Leffell School Middle School Curriculum Guide 2023-24

curriculum guide

2023-2024

Mission Statement

The Leffell School, a Kindergarten through 12th grade independent Jewish day school, is set apart by our comprehensive, intellectually rigorous dual curriculum that empowers and cultivates each student in mind, body, and soul. Through the teaching of Jewish values, critical thinking, and openness to new ideas, we inspire our students to achieve academic and personal excellence, preparing them for college and the ever-changing world beyond. We are a kehilah, a caring community that fosters the joyous practice of Jewish life. We instill in our graduates the confidence to navigate life’s journey with a strong moral compass and apply their passions, knowledge, and skills to the betterment of the Jewish people, the United States, Israel, and the world.

Core Values

ACADEMIC

EXCELLENCE

Empowering every student to think critically and creatively while instilling a lifelong passion for learning COMMUNITY

הליהק

Building enduring connections, instilling a sense of shared responsibility, and promoting engagement with diverse perspectives

Cultivating a sense of obligation to act with kindness, respect, integrity, and the recognition that our tradition regards every individual as having been created in the divine image

JOYOUS JEWISH LEARNING & PRACTICE

החמשב הוצמו הרות דומלת

Nurturing joyful, meaningful commitment to observance, tefilah, text study, and Hebrew language, within an anchoring framework of halachic practice

CITIZENSHIP

תוחרזא

Developing engaged citizens who participate thoughtfully in the civic discourse of our local area, the United States, and the broader world

LOVE OF ISRAEL

Fostering a connection with the people, land, and State of Israel, and recognizing their centrality to Jewish identity

We are proud to be a school that celebrates each child. One of the hallmarks of the Leffell School community is our commitment to each individual student. We believe that each of our students is entitled to a high quality, academically rigorous Jewish education that celebrates the uniqueness of each individual. The richness of our kehilah is strengthened by the talents, gifts, and challenges of each member. Students’ school and personal success is increased by strong family-school collaboration, and we value such partnerships.

The Middle School years are a unique time in children’s lives as they develop a Jewish identity and sense of self. Personal development is a critical facet of what we teach and foster. Students are navigating their place in the community, balancing the desire to become a unique person with the desire to become an integrated and responsible member of a group. We embrace this journey, and the Middle School experience is designed to guide students along the way. All students are progressing, developing, and have a lot to learn. In that spirit, student support services provide support for all students.

The Middle School delivers a rigorous academic curriculum within a holistic framework that promotes whole-child growth. The faculty and staff nurture and support each student through early adolescence as they develop independence and self-confidence. Individual and group

work, as well as cooperative learning opportunities, are important parts of the learning process. We emphasize reading and writing analytically, critical and inferential thinking, making informed civic decisions, and persuasively developing and presenting opinions. Students also learn to balance academic, social, and personal demands by developing and enhancing their organizational and timemanagement skills.

Connection with the land of Israel and the history of the Jewish people and an accepting and practicing Jewish community are essential parts of our Middle School experience. The Hebrew language is viewed as an important key that opens the door to Jewish culture and history, making familiarity and facility with such classical texts as the Bible and the siddur possible. Daily tefilah offers a weekday prayer experience in small-group

settings, and allows for each grade to come together on a regular basis in a larger prayer community. One of our core values is Ahavat Yisrael (love of Israel), and we seek to instill an attachment to the State of Israel and its people, as well as a sense of responsibility for their welfare. Our two-week Derech l’Lev (Path to the Heart) trip to Israel in the eighth grade is one of the capstone experiences of the Middle School years and lays the foundation for the seven-week Lev v’Nefesh (Heart and Soul) trip in the senior year of High School. Furthermore, the Jewish and secular aspects of a student’s education represent a unified whole. Jewish values and concepts are infused in our students’ everyday lives and are reflected in the way they engage in all aspects of academic and civic life.

Just as important as classroom instruction are the many informal educational activities in which our students participate each year. Grade-level field trips and overnight tiyulim (trips), c.cha (student advisory groups), and holiday celebrations are learning opportunities that bring students closer together. Students can opt to participate in student life clubs such as our gardening club; athletics; visual arts; musical and theatrical productions; and after-school activities in a variety of areas such as Model U.N. Together, these programs combine to produce a vibrant and holistic student experience.

Through academic and school-related activities, each student is encouraged to further develop a love of learning, an expanding curiosity about the world and its people, and a deeper appreciation for Jewish religion and culture. With the knowledge and skills provided by our Middle School, our students are ready to meet the demanding challenges of High School and beyond. Our goal is to create educational excellence — all within an environment that teaches our students that living an active and observant Jewish life is essential and desirable.

TEACHING AND LEARNING PHILOSOPHY

The Leffell Middle School structures teaching and learning within a framework of “backward design.” We begin curricular planning by articulating the desired results and then work backward to teach toward those outcomes, providing students and teachers with clear goals and evidence of student learning. Each unit of study has identified content and skills goals, so that students are aware of what they will know and be able to do at the completion of the unit of study. This approach emphasizes students’ deep understanding, rather than merely recall, and incorporates a variety of assessment methods to create a view of student achievement over time. Learning activities are designed to promote students’ mastery of the content and skills goals. Ongoing checks for understanding provide feedback for students and teachers to be able to monitor individual learning.

A primary goal of this backward design structure is to enable students to use their acquired understanding and knowledge independently in real-world situations and scenarios. Culminating performance-based projects challenge students to apply knowledge and skills in new and novel situations, capitalizing on the transferability of that learning.

NURTURING STUDENT GROWTH AND DEVELOPMENT

The student support team monitors each student’s development to make certain that academic, emotional, and social needs are being met. Our doors are always open to students and parents.

C.CHA (CONVERSATION/ADVISORY) –MENTORING GROUPS

All students meet weekly in small groups with a C.cha leader to participate in conversations about adolescent developmental concerns as well as community, social, and cultural experiences. The leaders, Upper School staff members trained and supervised by the psychologist in the Middle School, serve to assist student growth in a nonevaluative experience. Some of the goals of the discussion groups and program are:

• Teaching the value of and instilling an awareness of the unique contribution and perspective of each group member

• Facilitating a caring relationship with an adult member of the Leffell School community

• Helping students develop positive ways of thinking and behaving

• Building skills such as:

• Self-discipline

• Sound judgment

• Responsibility

• Decision making

• Non-judgmental listening

• Providing and receiving honest authentic feedback

• Social interaction

• Enabling students to broaden self-awareness

• Promoting, questioning, and identifying personal values

ACADEMIC SUPPORT

The goal of academic support is to enable students to fulfill their academic potential. Learning specialists, trained in special education, work closely with:

• Students who can benefit from support outside of the classroom

• Students who need increasingly challenging material

• Teachers who embrace strategies of differentiation to meet the needs of their students

• Parents who want to better understand the learning needs of their children

Students demonstrating significant need for support beyond what they receive from their classroom teachers may enroll in the Center for Academic Support (CAS) for support of content and skill acquisition through small-group instruction. There they work with a learning specialist and receive instruction and guidance.

AKIVA/ULPAN PROGRAM

The Leffell School welcomes students with little or no Jewish day school background into our Akiva/ Ulpan program. Students in the program take specially tailored courses in Judaic studies and Hebrew language that are appropriate to their background, while participating fully in the standard offerings in all other academic areas. Akiva/Ulpan courses support the needs of beginning learners of Hebrew and Jewish texts by immersing them in foundational narratives, ideas, and ritual practices. Students also learn about the Jewish holidays and the laws and traditions associated with them. When they develop the knowledge and skills, students are eventually integrated into regular Tanakh and Hebrew classes with their grades.

