Middle School Curriculum Guide 2017-2018 by Wilbraham & Monson Academy

2017-2018 WMA MIDDLE SCHOOL CURRICULUM GUIDE

WILBRAHAM & MONSON ACADEMY MIDDLE SCHOOL MISSION/EDUCATIONAL PHILOSOPHY The WMA Middle School has developed a cross-curricular academic program that aims to accomplish the following: § Stimulate and satisfy the innate and individually unique curiosity of the young adolescent § Feature learning experiences that are highly integrated and connected to life lessons § Provide a safe environment for each child to explore his or her emerging identity under the guidance of nurturing adults § Expose students to a wide range of academic, social and recreational opportunities § Allow students to question and explore their environment § Involve each student in the richness of the world with the goal of developing caring, responsible and ethical citizens

TABLE OF CONTENTS PROGRAM INFORMATION

COURSE DESCRIPTIONS GRADE 6 HUMANITIES MATH SCIENCE ART MUSIC HEALTH PHYSICAL EDUCATION GRADE 7 HUMANITIES MATH SCIENCE ART MUSIC HEALTH PHYSICAL EDUCATION GRADE 8 HUMANITIES MATH SCIENCE ART MUSIC HEALTH PHYSICAL EDUCATION ENGLISH AS A SECOND LANGUAGE LANGUAGES (FRENCH AND SPANISH)

17 18

2 1

PROGRAM INFORMATION The Middle School day contains eight periods, one of which is lunch. Humanities will meet eight times each week and will earn six credits for the year. Other core courses meet four times per week and earn three credits for the year. Special courses, including Art, Music, Physical Education and Health, meet twice per week and earn 1.5 credits for the year. This program includes a double-block Humanities approach, integrating Humanities and Social Science learning around the grade level theme. Students in Grades 6 through 8 at Wilbraham & Monson Academy Middle School experience a program of learning objectives organized by theme: Grade 6 – Knowing One’s Past Grade 7 – Knowing One’s Community Grade 8 – Knowing One’s Self Students will experience: • Cross-curricular and project-based learning • Technology incorporated • Individualized learning and differentiated instruction • Small class sizes - WMA’s Global education frameworks • Language offerings: French and Spanish • Art and Music – offered twice per week • Health and Physical Education – offered twice per week • Social and emotional learning strategies • Advisor System to encourage academic, social and emotional growth

GRADING SYSTEM

ACADEMIC HONORS

Faculty members assess student academic performance by assigning the following grades: A, B, C, D and F with plus and minus notations when appropriate. The numerical equivalents of each letter grade are listed below. Letter Grades With Numerical Equivalents A+

100

A-

B+

B-

C+

C-

D+

D-

59 and below

Lists of students earning Honors, High Honors, and Highest Honors are published on the Academy’s website at the end of each trimester. A student must earn a grade point average of 3.30 to be eligible for Honors, 3.70 for High Honors, and 4.00 for Highest Honors. A student may not have a grade below a C and must take at least 5 credits throughout the trimester to be eligible for academic honors. Grade

Regular

A+

4.30

4.00

A-

3.70

B+

3.30

3.00

B-

2.70

C+

2.30

2.00

C-

1.70

INCOMPLETE GRADES

D+

1.30

Incomplete grades may only be assigned when a student has been absent for an approved reason and was unable to complete work by the end of the particular marking period.

1.00

D-

0.70

CURRICULAR HIGHLIGHTS GLOBAL CORNERSTONE PROJECTS All students in the Middle School will participate in an individualized research project of their choice, investigating a country and presenting their findings at our annual “Crossing Borders” Day, an all-school workshop. This scaffolded approach to learning research, presentation and critical thinking skills, also allows students to become global experts in their geographical area of choice. Modeling the QUEST frameworks set forth by the Advanced Placement Board in the Upper School AP Capstone® program. Students will: • Question • Understand • Explore • Synthesize • Transmit knowledge through oral presentation and defense Grade 6: Students select a country to study and conduct guided research. After gathering information, students will create a poster presentation on their selected country. Students will share their report on historical aspects of that country, providing basic geographical, demographic and cultural information via an interactive component (i.e. South Africa and Rugby). Grade 7: Students build upon their knowledge and understanding of the country of their choice by researching important societal shifts. Students will produce a poster presentation focusing on one historical, social or political event that was instrumental in creating the country one sees today (i.e. South Africa and Apartheid). Grade 8: Students select an important current event that impacts that country, place or region today and synthesize deeper connections from the historical to the current. Students will undertake a 5-7 page research paper on a current event related to their country, with the intent of transforming that essay into a 10-15 minute live-streamed presentation, similar to a TED Talk. Each student includes a creative interactive element in • create a short quiz or game • make a website • create a story book, or a scrapbook

his or her presentation, such as: • make a podcast or a news report video • make an infographic • build something and explain it

Through completion of “Crossing Borders” global research projects, students will learn the following skillsets: • Research skills and research reading methods • Organization and note-taking • MLA formatting standards, documentation and citation methods • Presentation skills • Technology skills • Critical thinking and writing • Understanding geography • Global awareness and Mindset • Understanding of and appreciation for other cultures

DROP EVERYTHING AND READ (DEAR) Drop Everything And Read (DEAR) is a technology-free, reading-centered initiative, which allows our students, staff and faculty an opportunity to spend 30 minutes each day (except Wednesday) lost in the pages of a text. That is up to 60 hours in a given year dedicated to individuals in the Middle School reading what they want, at whatever pace they choose. Some will start with magazines and when inspiration grabs them, move on to books that suit their tastes and interests. Some will start a series and spend the remainder of the year winding their way through the arc of conflicts, relationships and the accumulation of hard-won wisdom. Others will simply skip from topic to topic, sipping at this and that. No matter the method, each is building a relationship with reading, while increasing confidence in their fluency and establishing a broad array of perspectives from which to view their world.

