Middle School Course Catalog
Grades 6-8
Grace A. Dunn Middle School
Hedgepeth Williams Middle School Joyce Kilmer Middle School Rivera Community Middle School
Course Descriptions
Board Approved March 21, 2016
MIDDLE SCHOOL COURSE CATALOG
TABLE OF CONTENTS
District Mission Statement……………………………………………………………………………….3
A Message from the Superintendent of Schools………………………………………………………4
Introduction………………………………………………………………………………………...... 5
Commonly Asked Questions for Middle School…………………………………………………….6-8
Middle School Directory………………………………………………………………………………….8
General Information…………………………………………………………………………………..9-10
Middle School Planning Overview…………………………………………………………………10-11
Course Descriptions…………………………………………………………………………………12-24
Board Approved March 21, 2016 2
Our Mission
All students will graduate with a vision for their futures,
motivated to learn continually and
prepared to succeed in their choice of college or career.
TRENTON BOARD OF EDUCATION Jason Redd, President Gerald Truehart, II, Vice President
Members Denise Millington Dr. Jane Rosenbaum Fiah Gussin Guillermo Gomez-Salazar Dr. D.A. Graham Lucy Vandenberg
Leadership Team
Lucy Feria, Interim Superintendent of Schools Jayne S. Howard, School Business Administrator/Board Secretary Lissa Johnson, Assistant Superintendent – Human Resources and Talent Development Elizabeth DeJesus Assistant Superintendent – Special Education Perry L. Lattiboudere, Esq., General Counsel/Public Information Officer
“Children come First/Los Niños son Primero”
Board Approved March 21, 2016 3
MESSAGE FROM THE SUPERINTENDENT OF SCHOOLS
Dear Trenton Middle School Student and Parent:
Today’s middle school students will live and work in an increasingly interdependent, global society. They will need to be culturally competent, critical and creative thinkers, communicators, skilled problem solvers, and seekers of knowledge.
Middle school, the first phase of the secondary education program, is a time when students and families are spending time reflecting and considering future options for career and post-secondary education. With a positive attitude and willingness to work hard and persevere, students can choose their own paths to rewarding and successful futures.
Education is the key to navigating the complex life and work environments in the globally competitive information age. Students are responsible to develop adequate skills for life, citizenship, career and college. They are encouraged to take full advantage of the core and co-curricular learning opportunities in our schools.
Our mission as a school district is to provide all students with the educational program that will continue to prepare youth for career, college, and life. The staff will support and encourage our middle schoolers in this exciting journey of learning. I wish you the very best in your school career.
Sincerely,
Lucy Feria Interim Superintendent of Schools
Board Approved March 21, 2016 4
INTRODUCTION The middle school years, grades six, seven, and eight, are a unique period of growth when students undergo rapid and profound developmental changes. Therefore, middle schools have the challenge of addressing both the educational and social needs of young adolescents. The Trenton Public School District has established within its priorities meeting the needs of all middle school students.
The Trenton Public School District is developing the middle schools and a next generation program of studies to be phased in over the next two to three years with continuous evaluation for data-based improvement. The updated model will move toward a more customized educational experience, expanded opportunities for personalized and exploratory learning in communities and will devote more time to interrelating topics of study within Mathematics, English/Language Arts, Science and Social Studies across and within grades. Reading and writing grounded in evidence from text will be an integral component of content area classes in order to give students experience in critical reading, analyzing, and writing using both literary and informational discipline-based text. Rigor in mathematics will pursue conceptual understanding, procedural skill and fluency, and application with equal intensity. The middle school curriculum will be aligned with the New Jersey Common Core State Curriculum to ensure that all students receive more content-rich and focused instruction in core disciplines and be prepared for success in the workplace, postsecondary education, and a positive contribution to the community.
Goal for Each Student Our goal is for each Trenton Public School student to graduate from high school and be college and career ready, with the knowledge and skills that are the foundation for success in a competitive world economy. In the Middle School Program of Studies it is expected that students benefit from: Flexible instructional periods extending up to eighty minutes to provide for more in-depth study of topics and more hands-on activities, opportunity for interventions and academic support, and scheduling of co-curricular activities that apply content-area learning such as school newspapers, plays, service learning opportunities, and student-led conferences and study groups. Critical reading instruction using high quality text and multimedia in all courses that prepares students to understand complex text and its academic language in all subject areas and respond to high-level questions about what they have read. Structured interventions and support to reduce and eliminate incidence of inappropriate behavior and below grade-level performance in reading and mathematics, including strategies to enhance student motivation as well as a positive school culture and climate. Comprehensive health and physical education to support a healthy, active lifestyle. World languages and culture making connections with other content areas, comparing the language and culture studied with their own, and participating in home and global communities. Visual and performing arts (art, music, drama and dance) programming to provide students with opportunities to develop creative, expressive skills and enjoy active individual and cooperative participation as doer and critical/analytical viewer, including productions of music, theater, and dance.
Ongoing Resource Development for Middle School Students Bilingual and English as a Second Language Program Gifted and Talented Program School Wide Enrichment Model School Counseling Program Athletics and Sports Activities School-Based Exploratory Curriculum School-Based Service Learning and Career Connections School-Based Co-curricular Activities Promoting Advocacy and Goal Setting
The purpose of this Middle School Course Catalog is to inform parents and students about the common academic, enrichment, and intervention courses offered at all middle schools. Each middle school will provide lists of additional courses (including exploratory curriculum, service learning, and co-curricular student activities) unique to its campus in separate handout (s) during the student orientation, open house, ongoing school guidance program, and family engagement activities.
Board Approved March 21, 2016 5
Commonly Asked Questions for Middle School When does the middle school registration and orientation process begin? Typically, the process begins in the late winter and early spring of the students 5th grade year. Counselors visit each elementary school where they present information about the middle school program and the activities for students and families. Use this catalog and other handouts provided by the middle school to assist with transition from elementary to middle school.
