2013-2014 MIDDLE SCHOOL CURRICULUM NARRATIVES
TERM THREE
GRADE EIGHT CURRICULUM NARRATIVES
Communications and Investigations
Term three began with a continuation of our unit on colleges. After exploring colleges
and identifying their post-high school goals and career interests, students focused on
the elements of a successful college essay. They did this by writing an open response
to a prompt of their choice, reflecting their strengths and weaknesses or what sets
them apart from others. Students then moved into the Assistive Technology Design
Challenge unit. After considering the challenges that those with disabilities face in our
society, students developed an assistive technology or modified an existing technology
using the Engineering Design Process. The unit ended with students giving a
presentation of their design, through which they explained the practicality of their
solution and reasoning behind their design.
English Language Arts
In ELA this term, we read Elie Wiesel’s Night and explored the importance of
witnessing historical events through memoir. As we read Wiesel’s firsthand account of
his time at Auschwitz, we considered ideas of identity and responsibility. We continued
to grow as writers, focusing particularly on gathering compelling evidence and
connecting that evidence back to our arguments. We practiced these skills when we
wrote several paragraphs analyzing aspects of Night. Furthermore, we crafted a series
of open responses that examined a variety of short texts—poetry, nonfiction, and
excerpts from fiction. Building upon our previous work with clauses, we continued our
study of grammar, focusing on identifying and correcting run-on sentences as well as
classifying sentences (simple, compound, complex, and compound-complex) based
upon their clauses.
Latin
The 8th grade has completed their studies in Unit II of the Cambridge Latin Course. In
order to complete all typical Latin I topics, the students have begun to use auxiliaries
based on the high school text, Latin for Americans. They have also begun to learn to
use Latin dictionaries effectively. Grammatically, students have consolidated their
understanding of all the major noun cases and practiced declining adjective-noun
pairs. Students have also learned how to form and translate imperatives, or
commands, and the vocative noun case, which is used for direct address. Students
were challenged both to translate complicated sentences into Latin and also to create
their own grammatically diverse and correct sentences. Culturally, students have
continued to learn about the Roman Republic, including the Punic Wars. As the
students continue this unit, they will explore the Republic’s ideals and examine how
successful the Republic was. They will also make connections to our own government.
Finally, the students attempted the National Latin Exam in the week of the Ides of
March. Together, we all reviewed early Roman and Greek mythology, the geography of
the ancient world, famous landmarks around Rome, common Latin phrases and
abbreviations used in English, Roman numerals and other topics typically found on the
exam. Although the scores on the exam are not counted toward their grades, the
students should be proud of their efforts in preparing for this important national
assessment.
Science
During term 3, the focus of the science curriculum was Cells and Heredity. The units of
study included Cell Structure and Function, Cell Processes and Energy, Genetics: The
Science of Heredity, Modern Genetics, and Changes over Time. Each student had the
opportunity to investigate and present a biotechnology issue related to an
environmental issue, food and agriculture issue, or a human use. Students created 3-D
models of an animal or plant cell where they learned about organelle structure and
function, and proximity within the cell. Microscopes were introduced and students
completed many lab investigations, including creating their own plant and animal
specimens out of onion skins and human cheek cells. Students made connections
between the curricula learned in prior terms, as it related to Cells and Heredity (such
as natural selection, speciation, and chemotherapy) and investigated bio-ethics within
the field of genetics. The performance task for the term involved students researching
and creating an educational brochure about a genetic disorder. Students will continue
to make connections with Cells and Heredity as we move onto the next unit: Human
Biology and Health. The Science and Technology MCAS test is scheduled to take place
in May.
Social Studies
In the third term for grade 8 social studies, students examined two of America’s most
precious governing documents: the U.S. Constitution, and the Bill of Rights. During
each unit, students were asked to take the ideas and intentions of our nation’s
founding figures, and be able to apply those core concepts to the problems of
everyday life, even in our modern-day American society.
Connected to the U.S. Constitution, we covered political terms such as the
“Separation of Powers”, “Branches of Government”, and “Checks & Balances”;
students worked to better understand how each aspect of our federal government
plays a role. We also explored the process by which a bill becomes a law, the job of
Congress to create legislation, and the responsibility of the president to approve such
measures. Students were given some background to the creation of the U.S.
Constitution, identifying the forty-plus delegates meeting in Philadelphia in 1787, and
then knowing the difference between “Federalists” and “Anti-Federalists” political
figures of the day.
Reviewing the Bill of Rights, students focused on much more than just the first and
second amendment; while we do hear about these two sets of rights and freedoms, it
was important for students to understand the full scope and significance of all ten
amendments set forth in this document. Students were given a variety of scenarios
and prompts to test their knowledge of the law, as defined under the Bill of Rights. To
assist in this study, students looked at a variety of famous court cases, such as Miranda
v. Arizona, Edwards v. South Carolina, and Gideon v. Florida, and were asked in each to
reference which rights had been violated, and which amendment should have
protected the individual citizens in the case. The lessons from this unit will be helpful
to students during term four, to see the difficult relationship of balancing individual
states’ rights with the rights of free citizens, all while preserving the “national
interest”.
Mathematics
For the first half of the third term, students worked through the Geometry unit.
Students explored the four transformations through a coordinate graph, rotation,
reflection, translation, and dilation. They investigated the changes of the coordinate
pairs after each of the four transformations with a variety of images, as well as the
terms congruent and similarity. Students learned about angles, polygons and the sum
of their angles, parallel lines cut by a transversal and the angles formed. We ended
the unit with a discussion on the topic of 3-dimensional figures. Students investigated
and discovered the figures names and volume formulas of these figures. Students
demonstrated their understanding and knowledge of this geometry unit with bi-weekly
checkpoints and with an in-class partner project. Students were given the choice to
tackle an application problem dealing with 3-dimensional figures and find their
volumes with respect to the context of the problem. After our geometry unit, students
continued with our Expressions and Equations Unit from term 2, and learned how to
solve a system of linear equations using graphing, substitution, and elimination, as
well as understanding the three possible solutions. Of the last few weeks of the term,
we moved into our Functions Unit. This was an introductory unit of functions were
students identified examples of linear functions through graphs and tables, wrote
linear functions from a variety of representations, compared functions, learned and
used the vocabulary terms; domain, range, discrete, continuous, and worked with
arithmetic sequences while connecting this to real-world problems. This unit will
prepare students to work with functions that are non-linear in the fourth term. A quiz
and an end of the unit test were given to assess understanding of the concepts of this
unit. Students are expected and encouraged to participate, ask questions, and take
notes daily. Extra help was available during academic support periods. Students are
encouraged to attend, to practice skills taught in class, and prepare for upcoming
assessments.
Music
In term three, we began our study of the music staff, which is the standard system
used for reading and writing music. Students practiced identifying and placing pitches
onto the staff, and then combined these with basic rhythms when composing music.
They gradually progressed towards using a greater variety of basic and advanced
rhythms when writing music. Students were introduced to the concepts of scales and
chords, which are common foundations to music, and practiced various ways to use
these when composing. We also continued with our discussion of Classical music
history; discussing the characteristics and stylistic elements of different eras within
Classical music, such as the Baroque, Classical, and Romantic eras in European history.
We especially focused on Mozart and his musical innovations; such as adding
instruments, texture, frequent and dramatic changes, depth and complexity to his
music, thus influencing subsequent composers. We also talked about how composers
use chords, scales, tempo, and volume to produce certain emotions in their music.
Students were assessed on their ability to compose and use the music staff, on how
well they followed prescribed compositional techniques and directions, and by the
quality of their participation in class.
