Shelby County Middle School Academic Guide · 2013-10-03 · Shelby County Middle School Academic...

Shelby County Middle School Academic Guide

Revised August 2011 1


Revised October 2013 13

LANGUAGE ARTS OVERVIEW

GRADE SIX - EIGHT

Student Characteristics

Students in Grades 6-8 display a wide range of intellectual abilities, learning styles, talents, interests, and maturation levels. These students are going through a transitional period that includes physical, social, emotional, and intellectual changes. They have the ability to think on higher levels and to draw conclusions, and they possess a curiosity about the world. They are beginning to personalize language and to use it more proficiently. They become aware of the practical value of language. During this period, students search for their own identity. They are becoming more independent of parents and teachers and more dependent on peers for approval.

Instructional Environment

Reading, listening, viewing, writing, speaking, and presenting are studied as related skills in meaningful contexts. Language study is kept relevant for students. They make some choices about topics for writing and speaking. Self-selection of literature and writing topics gives students responsibility for their own language learning. Grammar, spelling, and vocabulary study are taught in the meaningful context of student writings and oral presentations. Students interact with many literary genres using selections that are relevant to their lives and their studies in other content areas.

Scope of Content

The content standards address all areas of comprehension and expression: reading, listening, viewing, writing, speaking, and presenting. Through reading, students build understanding and acquire new information. They also read for enjoyment and recreation as they develop a greater appreciation of literature. By listening, students evaluate oral language and interact effectively with others. Viewing helps them learn to interpret a variety of media and to become more discriminating processors of information. Students use writing to communicate; to acquire new concepts; to reflect on their own thoughts and experiences; and to respond to what they read, hear, and view. Students speak to communicate, to interact with others, to articulate ideas, and to react to what they have read, heard, and viewed. By making presentations, students create and communicate ideas and information through a variety of media.



Reading/Literature

The classrooms are filled with assorted reading materials: trade books, peer writings, and multicultural selections from recognized traditional and contemporary authors. Students learn how to choose reading materials of quality. Students make choices and decisions about reading and writing that will contribute to the appreciation and enjoyment of varied reading materials throughout their lives. Introducing students to a variety of recognized authors of diverse cultures helps them develop a respect for cultural differences. It also allows them to see, to use, and to refine different language structures and models. Through reading, writing, viewing, and discussing, students recognize that literary themes reflect life.

Course Descriptions

English LA Grade 6 System # 8010 State # 100028

The English 6th Grade course is comprised of writing, listening, speaking, viewing, and presenting skills; vocabulary study; mechanics; grammar and usage; spelling and study skills based on the Alabama Course of Study. Students will apply the writing process to continue to write narrative, expository, and descriptive pieces. Students will be introduced to persuasive composition. Students will compose pieces using all four types of writing including a specific purpose and audience. Students will apply spelling, mechanics, and grammar and usage to their writing. Students will also develop and refine skills measured on the Alabama Reading and Mathematics Test, the Stanford Achievement Test, the Alabama Direct Assessment of Writing, and the Alabama High School Graduation Exam.

Reading Grade 6 System # 8010 State # 100008

The Reading 6th grade course is comprised of a reading, language development, writing, listening, speaking, viewing skills; and study skills based on Alabama Course of Study. Students will read self-selected and teacher-selected literature. Students will apply reading and comprehension strategies, interpret literary elements and devices, recognize the use of text elements, analyze the text read and identify the author’s purpose. Students will also develop and refine skills measured on the Alabama Reading and Mathematics Test, the Stanford Achievement Test, the Alabama Direct Assessment of Writing, and the Alabama High School Graduation Exam.

English LA, Grade 7 System # 8014 State # 200001

English 7 is designed to guide students in the further development of speaking, listening, and writing skills. Students will write descriptive, narrative, expository, and persuasive compositions while increasing the variety and complexity of sentence structure, grammar, usage, mechanics, and vocabulary. They will continue to learn and use the research process for various projects. Students will also develop and refine



skills measured on the Alabama Reading and Mathematics Test, the Stanford Achievement Test, and the Alabama Direct Assessment of Writing.

Reading Lit 7 System # 8040 State # 200062

In the Reading Lit 7 class, students will use various strategies and techniques that will develop and enhance reading composition of a wide variety of multi-cultural literature from classic to contemporary. Students will be introduced to all the genres while focusing on specific genre studies each nine weeks. Students will also begin to incorporate and apply grade-level, content-specific vocabulary and critical thinking skills conducive to literary analysis. Students will also develop and refine skills measured on the Alabama Reading and Mathematics Test and the Stanford Achievement Test.

Reading Grade 7 System # 8034 State # 200062

Reading Grade 7 Entails reading skills acquisition, reading techniques, and developmental literature study. Literature studies will focus on using various reading strategies to enhance reading comprehension and identifying characteristics of major genres. Students will incorporate vocabulary, writing, and application of literary terms into their study of the text.

English LA, Gr. 7Avd. System # 8015 State # 200002

In addition to the entire essential skills requisite to seventh-grade English, the curriculum in English LA, Grade 7 Advanced will require students to operate according to a more rigorous level such that they will take greater ownership for their learning. In an accelerated manner, students will produce descriptive, narrative, expository, and persuasive compositions while increasing the variety and complexity of sentence structure, grammar, usage, mechanics, and vocabulary—all with the goal of producing independent, sophisticated readers, writers, speakers, and thinkers. They will continue to learn and use the research process for various in-depth projects. Students will also develop and refine skills measured on the Alabama Reading and Mathematics Test, the Stanford Achievement Test, and the Alabama Direct Assessment of Writing.

English LA, Grade 8 System # 8018 State # 200003

The English 8 course is designed to develop competency in English grammar and writing while building vocabulary. The grammar, writing, and vocabulary instruction taught will enhance communication skills needed for daily life. Students will receive in-depth instruction in all areas of grammar. The focus of writing will include narrative, expository, and persuasive modes with attention to descriptive elements. The instruction related to the organization of writing will focus on the five paragraph essay with particular attention placed on the thesis statement and paragraph construction. An emphasis will also be placed on the enhancement of vocabulary through various methods. In addition, students will be taught the research process in detail. This course is appropriate for students of all levels.



English LA, Gr. 8 Adv System # 8019 State # 200004

English 8 Advanced is designed for highly motivated students who are seeking to take English 9 Advanced or English 9 Honors at the high school level. This course builds on the range and depth of the regular course requirements by challenging students to use critical thinking skills as they enrich communication skills. This course will encourage a more in-depth investigation of the English language through an engaging and rigorous analysis of grammar and vocabulary. This course encourages independent learning and demanding explorations of the content. Students are required to produce work that exemplifies advanced comprehension of the curriculum. Individual and group research projects, challenging class discussions, and a variety of writing activities provide a rich and rigorous language experience.

Reading Lit 8 System # 8046 State # 200063

Reading Lit 8: While continuing to study a wide variety of classical and contemporary literature, students will apply learned strategies and techniques to deepen their understanding of the text and distinguish among the literary genres. Students will further develop understanding of texts by engaging in discussion and analysis of material using literary terms and concrete support from the text. Skills measured on the Alabama Reading and Mathematics Test and Stanford Achievement Test are studied.

GIFTED EDUCATION – LITERATURE

Course Descriptions

Reading Lit 8 GRC System # 8048 State # 600001

Prerequisite: Students identified for gifted education program by ALSDE criteria.

The Reading Lit 8 GRC course is designed to meet and exceed the standards for reading and literature contained in the Alabama Course of Study through appropriate differentiation for gifted learners and modification of the depth & complexity of the literature curriculum. Best Practices in Gifted Education are used to incorporate abstract & complex thinking; higher level processes & product development; and interdisciplinary concepts, issues, & themes. Units are designed using Concept-based Learning & the Parallel Curriculum Model. The suggested Conceptual Lenses for 8th grade are ―Power/Belief/ or Perspective.‖ Also, students’ interests and the social/emotional/& learning needs of gifted ed. learners are addressed in this gifted ed. class since the gifted ed. literature class is a part of the identified gifted ed. students’ GEP/IEP (Gifted Education Plan/Individualized Education Plan).



Literature 7 GRC System # 8042 State # 600001


The Literature 7 GRC course is designed to meet and exceed the standards for reading and literature contained in the Alabama Course of Study through appropriate differentiation for gifted learners and modification of the depth & complexity of the literature curriculum. Best Practices in Gifted Education are used to incorporate abstract & complex thinking; higher level processes & product development; and interdisciplinary concepts, issues, & themes. Units are designed using Concept-based Learning & the Parallel Curriculum Model. The suggested Conceptual Lenses for 7th grade are ―Decisions & Consequences/Freedom/ or Systems.‖ Also, students’ interests and the social/emotional/& learning needs of gifted ed. learners are addressed in this gifted ed. class since the gifted ed. literature class is a part of the identified gifted ed. students’ GEP/IEP (Gifted Education Plan/Individualized Education Plan).

