reading and online math quizzes.
Academic Support
ACADEMIC SUPPORT
These pre-and-early adolescent years are marked by significant developmental changes, which create unique academic challenges. The middle years are ideally when students begin to discover how to learn specific to their personal strengths and weaknesses. A key goal of Middle School teachers and program is to help students learn how to apply their strengths to advantage and compensate for their weaknesses and to realize that often our greatest strengths are also our greatest weaknesses. Another key goal is to guide students in the discovery of their passions for particular academic subjects, the arts, sports, and/or service. Passion sparks motivation, purpose, curiosity, and fortitude. The most significant contributor to successful learning is emotional and social factors.
Nearly every middle school student encounters some degree of academic difficulty and challenge. Most difficulties are resolved in context through the academic support provided by classroom teachers during regular class time or outside of class time before or after school or during office hours. Occasionally, SMA recommends that a student work with a tutor to receive targeted support. Additional resources and support are made available to students with professionally diagnosed learning disabilities wherever compatibility exists between the prescribed accommodations and St. Mary’s Academy’s program.
Middle School students are guided to consider these essential questions:
- What are my strengths and weaknesses?
- How do I learn best?
- Who at SMA can help when I need support?
- How do I ask for help?
- How do I get the help I need but become an independent learner?
Skills and topics imbedded within the MS Program:
- Self-awareness of learning styles
- Study skills and learning strategies
- Planning and organization
- Self-advocacy
- Accommodation, intervention, and remediation for learning disabilities
- Assistive technology tools
Critical Resources:
- Classroom Teachers – Classroom teachers are the front-line and first-line of academic support. Students who are having academic difficulties should directly contact the teacher who is leading the class in which those difficulties are experienced. St. Mary’s Academy teachers are available to work with students during office hours and by appointment before or after school in addition to the critical time during the scheduled class. Sometimes, a student would benefit having a parent or other mentor coach or model for him/her the most effective time and manner to advocate.
- The Lower School and Middle School counselor is also available to students to help him/her navigate a social or emotional challenge.
- Private Tutors – Parents of students with ongoing academic difficulties which are not related to specific learning difficulties might be advised to engage a tutor to work with the student as a supplement to support the classroom teacher. A recommendation for tutoring comes from the Principal of the Middle School or the Middle School Program Liaison in a conference with the student and parents.
Please note: There is no time during school hours when tutoring for academic difficulties not related to professionally diagnosed learning disabilities can be scheduled. If a tutor works on the SMA campus at any time, there are two requirements: 1) he/she receives an orientation with the Program Liaison and 2) he/she is approved through the SMA business office after a background check.
Please note: Effective tutoring leads the student toward independence rather than dependence. Care must be taken to ensure the tutor does not inadvertently edit or modify the student’s work in a substantive way.
- Academic Accommodations for Learning Disabilities – Students with professionally identified learning differences have and do thrive in the Middle School’s rigorous academic program. Keys to success include the student’s determination and commitment, the family’s support of the student, and collaboration with the faculty. St. Mary’s Academy does not provide a learning specialist for remediation of learning disabilities. Instead, the SMA Program Liaison coordinates the design and implementation of classroom accommodations in consultation with the family, educational evaluator, and classroom teachers. The Program Liaison can also help the family find an appropriate learning specialist or tutor.
Accommodation plans are individually developed and may include extra time on tests, specific seating, oral testing and use of assistive technology. When the educational evaluation recommends waiving or postponing the study of a second language, a tutorial is scheduled for the diagnosed student instead. During the tutorial, students sometimes meet with privately contracted learning specialists for remediation or they join others scheduled in tutorial under the guidance of the Program Liaison. The tutorial under the guidance of the Program Liaison provides general academic support relative to accommodation plans, including extended time for classroom tests.