Visual Art
The eighth grade began the first term of their semester of Visual Art with a review of
successful observational drawing strategies. Additionally, the eighth grade has spent
time this term looking at and analyzing a variety of artworks and has responded to
them verbally in discussions, in writing and with observational drawing. With central
focus of the semester being Portraiture, we began with an introduction to the work of
photographer Yusuf Karsh and produced an artist copy of one of his most famous
images, his portrait of actress Audrey Hepburn. This term, the eighth grade students
were also introduced to the artist Chuck Close through the viewing of the biographical
film, A Portrait in Progress. Students reflected in writing on the evolution of Close's
technique and career throughout his life with thoughtfully-crafted questions and
responses.
GRADE SEVEN CURRICULUM NARRATIVES
Communications and Investigations
In Communications and Investigations during term three, the seventh graders
pretended to apply for the job of their dreams and participated in a mock job
interview to practice and experience the interview process. They worked on interview
skills and were interview for the job they wish to one day apply for by a teacher or
staff member from RTCS. During the second half of the term, the seventh graders
began a financial literacy unit that focused on budgeting. The students learned the
difference between gross pay and net pay. They also studied the various deductions
found on a pay stub, and what their “take home” pay might actually look like. During
the unit they also learned about the importance of setting financial goals and creating
a budget. To finish up the unit, the students created their own budget.
English Language Arts
In term 3, we finished our multi-cultural literature unit by completing Habibi by Naomi
Shihab Nye. Through daily reading assignments, text markings, and comprehension
quizzes, students developed and demonstrated their understanding of the book. They
continued to build on the skills of marking a text effectively and using evidence from a
text to support their writing.
The third quarter was our busiest in terms of writing. We worked very hard on both
open response paragraphs and multi-paragraph essays. The open response paragraphs
are answers to questions posed about a specific text and require students to use
evidence from the text, including quotations, to support their answer. Additionally,
students were introduced to the multi-paragraph essay format this term. After
reinforcing brainstorming skills, we learned about and practiced writing thesis
statements and using them to give organization and structure to entire compositions.
Each student learned to use graphic organizers to plan and prewrite essays, exploring
the creative possibilities afforded by introduction and conclusion paragraphs, as well
as the methods of fully supporting and elaborating on ideas in body paragraphs. We
analyzed several essays as a class, then students worked alone to brainstorm,
organize, and prewrite a second topic. After laying this groundwork, they were able to
write compositions on two additional topics. These organized essay writing skills will
help students as they move on to write multi-paragraph essays in eighth grade, in high
school, and throughout their academic careers.
We concluded term three reading and writing poetry. Students developed the skills of
identifying and analyzing techniques used by poets, concentrating on imagery, types of
figurative language, and sound devices. Building on their established writing skills,
students analyzed quotations from poetry and wrote two open response paragraphs
using evidence from poems to support their own interpretations. They discussed poems
as a class and in small groups. They demonstrated their creativity by writing their own
poetry. The focus was on revising and reworking early drafts of poems.
Latin
In Term 3, the 7th graders continued investigating different landmarks from ancient
Rome and focused their research on one landmark. Individually, they researched the
essential background information about their particular landmark and used that
information in small groups with other students in order to take on the role of tour
guides around ancient Rome. By presenting the information they discovered in the
format of an advertisement to the class, the students had the opportunity to apply
their research to a real-life situation, since tourism is an important industry in
modern-day Rome. Throughout their extensive unit on Roman landmarks, the students
were introduced to some important historical figures and events that they will have
the opportunity to learn about in more depth as they continue their studies in Latin.
The students also continued their work with Latin grammar this term, learning about
the second conjugation of verbs, which expanded their comprehension of new
vocabulary words as well. They also learned about the perfect tense of verbs and they
have now encountered a 6th case for nouns and adjectives: the vocative case,
representing direct address. The students have begun to learn about additional forms
of second declension nouns, and they will continue to expand their knowledge of the
different forms of nouns, verbs, and adjectives in the 4th term.
Mathematics
In term three, the seventh grade students completed our ratios, proportion, and
percent unit. At the end of the unit, students completed a real-world application
activity calculating involving sales tax on a meal ordered from a restaurant. We then
progressed into a unit on surface area and volume. We worked with two- and threedimensional shapes, learning the mathematics behind the calculations for volume,
surface area and simple area. We examined a variety of prisms, cylinders, cones, and
pyramids. The term ended with an exploration into Geometry. We first reviewed the
language of geometry, discussing various terms and names of figures. Students then
explored angle relationships along with parallel and perpendicular lines. Students also
examined properties of congruent and similar shapes. Using the properties, students
learned how to calculate missing angles and sides of those shapes through the use of
equations and proportions. As always, students were provided the opportunity to seek
help during 7th period academic support on Tuesday and Friday if they were having
difficulty understanding the material. We will begin term four with a unit on statistics
and data analysis.
Physical Education
Students continued to work on developing muscular and cardiovascular strength by
doing push-ups, high plank, sit-ups, and timed runs or jumping activities each P.E.
class period. The first unit of term three was team handball. Throwing for accuracy
(passing and shooting), zone defense, catching and teamwork skills were reinforced
during this unit. After team handball was floor hockey. Student worked on stick
handling, passing, shooting and goaltending skills throughout the unit. Students also
worked on moving correctly in specific positions and team work skills during floor
hockey games at the end of the unit. The last unit of term three was badminton.
Racquet skills, such as the serve, overhead, backhand, and forehand shots were
covered during class discussions and demonstrations. Students were given practice
time to improve their racquet skills to prepare for a modified badminton game. The
first unit of term four will be volleyball.
Science
In term three of science, students finished their exploration into the world of Physics
with an investigation into thermal energy. They learned the role of thermal energy as
a substance transitions between states of matter. Additionally, students investigated
how thermal energy is utilized in technology. Seventh grade science then transitioned
to an investigation into technology and engineering. Students learned how technology
is defined, how it evolves over time, and the design method that engineers and
inventors use to make their dreams a reality. Finally, students are applied the
Technology Design Process and a multitude of physics concepts to the design and
construction of their solar cars, a major project for the seventh grade year.
Looking forward, we will begin our journey into the world of Chemistry and finish up
the year with an exploration into Astronomy.
Social Studies
During term three, our work in social studies focused on continuing our exploration of
the world’s major religions. We explored the development and spread of Christianity
and students worked to understand how and why this major religion, which began as a
small branch of Judaism, was able to spread and become so widespread. Students
analyzed passages from the New Testament and learned about important historical
figures who helped Christianity become popular. We then turned our attention to
Islam, the youngest of the three Abrahamic religions. Students learned about the
prophet Muhammad and the basic tenants of Islam. They also analyzed excerpts from
holy texts to gain insight into some controversial issues within Islam. Finally, students
worked with primary source documents to understand how the Islamic Empire spread
and discussed the lessons of tolerance and diversity that could be learned from this
once powerful empire.
Students finished term three with their first research project in social studies. This
project allowed students to explore a modern day topic connected to one of the
Abrahamic religions in order to answer the question: How have the Abrahamic religions
impacted the world we live in? This projected focused on developing students’
research skills including: developing research questions, finding reliable sources,
taking notes from sources and synthesizing information to answer their research
questions. Students enjoyed sharing their findings and learning from their classmates
at a symposium held during class as the project’s culminating activity.
We are beginning our last term by traveling to Latin America. Students will explore the
Maya, Inca and Aztec civilizations and understand the impact of Spanish and
Portuguese conquest of these civilizations. We will be working on our second research
project and first group project towards the end of the term and will finish the year
with a short unit on Ancient Greece.
As always, students are working on actively reading non-fiction by marking their text
for specific questions or ideas. We are still working on our analysis (or “thinking like a
historian”) skills by analyzing primary sources and using these sources as evidence
when answering historical questions. We will continue to explore the modern day
implications of the history we study in class, so encourage your students to keep up
with current events by reading the newspaper or watching the news and discussing
current events together.
