2023-24 Middle School Curriculum Guide by Sacramento Country Day School

Middle School Curriculum Guide 2023-24

TABLE OF CONTENTS MISSION AND CORE VALUES INTRODUCTION

3 4

PROGRAM MODELS

ENGLISH

Grade 6

Grade 7

Grade 8

Grade 6

Grades 7 and 8 SCIENCE

7 8

Grade 6

Grade 7

Grade 8

HISTORY

Grade 6

Grade 7

Grade 8

WORLD LANGUAGE

French

Latin

Spanish

MATTHEWS LIBRARY

ELECTIVES

PHYSICAL EDUCATION SOCIAL EMOTIONAL LEARNING

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ADVISORY

MISSION AND CORE VALUES Sacramento Country Day inspires intellectual discovery and engages in a diverse community to think critically, live creatively, and act compassionately. Intellectual Discovery We challenge students to pursue academic and personal excellence as they develop and embrace their passion for learning. Our students thrive in a dynamic college preparatory program that fuels curiosity, instills confidence, and builds resilience. Diversity Our inclusive community promotes equity and understanding through meaningful conversation that welcomes a variety of voices and celebrates individuality. Critical Thinking Our students grapple with complex issues, engage with conflicting points of view, make connections, and collaborate. We empower students with the skills to thrive in an evolving world. Creativity Our students explore, improvise, and take risks as they discover and fully express themselves as individuals. Compassion We nurture empathy, integrity, and responsibility in a safe and supportive community that values kindness, respect, and civic engagement.

Sacramento Country Day School admits students without regard to race, color, gender, sexual orientation, religion, national or ethnic origin, and affords them all the rights, privileges, programs, and activities generally made available to students at the school. The school does not discriminate against any student in any way as legally defined in state and federal laws for co-educational schools in the administration of its educational policies, admission policies, financial aid programs, or athletic and other school-administered programs

INTRODUCTION The Sacramento Country Day Middle School program guides students through a carefully orchestrated transition from the homeroom configuration of Lower School into the departmentalized format of the Middle and High Schools. The program is rich and varied with many opportunities for students to explore their interests and talents, while providing them with a strong foundation for future studies in the upper grades. There are also more options for participation on competitive interscholastic athletic teams and in the visual and performing arts. In addition, the Middle School emphasizes the development of children’s character, interpersonal skills, social awareness, and personal growth. Our study hall Advisory Program plays an important role in the academic and personal growth process, and our teachers are particularly well suited to teach children during these often-challenging years of transition from childhood to young adulthood.

PROGRAM MODELS Grade 6

English Mathematics Physical Science Ancient History and Culture French, Latin, or Spanish Electives P.E.

Grade 7

English Pre-Algebra or Algebra 1 Life Science World History French, Latin, or Spanish Electives P.E.

Grade 8

English Algebra 1 or Geometry Earth Science U.S. History French, Latin, or Spanish Electives P.E.

ENGLISH The Middle School English curriculum focuses on literature, writing, grammar, and vocabulary.

Grade 6 Developing a love of literature and strengthening reading skills are important points of focus in sixth grade. The curriculum centers on the novel, but also includes poetry and nonfiction texts, in order to provide a rich foundation for discussing themes and making real world connections. Novels currently include: Out of My Mind by Sharon M. Draper, The Crossover by Kwame Alexander, Bluefish by Pat Schmatz, and The Giver by Lois Lowry. In addition, students read a biography/memoir of their choice as part of a Project Based Learning unit on leadership. Texts are selected for their relevance to the students’ growth as readers, and their development as compassionate young people who respect difference. Projects, discussions, and small group activities based on the reading materials are designed to foster collaboration, creativity, critical thinking, communication, and other 21st century skills that are vital to success in school and life. Developing strong writing and thinking skills is key to preparing sixth graders for seventh grade and beyond. Through narrative writing and poetry, students explore their creative voice and expand use of descriptive and figurative language. For persuasive and expository writing, information literacy skills are honed in the classic five-paragraph essay. Students assess sources for credibility, extrapolate relevant information to support claims, develop note-taking and paraphrasing skills, and learn how to organize ideas coherently. Writing in sixth grade is a high challenge, high support endeavor, with scaffolds provided throughout the process of brainstorming, researching, outlining, drafting, revising, etc. Grammar, and the mechanics of language are integrated into the writing and revision process, with a focus on improving sentence fluency. Spelling and vocabulary work is based on words from Greek and Latin roots, with a workbook and online resources to reinforce learning.