How do middle schools work with elementary schools to effectively transition students to middle school? Principals and teachers at the elementary and middle school levels meet and plan regularly throughout the year to ensure that students are being prepared both academically and socially for middle school. Additional articulation between elementary and middle schools occurs for specific academic placement of special education and English language learner students.
What services are provided by the middle school counselors? The middle school counseling program is aligned with the American School Counseling Association National Standards and State Standards. These standards focus on helping students acquire competencies in the areas of academics, career development, and personal/social development. Middle schools are staffed with school counselors who provide assistance to students and parents, help with the registration and orientation processes, and collaborate with teachers and administrators to address student needs. Initially, middle school students may be overwhelmed by the demands of their new school environment with multiple teachers, and meeting many new students. Counselors can assist students with this new environment and help make school a place where students feel a sense of community and belonging.
Incoming sixth grade students will be able to meet middle school counselors through the course of orientation and registration activities. Through this direct contact with a familiar face, students will more readily transition to their new environment during the initial days of middle school.
My child still needs help with his/her reading and/or math skills. Are there any supports that are offered? Yes, intervention instruction is offered for students who are performing below grade level and need further support. Proper placement of students for these supports is critical for school success. Test scores including reading and mathematics inventories/diagnostic assessments, prior school report card grades, and teacher recommendations may be used to determine placement.
What academic services are offered for English Language Learners? English language learners ranging from beginning to advanced proficiency enter our district from diverse backgrounds and experiences. At the middle school level, English Learners receive services in English as a Second Language classes. Students are tested annually to determine their English language proficiency. The district recognizes and embraces diversity to enrich the learning.
How does my child qualify for the Gifted and Talented Education Program? The district identifies students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities. The identification process for gifted and talented students includes multiple measures, but not limited to, achievement test scores; grades, student performance or products; parent, student and/or teacher recommendation, and other appropriate measures (N.J.A.C. 6A: 8).
What about the special education student? The smooth transition from elementary to middle school for special education students is very important. Strong and continuous communication among parents, the feeder elementary school, the receiving middle school, and child study team case manager is essential. All these staff make and effort to work collaboratively to transition the special education student as seamlessly as possible.
Is it important for parents to be involved and engaged during the middle school? YES! Parent involvement in their child’s education is equally as important in middle school. When parents are involved in the educational process, students do better—grades and test results are higher and students’ attitudes and behavior are more positive. Everyone benefits.
What are some of the ways parents can be involved in middle school? There are many options for parent engagement: school visitations, participation in a parent/teacher organization, serving on the School Leadership Team, volunteering at school events or in classrooms, attending school activities, and participation in the uniform policy. Find out more about parent involvement by contacting your child’s school. Board Approved March 21, 2016 6
What can parent do to prepare students for middle school? 1. Ask to see homework. Ask daily to see what kinds of activities are assigned for homework. If your student reports that he/she does not have any homework, and then check with the teacher.
2. Help develop a routine for homework. Studies show that if a student follows a routine and parents expect their students to do their homework before they can watch television or play video grams, etc., students are generally more successful in school.
3. Ask about the child’s assignments and grades. When students enter middle school they will begin to keep track of their assignments and homework in their binder, student agenda, grade log, or online grade record. Parents will also be able to check the district PowerSchool Parent Portal which offers parents and guardians access to their child's marking period grades (historical), "live" attendance data and current demographical information.
4. Communicate with the school staff. Find out how to communicate with your child’s teachers. Many misunderstandings can be resolved quickly if there is strong and clear communication between the school and home.
5. Encourage your child to read, write, and think. One of the best ways for a student to become a better reader and writer is to practice. Just as an athlete gets better with practice, so does a student become a better reader and writer with practice. Regular reading enhances a student’s vocabulary. Vocabulary development is critical to academic success in high school and entry into college.
Are there ways that my child can begin preparing for college now? Yes. In addition to reviewing with your school counselor information regarding high school graduation requirements and college preparation you can begin discussion and with your student and the school counselor about the following: Developing strong study habits and maintaining good grades Getting involved in clubs and activities at school, local organizations, and local colleges Investigate taking the PSAT or ACT ASPIRE (formerly ACT EXPLORE) college entrance exam in eighth grade Enroll in the Youth College Program at the Kerney Center, Mercer County Community College Visit colleges to begin researching college entrance requirements now
FOCUSING ON TEACHING AND LEARNING TIPS FOR SUCCESS Middle School Next Generation Curriculum will provide the foundation of the district’s secondary education Encourage your student to accept challenges by program and will be consistent across all middle working up to his or her potential. schools. The curriculum is being designed around the New Jersey Core Common State Standards, R ecognize that study habits are an important part developed around the principals of Understanding By of academic achievement. Students will need to Design, and created to encourage students and use the Calendar Journal to organize materials, teachers to take advantage of the many ways that technology can be used to empower teaching and write down homework assignments, tests and projects; and to review completed assignments. learning. Curriculum staff and teachers are continuously evaluating instructional units to make any Encourage your student to take advantage of necessary adjustments to increase options for student opportunities to explore interests. engagement, increasing emphasis on discipline based reading, analyzing and writing about important pieces Continue to attend parent conferences and stay of literary and informational texts. The goal is to involved in your student’s academic success. Do ensure that all students receive rigorous, engaging not hesitate to contact your student’s teachers or instruction that prepares them well for a lifetime of school counselor if you have questions or learning. concerns.
Help your student set short- and long-term goals. Praise your child for successes and provide support when needed.
Be patient. Adolescence is a time of great growth and change.
Does the school district have a website with information to assist parents and students? The District’s website, www.trenton.k12.nj.us, has several resources to help parents and students navigate information about academics, special programs, and athletics. Board Approved March 21, 2016 7
How can I communicate with my child’s teachers and administration? There are multiple ways for parents to communicate with their student’s teachers and school office. Listed on page below is contact information for each middle school campus. Additional information regarding home and school communication will be provided by your student’s teacher and school.
