Middle School Program Guide 2011-2012
Table of Contents i. king Mission statement King Mission Statement. . . . . . . . . . . . . . . . . . . . . . . 3 King Educational and Curricular Philosophy. . . . . 3 Implementation of Our Mission and Philosophy..3 ii. The Middle years 1. mission and program Middle School Mission Statement. . . . . . . . . . . . . . 4. The Middle Years - Who Are These Young People?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Traits Common in Middle School-Age Children. . 4. Middle School Program Design. . . . . . . . . . . . . . . . 5. Middle School Goals. . . . . . . . . . . . . . . . . . . . . . . . . . 5. The Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2. Grade 6 program English – Fundamentals of Communications. . . . 7 Math – Finishing the Foundation. . . . . . . . . . . . . . . 7 Interdisciplinary Studies (IDS) – Ancient Civilizations, the Windows of Our World. . . . . 7 Interdisciplinary Studies (IDS) – Earth Science . . 8 Modern Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8. 3. grade 7 program English – Reflections of Self and Culture. . . . . . . . 9 Math – Transitioning from Concrete to Abstract. . 9 Global Perspectives and Introduction to American History . . . . . . . . . . . . . . . . . . . . . . . . . 9 . Biology – Exploring the Web of Life . . . . . . . . . . . 10 Modern Language. . . . . . . . . . . . . . . . . . . . . . . . . . . 10 4. grade 8 program English – Reason, Independence, and Justice. . . 11 Math - Algebra for All. . . . . . . . . . . . . . . . . . . . . . . . 11 History – The History of the United States of America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Science – Introduction to Physical Science. . . . . 12 Modern Language. . . . . . . . . . . . . . . . . . . . . . . . . . . 12 5. cross-grade resources and courses Middle School Art. . . . . . . . . . . . . . . . . . . . . . . . . . . Middle School Music. . . . . . . . . . . . . . . . . . . . . . . . . Learning Strategies Courses. . . . . . . . . . . . . . . . . . Life Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Middle School Athletics. . . . . . . . . . . . . . . . . . . . . . Library and Media Resources . . . . . . . . . . . . . . . . . Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Competency Areas . . . . . . . . . . . . . . . . . . . . . . . . . . Faculty and Staff Organization. . . . . . . . . . . . . . . .
2011-2012 Middle School Program Guide
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iii. faculty and staff Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Athletics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Band. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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i. king mission statement
King Mission Statement King is dedicated to preparing its students to thrive in a rapidly changing world. We provide an excellent, progressive education, grounded in the traditional disciplines of the arts and sciences, committed to the nurturing of individual potential, and designed to promote critical thinking and reasoned reflection. Using rich and innovative methods, our Teachers facilitate each student’s fullest academic and personal achievement. We champion the development of character, self-confidence, and talent through challenging intellectual, creative, athletic, leadership, and service opportunities. King believes that individual accomplishment must go hand in hand with respect for others. Our culture of respect fosters collaboration as well as independence. We embrace human and cultural diversity. We value responsible citizenship. King graduates are well equipped to succeed in college and to pursue lives of ongoing inquiry, learning, accomplishment, personal fulfillment and social responsibility. Approved by the King Board of Trustees, June 7, 2011
King Educational and Curricular Philosophy
At King, we believe that our students bring a unique blend of interests, talents, and needs to the educational experience. Faculty design a variety of programs that draw out individuality through the process of intellectual, physical, creative, emotional, and social inquiry and expression. The King curriculum is comprised of all opportunities that run through our sudents’ daily experience with the school. All activities and interactions that define this curricular context promote the acquisition of communication skills, the cultivation of intellectual ability, the evolution of individual character, and the attainment of personal growth. The curricular goal of King is to maximize each student’s development within these four domains.
