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Copyright Wooster School 2005
7th Grade
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7TH GRADE ENGLISH
OBJECTIVES
Students will develop strategies to improve reading comprehension
Students will develop the ability to interpret and analyze literature in depth
Students will develop an understanding of and appreciation for various forms of literature
Students will compose expository essays which successfully analyze textual evidence
Students will compose creative and personal writing pieces
Students will use process writing to improve the quality of their pieces
Students will develop an understanding of writing conventions through the study of English grammar
Students will expand vocabulary through meaningful word study
Students will develop oral expressive skills and contribute positively to class discussions
Students will be active listeners who can identify key points
Students will understand more about their own reading tastes and levels by learning to select their own literature
The Outsiders by S.E. Hinton (summer reading)
Of Mice and Men by John Steinbeck
Under the Blood-Red Sun by Graham Salisbury
To Kill a Mockingbird by Harper Lee
A Midsummer Night's Dream by William Shakespeare
Poems by Maya Angelou, Robert Frost, Langston Hughes, Emily Dickinson, Elizabeth Coatsworth, William Blake, Alice Walker, Dylan Thomas,
Lewis Carroll, and Sara Teasdale.
READING STRATEGIES
How to monitor one's own comprehension
"Fix-up strategies" when comprehension breaks down
Comprehension aids (underlining, highlighting, using Post-It notes)
WRITING
Essays on independent choice books: book critique, selection and discussion of theme, concise summary
Expository essays on Of Mice and Men and To Kill a Mockingbird
Memoir/personal essay
Group newspaper project
Original short story
Poems
Two short descriptive pieces: establishing mood in a description
Characterization project based on a character in A Midsummer Night's Dream
STYLE/FORM & PROCESS
Writing self-evaluation
Writing territories (topics available to student)
Interviewing and note taking techniques
Writing a catchy lead/introduction
Varying sentence structures
Selecting a good memoir topic
Techniques for starting a memoir
Word choice: avoiding intensifiers
Avoiding clichés
Using a thesaurus
How to have a good peer conference
Developing character in a story
Correct form for dialogue
Moving along the plot- climax and resolution
Active and passive voice
Choosing a title
Metaphor, simile, alliteration, onomatopoeia, personification, rhyme scheme, limericks
Avoiding wordiness
How to revise a poem
Commonly confused words
Using strong verbs
Using apostrophes
Editing marks
Developing a thesis statement
Understanding the form for a five-paragraph essay
Learning how to quote and cite a passage from a book
Learning the importance of specific examples in an essay
VOCABULARY:
Vocabulary from Classical Roots
GRAMMAR
Nouns—concrete and abstract, common and proper
Pronouns—correct use of subject and object pronouns
Verbs—action and linking
Subjects and predicates
Adjectives
Adverbs
Conjunctions
Prepositions
Interjections
Difference between phrases and clauses
Independent (main) clauses and dependent (subordinate) clauses
Sentence Types: simple, compound, complex, compound-complex
Fragments and run-on sentences
Use of commas and semi-colons in compound sentences
Emphasis on how students can use their knowledge of sentence types to improve their own writing
SPEAKING
Reading/performing A Midsummer Night's Dream in class
Participating in class discussions about literature
WORLD CULTURES
GOALS
The emphasis is to engage students in global
studies and provide opportunity for students to think and study about world
history and geography. The development of civilizations is examined
beginning with the ancient civilizations of
TOPICS
Nomads of
How civilizations evolved
Early Judaism
Polytheism and the emergence of monotheistic religions
Abraham, Moses, Jesus, Mohammed
Egyptian pharaohs, their temples and architecture, belief in the afterlife
Ancient
Impact of the
Development of Hinduism and Buddhism
Ancient
The time of Confucius
Ancient
Development of city-states
Religion and gods
Contributions of Ancient Greece in terms of philosophy, literature, architecture and science
Ancient
Mythical and historical founding
Early government
The height of the
Contributions of the Ancient Romans
The evolution and spread of Christianity
The decline and fall of the
The similarities and differences of Ancient Rome
and
Monotheism
Introduce the major elements and historical basis of Christianity and Islam
The Spread of Islam and the historical life of Mohammed
Comparison of Judaism, Christianity and Islam
Middle Ages
The Crusades and the Inquisition
The rise and power of kings and popes
Renaissance and Reformation
Explorers
Analysis of Magellan, Shackelton, Armstrong
Limits on Absolutism
Enlightenment
The Industrial Revolution
World Wars
Cause and effect of World War I and World War II
Modern global issues
LATIN 7A
Students in the Latin 7A course will continue to study Latin
using Unit One of Cambridge Latin Course.