ALL-SCHOOL TRIPS Each September the entire Middle School takes a weeklong trip to investigate and explore their world together. These trips are on a three-year rotation, each trip unique in terms of destination and purpose. By the end of these trips students display increased self confidence and independence, and become more closely knit as a school, all while investigating the amazing country in which they live. NATURE’S CLASSROOM Students will spend a week at an early 20th century YMCA camp studying and engaging the natural world through small classes, hikes, group experiments and other activities designed to engage the brain and body. Set on the shores of Lake George in Silver Bay, New York, this is not “camping” as we tend to think of it - Silver Bay boasts a beautiful theater, boat house and stone chapel, as well as a large hotel and two separate dormitories. PHILADELPHIA, WASHINGTON, DC & GETTYSBURG Students will board two coach buses and spend Day One between life on the road and the Franklin Institute in Philadelphia, with an evening of cheese steak and adventure. The next three days are spent in Washington, D.C., visiting the monuments and museums, and getting to know how the government works from the inside. Thursday evening will be spent near Gettysburg so students are walking the battlefield early Friday morning, and home in their own beds that night. ACADIA NATIONAL PARK SERVICE TRIP The third trip in the rotation is a week in Acadia National Park. Students will split their time between hiking the beautiful trail system and assisting the Parks Service in maintaining the Carriage roads. In a process known as ‘flossing Rockefeller’s teeth,’ students will clear away vegetation growing on and around the granite slabs, which border the carriage roads. With various hand tools and more than a little sweat, students donate more than 600 hours of volunteer labor in that week alone - a memorable gift to this national treasure.

DIRECTED STUDY & OFFICE HOURS In addition to the coursework outlined in the following pages, all students participate in Directed Study, a daily program that creates additional contact time between the classroom teacher and student for continued instruction in a given subject.

GRADE 6 – KNOWING ONE’S PAST Grade 6 students begin their WMA Middle School experience with a cross-curricular investigation of the past, and with an eye toward how understanding one’s past is a key to successfully unlocking present issues and concerns. Students learn foundational academic skills while investigating the evolution of human societies and exploring those processes, which govern natural history.

HUMANITIES 6 –THE ANCIENT CIVILIZATIONS – MAKING CONNECTIONS

(6 CREDITS)

Essential Question: What are the key concepts needed to create and maintain a successful civilization? Students will begin Grade 6 by reviewing some basic grammar concepts, breaking down sentence structure, learning to use MLA style for paper formatting, completing one-paragraph expository essays and then diving into the foundations of history by identifying and applying the Key Concepts of World History. As the year progresses, students will work to gain an understanding of the process of writing. The importance of brainstorming, planning an outline, utilizing Accordion Paragraphs, creating a first draft and revising and editing for a final draft will be discussed, modeled and guided. Once the organization is acquired, students will be able to utilize their voice in their writing, making it unique and special. Students will then apply the information they retained from a one paragraph essay to construct their second 5-paragraph expository essay on the necessities needed for a civilization to come to fruition and thrive. The guided essay will apply the hook, the thesis and the projected plan creating a well-round introductory paragraph. As the students learn about ancient civilizations, such as Mesopotamia, Egypt, Greece and Rome, they will complete group projects by researching their own past and discovering ways to analyze through a “cave” display, utilizing creative writing, applying it through Reader’s Theater, researching Greek Gods and Goddesses while entertaining guests at a “Night With the Gods,” and creating newspapers of ancient times. Students will learn to annotate and analyze literature within their Literature Groups from the following books read together in and out of the classroom setting: “A Long Walk to Water” by Linda Sue Park, “The Golden Bull” by Marjorie Cowley, “The Pharaoh’s Daughter” by Julius Lester and “Rebels by Accident” by Patricia Dunn. By allowing students structured autonomy to read, write, public speak and take notes, they will explore different ways to create individualized strategies, utilize graphic organizers, develop their own mnemonic devices and become orderly and systematic to acquire information into working memory.

MATH 6

(3 CREDITS)

Overview: Math for the Real World: our goal is a broad understanding of mathematical concepts in all aspects. Grade 6

students spend the year discovering their “Math Minds” and understanding and making connections from the classroom to the real world. Project-based learning is a fundamental approach, some projects include: the use of math in WMA architectural renovations, student-centered presentations on math concepts, creating geometric designs as art, creating a “Math Selfie” to understand how math connects to their everyday life, as well as Math around the World – using technology to take photos of “math” concepts with presentation. Math is included in the cross-curricular “Crossing Borders” projects. For example, students calculate a specific country's population and demographics and monitor statistical changes over the course of three years. Math games are also used to reinforce concepts and skills – Quizlet and Kahoot, as well as other online group review programs, are utilized. Each student is given a Kahn Academy account to do self-review and reflection after each in-class assessment. Big Ideas Math Advanced 1 series textbook is used for our Grade 6 math program, supplemented by online sources. We are committed to helping students realize there are multiple ways of approaching math and finding solutions. Students are encouraged to look for more than one way to solve a problem, to share those strategies and to solve "their way" as often as possible. Students are assessed through formative weekly quizzes and summative unit tests. Pedagogies and methods used to engage learners: • Students do daily review but write on desks with whiteboard markers for math expression 7

Math Around the Room – kinesthetic learning strategies Differentiation Student-centered approach to problem solving Leveled problem sets offered to students Writing to Explain Math Some, but not all of the concepts covered consist of numerical operations, fractions, expressions, intro to PreAlgebra, geometry and collection of data and statistics. Math is not only teacher-led, but student-centered, with a focus on creative thinking in problem solving with multiple approaches to answers.