2011-2012 Middle School Program Guide
Implementation of our mission and philosophy
To achieve the ideals of our Mission and realize the aspirations of our Philosophy, the King community: • • •
• • • • •
Commits itself to educational excellence. Provides a student-centered environment that encourages the exploration, discovery, and development of the uniqueness of each student. Designs a comprehensive program that offers a wide range of academic, artistic, athletic, and other enrichment opportunities in order to provide appropriate challenge and support in meeting the needs of individual students. Sustains a progressive educational community rooted in an appreciation for and an active practice of the virtues of respect, civility, and compassion. Cultivates a Faculty committed to ongoing professional growth and renewal. Implements a variety of teaching methodologies and creates meaningful assessments to help ensure that all students are progressing appropriately. Welcomes and values the wide range of perspectives engendered by the diversity of our educational community and the world around us. Engages parents and collaborates with them in support of their child’s educational process.
ii. the middle years: 1. mission and program
The Middle Years Middle school mission statement
traits common in
The Middle School years, Grades 6-8, serve as a developmental bridge between childhood and adolescence.
middle school-age children
A nurturing, respectful community of diversely talented students, dedicated Teachers, and vested parents supports this bridge. Learners pursue excellence through participation in a challenging Academic Program that promotes exploration, risktaking, and independent thinking. While developing character and growing in self-confidence, young adults become more responsible, accountable, and prepared within an innovative learning environment. The King MS Program encompasses academic, artistic, athletic, and altruistic experiences that prepare students for fulfilling lives of engagement and leadership. the middle years: who are these young people?
They are wonderful. They are adventuresome, yet cautious. They try on varied styles of behaving and dressing. They have a particular outlook on the world. They want to be independent, but need the guidance of parents more than ever. Most of all, they are special. They have begun a journey into adulthood, and we need to be supportive. We can and ought to make the most of this time – for them and for ourselves. (Adapted from “The Middle Years- A Parents’ Handbook,” Novato Unified School District, January 1991)
The formation of identity dominates young adolescent development and behavior. It is not uncommon that at this age, students will try on multiple expressions of “self.” This constant search for self-identity usually begins with the development of individual morals and values. As students are part of various groups and organizations, their sense of right versus wrong, and appropriate versus inappropriate can change constantly. Acceptance by others, independence from parents, and doing everything without asking for help are developmental stages that most adolescents will pass through at some point in middle school. While the students may push away from the adults in their lives, this is one of the stages where they need the most guidance and direction. (Adapted from “What Every Middle School Teacher Should Know,” Brown and Knowles)
2011-2012 Middle School Program Guide
• • • •
MS students exhibit changes in patterns of thinking and learning in their ideas about the way things are and how they function. Most MS students experience surges of physical growth and accelerated movement toward maturity. A consuming aspect of young adolescent development is the search for personal identity. Young adolescents’ desire for peer acceptance and the need to belong to particular social groups are often intense, sometimes effecting transfers of allegiance from adults to peers.
Middle level educators are advocates for all young adolescents. They enjoy being in their presence and understand the dynamics of an ever-changing youth culture. They recognize the value of interdisciplinary work and integrated learning and are able to make sound pedagogical decisions based on the needs, interests, and special abilities of their students. They are sensitive to individual differences and respond positively to the natural diversity present in middle level classrooms. (Taken from “This We Believe,” The National Middle School Association)
ii. the middle years: 1. mission and program
Middle school program design
The MS Academic Program provides for continuous academic progress through the development of basic learning skills, application of organized information, pursuit of personal interests, and integration of varied subject material. Often an entire unit is built around a central question, and subsequent lessons become a student-directed quest for answers. The King community has identified communication, intellectual processing, character development, and personal growth as key concepts required for students to pursue lives of learning and accomplishment, personal fulfillment and social responsibility. Teachers, Advisors, and Coaches carefully thread elements of these four areas throughout all lessons over the MS years. middle school goals
• Create opportunities for active learning and varied expression • Hone fundamental basic skills • Develop lifelong learners • Develop the whole child • Instill the virtues of good citizenship and social responsibility • Offer a physically and emotionally safe environment Our overarching goal is to pursue understanding – intellectual, emotional, and spiritual. Teachers are committed to this goal and help students strive for personal understanding. At King, we understand that students learn better by being actively involved in their learning and in the assessment of their work and behavior. Teachers design multiple methods for assessment that students can apply to their real world. Robert Reich, author of “The Work of Nations” (1992), predicts that jobs of the future will require skills of a symbolic analyst: abstraction, system thinking, experimentation, and collaboration. We agree that, no matter what future endeavors our graduates choose, they will increasingly face challenges that are inherently interdisciplinary, involving the overlap of people, technology, and global commerce, and we strive to prepare them for contributing to that world.
