middle school 2019-2020
quisque pro omnibus “Each for All” MISSION STATEMENT GFA engages students as partners in an innovative, inclusive, and globally minded community to prepare them for a life of purpose.
Philosophy Partners
Our students collaborate with teachers to develop their voices to effect change, to become lifelong learners who take ownership of their educations, and to have an instinct for self-reflection that builds character and drives improvement. Innovative
Building on a demanding curriculum, our faculty seeks innovative and effective methods to help students cultivate the skills and habits of mind necessary to excel. Inclusive
GFA strives to create a diverse community that values the identities, perspectives, and experiences of all its members. Globally Minded
We empower our students to discover their place in the world and help them to become globally competent citizens engaged in building a sustainable future.
Core Values Passion • Integrity • Empathy • Curiosity • Excellence
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Table of Contents
Mission statement
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middle school contacts, Honor Code,
& Core Values
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Academic policieS
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COURSE OFFERINGS
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English
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history
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Mathematics
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Science
World Languages
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Arts
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research at gfa
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world perspectives program
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co-curricular offerings
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advisory
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GROUPS, seminar program, health,
the writing center @gfa, The Math Center @GFA
ATHLETICS 15 community service 16 school counselor 16
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middle school contacts honor code, core values drew k. meyer Head of Middle School, Fifth Grade Coordinator 203-256-7569, ameyer@gfacademy.org carolyn skiba Administrative Assistant to the Head of Middle School 203-256-7512, cskiba@gfacademy.org elizabeth day School Counselor for Middle School 203-256-7550, eday@gfacademy.org middle school honor code To take full ownership of my efforts with pride and integrity, I pledge that I will complete all of my own academic work independently and without assistance. I pledge that I will be honest in all my encounters and noble in my intentions. I pledge that I will show respect for individuals and their property and that I will treat others’ belongings with care and consideration. I make these pledges to ensure that I always make good decisions which validate my own honor and my commitment to the Greens Farms Academy Middle School community. I understand that this Honor Code is an extension to the guidelines set forth in the GFA Code of Conduct and Acceptable Technology Use Policy. Students will read and sign this pledge at the beginning of the academic year. Students will write this statement on all tests, quizzes, essays, and projects: I will abide by the letter and spirit of the GFA Honor Code. MIDDLE SCHOOL CORE VALUES To further develop decision-making skills in a caring community, we look to instill the following values:
Respect for self and others Integrity Responsible citizenship Independent thinking A passion for learning
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academic policies grading policy & grade reports Grades and/or reports of students for fifth through eighth grades are issued at the end of each semester. Interim reports are sent at any other time when there is a significant change in level of achievement or effort. GFA uses the following scale:
A+ 97–100 B+ 87–89 C+ 77–79 D+ 67–69 F 0–59
A 93–96 B 83–86 C 73–76 D 63–66
A- 90–92 B- 80–82 C- 70–72 D- 60–62
Honor and High Honor Rolls are published each semester for students in grades 7 and 8; a student on the Honor Roll shall have a B+ average. High Honors requires a minimum A- average. Each department determines the relative value of homework, quizzes, tests, papers, projects, and class discussion in calculating averages. Grading criteria for each course is explained to students at the beginning of the year and published in Course Policy Sheets which are distributed by teachers during the first week of school. Questions about the derivation of an average or about a teacher’s comments on reports should be directed to the classroom teacher involved. Any student whose final average in a continuing subject (math and world language) is below C- will be expected to do summer work before being allowed to take the next course in that subject. Any student who fails the second semester in a continuing subject may be required to do summer work in that subject as well. A student who fails a required course for the year may be asked to make it up in the summer or to repeat the course the following year. A student failing more than one course or having low grades with minimal effort may be asked not to return to GFA the following year. Fifth-grade students do not receive grades during the first semester but will have written comments from their teachers. At the end of the year, fifth-graders will receive grades and comments in English, Global Studies, and Math. Effort Point Guidelines 5: Excellent—Evidence exists of work beyond the required assignments, and class participation shows evidence of exceptional effort. 4: Very Good—Homework is always done carefully and promptly, and class participation is consistently good. 3: Satisfactory—Homework is turned in regularly, and the student is usually prepared for class. 2: Needs Improvement—Unexcused or frequent lapses in class preparation or turning assignments in on time. 1: Unsatisfactory—Chronic failure to turn in assignments on time or failure to be prepared for class. academic probation 1. If warranted, a student will be placed on academic probation for receiving two or more semester averages in core academic classes below a C-. 2. If a student meets the above criteria for one semester, at the midpoint of the following semester, the Grade Dean will check the student’s academic averages and effort grades, and if there continues to be concern around one or both, the Head of Middle School will contact the student’s parents. 3. After this meeting with the parents, the student will be placed on academic probation for that semester. 4. A student will also be placed on academic probation for failing a course during one semester, or for substandard effort in the opinion of the faculty. In this instance, the student will be placed directly on academic probation. 5. An eighth-grader who meets any of the above criteria during his or her spring semester will be placed on academic probation for his or her ninth-grade year. 4
6. In addition, a student may be placed on academic probation due to extraordinary circumstances as determined by