Grade 7 Seventh grade English students develop depth, precision, and sophistication in their reading and

analysis of literature. From short stories and poetry by such authors as Kwame Alexander, Langston Hughes, Gwendolyn Brooks, Sylvia Plath, and Ray Bradbury, to pieces of realistic fiction in The Call of the Wild and The Outsiders and the historical fiction of The Book Thief, students are exposed to a wide variety of literary styles and techniques. In addition, several of the same themes – the power of words, alienation and reconnection, and being true to one’s self – are examined in their many dimensions through the turning kaleidoscope of literature. The sled dog Buck, removed from the comfort of his first home, engages in a struggle to survive and ultimately gives in to his own wild nature. The “outsider” Ponyboy steps out of personal tragedy to take control of his own life in the real world of personal responsibility. Liesel, a young “book thief” living in the backdrop of Nazi Germany, learns to read, and in the process, discovers the power of her own voice. These novels also serve as the foundation for contextual vocabulary development and the study of literary concepts: plot, setting, characterization, conflict, imagery, symbolism, foreshadowing, flashback, point of view, theme, metaphor, simile, and tone. Students write extensively about the literature, exploring their own lives in connection with the novels, as well as arguing and supporting thesis statements about the texts.

By the end of the seventh grade, students are expected to have a solid grasp of paragraph development and to have carefully crafted expository essays that include textual evidence, thoughtful analysis, and appropriate transitions. Writing is approached as a process; students move from brainstorming and outlining to drafting and editing, where they practice and implement various revision strategies. Mechanics, usage, and grammar activities are integrated with the writing process in order to make the nuts and bolts of English as engaging and meaningful as possible.

Grade 8 Eighth grade books are chosen to represent both quality literature and novels that highlight a variety of voices. Readings by several authors complement the eighth grade U.S. history course and develop themes such as dignity, identity, alienation, and justice/injustice. Each academic unit includes works of fiction, poetry, and non-fiction expressed in a variety of media types. Some of the major works include: John Steinbeck’s classic Of Mice and Men, which follows migrant farm workers struggling to find their place provoking discussion about the human predicament of loneliness and the paradox of life and death, Julie Otsuka's When the Emperor Was Divine, which describes the Japanese American incarceration in internment camps during World War II, and Arthur Miller’s award-winning play The Crucible, which shows how devastating accusations can lead to the persecution of the community’s most redeeming characters bringing to the forefront the common literary conflict of the individual’s struggle against society. Writing instruction requires students to understand the differences between rough draft and final draft composition strategies. Grammar instruction begins with linguistics and sentence structures, but the instruction culminates with contextual grammar wherein students manipulate language forms in their own writing. Each academic unit asks students to write using a variety of essay structures including literary analysis, comparative analysis, cause/effect, and persuasion. Eighth grade English prepares students for the academic demands of high school while balancing their creative and personal voices with poetry and autobiographical pieces.

MATHEMATICS Grade 6 The goal of sixth grade math is to insure a solid foundation in order for students to successfully transition to algebraic mathematics. This is achieved by the rigorous study of several different areas. Chief among these is the continuing expansion of arithmetic with an increased level of difficulty that includes fractions, decimals, probability, integers, and the applications of percentages. Students are also instructed in algebraic concepts such as variables, inequalities, ratios, data collection, and coordinate graphing. The study of geometry in sixth grade is also continued by working with planes, angles, circles, area, volume, lines, and the Pythagorean Theorem. As an added aspect of continually pushing the mathematical envelope, sixth graders participate in math projects several times per quarter. These projects can vary in form from logic problems to practical applications of current studies through extended hands-on projects. At the culmination of sixth grade, students will then be able to move forward to increasingly complex algebraic studies.