2011-2012 Middle School Program Guide
As part of the growing process, early adolescents face emotional, physical, and social changes every day. Our well-rounded program of academics, arts, athletics, community service, and leadership opportunities offers many avenues to understand and express ideas differently in a social setting. A personal advisory system offers individual support within the context of the whole class. By the time our Grade 8 students receive their certificates at The Moving Up Ceremony, each has found personal identity, self-awareness of strengths and talents, and comfort with his or her choices going forward.
ii. the middle years: 1. mission and program
The Program program sequence
English
Math History
Science
Modern Language
Grade 6 Fundamentals of Finishing the Global Perspectives Earth Science Spanish or Communications Foundations French Grade 7 Reflections of Transitioning Early United States Biology: Self and Culture from Concrete History to the Exploring the to Abstract Civil War Web of Life
Spanish or French
Grade 8 Reason, Algebra for The History of the Introduction Independence, All United States of to Physical and Justice America, Civil War Science to the Present
Spanish or French
Students have opportunities for honors placement in Math, Science, and Modern Language courses. Minors: Technology (6, 7, 8), Choral and/or Instrumental Music (6, 7, 8), Visual Art (6, 7, 8), Drama (6, 7, 8), Life Skills (6, 7, 8) Athletics is also part of the required program for all MS students.
2011-2012 Middle School Program Guide
ii. the middle years: 2. grade 6 program
Grade 6 Program The Grade 6 learning environment exudes an atmosphere of supportive nurturance that takes students to the middle level of their academic, social, and emotional development. Teachers are role models who teach overtly through instruction and covertly by personal example. They pattern skills of time management, organization, and the foundation for exercising critical thinking skills. A hands-on methodology and personal interest approach are key ingredients to helping students progress through challenging and complicated course work and concepts. Generally, development of basic skills through application in content areas is emphasized, rather than a strictly content-oriented “sage on the stage” approach to learning. Teachers are ever-present to provide support, encouragement, and opportunity to capture teachable moments to promote a student’s personal growth and character development. english - fundamentals of communications
General themes of self discovery and thought expansion are explored and promoted through interaction with the selected Grade 6 novels that correspond to interdisciplinary History and Science courses. Using think-aloud reading, personal responses to literature, and free writing, students are encouraged to adopt a more sophisticated manner of reading and writing. With word, sentence, paragraph and essay scaffolding, students develop confidence in their abilities to read and write well. Mastering the function and use of parts of speech and sentence form, and employing vocabulary and examples from novels, students build a bank of literary imagery to enhance their narrative, expository, and poetic writings. Through group literary discussions, drama, and poetry readings, oral expression is enhanced. Resources: “Vocabulary Workshop,” Level A “WRITE, Level F,” Curriculum Associates “Quick WRITE, Handbook for Everyday Writers, Advanced,” Curriculum Associates “Julius Caesar, Shakespeare,” by Maurice Charney “So Far From the Bambo Grove” by Yoko Kawashawn Watkins “No Turning Back” by Beverly Naidoo “Crossing The Wire” by Will Hobbs Junior Great Books Series “What on Earth,” Perfection Learning Corporation “Be A Hero,” Perfection Learning Corporation
2011-2012 Middle School Program Guide
math - finishing the foundations
The Math Program is primarily designed to finish the foundations of mathematics in arithmetic and basic geometry. By the end of the year, all students are working with numbers in all forms: integers, percents, fractions, and decimals. Students work with various basic formulas of measurement, particularly applied to geometric figures. Proportional thinking is introduced. The Math Program is taught in three groupings – honors, accelerated, and mainstream – to better meet the developmental thinking of students. The basic differences in levels are in the pace of presentation and depth of material. All classes use problem solving and project application to move beyond the rules of math to the understanding and uses of math. Texts: “Middle School Math,” Course 1 “Middle School Math,” Course 2
HISTORY - GLOBAL PERSPECTIVES
Students begin a serious study of major world regions by focusing on Latin America, Africa, and Asia. They explore and analyze the geography, culture, economic, and political structures, history, social development, and role of religion within each region. They also learn to compare and contrast the unique features of those areas while appreciating their individual significance in world affairs. These regions come alive through the reading of the Prentice-Hall “World Studies” textbooks, classroom discussion, and the stimulation of collaborative and individual projects. This course of study is designed to challenge students to recognize that all people are interconnected, to broaden their appreciation and respect of cultural diversity, and to consider world history in new and different ways. Texts plus numerous resources: “World Studies – Latin America” “World Studies – Asia and the Pacific” “World Studies – Africa”