Reading 6 GRC System # 8029 State # 600001


The Reading 6 GRC course is designed to meet and exceed the standards for reading and literature contained in the Alabama Course of Study through differentiation for gifted learners and modification of the depth & complexity of the literature curriculum. Best Practices in Gifted Education are used to incorporate abstract & complex thinking; higher level processes & product development; and interdisciplinary concepts, issues, & themes. Units are designed using Concept-based Learning & the Parallel Curriculum Model. The suggested Conceptual Lenses for 6th grade are ―Change/ Conflict/ or Relationships.‖ Also, students’ interests and the social/emotional/& learning needs of gifted ed. learners are addressed in this gifted ed. class since the gifted ed. literature class is a part of the identified gifted ed. students’ GEP/IEP (Gifted Education Plan/Individualized Education Plan).

ENGLISH/LANGUAGE ARTS ELECTIVES

Course Descriptions

Drama 7 System # 8061 State # 200027

In Drama 7, students examine dramatic structure, incorporate creativity and imagination into the production of scripts, realize self-evaluation and expand their knowledge of the techniques of producing a play or musical.



Drama 8 System # 8062 State # 200027

In Drama 8, students examine dramatic structure, incorporate creativity and imagination into the production of scripts, realize self-evaluation and expand their knowledge of the techniques of producing a play or musical.

Broadcast Journalism System # 8060 State # 200054

Broadcast Journalism exposes students to the basics of producing a broadcast. Students learn the skills necessary for success in this profession including listening, analyzing, writing and discussing television stories. Writers, anchors, on-the-air reporters, camera technicians, directors and equipment crewmembers are needed.

Yearbook 7 System # 8905 System # 800001

Yearbook 7 students examine journalistic styles and explore the challenges of writing for different audiences using different genres. They will explore the challenges of producing a yearbook. Students will gain a greater understanding of the production of the publication with specific emphasis in format, layout, photographs and yearbook design.

Yearbook 8 System # 8906 System # 800002

Yearbook 8 students examine journalistic styles and explore the challenges of writing for different audiences using different genres. They will explore the challenges of producing a yearbook. Students will gain a greater understanding of the production of the publication with specific emphasis in format, layout, photographs and yearbook design.

Newspaper System # 8907 System # 800008

Newspaper exposes students to newspaper study; newspaper production; news information gathering, proofreading and journalistic writing.

Speech/Practices and Techniques

System # 8063 System # 200046

Speech/Practices and Techniques will explore the many areas of speech communications to improve speaking and listening skills and to build self confidence through participation in oral communication activities. Studies include public speaking, storytelling, parliamentary procedure, oral interpretation, theater, and mass communication. (9-Weeks Course)



MATHEMATICS OVERVIEW

GRADES SIX – EIGHT

Students in Grades 6-8 mature and progress at varied rates and are sensitive to peer perceptions; therefore, a supportive classroom environment where students feel comfortable sharing ideas is a priority. Classroom learning experiences are enhanced through interactions in which students learn to develop reasoning skills and evaluate their own thinking and the thinking of others.

The main focus of the mathematics program in the middle grades is to provide a coherent, integrated curriculum that enables all students in Grades 6-8 to recognize and apply mathematics in contexts outside the classroom. Middle school students acquire a solid foundation for high school mathematics by making a transition from concrete topics to abstract concepts. Through the use of manipulatives, social interaction, mathematical discourse, and a variety of technological tools, students engage in mathematical investigations, propose ideas and conjectures, and make generalizations. A challenging curriculum and a supportive environment encourage middle school students to be actively involved in their own mathematical learning. The mathematics program in Grades 6-8 plays a key role in preparing students for high school mathematics and further study. This curriculum integrates algebraic and geometric concepts into other mathematical topics. By enabling students to make connections between these topics, algebraic and geometric thinking skills are developed. Instruction focuses on rational numbers and algebraic, geometric, and proportional reasoning concepts in order to provide students with the necessary prerequisite skills for success in high school mathematics courses.

Embedded in the content standards of Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability are the important process standards of Problem Solving, Reasoning and Proof, Communication, Connections, and Representation. These process standards are integrated throughout the middle grades curriculum to deepen students’ understanding of mathematical concepts. Students become good problem solvers with a mathematical foundation that allows them to choose problem-solving techniques appropriate for a situation, communicate the reasoning for these choices, and identify the methods used to determine the results. The teacher plays a key role in helping students develop the skills needed for reasoning and proof. Students are better able to make conjectures and arguments when they are encouraged to verbalize, illustrate, or record their mathematical thought processes. By listening to or reading the mathematical thinking processes of their classmates, students are encouraged to communicate and to learn from each other.

Mathematical discussion becomes more complex in the middle grades. Students are expected to use mathematical vocabulary as they explain their reasoning. Students who are taught the connectedness of mathematical concepts will learn to use these concepts to build upon their own mathematical knowledge, rather than attempt to memorize many isolated facts/formulas, an exhaustive and perhaps impossible task in the middle grades. Representing mathematical concepts in various ways allows students to use



modeling to solve complex problems. When students realize that algebra makes the problem-solving process much more efficient, they see the interconnectedness of mathematics with the real world. Through this curriculum, middle-grades students form positive attitudes about mathematics that contribute to decisions to pursue further study of mathematics and ultimately enhance their life opportunities. The content of the mathematics program for Grade 7, Grade 8, and Algebra I is significantly different from one grade or course to another. Shelby County Schools offer Algebra I in Grade 8 to students who need a more rigorous curriculum and have an in-depth knowledge of the mathematical concepts taught in Grades 7 and 8.

Course Descriptions

Math Grade 6 System # 8100 State # 100018

Math Grade 6 is the transition year from elementary to middle school math. The course will challenge and support the development of the student’s mathematical understanding and application of numbers and operations, Algebra, Geometry, measurement, data analysis, and probability. This course meets the requirements of the ACOS for sixth grade math and prepares students for the ARMT and SAT 10. Instruction focuses on problem solving, estimation, and computational fluency of decimals, fractions, percents and proportions.

Math 6 Remedial System # 8106 State # 800003

The Mathematics 6 Remedial course assists students who need extra support in mathematics. It focuses on mathematics difficulties; skill acquisition; techniques remedial work; computational skills; problem solving skills; simplified approach.

Math Grade 7 System # 8110 State # 210001

Math Grade 7 - The seventh-grade curriculum addresses a number of important mathematical concepts. The major focus of the seventh grade curriculum is rational number operations. Seventh-grade students establish skills needed to become successful problem solvers. Solving equations is another major focus of the curriculum as students prepare for further study of algebra. This course meets the requirements of the ACOS for 7th Grade Math. Topics of study include variables, expressions, operations with rational numbers, proportional reasoning, equations, inequalities, problem solving with geometric figures, and data analysis and probability.

Math 7Adv System # 8113 State # 210002

Math 7 Adv. - The major focus of the seventh-grade Math 7 Adv. curriculum is the integration of new and prior knowledge to solve problems dealing with all mathematical strands using Pre-Algebra. Pre-Algebra is the bridge from seventh grade math and Algebra 1. Pre-Algebra helps the student transition from concrete to abstract thinking. This course meets the requirements of the ACOS for 7th Grade Math and Pre-Algebra. Topics of study include variables, expressions, solving and graphing linear equations,



inequalities, operations with rational numbers, proportional reasoning, problem solving with geometric figures, and data analysis and probability.

Math 8Pre-Algebra System # 8119 State #210003

Math 8 Pre-Algebra - The major focus of the eighth-grade Pre-Algebra curriculum is the integration of new and prior knowledge to solve problems dealing with all mathematical strands. Pre-Algebra is the bridge from seventh-grade math and Algebra 1. Pre-Algebra helps the student to transition from concrete to abstract thinking. Thiscourse meets the requirements of the ACOS for Pre-Algebra. Topics of study include variables, expressions, solving and graphing linear equations, operations with real numbers, proportional reasoning, problem solving with geometric figures, and data analysis and probability.