SPECIAL PROGRAMS AND EVENTS

Each year, special programs and events add to the students’ experience, enhancing their education and the sense of kehilah (community) in the grade and the Middle School.

GRADE 6

Havdalah Saturday night program

Limudei Kodesh learning celebration

Museum of Natural History trip

Metropolitan Museum of Art trip

Renaissance Faire family celebration

Weeknight overnight

GRADE 7

Kabbalat Shabbaton late night program

Limudei Kodesh learning celebration

Boston, MA trip (3 days)

GRADE 8

Rosh Hashanah apple picking

Derech l’Lev Israel Experience trip (2 weeks)

Shabbaton

Yom HaZikaron late night

Siyum Limudim learning celebration

Grade 9 Orientation

SCHOOL-WIDE

Tashlich at the beach

ShavRuach (Spirit Week)

FCD (Freedom from Chemical Dependency) Week

Holiday programs and celebrations

GRADING SYSTEM AND STUDENT EVALUATION

The academic year is structured on a trimester system. Students receive end-of-term letter grades from their teachers after each trimester of the year, indicating achievement for that trimester. Students and parents attend conferences with teachers in November. In addition, teachers compile spring narrative comments, which further contextualize a student’s achievement and contribute to parents’ understanding of the student’s academic progress.

SCHOOLWIDE GRADING SCALES

The Middle School uses a letter scale with the following numerical equivalents:

The “Derech Eretz” grading key is aligned with a student’s behavior, as follows:

1– Always meets expectations

2 – Usually meets expectations

3– Needs improvement

4– Unsatisfactory

ACADEMIC COURSE OFFERINGS

SUBJECT SIXTH GRADE SEVENTH GRADE EIGHTH GRADE

Language Arts

English Language Arts

Literature-Intensive Language Arts

Executive Function Executive Function

Language Arts

Writing-Intensive Language Arts

Health Health

Language Arts

Writing-Intensive Language Arts

Hebrew Language

Ulpan* Foundations Intermediate Accelerated Advanced

Tanakh (Bible)

Akiva Tanakh*

Limudei Kodesh

Mishnah and Gemara (Rabbinic Literature)

Ulpan* Foundations

Intermediate Accelerated Advanced

Tanakh (Bible)

Akiva Tanakh*

Mishnah and Gemara (Rabbinic Literature)

Ulpan* Foundations

Intermediate Accelerated Advanced

Tanakh (Bible)

Akiva Tanakh*

Mishnah and Gemara (Rabbinic Literature)

Mathematics

Skills Regular Accelerated Honors

Skills Regular Accelerated Honors

Skills Regular Accelerated Honors

Physical Science

Sciences Earth Science Life Science

Social Studies

World Language

*For students new to Jewish day school

Physical Science –Algebra-based

19th-

Israel Studies Seminar

core courses

ENGLISH LANGUAGE ARTS

Through the study of carefully chosen literary and informational texts, ongoing grammar and vocabulary study, and intensive writing instruction and practice, students are trained to become critical thinkers, readers, speakers, and writers. As English Language Arts teachers, we frame the act of reading not only as a process of critical inquiry, but also as one of intellectual and emotional awakening.

In that spirit, teachers in each grade design essential questions that thematically unite all texts and relate to students’ lives.

In sixth grade, students explore the different types of journeys a character can undergo.

In seventh grade, students grapple with the question of identity and how individuals find a place for themselves in the world.

In eighth grade, students explore how individuals make choices that are in keeping with their identities and values.

Through the realm of writing, English Language Arts students learn that language is a powerful tool and that, in the words of Bulwer-Lytton, “The pen is mightier than the sword.” Throughout their tenure in Middle School, English Language Arts students engage in all stages of the writing process: pre-writing, drafting, revising, editing, and publishing. Our program emphasizes personal, creative, persuasive and analytical writing — responses to texts in both paragraph and essay form.

While we recognize learning is an individual process that happens consciously and unconsciously over time, we do set forth a few vital goals for students upon their completion of Middle School. With increased independence, we expect that students will be able to show competency in the following areas:

READING SKILLS

Determining a central idea of a text and analyzing its development over the course of the text, including its relationship to supporting ideas; providing an objective summary of the text

Delineating and evaluating the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognizing when irrelevant evidence is introduced

Selecting evidence from literary or informational texts to support analysis, reflection, and research

Determining the meanings of words as they are used in a text, including figurative, connotative, and technical meanings; analyzing the specific impact of word choices on meaning and tone

Analyzing how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision

WRITING SKILLS

Producing clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience

Writing informative and explanatory texts to examine a topic and convey ideas through the selection, organization, and analysis of relevant content

Demonstrating command of the conventions of standard English grammar and usage when writing or speaking

GRADE 6

Our reading work revolves around students implementing the active reading strategies they learned in Lower School in order to become even more fluent and thoughtful readers. Through a variety of partner, group, and full-class work, students learn to share their ideas about texts in order to create a meaningful reading community. Readings for the sixth grade include The Color of My Words by Lynn Joseph, The Giver by Lois Lowry, The Midwife’s Apprentice by Karen Cushman, and a memoir of students’ choice, along with a selection of informational texts. When studying informational texts, students are explicitly taught the five basic text structures as well as the “signal words” an author uses to indicate the shape and direction of a text. Vocabulary is taught within the context of students’ reading.

Sixth graders also learn to cultivate the “habits of mind” of writers as we focus on the writer’s notebook. Students work toward mastering the steps of the writing process and develop “seed” pieces, which they later turn into finished works. Additionally, students learn strategies for writing personal responses, developing their skills through a variety of experiences. We begin the year focusing on literature as well as the foundational components of analytical paragraph writing. Grammar is taught within the context of students’ writing.

For those students who demonstrate a deep passion for literature, we offer the sixth-grade Enriched English Language Arts course. This course differs from that of the regular ELA class in terms of selection and number of books studied, depth of critical thinking required, development of sophisticated reading and writing skills, amount of nightly homework offered, and level of independence expected in student study habits and skills.

SEVENTH GRADE

In reading, students move beyond discussion solely of a text’s plot to include discussion of a work’s deeper message(s) and the way a text is built. Students read a variety of literary genres to become sensitive to theme, tone, characterization, ironies, symbolism, and an author’s choice of language. In order to enhance their literacy skills, students learn vocabulary acquisition strategies and apply them to unfamiliar words in the texts they encounter. Readings for the seventh grade include selected short stories, informational texts, and literature such as Ghost by Jason Reynolds, The Outsiders by S.E. Hinton, A Raisin in the Sun by Lorraine Hansberry, and Seedfolks by Paul Fleishman.

In addition to opportunities for self-expression through short creative, personal, and persuasive pieces, two types of academic writing are practiced in the seventh grade: the analytical literary paragraph and the larger, more complex analytical literary essay. Initially, we emphasize the paragraph form to make the writing process manageable for beginning analytic writers. To facilitate mastery of the essay form, teachers design essay assignments to include teacher-generated thesis statements and detailed outlines to train students to express complex ideas logically and persuasively. Throughout the course of their seventh-grade year, students develop skills in generating strong topic sentences, selecting meaningful quotations to support their points, integrating evidence gracefully, and deepening their analysis. Attention also is devoted to helping students learn strategies for transitioning between ideas and varying their sentence structures.