Visual Art
In term three, the seventh grade continued their work with observational figure
drawing and expanded on their understandings of anatomical proportion. Additionally,
students began to work with the process of composing a 2-D image with considerations
for both positive and negative space. Using these compositional skills along with their
developing structural drawing skills, the students designed thoughtfully arranged
charcoal illustrations that utilized their understanding of the concept of contrast.
These illustrations were developed with the intent of communicating an idea. They
began with brainstorming and thumbnail sketches and eventually progressed to
comprehensive sketches and final illustrations that possess rich highlights and
shadows. We finished term three with an exciting visit to the Rhode Island School of
Design Museum of Art where students viewed a wide variety of artworks from ancient
to contemporary.
GRADE SIX CURRICULUM NARRATIVES
Classical World
This term in Classical World, the sixth graders continued to explore aspects of daily
life in ancient Rome. They learned about Roman clothing and how it acted as an
indicator of social class in Roman society, and leisure activities, including the
opportunity to recreate and play various Roman games.
Following the unit of Roman daily life, the students began to learn about a historical
legend important to the Romans, i.e., the Trojan War. This legend is the first in a
series of connected mythological stories that will eventually culminate with the
founding of Rome. Following in the oral tradition of the Iliad, they listened to War
with Troy: The Story of Achilles, a children’s version of the Trojan War told by Daniel
Morden and Hugh Lupton. At certain intervals of the narration, the students wrote
short creative responses from the perspective of various characters in the war. They
were able to choose from a variety of writing formats but needed to incorporate
details from the story into all of their responses.
The students’ grades this term were based on three major assessments: a quiz on
Roman clothing, a quiz on Roman leisure activities, and the average of their four
writing assignments about the Trojan War. Participation also counted for a portion of
their term grade.
Communications and Investigations
For third term, students explored a broad, in-depth unit on bullying. Students
identified bullying behaviors, types of bullying, when disrespectful behavior becomes
bullying behavior and how they can individually take a stand against bullying. Students
also explored a wide variety of real bullying scenarios and found solutions to stop the
bullying cycle. At the end of the term, students began a unit on financial literacy,
specifically considering the topics of savings and investing.
English Language Arts
The sixth graders started the term by strengthening their nonfiction reading and
writing skills. They read a variety of nonfiction articles and texts, including Blizzard!
By Jim Murphy and The Soul Selects Her Own Society: The Story of Emily Dickinson by
Edna Barth. Students referenced the nonfiction texts to develop critical reading,
researching & expository writing skills. Students then utilized these skills to conduct
research and write a biographical sketch on a subject of their choosing. Students
worked to cite significant facts and details from their research, as well as use and
transfer the knowledge they acquired through studying published biographers, to
develop a theme that related to the subject in their sketch. Sentence construction
was also a focus during the third term. Students distinguished between simple,
compound and complex sentences. Students will continue to focus on parts of speech,
punctuation and sentence structure next term. Additionally, students demonstrated
knowledge of their reading, writing and test taking skills through the preparation for
the MCAS English Language Arts test. During the final few weeks of the term, students
were introduced to poetry. Students have started to compose their own poetry, further
enhancing their use of figurative language and poetic form. As we start the fourth
term, students will continue to study poetry, as well as read and analyze the historical
fiction, Dragon’s Gate by Laurence Yep.
Mathematics
The sixth grade students started the third term with finding unit rates of items, and
rate of change. From there, students reviewed customary units of measurement and
the metric system. This study included changing customary units from one size to
another, such as cups to pints and also changing units within the metric system.
Students learned how to solve proportions. In preparation for more extensive percent
work students practiced writing fractions as decimals and percents and vice versa.
Within the percent work, students found the percent of a number, and they used
proportions and equations to find the percent, the part and the whole of a number.
Within all lessons, classes practiced solving word problems. Students also were asked
to always question whether their final answers reasonably answered the question
asked. The term came to a close with of a review of data analysis including range,
median, mode, mean, graphing, line plots, stem and leaf diagrams, histograms, and
box and whisker plots. Mean absolute deviation calculations were completed by all.
Students also inferred information from data given, as well as predicted outcomes.
Towards the end of term three, we reviewed simple events, sample spaces, the
Fundamental Counting Principle. Towards the end of the term we began our geometry
unit with review of triangles and quadrilaterals. Additionally, students practiced
writing long response answers to a previous MCAS question. Assessments included
quizzes, test, class work, homework, and class participation.
Music
In the third term, we continued our study of pitch and scales. Students further
demonstrated their ability to use the music staff when combining pitch with rhythms
when writing music. We focused on the pentatonic scale, common in many traditions
of music, and students applied their knowledge and understanding of the scale to
composing. We also analyzed some traditional children’s songs, such as Twinke Twinkle
and Hot Cross Buns, and discussed the common characteristics of these songs, such as
simplicity of form, and distinct and repeating melodic phrases. Students then applied
this to composing their own simple melodies according to these discussed techniques.
They later developed them into ‘kids’ songs’ with lyrics and accompanying instrument
parts. Finally, they were asked to label the pitches in their music, showing their
understanding of the concepts they were using. Students were assessed on the
accuracy of their music, on how well they followed compositional techniques and
directions, and by their level of participation during group playing and discussions.
Physical Education
Students met twice a week this term for P.E. class. Students worked on improving
cardiovascular and muscular fitness by running laps or jump roping and doing pushups, high plank, and sit-ups each class period. Team handball was the first unit of term
three. Throwing for accuracy (passing and shooting), catching and teamwork skills
were reinforced during this unit. After team handball was the fitness unit. Sixth grade
students did a variety of stations to work on improving coordination and flexibility,
increasing their speed and developing strength and endurance. In addition to
participating in fitness stations, they also participated in a fifteen-minute workout
video to learn about aerobic training and the benefits of consistent exercise on their
overall health. Students learned how to find their heart rate and how to figure out
their target heart rate. The last unit of term three was badminton. Racquet skills,
such as the serve, overhead, backhand, and forehand shots were covered during class
discussions and demonstrations. Students were given practice time to improve their
racquet skills to prepare for a modified badminton game. The first unit of term four
will be volleyball.
Science
Term three began with the end our study of the solar system where we learned about
how basic physical properties like mass, weight and gravity affect our lives, George
Clooney (our diagram model) and the formation of our solar system and planets. This
included a lot of detailed diagram drawing, intergalactic package delivery and
challenge activities like figuring out the acceleration of gravity with some simple
scientific equipment. With a grounded understanding of gravity, we then transitioned
to the Sun–Earth system to learn about the reasons for the seasons. This astronomical
exploration used indoor models, kinetic activities and still more diagram drawing to
understand why Plymouth has seasons, why it gets cold during the winter (or hot
during the summer) and how an understanding of the Sun–Earth system is necessary to
correctly design solar panel arrays, like the one on our school’s roof.
From the Solar System and on to the Sun-Earth system, we then zoomed in even
further to investigate our own blue, watery planet. This began the third unit on the
Plate Tectonics, which is our best explanation for answering the question: How does
the Earth work? Understanding the transition our planet made 4.6 Billion years ago
from a hot, chaotic ball of molten rock to the cool, ordered, layered planet we have
today requires a solid mathematical and scientific grasp of the concept of density. This
property, and its relation to buoyancy, explains the why the Earth seemingly organized
itself into layers. With mystery objects in film canisters we contemplated how
geologists learn about the Earth’s interior and while moving on to make liquid layer
stacks in straws to imagine density-driven layering. The seemingly crazy (but correct)
idea of Continental Drift was then presented (in project form) and we have begun to
piece together evidence and continents in order to comprehend the paradigm shift
that geology underwent in the 20th century – from static to moving continents. Alfred
Wegner’s revolutionary idea of drifting continents, however elegant and supported by
evidence, fell short by not having a realistic mechanism for movement. This is where
our next section on Seafloor Spreading picks up, as the field of Geology lurches
forward into the modern age and develops the evidence-rich, comprehensive theory of
Plate Tectonics.