ii. the middle years: 2. grade 6 program
earth science
The focus of the Science Program is for students to experience a continuous exposure to applications of the scientific method. While studying topography, the transfer of matter and energy within ecosystems and biomes, the basic principles of chemistry and motion, natural disasters, and archaeology, students apply skills of the scientific method. Application of this process includes the reading and creation of charts and graphs. Interactive projects and Internet-based research are practiced within a cooperative learning group. Texts: “Chemical Building Blocks” “Environmental Science” “Earth’s Changing Surface” “Motion, Force and Energy”
modern language
Students are introduced to the oral and written forms of either French or Spanish. Oral communication begins with the emulation of short dialogues, and students progress to creating their own dialogues and skits. Oral comprehension is developed through listening to the Teacher, classmates, CDs, and DVDs. Lessons are reinforced and practiced with the use of the book online and different web pages. Students develop their writing skills through composing short dialogues, letters and simple paragraphs in the present tense. Students also learn about cultures of French or Spanish speaking countries and how they compare to English speaking countries. This focus broadens students’ knowledge, fostering respectful understanding. Classes are small, providing each student with numerous opportunities to express himself/herself in the target language. Texts: Spanish: “Exprésate 1,” textbook and writing activities book French: “Allez, viens!,” Level 1 and workbooks
2011-2012 Middle School Program Guide
ii. the middle years: 3. grade 7 program
Grade 7 Program Our Grade 7 program continues the work that began in Grade 6. No longer new to the middle school world, students are given greater responsibility and they see an increase in expectations. At the same time, they are surrounded by Faculty who have developed a program that ensures success for these adolescents. A continued focus on developing writing, reading, and study skills drives this program. Through grade-sponsored community service, grade level meetings, and advisory discussions, students are given the tools to show greater empathy for others and to come together as a more unified class that focuses on setting and achieving both individual and collective goals. By the end of the year, students are prepared with the skills and selfconfidence necessary for success in the coming years. english - reflections of self and HISTORICAL CONNECTIONS
This course is designed to provide students with exposure to literacy genres that are thematically linked to the History syllabus. Rites of passage, conflicts and challenges, and the search for self are the main themes on which individualized and collaborative learning are based. Frequent writing assignments help students develop coherent and articulate expository essays. Editing skills are directly linked to instruction in grammar and punctuation as well as sentence and paragraph development. Students develop personal vocabulary through a formalized program, along with contextual vocabulary. Technology skills are integrated throughout the syllabus. Resources: “English Workshop, Second Course,” Elvier Literature, Silver “Vocabulary Workshop,” Shostak “A Midsummer Night’s Dream,” by William Shakespeare
“Brother Sam Is Dead,” by James Lincoln Coller and Christopher Collier “Soldier’s,” Heart by Gary Paulson
2011-2012 Middle School Program Guide
math - transitioning from concrete to abstract
The Math Program works to prepare students for more complicated courses in their future. It also works to help students see that math is more than just a series of rules to apply in narrow contexts. As John Paulos wrote in his book, “A Mathematician Reads the Newspaper,” we work to leave our students “with a greater appreciation of the role of mathematics in understanding social issues and with a keener skepticism of its uses, nonuses, misuses, and abuses.” Grade 7 is the grade most marked by different developmental thinking stages among students. Some students are not quite ready for the abstraction of thought required by algebra; some are almost there; and some are becoming proficient at abstraction. Consequently, our courses have two major goals, with variations in instruction: finishing arithmetic with the goal of introducing abstraction and pre-algebra, and applying arithmetic skills to simple one- and twovariable equations and other contexts. Texts: “Middle School Math, Course 2” “Pre-Algebra” EARLY UNITED STATES HISTORY TO THE CIVIL WAR
American History tells the story of dynamic struggle among diverse and often competing groups. Students will: demonstrate critical thought; develop their skills of oral and written expression; examine the exploration and colonization of America, the struggle for independence, the formation of the U.S. government, the reality and repercussions of slavery, industrial development, and the push westward that led to conflict and ultimately Civil War. The Prentice Hall text, “America: Hisory of Our Nation” and other selected resources guide students on this journey, as they learn that anything we appreciate today, anything about this country that is decent, is that way because people worked together to create it.