the Head of Middle School. If a student remains on academic probation for another semester, it is possible that the school may withhold the student’s enrollment contract for the following year, and recommend that GFA is not the appropriate academic fit for that student. Probation alerts the student and parents that they ought to consider whether GFA is the right school. At this point, a family should begin to search for a more appropriate match. However, we also want to give a student committed to being here every chance to succeed within a specific time frame. schedule In order to provide an extensive athletic program for students in grades 4–12, the Middle School follows a revised daily schedule. Students participate in a mandatory athletic program during the middle of the day with exclusive use of all fields, tennis courts, and facilities. Students then return to classes, study hall, and activity periods until 3:30 PM Monday–Thursday and 2:45 PM on Friday. Interscholastic games are usually scheduled after 3:00 PM. Parents should note that due to academic commitments, students will not be excused prior to the scheduled end of the day without permission from the Head of Middle School. Requests to leave campus for periodic religious school or other commitments must be supported by a note from a parent stating the reason, and such requests must be approved by the Head of Middle School prior to departure. section changes During the school year, if a student moves from a regular section of a course to an advanced section, the student’s grades will be carried over to the new section. However, if a student moves from the advanced section to the regular section of a subject, the previous grades will be dropped. study halls • Students are expected to be in study halls when not in class, in extracurricular activities, or in assigned free time. • All eighth-graders will have three free periods during the two-week schedule cycle, although these may be taken away depending on behavior or academic performance at the discretion of the Grade Dean or Head of Middle School. HOMEWORK Fifth-grade students should expect roughly 60–75 minutes of homework per night but no homework over the weekend. Students in the sixth through eighth grades should expect roughly two hours of homework each night (approximately 30 minutes per subject per night). TUTORING Parents or students who wish to explore tutoring (for remedial or enrichment purposes) must first consult with the Head of Middle School and the Learning Specialist. Tutoring should be an option only after extra help options have been exhausted, and there has been a careful examination of the student’s work habits. The Learning Specialist will then provide a list of tutors including GFA faculty and non-GFA tutors. GFA faculty may not tutor their own students, nor tutor any other students during the hours of the normal school day. It is expected that families will communicate with the Learning Specialist as to the nature of tutoring that is being conducted so the school and tutor can work together in order to best assist the child. EXTRA HELP If a student is having difficulty in a specific course, the student should seek extra help from the course teacher during mutually free time. It is best for students to take the initiative in making appointments for help, but teachers may require a student to attend such sessions. Extra help sessions are required appointments and take 5
precedence over all other school activities except regularly scheduled classes, interscholastic athletic competition, and seminars. Should there be any difficulty in finding a mutually convenient time to meet for extra help, the student should see the Grade Dean. Where such regular assistance is needed, the school may recommend outside tutoring. EXTENDED LEAVE POLICY There may be occasions when a student misses school for reasons that are not illness related. While we discourage this, we recognize that occasionally there may be legitimate reasons for an extended absence. 1.
If a student will miss an extended period of time (more than three days), for reasons other than illness, the parents should request permission, well in advance, from the Head of Middle School. Once permission has been granted, the student should complete a form (obtained from the Administrative Assistant to the Head of Middle School) and then have all teachers sign it at least a week in advance.
2. If an extended absence is approved, the parents will be responsible for hiring tutors (GFA or non-GFA) to cov-
er material missed during the absence. The student’s teachers will inform the tutor(s) of work that will be covered during the extended absence; however, it is not the responsibility of GFA teachers to provide extra help in order to cover material missed during an extended absence. For a truly extended absence, (to be determined with the Head of Middle School) the expectation is that the tutor(s) will formulate and grade any tests and quizzes during this period on a pass/fail basis, as GFA faculty will not email tests and quizzes back and forth. However, should a student return to GFA with work not completed, the student will be responsible for all work missed, even if this exceeds the two major assignments a day policy. 3. In the unlikely event that a student misses a longer period of time (to be determined by the Head of Middle
School), it is possible that the student’s transcript will reflect a pass/fail for the semester. It is our experience that extended periods of absence have a negative effect on a student’s academic standing and connection with the school. We ask that parents carefully consider the consequences, and then if requesting an extended leave for their child, please give ample notice to allow for planning.
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Course offerings english
Course offerings
While students read fiction, they write fiction; while they explore journalistic pieces, they compose their own newspaper articles; while they study a text written in free-verse poetry, they try their hands at descriptive writing and poetic techniques. Writing in the same genre as their course texts allows fifth-graders to use each course reading as a “mentor text”— a piece of writing the reader can emulate both in style and structure. Students also learn the art of the argument, writing analytical pieces that rely on reasons and evidence to back up a claim. In reading, emphasis is placed on literary techniques, character development, theme, and author’s purpose. Students are also expected to keep up their independent (free-choice) reading in fifth-grade, with a goal to finish a book every month.
Through courses designed to help students explore a rich and diverse collection of genres and voices, the Middle School English program develops students’ passion, skills, and habits of mind as readers and writers. Their literary journey begins with the inner world and identity of a character in fifth-grade, examines the individual in relation to society in sixth-grade, expands to consider rights and challenges based on group identities within American society in seventh-grade, and explores cultural identity and the struggle for power in eighth-grade. In all Middle School English classes, close reading and Harkness-style discussions serve as the foundation for helping students ask essential questions, stake bold claims, provide strong textual evidence, and engage the opinions of others. Personal, creative, and analytical writing assignments challenge students to take greater risks as critical thinkers and to write with greater power and purpose. Essential skills in grammar, vocabulary, and technology, honed through in-class exercises, online resources, and homework assignments, help to ensure that students develop the necessary tools to communicate effectively. The Haiku learning management system reinforces classroom learning through online discussions and peer-reviewed work.
English 6 The sixth-grade course builds upon the appreciation for literature fostered in fifth-grade while helping students develop a solid foundation of skills and a passion for reading, writing, and discussion. The overarching themes of identity formation and the bridge between childhood and adulthood help students understand themselves and their relation to others through reading and film analysis. Our focus on both shorter texts (such as poetry and short stories) and longer novels allows students to develop critical reading, writing, and discussion skills. During the winter, students choose one of several novels and work both independently and collaboratively to develop meaningful questions; explore conflict, theme, symbols, and motif; and draw connections to other disciplines. Sixth-graders also read independently throughout the year, choosing appealing titles that foster a lifelong love of reading. Weekly writing workshops introduce students to the writing process and the art of editing; assignments include analytical writing (topic sentences, paragraphs, and formal essays) and creative writing (persuasive letters, restaurant, film, and book reviews, and poetry and humor). Students review and expand their knowledge of grammar and writing mechanics through engaging grammar scavenger hunts and Mad Libs and use Membean, an interactive online learning system, to practice vocabulary and spelling. Finally, student-led Harkness discussions allow students to engage with the material and develop their own unique voices. Course texts include The Epic Fail of Arturo Zamora, Flying Lessons and Other Stories, The Outsiders, Locomotion, Pax, Full Cicada Moon, Better Nate Than Ever, and Wolf Hollow.