MIDDLE SCHOOL (MS) DIRECTORY
SCHOOL/ADDRESS PHONE/FAX ADMINISTRATION COUNSELOR (S)
Grace A. Dunn MS 609-656-4700 Principal: 401 Dayton Street Extension: 4702 Madeline Roman Mitchell Sealtiel
Trenton, NJ 08610 609-989-1478 (FAX) Vice Principal: Lauren Imbalzano Bocary Bandeh School Website: www.edline.net/pages/Grace_A__Dunn_Middle_School Vice Principal: Wadner Gedeon
Hedgepeth Williams MS 609-656-4760 Principal: Wanda Martinez 301 Gladstone Avenue Extension:4762 Adrienne Hill Trenton, NJ 08629 Theodore Hoover 609-989-2544 (FAX) Vice Principal:
Gregory Green School Website: www.edline.net/pages/Hedgepeth-Williams_MS
Joyce Kilmer MS 609-656-4800 Interim Principal: Rachel Saddler- 1300 Stuyvesant Avenue Extension:4802 Michael Pettola Haslon Trenton, NJ 08618 609-989-2927 (FAX) Interim Vice Principal: Stacy Weiss
Yolanda Armstrong School Website: www.edline.net/pages/_Joyce_Kilmer
Rivera Community MS 609-656-4841 Principal: Howard Marks 400 No. Montgomery Street Extension: 4841 Bernadette Trapp Trenton, NJ 08611 Ieshia Dawkins 609-656-2149 (FAX) Vice Principal:
Benjamin Ons School Website: www.edline.net/pages/Luis_MunozRivera_Learning
Board Approved March 21, 2016 8
General Information
Scheduling and Registration for Middle School Fifth grade students are registered for the appropriate middle school in the spring of each school year following orientation meetings held on the elementary school campuses. Sixth and seventh grade students are registered for their upcoming school years in the spring of each year on the middle school campuses. Parents are encouraged to participate in the registration process by reviewing the course catalog with their student and signing the next grade schedule and/or signing the course selection sheet.
School Day and Attendance
The middle school student takes seven (7) separate courses. Students are expected to attend each of their scheduled classes promptly and regularly. Regular attending is one of the greatest contributing factors to success in school. Absences should be avoided whenever possible.
Students, in grades PreK-8, with fewer than 150 days of attendance or more than16% rate of absence for the total days enrolled will not be promoted to the next grade level. Extenuating circumstances as determined by the building principal can waive the 150-day attendance requirements for grades Prek-8 (TBOE Regulation 5410 Promotion and Retention).
Grade Reporting Grades are reported quarterly at nine-week intervals during the school year. Students are able to review grades on a regular basis with their teachers and counselors. Parents should anticipate these reports and inquire about them if they have not been received within ten school days following the end of each quarter. The annual district calendar is available at the district website, www.trenton.k12.nj.us and in the Student Handbook provided by your student’s middle school.
Student Handbook Upon enrolling each year, students will be given a Student Handbook with Code of Student Conduct. These are references for information about school educational programs, expectations for student achievement and behavior, school rules, and student sports and activity programs.
Student Binder/Calendar Journal Upon enrolling each year, students will be expected to have a calendar journal. The Calendar Journal is where the student is required to write down their assignments, homework, and plan for future tests and projects. The homeroom teacher will provide guidance regarding the expectations and grade level routines for maintenance of the individual Student Calendar Journal.
Promotion
Students at the end of eighth grade who participate in middle school promotional ceremonies shall conform to the District Policy 5411 Promotion from Eighth Grade concerning the successful completion of the program of studies. Students who do not meet achievement and behavior objectives may be prevented from participating in the promotion ceremony or activities. The school shall provide written notification of the policy to all eighth grade students/parent/guardians. Eight weeks before the end of the fourth marking period, the school shall notify parents/guardians of students who may not be promoted. This timeframe will provide parent(s) with an opportunity to appeal a promotion or retention decision to the Building Principal whose decision shall be final (TBOE Regulation 5410 Promotion and Retention).
Board Approved March 21, 2016 9 Eligibility Requirements for Co-Curricular Activities “Co-curricular activities” means activities conducted on or off school premises by clubs, associations, and organizations of pupils sponsored by the Board of Education; “co-curricular activities” also include the pupil clubs, associations, and organizations that conduct those activities. “Co-curricular activities” do not include athletic competitions and practices or athletic teams or organizations.
All pupils will be provided with information on co-curricular activities at the start of the school year and will be invited to participate in one or more activities.
Students are expected to meet conduct and academic standards and objectives. Eligibility standards are set forth in Trenton Board of Education Policy and Regulation No. 2430.
Each marking period/quarter students must earn a minimum grade point average of 1.0 (D) on a 4.0 (A) scale. Students may not be assigned two (2) or more Unsatisfactory (U) marks in citizenship by two (2) or more teachers. Students are expected to attend and arrive on time for scheduled co-curricular activities. Students may not be absent from school more than thirty days or sixteen percent of the total cumulative days enrolled in school to continue participating. Failure to meet these established minimum standards can result in suspension from participation. The Building Principal will be able to offer an opportunity to establish objectives and timelines for improvement that may lead to reinstatement to participate in co-curricular activities.
MIDDLE SCHOOL PLANNING OVERVIEW The required middle school courses are English/Language Arts, Mathematics, Science, Social Studies, Health and Physical Education (PE), Art, and Music. The planning overview, below, identifies required and elective courses that may be unique by grade level and middle school based on student interests, and specialized program offerings.