Grades 7 and 8 Pre-Algebra Pre-Algebra challenges students to strengthen their mathematical thinking and communication by applying computational skills and problem-solving strategies to increasingly abstract mathematical situations. They work together to discuss concepts and apply skills, and use visuals and algebraic notation to represent mathematical relationships. The course emphasizes rational numbers and proportionality so that students develop accuracy and confidence with integers, decimals, fractions, ratios, and percentages. Students work extensively with constants of proportionality, with signed numbers, and with expressions and single and multi-step equations and inequalities. Their coordinate-graphing skills are expanded as they graph proportional relationships and linear equations. Seventh graders explore scaled relationships, continue to work with probability, and investigate computation with exponents and coding. The main curriculum is Open Up Resources Grade 7 Math. Pre-Algebra students are also assigned two or more projects per quarter; these projects emphasize problem-solving and making connections between concepts, and demonstrate each student’s ability to communicate their mathematical thinking in a formal written format. Algebra I The focus of Algebra I is to master techniques for solving with variables. Students practice problem-solving and graphing with increasingly complex algebraic expressions, stressing the relationship between the equation or inequality and its graph. They further develop their skills in solving word problems algebraically. Students learn and practice solving linear and quadratic equations and simplify algebraic, exponential, radical, and rational expressions. Their knowledge of geometry and measurement is expanded. The text used is Pearson/Savvas enVision Algebra 1. Students in Algebra I are also assigned at least one project per quarter. Many projects include graphing, coding, and problem-solving. All projects include a written portion that emphasizes critical thinking and formal report writing. Although Algebra I is the standard course for eighth graders, a limited number of seventh graders advance directly to Algebra I from sixth grade Mathematics. Geometry Geometry is a High School level course. Plane, solid, and computational geometry is presented from several perspectives that include inductive reasoning (searching for patterns), deductive reasoning (proving or disproving patterns), computation, construction, and geometric exploration. A heavy emphasis is also placed upon reinforcing Algebra I skills in the solution of geometric problems and upon theorem proving as an integrated activity. Topics covered during the first part of the course include foundations of geometry, parallel and perpendicular lines, transformations, and triangles. Later topics include quadrilaterals and other polygons, similarity, trigonometry, coordinate geometry, circles, and two- and three-dimensional models. The text used is Pearson/Savvas enVision Geometry. Geometry students complete at least one project each quarter to synthesize concepts and explore the connections between art and geometry; most projects include formal written reports. Students who have taken Algebra in the seventh grade year advance to Geometry in eighth grade.

SCIENCE Grade 6 Physical Science Sixth grade science is an introductory survey course in physical science focused on topics relating to science as a discipline of study, matter and energy, and how matter interacts chemically. The curriculum is designed to give students the opportunity to foster their curiosity about the natural world while working through the scientific process. Students will participate in hands-on activities, projects, and lab investigations to help illuminate the course content and develop critical thinking, inquiry, and laboratory skills. Students will also engage in research through an interdisciplinary project, as well as develop reasoning, modeling, and communication skills through all aspects of class. Attitudes and important fundamentals including safety, conservation, and stewardship are stressed throughout the school year. Students will create interactive science notebooks, as well as utilize the technology of the Chromebook in place of textbooks.

Grade 7 Life Science Seventh grade science is an exploration of the rich biodiversity and interdependence of organisms and the environment. The beginning characteristics of life and ecology studies are greatly enhanced by lessons and experiences from the Outdoor Education trip to the Sierra Nevada Mountains in the fall. The scientific method is employed throughout the year as a way of navigating all aspects of life. Usage of science tools and equipment, note-taking, conducting labs and writing reports, and doing outside research are some of the skills acquired. Students investigate the kingdoms of life through work with microscopes, growing plants in the school garden, observing living organisms, and dissections. Much of the material in the second half of the year is based on the human body. The structure and function of the various systems are covered, with an emphasis on wellness and making healthy choices. Students utilize the technology of the Chromebook computer and various science simulations, like Gizmos.

Grade 8 Earth Science Eighth grade students study the Earth Sciences – the body of knowledge describing the forces that shape our planet. Students conduct experiments, make observations, collect data, and synthesize material from previous science and math courses in order to form an understanding of Earth's many behaviors. Eighth graders have the opportunity to sample a diverse array of disciplines — the Earth Sciences comprise everything from meteorology and atmospheric sciences to astrophysics and geology. Throughout the year, emphasis is placed on analysis of physical systems, the scientific method, and kindling a sense of wonder and curiosity for the natural world. This course is aligned with the Next Generation Science Standards (NGSS), and uses inquiry-based learning to explore the mysteries of our miraculous space pebble.