In order to offer personal choice, expose students to other perspectives, and develop individual responsibility, students at each grade level work independently in small groups for one unit each spring, exploring texts while making their own discoveries related to vocabulary, writer’s craft, and character and theme development. Outside the classroom, the Visiting Writers Program provides inspiration and hands-on instruction from professional writers, while the Spoken Word Poetry workshop in April provides a valuable interactive experience with performance poetry. Pendragon (the Middle School literary publication), the Middle School Coffeehouse, and regional and national contests enable students to share their voices outside the classroom and GFA community. In all areas of the English curriculum, the overarching goal is to inspire enthusiasm for reading and discussing great literature while strengthening students’ voices as writers.
English 5 The fifth-grade course serves as an introduction to Middle School English, inspiring students to develop a love for reading, a sense of deeper meaning within texts, and solid foundational writing skills. Homework during the first half of the year consists primarily of independent reading and writing skills practice. During the second half of the year, fifth-graders complete longer reading assignments as well as short responses at home. The fifth-grade English curriculum is designed so that reading and writing intertwine seamlessly.
English 7 The seventh-grade English course emphasizes reading, discussion, and writing skills grounded in voices of the past century representing the breadth of the American experience. Throughout the course students discuss the ways our notions of unity and diversity have developed into a broader understanding of the motto “E Pluribus
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Course offerings
history
Unum’’ (“Out of Many, One”). Though taught separately, the seventh-grade English and History courses dovetail by theme and time period, allowing students to make richer discoveries. Texts and assignments prod students to consider the American Dream from a variety of perspectives and use their unique writing voices to inspire greater understanding, courage, and compassion. Through literaturebased assignments (shorter responses and longer analytical essays), students learn to organize, develop, and support their ideas in writing. Students also create poems, writing scrapbooks, and projects on their own and collaborating with peers. In the spring semester, they choose from a collection of WWII memoirs to gain awareness of the war’s impact on victims, bystanders, and survivors. Other course texts have included The Giver, a collection of short stories, Rocket Boys, and A Raisin in the Sun. Selected poems enrich the course themes and literature discussions throughout the year. Vocabulary words are taught in the context of course readings as well as through Membean, an interactive online learning system. Students engage in close reading, in-class journal responses, and writing challenges to review and learn new grammar concepts.
The Middle School history program develops core skills in reading, writing, and study techniques through courses focused on American and World History. Instructional approaches emphasize round-table discussion and student involvement through frequent simulations and activities. Study skills include note-taking, highlighting, outlining, and test preparation. Writing skills are fostered through largely studentdirected assignments that increase in scale and sophistication,and include ample opportunity for feedback and revision. Research skills broaden through frequent exercises and a major project at each level, culminating in the Capstone Project in eighth-grade.
Fifth-Grade Global Studies This course is designed for students to learn what it is like to see history through the eyes of an archaeologist. Students will learn the five themes of geography as they study the ancient civilizations of Mesopotamia, Egypt, Greece, and Rome. Students will be taught to examine the critical choices that early man made in determining how to overcome the harsh challenges of nature (food, shelter, and city planning). Such skill-development will enable our GFA fifth-graders to understand and predict why certain civilizations experience considerable success whereas others experience decline and collapse. Students will also explore current events to better be able to make connections between ancient civilizations and the contemporary world. As students examine the enormous accomplishments that these ancient civilizations contributed to the human experience, they will better be able to understand the considerable technological strides that have been made in the last century. Hands-on learning experiences in the course include but are not limited to: a mock archaeological dig, civilization simulations, a survival project involving a trip to the Museum of Natural History’s Hall of Human Origins, and a recreation of a Greek Agora. As in most courses for younger students, skill development is of critical importance in the course. Previously learned skills of note-taking and public speaking are further developed. Newer skills such as learning to research effectively, outline, use resources, create note cards, and write bibliographies will be introduced to a more significant degree.
English 8 The eighth-grade course focuses on the themes of power and revolution, both personal and political. In the fall, the students begin with an exploration of power and corruption in society and are introduced to the idea of effecting change through art. This belief in the power of the pen to illuminate truths and shape the individual’s relationship with society undergirds the fall semester short story unit, which explores key questions about morality, revenge, the costs of technology, and the use of satire. Students also engage in ongoing independent reading projects of their choosing aimed at providing agency over their education and fostering genuine engagement with the act of reading. Thereafter, students build upon their ability to draw connections between texts and ask meaningful questions as they read. They end the year with a student-choice unit based on recent revolutions in Africa, Asia, and South America. In all cases, students are asked to examine the complex nature of power—how it is pursued, protected, manipulated, and maintained—and the human costs of these dynamics. The goal of the course is to hone students’ critical voices and cultivate the rhetorical skills required to effect change in themselves, their communities, and their world. This focus on the structure of sound argument begins in daily discussions and extends to students’ writing through theme responses (one-page textual explications) and position papers (longer, thesis-driven arguments related to course themes) to synthesize the personal voice used in the sixth and seventh-grade curriculum with the more detached, analytical lens needed in later years. In addition to these analytical pieces, each student writes a fictional short story in the fall and a culminating personal essay in the spring. As in all Middle School English classes, grammar and vocabulary skills are taught contextually as a means of enhancing students’ writing throughout the year.