- Educational Evaluations and Testing – Families applying to SMA are encouraged to share during the application process any educational testing their student may have completed. If testing has been completed in between the time of application and the time the student starts in the Middle School, please forward the testing to the Middle School Program Liaison. Occasionally, if no testing exists, the Middle School recommends educational testing when they note academic struggles that are ongoing or outside of the developmental norm. A recommendation for educational testing comes from the Principal of the Middle School or the Middle School Program Liaison in a conference with the student and parents.
- Academic Accommodations for Special Circumstances – Academic accommodation plans are also developed for students with chronic medical conditions or other special circumstances such as for students for whom English is a recently added language.
HOMEWORK TIPS
Homework assignments help reinforce and extend the learning that takes place in the classroom by allowing students to process, practice and reflect. The length of time that it takes for one student to complete assignments in a given evening may be more or less than another student. Personal learning styles, developmental differences, and varying skills in time-management and organization will contribute to the differences. Please contact the school if homework is regularly taking more than two hours and/or becomes stressful.
- Predicted homework and class assignments are emailed or posted on or before Sunday by 6:00 p.m. via PCR and/or on each teacher’s Google site to support planning by families. A parent with his/her student is encouraged to fill assignments into the student’s planner and a family calendar on Sunday. Include athletic and social commitments.
- Students are provided with and encouraged to use a planner. Posting to a planner before the school week begins allows students to anticipate the week and is associated with reduced stress and greater academic success.
- Commit a set time each weekend to complete specific assignments that are regularly assigned week to week such as Wordly Wise, Mathmates or current event summaries.
- Students are requested to work no more than 1.5 hours each night on school work: thirty minutes of language arts, thirty minutes of mathematics, and 30 minutes of second-language study. Social studies and science are completed during the school day.
- After or during an absence, refer to the teacher’s Google site and PCR for details of missed assignments. Upon return, promptly meet with individual teachers to obtain more specific direction in regard to missed assignments as needed. Ask another student for missed notes and a summary of what took place in a given class.
- Be bold and meet with teachers before and after school for clarification and help on specific homework assignments or with more general skill building. Teachers are available before school from 7:25-7:50 a.m. and after school from 3:20-3:45 p.m. (with exception of teacher coaches) to support students. Teachers are often able to make alternative arrangements when contacted in advance.
- Parental review of a student’s planner, course Google sites and the PCR portal at intervals is recommended.
- A public or semi-public location for completing homework in the house promotes focus. Parents are encouraged to check in with their student and provide structure and guidelines.
- Parents are highly encouraged to free their student from devices during homework time. Social networking while completing homework is not recommended. Maintaining a text or video interaction focused on schoolwork is difficult. In most cases, social issues distract from the purpose of the assignment – building skill through repetition and/or inspiring creativity and critical thinking.
- Establish regular breaks from sustained homework focus. Students in the middle years are most productive for about 25 minutes at a time.
- Homework is not given over extended or weekend holidays.
ESTIMATED HOMEWORK TIME
Language Arts 30 min daily
Math 30 min daily
Spanish or French 30 min daily
Electives sometimes require home time for practicing a musical instrument, learning lines for a theatre performance, or practicing a song.
Supporting
Supporting
COMMUNITY ACTION TEAM – CAT
The purpose of the SMA Middle School multi-grade CAT program is multi-faceted. One goal is to provide opportunities for students to meet regularly with and develop knowledge of students in other grade-levels. CAT also provides an ongoing opportunity to build and strengthen the SMA Middle School community through service to others, discussions and team-building activities. Mindfulness and leadership are explored and practiced to strengthen students’ confidence and capacity in the face of challenge and decision-making.
Students are assigned to the same CAT teacher for all three years in Middle School. Exceptions may occur when new teachers join the community. The average ratio of teacher to advisees is 1:12. CAT meets two to three times each week for approximately 20 minutes.