Algebra I System # 8124 State # 210005

Prerequisite: Math 7Adv/Teacher Recommendation

Algebra I Algebra I is a formal, in-depth study of algebraic concepts and the real number system. Students develop a greater understanding of and appreciation for algebraic properties and operations. Algebra 1 reinforces concepts presented in earlier courses and permits students to explore new, more challenging content which prepares them for further study in mathematics. This course meets the requirements of the ACOS for Algebra 1. Topics of study include variables, expressions, linear and non-linear equations, inequalities, ratio, proportion, factoring polynomials, graphing on the number line and in the coordinate plane, properties of slope, problem solving with geometric figures, operations involving exponents, and data analysis and probability.

Algebra I Honors System # 8125 State # 210006

Prerequisite: Math 7 Adv/Teacher Recommendation

Algebra I Honors - Algebra I Honors is a formal, in-depth study of algebraic concepts and the real number system. Students develop a greater understanding of and appreciation for algebraic properties and operations. Algebra 1 reinforces concepts presented in earlier courses and permits students to explore new, more challenging content which prepares them for further study in mathematics. This course meets and exceeds the requirements of the ACOS for Algebra 1. This course will include more advanced and rigorous assignments. Topics of study include variables, expressions, linear and non-linear equations, inequalities, ratio, proportion, factoring polynomials, graphing on the number line and in the coordinate plane, properties of slope, problem solving with geometric figures, operations involving exponents, and data analysis and probability.

Math 8 Pre-Alg, Adv System # 8120 State # 210004

Math 8 Pre-Alg. Adv The major focus of the eighth-grade Pre-Algebra curriculum is the integration of new and prior knowledge to solve problems dealing with all mathematical strands. Pre-Algebra is the bridge from seventh-grade math and Algebra 1. Pre-Algebra



helps the student to transition from concrete to abstract thinking. This course meets and exceeds the requirements of the ACOS for Pre-Algebra. This course will include more advanced and rigorous assignments. Topics of study include variables, expressions, solving and graphing linear equations, operations with real numbers, proportional reasoning, problem solving with geometric figures, and data analysis and probability.



SCIENCE OVERVIEW

GRADES SIX – EIGHT

Middle school students can be characterized as curious, energetic, and enthusiastic. These students are moving from childhood to adolescence at various rates. They possess multiple learning styles, varied intellectual abilities, and are sensitive to peer perception. Teachers are challenged to incorporate effective classroom strategies that meet students’ growing needs as individual learners while helping students make the transition from learning concrete facts to making scientific applications. With a foundation based on inquiry, the middle school science curriculum affords students opportunities for exploration and an in-depth study of science concepts. Scientific process and application skills should be integrated into the teaching of the required science content.

Earth and Space Science, Life Science, and Physical Science content and skills are best taught through a ―hands-on,‖ ―minds-on‖ approach to learning. In order to facilitate this process, the science classroom must extend beyond traditional boundaries while maintaining a primary focus on student safety. Students learn the ―what‖ while being encouraged to seek the ―why‖ and ―how‖ behind natural phenomena. By designing a challenging curriculum, creating a supportive environment, stimulating student imagination, and providing opportunities for investigation, science teachers enable students to become actively involved in their own learning.

Success in science translates into the creation of productive, lifelong learners capable of meeting the needs and challenges of the twenty-first century. The goals of the middle school science program, therefore, are to meet the needs of the individual learner, to challenge all students to excel, and to provide students with the resources necessary to acquire science content and skills applicable both within and beyond the educational setting.

Course Descriptions

Science, Grade 6 System # 8200 State # 100038

Science Grade 6 is designed to allow sixth graders to begin to explore the world around them. They will investigate many Earth science topics. During their explorations students must demonstrate appropriate lab safety skills and the ability to navigate the organized steps of scientific problem solving. Students will build a working vocabulary and critical thinking skills for use as they investigate topics involving global patterns of atmospheric movement, factors that change Earth’s surface over time, cycles of Earth, Earth’s biomes, Earth’s rotation, tilt and distance from the equator, and relationships among the components of the universe. Through their organized investigations students will begin to develop Earth Science literacy.



Life Science 7 System # 8206 State # 220001

Life Science 7 - This 7th grade science course purpose is designed to prepare students for the life science based high school courses, the ASA, ARMT, SAT, as well as the AHSGE. This course meets the requirements of the ACOS for 7th grade science. Students in the regular course will be exposed to life science using a variety of strategies including but no limited to hands on inquiry based labs and activities while incorporating technology. The 7th grade science curriculum includes the development of critical and scientific thinking skills. It is designed to encourage scientific literacy, creativity, and provide a foundation for life science skills.

Life Science 7, Adv System # 8207 State # 220002

The Life Science 7 Adv course prepares students for the advanced life science based high school courses, the ASA, ARMT, SAT, as well as the AHSGE. This course meets and exceeds the requirements of the ACOS for 7th grade science. Students in the advanced course will be required to complete more rigorous assignments, including but not limited to essays, outside reading, and independent projects. Students will perform higher level inquiry based and technology inclusive laboratory exercises as compared to the regular 7th grade science course. The advanced 7th grade science course is designed to encourage higher order thinking and scientific literacy while preparing students for advanced high school courses.

Physical Science 8 System # 8212 State # 220003

The Physical Science 8 course focus is designed to prepare grade eight students for the physics and chemistry courses that are offered in high school. Content standards in this course are inquiry-based and include concepts and skills in chemistry and physics that are considered foundational. The scientific process and application skills should be integrated into the teaching of the required science content to allow students to combine reasoning and thinking skills with scientific knowledge. This encourages problem solving, questioning, and exploration through the use of experimental, manipulative, and laboratory oriented processes. This Physical Science course provides eighth-grade students with a firm foundation for scientific literacy and for the pursuit of subsequent science courses.

Physical Sci 8, Adv System # 8213 State # 220004

The Physical Sci 8 Adv course is designed to prepare grade eight students for advanced and honors science courses in high school. This course goes into further depth and breadth of content and skills in the fields of Chemistry and Physics. Students are expected to work independently both in and out of the classroom to gain full benefit of the course. The Advanced science course includes additional inquiry based activities that foster critical and scientific thinking skills. Strategies should include, but not be limited to, the 5 E method, interactive notebooks, scientific method, discussion of discrepant events, communication techniques, and brainstorming.



SCIENCE ELECTIVES

Course Descriptions

Forensic Science System # 8240 State # 220034

In this semester long elective course, students actively engage in a variety of hands-on activities to study forensic science. Students will learn to apply the process of the scientific method to the problems of identifying criminals and solving mysteries. Students will learn to make detailed observations, keep accurate records, perform laboratory procedures, communicate ideas, and defend their conclusions. Topics include, but are not limited to, fingerprinting, DNA extraction, hair and fiber analysis, arson investigation, and ballistic analysis. Students will also be studying aspects of biology, chemistry, physics, and anatomy in their journey through forensic science. Field trips, guest speakers, online programs, and projects will e incorporated into this enriching study.

Environmental Science System # 8241 State # 220029

Environmental Science is a course that is designed to introduce students to the major ecological concepts and environmental problems that affect the world in which we live. There is an urgent need for environmental education. This program provides one way in which students can become aware of the interaction of people and their environment. The course focuses on the concepts that are real life issues. It promotes awareness and understanding of practical everyday problems that affect life. It relates important environmental issues to the lives of the students and their families. The course content includes environmental interrelationships, environmental ethics, ecology, food chains and food webs, living things in ecosystems, the atmosphere, air and climate, greenhouse effect, ozone layers, air pollution, water as an ecosystem, agriculture and soil, and waste control.



SOCIAL STUDIES OVERVIEW

GRADE SIX

United States Studies: 1877 to the Present

Sixth-grade content standards focus on the United States from 1877 to the present. Historical events studied by sixth graders include the Spanish-American War, World War I, the Great Depression, World War II, and major events of the latter part of the twentieth century. Emphasis is placed on economic, geographic, social, and political changes that impacted every aspect of life during these time periods, including communication and technological advances, changes in national boundaries, and the movement of the United States into the role of world leader.

Sixth-grade students are interested in acquiring a deeper understanding of those whose cultures and political opinions are different from their own. As they begin a transitional stage characterized by physical, cognitive, and social changes, they begin to analyze and evaluate relationships between ideals and practices. Therefore, sixth-grade instruction provides constant opportunities for students to explore their prior knowledge and opinions and to maximize and expand their knowledge through the use of cooperative learning, large- and small-group discussions, hands-on activities, and technology.

GRADES SEVEN AND EIGHT

Overview

Students in Grades 7 and 8 can be characterized as learners who are enthusiastic, impressionable, and independent. They are developing an interest in personal, national, and global issues and are beginning to see clearer connections between themselves and people and events around the world.