• • • • •

SCIENCE 6 – EARTH SCIENCE

(3 CREDITS)

Overview: Connects to Grade 6 Humanities theme by investigating past history of the Earth. Students will explore the

study of Earth Science and use the Science Education for Public Understanding Program (SEPUP), a nationally recognized curriculum from the Lawrence Hall of Science at the University of California, Berkeley. Using the “Issues and Earth Science” textbook in e-book format, students begin each experiment with a challenge, a specific question or goal. For each unit, students become the scientist who tackles each issue by collecting evidence, documenting observation through note taking, analyzing evidence and building scientific knowledge to pose an answer to the problem. The SEPUP program focuses on hands-on learning experiences. There is a small amount of reading and lecturing to support classroom activities, however the focus of the program is on students completing selected activities. The students learn to investigate, make observations, record data from their observations, draw conclusions and answer analysis questions about the activity. The earth is the focal point of the Grade 6 Science curriculum, starting with the scientific process and applying it to the physical world, then expanding outward to include the solar system and beyond. Importantly this is tied to their Knowing One’s Past theme that links the Grade 6 curriculum, including Humanities, Art and Math. Students study soil, rocks and minerals, erosion and deposition, plate tectonics and weather and atmosphere. Students also engage in cross-curricular projects such as planning a school garden, the ethical use of natural resources, town planning and exploring the causes and effects of climate on different parts of the world. Curricular projects focus on incorporating math skills and concepts along with writing reflection essays with humanities to understand the natural world in a context with other disciplines. Students also learn how to write advanced lab reports and hone their scientific writing skills. Interactive projects and hands-on learning are employed, such as identifying rocks and minerals while journeying through the rock cycle, constructing topographical maps, mapping temperatures of ocean currents and constructing Richter Scales. Students come to understand the importance of formulating hypotheses, note-taking for experiments, using data tables and units of measurements and developing argumentation skills in scientific analysis. The classroom activities provide an opportunity for the students to develop hands-on experiences and trouble shooting skills while trying to complete the activities. The students learn more through a guided trial and error approach, completing data tables electronically provided by the teacher and working in small groups to hypothesize what results to expect. Outside the classroom, students engage in project-based learning, in which they will conduct research and present their findings to their peers. Activities include investigations and labs, which average two per week. Activity analysis questions and final reporting are completed as homework, with opportunities for greater scaffolding and personalized feedback.

ART 6

(1.5 CREDITS)

Overview: Art is a visual picture of the world’s history, and this course ties in with the grade-level theme by exploring art through an archeological perspective, researching the art of different ancient cultures and reconstructing and creating models of ancient artifacts. This art course meets twice a week to develop in students an appreciation for art, art history and art creation. Students will analyze the art found in the caves of Lascaux, France, then represent their personal history by making their own cave depictions. Ancient Egyptian hieroglyphs, symbols and geometric patterns will be studied, and students will design their own symbolic images to tell their personal stories. Ancient Roman, Greek, Chinese and Indian art will be introduced, and students will analyze masks, sarcophagi, urns, columns, coins, jewelry and identify repeating patterns of design. Students are required to keep a drawing journal, create major art pieces to culminate each unit and reflect on art with additional writing assessments. Students are taught the basic elements of art such as lines, shape, value, texture, color theory, form and space. The elements of art are spiraled in throughout each unit. Students will create 2-D and 3-D art pieces, learning to create in various mediums and forms. They will learn skills such as how to use brush strokes to create the illusion of texture, and how to use visual images to communicate words and meaning. Students will learn to thoughtfully respond to art and come to appreciate art as a source of personal enrichment for the viewer as well as a vehicle for selfexpression. Students will learn the appropriate use of a variety of art materials, including block-carving tools. To conclude the year, students will showcase their major works in our Spring Arts Showcase. 8

MUSIC 6

(1.5 CREDITS)

Overview: Students in Music 6 are introduced to musical scales, patterns and modes, and will learn more about the music staff, treble clef and notes. By the end of the term, students will continue naming note heads in both directions, gradually adding skips in the pattern. The class will move onto writing music with worksheets. When students complete the notation worksheets they will move onto the scales and modes worksheets. A global focus will also be introduced and students will listen to and perform music from other cultures, including an investigation of the Malinke tribes in Guinea. During the next term, students will learn the fundamentals of konnakol, which originates from South India. Konnokol is performed in combination with wave and clap patterns that illustrate phrase lengths. All work will be assigned and completed in class, and the music program culminates with an end-of -year performance.

HEALTH 6

(1.5 CREDITS)

Overview: "The true test of character is what you do when no one is watching." - John Wooden The focus of this health class, which meets twice a week, is to instill in students at a young age the importance of physical, social, mental and emotional well-being to build a better quality of life. Students are taught that health is a combination of all three sides of the health triangle, and all three sides must be balanced. Using the Strong Kids Curriculum, combined with health standards from the National Institute of Health and the Responsive Classroom techniques, students are taught the foundations of physical, social, mental and emotional health. The Character Counts program is used in all health classes to promote and encourage a positive and safe learning environment. The six pillars of character - trustworthiness, respect, responsibility, fairness, caring and citizenship - are ethical values to guide our choices. Each time a student is "caught" showing good character, they are rewarded with a character ticket. Each month a drawing takes place to award one of those tickets. By exploring a myriad of topics that encompass the health triangle, students will come to a stronger understanding of themselves in this particularly important developmental phase of their lives. Project-based learning is used to reinforce understanding of concepts and create a more collaborative, innovative and fun learning environment. Students will use PowerPoint and give oral presentations for three major projects throughout the year, including an â&#x20AC;&#x153;All About Meâ&#x20AC;? poster whereby students articulate and identify their goals, strengths, hopes and dreams. Growth mindset and safe, healthy decision-making strategies are explored, and students will engage in values exercises. Topics for the year also include: Self-Esteem, Self-Care and Hygiene, Dental Health, Positive Thinking, Gratitude and Kindness, Tobacco Awareness and Prevention, Nutrition and Food Groups, Healthy Family Relationships, Growth and Development in Adolescence: Puberty, and Digital Citizenship and Internet Safety.