Sixth-Grade World Explorations This course examines the history, culture, religions, and contemporary issues of India, China, and the Far East. Students will be tasked with understanding and evaluating the decisions made by these civilizations, and determining how and why these groups flourished, and at various points, declined. These cultures will be examined from their earliest prominence, students learning to understand customs from an anthropological perspective. Students will be taught to examine choices made by the leaders of these civilizations, ranging from development of infrastructure to military
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Course offerings
conquests. A central theme of the World Explorations course is the reliance on religion, be it monotheism or polytheism, by citizens of the world. The world religions of Judaism, Christianity, Islam, Buddhism, Hinduism, Confucianism, and Daoism are examined in the context of their birthplaces as well as their ongoing influence on world events. The study of ancient and contemporary world history provides the vehicle for students to further develop their reading comprehension, note-taking, and organizational skills while learning how to clearly articulate their ideas in writing and speech. Hands-on learning is paramount, as the students develop individual and group presentations in each semester on various aspects of travel and trade along the Silk Road. The Civilizations Project in the first semester challenges students to design their own community, taking into careful account geographical challenges and governmental and economic factors as well. A central focus of the second semester is the research paper, in which students conduct library and Internet research, analyze sources, and complete a detailed country study. At the completion of the paper, students are encouraged to tap into their creative talents as they construct a freeform presentation to accompany their research.
firm knowledge, the students look beyond the borders of their own nation to explore how other types of governments around the world work. In addition to current events, other projects and activities integral to this course include world geography, formal and impromptu debates, mock trials, simulated elections, Mock Congresses, and Model United Nations. As in sixth and seventhgrades, a research paper is a central skill-building component of this course, but is done in association with the Capstone Project (see Research at GFA). Text: Magruder’s American Government.
mathematics The mathematics curriculum provides an integrated treatment of mathematical content, including significant exposure to algebra, geometry, and probability at all levels. Both skills and appropriate applications are emphasized in an effort to prepare students for future substantive coursework while helping them understand how mathematical ideas interconnect and build on one another. Thus, our goal is not only to ensure a basic working knowledge of mathematical procedures, but also to foster an interest in mathematics and a problem-solving attitude that will benefit and sustain students beyond the classroom. In addition, laptops are used within the classes on various projects throughout the year.
Seventh-Grade American Studies The seventh-grade course focuses primarily on twentieth century U.S. history but begins with the foundations of American rights and responsibilities as expressed in the Constitution. Guided by these ideals, students explore how our nation grew stronger through immigration, the Great Depression, wars, and the voices of black Americans, women, and youth. This leads to the understanding that during the 20th century America established itself as a world power whose adherence to its ideals continues to be tested by domestic and global forces. Throughout the year, reading comprehension, note taking, synthesis of information, directed research, and written and oral expression are emphasized. These skills culminate in the seventh-grade history research paper, where students spend two structured months investigating a topic of their choice and writing a persuasive thesis-driven paper. In addition to learning from secondary sources such as Joy Hakim’s A History of Us, students work individually and on teams to produce and deliver presentations, create timelines and mock publications, and debate famous historical decisions.
Math 5 This course is based upon the basic skills of arithmetic. As in the Lower School, students in fifth-grade will continue using the Singapore method with an emphasis on number sense, problem-solving, and communication of ideas. The goal is to promote computational fluency with all four operations using whole numbers, decimals, and fractions, as well as to develop students proportional reasoning. Students explore elementary concepts in geometry, algebra, and probability.
Math 6 This course builds on the foundation created in Math 5. Because the fundamentals are essential to building students’ confidence in their math ability as well as in constructing a foundation for future challenges in math, the basic skills of arithmetic are reinforced and solidified during the year. The skills taught this year include: basic operations using whole numbers, fractions and decimals, concepts in geometry, ratio, proportions, percentages, order of operations, operations with negative numbers, and elementary concepts in algebra, including working with variables and solving equations. Appropriate study skills (test-taking skills, note-taking, and organizational skills) are integrated into the curriculum.
Eighth-Grade United States and Comparative Government Leading up to a curriculum-based trip to Washington, D.C., and using a wide-variety of projects, this class studies the structure and workings of the three branches of the United States Federal Government. Through an in-depth study of the foundations of the U.S. Government and its Constitution, students learn how the U.S. system works through both in-class study and interactive projects. Incorporating student-led discussions of current events on a daily basis, the mechanisms of our government come to life. With this
Math 6 Accelerated This course is designed for the students who have developed solid computational fluency and are ready for an accelerated pace. The
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Course offerings
curriculum in Math 6A pursues mastery of skills with fractions and decimals and developing processes for solving equations. Additional algebraic skills are studied, including operations with integers and rational numbers, solving and graphing equations and inequalities, work with percentages and proportions, and more complex word problems, as well as the concepts of area, surface area, and probability. The maturity to work independently and the abstract ability to understand more complex geometric problems are also developed. Appropriate study skills (test-taking skills, note-taking, and organizational skills) are integrated into the curriculum.
Math 7 This course builds on the skills gained in Math 6 with an emphasis on a stronger foundation with fractions, decimals, equations, inequalities, proportions, integer operations, as well as basic geometry and probability concepts. Students will explore in-depth algebraic concepts such as operations with rational numbers, solving and graphing a variety of equations and inequalities, percentages, and real-world application of all concepts.
utilized to provide a broader understanding. Supplementary topics may be introduced at the discretion of the instructor. Students learn to use their graphing calculators as an integral tool to visualize situations and solve problems. Departmental permission is required for admission into this course.
Geometry Honors This honors-level course introduces the students to the study of geometric objects and their properties such as parallel lines, symmetry, congruence and similarity of triangles and polygons, properties of secants and tangents to circles, area and volume of various shapes, right triangles (including trigonometric ratios), and vectors. Occasional investigations utilizing dynamic geometry software such as The Geometer’s Sketchpad or GeoGebra will Introduce a new topic, while rigorous proof of geometric statements (including analytical methods) and the development of strong communication skills will be emphasized. Prerequisite: Algebra 1; departmental permission: a Tl Nspire CAS graphing calculator.
science Middle School science introduces students to earth, biological, physical, and chemical science.