They will practice their skills reading increasingly more difficult
stories from their text. They will continue their study of the city of
GOALS
Understand 1st, 2nd, and 3rd declension nouns in the nominative, dative, accusative, ablative, cases.
Study all verb conjugations in the present, imperfect, and perfect tenses
Learn the verb sum-esse in the present, imperfect, and perfect tenses
Master Subject/verb agreement
Learn how to ask questions
Learn prepositions
Translate longer passages without using notes or charts
Read a Latin passage and answer questions regarding content
Develop a working knowledge of Virgil's Aeneid
COURSE MATERIALS
Text:
Resource Books:
Travel books from various locations in the former
General information books about Ancient Rome
In Search of a Homeland: the Story of the Aeneid
Bullfinch's Mythology
Films: Roman Slavery
Spartacus
Activity packets from the American Classical League
Class Website: www.quia.com/pages/wlatin7.html
TOPICS
Review grammar from Latin 6
Nominative and accusative case endings
Present, imperfect and perfect tenses
Word order
More verb tense endings and practice
Perfect tenses without v-stems
1st and 2nd person plural verb endings
Verb endings for the imperfect and perfect tenses
1st and 2nd person plural imperfect and perfect
The accusative plural
Accusative plural endings
The dative case
Dative case use and endings
Adjectives
Superlative adjectives
Comparative adjectives
Asking questions
Intransitive verbs
Vocabulary from the translations
Burial customs; beliefs about life after death
The eruption of Vesuvius
The amphitheater and gladiatorial shows
The Roman baths
The Roman education system
Government in
LATIN 7B
Students choosing to continue to pursue Latin in the Middle
School will focus on increasing their vocabulary and building and reinforcing
grammar skills. The students will learn
new noun and adjective declensions, new verb tenses and the imperative
mood. The students will become more
comfortable with translating longer, more complex passages and will begin
sight-readings. The students will
continue their study of Roman culture and history by reading and translating
myths and exploring
GOALS
Learn 1st, 2nd, and 3rd declension nouns and adjectives in all cases
Master Noun/adjective agreement
Study 1st, 2nd, 3rd and 4th conjugation verbs in present, imperfect, perfect and pluperfect tenses
Understand imperative mood
Learn the verb Sum-esse in present, imperfect, perfect, and pluperfect tenses
Master subject/verb agreement
Translate long passages with somewhat complex grammar without using notes or charts
Read Latin passages and answer questions regarding content
Develop a working knowledge of classical Roman mythology
COURSE MATERIALS
Text:
Resource Books: Travel books from various cities in the
former
General books on Ancient Rome
Bullfinch's Mythology
Fairy Tales in Latin: Fabulae Mirabiles
Activity Packets from the American Classical League
Class Website: www.quia.com/pages/wlatin7.html
TOPICS
The present infinitive and more about irregular verbs
Present active infinitive
Perfect tenses for nolo, volo, and possum
The suffix -que
Noun adjective agreement and the ablative case
Noun/adjective agreement
Ablative singular and plural
Prepositions
Imperfect of possum
Relative clauses
Agreement of adjectives by gender
The pluperfect tense
Questions using 'num', '-ne,' and 'nonne'
The genitive case
Genitive singular and plural
All remaining declensions
4th and 5th Declension nouns
Neuter nouns
Vocabulary from translations
British tribal system, and the Romanization of Britain
Life in Roman Britain
Celtic chiefs and the Romans
The palace at Fishbourne
The city of
FRENCH 7
French 7 introduces students to the French language and the various cultures in the French-speaking world. The curriculum includes vocabulary and grammar exercises, reading and writing activities, and opportunities to develop oral/aural skills.