HISTORY Grade 6 Ancient History and Culture The sixth grade social studies program is designed to explore questions about the existence of human beings that young adolescents begin to ask – who we are, how we got here, and where we are going. Students study the ancient cultures of Mesoamerica, Egypt, Greece and Rome. They learn how physical geography relates to the formation of societies. They research ancient peoples and participate in experiential projects based on aspects of the civilizations being studied. An important strand in the program is the on-going study of current events, designed to provide a framework for understanding the present day, linking past to present. Students examine historical patterns as the ideas of democracy, artistic expression, and justice emerge in cultures. Social studies is not only history in sixth grade; it is an experience that is designed to help students understand the uniqueness and commonalities between selected cultures in history, and hopefully, plant the seeds of respectful and informed choices for the future. Students learn note-taking and test-taking skills and analytical writing with a heavy emphasis on critical thinking. Grade 7 World History The seventh-grade history program immerses students into a variety of cultures and encourages them to build their skills of being a historian. This course takes a thematic and chronological approach to explore the larger patterns of human history. It starts with examining the origins of humans and the rise of civilization and builds to an exploration of the major shifts in history leading to the creation of the modern world. The class mixes a traditional approach to teaching history with a more experiential “hands-on” approach. Students master skills essential to the study of history including critical thinking, analytical reading and writing, note-taking, map usage, and research. They also participate in simulations and projects aimed at bringing history alive through experiential explorations of history, religion, literature, customs, art, food, and technology. Central to the seventh-grade course is a research project which encourages students to practice being a historian through the development of research and critical thinking skills. This curriculum utilizes students’ devices, the web, and a variety of textual and audio-visual resources.

Grade 8 U.S. History The eighth grade United States history course takes a thematic approach to the study of this nation from its early colonial roots through the twentieth century. Students explore the values and ideals that shaped the birth of this nation and continue to unite its people while also grappling with issues such as race, class, and sectionalism that have consistently challenged that unity, causing great division and conflict throughout the history of the United States. The class utilizes a variety of resources, including the iPad, web, films, and several other textual and audio-visual sources. Students learn through a mix of direct instruction, discussion, cooperative problem-solving, debate, and student-led instruction. The class also emphasizes the continued development of academic skills including critical thinking, close reading, and analytic writing. Additionally, students hone their research skills by completing a capstone research project.

WORLD LANGUAGE French The Middle School French program is designed as an immersive, skills-based experience that will teach students to think critically about their own use and understanding of language. Through thematic units that incorporate history, literature, film, and current events, students will understand the importance of studying all aspects of French-speaking communities around the world. The goal is to foster curiosity, promote initiative, deepen communication, and strengthen connection among and between students. At the end of their studies, they will be able to listen for understanding, read for context, speak authentically, and write expressively in the French language.

Grade 6 This introductory French (1A) course provides an opportunity to start learning this rich language in an immersive environment. This is the first half of a High School Level 1 class typically begun in the sixth grade and concluded in the seventh grade and is appropriate for those just starting the language, as well as those with experience in the Lower School. The thematic units explore answers to the following guiding questions: 1. In what ways is learning another language beneficial? 2. What do activities and pastimes reveal about a culture? 3. How does education shape individuals and societies? 4. What activities do friends in other countries do together? 5. And What is the nature of relationships in other cultures? Through initial reading and listening activities, students will train their eyes and ears to a variety of voices from the French-speaking world. Once those skills are honed at the beginning of each unit, students will be asked to express their own original thoughts through writing and speaking. At the conclusion of French 1A, students will achieve the Novice Low-Mid level according to the American Council on the Teaching of Foreign Languages Proficiency Guidelines. Grade 7 This is a continuing course for Middle School students who have completed the curriculum requirements for French 1A or for those with prior experience in French who are interested in deepening their language learning. It is equivalent to a High School Level 1 class and expects a level of rigor from students. The thematic units explore answers to the following guiding questions: 1. How is shopping different in other countries? 2. What makes a house a “home”? 3. How do major world cities tell their stories? 4. How do people stay healthy and maintain a healthy environment? 5. How do travel experiences shape our worldview? At the conclusion of French 1B, students will achieve the Novice High-Intermediate Low level according to the American Council on the Teaching of Foreign Languages Proficiency Guidelines. Grade 8 This is an exciting course that broadens the world of French language learning. Equivalent to a High School Level 2 class, students will be expected to deepen their study and expression in reading, listening, writing and speaking. The thematic units explore answers to the following guiding questions: 1. What do young people do in the summer in other cultures?

2. How stories are told by the art and architecture of Paris? 3. How do the routines of people in other cultures differ from mine? 4. How does the past shape us? 5. What do you need to know to travel successfully? At the conclusion of French 2, students will achieve the Intermediate Mid-High level according to the American Council on the Teaching of Foreign Languages Proficiency Guidelines.

