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GUIDE TO ALL JRMS COURSES
Grades 5-6-7-8 |
| ACADEMIC CORE COURSES |
| FINE & PRACTICAL ARTS CORE COURSES |
| Grade 5 | ||||||||
| Grade 6 | ||||||||
| Grade 7 | ||||||||
| Grade 8 |
| FINE & PRACTICAL ARTS ENRICHMENT COURSES |
| Grade 5 | |||||||
| Grade 6 | |||||||
| Grade 7 | |||||||
| Grade 8 | |||||||
| ACADEMIC COURSES - GRADE 5 |
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Integrated Language Arts - Grade 5 The essence of Integrated Language Arts is to understand and effectively use communication. Reading, listening, writing, and speaking will be approached with this view in mind. Tuck Everlasting, Harry Potter and the Sorcerer's Stone and In the Year of the Boar and Jackie Robinson are the required reading books. In addition, students will be exposed to a variety of genre, such as myths, folk tales, legends and others. In utilizing these books, improving the skills required to enhance the five areas of communication for students will be emphasized. Writing, sharing, revising, and editing will be offered in a positive and supportive atmosphere. Our goal is that each fifth grade student will acquire a basic understanding of the history of the United States and will develop the sense of personal responsibility necessary to become a knowledgeable and caring citizen. The materials studied in class include geography, map skills, and history of the United States. The children may do map skills, time lines, pictorial representations, expository and creative writing interviews, individual projects, read newspapers and/or magazines, and listen to the news for current events, note-taking, outlining, and writing of research papers. The math curriculum is an activity based program that is developmentally appropriate. Children learn mathematical concepts and skills through investigation, problem solving, and discussion. While the primary emphasis lies in learning how to think mathematically by understanding math concepts, the ability to perform computation remains a fundamental objective. The curriculum offers flexibility of instruction, an opportunity for differentiation within each lesson depending on the child's developmental level in a particular skill. We are able to adapt to student learning needs as they arise. Problem solving skills and improved retention of concepts from year to year are anticipated. Skills are frequently presented throughout the grades with different levels of mastery expected. The science program is organized around the following major areas: Life Science, Physical Science and Earth Science. Through many full color photos, charts, and diagrams our students explore a wide variety of high interest topics. Students are encouraged to experiment and manipulate science materials through activities that may include observations, measurements, model making and controlled experimentation. Several opportunities for research will be offered and support from the Library staff will provide students with the necessary skills for success. World Language - Grade 5 Students in the 5th grade will be exposed to Spanish, French, and Latin for one trimester each. In the spring, students will choose one of the three languages to study throughout grades 6, 7, and 8. The 5th grade program is exploratory; students will be introduced to some basic structures and vocabulary in each of the 3 languages. There is an emphasis on listening and speaking skills, but some writing skills are also included. |
| ACADEMIC COURSES - GRADE 6 |
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The essence of English is the ability to communicate through written or spoken form. The skills necessary to achieve success in communication are grammar, including spelling and vocabulary, written and oral speech, and the study of text. The English curriculum approaches communication through discussion, writing, review, and presentation of background information, projects, games, and puzzles. Sixth grade social studies are a survey of world history beginning with the prehistoric period. It explores the development of early civilizations, the ancient Greeks and Romans, the spread of Islam, and Medieval Europe. Current events, both domestic and international, are also discussed. Skill development includes organizational skills, study skills, making judgments, interpreting information, and preparing reports. Note taking, essay writing, interpersonal, and cooperative skills are all stressed. Students also prepare various projects and oral presentations. Honors Mathematics This course reviews and expands upon basic computational skills with whole numbers, fractions, and decimals. Estimation, place value, and rounding are included in these units. A unit on estimating and computing percents unit is taught, including rates and ratios. The next units are geometry, measurement, probability, and statistics. The students in this course learn many pre-algebra topics such as simple substitution, multi-step equation solving, graphing on the Cartesian Coordinate System, and simple operations with integers. It is expected that the students in the honors level math classes have a sound grasp on the material taught last year and that they need only a review of many of the computation based lessons. Students will apply their learning in ways that will require them to use higher order thinking skills. Problem solving is incorporated into all units. Grade 6 Mathematics This course begins with a review