GOALS
To establish a working knowledge of French vocabulary and of elementary grammatical functions
To learn to express oneself effectively in French
To develop reading, writing and listening skills in French
To practice pronunciation with vocabulary containing targeted sounds
To comprehend the language through a video synopsis of each chapter
To conduct conversational French in the classroom
To promote understanding/knowledge of the cultures in the French-speaking world
COURSE MATERIALS
Allez, viens! - level 1 series
Practice and Activity Workbook
Vocabulary and Grammar Workbook
In class use of audio CD's, video segments
TOPICS
The importance of learning French
Conversation
Introducing yourself
Greeting people and saying goodbye
Asking how people are
Asking someone's name and age and giving yours
Things you like or don't like ; activities you like or don't like to do
Greetings and goodbyes
Hand gestures
Agreeing and disagreeing
Asking for and giving information
Asking for and expressing opinions
Getting someone's attention
Expressing thanks
Exchanging information
Question formation
Making, accepting, and turning down suggestions
Making and responding to requests
Asking others what they need and telling what you need
Expressing likes, dislikes and preferences about activities
School life
Understanding classroom instructions
French classroom expressions
School subjects and school-related words
Class times
Parts of school day
School supplies
Buying school supplies in French-speaking countries
Mechanics
Spelling
Counting
French alphabet, accent marks, and names
French gesture for counting
Numbers for telling time
Vocabulary
Colors
Weather expressions
Months of the year
Time expressions
Seasons
Celsius and Fahrenheit
Grammar
Ne…pas
The definite articles le, la, l', les
The connectors et and mais
Subject pronouns
Using si instead of oui to contradict a negative statement
The indefinite articles un, une, des
The demonstrative adjectives ce, cet, cette, ces
Adjective agreement and placement
De after a negative verb
The pronoun on
Adverbs of frequency
Verbs
-er verbs
The verb avoir
The verb aimer
The verb avoir
Expressions with jouer and faire
The verb faire
The verb aimer; regular -er verbs
Culture
The French-speaking world
Famous French-speaking people
Leisure time activities
The French educational system/le bac
L'heure officielle
Curriculum in French schools
The French grading system
Things you might buy for school and fun
Bagging your own purchases
French currency (euros)
Québec
Sports and hobbies
Old and new in
Sports in Francophone countries
Maison des jeunes et de la culture
SPANISH 7
Spanish 7 introduces students to the Spanish language and cultures in the Spanish-speaking world. The curriculum includes vocabulary and grammar exercises, reading and writing activities, and opportunities to develop oral/aural skills.
GOALS
To establish a working knowledge of Spanish vocabulary and of elementary grammatical functions
To express oneself effectively in Spanish
To develop reading, writing and listening skills in Spanish
To practice pronunciation with vocabulary containing targeted sounds
To comprehend the language through a video synopsis of each chapter
To encourage conversational Spanish in the classroom
To promote understanding/knowledge of the cultures in the Spanish-speaking world
COURSE MATERIALS
¡Ven conmigo! - level 1 series
Student text
Practice and Activity Workbook
Vocabulary and Grammar Workbook
In class use of audio CD's, video segments
TOPICS
Exploring the reasons for studying Spanish
Conversation
Introductions
Useful phrases
"Simón Dice" game to review commands
Greetings and farewells
Asking how someone is and saying how you are
Asking and saying how old someone is
Asking where someone is from and saying where you're from
Likes/dislikes
Hellos/goodbyes
Age expressions
"How are you?" and responses
Telling where you're from
Wants and needs
Describing your room
Telling time, being late, being in a hurry
Describing people and things you like
Tag questions
Describing people and things
Telling where people and things are
School Life
Classes and sequencing events
School classes
Grade scales in different countries
A typical school day
Student course loads
School-sponsored activities
Spanish punctuation marks
Mechanics
Definite articles
Accent marks
Indefinite articles
Plural definite articles
Forming questions
el/los + days of the week
tú and usted
Vocabulary
Telling time
Alphabet
Colors
Numbers
Sports
School items
Items in your room
Time expressions
Activities
Locations
Days of the week
Grammar
Subject pronouns: yo, tú
Noun gender/agreement
Plural nouns
Agreement of cuánto and mucho with nouns
Subject pronouns: él, ella
Subject pronouns: yo, tú
Forming questions with cuántos
Adjective agreement
Possession with de
Noun/adjective agreement
Present tense
Uses of que
Subject pronouns
Verbs
The verb ser
-ar/-er/-ir verb infinitives
Uses and forms of ser
tener
Necesitar, querer
-ar verbs
con, conmigo, contigo
The verbs estar, ir
tener
gustar
ser
Culture
Common Spanish names
An introduction to the Spanish speaking world, including famous Spanish-speakers in sports, the arts, science, and politics
First names and Saints' Days
Greeting customs
Spanish surnames
The school day in
Apartments in
Spanish currency
México
Free time activities: where you go/what you do
Sports in Spanish-speaking countries
Greetings in Spanish-speaking countries
Coursework
generally includes Fundamentals
of Algebra,
Introduction to Algebra, or Honors Algebra 1.