Social Studies
Term three in Social Studies started with a study of the spread of Islam through North
and West Africa. Students worked on note-taking skills and made connections with how
the spread of this religion impacts the world today. We then turned our focus on
European intervention in Africa starting with the slave trade. Students became familiar
with various primary sources as well as the importance of bias in the study of history.
After working in groups to analyze sources, students were responsible for an in-class
open response based on the writings of former slaves and slave traders. The next unit
focused on imperialism in Africa during the 19th century. Students examined how and
why Europeans joined in the “Scramble for Africa.” Student groups represented
European countries and reenacted the Berlin Conference, where they took turns
claiming land in Africa based on the real guidelines of the conference. Students looked
at the lasting impacts of European imperialism on Africa. In the fourth term, the class
will finish their study of Africa by comparing and contrasting Apartheid in South Africa
to segregation in the United States. Students will then build upon and apply their
knowledge of geography, culture, and imperialism to the study of Asia.
GRADE FIVE CURRICULUM NARRATIVES
Communications and Investigations
During term three in Communications and Investigations, the fifth graders continued
the financial literacy unit that focused on banking. During this portion of the unit they
also learned different strategies to become responsible spenders and savers. The unit
concluded with a shopping activity wherein the students were given $200 and had to
view all of the shopping options set up around the room. They had to demonstrate and
reflect on the various ways they could spend and save that $200 in a responsible
manner. At the end of the third term the students began studying the water cycle. The
students learned about the three stages of the water cycle, the different forms that
water can take, and where water can be found on the planet. They also discussed how
we need to take care of our water resources. At the beginning of fourth term, the
students will learn about weather. During this unit the students will not only learn
about the science of weather, but will also explore how weather affects their lives and
the community, in line with the fifth grade guiding question: What is my place in the
community?
English Language Arts
During third term the students studied the genre of historical fiction by reading Lois
Lowry’s novel, “Number the Stars”. First, the students gained some background
knowledge about the historical events of the novel and about the time period in which
the story takes place. The students practiced marking a text, studied specific reading
strategies, and participated in literature circles to discuss the novel and develop their
understanding of the characters and plot. During this unit, the students completed
reading comprehension checks, studied key vocabulary found in the text, and
practiced answering open response questions related to the novel. The activities
throughout the unit guided the students in their understanding of what good readers
naturally do when they read and helped them to develop an understanding of the
novel and how the novel fits into the historical fiction genre. The unit concluded with
a final writing project of the student’s choice.
In the second half of term three, the students examined a variety of nonfiction texts.
They identified the unique features of nonfiction such as headings, pictures, captions,
graphs and charts. The students learned how to use these features to help them gain a
better understanding of the text. The students also identified the author’s purpose in
nonfiction and practiced writing their own nonfiction piece about a topic they are a
connoisseur of. Throughout the nonfiction unit, the students engaged in prewriting
strategies such as brainstorming and using graphic organizers to answer open response
questions. Additionally, students learned how to incorporate key details from the text
to support their ideas while writing expository pieces and while preparing for MCAS
exams through the study of nonfiction.
Mathematics
All students started off term three expanding their fraction knowledge. After
reviewing greatest common factors, students learned basic operations with fractions.
For addition and subtraction, they worked on finding a least common denominator and
applied these skills to mixed numbers. They also learned how to multiply and divide
fractions using fraction models. At the end of the unit, they applied their fraction
knowledge to word problems and explored the importance of fractions in everyday
life, by completing a baking recipe project with ingredients written as fractions.
Students continued with fraction operations and started a mini unit on ratios, rates
and percentages. They learned how to solve unit rates and converted fractions into
percentages. Next, students were introduced to a unit on geometry. They learned how
to measure angles with a protractor and identify types of lines. They discovered the
amount of degrees in triangles and were able to find missing angles using angle
relationships. They also expanded their knowledge of area of rectangles to figure out
the area of triangles. At the end of the unit, they had a chance to display their
geometry skills by creating a geometric town that included various shapes, lines and
angles. Near the end of the term, students started the measurement unit. They were
introduced to the customary system of measurement and investigated the units for
length, capacity and weight.
Music
In the third term, we continued our work towards more challenging and advanced
rhythms. Students transitioned from using basic stick notation to more standard music
notation, learning the ‘real’ and formal names of these rhythms and rests, such as
quarter notes, 8th, and 16ths. We focused our practice on 16th notes, which are more
challenging to play. We practiced these on a greater variety of drums, while
emphasizing proper playing technique and producing good tone on all the percussion
instruments. Students also continued to develop their creative playing skills through
various group improvisation exercises, practicing their playing and improvising within
the context of the group. Near the end of the term, students were asked to apply all
of the rhythms and rests learned so far to creatively composing drumbeats or ‘jam
rhythms.’ Students were asked to choose one bar from their compositions to perform
on the drums, demonstrating their ability to independently perform what they
composed, and sustain it with accuracy and a steady tempo. These were used as the
basis for group jam sessions. Students were assessed on their knowledge of note names
and rests, and their ability to apply this to reading and writing music. They were also
assessed on their progress in their playing skills, and by the quality of their
participation during group playing and discussions.
Physical Education
Students continued to work on developing muscular and cardiovascular strength by
doing push-ups, high plank, sit-ups, and timed runs or jumping activities each P.E.
class period. The first unit of term three was team handball. Throwing for accuracy
(passing and shooting), catching and teamwork skills were reinforced during this unit.
After team handball was floor hockey. Student worked on stick handling, passing,
shooting and goaltending skills throughout the unit. Students also worked on moving
correctly in specific positions during floor hockey games and team work skills at the
end of the unit. The last unit of term three was badminton. Racquet skills, such as the
serve, overhead, backhand, and forehand shots were covered during class discussions
and demonstrations. Students were given practice time to improve their racquet skills
to prepare for a modified badminton game. The first unit of term four will be
volleyball.
Science
During the third term, the science class focused on Forces and Energy (Unit 4).
Students tried to answer the question “How do Forces and energy affect our lives on a
daily basis?” We started talking about four forces: Gravity, Friction, Centrifugal and
Centripetal. The students were able to experience situations where they could see
these forces at work. After February vacation we did a short summary on forces and
moved on to energy. This part of the unit included talking about renewable and nonrenewable sources of energy. We focused on these being important to produce
electricity. The unit concluded with the students working in pairs to put together a
board game. This project was inquiry-based and encouraged critical thinking. It also
required the students to review their notes and apply what they had learned in class.
After the project was done we spent a couple of days talking about magnetism before
moving onto unit 5, Sound and Light.
Social Studies
At the beginning of Term Three, the fifth graders started a new unit with an in-depth
focus on the development The Thirteen Colonies. Students worked on answering the
following questions: “How does culture shape both society and the individual?”, “How
do geographic factors shape the history and the people living in a region?” and “How
do people get the goods and services they need?” We started this unit with a focus on
identifying each of The Thirteen Colonies with weekly map assessments. After reading,
note-taking and watching a video, students used what they had learned about
successful and unsuccessful attempts at settlement in Jamestown and Roanoke to
design their own settlement. Using colonial maps, students chose a place to settle and
determined what they would need to bring with them from Europe and the resources
they would be able to use to survive in America. Working in groups, students created
their plans and presented their colonies proposal to the class in a mock meeting of the
Virginia Company of London. We also looked into the development of the different
regions of the Thirteen Colonies: New England, Middle, and Southern. Students worked
together with a partner to complete Guided Notes Packets about the different regions,
how they developed, and how regional economic activities shaped life in the colonies.