ii. the middle years: 3. grade 7 program
biology - exploring the web of life
modern language
The course begins with the study of the living cell as the foundation of life and culminates with in-depth investigation of the complexities of human organ systems and their independence. Heredity and genetics are discussed, and each human system is explored in depth. Students become familiar with the components of the systems and thoroughly understand the mechanisms of each system of the body. Students then understand the interdependency of the human systems and comprehend how different environmental influences affect these systems.
Students continue to practice oral communication skills by using the target language in class as often as possible, creating skits and giving oral presentations. Listening activities are designed to practice and develop listening comprehension skills in real life content. Students continue to develop their writing ability by adding more details to sentence structures and the future tense is introduce. Basic grammar notions are taught and complement the necessary foundation for writing skills.
There are hands-on interactions with models in the class that resemble some of the systems functions, as well as laboratory and field explorations that enhance understanding of the human body. Students continue to develop their knowledge of the scientific method and how to apply theory and hypothesis to the learning process. Texts: “Cells,” Prentice Hall “Heredity,” Prentice Hall “Animals,” Prentice Hall “Human Biology,” Prentice Hall
2011-2012 Middle School Program Guide
Students continue to learn about the culture of French or Spanish speaking countries to acquire knowledge and understanding of other cultures. Texts: “Spanish: Exprésate 1,” textbook and writing activities book French: “Allez, viens!” Level 1 and workbooks
ii. the middle years: 4. grade 8 program
Grade 8 Program The Grade 8 year is dedicated to developing the whole individual. Our students have a natural curiosity and enthusiasm for life that is nurtured through exciting programs, educational projects, fun trips, and community service. In the classroom, King presents a diverse and challenging curriculum that emphasizes skill development, high standards of achievement, good study habits, time management, and personal responsibility. It inspires students to pursue deeper levels of understanding, to work cooperatively, and to foster the critical thinking that is so highly valued. The traditional subjects offer a solid foundation for college-preparatory work in the Upper School. Students also are asked to take ownership of their academic growth by participating in student-led conferences, and they receive the encouragement and support of their teachers by assertively advocating for their needs. King presents a comfortable environment for all students to realize their academic potentials. english - reason, independence, and justice
American literature serves as the foundation for this course. The selections address themes of reason, independence, and justice, and they challenge students to reflect on their own values. A studentcentered approach underscores the importance of integrating conceptual workshops, writing workshops, and class seminars in order to encourage selfdiscovery and celebrate autonomy of thought. Formal vocabulary and grammar lessons are taught within the context of improving communication skills, both written and oral. Ultimately, students improve their abilities to articulately express ideas and critically analyze literature. Interdisciplinary connections and Internet quests assist students in their exploration to understand and appreciate the historical contexts of the literature. A portfolio of written work is visited periodically so each student may reflect on personal strengths and set new goals for learning and self-improvement. Resources: “The Cask of Amontillado,” by Edgar Allan Poe “Inherit The Wind,” by Jerome Lawrence and Robert E. Lee “To Kill A Mockingbird,” by Harper Lee “Lord of the Flies,” by William Golding “Night,” by Elie Wiesel “The Merchant of Venice,” by William Shakespeare “English Workshop, 3rd Course” “Vocabulary Workshop, Level C”
2011-2012 Middle School Program Guide
Math - algebra for all
“To experience the joy of mathematics is to realize mathematics is not some isolated subject that has little relationship to the things around us other than to frustrate us with unbalanced check books and complicated computations. Few grasp the true nature of mathematics – so entwined in our environment and in our lives.” (Theoni Passas, “The Joy of Mathematics”) Algebra is one of the great gateways to further study on mathematics. The more internalized it is, the more available it is for use in any appropriate context. Consequently, our program is designed to provide students with almost two years of algebra before Upper School, so that its tools are fully available to them. All of our Grade 8 students have algebra or a full year of an introduction to algebra. Our honors and accelerated students take a rigorous course in formal algebra. All other students take a course in pre-algebra which emphasizes the fundamentals while developing familiarity and proficiency with basic algebraic tools. Texts: “Algebra: Structure and Method, Book 1” “Pre-Algebra”