For those students who especially delight in the challenge of analytical thinking and writing, we offer the seventh-grade Enriched English Language Arts course. This course differs from the regular ELA class in terms of selection and number of books studied, frequency and sophistication of writing assignments, amount of nightly homework offered, and level of independence expected in planning, drafting, and editing written work.

EIGHTH GRADE

At this stage, students are encouraged to become independent learners and teachers — to lead class discussions of poems and chapters within novels, demonstrating the close reading and interpretive skills they have acquired throughout their time in Middle School. Students at this level are expected to evaluate what they read — making claims about an author’s message and purpose, and then determining whether they agree or disagree with whatever meaning is put forth. Readings include short stories, poetry, informational texts, and literature including Animal Farm by George Orwell, Of Mice and Men by John Steinbeck, Listen Slowly by Thanhha Lai, and Night by Elie Wiesel.

In the eighth grade, students have many opportunities to practice and refine the essay form. After being supported by teacher-generated thesis statements and outlines in the seventh grade, students in the eighth grade are now responsible for crafting thesis statements and developing outlines to produce a five-paragraph literary essay. In addition, students become well-versed in another kind of writing, one that combines the rules of argument-based writing with the emotion of creative writing: persuasive writing. It is part of The Leffell School’s core value system that we, as a group and as individuals, stand up against what we perceive to be injustice, advocating for those who need voices and speaking respectfully, but honestly, to our government. In this spirit, students select a current topic or issue that interests them and write an opinion essay incorporating rhetorical techniques in an attempt to move their readers to understanding, if not to action.

For those students who like to grapple with more thematically and structurally complex texts, and who seek to experiment with various forms of writing, we offer the eighth-grade Enriched English Language Arts course. Throughout the year, students enrolled in this class produce original literary works including short stories, personal essays, and short satirical pieces. These creative projects provide students with the opportunity to apply the literary strategies, techniques, and styles they have learned in Middle School. Each year, several students receive accolades for work they have submitted to local and national writing contests.

HEBREW

THE BISHVIL HA-IVRIT PROGRAM

The Bishvil Ha-Ivrit program is driven by the belief that mastery of Hebrew promotes students’ understanding of their history, culture, and tradition, excites them about lifelong Jewish learning, fosters a sense of belonging to the Jewish people, and cultivates strong ties with Medinat Yisrael (the State of Israel) and Am Yisrael (the Jewish people). The Bishvil Ha-Ivrit program seeks to create a community of Hebrew speakers who can participate in a casual conversation or sophisticated discussion in Hebrew, enjoy a Hebrew lecture, read a Hebrew book or an article in an Israeli newspaper using a critical lens, and write a letter or an essay about personal, cultural, social, political, and global issues.

In order to achieve these goals, Bishvil Ha-Ivrit, rooted in the Communicative Approach, offers students multiple opportunities to develop their communicative skills — listening, reading, speaking, writing, and critical thinking — through sequential

linguistic progression (vocabulary and grammar) embedded in socially relevant themes, resources, and learning experiences. The program introduces students to Hebrew from all historical periods: biblical, rabbinic, medieval, enlightenment, and modern, through authentic and adapted texts from a wide variety of genres: conversations, interviews, articles, notes, questionnaires, songs, prose and poetry, and more. As students gradually develop their Hebrew language proficiency and feel at home with the Hebrew language, they also integrate and become aware of diverse viewpoints on daily life in Israel, Jewish tradition and history, society as a whole, and the world.

At all levels, in order to interact with linguistic competence, students will investigate, explain, and reflect on the nature of language as a whole through comparison between the Hebrew language, their home language and other languages they already know.

Mechina/Besod HaIvrit (Ulpan)

For students who have not studied Hebrew before or who have not mastered the following in whole or in part:

• Reading in Hebrew (decoding of words, with or without vowel points) and/or

• Writing in Hebrew (print letters and/or cursive) and/or

• Learning 150 basic Hebrew vocabulary words

Bishvil Ha-Ivrit 1

For students who can read and write Hebrew without vowels (nikkud) and know about 150 basic Hebrew words, or are performing in the Novice Mid-level based on the ACTFL’s Proficiency Guidelines

Basic biographical information (e.g. self and family)

Some daily activities and personal preferences

Familiar objects from the immediate environment

Locations in Israel

Concrete exchanges and predictable topics necessary for survival using two or three words, stock phrases, and formulaic or memorized questions

Bishvil Ha-Ivrit 2

For students who have achieved the skills and linguistic knowledge goals of Bishvil Ha-Ivrit Book 1 or are performing in the Intermediatelow level based on the ACTFL’s Proficiency Guidelines

Where I live, my room and home, my daily schedule and leisure activities

Map of Israel, central cities and regions in Israel (e.g. Jerusalem, Tel Aviv, the Negev and the Galil)

City life/village life/kibbutz life

My school and schools in Israel

The Jewish daily schedule including prayer and time-bound commandments

Food and restaurants

Family, family trees, and family events

Encounters with Israeli teenagers through videos

Life in a big city in general and in Tel Aviv specifically

Health and beauty

Portraiture and its meanings and messages

Volunteer work and charity

Ecology and animals

The role of music in our life

Smartphones and social media

Places in Israel and Israeli society

Hebrew language

Bishvil Ha-Ivrit 3

For students who have achieved the skills and linguistic knowledge goals of Bishvil Ha-Ivrit Book 2 or are performing at the Intermediatemid level based on the ACTFL Proficiency Guidelines

Shapes and colors

Symbols

Disagreements

Climate

Photography

History, archeology, and preservation

Animals

Friendship

Learning and teaching

Basic personal information

Personal preferences

Daily activities

Some immediate needs

Uncomplicated social situations requiring an exchange of basic information related to routine tasks associated with daily life, school, recreation, particular interests, and areas of competence

Most informal and some formal conversations on familiar and new concrete social and academic topics related to school, home, and leisure activities

Can speak about some topics related to current events and matters of public and community interest in paragraph length with detail and organization

TANAKH, MISHNAH/GEMARA AND TEFILAH

The Middle School Limudei Kodesh program is designed to teach our students the necessary skills for Jewish literacy. This means knowing the vocabulary of Jewish life, including our foundational stories, central personalities, shared rituals, and the values of our religious life and culture. Our curriculum is built around three goals:

• Students will integrate acquired knowledge into their conception of who they are as Jewish individuals.

• Students will gain skills and building blocks with which to forge their own path toward Jewish life.

• Students will look to Judaism as a source of spiritual, emotional, and intellectual wealth, which can answer ultimate, existential, and pressing human questions.

TANAKH

The course of study in sixth, seventh, and eighth grades consists of Torah and Nevi’im (Prophets). Each year, we continue our study of holidays, building knowledge and understanding from sources such as Tanakh, Mishnah, Gemara, and the Shulchan Aruch

SKILLS:

Read Tanakh (Bible) with attention to detail

Raise questions based on a close reading of the text

Learn new vocabulary and recognize roots and other biblical Hebrew word forms

Identify similarities and differences in two texts exploring the same topic

Study commentaries and assess the validity of various interpretations

Analyze texts and prepare presentations or projects based on personal understanding and connections

Connect ancient Jewish texts to Jewish life today

AKIVA PROGRAM

The Leffell School welcomes students without a day school background into our Akiva Judaic studies program. Through Foundations-level Tanakh classes, the mission of the Akiva program is to increase each child’s understanding of the core texts of Jewish tradition and how they relate to Jewish identity. Students also learn about the Jewish holidays and the laws and traditions associated with them, explored through texts, discussions, and hand-on activities. Students in the Akiva program typically are also in an Ulpan Hebrew class while they develop the knowledge and skills to be eventually integrated into regular Tanakh and Hebrew classes with their grades.