In the seventh grade, students express curiosity about how society works and the role they play in their community and the world. They question the balance and differences between rights and responsibilities. They are interested in distant places, their locations, and environments. These issues and others are explored in two one-semester courses in Grade 7. The Citizenship course addresses democracy; liberty; law; personal economics; and local, state, and national civic responsibility. The Geography course addresses physical geography of the world and cultural geography of the Eastern Hemisphere.

In Grades 8 and 9, students are engaged in a two-year sequence of courses involving the chronological history of the world. These courses incorporate the strands of economics, geography, history, and political science with an emphasis on the history and geography strands. The content of these courses emphasizes the knowledge and skills necessary for developing a geographic perspective of the world and its people and



events. Geography is a strong component of the content for these grades, as students are required to become knowledgeable about the development and diffusion of civilization. Students use geographic tools and technologies to pose and answer questions about spatial distribution and patterns on Earth, use mental maps to answer questions, and compare and map dominant land-use patterns.

Effective teachers utilize a variety of classroom instructional techniques and assessment strategies. The classroom environment, activities, assignments, and assessments foster the skills of acquiring information and manipulating data; developing and presenting policies, arguments, and stories; constructing new knowledge; and participating in groups. Technology is used as a component of instruction to enable students to compete in a rapidly changing world. Internet access, computer software, videos, and television programs provide opportunities for students to explore historical as well as geographic concepts. Because understanding contemporary events and relating them to the past are essential to any social studies course, current events is a vital component of the social studies content for Grades 7 through 8

Course Descriptions

Social Studies Gr 6 System # 8300 State # 100048

Social Studies 6 is the study of the United States from the late 1800s till the present. This course moves through the industrialization of America, and continues the development of our modern society through the study of the societal changes, economy, politics and shifting geography of the twentieth century. Students will study major events, issues movements and leaders both chronologically and thematically. Sixth grade instruction provides constant opportunities for students to explore their emerging opinions and ideas while gaining content specific knowledge. Through varied learning strategies including History Alive!, cooperative learning, group discussion, hands on activities, document analysis, and technology, students explore their country and its place in the world.

Social St 6 GRC System # 8301 State # 600001


The Social Studies 6 GRC course is designed to meet and exceed the standards for U.S. History contained in the Alabama Course of Study through appropriate differentiation for gifted learners and modification of the depth & complexity of the social studies curriculum. Best Practices in Gifted Education are used to incorporate abstract & complex thinking; higher level processes & product development; and interdisciplinary concepts, issues, & themes. Other strategies include student research, analysis of various primary resources, Socratic seminars, inductive reasoning, deductive reasoning, debates, etc. Units are designed using Concept-based Learning & the Parallel Curriculum Model. The suggested Conceptual Lenses for 6th grade are ―Change/Conflict.‖ Also, students’ interests and the social/emotional/& learning needs



of gifted ed. learners are addressed in this gifted ed. class since the gifted ed. social studies class is a part of the identified gifted ed. students’ GEP/IEP (Gifted Education Plan/Individualized Education Plan).

Geography 7 GRC System # 8309 State # 600001


The Geography 7 GRC course is designed to meet and exceed the standards for geography contained in the Alabama Course of Study through appropriate differentiation for gifted learners and modification of the depth & complexity of the social studies curriculum. Best Practices in Gifted Education are used to incorporate abstract & complex thinking; higher level processes & product development; and interdisciplinary concepts, issues, & themes. Other strategies include student research, analysis of various primary resources, Socratic seminars, inductive reasoning, deductive reasoning, debates, etc. Units are designed using Concept-based Learning & the Parallel Curriculum Model. The suggested Conceptual Lenses for 7th grade are ―Patterns/Systems and Perceptions.‖ Also, students’ interests and the social/emotional/& learning needs of gifted ed. learners are addressed in this gifted ed. class since the gifted ed. social studies class is a part of the identified gifted ed. students’ GEP/IEP (Gifted Education Plan/Individualized Education Plan).

Civics 7 GRC System # 8314 State # 600001


The Civics 7 GRC course is designed to meet and exceed the standards for civics contained in the Alabama Course of Study through appropriate differentiation for gifted learners and modification of the depth & complexity of the social studies curriculum. Best Practices in Gifted Education are used to incorporate abstract & complex thinking; higher level processes & product development; and interdisciplinary concepts, issues, & themes. Other strategies include student research, analysis of various primary resources, Socratic seminars, inductive reasoning, deductive reasoning, debates, etc. Units are designed using Concept-based Learning & the Parallel Curriculum Model. The suggested Conceptual Lenses for 7th grade are ―Patterns/Systems and Perceptions.‖ Also, students’ interests and the social/emotional/& learning needs of gifted ed. learners are addressed in this gifted ed. class since the gifted ed. social studies class is a part of the identified gifted ed. students’ GEP/IEP (Gifted Education Plan/Individualized Education Plan).



World History 8 GRC System # 8319 State # 600001


The World History 8 GRC course is designed to meet and exceed the standards for world history contained in the Alabama Course of Study through appropriate differentiation for gifted learners and modification of the depth & complexity of the social studies curriculum. Best Practices in Gifted Education are used to incorporate abstract & complex thinking; higher level processes & product development; and interdisciplinary concepts, issues, & themes. Other strategies include student research, analysis of various primary resources, Socratic seminars, inductive reasoning, deductive reasoning, debates, etc. Units are designed using Concept-based Learning & the Parallel Curriculum Model. The suggested Conceptual Lenses for 8th grade are ―Change and Civilizations, and Connections.‖ Also, students’ interests and the social/emotional/& learning needs of gifted ed. learners are addressed in this gifted ed. class since the gifted ed. social studies class is a part of the identified gifted ed. students’ GEP/IEP (Gifted Education Plan/Individualized Education Plan).

Geography 7 System # 8306 State # 230001

Geography 7 is a one-semester, 7th grade social studies course paired with citizenship. Geography is based upon the Five Themes. Seventh-grade geography increases student knowledge of the physical nature of the world and the relationships between people and their environments. This knowledge is contextualized through the studies of economics, politics, and culture. The course focuses on the cultural geography of the Eastern Hemisphere.

Geography 7 Adv System # 8308 State # 230002

Geography Advanced Students will expand upon the Five Themes studied in the general curriculum. The advanced student will incorporate their skills through an in-depth study. Students will develop and demonstrate skills through understanding of geographic, political, economic, and social issues using the inquiry based social studies process.

Citizenship 7 System # 8311 State # 230003

Citizenship 7 is a one-semester, 7th grade social studies course paired with geography. Citizenship prepares the student for full and informed participation in our democracy. This is accomplished through the study of fundamental values and principals of our representative democracy. Study of the United States Constitution gives students knowledge of the structures and workings of the state and federal government. Through the study of economics, geography, history and political science, students can be actively involved in their community.

Citizenship 7 Adv System # 8313 State # 230004



Citizenship 7 Adv Students will be following the same democratic goals as the regular curriculum. The advanced student will incorporate their skills through an in-depth study. Students will develop and demonstrate skills through understanding of geographic, political, economic, and social issues using the inquiry based social studies process.

World History 8 System # 8317 State # 230011

World History 8 The study of world history in eighth grade addresses the time periods from prehistoric man to the 1500s. Unique to this course are the experiences which provide for the study of the ways human beings view themselves over time. Through evaluation, reasoning, and exchange of ideas, students examine the migration of early peoples, the rise of civilizations, and the establishment of governments and religions. Through correlation of past events this course directs students to think critically about the various forces that combined to shape the world today.

World History 8 Adv System # 8318 State # 230012

World History 8 Adv will develop student understanding beyond that of the general curriculum. The advanced student will incorporate their skills through an in-depth study. Students will develop and demonstrate skills through understanding of geographic, political, economic, and social issues using the inquiry based social studies process.

SOCIAL STUDIES ELECTIVES

Course Descriptions

Debate Elective System # 8321 State # 80010

The Debate Elective course will teach How to Win an Argument. Want to know how to defend both sides of controversial issues and have a chance to compete against other schools? This course will teach the fundamentals of competitive debate. Students enrolled will be given the opportunity to listen to guest speakers and go on field trips.

Cultural Studies System # 8320 State # 80010

Cultural Studies - History, society, politics, culture and economics of subsets of the population sharing common racial characteristics or common traits and customs.



MODERN LANGUAGES (FOREIGN LANGUAGES) EXPLORATORY OVERVIEW

GRADES SIX - EIGHT

Foreign language at the middle school level is taught through exploratory courses designed to introduce students to both the language and its cultures while capitalizing on their previous experiences and skills in other disciplines and their natural curiosity and new-found independence of parents and teachers.