GRADE SIX (6) GRADE SEVEN (7) GRADE EIGHT (8)
Homeroom Homeroom Homeroom
Requirements Requirements Requirements English/Language Arts (Block A & B) English/Language Arts (Block A & B) English/Language Arts (Block A & B)
Mathematics (Block A & B) Mathematics (Block A & B) Mathematics (Block A & B)
Science (Block A or B) Science (Block A or B) Science (Block A or B)
Social Studies (Block A or B) Social Studies (Block A or B) Social Studies (Block A or B)
Health & PE (Block A or B) Health & PE (Block A or B) Health & PE (Block A or B)
World Language (Block A or B) World Language (Block A or B) World Language (Block A or B)
Art/Music (Block A or B) Art/Music (Block A or B) Art/Music (Block A or B)
Elective (s) Elective (s) Elective (s) Online School Wide Online School Wide Online School Wide Enrichment Model (SEMESTER) Enrichment Model (SEMESTER) Enrichment Model (SEMESTER)
Instrumental Music (YEAR) Instrumental Music (YEAR) Instrumental Music (YEAR)
Intensive Reading and/or Intensive Mathematics may be a required elective for students not meeting Common Core Standards.
In addition to the required and elective courses described in this catalog, middle school students are offered programs for English Language Learners (ELLs), special education, sports, and marching band.
Board Approved March 21, 2016 10 Bilingual/ESL Program The goals of the Trenton Public School’s Bilingual/ESL Program are to cultivate and deepen understanding of the student’s native language and culture and develop English language proficiency. These will enable the students to academically find success in the mainstream classroom. In order to accomplish these goals, the Trenton Public Schools has implemented the Transitional Bilingual Education Model (TBE). In the TBE model, the student’s first language is used as a vehicle to develop literacy skills and acquire academic knowledge. The shift from instruction in the first language to English should be gradual and will decrease as English instruction is increased and the student demonstrates high levels of proficiency in listening, speaking, reading and writing in the ACCESS test. Dunn Middle School is the only middle school with a bilingual program. Eligible students receive math, science, and social studies in a bilingual classroom. All bilingual students also receive ESL instruction.
Middle School Sports Requirements The following is a list of requirements to participate in middle school sports. Keep in mind that at any time other criteria may be added to this list as the year develops. Please take this list home, discuss it with your parent/guardian, and sign it. 1. Maintain school grades of C- or better. Any D or F as a Midterm or Final grade for a class will start a review as to your position on the team. Some possible outcomes will be not allowed to participate in meet or match, required tutoring, and immediate removal. 2. Maintain good behavior throughout the school year. If there are any behavior problems that result in afterschool detentions, in school suspension or out of school suspension, a review as to your position on the team will occur. 3. Maintain good attendance throughout the school year. Excessive absences or tardiness will start a review as to your position on the team 4. Attend all scheduled practices and arrive on time. Excessive absences or tardiness to practice will start a review as to position on the team.
Explanation of Consequences when requirements are not met: 1. Not being allowed to participate in games, meets or matches, but you will participate in practices until a review can take place. 2. Required tutoring means that if your grade(s) do not improve within two weeks, you may be required to spend some of your crucial practice time working on your school work. This may lead to not participating in upcoming games, meets or matches. 3. Immediate Removal means that if your infraction is severe or your grade(s) do not improve within two weeks of initial report, there will be a further review, and you may be permanently removed from the team for that year.
The following is a list of necessary items for the student athlete. Please obtain these items prior to the start of practices. 1. Physical forms filled out by parent AND doctor 2. Good, supportive sneakers 3. Knee-length “gym shorts” 4. Loose, comfortable t-shirts that fit and supportive undergarments 5. Water bottle (refillable so that athlete may use it throughout the practice session or game to stay hydrated) 6. Healthy meals and snacks. I recommend the athletes eat all three meals and healthy snacks throughout the day in order to have the necessary energy to perform at their best!
The Donald Shelton Online School Wide Enrichment Model (SEM) The Online School Wide Enrichment Model (SEM) will engage all middle school students and facilitators in Interest- based, student driven, real world learning experiences. Students will be grouped by personal interest and work like practicing professionals. Students will also be able to apply advanced content and methods to develop products and services for authentic audiences, such as competitions, festivals and demonstration fairs.
Middle School Band Instrumental Music Program This program will give middle school students the opportunity to play a band instrument. The instrumental music lesson is scheduled as a student pull-out program in a heterogeneous and homogeneous setting. Brass instruments, such as the trumpet, trombone, French horn and tuba will be offered. Woodwind instruments, such as the clarinet, flute, alto and tenor saxophones are also part of the program as well as various percussion instruments, which include the drum, Latin percussions and glockenspiel. Middle school students who excel in the middle school instrumental music program may be invited to join the co-curricular activity of the Trenton District Wide Marching Band for grades six through twelve.
Board Approved March 21, 2016 11 MIDDLE SCHOOL COURSE DESCRIPTIONS The Trenton Public School District is committed to providing the best possible transition from elementary to secondary education for every student. The emphasis of the middle school program is on academic achievement and includes considerable emotional and social support to help students adjust to the middle school program. Opportunities are provided for students to have extended learning time for intervention support and enrichment. Each middle school establishes its own unique experiences/activities/programs that reinforce middle school students’ learning and growth. The information in this booklet describes the common components of all middle schools.
The middle school curriculum is aligned to the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS)
COURSE CONTENT SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
English/Language Arts English/Language Arts English/Language Arts English/Language Arts
Common Core State Standards (CCSS)
Mathematics Mathematics Mathematics Mathematics
Common Core State Algebra 1 Standards (CCSS)
Science Science Science Science
CCSS for Literacy in Science & Next Generation Science Standards (NGSS)
Social Studies Social Studies: United Social Studies: Ancient Social Studies: Medieval States History I History History CCSS for Literacy in Social Studies & NJCCCS Health NJCCCS Health Health Health
Physical Education Physical Education, Physical Education Physical Education NJCCCS
Visual and Performing General Music General Music General Music Arts NJCCCS General Art General Art General Art
World Language NJCCCS Spanish Novice Mid Spanish Novice Mid Spanish Novice Mid
Spanish Novice High Spanish Novice High
Technology Technology Integration Technology Integration Technology Integration NJCCCS Newcomer’s Program Newcomer’s Program Newcomer’s Program English as a Second Language (ESL) English as a Second English as a Second English as a Second NJCCCS Language I Language I Language I
English as a Second English as a Second Language II Language II
English as a Second Language III
Board Approved March 21, 2016 12
English/Language Arts and Literacy Courses in grades 6-8 build upon previously acquired reading strategies taught in earlier grades such as phonics, fluency and decoding, and continue to develop a deeper understanding of text utilizing comprehension strategies through a comprehensive literacy approach. These experiences are the basis on which students progress through the various stages of reading and writing development. Although the Common Core Standards which inform our curriculum are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected therefore our teachers practice a balanced approach to literacy in the classroom through the use of Reader’s and Writer’s Workshop.