Other assessments included the creation of a symbolic Middle Colony Flag and a
journal written from the perspective of a Southern Colonist. The students have shown
progress in their ability to work together to break down information in texts to better
understand life as it was in the past.
Visual Art
In term three, the fifth grade continued to work with the basic principles of structural
drawing, specifically through an exploration of the use of line as a means to show
volume, form and depth. Additionally, the students were introduced to the medium of
India ink and given the opportunity to experiment with a variety of styli and linear
techniques such as varied line weight, visual texture and pattern in their work with a
series of small self-directed illustrations. The fifth grade also studied the work of
American caricaturist, Al Hirschfeld this term. The students viewed the biographical
film, The Line King, about Hirschfeld, and focused on his use of India ink with his
portraits of famous personalities. The fifth grade are currently beginning a multi-step
illustration project using India ink in which they will be depicting a key scene from
Rudyard Kipling's short story Rikki-Tikki Tavi.
2013-2014 MIDDLE SCHOOL CURRICULUM NARRATIVES
TERM TWO
GRADE EIGHT CURRICULUM NARRATIVES
Communications and Investigations
Eighth grade students began the second term by finishing their Media Literacy unit.
They explored the concepts of advertising and brainstormed ways in which they could
be more responsible consumers. Students then began their College unit, considering
why it is important to start thinking about their future after high school now. They
also considered their personal goals and interests and explored different colleges
pertaining to those interests. Each student conducted a Website Walk-thru
presentation, taking the class on a tour of the college they found most interesting.
Students also learned about the application and college essay process. At the end of
term two, students began writing a paragraph answering their choice of a prompt,
common to the college essay application. With no homework in this course, students’
grades this term are based heavily on participation, classwork, organization,
preparedness, and unit projects. Students are also assessed on their classroom
behavior and how well they use their class time to complete work.
English Language Arts
In ELA this term, we worked to become more sophisticated writers, readers, and
speakers. We continued our poetry unit, where we wrote analytical paragraphs about
imagery and tone. We also wrote our own poems and performed them, working on our
presentation and public speaking skills. We continued to develop those skills in our
persuasion unit. Additionally, we applied our study of what makes an effective
paragraph in order to write compelling five paragraph speeches, focusing particularly
on writing sophisticated thesis statements and concession paragraphs. Studying famous
speeches by Dr. Martin Luther King, Jr. and Sojourner Truth, we learned about
anaphora, analogies, inclusive language, allusion, logos, pathos, and ethos. In writing
and delivering our own speeches, we applied these techniques of persuasion.
Latin
The Latin scholars of the 8th grade have now learned all five major noun cases by
adding the possessive genitive case. They have consolidated their understanding of
how to use those noun cases. They have studied relative clauses, which are introduced
by relative pronouns, e.g., who and which. In addition, they have learned the
pluperfect tense and practiced how to form verbs in the present, imperfect, perfect
and pluperfect tenses by combining the appropriate stems and endings.
Culturally, the students have begun to study the geography of the empire, including
the provinces, major cities, mountains and volcanoes, and bodies of water. The
students have also begun a series of myths on the theme of love which ultimately will
include Orpheus and Eurydice, Apollo and Daphne, Echo and Narcissus, Eros and
Psyche, Baucis and Philemon, and Atalanta. They will analyze the myths to look for
similarities and differences between the morals of the Greeks and the morals of our
culture.
The students continue to identify Latin roots in English words in order to decipher
unfamiliar vocabulary. Students should be making flashcards to prepare for frequent
vocabulary quizzes – the quiz and test schedule is available on each chapter’s
vocabulary list.
Mathematics
In the beginning of term two in Algebra, students finished the discussion from term
one, the topic of solving and graphing linear inequalities in two variables on a
coordinate graph and writing and graphing compound inequalities, such as unions and
intersections, on a number line. The week before Thanksgiving break, we began our
unit on The Real Number System. Students spent a day in the computer lab
investigating the five sets of numbers classified under the real number system, with
the greatest focus being on rational and irrational numbers. Students worked on nonrepeating and repeating decimal and fraction conversions and exponents and the rules
for simplifying monomials. We continued our work with numbers, focusing on
simplifying and approximating square roots and cube roots, and then working on
writing numbers in scientific notation. To end the unit, we looked at real-life examples
of very large and very small numbers as well as performed the four operations with
numbers in scientific notation. After winter break, we began our Geometry Unit.
Before jumping into an exploration of Pythagoras and his theorem, we practiced
rationalizing expressions with square roots in the denominator of a fraction and solving
equations with square roots. Students then investigated the Pythagorean Theorem via
an inquiry based activity. From there, students discussed the converse of if-then
statements and then the converse of the Pythagorean Theorem. Students also
completed an inquiry-based activity to determine whether or not this converse was
true. To end the term, students explored the distance formula, created their own
distance problem, whether it was a mapping question, treasure hunt, or geocaching
problem and began studying transformations over a coordinate graph. Three quizzes
and three tests were given to assess understanding of the concepts. Students are
expected and encouraged to participate, ask questions, and take notes daily. Extra
help was available during academic support periods. Students are encouraged to
attend, to practice skills taught in class, and prepare for upcoming assessments.
Music
In the second term, we continued our study of advanced rhythms known as
syncopation. Common in many styles and musical traditions around the world, these
are rhythms played over fractions of a beat, making them more challenging to read,
write, and play. Students practiced combining 8 th and 16th notes and rests to create
complex syncopated rhythms, or ‘off-beats.’ They were asked to label their music
with rhythm syllables, both as a method to vocalize and hear the rhythms, and to
demonstrate their understanding on which part of the beat a note or rest is played.
We discussed ways that multiple instruments and rhythms can complement one
another, in order to form multiple layers of rhythms that work together to make a
coherent groove. This work culminated in a project in which students were asked to
write a percussion composition using multiple instrument parts. They entered their
music into the music notation software, which could be played using the instruments
of their choosing. Students were assessed on the accuracy and progress of their
compositions this term, and on their ability to compose a cohesive piece of music
using multiple instrument parts according to the compositional techniques and
directions discussed in class.
Physical Education
Students continued to work on developing muscular and cardiovascular strength by
doing push-ups, crunches, and timed runs during most class periods. When students
did not participate in timed runs they did jumping jacks and other jumping activities
for three to five minutes. The first unit of term two was basketball. Students
participated in many competitive and non-competitive drills to improve their ball
handling, shooting, lay-up, passing and zone defense skills. Seventh grade students
also completed a lay-up skill test. The second unit was fitness. Students participated
in a light weight dumbbell and agility training circuit to work on developing muscular
strength and endurance, learn a variety of dumbbell and body weight exercise
techniques, and improve on their coordination. The final unit of the term was
dance/team handball. A two wall line dance was introduced to students to work on
moving in time with a beat and learning specific steps to combine into a dance.
Students were required to demonstrate their knowledge and ability to perform the line
dance during a skill test at the end of the unit. Eighth grade students will be receiving
a term two grade in addition to a final semester grade this marking period.
Science
We continued to be busy Scientists during second term. The focus of this term was
Environmental Science. Students learned about living things and the interactions
among them in the environment. We studied the water, carbon, and oxygen cycles;
ecosystems; and Earth’s biomes. We learned about environmental issues resulting
from resource use, pollution, and population growth, and how these issues lead to
problems in biodiversity, our fragile environment, and the importance of balance in
our ecosystems. We then studied alternative and renewable sources of energy.