PHYSICAL EDUCATION

(1.5 CREDITS)

Overview: Physical Education takes place twice per week throughout the school year, where students participate in various individual, team and life sports, and activities. The emphasis is on having fun, participation, a moderate level of competition, skill development, understanding of rules and strategies, and the importance of sportsmanship and teamwork. The main goals of the Middle School physical education program are for students to enjoy being physically active, to work cooperatively with classmates, to learn team building skills and to appreciate life skills. In Grade 6, there is concentrated focus on skill development and teamwork. The first half of class is usually dedicated to practicing skills with a partner or small group, while teamwork is encouraged by promoting students to pass the ball to all teammates, take turns playing different positions and winning and losing with humility. A highlight of our program is the opportunity for our students to use all of the outstanding athletic facilities at WMA, which include the gymnasium, fitness room, dance/wrestling room, pool, outdoor track, tennis courts and outside fields. In the fall, students will learn more about the games of football, soccer, volleyball, tennis and speedball and be introduced to various lawn games. In the winter, students will learn more about the game of basketball, play kickball, practice gymnastics skills and collaborate on team building activities. In the spring, students will review swimming, then go outside to learn more about track & field, lacrosse, ultimate Frisbee and tennis.

GRADE 7 – KNOWING ONE’S COMMUNITY The theme Knowing One’s Community asks students in Grade 7 to consider the people who surround them and the place in which they live, then consider how these elements inform their understanding of humanity across the globe. Similarly, students will study the cooperative mechanics of the human organism and of societies, then investigate how breakdowns in systems lead to ill health and social upheaval. Finally, a gentle comparison of ecosystems and human societies ends the year with students questioning their own place in their social and ecological community.

HUMANITIES 7 – AMERICAN HISTORY AND THE GLOBAL COMMUNITY

(6 CREDITS)

Overview: Humanities 7 is a comprehensive interdisciplinary curriculum that fosters the development of 21st century

skills, aims to teach students empathy and encourages them to ask questions about our world. In this process, students will learn to think critically and deeply, to weigh evidence logically and to consider more than one side of every question. The Social Studies facet focuses on US history, beginning with Pre-Colonial America and ending with the Reconstruction period. Students open by exploring the societies of Native Americans, Europeans and West Africans, and then investigating how the confluence of these three societies could engender a constitution, a democracy and a civil war. Throughout the year students immerse themselves in the historical periods through role-playing, historical fiction, primary and secondary source nonfiction texts, long and short-term projects and debates. Students also develop critical thinking skills, as well as oral and written presentation skills through in-class discussion and student-led exhibitions. The use of primary source and interdisciplinary work with literature make the study of history richer, more interesting and more immediate. Intertwined with the Social Studies facet, the English/Language Arts facet helps students become effective communicators through the development of writing, reading, listening and speaking skills. In class, students will continue to develop their skills in descriptive, expository and persuasive writing. They will also hone the basic skills of writing a research paper, including the development of a thesis statement, MLA formatting, parenthetical citations and the difference between the use of paraphrasing and direct quotes to support opinions. As critical readers, students will engage literary works through both a traditional approach (reading a single text and discussing the text as a class) as well as small group texts and student-selected texts. Heavy emphasis is also placed on helping students build a strong vocabulary to support their reading and writing. Wordly Wise 3000, Book 7 is used as a main text for this activity.

MATH 7

(3 CREDITS)

Overview: The objective of Math 7 is to continue to build math confidence and skillsets, along with introducing students

to Pre-Algebra. Our goal is to provide a strong algebraic skillset so that students progress to Algebra 1 by Grade 8. Students learn algebra through reinforcement of the math process, focusing on the step-by-step process in solving problems. Student-centered approaches are encouraged, and students will come to appreciate multiple ways to solve problems. Global approaches to math will be shared and students will come to understand how math builds upon what they’ve learned before. Students learn not only the process of solving problems, but also the “why” we do what we do every day in math. Students will be able to connect algebraic principles to other math concepts, such as geometry and statistics. Our focus for the year is learning to “Read Math” to understand concepts, interpret and solve. We work to develop “Math Minds” even further. We use select units from Big Ideas Math Accelerated textbook for the first half of the year then progress to the Big Ideas Advanced 2 program with a strong emphasis on Pre-Algebra. Students are engaged in kinesthetic learning by writing on whiteboards, desks and walls throughout the classroom, reviewing student-generated math problems and developing more sophisticated “Math Selfies.” Identifying math in everyday life is reinforced through project-based learning experiences, such as architectural studies of campus buildings, researching how math is utilized in multiple career paths or using math to figure out math played a role in the development of our 10

country. Cross-curricular connections to science, particularly the unit on the environment, are also fostered. Math is not only teacher-led, but-student centered, with a focus on creative thinking in problem solving with multiple approaches to answers.