*The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in many units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying circumstances and within varying levels of text complexity. In addition, each grade level will have standards that are repeated in every unit; however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should validate a teacher’s knowledge of how students are progressing on a much more frequent basis.
COURSE GRADE DESCRIPTION LEVEL
English/Language Arts 6 Units are developed that focus on Literature and Narrative Writing or on Informational Text and Expository and Opinion Writing ELA060
English/Language Arts 7 Units are developed with a focus on Literature and Narrative Writing or on Informational Text and Expository and Persuasive Writing ELA070
English/Language Arts 8 Units are developed with a focus on Literature and Narrative Writing or on Informational Text and Expository and Argumentative Writing ELA080
Board Approved March 21, 2016 13 Literacy continued---
Sheltered Spanish and English Language Arts: Intended for Spanish speaking students enrolled in the Bilingual Program who possess English language proficiency levels of 1 and 2 as indicated by W-APT or ACCESS test and that may need Spanish Language Arts reinforcement in their native language.
Courses in grades 6-8 build upon previously acquired reading strategies taught in earlier grades such as phonics, fluency and decoding, and continue to develop a deeper understanding of text utilizing comprehension strategies through a comprehensive literacy approach. These experiences are the basis on which students progress through the various stages of reading and writing development. Although the Common Core Standards, which inform our curriculum are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected therefore our teachers practice a balanced approach to literacy in the classroom through the use of Reader’s and Writer’s Workshop.
The recursive nature of Spanish Language Arts instruction demands that standards be addressed at many levels and in many units throughout a grade level. Reinforcing literacy skills in the student’s native language will assist students in transferring knowledge to acquire English language proficiency in Sheltered English Language Arts and English as a Second Language. Students will need to learn a strategy or skill, for example, and apply it in varying circumstances and within varying levels of text complexity. In addition, each grade level will have standards that are repeated in every unit; however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should validate a teacher’s knowledge of how students are progressing on a much more frequent basis.
COURSE GRADE DESCRIPTION LEVEL
Sheltered Spanish and 6 Units are developed that focus on Literature and Narrative Writing or on Informational English Language Arts Text and Expository and Opinion Writing
SLA060
Sheltered Spanish and 7 Units are developed with a focus on Literature and Narrative Writing or on English Language Arts Informational Text and Expository and Persuasive Writing
SLA070
Sheltered Spanish and 8 Units are developed with a focus on Literature and Narrative Writing or on English Language Arts Informational Text and Expository and Argumentative Writing
SLA080
Board Approved March 21, 2016 14 Literacy continued
English Language Arts – English as a Second Language I
COURSE GRADE DESCRIPTION LEVEL
Newcomer’s Program Prerequisite: WAPT Assessment or Administrative Placement 6 – 8 This course is for students that are recent immigrants and may have had limited formal education in their countries. These students have needs that traditional ESL and/or Bilingual Programs are usually not designed to address. The Newcomer’s Program bridges the gap between newcomer’s needs and regular language support programs. The objective is to develop students’ English language skills, help them acculturate to the U.S. schools and make them aware of educational expectations and opportunities. English as a Second Prerequisite: WAPT Assessment or Administrative Placement Language I 6 – 8 This course is for recent immigrants with little or no English proficiency. It builds on their previous education and language knowledge to introduce basic literacy ESL0601 skills, and help them adjust to their new cultural environment. Students will learn ESL0701 to use oral and written English for daily needs, acquire basic conversational ESL0801 skills, develop content vocabulary, and use simple sentence patterns.
Prerequisite: Successful Completion of ESL I, WAPT Assessment or English as a Second 6 – 8 Administrative Placement Language II This course is an extension of skills previously learned. It focuses on syntax, continued vocabulary development, reading, listening comprehension, speaking ESL0602 and pronunciation skills, writing multiple paragraph compositions that ESL0702 demonstrate organization of ideas, argumentative statement, and supportive ESL0802 elements. Emphasizes intensive grammar instruction to support academic writing skills.
English as a Second Prerequisite: Successful Completion of ESL II, WAPT Assessment or Language III Administrative Placement 6 – 8 This course is designed to improve students’ accuracy using English in ESL0603 classroom situations, and help them understand the changing world around ESL0703 them. Students will study and interpret a range of text and produce a variety of ESL0803 forms of writing, as well as develop oral presentation skills (such as note taking
and summarizing) to enhance their ability to learn in all subjects. Students participate in whole-class and small-group academic discussions. This course contributes to skills needed for college/career readiness.
Board Approved March 21, 2016 15
Mathematics
COURSE GRADE DESCRIPTION LEVEL The unit design was created in line with the areas of focus for grade 6 Mathematics Mathematics 6 as identified by the Common Core State Standards and the PARCC Model Content Frameworks. Each unit is comprised of standards that are considered major MAT060 content along with standards identified as supporting and/or additional content. The three fluency standards for grade 6 are presented in unit one; unit one will assess student’s ability to accurately solve problems. However, the expectation is that the students will have many opportunities to develop fluency, defined as speed and accuracy, in the areas of multi-digit division and operations on decimals using the standard algorithms throughout the school year. The Common Core State Standards do not specify the number of digits for grade 6 division of whole numbers or operations on decimals however for NJ’s Model Curriculum we are defining multi-digit division as a six-digit number by a three-digit number and operations on decimals to include decimals to the thousandths place. The unit design was created in line with the areas of focus for grade 6 Mathematics Mathematics 6 as identified by the Common Core State Standards and the PARCC Model Content Frameworks. Each unit is comprised of standards that are considered major MAT060A content along with standards identified as supporting and/or additional content. The three fluency standards for grade 6 are presented in unit one; unit one will assess student’s ability to accurately solve problems. However, the expectation is that the students will have many opportunities to develop fluency, defined as speed and accuracy, in the areas of multi-digit division and operations on decimals using the standard algorithms throughout the school year. The Common Core State Standards do not specify the number of digits for grade 6 division of whole numbers or operations on decimals however for NJ’s Model Curriculum we are defining multi-digit division as a six-digit number by a three-digit number and operations on decimals to include decimals to the thousandths place.