Pre-Algebra This course is an in-depth and comprehensive exploration of the ideas, concepts, and tools necessary for success in Algebra. Mastery of basic skills, achieved through extensive practice, transitions toward more abstract concepts. Students are introduced to the foundational operations within the real number system, which they must utilize across a broad spectrum of mathematical concepts. Percents, ratios, proportions, and basic number theory also play an important role. As a primary focus of the class, students explore the general concepts in Algebra: understanding variables, the evaluation of expressions, writing and solving equations, graphing, as well as the writing and analysis of linear functions. In addition, exponential expressions, polynomials, and geometric concepts including volume of 30 solids are all undertaken.
Fifth-grade Science The fifth-grade science course builds in students a foundation of content, skills, and laboratory techniques through many fields of science. The course uses hands-on activities to allow students to discover and learn through their own experiences. They acquire the skills needed to produce a claim, gather evidence to support that claim, and develop a reasoning that involves scientific principles or laws. Topics include the food system, water, the metric system, anatomy, and renewable energy. The fifth-graders create projects for the Fifth-grade Science Exposition in the spring. The course ends with a laboratory experiment aimed to build skills required for writing a formal lab report.
Algebra 1
Sixth-grade Earth and Environmental Science
This course is a standard first-year introductory algebra course. While the main focus is on assuring proficiency in basic algebraic skills and processes, considerable time is devoted to solving realistic and interesting applications. Topics include solving equations, inequalities and systems, factoring, polynomials, rational expressions, irrational numbers, radicals, and quadratic equations. Students are introduced to the use of graphing calculators.
As students in an ever-changing world, the sixth-grade science program will explore the earth, its environment, and the interactions with its human inhabitants. Topics will include: geology, meteorology, oceanography, astronomy, ecology, and conservation of global resources. There will be a focus on the collecting and recording of scientific data. Studying topographic maps, analyzing the salt marsh and orienteering are just a few of the real-world skills students will develop in this course. Students will also design and conduct a science fair research project to be presented at the GFA Science Fair.
Algebra 1 Honors This accelerated course explores the themes and content presented in Algebra 1 with additional rigor. As previously stated in the Algebra 1 description, the course is a study of introductory algebra topics, but extensive word problems and graphing techniques are
Seventh-grade Life Science The seventh-grade science course is a theory, laboratory, and re-
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Course offerings
search-based course that explores the characteristics and diversity of life. Our units include: cellular structure, function, and processes. Anatomy and physiology, genetics and evolution, ecology, plant, and animal biology. All units have a laboratory exploration and research component including extensive microscopy, project-based explorations, and dissections. Assessments methods include unit exams, formal lab reports, and performance-based assessments. Critical thinking, collaboration, and argumentation skills (claim, evidence, reasoning) are emphasized. Students may opt to design and conduct a science research project which will be presented at the GFA fair. This is a hands-on program with extensive lab work and inquiry-based activities.
Spanish, and Mandarin. This will allow students to familiarize themselves with the sounds, structures, and cultures connected to each language. The focus will be to develop essential transferable skills and study habits associated with age-appropriate language learning. Classes will emphasize speaking, listening, reading and writing in the target language and will be based on the study of thematic units.
Sixth-grade, French, Spanish, or Mandarin These introductory courses, taught in the target language, focus on the linguistic foundations, and cultural aspects of each language with an emphasis on oral and aural skills. Through skits, projects, games, texts, and technology students acquire and practice the four basic language skills: speaking, listening, reading, and writing. These skills are practiced daily, but at the sixth-grade level, there is more emphasis placed on speaking, listening, and writing. Mandarin students will learn the pinyin pronunciation system along with simplified characters commonly used in Mainland China. Highly communicative and interactive in design, these classes lay the foundation for the completion of either French I, Spanish I, or Mandarin I by the end of eighth-grade. French Resources: Bien dit 1A, (text, tape manual and writing workbooks). Spanish Resources: ¡exprésate! 1A, (text, tape manual and writing workbooks). Mandarin Resources: Chinese Made Easy Vol. 1 (text and workbook) and Chu Ju’s House.
Eighth-grade Physical Science Eighth-grade science focuses on the physical sciences. Chemistry is the topic for the fall semester and focuses on the question, “What makes up the world around us?” The question is explored with emphasis on the periodic table, physical and chemical properties, chemical bonding and reactions, states of matter and atomic structure. In addition, phases of matter, and solutions will be covered. After winter break, students spend a month on a robotics unit where they will collaborate to build and program robots to accomplish a variety of challenges. For the spring, students will dive into the question, “Why do we experience the world the way we do?” The focus is on physics and takes students through the study of motion, heat, light, and sound. There is a specific focus on further developing science skills such as conducting valid science experiments, analyzing data, and evaluating hypotheses. Students learn how to work independently as well as part of a lab team. Students demonstrate their understanding through a variety of assessments including lab reports, tests, short answer reflections, presentations, and task-orientated challenges.
Seventh-grade, French, Spanish or Mandarin Students in the seventh-grade continue with French, Spanish, or Mandarin. Seventh-grade Spanish and French students are ready for a more formal and fast-paced program that places equal value and emphasis on all four basic skills of learning a world language: speaking, listening, reading, and writing. Basic structures and vocabulary are taught in the target language and through communicative activities. Mandarin students will continue to cover the first part of a Mandarin I course in seventh-grade using the same communicative activities, while learning pinyin and simplified characters. Students will complete French I, Spanish I, or Mandarin I by the end of eighth-grade. French Resources: Bien dit 1B, (text, tape manual and writing workbook). Spanish Resources: ¡exprésate! 1B, (text, tape manual and writing workbook). Mandarin Resources: Chinese Made Easy Vol. 1 and Vol. 2 (text and workbook).
world language The World Language Program exposes students to diverse cultures and aims to nurture creative learning and risk taking within an age-appropriate, rigorous curriculum. At each level, students are expected to increase language development as well as cultural awareness. While the main objective of the department is to increase both comprehension and communication, other objectives include increasing exposure to Spanish, French, and Mandarin-speaking countries, vocabulary acquisition, reading and writing, and the development of a general interest in other languages and cultures. Students will learn grammar points that will help them both in acquiring the target language and by reinforcing their understanding of English grammar. Additionally, technology plays a strong role in developing skills.