FUNDAMENTALS OF
ALGEBRA.
SKILLS MASTERED
Numbers
Rounding to a specified place value
Comparing and ordering fractions and decimals
Finding LCM and GCF
Problem Solving
Setting up and solving single and multi-step arithmetic word problems (including showing complete work and answering in a complete sentence)
Measurement
Angles, capacity, mass, time, temperature
Reasoning & Proof
Write out a "rule" for each step
Logic problems
SKILLS PRACTICED
Numbers
Fractional and decimal arithmetic
Simple patterns
Negative numbers
Order of operations
Definition of exponents
Finding the prime factorization of a number
Identifying prime vs. composite numbers
Proportional thinking, including percents, ratios and proportions
Algebra
Evaluate expressions by substitution
Solving simple one variable linear equations
Geometry
Classifying angles
Word formulas for perimeter, area, and volume of basic shapes
SKILLS INTRODUCED
Numbers
Properties of real numbers
Rules of exponents
Definition of absolute value
Algebra
Solving multi-step one variable linear equations
Solving simple one variable linear inequalities
Graphing
Linear inequalities
Points on the Cartesian plane
Problem Solving
Word problems requiring writing and solving one variable linear equations
INTRODUCTION TO
ALGEBRA.
SKILLS MASTERED
Numbers
Fractional and decimal arithmetic
Simple patterns
Arithmetic of integers
Order of operations
Definition of exponents
Prime factorization of integers
Identifying prime vs. composite numbers
Proportional thinking, including percents, ratios and proportions
Algebra
Evaluate expressions by substitution
Solving simple one variable linear equations
Graphing
One variable linear inequalities
Points on the Cartesian plane
Geometry
Classifying angles
Word formulas for perimeter, area, and volume of basic shapes
SKILLS PRACTICED
Numbers
Properties of real numbers
Rules of exponents
Algebra
Solving multi-step one variable linear equations
Solving one variable linear inequalities
Solving absolute value equations and inequalities
Clearing fractions
Slope of a line
Writing equations of lines
Solving systems by addition and elimination
Compound inequalities
Graphing
Linear equations
Solving systems by graphing
Systems of linear inequalities
Problem Solving
Word problems requiring writing and solving one variable linear equations
SKILLS INTRODUCED
Problem Solving
Word problems requiring a system of linear equations
OTHER SKILLS TO WHICH STUDENTS MAY BE EXPOSED
Reasoning & Proof
Proof with number properties
Algebraic proofs
Algebra
Definition of polynomial
HONORS ALGEBRA 1
SKILLS MASTERED
Numbers
Properties of real numbers
Rules of exponents
Algebra
Solving multi-step one variable linear equations
Solving one variable linear inequalities
Clearing fractions
Slope of a line
Writing equations of lines
Solving systems by addition and elimination
Graphing
Linear equations
Solving systems of equations by graphing
Systems of linear inequalities
Problem Solving
Word problems requiring writing and solving one variable linear equations
SKILLS PRACTICED
Algebra
Solving absolute value equations and inequalities
Compound inequalities
Definition of polynomials
Polynomial arithmetic
Factoring
Solving polynomial equations by factoring
Simplifying rational expressions
Solving linear rational equations
LCM and GCF of rational expressions containing variables
Simplifying numeric radicals
Algebraic properties
Simplifying radical expressions
Solving radical equations
Solving quadratic equations the quadratic formula
Problem Solving
Word problems requiring a system of linear equations
Geometry
Pythagorean theorem
SKILLS INTRODUCED
Algebra
Dividing polynomials
Definition of a function and function notation
Direct, inverse, joint, and combined variation
Solving quadratic equations by completing the square
Graphing
Quadratic equations
Problem Solving
Problem solving strategies
OTHER SKILLS TO WHICH STUDENTS MAY EXPOSED
Geometry
Basic geometric definitions
Definition of basic trig ratios
Reasoning & Proof
Proof with number properties
Algebraic proofs
2-column proofs
This course is an introduction to the nature of life. The focus is placed on the study of the cell and the cell theory. The curriculum also focuses on the interaction among the kingdoms of living organisms. Special emphasis is placed on hands-on activities. Throughout the course there is an attempt to relate topics in life science to students’ lives and experiences.