of whole number computation and estimation. The students will then learn about the concepts and operations with decimals. We follow the decimal unit with number theory and fraction concepts and operations. The next major unit is ratio, proportion, and percent, followed by geometry and measurement. Our final units are probability and statistics and working with simple equations. Problem solving is incorporated into all units. Science in the sixth grade focuses primarily on geological, environmental and health studies. Skills taught, expanded on, and practiced in this course include inferential thinking, observing and recording data, classifying, identifying cause and effect, predicting outcomes, drawing conclusions, taking notes, diagramming important concepts and problem solving. Experiments, outdoor exploration, field trips, and projects supplement the textbook as students discuss such topics as: the scientific method, rocks and minerals, soil and erosion, earthquakes, volcanoes, continental drift, fossils, water and the oceans, the atmosphere, weather and climate, natural and energy resources, astronomy, sun, stars, and the solar system. Students in the sixth grade choose French, Latin or Spanish as the world language that they will study and practice for all three years at John Read. This foreign language course is designed to expose students to language through an oral-aural approach that encompasses simple vocabulary and basic sentence structure. The goal of the program is to equip students to function successfully in another culture and to be able to use the target language for a lifetime of personal enrichment and enjoyment. Additionally, students should develop an appreciation of the role of different cultures in a global context. Selecting a foreign language is a three-year commitment. |
| ACADEMIC COURSES - GRADE 7 |
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The Language Arts program is committed to developing in students the abilities of higher order thinking, complex communication, self-directed and collaborative learning. An emphasis is placed on attaining competence in reading, research, and written expression within the context of a challenging and integrated core curriculum rich in cultural literacy. Throughout the year reports and projects are required on biographies, historical novels, short stories, and essays. Assignments require students to write creative, expository and analytic pieces. In addition, a variety of individual and group projects help students grasp interdisciplinary content units. A variety of authors and poets are read during the year, including Mark Twain, Ernest Hemingway, Harper Lee and Jack Schaefer. The list is not all-inclusive as students are given ample time to read beyond the required reading list. The literature read in class or as homework is used to stimulate both oral discussion and written communication, with special focus on author’s style and tone, theme, setting, and symbolism. World Geography and Cultures is a survey course providing basic concepts of geography. These include the studies of: 1) location (absolute and relative), 2) region, 3) human and physical characteristics, 4) movement of people, goods, and ideas and 5) human environmental interaction. In addition students will develop a foundation regarding, resources (renewable/non renewable), political and economic systems, and an appreciation and understanding of the many diverse cultures of the world. Students will utilize a variety of social studies skills including: locating information and interpreting various types of maps, charts, and graphs. Overall study skills include note taking, summarizing, organizing, interpreting, researching, and test taking techniques. Particular attention will be placed on the following geographic locations: United States, Canada; Mexico; Central America; South America; Western Europe and the Middle East General Content Exploring Geography
Population and Culture
United States
Canada
Mexico and Central America
Central America and Caribbean
The Middle East
Course Materials
Life Science is designed to explore the diversity of life on earth. Students begin by defining the precise activities and characteristics of an organism, including the function of basic cell organelles. The classification system, used by today’s taxonomists, is presented as a means of organizing species into groups based on their similarities and differences. Each of the five kingdoms is studied for its unique characteristics and species, as well as its role in the biosphere. Whenever possible, real examples will be studied. Dissections and observations of the animal kingdom include sponges, insects, worms, mollusks, and amphibians. Relationships to human anatomy and physiology will investigated as well. Finally, human impact on the biosphere will be explored. Throughout the year, students keep a well-organized class notebook. Assignments will be chosen to enrich class lessons and allow the students to express individuality. Quizzes on the daily lessons average one a week and chapter tests once a month. The final quarter grade is based on quizzes, tests, lab reports, homework, and class effort and participation. Level I French/Latin/Spanish are designed for students who are continuing their language study. Each student will be taught the four basic language communication skills: listening, speaking, reading, and writing. The Glencoe/Holt Rinehart Winston/Longman programs are well integrated, flexible