FOUNDATIONS TANAKH

The Foundations Tanakh course is designed for students who will benefit from added support for reading comprehension and Hebrew language skills. English text is presented alongside the Hebrew, as students learn to identify key biblical vocabulary terms and grammatical forms. The smaller class environment allows for teachers to support students as they build independent understanding of, and connection to, the biblical narratives, all the while keeping pace with the units studied in the regular Tanakh course.

GRADE 6

The sixth-grade Tanakh curriculum begins with a follow-up to the fifth-grade study of Shemot (Exodus), and then moves to Vayikra (Leviticus). The central themes of Shemot include how Bnai Yisrael (Children of Israel) grew into a nation and the developing relationship between God, Moshe, and Bnai Yisrael in the desert. These themes are illustrated through the stories of the parting of the Sea, the miracles of food and water, receiving the Torah at Har Sinai, and the stories of complaint and rebellion that characterize Bnai Yisrael’s experience in the desert. We investigate the theme of our relationship with God through the Big Ideas that both trust and doubt are part of our relationship with God and that God and Bnai Yisrael often interact as do guardians and children.

We take a different approach in our study of Vayikra. Noting the role of Vayikra as a book of laws given to Bnai Yisrael in the wilderness, we examine those laws/values which most greatly impact the lives of our students as they become Jewish adults. These units include Kedoshim Tihiyu (You Shall be Holy), Kibud Horim (Honoring Parents), and Shmirat Halashon (Guarding Speech). Over the course of the year, students grapple with the meaning of these values and mitzvot, asking how they apply to our lives today.

The sixth-grade holiday curriculum consists of the study of different ritual practices connected to each holiday. Our learning is rooted in the customs and laws enumerated in the Shulchan Aruch, and extends to modern practices.

GRADE 7

The seventh-grade Tanakh curriculum continues our study of Bnai Yisrael’s years in the wilderness. Through close reading of selected texts in the book of Bamidbar, we follow Bnai Yisrael through the many experiences that define them as a developing nation, a fitting topic for seventh graders who are embarking on their own journey as members of the Jewish community. Key ideas we explore are the limits of faith and trust in God and the notion of questioning and doubt. The narratives we study are the Graves of Craving (God’s giving the people quail to eat), Miriam’s speaking gossip about her brother Moshe, the negative report of the spies who scouted out the Promised Land, Korach’s insurgence, and Moshe’s hitting the rock at Mei Merivah to bring forth water.

In seventh grade, the rituals and concepts of Jewish holidays are explored through the study of Tanakh texts and commentaries associated with each holiday. Concepts include joy and hidur mitzvah (beautifying a mitzvah).

GRADE 8

The eighth-grade Tanakh curriculum focuses on Bnai Yisrael’s struggles and successes in the Promised Land as they develop their independence and their obedience to God. Starting with an intertextual analysis of the Ten Commandments to uncover the theme of social justice and the death of Moshe in the book of Devarim, we follow Yehoshua and Bnai Yisrael across the Jordan River into the land of Israel. Closely reading several narratives from Devarim/Deuteronomy, Yehoshua, Shofetim/Judges, and Shmuel Alef/1 Samuel, we examine the challenges that the people and their leaders faced in learning to build a just society and stay unified as a nation.

In preparation for their Bnai Mitzvah trip to Israel, eighth graders pause from their Tanakh studies to learn about the religious and political centralization of Israel in the time of the kings. Through a study of text from the books of Shmuel and Kings, students begin to understand this part of our ancient history, lending textual support and excitement to their visit to Ir David and the Kotel. Upon their return, they are poised to investigate their own theology as middle schoolers as they learn about the many metaphors for God found in the Torah, in the siddur, and in modern Jewish philosophy.

MISHNAH/GEMARA

In the Middle School, students develop the foundational skills for the study of Mishnah and Gemara in the original Hebrew and Aramaic. They analyze texts that connect directly to Jewish practice, especially those that are relevant to our school kehilah and to building a personal Jewish identity. Students delve into the values that underlie Rabbinic opinions and are able to think about the world around them through a Jewish lens.

SKILLS

Identify and explain the connection between Torah SheBichtav (Written Torah) and Torah SheB’al Peh (Oral Torah)

Identify parts and features of a Mishnah or Gemara, demonstrating familiarity with Mishnaic Hebrew and basic Gemara terms and concepts

Explain the Rabbis’ possible reasoning for making a given ruling

Explain the arguments around a particular disagreement in the Mishnah or Gemara

Anticipate questions, challenges, and resolutions the Gemara will raise

CHEVRUTA SKILLS

Demonstrate perspective, openness, humility, and re-thinking

Balance voicing and listening to interpretations

Raise questions about the text; ask clarifying questions based on a closer reading of the text

Take a personal stance regarding the interpretation of a scenario

Derive values for contemporary times

GRADE 6

The sixth-grade Mishnah/Gemara curriculum focuses on gaining an understanding of the structure and basic concepts of Mishnah, the earliest text of Torah Sheba’al Peh (Oral Torah). The curriculum is designed to investigate the relationship between Torah SheBichtav (Written Torah) and Torah SheBe’al Peh as well as mitzvot and their associated values as related to the students’ lives.

Included in the sixth-grade curriculum are explorations of specific mitzvot, such as reciting the Shema and the rules of building a Sukkah (Mishnah Sukkah), as well as the study of texts that will inform the way the students look at the world, as in the neighborly damages unit (Mishnah Bava Batra). Students will have the opportunity to work hands-on with different projects to help relate to the content, as well as using creative assignments to show their understanding of the Mishnah

GRADE

7

In seventh grade, students are introduced to the study of Gemara. The curriculum consists of two types of literature found in the Gemara: halachah (laws) and aggadah (narratives/legends). Students begin to develop the skills needed to identify the structure of the Gemara and explain the give and take of ideas in a sugya (section of Gemara text). Additionally, students delve into the aggadah to gain an understanding of how the early Rabbis understood their mission and carried out their teachings.

Throughout seventh grade, students will learn about the different aspects of mitzvot, including intentionality and beautification. The seventhgrade curriculum builds on the sixth-grade learning by returning to the Mishnah already covered and studying the Gemara’s commentary on and use of those sources. Students will also begin to learn Rashi’s commentary on the Gemara, developing an understanding of the role it plays in Talmud study.

GRADE 8

In eighth grade, students continue to learn to navigate the Talmud and unpack different aspects of Rabbinic law. A theme for the year is exploring the intersection of rabbinic law and personal responsibility. Students study a selection of sugiyot from across the Gemara, discussing both civil and religious matters.

In the unit on returning lost property, students reflect on their responsibilities towards the property of others. By studying sources on repentance, students will gain a deeper understanding of what it means to make amends. Finally, students will study sources that deal with rewards and punishments for behavior. Students will be challenged to formulate an individual theology based on these sources.