TOPICS
Exploring Life
Features of life and basic needs of living things
Life's origin
The nature of science: solving problems, theories and laws, measuring with scientific units
Microscopes
The Structure of Viruses and Cells
Viruses: characteristics, reproduction, diseases, helpful viruses, AIDS
Cells: the cell theory, overview of cells, animal, plant and bacteria cells, organizing cells
Cell Reproduction
Cell growth and division: purpose of cell division, the cell cycle, mitosis, asexual reproduction
Sexual reproduction and meiosis
DNA: purpose, replication, genes, mutations
Techniques in cloning
Heredity
Genetics: inheritance, Gregor Mendel and his experiments, Punnett squares
Genetics since Mendel: incomplete dominance, multiple alleles, multiple genes
Human genetics: genes and health, sex determination, sex-linked disorders
Classifying living things
Early history of classification, scientific naming
Modern Classification
Diminishing diversity
Identifying organisms: common names and scientific names, making and using dichotomous keys
Bacteria
Eubacteria and Archaebacteria
Beneficial bacteria, harmful bacteria, infectious diseases
Protists and Fungi
Kingdom Protista
Kingdom Fungi
Monitoring Red Tides
Introduction to Plants
Characteristics of plants
Origin and evolution of plants
Adaptations to land
Classification of plants
Parts of complex plants
Reproduction
Medical benefits
Photosynthesis and respiration
Plant Responses
Transgenic Crops
Introduction to Animals
Characteristics of animals
Origin and evolution of animals
Classification and characteristics of invertebrates
Classification and characteristics of vertebrates
Animal Behavior
Ecology
Populations and Communities
Ecosystems and Biomes
energy flow in the ecosystem, biogeography, Earth's biomes, succession
Living Resources
ART I
This class is a 7th grade requirement which meets for two periods each week for one year.
Students continue to work in the areas of drawing, painting, collage and sculpture to develop their skills and explore the fundamental concepts of art. Assignments are more complex, enabling students to think more deeply about their work and develop greater self-discipline. Through continued practice and experimentation, students expand their ability to work with different media, gain insight into their imagination and achieve greater self-confidence in visual expression. Technical skills are enhanced by the addition of 1-point perspective, architectural drawing, basic figure drawing, foil and wire armatures, plaster craft, and painting with greater detail. Each of the major projects has an art history component usually relating to an artist's work. Some written work relating to class content and vocabulary, as well as self-assessment, is incorporated into the class, especially at the end of the year.
OBJECTIVES
Upon successfully completing the class students will be able to:
create 2-dimensional drawings and paintings
create a 3-dimensional figure from plaster craft.
create a collage with slightly advanced concepts.
have a stronger sense of the role of practice in developing their skills.
solve creative problems and express ideas more independently.
be more proficient in thinking and perceiving.
have a higher tolerance for complex methods and concepts.
take more time developing ideas and in their working process.
TOPICS
Methods:
Observation
Memory
Imagination
Approach:
Representational
Non-representational
Subject Matter:
Still-life
Fantasy
Landscape
The figure
Media:
Drawing:
pencil
charcoal
pen
Painting:
acrylic paint
watercolor
sponges
brushes
texture tools
Collage:
construction paper
patterned paper
painted paper
glue
Sculpture:
cardboard
wood
plaster craft
wire
foil
hot glue
recycled/found objects
Techniques:
Drawing:
gesture drawing
contour drawing
blending
shading
Painting:
mixing
blending
hard-edge/geometric painting
layering
sponging
scraping
applying wash
Collage:
cutting
tearing
layering
gluing
Sculpture:
constructing/assembling
making/using armatures
molding
folding
painting
Elements of design:
Line
Shape
Form
Value
Color
Space
Principles of design:
Movement
Repetition
Balance
Rhythm
Emphasis
Contrast
Unity
Beyond the required Art I, Wednesday electives are open to all Middle
School students not engaged in a team sport.
