ENGLISH

The program includes the core curriculum of social studies, English, science, and mathematics.In addition, all students take Spanish, French, or an academic support class called A.S.K., music, studio art, and Health and Wellness. They also have the opportunity to participate in intramural sports, extracurricular team sports, the Middle School Orchestra, a Middle School play, and a variety of Middle School clubs. All students participate in Targeted Academic Growth (TAG): one period a week where they can work with teachers for specific support or enrichment, or when they may work independently. At the same time, students have opportunities to make choices and to develop independence. An independent reading period is part of each week.

The unifying theme of Grade 6 is “What makes us who we are?” and is centered on hands-on experiences and projects, some of which are interdisciplinary. In sixth grade, students begin to follow the service-learning thread that runs through the middle school years. Their focus is a shared learning about hunger in New Jersey gleaned from hands-on and classroom experiences with two non-profit organizations: America’s Grow a Row and the Englewood Center for Food Action. Students’ understanding of food supply and how food is grown is complemented by their interdisciplinary PBL unit in January, “How Does What You Eat Help to Make You Who You Are?”, and by activities in the school’s vegetable garden. Sixth grade is also an important moment in students’ growth toward independent management of the organizational demands of middle school as well as toward more abstract thinking about their academic subjects. The program is designed to scaffold those moves with a balance of content, academic skill development, practice learning in a PBL format, and cultivation of the Student-as-Learner Traits.

GRADE 7

“How do you connect to the world around you?” is the organizing theme connecting math, English, social studies and science that all seventh graders are required to study. Whether exploring environmental conservation in Science or global conflicts in Social Studies, students are asked to use reason and empathy to broaden their perspectives and see how they affect and are affected by our complex and diverse world. The core subjects complement their focus on academic skill development, so crucial during these years, with an emphasis on learning by doing projects.

Besides the aforesaid classes, seventh graders study one or two languages from among Spanish, French, and Latin. All students also participate in courses offered through the Health and Wellness Program, which incorporates a four-week unit of health in its yearlong course; they also take one semester of studio art and one semester of theatre arts. Students may also participate in the Middle School Chorus or the Middle School Orchestra. Most students taking one language class choose one elective class from the Discovery Program. The other students take A.S.K. 7 or Organizational Lab. In addition to regularly scheduled classes, seventh graders have Targeted Academic Growth (TAG) one to three periods a week. TAG is a time when students can work with teachers for specific support or enrichment, or they may work independently. There are an additional two Flex periods a week which can be extension(s) of regular class time or can be used for interdisciplinary projects connected to students’ regular academic program. Clubs, Independent Reading, the Middle School Play, and competitive sports provide additional opportunities for student choice and independence.

GRADE 8

The core curriculum of Social Studies, English, Science, and Mathematics is complemented with a continuation from 7th grade of one or two of our offered languages of Spanish, French, and Latin. Eighth grade students take a semester of creative Theatre Arts and a semester of Handbells. Our musically talented youngsters can take Chorus or Orchestra as a second music course. Health and Wellness incorporates a four-week unit of health in its yearlong course. Most students taking one language also choose one elective class (Discovery class) to take during the year. The other students take an academic support class. One to three periods of Targeted Academic Growth (TAG) each week provides for extra help and the opportunity to do homework or make-up from absences. Additionally, Flex time is an extension of regular class time or is used for interdisciplinary projects. At other times it is scheduled flexibly to meet the needs of students for extra help or enrichment. Clubs and competitive sports provide opportunities for choice and independence.

Drawing from the school’s mission statement, the question “How do we face the challenges of a changing world?” steers the 8th Grade curriculum. The curriculum challenges students to listen and understand differing perspectives or solutions in all of their courses. The 8th grade team of teachers works closely with each other so that the connections among their disciplines can occur when meaningful and appropriate. Additionally, teachers continue to foster a student’s ability to convey their ideas and advocate for their beliefs. Because the final year of middle school is a bridge to the Upper School, teachers encourage students to become more independent learners while giving them the skills and strategies to strengthen their work ethic and grow as individuals.

Middle School Course Offerings

ENGLISH

ENGLISH 6: INDIVIDUALITY AND IDENTITY (0062) Grade 6

How does a person become a unique individual? What can we learn from characters as they forge their own paths towards discovering their true identities? In sixth grade English, students examine these questions in their quest to become critical readers and writers. Reading instruction emphasizes drawing inferences, finding evidence, and deriving meaning from the texts. Through the Junior Great Books anthology and works such as The Giver and The Lions of Little Rock, students will explore the theme of individuality versus conformity, taking note of diverse voices and experiences, and the ways individuals can affect the world in which they live. Through the workshop approach, the writing program emphasizes paragraph development, with a gradual transition to multi-paragraph essays. Students are asked to respond critically to the texts they are reading and to support their arguments with evidence, inferences, and quotations.