and predicated on the belief that no one or two of the language skills should be emphasized to the neglect of the others. The programs provide oral-aural practice, as well as pronunciation drills, grammar exercises, and cultural exposure. The use of many visuals including videos of native speakers (in the case of French and Spanish) further emphasizes the acquisition of vocabulary and grammar while raising the student’s awareness of the culture and civilization of the people whose language is being studied. Vocabulary has been chosen to allow students in the targeted age group to discuss the topics which they talk about most in English: sports, clothing, pets, hobbies, family, school, leisure, friends, etc. The development of critical thinking skills is a natural outcome of this program which moves from guided practice to open-ended expression requiring the student to sort, identify, persuade and hypothesize. The combination of activities meets the many needs and learning styles of the students and will produce positive results for the learner. |
| ACADEMIC COURSES - GRADE 8 |
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The seventh grade language arts program is designed to increase the students' proficiency in written and oral expression, to develop their research skills, and to expand their knowledge of the human condition through exposure to world literature and film. Particular attention is paid to the writing process and the writing conventions with a primary focus on the essay. Students learn to develop and prove a thesis through research and critical analysis. While the major emphasis of the program is on the printed word, students do examine film and audiotapes as effective modes of communication. Study skills are also taught in order to enhance students' reading comprehension and note taking skills across all disciplines. Grade Eight Social Studies is a thematically based study of selected major topics in American History. This course will consist of reading, research, writing, and presentations of historic themes. Students will participate in both content specific units, as well as interdisciplinary units throughout the year. Students will use various primary and secondary sources in addition to the main textbook. Topics of study will include:
Textbook: The American Nation (Prentice Hall, 2003) My Goal: Democracy works only when citizens are educated and informed. It is my goal to have students leave this course with a genuine love and interest in American History, as well as a desire to continue its study. Pre-Algebra This program is an applications-based program where students review previously learned material and apply it to higher math processes or to real life situations, as well as explore algebra concepts. The text, Math Course 3 , by McDougal Littell is used in all grade 8 pre-algebra classes. Content for the course includes, but is not limited to: graphing, statistics and probability, number theory, fractions, decimals, percentages, ratios and proportions, variables and expressions, operations with integers, equations, the coordinate system, linear equations, applying algebra to geometry, area and volume. Most students learning this program will move on to take Algebra I. Those students who need more preparation for algebra will be recommended for Algebra Foundations or General Math. Algebra The Algebra I course is comparable to the Algebra I course at Joel Barlow High School, using the same text and timeline. With successful completion of the course, students will move on to Geometry at the high school. The course includes algebraic rules, operations with integers, equations, inequalities, graphing, functions, systems of equations, exponents and radicals, polynomials, quadratics and rational equations. All topics are taught with a strong applications connection to real life. Honors Geometry
Physical science is the study of matter and energy and how they change and interact in the world around us. Topics of study include: atoms and molecules; elements, compounds and mixtures; physical and chemical properties and changes; chemical reactions; motion and forces; and energy and work, as well as practical applications in such possible fields as forensic science, and technology, chemical hazards, and materials research. Students will think about scientific concepts in terms of scientific inquiry and problem solving, the use of models and symbols, and data and measurement. A major emphasis of the course will be involvement in hands-on lab experiments and projects. At the culmination of Level I (French, Spanish, and Latin) in the middle school, the student has accomplished competency and fluency which is equivalent to or exceeds the material covered in Level I at Joel Barlow High School. Upon successful completion of the JRMS program, students move into Spanish II or III, French II or III, or Latin II at JBHS. The program is carefully designed to guide each student toward communicative proficiency while developing a general insight into how language works. Another goal of the program is to equip students to function successfully in different cultures and to be able to use the target language for a lifetime of personal enrichment and enjoyment. Additionally, the student should develop an appreciation of the role of cultures in a global context. At the culmination of Level I (French, Spanish, and Latin) in the middle school, the student has accomplished competency and fluency which is equivalent to or exceeds the material covered in Level I at Joel Barlow High School. Upon successful completion of the JRMS program, students move into Spanish II or III, French II or III, or Latin II at JBHS. The program is carefully designed to guide each student toward communicative proficiency while developing a general insight into how language works. Another goal of the program is to equip students to function successfully in different cultures and to be able to use the target language for a lifetime of personal enrichment and enjoyment. Additionally, the student should develop an appreciation of the role of cultures in a global context. |