Students may choose to take one of the following three art electives
offered fall, winter, or spring from
POTTERY: IN THE MUD
Twirling mud makes cups, bowls and plates! This course teaches basic pottery techniques such as wedging clay, centering and throwing on the wheel, trimming, and glazing. (Limited to 10 students)
PHOTOGRAPHY: IN THE DARK
Shooting in the light and doing chemistry in the dark creates a life-like image! This course teaches the basics of darkroom photography, starting with photograms and progressing to composing, shooting, and developing photographic prints. A NON-DIGITAL CAMERA IS REQUIRED for this class. (Limited to 8 students)
MIXED MEDIA: IN THE STUDIO
Guaranteed to produce objects that have never before been seen on this earth, this course changes each trimester. Some previous offerings have been: Printmaking, Wire-working, 3-D Construction, Animal Drawing, Soft Sculpture, Fantastic Furniture, Cartooning, and Aldrich Docent Workshop. (Limited to 14 students)
MIDDLE SCHOOL CHORUS (6-8)
The Middle School Chorus is open to all Middle School
students. During the class time they
will be instructed on proper vocal techniques, vocalizing and how to breathe
correctly. They will sing in
A Middle School Chorus experience will help the student
transition to Wooster Singers and possibly, with a successful audition, to
Madrigals in the
MIDDLE SCHOOL ENGLISH HANDBELLS (7-8)
This course introduces the student to the enjoyable art of playing English Handbells and choir chimes, and enhances students' appreciation of music. The course teaches commitment and team playing. It is necessary for all participants to be present at every rehearsal. The members will learn to count, identify notes and key signatures, and share their knowledge with other members of the group. Those students who are more knowledgeable about music and have played bells before will also become teachers of novices. A variety of music from classical to contemporary will be played.
The skills the student learns in the Middle School Handbells will give them a good foundation to learn more advanced techniques in the Upper School Handbell Choir.
MIDDLE SCHOOL ENSEMBLE (6-8)
This group is open to students interested in playing chamber music in a group. A minimum of two years of experience with an ensemble instrument is required. Students must be able to read music well, play their instruments confidently, and have a strong sense of rhythm. The students will play in various groupings and give several concerts during the year. It is necessary that members of this group must be taking lessons in their ensemble instrument. A great deal can be learned by playing in an ensemble.
As a member of this ensemble they will receive the experience that will enable them to pass an audition to be part of the Upper School Chamber Consort.
RECORDER ENSEMBLE (6-8)
This group is for students who have been playing the soprano or alto recorder for at least two years. Students must be able to read music, play confidently, and have a good sense of rhythm. Three-and-four part harmony (with tenor and bass recorders added) will be employed.
MIDDLE SCHOOL CONTEMPORARY IMPROVISATION ENSEMBLE (CIE)
This ensemble is new to the Middle School. This class will accommodate students who have studied their instruments for at least one year. Improvisation, chord chart interpretation, and rhythm section techniques will be taught. The group will also be prepared to perform throughout the year. Students must pass an audition to be admitted into this group.
This group will give the student the experience and foundation to audition for and participate in the Upper School CIE group.
INSTRUMENTAL CLASSES (7-8)
Students who have never played an instrument but would like to try one are encouraged to take a semester or two of instrumental classes. These classes give students the opportunity to experience an instrument for the first time and determine if it is something they would like to pursue. For 7th and 8th grade students' instruction in guitar, drums, drum set, woodwind instruments (flute, clarinet, saxophone) and string instruments (violin, cello) are available. Certain instruments will need to be rented. In order for instruction to be effective, the number of students enrolled in the class will be limited. Instrumental classes will be scheduled during the class day.
A new music offering for Middle and
TOPICS
Each student:
Defining
understands and uses terminology: title, author, illustrator, spine, spine label
develops appropriate questioning techniques to clarify requirements of task
analyzes and clarifies a given task with guidance
selects from a range of topics
draws on prior knowledge to brainstorm and cluster ideas
identifies and interprets key words in task
develops focus questions
prepares a simple search plan which lists:
key words and possible search terms
focus questions
likely sources of information
Locating
is aware of layout of library
differentiates between fiction and nonfiction sections of the library
uses the spine label to identify resources
is aware that nonfiction resources are shelved according to classification order
finds resources in school library with assistance:
fiction
non-fiction
is aware of primary resources as a source of information, e.g., first-hand experience, people, concrete objects
is aware of secondary resources as a source of information, e.g., book, pictures, databases, magazines
begins to use contents and index pages of nonfiction books using key words
follows a search plan using key words and related terms, modifying where necessary
determines the type of resource most appropriate for the topic
identifies and locates book and non-book resources including:
understanding organization of resources in school and local libraries
recognizing the value of fiction for specific topics, e.g., historical fiction
using simple and combined terms to search catalog, Internet and database sources
choosing broader or narrower terms to refine search results
searching for information using given Internet addresses
accesses periodical indexes
identifies appropriate resources by:
using skimming and scanning techniques in electronic and print resources
using contents, index and text headings for all types of resources
recognizes the need to locate a variety of resources representing a range of views