COMMUNITY SERVICE
Middle School students, with the help of committed teachers, serve the community outside of St. Mary’s Academy in on-going projects where relationships are developed with those whom are served. Community Action Teams leave school during the middle of the school day to help young children learn to read and to visit and entertain the elderly in area retirement communities. Also, through the CATeams, food is prepared for the homeless. Sometimes, individual CATeams implement service projects of their own design.
The Middle School eighth-grade students serve at St. Elizabeth’s weekly to provide food for the homeless and work in the kitchen. The eighth-grade class travels to the Cochiti Pueblo in October each year to build a collaborative relationship of service and community with the eighth-grade class at the Cochiti Middle School. Camping, science, serving and teambuilding, students grow in knowledge and understanding.
These service opportunities reveal the courage and compassion that are such an integral part of middle school students’ quest for social justice and sense of belonging and contributing to the whole.
COLLABORATIVE LEADERSHIP SERVICE TRIP
An optional international trip to Peru is offered in the spring of each school year. Students spend time in a community in Peru where they will help build a school as well as study issues related to water, work, health and education. During their time, they will explore leadership styles, visit Machu Picchu and establish relationships that can be further developed in Middle School classrooms in the coming year. In preparation, students will present information to the Middle School student body about the community they will be visiting and the student body will earn money during spirit week to dedicate to a collaborative service project in the Peruvian community. Each individual student is responsible for raising money outside of the school community for the service project, as well. This extraordinary trip is personally rewarding as well as being a significant connection for the entire Middle School community.
COUNSELING
Middle School teachers and principal seek to develop trusting relationships with students and their families and are available to listen and guide as needed and appropriate to the situation. In addition, The SMA Lower and Middle School counselor, Donna Sullivan, is available to assist students and parents during the day with emotional and social issues.
GRADE-LEVEL GROUPS
In addition to belonging to a community action team CAT, each student also belongs to a grade-level group, which changes each of the three years. The goal of the grade-level groups is to provide a place and time to address specific academic issues facing students. With few exceptions, the teacher who serves as the grade-level guide teaches the students he/she guides. The grade-level guide facilitates communication among a student’s teachers and parents on academic issues. The guide also monitors study halls and encourages time management and study skills practice.
LIBRARY MEDIA CENTER
Middle School students have access to library inventory throughout SMA through the MS library. The library is also an inviting place to research the Internet. With twenty computers and a media specialist available, the guided access to information is infinite. Students are taught how to use and care for the resources.
OFFICE HOURS
Twice each week, students are scheduled so that they can plan meetings with teachers when they have been absent, need further clarification on a topic presented in class or have missed that day’s instruction for a sports or community service commitment. If they do not need to meet with a specific teacher, the time is dedicated to collaborative work or assigned individual work.
OUTDOORS EXPERIENCES
Students in the Middle School begin the year with a two-to-four-night tent-camping trip. The sixth and seventh grade students camp on the border of Wyoming and Colorado at Diamond Tail Ranch. This expansive working buffalo ranch in northern Colorado offers an ideal locale for team building, camaraderie, challenge and outdoor education. The eighth-grade class camps for four nights at Cochiti Lake where they have the privilege to learn about history and art from the Cochiti Pueblo, speak with rangers from the Army Corp of Engineers, engage in high desert field work at Tent Rocks National Monument and complete collaborative service work alongside of the local community.
REFLECTIONS, PRAYER SERVICES, AND LITURGIES
The entire Middle School community gathers regularly in the Commons to reflect on social issues and experience less formal prayer services as well as traditional liturgies. Leaders of the gatherings include students, teachers, the principal, or invited priests or speakers as appropriate to the purpose of the gathering. The social time together builds a sense of community and provides a forum for students to experience public speaking by observation and participation.
ACADEMIC WORKSHOPS
IN MATHEMATICS AND WRITING
Within a twelve-day rotation period, students have three days of writer’s workshop with their language arts teacher and three days of mathematics workshop with their math teacher. The extension of class time for math and language arts strengthens students skills and allows for focused attention on specific topics.