SCIENCE 7 – LIFE SCIENCE

(3 CREDITS)

Overview: The human body is the focal point of the Grade 7 Science curriculum, starting with the ethics of studying

people scientifically and leading to discussion of experimentation on humans. The scientific process is taught in increased detail, but these skills are applied to the biological world, expanding outward from the cell to tissue to organ and organ system, ending with the coordinated efforts of these systems. Similarly, students will study the impact of food and disease, working with the Health 7 curriculum to create more aware consumers. Grade 7 continues with the WMA Middle School Science curriculum SEPUP. The program, developed at UC Berkeley, focuses on hands-on learning experiences. There is a small amount of reading and lecturing to support the classroom activities, but the focus of the program is on students completing selected activities. The students continue to build upon previous lessons concerning investigation, observation, recording of data, analysis of that data and drawing conclusions supported by their work. Students spend time in active exploration of the body systems, involving drawing, sculpting and presenting their discoveries to their classmates. The study of the human body as an active system fueled by energy is carried into Grade 8, where energy itself is broken down. Midway through the school year, students will begin investigating Earth’s ecosystems and the impacts of introduced species to new habitats. Students will participate in project-based learning and share their knowledge of an invasive species with their peers. The completion of the Ecosystems unit will segue into the final unit Evolution. Students will learn how the process of Natural Selection has influenced the adaptations of species as they have evolved genetically on Earth. Classroom activities provide an opportunity for students to develop hands-on experiences and a clearer picture of those processes and forms relating to the human body, ecosystems and the process of Natural Selection. While study and experimentation form the foundation, acceptance of failure is an anticipated offshoot of such a process. This is an appropriate environment to let students struggle, and even fail, then redirect if needed to successfully complete the task at hand. Students learn more through a guided trial and error approach, completing data tables electronically provided by the teacher, and working in small groups to hypothesize what results to expect. Partners are randomly selected with the goal of making sure students work collaboratively, but the classroom is more structured for these young and evolving scientists. We average two activities per week and the analysis questions and final reporting are completed as homework, with opportunities for greater scaffolding and personalized feedback.

ART 7

(1.5 CREDITS)

Overview: In the Grade 7 Art class, students make connections to the areas covered in their Humanities class. The students’ Humanities class focuses on the significant historical milestones of the United States with connections to the Grade 7 theme, “Knowing One’s Community.” Their studies of early Native societies, the American Revolution, the Civil War and the Reconstruction period provide a rich backdrop for correlated art activities. Diverse Native American art is a great starting point for students to use shapes and symbols as design elements. Colonial portrait artists provide a different example of the use of symbols in art. Early American primitive artists and limners offer yet another example of American art during the colonial period of our nation’s history. Learning about the Hudson River School of landscape artists help us connect to the natural beauty that surrounds us in our communities and reflects the themes of discovery and exploration. In addition to developing an understanding of the role of art as an expression of who we are within our community, students will expand their own artistic development through drawing, painting, printmaking and other media. Students will work with traditional 2-D media as well as 3-D construction materials. Students will gain an awareness and facility in applying the elements and principles of art with creative forethought and imagination. To conclude the year, students will showcase their major works in our Middle School Spring Arts Showcase.

MUSIC 7

(1.5 CREDITS)

Overview: Students in Music 7 are introduced to musical scales, patterns and modes and will learn more about the music staff and treble clef notes. By the end of the term, students will continue naming note heads in both directions, gradually adding skips in the pattern. The class will move on to writing music with worksheets. When students complete the notation worksheets they will move onto the scales and modes worksheets. A global focus will also be introduced and students will listen to and perform music from other cultures, including an investigation of the Malinke tribes in Guinea. During the next term, students will learn the fundamentals of konnakol, which originates from South India. Konnokol is performed in combination with wave and clap patterns that illustrate phrase lengths. All work will be assigned and completed in class, and the music program culminates with an end-of-year performance.

HEALTH 7

(1.5 CREDITS)

Overview: The course objectives for Health 7 center on building character, developing a growth mindset and promoting safe and healthy decision-making. Using the Character Counts program, students are introduced to the six pillars of character to foster a positive and safe learning environment. The six pillars of character include: trustworthiness, respect, responsibility, fairness, caring and citizenship. Each time a student is "caught" showing good character, they are rewarded with a character ticket. Each month a drawing takes place to award one of those ticket holders with a Spa card to use at the Academy’s snack bar. In addition to this focus on building character, the responsive classroom approach is used to establish a safe and strong learning environment, which emphasizes the social, emotional and academic growth of Middle School students. The circle of power and respect is an approach used in health class to build community, social skills and trusting relationships. Project-based learning is used to reinforce understanding of concepts and create a more collaborative, innovative and fun learning environment. Students will use Google slides and give oral presentations for three major projects throughout the year, including a “Character In Action” project and a “Vitamin and Mineral Project” in which students design and create a trifold brochure. Topics and units from all sides of the health triangle are taught throughout the year. Students have a clear understanding of the importance of maintaining balanced health and overall wellness. Topics for the year also include: Self-Care and Hygiene, Skin Care and Sun Protection, First Aid, Positive Thinking, Alcohol Prevention, Digital Citizenship, Nutrition, Peer Pressure, Healthy Relationships with Peers, Growth and Development and Male and Female Anatomy and Reproduction Basics

PHYSICAL EDUCATION

(1.5 CREDITS)

Overview: Physical Education takes place twice per week throughout the school year, where students participate in various individual, team and life sports, and activities. The emphasis is on having fun, participation, a moderate level of competition, skill development, understanding of rules and strategies and the importance of sportsmanship and teamwork. The main goals of the Middle School physical education program are for the students to enjoy being physically active, working cooperatively with classmates, while learning team, individual and lifetime activities. In Grade 7, there is concentrated focus on teamwork and strategy. Teamwork is encouraged by promoting students to pass the ball to all teammates, to take turns playing different positions and winning/losing with humility. Strategy is emphasized by presenting different ideas and options for team offense and defense, as well as proper spacing and ball movement. Grade 7 students are also introduced to the fitness room, where they learn how to use the free weights and weight machines with proper form, as well as the cardiovascular machines. A highlight of our program is the opportunity for our students to use all of the outstanding athletic facilities at WMA, which include the gymnasium, fitness room, dance/wrestling room, pool, outdoor track, tennis courts and outside fields. In the fall, students will learn more about football, soccer, volleyball, tennis and lawn games. In the winter, students will focus on basketball, gymnastics, wrestling, kickball and will learn more about the WMA Fitness room. In the spring, students will review swimming skills, and go outside to play Frisbee golf, whiffleball, tennis, lacrosse and track & field.