| FINE & PRACTICAL ARTS COURSES |
Art: Grades 5-8
Multi-Cultural Art: grades 6-8
HEALTH EDUCATION - GRADE 6/7/8 The Health curriculum in John Read Middle School is based on the National Standards for Health. It is a comprehensive program which not only teaches core concepts on health topics but, more importantly, includes life skills vital to healthy action. The middle school curriculum builds on the foundation provided at Redding Elementary School and is a bridge to health education at Joel Barlow High School. The health areas addressed by the curriculum are many. Some of the topics include: alcohol, tobacco and other drug use prevention; injury prevention; nutrition; family and sexual health; mental health; personal and consumer health; and community and environmental health. These topics are covered at various points throughout the student’s middle school years. The skills that are of importance for preventative health action include: accessing information, self-management, analyzing internal and external influences, interpersonal communications, decision-making, goal-setting and advocacy. Emphasis is placed on students becoming aware of and utilizing health information and skills to achieve a high level of wellness. Focus is placed on singing, rhythm, listening, music history music reading, instrumental, and creative experiences. Grade 5 students learn the fundamentals of recorder playing, keyboard/midi performance and play the guitar for their final instrumental experience. The students explore the concepts of musical symbols, melody, rhythm and meter. In addition, a study of instrumental development and history ending with the construction of student made folk instruments is included. Also, the lives of great musicians are examined and musical careers are explored. The organization of musical instruments is explored and the effects of the grouping are discussed. Musical styles, both European and American, will be studied and an in-depth look at the American musical is included. The course emphasizes listening to identify instruments and style. Emphasis is placed on current trends in music as well as music history as it relates to the development of current styles of music composition and performance. Students are instructed in the musical skills needed to perform on guitar, midi-keyboard, and percussion. For their final projects, each student has the opportunity to record their own musical composition using the midi keyboards, and they prepare a group music piece to be performed and recorded. PHYSICAL EDUCATION - GRADES 5/6/7/8 VISION: Our students will understand what behaviors constitute a healthy life style and will lead health lives physically, emotionally and socially. MISSION STATEMENT: The Health and Physical Education staff, with support from other staff, will present a sequential and comprehensive wellness curriculum to our middle school students. We will look at our students holistically and analyze our environment critically to make sure healthy choices are predominant. We will know we have succeeded when "wellness" becomes a prevailing attitude for the entire school and community. PHILOSOPHY: In response to the 1996 Report of the Surgeon General on physical activity and health it is our charge to provide a program, which can improve the health and well-being of our students. The benefits of regular physical activity toward the over all wellness of our student's physical and psychological well being have been supported at state and national levels. It is our goal to provide students with a wide variety of activities and instruction so as to promote lifetime fitness. We recognize NASPE's seven content standards in Physical Education and support their beliefs in what a physically educated person is. COMPUTER LAB - GRADE 5Students continue to develop skills in the Microsoft Office Suite with a
focus on the research tools available at JRMS and on the Internet. HyperStudio is a program designed for students and allows them to use their creativity and computer skills to create interactive multimedia presentations. These presentations, called stacks, are made up of any number of individual cards. On these cards students can draw, place photographs, insert clip art, type text, record their voices, play music, show movie clips and much more. This class allows students to use their creativity and computer skills to create super multimedia presentations. Students expand their use of the Microsoft Office Suite through project based learning. Some of the projects include: a spreadsheet in Excel with data and formulas, a mail merge in Word, and hyper linking in PowerPoint. This project is a combination of baseball statistics and Microsoft Office. Team managers (students) receive players in the form of baseball cards. They then use Excel to record and calculate important statistics