The foreign language classroom should be a safe and enthusiastic environment that encourages and enables students to creatively produce language both individually and through peer interaction. Communication should mirror real world applications and empower students to communicate with individuals from the language community. Language and culture should be presented and practiced via a variety of media—music, literature, art, video, audio, etc—increasing student comprehension, grammar, vocabulary, pronunciation accuracy, and appreciation of other cultures. Incorporation of cross-curriculum disciplines will help students connect the value of learning the language to their own lives.

Exploratory foreign language content standards for grades 6-8 center around the idea that language literacy best occurs when these five components are interwoven into a solid curriculum: Communication, Cultures, Connections, Comparisons, and Communities. Exploratory classes are either nine-week courses or semester courses.

Course Descriptions

Spanish, Grade 6 System # 8404 State # 100128

Spanish Exploratory 6 Normally taught as a nine-week class, this course is designed to be a basic introduction to the foreign language and its cultures. Students begin to develop listening, reading, writing and speaking skills involving familiar topics in the foreign language and are introduced to various aspects of the foreign culture. Students use learned vocabulary and grammar to write and say simple sentences and to participate in simple conversations and interactions with other students.

Spanish Explor 7 System # 8405 State # 270151

Spanish Exploratory 7 Normally taught for a full semester, this course is designed for both beginning and returning language students to interact together in the same class. It provides the basic essentials for a beginning student, but enables the returning student to build on previously learned skills to express themselves more fully and accurately. All students use learned vocabulary and grammar to write and say simple and complex sentences, short paragraphs, and they participate in simple conversations and interactions with other students. Students present information to the class on familiar



topics and read about and discuss the language’s culture, comparing and contrasting it to their own lives and experiences.

Spanish Explor 8 System # 8406 State # 270152

Spanish Exploratory 8 Normally taught for a full semester, this course is designed for both beginning and returning language students to interact together in the same class. It provides the basic essentials for a beginning student, but enables the returning student to build on previously learned skills to express themselves more fully and accurately. All students use learned vocabulary and grammar to write and say simple and complex sentences, short paragraphs, and they participate in simple conversations and interactions with other students. Students present information to the class on familiar topics and read about and discuss the language’s culture, comparing and contrasting it to their own lives and experiences.

Spanish I System # 8410 State # 270153

Spanish I is taught for a full year to 8th grade students. This Level I Spanish class mirrors the curriculum taught in Shelby County high schools, utilizing the same content standards and materials. Students who successfully complete the course requirements will earn credit for the class, but will not earn a Carnegie Unit toward the Alabama High School Diploma with Advanced Academic Endorsement. To earn this diploma, students must still earn 2 credits in a foreign language while attending high school.

This course is designed for both beginning and returning Spanish students. Culture, beginning pronunciation, vocabulary and grammar are included. Students read, write, listen and speak in the Spanish language, using their skills to express themselves on various topics, communicate with others, and participate in discussion or presentation of the arts, while connecting topics from other disciplines to topics discussed in the class. Cultural studies enable students to appreciate similarities and differences between the Spanish culture and U.S. culture and to participate in the global community.

French, Grade 6 System # 8415 State # 100138

French, Grade 6 Normally taught as a nine-week class, this course is designed to be a basic introduction to the French language and its cultures. Students begin to develop listening, reading, writing and speaking skills involving familiar topics in the foreign language and are introduced to various aspects of the foreign culture. Students use learned vocabulary and grammar to write and say simple sentences and to participate in simple conversations and interactions with other students.

French Explor 7 System # 8416 State # 270021

French Exploratory 7- Normally taught for a full semester, this course is designed for both beginning and returning language students to interact together in the same class. It provides the basic essentials for a beginning student, but enables the returning student



to build on previously learned skills to express themselves more fully and accurately. All students use learned vocabulary and grammar to write and say simple and complex sentences, short paragraphs, and they participate in simple conversations and interactions with other students. Students present information to the class on familiar topics and read about and discuss the French culture, comparing and contrasting it to their own lives and experiences.

French I System # 8417 State # 270023

French I Taught for a full year to 8th grade students, Level I French mirrors the curriculum taught in Shelby County high schools, utilizing the same content standards and materials. Students who successfully complete the course requirements will earn credit for the class, but will not earn a Carnegie Unit toward the Alabama High School Diploma with Advanced Academic Endorsement. To earn this diploma, students must still earn 2 credits in a foreign language while attending high school.

This course is designed for both beginning and returning French students. Culture, beginning pronunciation, vocabulary and grammar are included. Students read, write, listen and speak in the French language, using their skills to express themselves on various topics, communicate with others, and participate in discussion or presentation of the arts, while connecting topics from other disciplines to topics discussed in the class. Cultural studies enable students to appreciate similarities and differences between the Spanish culture and U.S. culture and to participate in the global community.



MUSIC OVERVIEW

GRADES SIX - EIGHT

Middle school is the beginning of the transition from childhood to adulthood. It is a time of rapid physical growth and changes in emotions. Relationships with peers become more important as students become less dependent on parents. Intellectually, they begin to think more abstractly, and their thoughts and actions are often characterized by contradictions. Middle school students may have a short attention span but are able to focus on a topic of interest for an extended period. They exhibit high energy levels and an air of confidence but also need a secure environment in which to work that facilitates acceptance by peers.

The instructional environment provides a caring and safe environment that sets limits on behavior and enforces rules in a firm, fair, and consistent manner. Active learning incorporates singing, playing instruments, and movement. Reading skills are expanded to include additional experiences in performance.

In the middle grades, singing, playing, and listening to a variety of quality and intellectually challenging literature assists students in making informed musical judgments, understanding relationships between music and other academic disciplines, and understanding their own and others’ historical and cultural heritage. Appropriate audience and performer etiquette is also stressed.

The middle grades music course is a course for all students, regardless of musical background, ability, or academic achievement. This course is intended to serve as a transition between the music classes in Grades K-5 and the more performance-based instrumental and vocal music courses offered in Grades 6-12. While this course may be appropriate for any middle-level grade, a student may only take the course one time. Students are encouraged to continue musical experiences through band or choir.

INSTRUMENTAL MUSIC

Great emphasis is placed on the perfection of instrumental music fundamentals through performance in direct relation to the Alabama Instrumental Course of Study. Students are required to perform in various concerts throughout the year. Attendance is required at all practices and performances. These requirements are to be included in all levels of instrumental music.



Course Descriptions

Instrumental – Level I System # 8420 State # 280031/10098

Beginner Band - 8419 Music, Grade 6

Music Theory

Basic mastery of fundamentals of music theory; rhythms; music vocabulary; articulation; dynamics; basic meters; style; tempo; compose; conducting patterns

Developing full spectrum of major and minor scales with related arpeggios concentrating on the following concert scales but not all inclusive – Major C, Bb, Eb, Ab, F, Minor A and one octave Chromatic

Music Performance

Playing instruments; elements of reading music; demonstrating components essential to the production and imitation of characteristic tones, including body posture and instrument positions, ear training embouchure, attack, breath support, sustaining tone, release, balance; play in a limited variety of key signatures

Sight-reading unison and harmonized literature; both individual and ensemble performances

Demonstrating correct names of notes, fingerings / positions

Give opportunities for live performances

History

Individual practice and proper care of instrument

Corrective criticism

Grade Level Literature ½ - 1 ½

Instrumental Level II System # 8424/8425/8426 State # 280033/280034

Grades 6 through 8 Band Concert Adv-8424 Band Symphonic 7-8425 Band Symphonic 8-8426

Great emphasis is placed on the perfection of instrumental music fundamentals through performance and concert assessments in direct relation to the Alabama Instrumental Course of Study. Students are required to perform in various concerts throughout the year. Attendance is required at all practices, performances, and concert assessments. These requirements are to be included in all levels of instrumental music.

Music Theory

Widen range of fundamentals of basic theory; rhythms; music vocabulary; articulation; dynamics; variety of meters; style; tempo; compose; analysis; notate; conducting patterns



Developing full spectrum of major and minor scales with related arpeggios concentrating on the following concert scales but not all inclusive – Major C, Bb, Eb, Ab, Db, F, G, Minor A melodic, C harmonic and one and a half octave Chromatic

Music Performance

Playing instruments; widen range of reading music; demonstrating components essential to the production of characteristic tones, including body posture and instrument positions, ear training embouchure, attack, breath support, sustaining tone, taper releases, balance; play in a wide variety of key signatures

Sight-read Grade 1 literature; both individual and ensemble performances


Basic artistry and expression


History



Grade Level Literature 1 ½ - 2 ½

Instrumental Level III System # 8427 State # 280035/280036

Grades 6 through 8 Band Symphonic Adv.