TEFILAH (PRAYER) CURRICULUM OVERVIEW

Tefilah is an integral part of our Jewish day school curriculum. The tefilah curriculum is geared toward two parallel, yet interlinked, goals: to help students become literate Jewish adults, with tefilah knowledge and skills and to help students find spirituality in prayer during these Middle School years, when children explore their beliefs.

The daily tefilah class is a small group experience designed to provide students with further skill development in saying the prayers while increasing their knowledge and understanding of their meaning. This foundation of knowledge provides students with the opportunity to make personal connections to the meaning and purpose of tefilot. Teachers work closely with students to encourage participation and foster the creation of a prayer community.

Each grade comes together on a weekly basis in order to hear the Torah reading and to meet as a grade-level community. This tefilah setting gives students the opportunity to build their Torah reading skills and to learn how to participate in and lead the Torah service. Each grade’s tefilah experience is unique.

• In sixth grade, students reinforce their Torah reading skills and learn how to run a Torah service.

• By seventh grade, we celebrate students’ bnai mitzvah together as a kehilah.

• In eighth grade, students take ownership of the service as a whole and prepare for a more mature tefilah experience in High School.

BNAI MITZVAH

All students are encouraged to mark this milestone by having an aliyah, reading part or all of their Torah portion, and/or giving a dvar Torah (words of Torah) during school tefilah. Families are invited to share in this joyous occasion.

SKILLS

Build literacy in tefilah, including understanding the meaning of the tefilot, creating personal connections to the tefilot, and knowing the order of the service, how to find the place in the service, and the choreography of tefilah –the proper movements associated with the prayer and Torah services

Create a meaningful tefilah culture through student participation and leadership in the prayer community and demonstration of kavod (respect) for the requirements of daily prayer

Develop ability to confidently serve as shaliach tzibur (congregational tefilah leader) and to participate and lead all aspects of the Torah service

MATHEMATICS

The Leffell School mathematics curriculum is skills- and conceptbased with an emphasis on problem solving. Throughout the Middle School grades, classes are leveled to better meet the individual needs of all our students.

MATH 6 HONORS

The curriculum is accelerated in order to prepare students for an intensive Algebra 1 course beginning toward the end of seventh grade. At this level, students are expected to make connections to prior skills and concepts in the learning of new material, to be able to work independently, and to have excellent organizational skills. The outline for this course includes number theory, decimals, rational numbers, ratio, proportion, percent, integers, the coordinate plane, algebraic equations and word problems, inequalities and word problems, and an introduction to geometry. At this level, several concepts are taught within each class period. Students constantly apply skills and concepts through multi-step problems that are both complex and deep for this age and level.

MATH 6 ACCELERATED

SKILLS

Apply mathematical concepts to solve real-life situations

Demonstrate ability to explain - in writing and orallymathematical problems, concepts, and solutions

Transfer reasoning and logical thinking across academic disciplines

The curriculum is accelerated in order to prepare students for Algebra 1 beginning toward the end of seventh grade. At this level, there is generally a brief review of prior topics when introducing new concepts and skills. Students are expected to be able to work independently and have good organizational skills. At the accelerated level, more than one concept is taught within a class period. The outline for this course includes number theory, decimals, rationals, ratio, proportion, percent, integers, algebraic equations and word problems, and inequalities and word problems. Geometry topics studied include angle relationships, including parallel lines cut by a transversal; triangles; quadrilaterals; polygons; sum of interior angles of a polygon, circles, and perimeter. Students constantly apply skills and concepts through multi-step problems that are both rich and challenging for the age and level.

Courses from the above list are offered in response to student need. Course offerings may vary from year to year.

MATH 6 REGULAR

The curriculum continues to reinforce and review prior material in order to build new skills. Topics to be studied include decimals, fractions, ratios, proportions, percent, geometry, and integers. Students also begin their study of basic algebra concepts through an introduction to algebraic language as well as the solving of simple equations. Multi-step problem-solving strategies, as an application of concepts and skills, are taught through teacher modeling and guidance. Students demonstrate understanding of the material through performance assessments that connect math to the real world.

MATH 6 SKILLS

This course is designed to reinforce and strengthen prior skills in order to continue building students’ fundamental math skills. There is an emphasis on teacher modeling at a pace commensurate with the students’ skills. Organizational and study skills are also blended into the curriculum. Many new topics are introduced. Areas of study include review of whole numbers, decimals, fractions, ratio, proportion, percent, number theory, geometry, integers, algebraic expressions (including translation of phrases into algebraic expressions, evaluating expressions), and solving one-step equations. Students are guided and supported by the teacher through the problem-solving process in which they are able to apply acquired skills. Students demonstrate understanding of the material through performance assessments that connect math to the real world.

MATH 7 HONORS

The Math 7 Honors class is dedicated to an indepth study of probability, statistics, 2-dimensional and 3-dimensional geometry, and pre-algebra topics that prepare students for an intensive Algebra 1 course that begins toward the end of seventh grade. Other topics studied include square roots, similar triangles, the Pythagorean Theorem, and the three basic trigonometric functions. Students begin their intensive study of the Algebra 1 curriculum as they are introduced to algebra through an in-depth study of set theory including Venn diagrams, properties of real numbers, and solving multi-step equations. Students solve various types of problems algebraically using a variety of strategies. The course requires exemplary organizational skills and a strong initiative to work independently. Numerous concepts are taught each class period. Problem solving, as an application of acquired skills, continues to be at a complex and deep level.

MATH 7 ACCELERATED

This course builds upon the sixth-grade accelerated class and is dedicated to the study of angle relationships, percent applications, probability, statistics, similar triangles, the Pythagorean Theorem, an introduction to trigonometry through the basic trigonometric functions, area of triangles, quadrilaterals, circles, irregular shapes, and volume and surface area of various polyhedra. Students are introduced to algebra through set theory including Venn diagrams and properties of real numbers as they apply to simplifying expressions with a stress on integers and rational numbers as well solving multi-step equations. Students solve various types of problems algebraically using a variety of strategies. Students are expected to have strong organizational skills and be independent problem solvers. Several topics are generally introduced daily during lessons. Problem solving, as an application of acquired skills and concepts, continues to be at a deep and rich level.

MATH 7 REGULAR

This course concentrates on mastering all previously taught skills and prepares students for eighth-grade pre-algebra. The course reviews and reinforces many of the concepts taught in sixth grade as new concepts and skills are also introduced. Topics include order of operations, exponents, number theory, integers, an introduction to the coordinate plane, rational numbers, ratio, proportion, percent, data analysis, geometry, and problem-solving using Venn diagrams. Basic algebraic concepts including multi-step equations and inequalities will be taught in order to prepare students for eighthgrade pre-algebra. Students continue to solve more challenging multi-step word problems and are introduced to the solving of word problems algebraically as an application of the skills and concepts studied. Students demonstrate their understanding through performance assessments that connect math to the real world.

MATH 7 SKILLS

This course concentrates on mastering all previously taught skills and prepares students for eighth-grade pre-algebra. Skills previously taught in sixth grade are reinforced and built upon as new skills and concepts are introduced. Topics include problem solving using decimals and integers, elementary algebraic expressions and equations, inequalities, number theory, fractions, ratios, unit rates, proportions, percent, geometry, and the introduction to the coordinate plane. All basic algebraic concepts are taught using teacher modeling and the use of manipulatives at a pace commensurate with students’ abilities. Through teacher guidance and support, students are introduced to multi-step problem solving as an application of their skills. Students demonstrate their understanding of the material through performance assessments that connect math to the real world.