uses special print and non-print reference resources
uses key words, volume, index, and cross-references to find information in print and non-print encyclopedias
Selecting/Analyzing
selects books appropriate to interest and reading ability using browsing techniques
makes selections using simple scanning techniques involving cover, title and illustrations
compares different pre-selected resources on a topic deciding which is appropriate
interacts with the resources through:
listening, observing and viewing in response to focus questions
identifying the main idea and key words
distinguishing between narrative and information texts
records relevant information by:
listing key words
writing sentences using identified key words
selects resources by:
skimming and scanning
using contents, index, text headings, key words, and key phrases
evaluates appropriateness of resources
records information by:
using a note-taking strategy
clustering notes under subheadings
compares information from different sources
records bibliographic sources of information using author, title, publisher, date, http, date of download
citing basic sources: book, encyclopedia, magazine
citing varied sources: book, encyclopedia, magazine; databases; web pages
Organizing/Synthesizing
uses information from various resources to support an argument
organizes ideas and information logically
categorizes information according to a framework of headings and subheadings
recognizes information deficiencies and locates additional information
decides on an appropriate presentation format
organizes ideas and information logically, e.g., time order, simple cause and effect
presents information using appropriate organizational frameworks with assistance, e.g., written and word-processed reports, recounts, procedures and lists
Creating/Presenting
uses information appropriate to the task and the audience
organizes ideas and information logically
presents a solution to a problem using:
simple oral and written descriptions
drawings
constructions such as models or displays
presents a solution to a problem that:
demonstrates understanding and simple interpretations of information
presents ideas and information logically, e.g., time order, simple cause and effect
makes simple generalizations and draw simple conclusions
uses information appropriate to the task and the audience
creates written and oral reports, graphic, pictorial and dramatic presentations of similar complexity
creates presentations exhibiting synthesis of information
Evaluating
respects the rights and opinions of others
considers the quantity, quality and relevance of information
reflects on and evaluates effectiveness of process used
responds constructively to assessment by teachers
evaluates understanding and implementation of the set task criteria
acknowledges
personal and group achievements
In seventh grade, lessons using technology occur during regularly scheduled classes in the five major disciplines. From these, students gain practical skills in using computers to retrieve, produce, organize, synthesize, and analyze information, and develop solutions to different types of problems. Word processing, spreadsheets, and Internet skills are emphasized. Students may also have opportunities to use CD-ROMs, DVD players, digital cameras, and scanners. Computers are available to students at various times throughout the day, after school, and on Saturday mornings in the new middle school computer lab and in the JDV Library.
As with the lower school and sixth grade, the seventh grade information technology curriculum integrates technology objectives into the core academic subjects through Technology-Integrated Units (TIUs). Core subject-area teachers and the middle school computer teacher collaboratively design these lessons. In the past, for example, seventh grade students designed web sites on poets they were studying in English class. In another term, the same students designed taxonomic schemes using the drawing tools in Microsoft Word and examined interactive web animations on plant and animal cells.
The technology standards used in these TIUs are divided into six broad categories. These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards.
TECHNOLOGY FOUNDATION STANDARDS FOR STUDENTS
Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Technology problem-solving and
decision-making tools
Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.
PROFILES FOR TECHNOLOGY LITERATE STUDENTS
The Profiles for Technology Literate Students provide performance indicators describing the technology competence students should exhibit upon completion of the eighth grade. These profiles reflect the underlying assumption that all students should have the opportunity to develop technology skills that support learning, personal productivity, decision making, and daily life. These profiles and associated standards provide a framework for preparing students to be lifelong learners who make informed decisions about the role of technology in their lives.
These profiles assume that technology skills are developed by coordinated activities that support learning throughout a student's education. These skills are to be introduced, reinforced, and finally mastered, and thus, integrated into an individual's personal learning and social framework. They represent essential, realistic, and attainable goals for lifelong learning and a productive citizenry.
All students in grade seven have opportunities to demonstrate the following:
Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.
Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
SEVENTH GRADE
HEALTH
Maintaining emotional and physical health permits all of us, regardless of age, the best chance to achieve our life goals. This class will provide you with the fundamentals of understanding the mind and body: how they work (often times together), what keeps them functioning their best, and what elements are destructive to the mind and/or body. This class will allow students to make better lifestyle choices: decisions that help determine how long you live and how happy they will be. Additionally, we will explore the actions of peers, be they helpful or hurtful, and explore how each student might best respond in difficult social situations.