Great emphasis is placed on the perfection of instrumental music fundamentals through performance and concert assessments in direct relation to the Alabama Instrumental Course of Study. Students are required to perform in various concerts throughout the year. Attendance is required at all practices, performances, and concert assessments. These requirements are to be included in all levels of instrumental music.

Music Theory

Widen range of fundamentals of basic theory; rhythms; music vocabulary; articulation; dynamics; variety of meters; style; tempo; compose; analysis; notate; conducting patterns

Developing full spectrum of major and minor scales with related arpeggios concentrating on the following concert scales but not all inclusive – 12 Major, Minor A melodic, C harmonic and full range of individual instrument’s Chromatic; Flute, Clarinet, Mallet Percussion play in two octaves.

Music Performance

Playing instruments; widen range of reading music; demonstrating components essential to the production of characteristic tones, including body posture and instrument positions, ear training embouchure, attack, breath support, sustaining tone, taper releases, balance; play in a wide variety of key signatures

Sight-read Grade 2 literature; both individual and ensemble performances




Increase level of artistry and expression

Develop a command of all registers of their instruments and use vibrato as appropriate for those instruments

Increase awareness of factors that contribute to proper intonation and the ability to control these factors more precisely

Increase mastery of rudiments required to meet the demands of level 3 music standards


History



Grade Level Literature 2 - 3 ½

Instrumental Music Elective System # 8421 State # 280039

Band Jazz The jazz band ensemble performs jazz and current music. Students learn the jazz music art form with great emphasis is instrumental improvisation. Students perform at various events.

Instrumental Music Elective System # 8428 State # 280039

Marching Band The marching band is an introduction to band performance. Students will be introduced to the performances that will be required of them at the high school level including but not limited to football games, pep rallies, marching competitions and parades.

Music Appreciation System # 8433 State # 280023

Hearing and studying music; music forms and genres; music styles of different historical periods.

VOCAL MUSIC

In middle school, students begin the transition from childhood to adulthood. This transition is characterized by rapid physical growth and frequent changes in emotions. Peer acceptance and the need to be a part of a group are also characteristic of students at this level. The vocal music program provides a supportive environment where students are able to develop their voices.

The physiological changes experienced by students in the middle grades have particular implications for the vocal music program. Changes in the larynx and vocal cords result in insecurity of pitch, noticeable register breaks, huskiness or breathiness, inconsistent range, hoarseness, and difficulty in phonation. The male changing voice, typified by the voice that cracks midway through a sentence, poses a challenge for the knowledgeable and caring vocal music teacher. Despite these challenges, the vocal



music program lends stability to the changes often experienced by students in the middle grades.

For centuries, man has used music to express the mood and emotion of the world around him. A well-rounded repertoire of vocal music experiences exposes students to the history and culture of many peoples and many lands. By performing in a variety of settings, students gain a sense of self-confidence when presenting before a group, whether for musical or other purposes.

Course Descriptions

Chorus 6 System # 8434 State # 100098

Chorus 6 This 9 weeks class presents the introductory skills for vocal music. Students in this exploratory are provided opportunities for singing; performing on instruments; reading and notating; listening making informed musical judgments; understanding relationships between music and other academic disciplines; understanding historical and cultural heritages; demonstrating proper audience and performer etiquette.

Chorus 6 Girls System # 8435 State # 100098

Chorus 6 Girls This 9 weeks class presents the introductory skills for vocal music. Girls in this exploratory are provided opportunities for singing; performing on instruments; reading and notating; listening making informed musical judgments; understanding relationships between music and other academic disciplines; understanding historical and cultural heritages; demonstrating proper audience and performer etiquette.

Chorus 6 Boys System # 8436 State # 100098

Chorus 6 Boys This 9 weeks class presents the introductory skills for vocal music. Boys in this exploratory are provided opportunities for singing; performing on instruments; reading and notating; listening making informed musical judgments; understanding relationships between music and other academic disciplines; understanding historical and cultural heritages; demonstrating proper audience and performer etiquette.


Chorus 7 This course is designed to address the needs of young musicians who are eager to explore vocal music instruction, regardless of grade level. Students entering this level exhibit a wide range of physical, social, and cognitive abilities. The Level I classroom environment is designed for each of these students, providing opportunities for them to develop emotional and academic independence. Students are guided to understand that the vocal music classroom challenges and supports young musicians as they become more responsible individuals.



Content standards for Level I emphasize the fundamentals of singing. Students demonstrate the use of chest and head voices while singing; sight-sing; and identify musical compositions, composers, and musical styles. They learn the value of listening to various composers as they compare music from cultures around the world.


Chorus 7 Girls This course is designed to address the needs of young musicians who are eager to explore vocal music instruction, regardless of grade level. Girls entering this level exhibit a wide range of physical, social, and cognitive abilities. The Level I classroom environment is designed for each of these students, providing opportunities for them to develop emotional and academic independence. Girls are guided to understand that the vocal music classroom challenges and supports young musicians as they become more responsible individuals.

Content standards for Level I emphasize the fundamentals of singing. Girls should demonstrate the use of chest and head voices while singing; sight-sing; and identify musical compositions, composers, and musical styles. They learn the value of listening to various composers as they compare music from cultures around the world.

Chorus 7Boys System # 8441 State # 280051

Chorus 7Boys This course is designed to address the needs of young musicians who are eager to explore vocal music instruction, regardless of grade level. Boys entering this level exhibit a wide range of physical, social, and cognitive abilities. The Level I classroom environment is designed for each of these students, providing opportunities for them to develop emotional and academic independence. Boys are guided to understand that the vocal music classroom challenges and supports young musicians as they become more responsible individuals.

Content standards for Level I emphasize the fundamentals of singing. Boys should demonstrate the use of chest and head voices while singing; sight-sing; and identify musical compositions, composers, and musical styles. They learn the value of listening to various composers as they compare music from cultures around the world.


Chorus 8 Level II Vocal Music is designed for students with at least one year of experience in a vocal music program. Students display a wide range of intellectual and emotional development and become keenly aware of the role dynamics play in musical expression. As these students mature emotionally and musically, they exhibit a higher level of confidence in their musical abilities and performance skills.

In Level II, sight-singing abilities are strengthened, enabling students to proficiently perform two- and three-part literature in treble and bass clef. Legato and staccato articulations, supporting tone with proper breath support, and using correct diction and



intonation are important skills at this level. Students continue to sing a varied repertoire of music, including selections in two languages. They may also participate in vocal ensemble performances.


Chorus 8 Girls Level II Vocal Music is designed for girls with at least one year of experience in a vocal music program. The girls will display a wide range of intellectual and emotional development and become keenly aware of the role dynamics play in musical expression. As these girls mature emotionally and musically, they exhibit a higher level of confidence in their musical abilities and performance skills.

In Level II, sight-singing abilities are strengthened, enabling students to proficiently perform two- and three-part literature in treble and bass clef. Legato and staccato articulations, supporting tone with proper breath support, and using correct diction and intonation are important skills at this level. Girls will continue to sing a varied repertoire of music, including selections in two languages. They may also participate in vocal ensemble performances.

Chorus 8 Boys System # 8447 State # 280051

Chorus 8 Boys Level II Vocal Music is designed for boys with at least one year of experience in a vocal music program. Boys will display a wide range of intellectual and emotional development and become keenly aware of the role dynamics play in musical expression. As these guys mature emotionally and musically, they exhibit a higher level of confidence in their musical abilities and performance skills.

In Level II, sight-singing abilities are strengthened, enabling students to proficiently perform two- and three-part literature in treble and bass clef. Legato and staccato articulations, supporting tone with proper breath support, and using correct diction and intonation are important skills at this level. Boys will continue to sing a varied repertoire of music, including selections in two languages. They may also participate in vocal ensemble performances.

Chorus Advanced System # 8450 State # 280051

Chorus Advanced Students in Level III Vocal Music apply prior knowledge as they continue to develop fundamental music skills and concepts to meet new challenges presented in Level III. In this stage of physical development, the voice moves toward vocal maturity. Students experience an expansion of range as vocal consistency begins to appear.

In Level III, the degree of musical artistry increases. Students are keenly aware of technical skills, factors that contribute to producing a consistent quality vocal sound, and their ability to control these factors. Students are able to accurately sight-sing four-part literature; perform four-part literature that indicates tempo markings of adagio, vivace,



and rallentando, dynamic markings of pianissimo and fortissimo, the marking of marcato; and respond vocally to a conductor’s cue. Level III students also recognize quality performances in select genres and stylistic periods.

Level III standards may be used in advanced middle school vocal music programs for mastery by students before they progress to high school. An audition process is recommended for student participation at this level.