Eighth-grade, French, Spanish, or Mandarin Students in eighth-grade continue with French, Spanish, or Mandarin. Emphasis is placed on communication in the target language on a daily basis. The amount of grammar and related vocabulary increases significantly as students continue to practice the four basic skills of speaking, listening, reading, and writing. Students develop skills through reading comprehension, mastery of grammar fundamentals, and increased vocabulary. All of our
Fifth-grade, French, Spanish and Mandarin In fifth-grade, all students will be exposed to a trimester of French,
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Course offerings
language courses support the basic texts and workbooks with a variety of authentic materials. These include magazines, short stories, and grammar readers; video clips, movies, and music; computer/technology activities. Mandarin students will finish their Level 2 textbook, and then transition to the same textbook as the ones being used in Mandarin I so that their transition to Mandarin II will be smooth. Texts: French: Bien dit 2; Spanish ÂĄexprĂŠsate! 2; Mandarin: Chinese Made Easy Vol 2 (Text and workbook) and Integrated Chinese Level 1 Book 1 (Text and workbook).
The arts at GFA A key component of a GFA student’s education is a connection to the Arts. Our Arts electives are Studio Art, Band, Chorus, Orchestra, and Theatre. Each of these electives meets at least three times over a twoweek cycle. All fifth and sixth-graders are enrolled in Studio Art and are required to select one additional music elective, but may do two if they wish. Seventh and eighth-graders are required to select one of the electives, although they may select more if the schedule permits.
the process while they work. Learning the various disciplines of the arts, students are encouraged to find their own individual style. The course encompasses drawing, painting, printmaking, and sculpture. The fundamental elements and principles are explored in all projects as well as in daily sketchbook assignments.
Eighth-grade Art Building on previous experiences in drawing, painting, printmaking and sculpture, this course allows students to further develop their skills, work more independently and problem solve. We expand upon perspective, color theory, design and self-expression. The fundamental elements and principles of art are continuously explored through drawing in sketchbooks, multi-step projects and critiques.
Performing Arts
Visual Arts The Middle School Art Program provides an atmosphere that encourages the development of the imagination, skills, and understanding of the visual arts. Students learn to express their ideas using various materials, tools, techniques, and technologies. Various artists and local exhibitions are introduced to inspire projects. As they progress through Middle School, students are challenged to use their creativity and develop artistically.
Fifth- and Sixth-grade Art The courses are designed to teach students the skills needed to express themselves visually. Students will work to develop their ideas and creative aspirations. Students will be encouraged to create from their imaginations, as well as from observation. Students will be exposed to a variety of 2D and 3D media and use physical and digital technologies to produce their work. Many of our projects are inspired by artists of the past and present from around the world. In fifth and sixth grades we explore various media which include drawing, painting, sculpture, and printmaking. Each semester, students are required to complete a series of drawings investigating different elements of the medium. All students are encouraged to use their imagination and creativity with each project. Sixth-grade builds on the skills built the previous year.
Seventh-grade Art This course begins to examine perspective and the use of materials a little more intensely. Students are asked to see the aesthetics of art and formulate their own opinions. Using artists and various cultures to inspire their projects, students begin to see the importance of
The Performing Arts Department offers excellent opportunities to Middle School students for regularly scheduled participation in choral music, instrumental music, and theatre. GFA strongly encourages students to explore their passions for singing, playing their instruments, and acting. Most students in Middle School take advantage of these opportunities every year. Concerts are given two times per year, smaller performances are presented throughout the year, and there is a Broadway-style musical every spring. Virtually every instrument is represented in the GFA Middle School band and orchestra, and students are invited to continue to develop their talents, or to find new instruments. All of the choral and instrumental ensembles provide excellent preparation for students to continue performing as they move from Middle School to Upper School, and the Introduction to Theatre course for eighth-graders similarly offers excellent training for students who wish to pursue acting beyond Middle School. In music, students receive both large ensemble and small group instruction, and have rehearsals three times per week. The music and theatre instructors at GFA are recognized artists in their fields, and GFA students are fortunate to be able to experience their passion and commitment. The Performing Arts at GFA contribute immensely to the educational development of students, and GFA is fully committed to the Arts as an integral part of a well-rounded education.
Choral Music Choral music is taught at two levels in Middle School: Fifth and SixthGrade Chorus, and Seventh and Eighth-Grade Chorus. Both ensembles perform a variety of popular and classical music, and experience accompanied and a cappella singing. All sixth, seventh and eighthgrade students are encouraged to audition for the Middle School musical even if they are not a member of the chorus. Music becomes increasingly demanding throughout the four years of Middle School, and during these years, part-singing is the expectation for both groups. Students are taught to sight-read music, produce a pleasing characteristic choral tone, and perform with enthusiasm and poise.
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Course offerings
Instrumental Music The instrumental music program at GFA offers the following ensembles in which students may perform: Fifth and Sixth-Grade Band, Seventh and Eighth-Grade Band, Fifth and Sixth-Grade Orchestra, and Seventh and Eighth-Grade Orchestra. The bands and the orchestra perform a broad repertoire of popular, traditional, and classical music, arranged and chosen appropriately for the level of the ensembles. Bands also offer opportunities for guitar, electric bass, and keyboard players in addition to all of the woodwind, brass, and percussion instruments. Students are taught to play with fine characteristic tone quality, accurate and independent rhythm, and good intonation. Many instrumental students study privately, and there is a high expectation of individual practice outside of school.