TOPICS
Total Wellness - An Overview
Intrapersonal factors: Emotional, Physical & Intellectual
Interpersonal factors: Family, Peers, Community, Spirituality
Balanced continuum
Emotional Health
Stress
Coping Strategies
Importance of Family
Self-esteem
Depression and Suicide
Anger
Nutrition & Fitness: Impact on the Mind
Relationships
Communication
Family
Peers
Community & Spirituality
Physical Development
Nutrition & Fitness: Impact on the Body
Eating Disorders
Puberty
Male & Female Reproductive Anatomy
Dating & Relationships
Disease & Injury Prevention
Sexually Transmitted Diseases
Leading Causes of Death
Focus on Heart Disease
Drugs & Substance Abuse
Why People Use Drugs
The Emotional & Physical Pitfalls of Drugs
Vital Information about Common Drugs
Prevention: Social Skills, Problem Solving & Decision Making
SEVENETH GRADE PHYSICAL EDUCATION
The physical education program focuses on each individual student and the progression of skills. This is accomplished through an intramural setting with an emphasis on fun, learning, cooperation, and skill building. We provide programs that are mentally stimulating and physically and morally sound. The curriculum includes soccer, football, ultimate frisbee, handball, volleyball, floor hockey, basketball, baseball, softball, lacrosse, tennis, new games, and a variety of lifetime leisure activities. Physical education classes meet three times per week, for 40 minutes per class.
The curriculum is divided into activity units. Age appropriate skills, rules and strategies are reviewed and practiced, and minimally competitive games and activities are played. Many group problem-solving activities from "Project Adventure" are incorporated at every grade level. The two main areas of this program are conditioning and recreational/life-long activities and sports. Conditioning consists of stretching, aerobic, and anaerobic activities. Recreational and sport activities include skills and modified games in soccer, touch football, pillow polo, floor hockey, ultimate frisbee, handball, basketball, volleyball, tennis, lacrosse, and softball/baseball. Repetition of fundamentals is vital at each grade level to strengthen each child's skills, development, and self confidence.
TOPICS/ACTIVITIES
soccer
touch football
ultimate frisbee
handball
kickball
basketball
volleyball
floor hockey
softball/baseball
lacrosse
tennis
scooter activities and games
Project Adventure activities - group initiatives and problem solving
conditioning/stretching/warm-ups
walking/jogging/running - short and longer distances
"new" games created by the physical education staff throughout the year
SKILLS MASTERED
Gross Motor Skills
tossing and catching
kicking a stationary ball
catching a rolling a bouncing ball
throwing to a target
catching a thrown ball
kicking a moving ball
striking a ball
Foot Skills
dribbling with instep
dribbling with outside of foot
passing to stationary target
trapping
Basketball Skills
chest pass
bounce pass
Bouncing and Dribbling Skills
bouncing using alternating hands
bouncing and changing directions
bouncing while running
Floor Hockey
passing to stationary target
passing to a moving target
stopping ball or puck
shooting on goal
stick handling
Kickball
kicking a moving ball
running bases/tagging up
throwing and catching
Lacrosse
scooping
throwing and catching
Soccer Skills
throw-ins
dribbling using both feet
positions on field
taking a penalty shot
Softball/Baseball
grip and stance
swing
throwing to target
catching
tagging up
Tennis
net play
forehand strokes
backhand strokes
Volleyball
underhand serving
SKILLS STRESSED
Foot Skills
passing to moving target
Basketball Skills
lay up shot
foul shot
dribbling with alternate hands
jump shot
person to person coverage
zone coverage
pivoting
offense and defense strategies and positions
Handball
throwing
catching
scoring
guarding
shooting
offense and defense strategies and positions
Floor Hockey
behind net play
offense and defense strategies and positions
Kickball
strategies
Lacrosse
cradling
throwing to stationary target
throwing to moving target
catching
shooting on goal
offense and defense strategies and positions
Soccer Skills
heading
trapping
shielding the ball
offense and defense strategies and positions
Softball/Baseball
running the bases
strategies
Tennis
volleying
serving
scoring
strategies
Touch Football
running plays
player to player coverage
throwing and catching
offense and defense strategies and positions
Ultimate Frisbee
player to player defense
throwing
catching
offense and defense strategies and positions
Volleyball
dinking
bumping/passing
setting
spiking
strategies
SKILLS REVIEWED
Lacrosse
types of checking
Tennis
Placement of shots
Touch Football
blocking
rushing
Volleyball
overhand serving
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