ii. the middle years: 4. grade 8 program
united states HISTORY FROM THE CIVIL WAR TO IRAQ
The history of the United States is interesting and meaningful, and we all play a part. Americans have witnessed the reality of slavery; the creation and contstant interpretation of personal freedoms; participation in war; the progress of industrialization; reform movements; civil rights for minorities; immigration; the Great Depression; nuclear threats; and the evil of terrorism. Students debate and discuss the events from the Civil War onward that continue to impact our lives today. The development of critical thinking helps them distinguish cause and effect relationships and understand how history repeats itself. The text, “America: History of Our Nation,” along with select readings from Joy Hakim’s “History of US,” guide these efforts. Students also receive extensive training in research skills as they prepare a major history paper, and analyze primary and secondary source documents as part of this project. This course represents an odyssey of discovery during which we too become part of history. science - conceptual physics
This course is the first detailed introduction to physical science for students, covering concepts in physics and chemistry. In the first half of the year, the concepts of motion, forces, and energy are explored as students work to understand the fundamental laws of physics, aided by application in disciplinary projects. In the second half of the year, atoms, molecules, and atomic structure are the major topics, along with an understanding of the structure and function of the periodic table. The approach to learning in this class includes lab work and demonstrations, research projects, use of Texas Instrument graphing calculators, and a Science Fair. Resources: “Conceptual Physical Science” (Honors) “Physical Science” (Mainstream) “Concepts in Action” (Mainstream) Internet
2011-2012 Middle School Program Guide
modern language
Students continue to improve their oral and written skills in French or Spanish. Students are able to communicate ideas successfully, both orally and in writing, in French or Spanish, using vocabulary and grammar appropriate to the level of instruction. Students use affirmative, negative, and interrogative sentences in the present, future, and past tenses. Basic grammar notions are studied and added to the foundation on which writing skills continue to be built. For their final project, at the end of the last trimester, students research a French or Spanish speaking country and get ready to present their information in the target language at the annual International Fair. By the end of Grade 8 students have completed high school level French 1 or Spanish 1. Texts: “Spanish: Exprésate 1,” textbook and writing activities book “French: Allez, viens!,” Level 1 and workbooks
ii. the middle years: 4.cross-grade resources and courses
Cross Grade Resources and Courses art
Students have opportunities to express themselves through a variety of two-dimensional and threedimensional techniques including drawing, painting, and sculpture. Assignments progress sequentially from simple to complex while simultaneously focusing on developing students’ visual, motor, and expressive skills. Students develop critical thinking skills as they apply to visual aesthetic issues and build up technical proficiency with tools and construction techniques. In Grade 6, students continue to develop a vocabulary of visual language, learn to communicate content (intent of expression), and build competence using tools and visual techniques. For students in Grade 7, the focus is on visual perception and visual communication, and the objectives expand to include understanding and expressing design concepts. In Grade 8, assignments become more complex and focus primarily on self-expression. A stronger emphasis is placed on individualized interpretation of a project. Throughout their MS careers, students are encouraged to develop their own forms of expression. music Choral and Instrumental Music and Drama
Music Enrichment: (required) Music enrichment is a comprehensive music course designed to develop students’ musicianship skills for lifelong musical involvement and enrichment. Students learn the many ways music is used in life and how it impacts cultural identity. All students develop their musicianship skills by rotating through music units such as; music theory, composition, playing musical instruments, singing, and dancing. Music units cover music from around the globe, in all historical eras. (All students participate in all components.) King Studio Ensemble: (band-elective) The King Studio Ensemble is an ensemble designed for students in all grades who want to continue to develop their performance skills beyond their general music course experience. The ensemble reinforces concepts developed in the general music course and also demonstrates the versatility of all instruments by playing a myriad of music styles such as orchestra, marches, polkas, waltzes, blues, jazz, film music, salsa, and even some popular music forms. All winds, brass, and percussion are encouraged to play.