Introduction to Theatre Introduction to Theatre serves as the initial offering in theatre at GFA, and is open only to eighth-graders. Students explore a wide variety of acting techniques including, improvisation, theatre games, and exercises aimed at opening them to creatively expressing themselves in a group setting. Public speaking is a major unit of the class in the hope that the students find more confidence and power in the act of presenting themselves before others. Proper voice projection, diction, and breathing are emphasized, as are stage presence, focus, listening skills, and respect for the performer. Students read plays, are introduced to the physical life of an actor through juggling and stage combat and will perform a final showcase for Middle School students.
research at gfa One of the critical elements of the GFA experience is our emphasis on research. With the huge expansion of information at the disposal of our students, it is critical to give them the tools necessary to assess the quality of the material with which they are presented. It is our goal to teach students basic research skills during their Middle School years and then give the students the opportunity to use those skills to learn more about topics which they are passionate about. We do this through a systematic approach, with these skills being taught in the core academic classes, specific research seminars in seventh and eighth-grades, and then culminating in extensive scientific research opportunities and the Capstone project in eighth-grade.
Research Papers Starting in fifth-grade, basic research techniques are taught in a student’s history class. During sixth-grade, learning the foundational aspects of research is the primary focus of the curriculum. Students conduct a variety of research projects during the year in which they learn to distinguish between different types of research materials. Students learn how to write note cards, outline
material, write a paper, and develop a bibliography. In seventh-grade, students build upon these skills and are introduced to using and defending a thesis statement and attributing their research through the use of footnotes.
Science & Engineering Projects In fifth-grade science students gain exposure to some of the foundational scientific skills. Starting in sixth-grade, students conduct research at on varying levels. Science labs are a major component of every science class. Students learn to use scientific equipment to gather and analyze data, including questions of bias and data error. In sixth-grade, all students select a product to test. They design and conduct original scientific tests on a consumer item. In seventh-grade, students engage in a human body bioSTEAM project. They select a body system to research and present. They then design and execute a lab experiment or organ dissection to further understand their system. Finally they focus on a problem or challenge they’ve exposed along the way, and design an authentic solution using STEAM tools. This entire project culminates with a presentation poster documenting the entire process, and a pitch video detailing their final product. In seventh and eighth-grade, students have the option to do authentic research by designing and conducting their own experiments and designing and engineering their own solutions. These projects culminate in a school-wide science exposition where students can present their work, and most students exhibit their work at the Connecticut State Science and Engineering Fair.
Capstone Project One of the hallmarks of the Greens Farms Academy Middle School is the Capstone Project. The Capstone Project is designed as an opportunity for the students to become passionate about a particular topic and to use the research skills learned in their other classes. Eighth-grade students spend the year researching a topic of their choosing under the guidance of a Mentor teacher, during their weekly double period Capstone class. The students finish a formal research paper during the first half of the year, complete with note card checks, outlines, and a graded rough draft as part of the process. After the completion of the research paper, students prepare for a defense of their thesis. Students work with their mentor teacher to refine their argument and connect their topic to broader questions at the heart of the project (scientific, social/ political, artistic/athletic). These students then deliver their thesis defense before a panel of faculty and students. At the end of the year, students work collaboratively to propose solutions to real life problems as part of the “Marketplace of Ideas,” where they compete for funding from simulated nonprofits that focus on global environmental, human rights, or wellness issues.
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Course offerings
world perspectives program An Interdisciplinary Approach to Global Studies GFA’s World Perspectives Program links the curriculum of the school’s divisions and academic departments around the broad topics of global and environmental studies. Since the GFA students will be citizens of the future, they need to understand the global issues confronting our world and demonstrate a commitment to creating a more sustainable future. In the Middle School, this is done throughout the curriculum and across the grades.
In addition, the sixth-grade earth and environmental science class focus on issues involving the earth and its environment. Students will learn and discuss the conservation of the world’s resources. Issues of global study are incorporated into all disciplines through the choice of texts, projects, and natural connections both in one discipline and between multiple subjects. In addition, students engage with this program through literature choice in English classes and their ongoing work in world language.
Advisory Groups One of the main roles a Middle School teacher plays is as Advisor to approximately ten Middle School students. The Advisor provides academic and social support, and is the point person and liaison between student, home, and school. Advisory groups meet daily in their homeroom to help provide the academic and social support that is necessary for each child to feel connected at school. Additionally, the grade’s Advisors meet weekly with their Dean to communicate common issues within the grade. The fifthgrade will also have weekly class meetings with their respective homeroom teacher.
Students in every grade take a seminar that meets once every twoweek cycle to work on skills and issues that are relevant to their grade. In fifth-grade students divide their seminar between Health and Library skills. In the sixth through eighth-grades, students do health for half of the year, and technology for the second half of the year.
Health
In fifth-grade, students gain an understanding of their relationship to the broader world through the science class’s “Seed to Table” program and varied experience in their history class. The primary focus of the sixth-grade World Explorations class is the connection between geography, the environment, and culture. Topics for this class include the five fundamental themes of geography (location, physical and human characteristics, human/environment interaction, movement, and regions). After learning these concepts in the fall, students relate them to specific regions of the world through their study of World Explorations (Middle East, China, and India). Students look at how geography affects the history, culture, religion, and contemporary issues for each region.
co-curricular offerings
Seminar Program
As part of the seminar program, all middle school students meet every two-week cycle for half of the health class. The GFA Health education program is designed to develop comprehensive health knowledge and skills in a developmentally appropriate environment. Health Seminar covers a variety of topics pertaining to health and wellness and concentrates on providing students with strategies and practices to promote positive health behaviors. The topics covered differ from grade to grade and include such topics as: life skills, stress reduction, nutrition, physical fitness, media influence, substance abuse, and human sexuality. Students are always encouraged to express their opinions and incorporate their personal experiences and values into class discussions. Our goal is to prepare and empower our students to appreciate and engage in lifelong wellness: physically, mentally, and socially.
The Writing Center @ GFA The Writing Center (TWC@GFA) supports students in grades 5-12 by providing one-on-one writing feedback and guidance from trained student writing advisers on a drop-in basis or scheduled in advance. It is a place for students who lack confidence in the writing process as well as for writers looking to further develop their writing strategies and tools. Students in grades 8-12, selected for their leadership as well as writing skills, provide help with brainstorming, outlining, drafting, revising, and proofreading.