MATH 8 HONORS

The Math 8 Honors course is an intensive study of Algebra 1 that builds upon the seventhgrade honors curriculum. Understanding of prior algebraic concepts and skills is assumed as students study operations with polynomials, factoring of polynomials, quadratic functions, algebraic fractions as they apply to ratios, proportions, percent, and equations. Algebraic functions are studied including graphing, linear equations and parabolas, slope, writing equations of straight lines, direct and inverse variation, and exponential growth and decay functions. Other topics include systems of linear equations, inequalities, and rational and irrational numbers. Real-world application of all skills is integrated throughout the curriculum as a means to have students master and develop deeper understanding of the content through the solving of complex and multi-layered problems. Students are introduced to numerous concepts during their regular class periods with few examples and explanations. Exceptional organizational skills and the ability of a student to direct their own work are critical for success in this course.

MATH 8 ACCELERATED

The Math 8 Accelerated course focuses on the study of Algebra 1 while building upon the seventh-grade accelerated curriculum. There is little review of prior algebraic concepts and skills as students study inequalities, polynomials, factoring, and quadratic equations. Algebraic functions are studied including graphing, linear equations, parabolas, slope, writing equations of straight lines, and exponential growth and decay functions. Other topics include systems of linear equations, rational and irrational numbers, algebraic fractions including all operations and solving of fractional equations, and direct and indirect variation. Excellent organizational skills and a strong initiative to work independently are critical for success in this class. Students continue to be introduced to several concepts during each class period. At this level, students demonstrate understanding of concepts and skills as they apply their knowledge to new problem situations not previously seen in class.

MATH 8 REGULAR

This pre-algebra class prepares students for high school algebra. Prior knowledge and skills will be reviewed as needed in order to support the learning of new concepts and skills. Basic algebraic concepts are reinforced and built upon including integers, rationals, ratio, proportion, percent, multi-step equations and inequalities, and laws of exponents. With teacher guidance, emphasis is placed on applying acquired skills to the solving of real-world problems algebraically as students strive to become independent problem solvers. Additional topics include probability, statistics, select geometry concepts including surface area and volume, similar triangles, square roots, the Pythagorean Theorem, and the basic trigonometric functions.

MATH 8 SKILLS

This pre-algebra class prepares students for high school algebra. The course reinforces and reviews many of the concepts taught in seventh grade with a main focus on pre-algebra. Algebraic concepts will be taught using teacher modeling and the use of manipulatives, at a pace commensurate with students’ abilities. Topics covered include: algebraic expressions and integers, laws of exponents, multi-step equations and inequalities, decimals and decimal equations, operations with rational numbers, ratios, proportions, percent, the Pythagorean Theorem, introduction to similar triangles and trigonometry, probability and statistics, volume and surface area of 3-dimensional figures. As an application of concepts, students begin solving word problems algebraically with teacher guidance and support. Students demonstrate their understanding of concepts through performance assessments that connect math to the real world.

PHYSICAL EDUCATION & HEALTH

PHYSICAL EDUCATION (GRADES 6-8)

Physical education classes for our Middle School students are scheduled for two to three periods per week. Curricular units of study include:

Cross Country

Team Handball

Softball Basketball

Frisbee

Floor Hockey

Football

Soccer

Ultimate Frisbee

Pickleball

HEALTH (GRADE 7)

In the seventh grade, each student takes a weekly health class, which is offered by one of our physical education teachers. This full-year course covers goal setting, physical activity, nutrition, stress management, hygiene, substance abuse (tobacco, alcohol, drugs), relationship management, bullying, effects of the media, and sexuality.

SKILLS

Reading scientific texts

Proposing hypotheses

Designing experiments

Identifying variables in a controlled experiment

Operating laboratory equipment

Making qualitative and quantitative observations

Graphing and analyzing data

Formulating conclusions

Thinking critically and applying concepts to new situations

Working collaboratively in groups

SCIENCE

The Middle School science curriculum includes the study of earth science, life science, and physical science and is based on the Next Generation Science Standards (NGSS). Inquiry-based, hands-on experiments and activities enable students to work independently or in small groups to uncover concepts. Experimental evidence is used to explain natural phenomena. Technologies such as iPads, computer simulations, and computer interfaces, including motion sensors and temperature probes, are used to enhance the study of science. STEAM-based (Science, Technology, Engineering, Art, and Math) design challenges are used to find solutions to real-world problems.

The curriculum is framed around the exploration of big ideas such as finding patterns and developing systems of classification, exploring cause-and-effect relationships, understanding scale and proportion, and using models as a tool to describe and explain complex systems.

GRADE 6 EARTH SCIENCE

The study of sixth-grade earth science focuses on the study of the Earth and its place in the universe. Introductory topics including the scientific method, laboratory safety, measurement, the metric system, and density provide students with the tools they will need for their study of earth science. The major units of content study include the classification of the systems of the Earth (geosphere, atmosphere, hydrosphere, and the biosphere), the water cycle, methods of heat transfer, the compositional and physical layers of the Earth, plate tectonics, plate boundaries, and events caused by plate motion.

GRADE 7 LIFE SCIENCE

The study of seventh-grade life science focuses on the study of the structure and function of living organisms. Topics covered include biological molecules, the structure of the cell, cellular respiration and photosynthesis, organ systems of the human body, plants, and ecosystems. As a culmination of the human body systems unit, students dissect a frog to apply their knowledge and compare human and frog organ systems.

GRADE 8 PHYSICAL SCIENCE

Physical science focuses on two branches of science – physics and chemistry. Physics is the study of the relationship between matter and energy. The physics units include motion, Newton’s Laws, the conservation and transfer of energy, and electricity. The culmination of the energy unit includes a STEAM project in which students design a penguin dwelling that minimizes heat transfer. The chemistry unit focuses on the composition of matter on the macroscopic and particle levels, chemical reactions, and acids and bases.

GRADE 8 PHYSICAL SCIENCE: ALGEBRA-BASED

The same topics are covered in both physical science (described above) and the algebra-based physical science course. The algebra-based course places an emphasis on algebraic quantitative problem solving; therefore, students must be concurrently enrolled in the honors or accelerated eighth-grade algebra math course where they are maintaining consistent mastery of the material.

SOCIAL STUDIES

Our social studies curriculum seeks to develop the critical thinking and analytic skills necessary to understand historical processes and the development of civilizations. Sixth grade focuses on ancient world civilizations while seventh and eighth grades focus on American history. Throughout, we integrate the study of Jewish history into our studies. Students gain a depth of understanding through studying geographic, economic, political, and social factors.

Our curriculum includes cooperative learning activities, primary source work, audio-visual presentations, literature, music, art, drama, and computer technology.

GOALS

For students to understand

The sources of history, including aspects of bias and interpretation

Historic cause and effect

The purpose of government and how its powers are acquired, used, and justified

The interaction of individuals including elements such as role, status, social class, and gender

Connections between history and the modern world

Conditions, actions, and motivations that contribute to conflict and cooperation between nations

Relative and absolute geographic location and direction

SKILLS

Outlining, note-taking, and creating and using graphic organizers

Interpreting charts, graphs, maps, and timelines

Reading and analyzing primary source documents

Writing paragraphs and essays with topic sentences and supporting details, including in response to document-based questions (DBQ)

Conducting historical research

Writing and speaking persuasively in a debate format

Presenting information both orally and visually

GRADE 6

The sixth-grade social studies curriculum emphasizes the development of ancient world civilizations from prehistory through the Renaissance. We use geographic, economic, religious, and social themes to develop understanding about cultural and political aspects of life in the societies we study. As part of each unit, we trace the history and movement of the Jewish communities around the world.