In addition to the grade 6 units, students taking Accelerated math will complete the first two units of the 7th grade curriculum.
Mathematics 7 Grade 7 units were created and organized in line with the areas of focus as identified by the Common Core State Standards and the PARCC Model Content MAT070 Frameworks. Each unit is comprised of standards that are considered major content along with standards that are supporting and/or additional content. The fluency standards for grade 7 are presented in units one and two and will be assessed for student accuracy. However, the expectation is that students will have many opportunities to develop fluency, defined as speed and accuracy, with rational number arithmetic and solving multi-step problems (including those involving positive and negative rational numbers and word problems leading to one variable equation) throughout the school year. In grade 7 Accelerated Math, students will complete the last three of the 7th Grade Mathematics 7 NJ Model Curriculum as well as all of the 8th grade units. Units were created and organized in line with the areas of focus as identified by the Common Core State MAT070A Standards and the PARCC Model Content Frameworks. In this course, students will have many opportunities to develop fluency, defined as speed and accuracy, with rational number arithmetic and solving multi-step problems (including those involving positive and negative rational numbers and word problems leading to one variable equation) throughout the school year. Modeling relationships with variables and equations and ratio and proportional reasoning, to making connections between proportional relationships, lines, and linear equations. The idea of a function introduced is a precursor to concepts about functions that are included in the high school standards. Each unit is comprised of standards that are
Board Approved March 21, 2016 16 considered major content along with standards that include supporting and/or additional content.
8 The unit design was created in line with the areas of focus for grade 8 Mathematics Mathematics as identified by the Common Core State Standards and the PARCC Model Content Frameworks. Grade 8 Mathematics will move the students from the concepts MAT080 developed in grades 6 and 7, modeling relationships with variables and equations and ratio and proportional reasoning, to making connections between proportional relationships, lines, and linear equations. The idea of a function introduced in grade 8 is a precursor to concepts about functions that are included in the high school standards. Each unit is comprised of standards that are considered major content along with standards that include supporting and/or additional content.
Algebra I 8 Unit 1 begins with setting the stage for work with expressions and equations through understanding quantities and the relationships between them. The work MA102 in unit 2 will build on the grade 8 concepts for linear and exponential relationships. Success in unit 2 will lay the groundwork for later units where the students will extend this knowledge to quadratic and exponential functions. The standards included in unit 3 blend the conceptual understandings of expressions and equations with procedural fluency and problem solving. The students will not encounter solutions of quadratic equations that are complex.
The standards presented in unit 4 involve functions and extending the concepts of integer exponents to concepts of rational exponents. The understandings will be applied to other types of equations in future courses. Unit 5 will build on previous work with descriptive statistics. Linear models will be used to assess how a model fits data.
Science The 6-8 Science program is based on the Next Generation Science Standards (NGSS). Science Practices support students toward an understanding of scientific explanations/core concepts and principles, and valuing measurement to generate scientific evidence through active investigations within and across the systems of physical, life, and earth science. Students working in groups will conduct experiments, collect/record/report data to determine and analyze results while also writing arguments and precise descriptions about scientific phenomenon and their investigations.
The Science Courses of Study are also aligning teaching practice and common assessments to the Common Core State Standards (CCSS) for Literacy in Science and Technical Subjects that are designed to focus on (1) high quality text or multiple texts at or above the complexity level expected the grade and time in the school year; (2) key ideas and details that are comprehended through the use of domain-specific vocabulary and applied when students conduct analysis, provide summaries, and integrate knowledge and ideas expressed in words and visually; and (3) learning opportunities for students to use evidence from text, experiments, video, simulations, and multimedia sources to write arguments, explanations, and descriptions about a science content specific topic or issue.
These courses are one semester.
COURSE GRADE DESCRIPTION LEVEL
Science 6 6th grade science covers topics in physical, Earth, and space science that are aligned to the Next Generation Science Standards. Topics include the following: SCI060 waves; electromagnetic radiation; information technology; weather and climate; the universe and the solar system; and cells and organisms. 7th grade science covers topics in physical, Earth, and space science that are Science 7 aligned to the Next Generation Science Standards. Topics include the following: matter; chemical reactions; ecosystem dynamics; matter and energy in everyday SCI070 life; biodiversity and humans; natural resources; and the water and rock cycles. 8th grade science covers topics in physical, Earth, and space science that are Science 8 aligned to the Next Generation Science Standards. Topics include the following: forces and motion; types of interactions; energy; comparative embryology; SCI080 inheritance and variation of genetic traits; history of the planet earth; and plate tectonics.
Board Approved March 21, 2016 17
Social Studies
COURSE GRADE DESCRIPTION LEVEL
Social Studies 6 United States History is a full year course that examines the development of the rich geographic, cultural, economic, historical and social heritage of the United SOC060 States from the aftermath of the American Revolution through the era of Reconstruction. The curriculum meets the requirements of the New Jersey Core Curriculum Standards for Social Studies as well as the Common Core State Standards for Literacy in Social Studies.
Social Studies 7 Ancient History is a full year survey course that provides a chronological perspective of the ancient world. The course offers a chronological historical SOC070 perspective of the ancient world. Topics covered include the Paleolithic and Neolithic eras, Ancient Mesopotamia, Ancient Egypt, Ancient Israel, Ancient India, Ancient China, the origins and beliefs of Judaism, Hinduism and Buddhism, and finally Ancient Greece. As a result, students will develop a heightened awareness of geography, political history, economics, culture, science, art, religion, and class structure of these ancient civilizations. The curriculum meets the requirements of the New Jersey Core Curriculum Standards for Social Studies as well as the Common Core State Standards for Literacy in Social Studies.