2011-2012 Middle School Program Guide
Piano, bass, and guitars may join, but should know that, due to the type of instruments, playing opportunities are limited since only one person on each instrument can play at one time. (Percussionists are expected to be able to play all percussion instruments, including the mallets.) strategies courses
Students who demonstrate pronounced difficulty in the areas of reading, writing, or general study skills have the option of taking a strategies course designed to provide focused assistance in these areas. The Reading/Writing and Study Strategies courses are taught by experienced teachers who provide direct instruction of strategies as well as assistance with academic assignments. Enrollment in these classes is by recommendation of the Administration. life skills
The objective of the Life Skills syllabus is to help students improve decision making processes. Understanding differing perspectives, clarifying one’s own values, and developing social skills for effective communication are at the core of this course. Topical information is presented in classes which stimulates discussion on the following ideas: understanding self, building teamwork, resolving conflict, respecting difference, understanding human sexuality, and providing service to others. Teachers act as facilitators to present a variety of lessons designed to be informative and allow for personal clarification through the group process. The ultimate goal of this program is to provide students with the factual information and values clarification to help them make more ethical and better (healthier) decisions when confronted with ethical dilemmas at school, out of school, and throughout their lives. This course is non-graded.
ii. the middle years: 4.cross-grade resources and courses
athletics
The Athletic Program involves students in Grades 5-8. There is 100% participation, which provides every student with the opportunity to play actively on a team during the year. The emphasis of the program is individual skill development, which is then put into action on the playing field. Good sportsmanship, team play, and self-discipline are incorporated into the lessons.
Fall Options Football Boys Soccer Boys Girls Volleyball Girls Field Hockey Girls Dance 7/8 Coed Coed
For Grades 5 and 6, the program: • • • • •
emphasizes skill training teaches team play follows the “everyone plays” policy develops team fundamentals encourages enjoyment of play
For Grades 7 and 8, the program: • continues skill development • involves designing and executing game strategies • focuses on overall team needs to determine playing time • emphasizes sportsmanship and personal responsibility • serves as a bridge to the US Athletic Program The Athletic Program is part of the student’s day. Grades 5 and 6 practice four days per week for one hour per day, and play four to five games per season. Grades 7 and 8 practice for one hour at the end of the day four days per week, with 8-10 after-school games per season. One or more individual fitness sports, such as weight training and swimming, are offered per season. Students may opt for one season of personal fitness per academic year.
2011-2012 Middle School Program Guide
Winter Options Basketball Ice Hockey Swimming Strength Training
Boys Girls Coed Coed Coed Coed Coed Coed
Spring Options Baseball Boys Softball Girls Lacrosse Boys Girls Tennis Coed Coed Dance 5/6 Coed Coed
ii. the middle years: 4.cross-grade resources and courses
Library and media resources The Middle School accesses the Grade 6 library resources of the LS library to coordinate with its program. Grades 7 and 8 use the US Library resources. Media resources are available to students through the Media Center located on the MS campus, classroom desktops, and via laptops connected to central carts. All student and Faculty communicate via our First Class email system. technology
In Middle School, use of technology as a learning tool becomes integral to the learning process. Classroom desktops and wireless MAC I-Book carts allow seamless technical applications at school as well as communication with home and school. Competency areas
Upon completing Grade 8, King students will have demonstrated competencies in many areas. Communication • • • •
Read, write, and speak competently and confidently Express themselves in a variety of modes Listen carefully and actively Use technology effectively as a resource and expressive tool
Intellectual and Creative Development Students are self-disciplined so that they: • take initiative, persevere, and follow through with a task • can work cooperatively and independently • take reasonable risks In acquiring these competencies, students are able to recognize their strengths and weaknesses, accept criticism, and identify personal learning styles. These characteristics enable them to proceed to the next level of intellectual growth. Students recognize that the product is a reflection of the process; by the end of Grade 8, students must realize how to manage the process in order to arrive at a quality product. As part of the intellectual process, students are able to use technology as a means of expression, communication, and investigation.