ART EDUCATION

This section lists Visual Arts Education courses at the Middle School level. Each art course at each grade level may have different lengths of time. Visual Arts, Grades 6-8, provides a bridge between elementary and secondary visual arts education.

Art classes are designed to give students experiences in a variety of art forms, media and techniques. This exposure will create a common core of knowledge, familiarize the students with their cultural heritage, and enable the students to express their own creativity.

Course Descriptions

Art Grade 6 System # 8455 State # 100088

Art Grade 6 The exploratory course is a basic, introductory course designed to introduce students to the elements and principles of design with a variety of media and techniques, and to develop the student’s abilities to make critical judgments about elements of art and to understand and appreciate the influences of art from other times and cultures.

Art Grade 7 System # 8456 State # 280091

Art Grade 7 This 9 weeks course allows students the opportunity to expand the knowledge they learned in 6th grade exploratory and to improve their skills in visual arts through a variety of media and styles. Students will explore the elements and principles of design with a continued emphasis on critical judgment and an increased focus on art from other cultures.

Art Grade8 System # 8457 State # 280092

Art Grade 8 This nine-week course allows students the opportunity to expand the knowledge they learned in 7th grade exploratory and to improve their techniques in visual arts through a variety of media and styles. Students will explore the elements and principles of design with a continued emphasis on critical judgment and an increased focus on art from other cultures and time periods.



PHYSICAL EDUCATION

Course Descriptions

Physical Education 6 System # 8322 State # 100058

The Physical Education 6 curriculum is designed to offer students’ opportunities to engage in a wide range of physical activities that help refine skills and promote enjoyment. Sixth grade students experience numerous physical, social, and cognitive changes. They are moving from childhood to adolescence and are beginning to take more responsibility for their actions.


The Physical Education 7 continues to focus on a wide range of physical and emotional changes. As they mature, they are able to analyze fundamental and manipulative skills and to understand concepts and principles related to health enhancing activities.


The Physical Education 8 is focused on 8th grade students’ ability to synthesize information regarding skill development and enhanced performance. They have an advanced knowledge and understanding of motor skills and are able to exhibit competencies in a variety of movement forms and physical activities.

Health, Gr 7- 8 System # 8327 State # 250001

The Health course teaches 7th and 8th grade provides students with content that enables them to make informed health decisions. Physical development and the effects they have on students’ health is an important aspect of instruction. There is also a focus on providing students with opportunities to practice effective prevention and control of diseases and eating disorders. Health behaviors and their consequences and cultural differences that affect health behaviors are also emphasized.

Adaptive Physical Ed System # 8802 State # 600002

The Adaptive Physical Education focuses on the physical development of students that have specific physical and/or mental deficiencies that may limit their physical activities. Each students needs are addressed through an Individualized Education Plan that addresses their physical, aerobic, and fitness needs.



COMPUTER EDUCATION

The following courses, Computer Exploratory 6 and Computer Exploratory are taken from the previous year’s listing of courses. These courses are not part of the Career Technical courses updated for the school year, 2009-2010.

Course Descriptions

Technology Ed 6 System # 8465 State # 100078

Technology Ed 6 is designed for students in grade level 6. The course will help students develop their ―knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals1

." Students will master basic skills, becoming technologically fluent2 in the use of basic computer operations and applications as well as the use of technology to effectively locate and evaluate information, communicate and collaborate with others, solve problems, and produce creative works including multimedia. Additionally, the course will introduce students to the legal and social issues associated with emerging technologies and help them explore possible careers in technology. (Specific skills covered at this grade level can be viewed on the System’s technology website.) Communications and critical thinking skills are reinforced through the use of software applications. Simulations and projects promoting teamwork and leadership skills offer further opportunities for application of knowledge and skills.

1 Wikipedia Reference: ‘Technology Literacy’ as defined by the North Central Regional Educational Laboratory

(NCREL)

2 AL SDE TCOS: A technology-fluent student demonstrates basic technological operations and concepts;

understands human, cultural, and societal issues related to technology; and utilizes technology productivity,

communication, collaboration, research, and problem-solving skills.




http://www.shelbyed.k12.al.us/tech/documents/09_SCS_Tech_CGweb.pdf

http://en.wikipedia.org/wiki/Technological_literacy

http://www.shelbyed.k12.al.us/tech/documents/08_SDE%20TCOS.pdf





(NCREL)








(NCREL)




Computer Exploratory System # 8470 State # 800010

Computer Exploratory is designed to teach basic concepts and operations and to help students master basic skills in the area of word processing, presentation, Internet, and E-mail. Students also identify ethical issues pertaining to information systems and possible careers in technology. Communications and critical thinking skills are reinforced through the use of software applications. Students will learn technology problem-solving and decision-making skills.








CAREER AND TECHNICAL EDUCATION (Courses updated for school year, 2010-2011)

CAREER TECHNOLOGIES ELECTIVES

Course Descriptions

Career Technologies I (nine week course) System # 8521 State # 400011

Career Technologies I (one semester course) System# 8518 State # 400012

Career Technologies I (year long course) System # 8520 State # 400013

Career Cluster Career Technologies I introduces students in Grades 7 to foundational knowledge and processes needed to increase their level of technological literacy. This course is aligned with the International Technology Education Association’s Standards for Technological Literacy. It provides students with exposure to the sixteen career clusters and their association pathways by exploring technologies related to these clusters for a minimum of nine weeks to a maximum of two semesters. There are 35-hour rotation course standards and semester or 70 hour course standards. All standards must be included in a two-semester or year-long course. Students gain knowledge and skills in the application, design, production, and assessment of products, services and systems in a variety of areas including, but not limited to, medical, agriscience, energy and power, communications, transportation, manufacturing, and construction technologies.

Career Technologies II (semester course) System # 8523 State # 400014

Career Technologies II (year long) System # 8524 State # 400015

Career Cluster Career Technologies II provides students in Grade 8 with a more in-depth study of the knowledge and processes needed to further increase their level of technological literacy. This course is aligned with the International Technology Education Association’s Standards for Technological Literacy. It includes instruction in technologies related to the sixteen career clusters and their related pathways for a minimum of one semester to a maximum of two semesters. Career Cluster Technologies II may be offered as a semester course, or a year-long course. All standards must be included in a year-long course. Students gain knowledge of advances and innovations in technology and gain skills in the application of technologies in diverse areas including, but not limited to, medical, agriscience, energy and power, communications, transportation, manufacturing, and construction technologies.



COMPUTER ELECTIVES

Course Descriptions

Computer Essentials 7 (9-week) System # 8533 State # 450004

Computer Essentials 7 (semester) System # 8534 State # 450005

Computer Essentials 8 (9-week) System # 8535 State # 450004

Computer Essentials 8 (semester) System # 8536 State # 450005

Computer Essentials is a course designed for students in Grades 7, or 8 who want to master basic skills in the areas of word processing, database management, spreadsheet applications, multimedia presentations, and Internet research. Reading, mathematics, and communication skills are reinforced throughout this course. Computer Essentials may be offered as a component of a rotation course allowing students to explore different career fields. If a course contains 35-hour rotations, specific content standards from Computer Essentials must be taught.

Business Technology Applications (year-long) System # 8537 State # 450006

Business Technology Applications is a one-credit foundation course designed to assist students in developing technological proficiencies in word processing, spreadsheets, databases, presentations, communications, Internet use, ethics, and careers using technology applications. Simulations and projects promoting teamwork, leadership, and workplace skills offer further opportunities for applications of knowledge and skills. It can be taught at the 8th grade level during a full year course.

FAMILY AND CONSUMER SCIENCE ELECTIVES

Course Descriptions

Teen Discoveries (nine weeks course) System # 8506 State # 460004

Teen Discoveries (semester course) System # 8508 State # 460005

Teen Discoveries (year-long course) System # 8509 State # 460006

Teen Discoveries is an exploratory course for Grade 7 students. Teen Discoveries may be taught as a 35, 70, or 140 instructional-hour course. An emphasis is placed on understanding the physical, intellectual, emotional, and social development of teenagers. Course content provides opportunities for students to explore decision making, problem solving, and goal setting; development of manners, grooming habits,



and character education; social and communication skills; interpersonal relationships with family members, friends, and peers; family roles and responsibilities; peer pressure; clothing selection and care; babysitting; arrangement of living space; food choice, food preparation and development of health and wellness habits; technology, and career awareness.