Throughout the course, students use the skills of observation and inference to come to conclusions about cultures based on the artifacts, art, and written materials from that culture. In this way, they expand their critical-thinking ability as well as their knowledge of the ancient world.

Through our study of the ancient civilizations of Mesopotamia, Egypt, Greece, Rome, and Western Europe, we will examine the following questions:

• In what ways does geography affect the growth and development of civilizations?

• What causes civilizations to rise and fall?

• How are individuals and groups within societies organized in different ways?

• What legacies have been left by different civilizations?

• How are people in the past like us today? How are they different?

• How do artistic styles differ in each civilization?

• How does art reflect the values, beliefs, and experiences in each society?

• What common elements do other religions share with Judaism and how do they differ?

At the end of the year, we focus on developing research and writing skills while summarizing material from various sources through the Renaissance Faire, where each student studies and presents a different topic from the Renaissance.

GRADE 7

The seventh-grade social studies curriculum begins a two-year study of American history. We use a thematic and a chronological approach to frame our course. Each trimester focuses intensely on one topic and follows the history of the United States through a particular lens. We study the following themes:

The People of America

• Who are we and how did we all get here?

• How has the interaction of people from different cultures, religions, and immigration histories made America the unique nation that it is today?

In this unit, we begin by studying the European explorers and how their interaction with the Native Americans impacted the social, political, and economic structure of North America. We then continue to examine the British colonies by discussing their formation, their geographic, cultural, political, and economic differences, the motives that drove people to immigrate there, and the impact of their settlements.

Government

• How did the U.S. government form?

• What makes the U.S. government unique among nations?

• What do we need to know about our government to be responsible and informed citizens?

In this unit, we begin by studying the purpose of government through the eyes of various philosophers. We then apply those ideas to explain how and why the American colonies declared their independence from Great Britain. After examining the causes of the American Revolution, we study how the United States government formed and what it looks like today. In this unit, we read and discuss the Declaration of Independence, the Articles of Confederation, the Constitution, and the Bill of Rights.

Westward Expansion

• How did our nation grow?

• What were the benefits and challenges of the growth of our nation?

In this unit, we learn how and why the United States expanded from coast to coast. We then examine the challenges that our growing nation faced and the issues, such as slavery, that began to divide our country. We end the year with a study of the causes of the Civil War.

GRADE 8

Students in eighth-grade social studies examine the roles of people, events, and issues in the United States and the world during the nineteenth and twentieth centuries. Building on the seventh-grade curriculum, the course focuses on key events that impact the United States with an emphasis on political, social, and economic factors. Students also make connections between historical and contemporary issues through discussion of current events and world affairs, geography, and primary source analysis.

This year is focused on bringing a voice to the African-Americans, women, and immigrants who fought for equal rights in the nineteenth and twentieth centuries. In addition to their stories, a major theme that permeates throughout the curriculum is the idea that each individual has the power to make choices that can impact the lives of others.

In particular, we look at the following:

A Changing America

• How did the Civil War change the political, social, and economic landscape of American society?

• What cultural and economic changes did America face as it grew in the nineteenth century?

We begin the year by studying the Civil War and Reconstruction. We examine not only how America tried to repair itself after the destruction of the war, but also the ways in which racial hostility persisted. Students analyze famous speeches such as the Gettysburg Address and Lincoln’s first and second Inaugural Addresses as well as the 13th, 14th, and 15th amendments and the Jim Crow laws.

Next, we study the Industrial Revolution and the Gilded Age, specifically examining the dichotomy in American society between the wealthy industrial titans and the poor immigrant workers. Students closely look at the lives of the robber barons like John D. Rockefeller and compare them to the American immigrant experience.

U.S. Foreign Policy & Global Interaction

• How did global economic, social, and political changes help transform the United States into a world power in the twentieth century?

We begin the second half of the year studying imperialistic actions in both Europe and America. This leads us to our unit on World War I, which examines the political, social, economic, and military effects of that war on the United States and the entire world.

Next, we study the Roaring Twenties and the Great Depression, not only as an American experience, but as events that have a significant impact on the global economy. This leads us to our unit on World War II and the Holocaust where we examine the roles that individuals played as perpetrators, bystanders, or upstanders.

We end the year studying the Civil Rights movement, which culminates our examination of a hundred years of struggle for equal rights. A majority of this unit consists of individual research on a selected Civil Rights topic. Students conduct interviews and combine their research with others to create a Civil Rights documentary that gets screened at the end of the year.

Our social studies course uses a number of different modes of learning in order to enhance the curriculum including cooperative learning groups, peer discussion and review, guided research, discovery learning and projects, film, video, and computer technology. Additionally, students read three historical novels over the course of the year that complement our units of study. In every aspect of the course, we focus on skills such as analysis of primary source material and literature, research, presentation strategies, debate, polished written and oral expression, and critical thinking.

ISRAEL STUDIES SEMINAR (GRADE 8)

• How have the goals of Zionism changed overtime?

• How has Zionism and the State of Israel shaped our personal identities?

• How has Jewish history been shaped by pivotal world events and processes?

• How has the relationship with the land of Israel shaped the spiritual, religious, and political experiences of the Jewish people?

This seminar revolves around the big idea that a crucial part of becoming a Jewish adult requires developing a deep understanding of the history of the Jewish people and forming a lifelong relationship with the land, people, and State of Israel. Classes explore our relationship to Israel’s land, people, and history, specifically the formation of the State of Israel from 1791-1948. The course is divided into four phases:

1. Modern Jewish History (1791-1948)

2. The Modern State (1948-Present)

3. Preparation for the Derech l’Lev Israel trip

4. Reflection and Modern Israel’s Impact on the World

electives

FULL YEAR COURSES

CONCERT BAND

In the Concert Band, students continue to develop music literacy and technical playing skills on brass, woodwind, and percussion instruments and participate in community performances throughout the school year. Instruments offered: flute, clarinet, saxophone, trumpet, trombone, bells/mallet percussion, snare drum. Prerequisite: (Grade 6) participation in fifth-grade band experience or at least four months of private lessons on a brass, woodwind, or percussion instrument. (Grades 7 and 8) participation in prior year’s Concert Band elective or at least nine months of private lessons. Please note: families must rent or purchase instruments and necessary accessories.

NAMES NOT NUMBERS (GRADE 8)

Names, Not Numbers is a nationally renowned Holocaust video testimony program. Students engage in hands-on learning about this essential part of Jewish history, accomplished through direct interviews with survivors to learn about their unique history. Students will learn how to craft pivotal interview questions to prepare for recording an oral history, resulting in the creation of a documentary film integrating the documentaries of each survivor.

PROGRAMMING

Grade 6

Grade 7

This elective will include the development of programming skills and building awareness of how to be a mindful, knowledgeable citizen of the digital realm. Open to programmers of all skill and experience levels, students will develop basic or advancing skills in digital computing. Specific skills will include programming concepts such as variables, conditionals, functions, and loops in an object-oriented development environment. Focused on the Python programming language.