Students gave an oral presentation again this term, and they were given the choice to
research a current environmental issue, as it would relate to the curriculum, or to
research a scientific career. The performance task for the term involved researching a
current endangered species, making connections as to how the species became
endangered and what affects this endangerment would have on the ecosystem as a
whole. Several environmental issues were presented, in article or video format, as
students discussed and became familiar with current concerns affecting various
regions around the world. The Culminating Performance Task for the term was the
creation of a Personal Code of Environmental Ethics, where students reflected on the
knowledge they learned throughout the term to write a poem or paragraph. Next
term we will be learning about cells and heredity. Grade 8 Science MCAS is scheduled
for spring.
Social Studies
In term two for grade 8 social studies, students embarked on an in-depth research
project, known as National History Day (NHD), beginning in mid-November and
culminating with a presentation fair at the Middle School on January 24 th. This was the
fourth year that Rising Tide has been involved with NHD, and the theme this year was
“Rights & Responsibilities”. Students had the option of working solo or in groups, with
project categories including exhibits, websites, documentaries, research papers, and
performances. In all, we had 51 projects on display at the presentation fair, where
students were able to talk to peers and answer questions from judges. As a team, the
social studies teachers and other staff selected 18 different projects to go on and
represent Rising Tide at the district-level NHD competition, Which will take place at
Brockton High School in March.
While students were very busy during the last two and a half months researching and
creating amazing projects, it was also important not to lose focus of the class
curriculum. So, in addition to working at the library during almost each class,
students were asked to view or listen to a series of online lectures, through “Open
Yale Courses” (OYC) program. Students could access the forty-plus minute lectures on
various events from the American Revolution via the Yale university website, as a free
podcast on iTunes, or on the OYC You-Tube channel. This program allowed students to
quickly get complete overviews on the topics essential to understanding the
revolutionary era, in chapter format, providing us with the extra time to have
meaningful discussions in class, as we were limited because of the NHD schedule
deadlines. Overall, I think that OYC was a valuable resource, and I could see students
using the online lectures in place of a text reading again in future terms.
GRADE SEVEN CURRICULUM NARRATIVES
Communications and Investigations
In Communications and Investigations during term two, the seventh graders studied
career options. They examined the many differences between careers such as salary,
necessary skills, and education requirements. They also reflected on their own
personality traits and personal values to figure out which career would best suit who
they are. The students chose one main career to focus on and research in depth.
During the second half of the term the students created resumes and cover letters for
their top career choice. During third term they will pretend to apply for the job of
their dreams and will participate in a mock job interview to practice and experience
the interview process.
English Language Arts
During Term 2, students finished reading The Pearl by John Steinbeck. Students
identified reoccurring thematic topics and then worked to identify and communicate
major themes of the novella. After a study of setting, characterization and the use of
imagery and figurative language, students used their creative writing skills to write a
final chapter maintaining the style of the novella with the focus on character
development. Students continued to develop expository writing skills focusing on
writing strong and clear topic sentences and developing paragraphs using textual
evidence as support. Students were introduced to the elements of writing an argument
and practiced developing a clear thesis statement and supporting a claim with logical
reasoning and relevant evidence.
In the next unit we are using works of fiction and nonfiction to highlight the culture
and diversity of the Middle East. Students worked in Social Studies to generate
background knowledge of the Middle East and looked at how the conflict between
Israel and Palestine developed. Students have started reading Habibi by Naomi Shihab
Nye. This story relates the tale of a girl who immigrates from the United Sates to
Israel. We are exploring topics such asw religious conflict, identity, and the
relationship between past and present. Students have been using the setting to
compare and contrast the main character’s past life in America to Jerusalem.
Students are working in literature circles to engage in critical thinking and reflection
as they read, discuss, and respond to the text. Through structured discussions, text
annotation and reader response journal entries, students are working to gain a deeper
understanding of what they read. Students worked on quotation analysis and using
well-chosen evidence to present their ideas is an organized paragraph using
appropriate transitions.
Students continue to develop vocabulary skills using the texts we read and through the
study of word roots (prefix, root and suffix). We continue to work on sentence
structure focusing on dependent/independent clauses and prepositional phrases.
Homework assignments (even text markings) are graded to assess skills.
Latin
The 7th graders have continued their work in the Latin for Americans textbook,
completing lessons V-IX. They have now learned about the five main cases in the
inflected Latin language and have been using those cases to identify the specific
functions of words in a sentence. Students have also learned about the present and
future tenses of verbs, as well as the difference between the indicative and
imperative moods of verbs. The students have been using this knowledge to further
explore the essential question “How do we comprehend a classical language;” they
have been working hard to comprehend the meaning of a Latin sentence through
recognizing the inflected endings rather than focusing on word order.
In the second term 7th graders have also been preparing for a large cultural unit on
the landmarks of ancient Rome. They have used online and printed resources to find
essential information about a selection of landmarks from the ancient city. They will
continue their work in term three by choosing one landmark to research more
thoroughly and then use that information to advertise the landmark to a specific
audience. Through this research, they will practice and improve their communication
skills while exploring the essential questions “What makes a culture successful” and
“Why does studying a classical language and culture connect to our lives.”
Mathematics
In term two, the seventh grade again tackled two major units. The term began with
finishing our number system unit. Students explored patterns in multiplication and
division of rational numbers, moving forward in fraction and decimal arithmetic. The
next unit we entered into was our algebra unit, primarily working on equations before
progressing into inequalities. Students became familiar with solving one-step
equations and then worked their way up toward solving multi-step equations. The unit
was also interlaced with word problems through which students practiced writing
equations for a variety of scenarios. Once students had gained a better understanding
of equations, we began working with inequalities working from one-step inequalities
to multi-step inequalities. Students again encountered word problems that they
needed to translate into inequalities. In the algebra unit, students gained an
understanding of the various techniques and rules involved in solving multi-step
algebraic problems. At the end of term two, students began a unit on ratio,
proportion, and percent, which will be completed in term three. Students have so far
worked with unit rates and applied this understanding to comparing rates that are
often seen outside the classroom. Students have also practiced fraction, decimal, and
percent conversions, continuing to improve on their rational number arithmetic skills.
Finally, students worked with percent proportions and percent equations, practicing
their skills at calculating tips, discounts, and taxes. Students are provided the
opportunity to seek help or when available attend extra help sessions during 7th
period academic support on Tuesday and Friday if they are having difficulty
understanding the material. Students are always encouraged to ask for help whenever
necessary and to be an active participant in the classroom.
Physical Education
Students continued to work on developing muscular and cardiovascular strength by
doing push-ups, crunches, and timed runs most class periods. When students did not
participate in timed runs they did jumping jacks and other jumping activities for three
to five minutes. The first unit of term two was basketball. Students participated in
many competitive and non-competitive drills to improve their ball handling, shooting,
lay-up, passing and zone defense skills. Seventh grade students also completed a layup skill test. After basketball was fitness. Students participated in a light weight
dumbbell and agility training circuit to work on developing muscular strength and
endurance, learn a variety of dumbbell and body weight exercise techniques, and
improve on their coordination. The final unit of the term was dance. A 4 wall line
dance was introduced to students to work on moving in time with a beat and learning
specific steps to combine into a dance. They were required to demonstrate their
knowledge and ability to perform the line dance during a skill test at the end of the
unit. Team handball is the first unit of term three.
Science
During second term, students continued their study of Physics. We investigated the
physical science definition of “work” and “efficiency”, and how these terms apply to
simple machines. Application of this knowledge and other concepts of physics were
used in the design challenge, “Catapult!” where students researched catapult design
and built their own catapult from simple household objects.
Students finished their exploration into the world of Physics with an investigation into
energy. They learned how energy can change between kinetic and potential energy,
the several forms of energy we can observe in every-day life, and the specific uses of
thermal energy. They applied the Law of Conservation or Energy to these concepts.
Students were able to calculate kinetic energy and gravitational potential energy using
two new mathematical formulas. Additionally, the process of how fossil fuels are
formed and used was studied and compared to renewable energy resources. Students
explored renewable energy resources through a research project and made
recommendations as to whether a specific type of renewable energy is a good choice
for our community.