from the back of the baseball card, which allows them to choose only the best players for their team. Once managers have traded with other teams and have a full roster they use Excel to calculate what their players will do when they are up at bat (what % of the time do they strikeout, go to first, hit a home run, etc.). With this information in hand each player’s percentages are graphed in a pie graph. These pie graphs, along with a spinner, let teams play simulated games of baseball. In Graphics, the principles of graphic design and illustration will be introduced. Students will learn and apply all elements of computer-aided graphics production including the use of tools (drawing and painting), color palettes, fill, perspective, rendering, layering, and design. Students will use Adobe Illustrator to create their works of art. Students use Adobe Photoshop and Adobe Photoshop Elements to fix bad photographs by adjusting colors, brightness and contrast, cropping, in addition to using several of the automatic fixes that are preset in the program. Additionally, students use these programs to create design elements for web pages and print media. The Internet is rapidly changing the way we see the world, do business, and communicate. It is crucial that our schools prepare our students by giving them the tools they need to compete in the work and educational environment of tomorrow. Web Page Publishing will give the students of JRMS the ability to communicate their ideas in an exciting new way. In this course students will study the elements of good Web page design, learn HTML and create great Web pages. |
| ENRICHMENT COURSES |
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PROJECT ADVENTURE - GRADES 6/7/8
The Project Adventure program is an adventure-based program of self- and group- exploration which includes new games, warm-ups, initiatives, an indoor/outdoor ropes course, challenges and rock climbing experiences. It is designed to build self-esteem through individual physical challenges as well as dynamic group problem-solving activities. Students recognize their own strengths and gain experiences which promote individual growth and maturation. Through the use of debriefing, students gain a better understanding of themselves and of their peers. Project Adventure-trained teachers teach the Project Adventure course. Its curriculum is comprehensive and progressive from grades 6 through 8. The Project Adventure experience is a semester course for grades 6/7/8 students. IMUSIC: PERFORMING ARTS COURSES Students may participate in Band, Chorus and Strings Orchestra during their four years at John Read Middle School. GRADE 5 Students have the opportunity to continue group instrumental lessons on the following instruments: violin, viola, cello, string bass, flute, clarinet, saxophone, trumpet, trombone, baritone horn, and percussion. Children participate in either band or string orchestra and prepare curriculum-based musical compositions at their winter and spring concerts. GRADE 6 Sixth Grade Band : The emphasis during the second year of band at John Read is on the development of music skills. It is a continuation of the fifth grade curriculum program.Sixth Grade Strings : These students are combined with the seventh and eighth grade string players in order to form a full orchestral experience. Through the study of various styles of music, the students learn the essential skill of music reading and style interpretation.Sixth Grade Chorus : This choral group is exclusively for sixth grade students. Students experience choral music and part-singing. This choral experience emphasizes group cooperation, as well as, personal musical growth while improving students' skills. The chorus meets every other day and performs in concerts each semester.GRADES 7 & 8 Seventh & Eighth Grade Band : Development of the skills in the sixth grade band are reinforced in the seventh and eighth grade Band. The students begin to understand, through listening and performing, the interpretive approaches to various styles of music.Seventh and Eighth Grade Strings : Quality of tone, rhythm, performance, accuracy, and style interpretation are all reinforced as students study various styles of music for performance.Seventh and Eighth Grade Chorus : Membership in this group is open to all seventh and eighth graders. A variety of musical styles and types are performed and three-part harmony is sung. There are opportunities for solo and small group singing during the concerts. Concerts are given two or three times a year, and the chorus is also involved in the all school spring musical.NUTRITION & WELLNESS-GRADES 6/7/8 This course will focus primarily on nutrition and an understanding of the food pyramid. As a lab component, students will gain the "hands-on" experience of preparing nutritious snacks from each of the food groups. Additionally, students will develop an awareness of eating disorders, and they will discuss the importance of exercise and healthy living habits. In the nutrition area, students review the food pyramid and then study the more in-depth concept of nutrients-especially vitamins and minerals--and their place in one's daily menu. Students practice kitchen safety and balanced nutrition through cooking labs. In the wellness area, students develop decision-making skills through informed discussions about peer pressures and lessons about the signs of stress, depression, and suicide. Also included in this course will be a unit on issues of sexual harassment. In the nutrition area, students will examine the role of fats in the onset of heart disease. In the wellness area, students will receive extensive training and be eligible for certification in CPR as a life-saving procedure. All woodworking classes begin with shop safety, proper use of tools and equipment, and cleanup procedures. Woodworking skills are taught in a project based learning environment and include: Cutting, fastening and gluing, and sanding and finishing. Project choices increase in complexity in the higher grades. |