The Math Center @ GFA The Math Center (mathcenter@GFA) exists to support students in fifth-grade math through Geometry by providing one-on-one and small group tutoring with faculty and/or trained student mentors. Students in grades eight through twelve are given the ability to assist the younger students in building the skills and confidence needed to be successful in math. While students should still initially approach their own teacher for extra help, The Math Center serves as an extra resource for the students. Appointments are available on a drop-in or scheduled basis.
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athletics at gfa The Greens Farms Academy Middle School athletic program is designed to develop strong bodies as well as strong minds, and to develop and maintain physical well-being at a level that is appropriate for the individual. Our goal is to help students become comfortable with and cognizant of their physical abilities and potential by providing opportunities for the development of sport-specific skills, coordination, self-confidence, and sportsmanship at a time of significant physical growth. An important part of the Middle School program is an increased emphasis on interscholastic competition. Our teams compete regularly with our neighboring schools, always mindful of sportsmanship and the appropriate challenge for all students.
Fifth and Sixth Grades
Seventh and Eighth Grades
In fifth and sixth grades all students are required to participate in the athletic program all three seasons and are given the opportunity to develop their skills and to learn about the rules and strategies in the majority of the sports offered at GFA. These are:
Girls Teams: Field Hockey, Soccer, Volleyball Boys Teams: Soccer, Fitness
Each student is required to participate in the GFA athletic program all three seasons. In at least one of those seasons, the student must be on a team. Moreover, the Middle School adheres to a “no cut” policy whenever possible. Specific limitations (number of tennis courts, student sign-up, coach availability) have occasionally forced us to a “cut” system in a few activities. We will make every attempt to provide students with their second choice when such a situation arises.
Winter
Fall
Girls Teams: Basketball, Wrestling Recreational: Fitness, Squash (sixth grade) Boys Teams: Basketball, Wrestling Recreational: Fitness, Squash (sixth grade)
Girls Teams: Cross Country, Field Hockey, Soccer, Volleyball, Fitness Boys Teams: Cross Country, Soccer, Fitness
Fall
Winter Spring Girls Teams: Lacrosse, Softball, Fitness, Intramural Tennis Boys Teams: Baseball, Lacrosse, Fitness, Intramural Tennis
Girls Teams: Basketball, Squash Girls Recreational: Skating, Fitness, Spinning Boys Teams: Basketball, Squash, Wrestling Boys Recreational: Skating, Fitness
In order to gain some experience in interscholastic competition, each student has the opportunity to participate in some games scheduled with area independent schools with similar programs, all three seasons.
Spring Girls Teams: Lacrosse, Softball, Tennis, Fitness Boys Teams: Baseball, Lacrosse, Tennis, Fitness
Practices Sports practices occur year-round, Tuesdays, Wednesdays, and Thursdays from 1:10–2:15 PM.
Practices Sports practices occur year-round, Tuesday, Wednesday and Thursday from 2:15–3:20 PM.
Games Teams in each sport play a schedule of interscholastic games with area schools, typically on Mondays and Tuesdays.
Games Teams in each sport play a schedule of interscholastic games with area schools, typically on Wednesdays and Thursdays.
Students are required and expected to attend all practices and games, for the integrity of the program and for the quality of the students’ experience. Outside appointments (including doctor’s appointments) and activities (including town travel and premier teams), should not conflict with school games or practices. Should there be any unavoidable schedule conflicts, parents should write a note to, or contact, the coach and Director of Middle School Athletics in advance, when possible.
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service learning All Middle School Students engage in Service Learning through our House program. Students in the Middle School are divided into four different Houses connected to the GFA environment (Audubon, Marsh, Orchard and Sound); and, with their housemates, students will learn about their aspect of the campus and develop projects related to their house. Each grade also focuses on a different social justice issue over the course of the year through a dedicated curriculum. The Middle School program also offers students the opportunity to engage in service by grade level: Fifth Grade—Day of service in and around the campus Sixth Grade—Plans and executes a Halloween event for Lower School Seventh Grade—Required to choose from the following, 22-week session projects: Tutoring in two inner-city schools, intergenerational project at Elder House-Norwalk, Audubon Trail maintenance, and GFA Greenhouse maintenance. Eighth Grade—Day of Service at the CT Food Bank, Wallingford All Middle School Projects include: Thanksgiving Food Drive, Angel Tree Holiday Gift Giving and a Bike-a-Thon to Sherwood Island State Park to raise funds for Paul Newman’s Hole-in-the-Wall Gang Camp.
School counselor School Counselors are a supportive resource for both students and parents. It is helpful for students to know that there is an opportunity to sort through their experiences with a caring professional who is objective and non-judgmental. Issues commonly addressed by School Counselors are peer relationships, self-esteem, and other social/emotional challenges for children and teens. Both students and parents are invited to drop by the respective counselor’s office or to give one of our counselors a call to simply get acquainted or to discuss a matter of concern. Elizabeth Day, LPC is the School Counselor for MS students and can be reached at 203-256-7550 or eday@gfacademy.org.
School Counselor’s Policies The goal of the School Counselor is to establish a place of emotional safety wherein students, parents, faculty and staff can trust their privacy will be protected. Confidentiality establishes the cornerstone of this therapeutic relationship. The Counselors’ promote communication with others by empowering individuals to speak directly for themselves. Students and adults may set limits about what they are willing to have disclosed and to whom. All contacts with the School Counselor will be discreet and remain confidential, with the exception of safety issues including physical, sexual, or emotional abuse; neglect; or harm to self or others.
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Greens Farms Academy, 35 Beachside Avenue, PO Box 998 Greens Farms, CT 06838-0998 203-256-0717 www.gfacademy.org Greens Farms Academy does not discriminate against any person in admission, financial aid, program involvement, employment, or otherwise because of sexual orientation, race, religion, age, gender, national origin, or disability.