• Students make independent interdisciplinary connections and relate their studies to a changing global environment. • Students develop competence in, as well as an appreciation of, the value of visual and performing arts and how they relate to other disciplines. Character Development and Personal Growth • Students have a clear awareness of themselves as individuals and how to support each other; show compassion; accept diversity; and have a sense of community. By doing so, they develop a sense of moral character. Furthermore, they set standards and act as role models for the entire MS student body. • Standards of accountability and responsibility for one’s actions help foster self-esteem. • Students participate regularly in physical activity and learn to value its role in maintaining a healthy lifestyle. In addition, they learn the value of sportsmanship and team play. faculty and staff organization
The Middle School is organized into three gradelevel teaching teams, each headed by a faculty Team Leader. Each team plans an academic program that coordinates activities around themes and application of specific skills rather than around subject areas. Each teaching team works as a unit to promote the learning, understanding, and development of students in the grade level. This approach is believed to most effectively meet the varied intellectual, social, and emotional needs of early adolescents. Each student has a personal advocate, his/her Personal Advisor. The Personal Advisor is the primary contact for both student’s and parent’s. Personal Advisors work closely with advisees to set goals, mentor students through challenges, facilitate parent conferences, and generally celebrate the growth and achievements of the young people in their care. Each grade begins the academic year with a threeor four-day long class trip. Although each trip is coordinated with curricular goals, the primary purpose of the trip is to foster respectful and responsible interaction between students and Teachers and among peers. This camaraderie is extended to others throughout the year in various community service activities. Each grade offers various opportunities for participation in community service, and students in Grade 8 are required to commit a minimum of 12 hours to service of their personal choice.
2011-2012 Middle School Program Guide
ii. the middle years: 4.cross-grade resources and courses
Middle School Clubs 2008-2009 Debate Club Students gather to engage each other in meaningful debate on topics that are borne out of current events, school issues, or from student concerns and ideas. Cooking Club Students take turns bringing in their favorite homemade recipes and as a group collectively make the dish. Dessert Club This club is designed for students who enjoy preparing desserts. Students research and select treats that require little preparation and share in the responsibility of bringing required ingredients. This student-initiated club allows students to expand their ability to prepare desserts without assistance. Running Club This club is designed for those students who enjoy the great outdoors and have a desire to be more physically fit. Casual jogs around campus allow students of varying abilities to benefit from the club. King Net Club Students learn the secrets of good reporting including weaving a great story into a feature article; reviewing movies and restaurants; getting good answers from tough interview questions; and more. Dodgeball Club Students play the game with more enthusiasm than any other organized game. Students become active participants and work together to accomplish a goal. Casino Club The group plays different kinds of poker with chips and NO MONEY. Students are grouped with some “pros” and some newbies” so everyone can learn different kinds of games. Bragging rights seem to be high on the agenda. Taste of the World This club provides an opportunity for a small group of students to independently explore and literally taste various cultures according to their individual preferences. This student-initiated club also allows the students to decide which areas of the world they would like to know better. French Club Club activities focus on exploring French and Francophone culture. This may include preparing ethnic dishes, watching videos, playing games, or learning songs. Tropicana Club This club is designed to study fruits from tropical areas. Each club day is designated for a fruit; students read about the fruit and taste the fruit in different forms
2011-2012 Middle School Program Guide
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