Grade 8

This elective will include the development of programming skills and building awareness of how to be a mindful, knowledgeable citizen of the digital realm. Open to programmers of all skill and experience levels, students will develop basic or advancing skills in digital computing. Specific skills will include programming concepts such as variables, conditionals, functions, and loops in an object-oriented development environment. Focused on creating visual and interactive experiences in the Processing development environment.

ROCK BAND

The Rock Band elective is for students who have at least one year of experience playing guitar, bass guitar, piano/keyboard, or drum set. Students will develop music literacy and theory skills while learning to perform pop and rock songs as an ensemble. Students will perform for school events during the school year.

SPANISH IA AND IB (GRADES 7 AND 8)

The Middle School Spanish curriculum is a twoyear elective course that covers the High School Spanish I curriculum. The curriculum builds in a spiral fashion, with each unit integrating earlier content and skills with newly introduced concepts. The focus is on the four core standards of language acquisition: reading, writing, speaking, and listening.

This elective will include the development of programming skills and some brief computing history. Open to programmers of all skill and experience levels, students will develop basic skills in digital computing. Specific skills will include programming concepts such as variables, conditionals, functions, and loops in an objectoriented development environment. This is accomplished through the use of interactive coding games/activities, as well as an introduction to the Python programming language.

Topics studied over the two-year course include students’ likes and dislikes, the classroom, food and beverages, weather, personality traits, and weekend activities. Students are also introduced to Hispanic cultures, especially those that relate to young people. Grammatical concepts include present- and past-tense verb conjugations, subject pronouns, and irregular and stem-changing verbs.

Elective course offerings vary from year to year based on student interest and teacher availability. These courses have been offered during the past few years. Electives are offered in all Middle School grades unless otherwise indicated. Students have three elective periods per week.

Middle School Spanish is a two-year commitment and students may only begin it in seventh grade. Students in eighth grade who wish to study Spanish may begin Spanish I in High School.

SINGLE-TRIMESTER COURSES

CHESS

A National Scholastic Chess Foundation instructor will work with students to improve their chess skills through structured play and game analysis. Historic games, played by leading players, will serve as the basis for instruction.

CHOIR

The choir elective will introduce students to ensemble singing and vocal technique while developing music literacy and performance skills. Students will perform for school events throughout the school year. No vocal experience is required. Experienced pianists who are interested in accompanying the Choir are encouraged to participate.

DRAMA

Students will work on the fundamentals of acting, with focus on partner work inspired by the Meisner Technique. Students will experiment with improv, voice and speech, stage presence, scene study, theater games, and writing their own original work. As the students learn these skills, they will develop their sense of confidence and self-esteem.

ENGINEERING AND DESIGN

Grade 6

Sixth-grade Engineering and Design is the first part of the Middle School engineering sequence, which is focused on developing both power skills and technical skills and built around the values of fearlessness and curiosity. The first-year curriculum supports students in developing expertise in using the Design Process to solve problems and other power skills. Students complete a sequence of engineering challenges of increasing complexity,

each focused on developing a specific skill such as brainstorming, prototyping, or craftsmanship. They also participate in the annual Middle School Dreidel Design Championship around Chanukah. Students learn how to problem-solve collaboratively; analyze problems and adjust their solutions to fit the problem; learn that design is a process and that they should learn from unsuccessful attempts without becoming discouraged; present their work and explain their thinking; and learn that they can, with time and careful effort, make anything.

Grade 7

Seventh-grade Engineering and Design is the second year of the Middle School sequence and focuses on helping students to develop a strong base of technical skills to enhance the basic skills that they developed in the sixth-grade course. This requires students to analyze problems more carefully, flexibly learn from mistakes in order to solve them, and work more effectively in a team setting. Specific units include electricity and circuits, with a brief introduction to Arduino microcontrollers; the annual Dreidel Design Championship; 3D design and printing; woodworking with hand tools and power tools; and human-centered design. They also begin to understand how the skills they have developed might be applied to other areas of their own lives and to problems they observe in the world around them.

Grade 8

The eighth-grade year of Middle School Engineering & Design gives students the opportunity to practice the skills they’ve developed across the sixth- and seventh-grade courses in larger, more complex projects. Curricular focuses include deepening technical skills and developing mastery in them; doing focused, thoughtful iteration over the course of their work; and building work habits in their fabrication that will result in good craftsmanship in their final product. The open-ended nature of the projects requires students to plan and analyze even more carefully and do research as they plan. For example, in addition to the annual Dreidel Design Championship, students are tasked with building a working model of an invention that changed history. By the time the year is over, they’ll have significant experience with design thinking and the process of creating a physical product, and they’ll be ready to hit the ground running in the High School Engineering & Entrepreneurship program.

FUN WITH THREADS AND STRINGS (GRADE 8)

Students will learn how to make all sorts of projects relating to strings, from sewing projects, to macrame, weaving and more. Turn a T-shirt into a pillow and create beautiful wall hangings out of rope. Sewers and crafters of all skill levels are welcome!

FARM TO TABLE: GARDEN AND FOOD ARTS

Join us as we plant, pickle, harvest, and gather at the garden and greenhouse to further our garden knowledge. We dig our hands in soil and use plants from our garden to make foods like pesto, pickles, and tea. We will also learn about different mitzvot tied to the land and the role of agriculture in Jewish practice.

INTRODUCTION TO LEGAL THINKING (GRADE 8)

Students will learn about our country’s legal system by examining laws relating to their own lives. They will explore cases addressing issues such as freedom of speech, freedom from search and seizure, due process, drug testing for student athletes, mandated vaccines, the right to vote, and gender rights. Working in small groups on authentic and fictional fact patterns, students will render decisions supported by laws and legal precedents, then compare their decisions to actual court decisions.

MEMORY BOOK (GRADE 8)

The Middle School Memory Book highlights many Middle School special events and moments. Each year, the Memory Book contains new and creative pages, written content, pictures, and layouts. Help design and bring next year’s Memory Book to life! Students will work on all aspects of the Memory Book, including choosing the theme, helping to design the cover, writing copy, designing pages, and more.

PEERING INTO THE PARASHAH

What do the weekly Torah readings known as Parshah HaShavuah have to do with the everyday life of a middle schooler? Let’s find out! Through text exploration and creative projects, learners will have the opportunity to look at timeless lessons from the weekly Torah portion and apply them to their daily lives in creative and meaningful ways.

SPORTS SKILLS

Students learn and practice skills for a variety of sports, such as basketball and soccer.

STUDY HALL

Students in sixth grade may choose one study hall as part of their weekly electives; students in seventh may choose two and in eighth grade may choose three. This program provides a quiet time for homework, as well as time to meet with available teachers and the dean.

STUDIO ART

The art program focuses on building each student’s visual literacy and art-making toolbox. Students explore the basic elements of art: line, color, shape, value, form, texture, and space. They are engaged in exercises that help them learn about one or more elements, as well as long-term projects that allow them to develop their own creativity while practicing the use of these elements. Two- and three-dimensional artistic techniques are emphasized, using various art materials including pencil, pastel, collage, marker, watercolors, acrylic paint, printmaking, and ceramics.

The eighth-grade class spends two memorable weeks in Israel. This capstone experience of the Middle School years firmly establishes a lifelong connection with the land of Israel, which is an important element of our school’s core values.