GRADE 8 – KNOWING ONE’S SELF The Grade 8 focus on Knowing One’s Self is both thematically and developmentally aligned - here students will investigate change (physical, natural and social) as it relates to power and energy while placing themselves at the eye of these investigations. Students will explore power used appropriately and power abused, and the outcomes of each, determining their individual stance on appropriate human interaction with their world.

HUMANITIES 8 – 20TH CENTURY GLOBAL HISTORY AND FORMATION OF IDENTITIES

(6 CREDITS)

Overview: In Humanities 8, students study 20 Century history by using a case study approach to pivotal historical

events, whereby students address themes of identity, equality, society and justice. The course objective is to develop critical thinking, reading and writing skillsets while allowing students to draw conclusions and connections from historical moments and connect to their own lives. During the fall term, students consider the theme of individuals in relation to society, investigating the Holocaust and Human Behavior. Using the “Facing History” pedagogy and curriculum, students learn about different political ideologies by comparing the systems of communism, fascism, totalitarianism, nationalism and democracy. The units World War I and World War II are covered and students read historical texts, case studies and literary texts such as “The Book Thief,” “Children of Willesden Lane” and “MAUS.” A project-based, collaborative research project is incorporated and students investigate more deeply the Weimar Republic through a research “jigsaw” project, whereby students become experts in areas of culture, economics, politics and society to understand the rise of Nazi Germany. After studying the Holocaust in more depth, students culminate their work with a hands-on, creative Memorial project, and present their work to the public at our Memorial evening event in the WMA Binney Art Gallery. The winter term focuses on American history post-World War II, and students investigate the explosion of the Civil Rights Movement in the 1950s and ‘60s. This unit, called “Understanding the Color Line,” incorporates the study of major court decisions and amendments, and uses primary sources from that era to inform their understanding. To connect to a deeper understanding of this movement, students review the Reconstruction Era and Jim Crow era to contextualize the 20th century implications. Readings include “Freedom’s Children,” “To Kill a Mockingbird,” “Warriors Don’t Cry” and a case study of The Little Rock Nine. In the spring, students use everything they learned and apply it to a more global context by exploring the Cambodian conflict of the 1970s. Colonial history is spiraled in so students can understand the socio-political background of Southeast Asia, and students investigate the culture and history of Cambodia, including the Civil War and rise of the Khmer Rouge. Connections are made to World War II and the Civil Rights movement, as students come to understand the modern implications of political, social and cultural divisiveness. Throughout each unit, students are encouraged to reflect on their daily choices as individuals and contemplate their roles in the global world today. Students come to embrace their own writer’s voice and focus on supporting their ideas with textual evidence. Grammar and syntax are reinforced in context.

MATH 8

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Students will be enrolled in Math courses appropriate to their skillset levels. Review and permission will be granted. Pre-Algebra Pre-Algebra is the study of a branch of math involving symbols, number values and their relationships. Pre-Algebra is based on the mastery of beginning algebraic concepts to build a strong base for Algebra I. Lessons are focused on the introduction of variables, solving equations, inequalities, ratios/proportions/percents, linear functions and number relationships. Students are encouraged to look at numbers to understand how they relate to each other. Class time incorporates note taking, small group work, along with one-on-one instruction.

Algebra 1 Overview: In this course, math is taught as a language. The Pearson Algebra 1 textbook is used, with supplemental sources also provided. Our teaching approach to math is to connect Algebra to the study of science. Building math confidence is a main goal achieved through small group work and station work to reinforce knowledge and skills; extra help sessions are also utilized each week to check on individual learning path and understanding. Partner quizzes are used to build collaborative skills and test students’ verbal articulation of math applications. Another main objective of this course is to learn the language of math through reinforcement of terms and vocabulary. Students will write to explain their math thinking and approaches to problems. Each student will create a yearlong math journal to reinforce organizational skills, content accuracy and creation of illustrations and diagrams. Dialogic note-taking skills will be reinforced in Math Journals with reflection and writing to explain prompts. Students will use the TI-Nspire 84 calculator for graphing and order of operations. Project-based learning is used to reinforce applications in the everyday world. For example, students engage in a Halloween “Candy Count” project to reinforce categorization and determine the mean, median and mode, as well as applying to other statistical models. Students will also engage in a “Growth Study” on subject of their choice to collect various statistics to create and analyze scatter plots. Weekly reflection writing exercises used to help students identify their growth “math mindset” in terms of how they study, how they prepare for math assessments, and how they engage with new math topics. Employing Growth Mindset principals is an essential part of the math approach for this course. The goal is to have students matriculate into Upper School Geometry and Honors Geometry. Honors Algebra 1 – Accelerated Introductory Overview: Topics studied in-depth in this accelerated course include linear equations and inequalities; graphing linear equations and inequalities; exponents; factoring; and absolute value expressions and functions. In addition, students are introduced to quadratic equations and right-angle trigonometry. Students will develop foundational algebra skills and prepare for Geometry. Prerequisite: Pre-Algebra and departmental permission. Geometry This course is an introduction to the basic elements of Euclidean geometry; measurement, proof development, congruency and similarity in two- and three-dimensional settings; area, volume and other applications of geometry. Approval is required for a Middle School student to enroll in this course, which will be taught by an Upper School math faculty member.