Social Studies
The second term of seventh grade Social Studies began with a study of the Arab Spring,
the wave of protests against authoritarian governments throughout the Middle East
and North Africa. We examined the uprisings in Syria and Egypt and discussed whether
or not these movements have been successful. Next we turned back to the ancient
world and explored the civilization of Ancient Egypt. Students investigated the various
reasons for the rise of this once powerful empire and analyzed different several
documents to determine whether or not slaves built the famous pyramids at Giza. We
also consulted various sources to learn about the infamous last queen of Egypt,
Cleopatra VII, and practiced determining the reliability of these different sources.
After winter break, students learned about the causes of the modern day IsraeliPalestinian Conflict in preparation for their work with the novel Habibi in ELA.
Students read stories from children living in the region in order to understand the
effects the conflict has had on both Israelis and Palestinians. Finally, we went back to
ancient times in order to understand the historical claims Jews have to the land that is
now Israel. We explored the origins of Judaism and analyzed Biblical sources to
understand the God of the Israelites. Finally, we discussed the ideas central to
Judaism and saw how Jews today put these beliefs into practice. Looking forward to
Term 3, we will continue learning about the Abrahamic Religions with Christianity and
Islam. At the end of this unit students will be working on their first group project.
Students continue to work on actively reading non-fiction by marking their text for
specific questions or ideas. We are also working on our analysis skills by continuing to
work in primary sources and eventually using these sources as evidence when creating
historical arguments. Many of the current events we have discussed in class this term
are still very much in the news. Encourage your students to keep up with these
ongoing events by reading the newspaper or watching the news and discussing current
events together.
Visual Art
The students of the seventh grade began the second term with an exploration of the
medium of charcoal and how artists use contrast to describe realistic volumes with
highlights and shadows. The students then continued to develop their observational
skills working with still life drawings while focusing on structure, space and contour.
The seventh grade is currently applying their observational skills to figure drawing
with a focus on anatomical structure and proportion.
GRADE SIX CURRICULUM NARRATIVES
Classical World
The students began to learn about Greek and Roman religion and daily life this term.
They read a series of myths from D’Aulaires Book of Greek Myths and wrote and
produced plays depicting several of them. They were also able to identify the major
deities in art by looking for their associated symbols. Reading myths and looking at art
based on mythology outside of school are great ways for the students to add depth to
their understanding of the classical world. The students also learned about religion in
terms of the Romans’ favorite holiday, Saturnalia. They were able to recreate this
holiday in class before winter break.
The students have begun exploring other aspects of daily life in ancient Rome by
learning about Roman family life and education. They will continue to do so next term
by learning about clothing, games and leisure activities. Through the comparison of
Roman life with their own lives, the students have started exploring the essential
question, “Why does studying a classical culture connect to my life?”
Communications and Investigations
During term two, sixth grade students learned about Gardner’s Theory of Multiple
Intelligences and different learning styles. Students thought about their preferred
learning styles and constructed a personal study plan for themselves. Sixth graders
also engaged in a Transportation Design Challenge. During this challenge, students
developed solutions to a transportation issue following the Engineering Design Process.
They presented their findings to the class. The project challenged students’
innovation, investigation, collaboration and presentation skills. It also challenged
them to provide their own explanation of the connection between their design and
concepts of the real world.
English Language Arts
Sixth grade students read the young adult novel Roll of Thunder, Hear My Cry by
Mildred Taylor. Students focused on the text’s major characters, internal and external
conflicts, plot and overall theme. While reading the novel, students were asked to
mark up their text, and use their text markings for class discussions and paragraph
writing. Students applied writing and research skills to cite significant details and
defend their supporting details by including a “So What” statement for each piece of
textual evidence. To help enhance paragraph writing, the concepts of simple,
compound and complex sentence types were introduced and studied throughout the
term. Other grammar topics included: common and proper nouns, subjects, linking &
action verbs, and coordinating conjunctions.
During the middle of the term, students were introduced to dramatic literature
through their reading of Charles Dickens’ A Christmas Carol, adapted for the stage by
Romulus Linney. Students examined the structure of drama, including the significance
of dialogue and stage directions.
To wrap up term two, students were introduced to nonfiction. Students critically read
a variety of articles, editorials and nonfiction memoirs. They also examined how to
find implied main ideas, as well as distinguish between fact and opinion and cite
significant supporting details within a text.
As we move into the third term, students will be studying biography and learning how
to become a biographer themselves. By working on this Writers’ Workshop project,
students will answer the essential question, How does a biographer connect to his or
her subject?
Mathematics
During the second term, 6th grade students became more involved with solving multistep problems. They started the term with practice solving addition, subtraction, and
multiplication equations. From there, students advanced to two-step equations.
Students were introduced to solving linear equations; they solved functions and then
graphed them. We began our fraction work with a review of prime factorization, and
greatest common factor. We used these models to simplify fractions. Students also
converted fractions to decimals and percents and vice versa. Students used their
knowledge of prime factorization to obtain the least common multiple/denominator in
order to add and subtract fractions and mixed numbers. Students also multiplied and
divided fractions and mixed numbers. The term ended with rates and ratios. Practical
application involved practice with area, perimeter, and other real life situations.
Rounding and estimating was practiced frequently in order for students to check
whether final solutions were reasonable. Grades were based on homework, quizzes,
tests and class work.
Music
In term two, we further progressed in our study of the concepts of pitch and scales.
Students were introduced to the music staff, which is the standard system used for
reading and writing music. Students practiced identifying and placing pitches onto the
staff, and then combined them with basic rhythms when composing music. We also
continued our study of the pentatonic scale, a commonly used scale in many musical
traditions around the world. We used pitch syllables to vocalize and sing each pitch in
the scale. Students practiced labeling their music with rhythm syllables and pitch
syllables in order to demonstrate their understanding of the rhythms and pitches they
were using. This will culminate in a project in which students will be writing simple
melodies and songs next term. Students were assessed on the accuracy and progress
of their compositions, and an end-of-term test designed to assess their understanding
of pitches, scales, and rhythms and their ability to combine them when composing
music. They were also assessed on the quality and level of their participation in class.
Science
Science class began the second term of the year by finishing our investigations into
atoms and the molecular properties of what all of life relies on: water. This unit
mainly focused on the mundane and strange property of water called surface tension,
which gives water and many other liquids a “sticky” property. Following our studies of
the tiny (atoms and molecules) we transitioned to the seemingly infinitely huge – the
scale, structure and composition (atoms) of the universe. Using ourselves, we
modeled the big bang and cosmic expansion of the universe. We also pondered the
mysterious and little understood energy driving this expansion – dark energy, and its
equally-mysterious cousin – dark matter, which together make up 96% of our universe
(sorry, that only leaves 4% for us, regular matter). To end our universe studies we
contemplated the end… of the universe. Whether it comes as a big crunch, big
squeeze or big freeze, it’s an inevitability.
Zooming in, we turned inward, to contemplate our place in the universe by
investigating our own neighborhood, our solar system. The main focus of this unit is to
help explain why we are here, on Earth, through understanding the violent, chaotic
process of forming our star and planets. Through exploring the scale, structure and
properties of our solar system we can learn how to hunt for other solar systems, other
planets (exoplanets), and just maybe, other Earth-like planets (Are we alone in the
universe?). Activities range from kinetic, student-based models, to virtual field trips,
to poster projects exploring the unique properties of objects and planets in our solar
system. On the horizon is our unit on the Earth, where we dig deep to learn about the
geologic history, internal forces and life-supporting uniqueness of our blue planet.