Social Studies 8 Medieval History is a full year survey course that provides a chronological perspective of the medieval world. Topics covered include Ancient Rome, the SOC080 origins, beliefs and expansion of Christianity and Islam, the Crusades, and life in Medieval Europe, Africa and Asia. As a result, students will develop a heightened awareness of geography, political history, economics, culture, science, art, religion, and class structure of this time period. The curriculum meets the requirements of the New Jersey Core Curriculum Standards for Social Studies as well as the Common Core State Standards for Literacy in Social Studies.
Board Approved March 21, 2016 18
Health
COURSE GRADE DESCRIPTION LEVEL
Health 6 The sixth-grade Comprehensive Health Education Units are a cohesive set of four units that will scaffold instruction from one grade level to the next. The units PHE0601 are made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The incorporation of different standards through major, supporting and additional concepts provide a greater opportunity for comprehensive health instruction in each unit. Students will begin the year with a Wellness Unit that teaches general health skills involving topics such as hygiene, nutrition and physical activity. Units will then progress to develop decision making skills which will be applied in various situations involving physical activity, alcohol, tobacco, drugs, relationships, interpersonal communication, and character development.
7 The seventh-grade Comprehensive Health Education Units are a cohesive set of Health four units that will scaffold instruction from one grade level to the next. The units are made up of a blended set of standards and cumulative progress indicators PHE0701 that fully encapsulate the major ideas and themes behind the unit. The incorporation of different standards through major, supporting and additional concepts provide a greater opportunity for comprehensive health instruction in each unit. Students will begin the year with a Wellness Unit that teaches general health skills involving topics such as hygiene, nutrition and physical activity. Units will then progress to develop decision making skills which will be applied in various situations involving physical activity, alcohol, tobacco, drugs, relationships, interpersonal communication, and character development.
Health 8 The eighth-grade Comprehensive Health Education Units are a cohesive set of four units that will scaffold instruction from one grade level to the next. The units PHE0801 are made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The incorporation of different standards through major, supporting and additional concepts provide a greater opportunity for comprehensive health instruction in each unit. Students will begin the year with a Wellness Unit that teaches general health skills involving topics such as hygiene, nutrition and physical activity. Units will then progress to develop decision making skills which will be applied in various situations involving physical activity, alcohol, tobacco, drugs, relationships, interpersonal communication, and character development.
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Physical Education Requirements for all Middle School Physical Education Students Preparation: Students will have a change of clothes that will include 1. T-Shirt 2. Athletic shorts 3. Sneakers 4. Socks 5. Swim cap (if needed) Swimming for all schools except Kilmer, students will have: Female attire: bathing suit with no cut outs, no two piece, no strapless, no see through.. Male attire: trunks, no jeans, no see through, no Speedo skin tight trunks Physical Education Rubric for preparation, participation, safety/social responsibility, skills test, fitness gram, and written test will be used for assessment.
COURSE GRADE DESCRIPTION LEVEL
Physical Education 6 The sixth-grade Physical Education Units are a cohesive set of six units that will PHE0601 scaffold instruction from one grade level to the next. The units have been developed as building blocks of skills and concepts that will move instruction from one unit to the next. All units are made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The incorporation of different standards through major, supporting and additional concepts provide a greater opportunity for comprehensive Physical Education instruction in each unit. The units progress from wellness education (fitness concepts and activities) to developing and applying movement education skills in isolated and applied situations in various activities such as individual skill development, team activities and strategies and cooperative activities.
Physical Education 7 The seventh-grade Comprehensive Health Education Units are a cohesive set of four units that will scaffold instruction from one grade level to the next. The units PHE0701 are made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The incorporation of different standards through major, supporting and additional concepts provide a greater opportunity for comprehensive health instruction in each unit. Students will begin the year with a Wellness unit that teaches general health skills involving topics such as hygiene, nutrition and physical activity. Units will then progress to develop decision making skills which will be applied in various situations involving physical activity, alcohol, tobacco, drugs, relationships, interpersonal communication, and character development.
Physical Education 8 The eighth-grade Physical Education Curriculum Units are a cohesive set of five PHE0801 units that will scaffold instruction from one grade level to the next. The units have been developed as building blocks of skills and concepts that will move instruction from one unit to the next. All units are made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The incorporation of different standards through major, supporting and additional concepts provide a greater opportunity for comprehensive Physical Education instruction in each unit. The units progress from wellness education (fitness concepts and activities) to developing and applying movement education skills in isolated and applied situations in various activities such as individual skill development, team activities and strategies and cooperative activities.
Board Approved March 21, 2016 20 Visual and Performing Arts
COURSE GRADE DESCRIPTION LEVEL
General Music 6 The 6th Grade Middle School General Music Classroom experience will inspire students to discover the “Joys of Music “. From familiar songs that Middle School VPA0601 Students love to sing to grade appropriate sequenced lessons that will help students learn Musical Concepts, Musical Notation Literacy and Musical Performance. Practicing Quintessential Musical Vocal Skills, such as Phrasing, Dynamics, Rhythm, Pitches, Lyrics, Choral and Solo Singing will all be explored. Different Musical Genres, like Classical, Musical Theater, Pop, Rock, Country, Jazz, Latin, Gospel, R & B and Hip-Hop will all be closely examined and familiarized through the implementation of listening labs. Students will also Interrelate Music to their Personal and Experiential Lives through Music History Research Projects and the Study of Ethno Musicology with its impact on culture, past, present and towards the future.