SCIENCE 8

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Overview: Grade 8 students at the WMA Middle School complete their work with the Science Education for Public

Understanding Program (SEPUP) through “Issues and Physical Science.” This module envelops topics from their previous experiences and scaffolds their scientific understanding through investigations of more fundamental physics and chemistry concepts behind broader issues. The program continues to use hands-on learning experiences to probe more deeply into physical science concepts through the overlap of ideas investigated in the life and earth science years. Water is the tool for many of these studies. Water quality is a gateway to many chemistry concepts such as solubility and acid-base chemistry. This in turn expands on ecology and health ideas from the Earth and Life Sciences as issue of pollution and disease are studied. Water becomes “glocal” when many of these ideas can be discussed through the history of our own Quabbin Reservoir, and then compared to similar sites around the globe, such as China’s Three Gorges Dam. The importance of water in all science disciplines, whether the natural, physical or social science branches is an entry point to analysis of larger sets of data than are normally typical in a middle school classroom. Students have access via G-Suite to the digital tools that will prepare them for the ever-deepening study of big data that will continue to impact their lives in this information age. A crosscutting concept of all the science disciplines is Energy; it is inherent in the study of our use of water. Energy is behind the most basic concepts of physics. Investigations of forces, motion and Newton’s Laws provide insights into energy that complement the introductory chemistry ideas. The introductory study of energy is an excellent segue to the “STEM 9: Conceptual Physics in a Global Context” curriculum in the Upper School where Energy emerges as a fundamental link among all the disciplines of science.

ART 8

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Overview: In the Grade 8 Humanities class, students are asked to make connections between their own experiences and the things they are learning about in history and build their identities as global citizens. In our Grade 8 Art class, students will make similar connections to the art of different countries and cultures with a focus on significant historical milestones. Their studies of World War I and World War II and through more recent events of the 20th and 21st Centuries, provide a rich backdrop for correlated art activities. Students will be encouraged to find their own artistic voice in their response to these events. Students will learn about Expressionism and the artwork deemed subversive. They will learn about art as a vehicle for expression and the role that artists have played in periods of turmoil. As America changed through the Industrial Revolution and modernization, the art world became an exciting place and it reflected the changes of the modern communities through such things as Pop Art and Abstract Expressionism. In addition to developing an understanding of the role of art as an expression of who we are as individuals and how we respond to the world, students will expand their own artistic development through drawing, painting, printmaking and other media. Students will work with traditional 2dimensional media as well as 3-dimensional construction materials. Students will gain an awareness and facility in applying the elements and principles of art with creative forethought and imagination. To conclude the year, students will showcase their major works in our Middle School Spring Arts Showcase.

MUSIC 8

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Overview: Our music program embraces the philosophy of student-centered inquiry and active learning and collaboration. Students in Music 8, which meets twice a week, select an instrument of their choice, and as a group, select songs to play. Through differentiation of instruction and individualized conferencing by the teacher in the classroom, the students will learn their individual parts, participating in a combination of individual practice and small group sessions. This learning environment fosters conditions that assure both positive interdependence and individual accountability. The culminating project is a group performance at the end of the year.

HEALTH 8

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Overview: The curriculum of Health 8 ties in with the grade level theme of “Knowing One’s Self.” Students will explore more sophisticated topics to better understand each side of the health triangle. The responsive classroom approach is used to promote social-emotional skills and build positive community. Students will create three major projects using PowerPoint to foster understanding of the content while developing strong oral presentation skills. The Character Counts program is used in all health classes to promote and encourage a positive and safe learning environment. The six pillars of character - trustworthiness, respect, responsibility, fairness, caring and citizenship - are ethical values to guide our choices. Each time a student is "caught" showing good character, they are rewarded with a character ticket. Each month a drawing takes place to award one of those tickets. Students will also be introduced to the work of Stanford psychologist Carol Dweck and learn more about the “Growth Mindset” paradigm. This will help prepare them for the Grade 9 Freshman Foundations course, which also uses the Mindset curriculum. Students will come to understand what a fixed or a growth mindset means, and apply that thinking to their own lives. Through self-reflection exercises, students will explore their own health identity and learn more about Grit, Positive Thinking, happiness and kindness. Projects will include “A Bit of Grit” as students will interview someone who has proven gritty in their life. A large unit is dedicated to building and cultivating healthy romantic relationships. In addition, self-care and hygiene, Sleep Health, Drug Awareness and Prevention will also be explored, as well as learning about Nutrition in terms of maintaining proper Energy Balance. Physical health topics include units on Growth and Development and Birth Control Basics. And a large focus on preparing students for high school is explored in the Digital Citizenship unit, with a focus on building a positive digital footprint and ways to avoid cyberbullying.

PHYSICAL EDUCATION

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Overview: Physical Education takes place twice per week throughout the school year, when students participate in various individual, team, and life sports and activities. The emphasis is on having fun, participation, a moderate level of competition, skill development, understanding of rules and strategies, and the importance of sportsmanship and teamwork. The main goals of the Middle School physical education program are for the students to enjoy being physically active, working cooperatively with classmates, while learning team, individual and lifetime activities. In Grade 8, we continue to focus on skills and teamwork, while really encouraging the students to make their own decisions about offensive and defensive strategy, rotating positions, spacing, tempo, etc. Grade 8 students are exposed to the fitness room again this year to use both the weights and cardiovascular machines. Proper technique is reinforced and the benefits of strength training as it relates to both athletics and long-term health are discussed. A highlight of our program is the opportunity for our students to use all of the

outstanding athletic facilities at WMA, which include the gymnasium, fitness room, dance/wrestling room, pool, outdoor track, tennis courts and outside fields.