| SCHOOLWIDE PROGRAMS |
| SPECIAL EDUCATION PROGRAMS - GRADES 5/6/7/8
ESSENTIAL SKILLS PROGRAM Essential Learning Skills (ELS) and Essential Study Skills (ESS) The Essential Skills Program provides both direct and indirect services for students with special education needs. The students can receive a continuum of services including consultation, instruction in the regular classroom, instruction in an individual or small group setting, as well as, self-contained programming. There are three teachers of Special Education and three full-time assistants. SECTION 504 Section 504 is a federally mandated program to facilitate student access to curricula. Accommodations may be made to facilitate students' learning in regular education. SCHOOL PSYCHOLOGIST - GRADES 5/6/7/8 In the middle school, the school psychologist functions as a key participant in both Child Study and Student Assistance Teams where teacher/parent for behavioral and academic performance are reviewed. These teams may initially make recommendations for alternative teaching strategies and/or behavioral plans. If the child's problem persists, the school psychologist works cooperatively with teachers, administrators, and parents to set up a procedure to provide necessary intentions to insure that the child receives the full benefit of schooling. The school psychologist conducts Planning and Placement Team meetings and may administer individual psycho-educational evaluations in order to assist in determining eligibility for special education and in planning a student's educational program. Conferences are held with parents prior to the evaluation to obtain background information and to develop history, and again after the evaluation to share results. The school psychologist also acts as a consultant to teachers, administrators, and parents. In devising remedial or preventive measures, the school psychologist works with the guidance counselor, social worker, nurse, special education and classroom teachers. Children may be seen in counseling on an individual basis as well as in groups for specific purposes such as coping with divorce or developing social skills. The school psychologist also completes individual student assessments at the request of the Planning and Placement Team. GUIDANCE SERVICE - GRADES 6/7/8 The middle school guidance counselor works to empower students to gain insights into their behavior. Some of the emotional and social issues addressed through counseling middle school students include: relating to a teacher, adjusting to physical changes, establishing independence, understanding misbehavior, getting along with peers, and coping with peer pressure. Group and one-on-one counseling are flexible and are offered as needs arise. Support groups are offered to address issues of peer pressure, divorce, developing sensitivity to others, substance abuse, new students, etc. The school counselor is a resource for and works closely together with all members of the school community. This community includes other students, staff members and parents. SOCIAL WORK - GRADES 5/6/7/8 School social work services include counseling with students when social or emotional difficulties significantly affect school functioning. The school social worker is trained to gather developmental and family history data from the parents of students via meetings and interviews. Additionally, the school social worker can assess the dynamics of the family system of students who are experiencing difficulties and offer guidance and suggestions to parents as needed. As an individual and family counselor, the school social worker is an integral part of the Child Study and Student Assistance Teams in the school. The school social worker functions in collaboration with the school psychologist and guidance counselor, when appropriate. The school social worker also offers counseling and intervention for students via support groups which focus on strengthening interpersonal and relational skills of self-esteem and related mental health concerns. Social work service also entails serving as a school liaison to agencies of professionals involved with the students as it relates to the student's school performance. Likewise, the social worker may provide referrals to resources in the community when the student is in need of community services. SPEECH, LANGUAGE AND HEARING PROGRAM - GRADES 5/6/7/8 The speech, language and hearing program provides services for students who have language, articulation, voice, hearing, fluency or auditory perceptual disorders. Some students have more than one of the above difficulties. At times, a speech disorder may exist in combination with other disorders, such as a learning disability. The speech/language pathologist works to strengthen weak areas of development such as correct sound formation, grammatical structure, vocabulary and concept development, auditory processing, fluency training and voice disorders. |