Middle School Academics

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 one and sometimes two grade-levels above what is traditionally taught in 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. Students are placed in one of two and sometimes three courses 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.

Sixth 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 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. The Saxon Math program and a variety of complementary resources outside of Saxon Math support learning.

SUPPORTED BY SAXON COURSE 2

Big Idea: Through incremental development and continual practice and review, along with frequent, cumulative assessments, students will learn to do math.

Unit One: Number and 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:

·    Whole numbers and money

·    Variables and Evaluation

·    Properties of Numbers

·    How to solve for the Unknown

·    Number lines and sequences

·    Place value, reading and writing whole numbers

·    Factors and divisibility

·    Lines, angles, and planes

·    Fractions and percentages

Applications: “Math – It’s All About Me” – Math Expression Poster

Unit Two: Number and 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 about 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 and 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:

·    Prime and composite numbers

·    Common factors, the greatest common factor, and the least common multiple

·    Operations with rational numbers

·    Estimation and Rounding

·    The coordinate plane

Applications: Amateur Architect – House Project

Unit Four:  Number and 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 operations and comparison

·    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 and Operations - Measurement - Data Analysis - Probability

Guiding Questions:

·    What is the relationship between decimals, fractions and percentages?

·    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

·    Formulas

·    Repeating decimals

·    Conversion among decimals fractions, and percentages

·    Decimals and division

·    Powers of 10

·    Measurement

·    Unit conversions

·    Creating graphs

Applications:  Mosaic Pattern Design (converting fractions to percents)

Unit Six – Number and 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 and rate

·    Functions

·    Negative Exponents

·    Symmetry

·    Integer Addition

Applications:  Rotational Symmetry Name Design

Unit Seven – Number & Operations - Geometry

Guiding Questions:

·    Where does on 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 is geometry and spatial reasoning used in art, architecture, engineering, and science?

Topics/Skills:

·    Area and angles of parallelograms

·    Triangle types

Positive and negative number addition and subtraction

·    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

·    Positive and negative number multiplication and division

·    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: To be chosen on the basis of progress and readiness.

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:

·    Proportions to solve percent problems

·    Area of a circle

·    Scientific-notation operations

·    Algebraic terms

·    Order of operations with positive and negative numbers

·    Number families

·    Algebraic terms and multiplying

·    Unit Multipliers

·    Diagonals

·    Angles – interior and exterior

·    Mixed number coefficients

·    Negative coefficients

Applications: TBD

Unit Ten – Algebraic and 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:

• Integer comparison and ordering

• Operations of arithmetic

• Fractional parts

• Measurement conversion

• 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:

• Percentages

• 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

• Mixed and decimal number operations

• Transformations

• Laws of exponents

• Scientific notation for large numbers

• Repeating decimals

• Quadrilateral classification

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, Topics/Skills:

• Integer operations

• Like terms operations

• 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

• Rate problems and proportions and equations

• 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

• Data collection, manipulation, and application

• 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”

SOCIAL STUDIES IN SIXTH GRADE

SCIENCE IN SIXTH GRADE

MATHEMATICS IN SEVENTH GRADE

St. Mary’s Academy Middle School offers each student a math program that is both demanding and rewarding.  Math is taught one and sometimes two grade-levels above what is traditionally taught in 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. Students are placed in one of two and sometimes three courses 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.

 

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.

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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 and 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

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LANGUAGE ARTS IN SEVENTH GRADE

• 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.

   

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  Emphasis – American History within World History

  The 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.

   

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  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?

• • Interdisciplinary Evaluations:

  • 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

  • Topics:

  • A study of isms

  • Intervention

  • Civil rights movement

  • The power of music

  • Symbols of power

  • The Vietnam War

  • Historical time-line

  •  

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    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?

  • Interdisciplinary Evaluations:

  • Letter to the Editor based on the book, Witness

  • Political Cartoon

  • Annotated Photo Essay Presentation

  • Topics:

  • 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

  •  

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    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?

  • Interdisciplinary Evaluations:

  • Journal entry based on the book, Day of Tears

  • Persuasive speech based on a divide in society and with a point/counterpoint

  • Topics:* Examples of divides

  • 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

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 three Big Ideas that create the framework around which students study science in seventh grade are: 1) Structural design is essential for function, 2) Adaptation is required for survival of species and 3) Human behavior can influence the natural world.  Focusing on science as inquiry, students will transfer their theoretical knowledge to practical application by designing, conducting and analyzing scientific investigations. Cells are studied to understand the basic unit of function and structure in all living things, plants are studied to better understand the complex connection between the sun and life on our planet, 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: Nourishing Our Planet

 

Enduring Understandings:

• All organisms 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 cellular respiration reactions fuel life on Earth.

• Autotrophic organisms, such as plants, provide raw materials and cellular energy required for life.

 

Essential Questions:

• Can life on Earth be sustained forever?

• Are plants fundamentally different than animals?

 

Unit Topics:

• Speaking the language of science

• Tree - A Life Story (Following a Douglas Fir from seed germination to death)

  • Symbiosis

  • Osmosis

• Seed Plants - Fast Plant growth and inquiry

  • Germination

  • Tropism

  • Photosynthesis / Plant Cells-structure and function

  • Seed Dispersal

• Nourishing the Planet

  • Soils

  • Food Distribution

 

Key Assessments:

• Laboratory investigations of concepts using Fast Plants

  • “Eggmosis”

• Individual Observation Journal - Fast Plant Growth - Flowers

• Microscopic drawings demonstrating skill in observation

• Research - Worldwide changes in farming practices over the last 25 years - Innovative solutions to tackle world hunger as the population of Earth increases. Choice of presentation formats.