ENGLISH AS A SECOND LANGUAGE

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The goal of the Middle School ESL program is to support students in Grades 7 and 8, so that they may enter Grade 9 confidently. Incoming students are expected to perform within the 785 - 840 range (scaled) on the TOEFL Junior test. In the Middle School, ESL students are mainstreamed in all classes, but are granted a language waiver so they may focus on reinforcing and expanding their English skills. Should a student be placed in the Middle School’s ESL program, they will also be placed in ESL Composition.

ESL COMPOSITION This course will provide the English language and writing skills in order to allow students to thrive in the English-speaking world. Each day, students are provided with a combination of engaging exercises and language-rich activities designed to build writing, reading, grammar and listening skills, and support student work in all curricular areas. Through the textbook “World English,” a partnership between TED and National Geographic, students are exposed to well-crafted written and spoken English. Due to the diversity of the TED topics (including natural science, physical science, psychology and sociology), students are also exposed to different styles of writing and communication, which serve to fortify their foundation in English. Particular emphasis will be placed on writing. Students will recognize different organizational formats utilized in English and will explore the use of this organization in their own writing. While partaking in the writing process, students will learn to write thesis statements. While utilizing an effective writing process, students will learn to write the following essay formats: cause and effect, narrative and research.

WORLD LANGUAGES

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The WMA Middle School World Languages Department is an ability-based department, allowing students of similar skill level to be grouped together regardless of grade level. The focus of the program is setting a solid foundation, not rapid advancement, thereby ensuring students make the most of their Upper School World Language experience. French and Spanish are offered in the Middle School through Level 2, and students seeking greater challenge are allowed the opportunity to take classes in the Upper School. Students just starting a language will take Level 1A and, based on strong performance and a positive teacher recommendation, will move on to Level 1B the following year. Grade 7 & 8 Students who perform well in 1B will advance to Level 2 the following year. A Grade 8 student who completes Level 2 will be either recommended for Level 2 again in the Upper School, or will be placed in the rigorous Honors Level 3. Spanish 1A This course covers the first half of Level 1, and introduces students to the basics of Spanish grammar and sentence structures. Students learn vocabulary and conversational skills to discuss school, the family, professions, pastimes and sports. Students also learn the present tense for both regular and irregular verbs. Our Spanish program is guided by the use of the Descubre textbook series. The hardcover textbook is accompanied by a digital online â&#x20AC;&#x153;Supersiteâ&#x20AC;? that is full of activities and tutorials for students. With Descubre, students are exposed to a wide range of Spanish culture, history and geography, and gain an understanding of where Spanish is spoken around the world. During the spring, students participate in the National Spanish Exam and are eligible to receive awards based on their performance. Spanish 1B This course completes Level 1, where students continue to develop their skills in speaking, understanding and writing Spanish. They progress into the progressive and simple past tense as well as reflexive verbs. Topics covered in Intermediate Spanish are Travel, Shopping, Personal hygiene, Food and meals and Cultural celebrations. Throughout the year, students learn how to ask and answer questions to build conversational skills while integrating different vocabulary and verb tenses. Games and station work are used often to reinforce learning and understanding, and students are expected to speak in Spanish daily. Programs such as Quizlet, Kahoot and the use of devices to videotape and record students speaking in Spanish will also be employed to create an interactive learning environment. During the spring, students participate in the National Spanish Exam and are eligible to receive awards based on their performance. This course is equivalent to the Upper School Spanish 1 course and mirrors the same curriculum. Spanish 2 Advanced Spanish introduces several more verb tenses and a wide variety of vocabulary topics. Students learn and practice much more speaking, writing and reading skills and gain in their ability to converse and relate stories. Topics covered in Spanish 2 are the environment, daily life and chores, health and well being, and computers and technology. Students are expected to advocate for themselves in Spanish 2, a semi-immersion classroom. This course is equivalent to the Upper School Spanish 2 course and mirrors the same curriculum. As with years before, these students will participate in the National Spanish Exam, and their end-of-year exam will figure prominently in their placement for Grade 9. French 1A Using Tâ&#x20AC;&#x2122;Es Branche 1 and The Real French Tout de suite levels 1 and 2, students build vocabulary and verbal skills, with particular focus on numbers, dates, times and greetings. Students also learn how to ask questions to build conversational skills, and the conjugation of the five core verbs are stressed. This course looks to give students a strong foundation in the French language and to build enthusiasm for the learning of languages. Students acquire basic vocabulary and learn how to communicate through the use of in-class dialogs, skits and Skype interviews with French speakers. Students are exposed to French culture, history and geography, and gain an understanding of the French culture and its influence on cultures around the world. Research and presentation skills are used to foster such understanding. Applications such as Quizlet, Kahoot, and the use of devices to record and videotape are also employed to create an interactive learning environment. Students will also participate in the AATF video contest and in the National French exam. Deserving students receive prizes and medals based on their performance.

French 1B French 1B focuses on building more advanced vocabulary and grammar skills using T’Es Branché 1, through the continued study of the history, geography and culture of Francophone countries. Language immersion methods continue and students are expected to speak French in class daily to build their conversational skills. Students expand their use of verb tenses and focus on agreement, proper use of articles and conjugation of more verbs. Geography, culture and history will be explored further as students make connections to the past and the present by considering the elements of everyday life in the Francophone world. Technology is used to create short videos presentations, as well as three major French projects. Last, students will continue to participate in the AATF video contest and the National French exam. French 2 For French 2 we use the textbook and workbook from T’Es Branché 2. Students continue to build on all their skills, acquiring new vocabulary and grammar, and learning additional tenses such as imperative, passé composé and imparfait (past tense). Projects include a presentation on a museum in Paris, a presentation on the student’s daily routine, a presentation on daily chores, the writing of a storybook and culminate with the rendition of a play. Students also prepare for the National French Exam, as well as create a Padlet for our Open House and participate in the AATF video contest.