Teen Connections (semester course) System # 8510 State # 460007

Teen Connections (year-long course) System # 8511 State # 460008

Teen Connections is designed for students in Grade 8. Teen Connections may be taught as a 70 or 140 instructional-hour course. Topics focus on teen connections in the home, school, and community. Course content provides opportunities for students to explore personal development; the impact of values, goals, decision making, and time management; conflict resolution; identifying family structures; member’s roles and responsibilities; changes and challenges faced throughout the family life cycle; health, wellness, and a healthy appearance; money management and teen consumer decisions; teen clothing decisions; stages of child development; first aid techniques; organizing and maintaining teen living space; home safety’ technology’ and skills needed for workplace success.



ENGLISH AS A SECOND LANGUAGE

Course Descriptions

ESL System # 8600 State # 800003

English as a Second Language/Academic Enhancement (6 – 8): ESL students only with ESL students. This course is designed to facilitate the development of the comprehension and communication of the English language, including vocabulary and grammar acquisition, through listening, speaking, reading, and writing. Students will also focus on social contexts associated with language acquisition as well as academic skills needed to be successful in content area classes. Students will develop and refine skills outlined in the WIDA English Language Proficiency Standards and measured on the ACCESS for ELLs. Students are awarded a grade and receive an elective credit for this course.

ESL: Colla/Co-Teach System # 8601 State # 300001

English as a Second Language/Academic Enhancement (6 – 8): ESL Teacher- non-graded services (Does not assign grades). This course is designed to facilitate the development of the comprehension and communication of the English language, including vocabulary and grammar acquisition, through listening, speaking, reading, and writing. Students will also focus on social contexts associated with language acquisition as well as academic skills needed to be successful in content area classes. Students will develop and refine skills outlined in the WIDA English Language Proficiency Standards and measured on the ACCESS for ELLs. Students are awarded a grade and receive an elective credit for this course.



SPECIAL EDUCATION CLASSES

Course Descriptions

Reading 6- LNLC System # 8824 State # 600108



These courses are designed for students receiving special education in a self contained setting and replace the general education Literature class. These classes serve as the core academic subject. A highly qualified teacher provides instruction using the grade level Literature curriculum in a resource setting (this instruction may take place via distance learning with the special education teacher serving as a facilitator). The curriculum is taught using individual student performance data to facilitate mastery of these standards. The goal is to transition these students back into the general education classroom as soon as possible.

English Lang Arts 6 (LNLC) System # 8825 State # 600118



Language 7 (LNLC) System # 8814 State # 600022

Language 8 (LNLC) System # 8816 State # 600024

This course is designed for students receiving special education in a self contained setting and replaces the general education English class. This class serves as the core academic subject. A highly qualified teacher provides instruction using the grade level English curriculum in a resource setting (this instruction may take place via distance learning with the special education teacher serving as a facilitator). The curriculum is taught using individual student performance data to facilitate mastery of these standards. The goal is to transition these students back into the general education classroom as soon as possible.

Mathematics 6 (LNLC) System # 8826 State # 600128

Mathematics 7 (LNLC) System # 8817 State # 600031

Mathematics 8 Pre Alg. (LNLC) System # 8818 State # 600032



This course is designed for students receiving special education in a self contained setting and replaces the general education Math class. This class serves as the core academic subject. A highly qualified teacher provides instruction using the grade level Math curriculum in a resource setting (this instruction may take place via distance learning with the special education teacher serving as a facilitator). The curriculum is taught using individual student performance data to facilitate mastery of these standards. The goal is to transition these students back into the general education classroom as soon as possible.

Science 6 (LNLC) System # 8827 State # 600138

Life Science 7 (LNLC) System # 8819 State # 600051

Physical Science 8 (LNLC) System # 8820 State # 600052

These courses are designed for students receiving special education in a self contained setting and replace the general education Science class. These classes serve as the core academic subject. A highly qualified teacher provides instruction using the grade level Science curriculum in a resource setting (this instruction may take place via distance learning with the special education teacher serving as a facilitator). The curriculum is taught using individual student performance data to facilitate mastery of these standards. The goal is to transition these students back into the general education classroom as soon as possible.

Social Studies 6 (LNLC) System # 8828 State # 600148

Geography 7 (LNLC) System # 8821 State # 600071

Citizenship 7 (LNLC) System # 8822 State # 600072

World History Gr 8 (LNLC) System # 8823 State # 600073

These courses are designed for students receiving special education in a self contained setting and replace the general education Social Studies class. This class serves as the core academic subject. A highly qualified teacher provides instruction using the grade level Social Studies curriculum in a resource setting (this instruction may take place via distance learning with the special education teacher serving as a facilitator). The curriculum is taught using individual student performance data to facilitate mastery of these standards. The goal is to transition these students back into the general education classroom as soon as possible.



AAS: Life Skills System # 8809 State # 600085

This course is designed for students receiving special education services who are working toward Alternate Achievement Standards. Activities of daily living including social interactions, self-determination, self-care, functional life skills, and independence are the focus of this class. Student strengths and interests are incorporated into real-life situations to teach these essential life concepts. Additionally, student transition goals are a fundamental element of the individualized instruction.

AAS: Reading System # 8804 State # 600080

This course is designed for students with severe cognitive disabilities who are working toward Alternate Achievement Standards and assessed with the Alabama Alternate Assessment. Specific grade-level Extended Language Arts Standards are taught using individual student performance data to facilitate mastery of these standards. Research-based curricula and/or strategies are used to facilitate competency on extended standards. Functional applications of reading concepts are emphasized using real-life situations within activities of daily living. Additionally, specific student interests and transition goals are a fundamental element of the individualized instruction. This course may replace grade level English/Language Arts classes for these specific students.

AAS: English Language Arts System # 8805 State # 600081

This course is designed for students with severe cognitive disabilities who are working toward Alternate Achievement Standards and assessed with the Alabama Alternate Assessment. The grade level Extended Language Arts Standards are taught using individual student performance data to facilitate mastery of these standards. Research-based curricula and/or strategies are used to facilitate competency on extended standards. Functional applications of English/Language Arts concepts are emphasized using real-life situations within activities of daily living. Additionally, specific student interests and transition goals are a fundamental element of the individualized instruction. This course may replace grade level English/Language Arts classes for these specific students.

AAS: Science System # 8807 State # 600083

This course is designed for students with severe cognitive disabilities who are working toward Alternate Achievement Standards and assessed with the Alabama Alternate Assessment. The grade level Extended Science Standards are taught using individual student performance data to facilitate mastery of these standards. Research-based curricula and/or strategies are used to facilitate competency on extended standards. Functional applications of science concepts are emphasized using real-life situations within activities of daily living. Additionally, specific student interests and transition goals are a fundamental element of the individualized instruction. This course may replace grade level Science classes for these specific students.



AAS: Skills Math System # 8806 State # 600082

This course is designed for students with severe cognitive disabilities who are working toward Alternate Achievement Standards and assessed with the Alabama Alternate Assessment. The grade level Extended Math Standards are taught using individual student performance data to facilitate mastery of these standards. Research-based curricula and/or strategies are used to facilitate competency on extended standards. Functional applications of math concepts are emphasized using real-life situations within activities of daily living. Additionally, specific student interests and transition goals are a fundamental element of the individualized instruction. This course may replace grade level Math classes for these specific students.

AAS: Social Studies 8808 System # 8808 State # 600084

This course is designed for students with severe cognitive disabilities who are working toward Alternate Achievement Standards and assessed with the Alabama Alternate Assessment. The grade level Extended Social Studies Standards are taught using individual student performance data to facilitate mastery of these extended standards. Research-based curricula and/or strategies are used to facilitate competency on standards. Functional applications of social studies concepts are emphasized using real-life situations within activities of daily living. Additionally, specific student interests and transition goals are a fundamental element of the individualized instruction. This course may replace grade-level Social Studies classes for these specific students.



BIBLIOGRAPHY

This document was developed from the following sources:

Alabama Courses of Study, (http://www.alsde.edu/html/sections/section)

Arts Education

English Language Arts

English Language Arts Addendum

English Language Arts including Reading

Mathematics

Science

Social Studies

Technology Education

Languages Other Than English (Foreign Languages)

Health Education

Physical Education

SREB’S Making Middle Grades Work, SOUTHERN REGIONAL EDUCATION BOARD (http://www.sreb.org/programs/middlegrades/middlegradesindex.asp)

Success At The Core – www.successatthecore.com

Other Instructional Resources:

http://www.sreb.org/programs/middlegrades/middlegradesindex.asp

http://www.successatthecore.com/

Shelby County Middle School Academic Guide · 2013-10-03 · Shelby County Middle School Academic...

Documents

Transcript of Shelby County Middle School Academic Guide · 2013-10-03 · Shelby County Middle School Academic...