Social Studies
Students started term two finishing a unit on cartography and geography. Students
became familiar with map reading skills and the five themes of geography through
group activities and mapping exercises. The next unit focused on dispelling African
stereotypes. Students examined the diverse nature of the continent of Africa and its
many cultures. Students were responsible for an open response in which they used
information from an article to support a thesis statement. This led to a unit on Ancient
Africa. In this unit, students worked in groups to better understand African folktales
and the roles of West African Griots. We then turned our focus to the roles of trade
and religion in ancient and medieval kingdoms of West Africa. We followed the current
events in Central African Republic and made connections to what was happening over
the course of over a thousand years. We will continue to follow current events in
Africa and make connections as we move forward on the topic of Ancient African
Kingdoms and into European imperialism on the continent. We will incorporate and
expand upon non-fiction writing and geography skills as students explore the sixth
grade guiding question: “How do I connect with others?”
Visual Art
The students of the sixth grade finished their semester of Visual Art with an expansive
exploration of 3-dimensional design. They used their visit to the DeCordova Sculpture
Park and Museum as an inspirational introduction to sculpture as a form of
communication. During studio time devoted to experimentation, the students explored
the potential of a variety of building materials and tools. Additionally, the students
worked on refining the conceptual elements in their work through thoughtful editing.
Within this multiple stage project, the sixth grade refined their concepts and sketches
towards the eventual building of an actual maquette of their design.
GRADE FIVE CURRICULUM NARRATIVES
Communications and Investigations
In Communications and Investigations during term two, the fifth graders continued to
explore the grade level guiding question, “What is my place in the community?” The
students began the term with a unit centered on anti-bullying. For this unit, the
students explored their place in the community by reflecting on the roles they play in
their communities. They also learned about how they can be good community
members. During the anti-bullying unit, the students identified bullying scenarios,
learned the difference between harmless teasing and hurtful language, and found
ways to constructively respond to bullying. For the final project of the unit, the
students wrote letters to hypothetical students about how to deal with bullying if they
experience it or witness it. In their letters, the students also discussed what it means
to be a good community member. At the end of the second term, the students began
studying financial literacy with a focus on banking. The students worked with play
money for a hands-on experience counting money and making change. They also
discussed what money is and why money is important. At the beginning of the third
term, the students will learn about banking and how to be responsible spenders and
savers.
English Language Arts
During term two, the students completed the final portion of the folklore unit by
studying myths of various cultures with a focus on Greek myths. The students studied
the craft and structure of a piece of writing while examining the Greek myths.
Additionally, the students practiced marking the text to understand the significance of
a moral lesson found within a story. The students also continued to study new
vocabulary words to understand how words are created and how a prefix can suggest
the meaning of a word. At the end of the term, the students began reading the
novel Number the Stars by Lois Lowry. Throughout this historical fiction unit, the
students will practice reading strategies, participate in literature circle discussions,
practice marking a text, and analyze plot. This historical fiction unit extends into third
term.
Mathematics
In math class during term two, the primary focus was operations with decimals and
fractions. Students started off the term with an introduction to decimals, writing
decimals in word form, expanded form and standard form. Students then explored
comparing and ordering decimals, rounding decimals and estimating sums and
differences. A big focus of the unit was applying decimal operations to real world
situations. Students examined many scenarios of decimal use in daily life and
completed basic decimal operations of addition, subtraction, multiplication and
division. Next, students were introduced to a unit on fractions and began to explore
how fractions, decimals and whole numbers relate to one another. They found common
factors, learned how to simplify fractions and converted mixed numbers to improper
fractions. From there, they learned how to find least common multiples and applied
those skills to find least common denominators to compare and order fractions.
Students also applied their previous decimal knowledge to convert between decimals
and fractions. Near the end of the term, students completed group presentations to
teach their classmates about fractions and created practice problems and creative
posters to convey the concepts they learned.
Music
In the second term, we further pursued our study of rhythms and began to gradually
progress towards new and more advanced rhythms such as 16th notes, which are more
challenging to play. Students were asked to apply the rhythms and rests they have
learned to reading and composing complete bars of music. They also labeled their
music with rhythm syllables, a method used to vocalize and hear the rhythms, and an
essential step in understanding how to play them. Students practiced playing these
rhythms on a greater variety of percussion instruments, particularly on drums, using
proper playing technique. They also continued to develop their creative playing skills
through group improvisation exercises, and their ability to play together within the
context of the group. Students were assessed on their compositions, and an end-ofterm test designed to assess their progress in their ability to read and write music
using the rhythms we have discussed. They were also assessed on other student skills,
such as their ability to follow directions, stay on task with their work, listening skills,
their level of participation during group playing and discussions, and how they have
met expectations for classroom behavior and community stewardship.
Physical Education
Students continued to work on developing muscular and cardiovascular strength by
doing push-ups, crunches, and timed runs most class periods. The first unit of term
two was basketball. Students participated in many competitive and non-competitive
drills to improve their ball handling, shooting, lay-up, passing and defensive skills.
Students were constantly working on learning to participate with students of diverse
athletic experiences and good sportsmanship was always stressed. After basketball
was fitness. Fifth grade students did a variety of stations to work on coordination and
flexibility, as well as work to increase their speed and develop strength and
endurance. In addition to participating in fitness stations, students also participated
in a fifteen to twenty-minute workout video to learn about aerobic training, moving
with rhythm during aerobics, target heart rate, and the benefits of consistent exercise
on their overall health. Team handball will be the first activity of term three.
Science
During the beginning of the second term, the science class focused on Ecosystems and
interactions between living organisms as a way to end unit two (Plants and Animals).
When unit two was over, we moved on to our third unit and explored the
characteristics of Matter. Keeping our inquiry-based approach, the students
experimented with different states of matter including a non-Newtonian liquid and a
colloid. This unit also included an overview of atoms, molecules and chemical
changes. As the term came to an end, we had a few lessons on the periodic table and
chemical elements. At this point, the students completed a project on a particular
chemical element. This project gave students the opportunity to practice their
investigator, collaboration and communication skills as they did research, worked with
a partner and presented their findings.
Social Studies
During term two, the fifth graders explored the history of some of the earliest
European settlers in the Americas: the vast Spanish colony of New Spain and the
French settlers in New France as well as the smaller scale settlements claimed by the
Dutch and Swedish. While exploring these topics, students worked to figure out, “How
do geographical factors shape the history & the people living in a region?” and “How
do separate cultures around the world influence each other?” Fifth graders learned
how to tell time on a grand scale, practicing naming centuries and decades so that
they could more easily discuss the Age of Exploration. Fifth graders examined the
motivations behind the European Age of Exploration, discovering that a search for
trade routes led explorers from many European countries to the New World – the
Americas. They looked at maps and motivation of early explorers who took risks to
expand the land holdings of their empires. The connection between people and the
land was discussed in terms of living off of the land and in terms of conquering land in
order to claim natural resources. Using varied examples from history, students
discussed the ways in which geography shapes the history and the people living in a
region. The fifth graders were able to use their knowledge in order to begin to debate
the fairness of colonization and the idea of claiming land on which others live. As
young historians, students continued to develop their note taking skills, gathering
information from written sources as well as from audio and visual sources. They are
learning that notes are a tool that can be utilized to help them in class, on homework
and with research.
Visual Art
In term two, the students of the fifth grade continued to explore structural drawing
and were introduced to the basic ideas of spatial depth (overlapping forms) within
compositional space. In addition to their work in their sketchbooks, the
students brought together the concepts of structure, space, pattern and texture as
well as introductory color theory within a single oil pastel illustration. This
composition, a colorful prehistoric landscape, complete with realistic long
neck dinosaurs, was the product of much planning, decision-making and
experimentation. Working on a single drawing over an extended period of time
allowed for the fifth grade to develop a sense of craftsmanship with the demonstrated
oil pastel techniques as well as discover new ways to use color to represent realism in
their work.

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