 

Unit Two: 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 through genetics and behavior to survive within their habitat.

• Extinction of species is the rule. Species 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 species come from and where do they go?

 

Unit Topics:

• Introduction to animal phyla and classes

  • Invertebrates and Vertebrates

• Classification

  • Binomial Nomenclature

• Natural Selection / Evolution of species

  • Charles Darwin

  • Fossils

• Wildlife in Crisis

  • Human and animal migration

  • Habitat loss

 

Key Assessments:

• Microscopic investigations of invertebrates

• Understanding Relatedness - Cooperative Learning

• STEAM:

  • “What’s Your Wingspan?”

  • “Create a Critter” - Construction and Stop Motion

  • Fetal pig dissection

 

Unit Three: Cells - Mechanisms of Adaptation

 

Enduring Understandings:

• Cells are the basic unit of structure and function for all living things.

• All cells acquire the genetic material required for life and reproduction 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.

 

Essential Questions:

• What characteristics distinguish life from non-life?

• If the Theory of Natural Selection explains the diversity of life on Earth, what might life be like on Earth in the distant future?

• Can the evidence that supports the Theory of Evolution be reasonably interpreted in other ways?

• Should humans use their ever increasing knowledge about cells and DNA to manipulate genes for what they perceive as the greater good?

 

Unit Topics:

• History of Genetics

  • Gregor Mendel

  • Patterns of Inheritance

• Modern Genetics

  • Genetic Disorders

  • Introduction to cloning and stem cells

  • Controversy over GMOs

 

Key Assessments:

• Cell Model - Analogies

• DNA and the Cell Cycle - Choice of presentation formats.

• Geenoid Generations

• Human Genetic Disorder Research - Choice of presentation formats.

MATHEMATICS IN EIGHTH GRADE

 

St. Mary’s Academy Middle School offers each student a math program that is both demanding and rewarding.  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.

 

During the first trimester, eighth-grade students are enrolled in Integrated Mathematics or Algebra 1. Integrated Mathematics is where the foundational and highly applicable skills and understanding of

general mathematics are reviewed and reinforced, including foundational topics in Algebra 1. 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. Based on the first trimester display of mathematical capacity, students are either placed in the ongoing, rigorous Algebra 1 course or an Algebra Readiness course, or they remain in the Integrated Mathematics course for the second and third trimesters.

 

Students are placed in one of two and sometimes three courses 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.

 

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 course 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.

 

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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.

 

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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.

 

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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.

 

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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.

 

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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.

 

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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.

 

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Unit Six: 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.

 

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.

 

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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.

 

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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.

 

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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.

 

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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.

 

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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.

 

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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.

 

Advanced Topics

Solving 3 Variable Equations

Complex Fractions

Heron’s Formula

Cramer’s Rule

Vertex Formula

Matrices

Distance and Midpoint Formulas

SOHCAHTOA

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LANGUAGE ARTS IN EIGHTH GRADE

SOCIAL STUDIES IN EIGHTH GRADE

SCIENCE IN EIGHTH GRADE

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.

 

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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.

Emphasis – Present Tense Communication and Grammar

Big Idea: Students learn to speak, write and read Spanish at an intermediate-to-high novice level.

 

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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

 

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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

 

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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

 

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SPANISH IB

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.

 

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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

 

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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

 

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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

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.

 

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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.

Emphasis – Literacy in Multiple Tenses

 

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.

 

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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

 

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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 de Español avanzada está 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.

 

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Habilidades:

Comprensión Lectora: Los estudiantes serán expuestos a una variedad de textos que van desde novelas adecuadas para 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: Está 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..

 

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Unidad I

Preguntas esenciales:

• ¿Cómo influye en el estudiante comprender un texto en un contexto específico?

• ¿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 hispanohablantes.

• Historia, celebración y algunos matices de países hispanohablantes: El mes de la Hispanidad y el Día de los muertos.

 

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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.

• Género 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

• Sílabas: 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.

 

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Unidad III

Preguntas esenciales:

• ¿Cómo la narrativa está 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 aparte, punto suspensivo, paréntesis, apóstrofe, 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 hispanohablantes: El carnaval, la Cocina Hispana.

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.

 

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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?

 

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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

 

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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

 

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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

 

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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

 

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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!

 

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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?

 

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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.

 

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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.

 

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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”.

 

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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.

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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.

 

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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?

 

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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

 

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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

 

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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

 

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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

 

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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

 

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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 futur simple

 

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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

 

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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)

 

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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:

• La Maison – les tâches ménagères

• La Cuisine Française

• La Routine Quotidienne (les verbes pronominaux)

• Le 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 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

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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

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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

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

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

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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)

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.

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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.)

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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.

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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.

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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.

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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.

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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.

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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 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.

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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.

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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.

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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.

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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.

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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.

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PROGRESS REPORTS

Progress reports are posted on PCR at the six times each year.

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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.

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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

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

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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.

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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.

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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

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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.