The 7th Trade Middle School General Music Classroom experience will expand General Music 7 and inspire students to discover the “Joys of Music “. From familiar songs that Middle School Students love to sing to grade appropriate sequenced lessons VPA0701 that will help students learn Musical Concepts, Musical Notation Literacy and Musical Performance. Practicing Quintessential Musical Vocal Skills, such as Phrasing, Dynamics, Rhythm, Pitches, Lyrics, Choral and Solo Singing will all be explored. Different Musical Genres, like Classical, Musical Theater, Pop, Rock, Country, Jazz, Latin, Gospel, R & B and Hip-Hop will all be closely examined and familiarized through the implementation of listening labs. Students will also Interrelate Music to their Personal and Experiential Lives through Music History Research Projects and the Study of Ethno Musicology with its impact on culture, past, present and towards the future.
The 8th Grade Middle School General Music Classroom experience will expand General Music 8 and inspire students to appreciate the “Joys of Music" and identify their favorite genres. From familiar songs that Middle School Students love to sing to grade appropriate sequenced lessons that will help students learn Musical Concepts, Musical Notation Literacy and Musical Performance. Practicing Quintessential VPA0801 Musical Vocal Skills, such as Phrasing, Dynamics, Rhythm, Pitches, Lyrics, Choral and Solo Singing will all be explored. Different Musical Genres, like Classical, Musical Theater, Pop, Rock, Country, Jazz, Latin, Gospel, R & B and Hip-Hop will all be closely examined and familiarized through the implementation of listening labs. Students will also Interrelate Music to their Personal and Experiential Lives through Music History Research Projects and the Study of Ethno Musicology with its impact on culture, past, present and towards the future.
General Art 6 The 6th Grade Middle School Art Classroom focuses on the expansion of students’ creative thinking by expressing their imaginative ideas in Graphic, VPA0602 Visual and three Dimensional Concrete Methods. The Middle School Students will continue to develop their understanding of the Elements of Art with hands on Board Approved March 21, 2016 21 approach to the various Textures, Spaces, Mathematical Shapes, Color, Lines, Tones and Values. Students will connect and relate their Artworks, Artifacts and Projects to personal happenings in their lives, history and current events. The impact of Ancient Art and outstanding personalities in the field will also be studied and investigated. General Art The 7th Grade Middle School Art Classroom focuses on the expansion of students’ creative thinking by expressing their imaginative ideas in Graphic, VPA0702 7 Visual and three Dimensional Concrete Methods. The Middle School Students will continue to develop their understanding of the Elements of Art with hands on approach to the various Textures, Spaces, Mathematical Shapes, Color, Lines, Tones and Values. Students will connect and relate their Artworks, Artifacts and Projects to personal happenings in their lives, history and current events. The impact of Contemporary Art and outstanding personalities in the field will also be studied and investigated. General Art The 8th Grade Middle School Art Classroom focuses on the expansion of students’ creative thinking by expressing their imaginative ideas in Graphic, VPA0802 8 Visual and three Dimensional Concrete Methods. The Middle School Students will continue to develop their understanding of the Elements of Art with hands on approach to the various Textures, Spaces, Mathematical Shapes, Color, Lines, Tones and Values. Students will connect and relate their Artworks, Artifacts and Projects to personal happenings in their lives, history and current events. The impact of Modern Art and outstanding personalities in the field will also be studied and investigated.
World Language: Spanish
COURSE GRADE DESCRIPTION LEVEL
This introductory level course introduces students the foundational skills of Spanish Novice Mid 6 language study in listening, speaking, reading, and writing. Students will begin WDL0601 to develop conversational and written skills needed to communicate in the target WDL0701 language. Culture studies will provide students with information and an WDL0801 understanding of the lives, customs, and history of Spanish-speaking countries. Students will develop their creative abilities by producing artifacts that display their ability to use the target language in written or oral discourse. Students will
engage in communication with their peers and teacher. Authentic texts of various genres and media will be explored.
Spanish Novice High 7-8 Prerequisite: Spanish Novice Mid or Placement Test Score WDL0702 This course reinforces and builds upon the language skills learned in Spanish WDL0802 I. Students begin to engage in various types of discourse and to develop their
creative abilities by producing artifacts that display their ability to use the target language in written or oral discourse, (e.g. PowerPoint presentations). Additionally, students will continue to explore the diversity of the culture through exposure to art, multimedia, and short readings with visual support. Students will engage in communication with their peers and teacher.
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Technology Integration COURSE GRADE DESCRIPTION LEVEL
Technology is integrated across the curriculum in middle school . Technology Integration I is the first of a three part series for grades 6 – 8. Middle school students will engage in Technology 6 curriculum that meets the requirements of the New Jersey Core Curriculum Standards for Integration I Technology to acquire knowledge and skills and be able to work individually and in teams to:
Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.
Create professional documents, simple databases, multimedia presentations, and spreadsheets.
Develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, global society, and the environment.
Create computer programs with loop and events and write algorithms for everyday tasks.
Technology is integrated across the curriculum in middle school. Technology Integration II is the second of a three part series for grades 6 – 8. Middle school students will engage Technology 7 in curriculum that meets the requirements of the New Jersey Core Curriculum Standards Integration II for Technology to acquire knowledge and skills and be able to work individually and in teams to:
Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.
Engage in online discussions with learners in the US or from other countries to understand global problems and issues.
Use digital tools to gather and manage information and conduct research.
Create computer programs with loop and events and write algorithms for everyday tasks. Through this they will investigate different problem solving techniques, discuss societal impacts of computing and the internet.
Technology is integrated across the curriculum in middle school. Technology Integration III is the third part of a 3 part series for grades 6 – 8. Middle school students will engage Technology 8 in curriculum that meets the requirements of the New Jersey Core Curriculum Standards Integration III for Technology to acquire knowledge and skills and be able to work individually and in teams to:
Engage in online discussions with learners in the US or from other countries to understand global problems and issues.
Evaluate the role of ethics and bias on trend analysis and prediction in the development of a product that impacts communities in the United States and/or other countries.
Board Approved March 21, 2016 23 Create computer programs with loop and events and write algorithms for everyday tasks. Through this they will investigate different problem solving techniques, discuss societal impacts of computing and the internet.
Board Approved March 21, 2016 24