Latin

8th grade students who choose to enroll in Latin will be placed in the High School Latin I course. The primary objective of the Cambridge program, used by Country Day, is to bring students to the point where they can read Latin with confidence. A series of stories relating events in the lives of a family and their friends from the town of Pompeii gradually introduces vocabulary and grammar in context while also providing a foundation for understanding Roman culture and history. The materials in the text also develop listening, speaking, and writing skills as a means of enhancing the ability to read and comprehend Latin. Grammar exercises in each chapter develop writing skills and demonstrate each student’s understanding of syntax and morphology. Etymology is included in the form of English words derived from each chapter’s vocabulary. To enhance the students’ awareness of Roman literature and history, a series of cultural and historical discussions are keyed to the narratives in the text.

Spanish

The Spanish language program employs a wide range of learning strategies to enable students to develop competency in all four language skills: listening, speaking, reading and writing. We focus on innovative and up-to-date topics to develop students’ linguistic competencies, on their capacity to communicate with clarity and confidence, and on the implementation of policies and practices that embrace and celebrate diverse cultures. Classroom activities are designed to provide students with extensive practice in interpreting, expressing and negotiating meaning in communicative tasks that are relevant to their lives. Students also work with readings (from 2 to 4 short novels per year), and authentic art from the Spanish-speaking world. Assessment of acquired competency is based on daily participation, homework, quizzes and tests, and cultural projects. The MS program is divided in four levels: INTRO 1, INTRO 2, SPANISH I and SPANISH II, allowing students to progress according to their knowledge and proficiency of the language. Introduction - A This is the basic level for students coming from none or little knowledge of Spanish. It is an introductory class for students who need time with the spoken language, as well as reading, writing and listening. Grammar topics include greetings, definite and indefinite articles, nouns and adjectives, subject pronouns, gender and number agreement, the present tense (regular verbs), numbers (up to 1000), the concepto of hay (for there is and there are), ser vs. estar (to be), question words, tener verb (to have), weather, climate and time. Students will expand their vocabulary as they practice communicating basic needs and responding to questions on everyday topics in Spanish. Hispanic, Latino and Spanish cultural topics are discussed. Introduction - B At this level, students are challenged to produce language with increasing fluency while reviewing definite and indefinite articles, gender and number, and intensive practice with the verbs ser (to be), estar (to be) and ir (to go). Students begin a more formal study of high frequency grammar topics, such as irregular verbs (stem changing), demonstrative and possessive pronouns, future with ir verb + a (to) preposition + place/infinitive verb, using ponerse plus adjective to express emotions, tener que (to have) and hay que (to have) to express obligations and duties, the verb gustar (to like),

telephone conversations, giving and getting directions, contigo/conmigo (with me/ with you), the difference between saber (to know) and conocer (to know). Upon completion of the course, students are able to carry on basic conversations about themselves and their surroundings. They are capable of writing short compositions using the present verb form as well as many idiomatic expressions to communicate preferences, obligations and opinions. Students will improve their fluency by speaking and responding to questions about a variety of topics. Hispanic, Latino and Spanish cultural topics are discussed. Spanish II Students may progress directly to grammar topics that focus on the reflexive, direct and indirect object pronouns, imperative verb forms (commands), making comparisons, using negative expressions, demonstrative adjectives, in addition to the introduction of the past tense: preterit and imperfect (regular and irregular verbs). Students will gain proficiency in expanded conversational exchanges in interactive exercises and dialogues. There is a greater emphasis on reading and writing about Hispanic, Latino and cultural topics.

MATTHEWS LIBRARY The mission of the Matthews Library is to foster lifelong learning. The two main goals of the library are to prepare students for college-level research and to continue the school's goal to develop passionate readers. We encourage our students to be curious and interested in learning. We also recognize that they need to have the skills and habits of mind to pursue their passions. The Country Day library program follows AASL and California School Library Association, and ISTE standards for information literacy where research, digital, critical thinking, and problem-solving skills, strategies, and responsibilities (e.g., keyword searching, citing sources, understanding how and why to find authoritative sources) are introduced, reviewed, and mastered over time and grade level. Starting with orientation and continuing through advanced research skills, students become successful – and enthusiastic – library users and learners. Beginning in sixth grade, students are introduced to library resources including books/ebooks, databases, and other materials. As students progress through Middle School, they learn the steps of the research process, how to cite sources properly, how to evaluate websites, and what web tools will help them with their work. Each year their research skills are refined through collaboration among teachers and the librarians. The library's collection is driven by the curriculum and supplemented by enrichment materials that enhance students' lives and interests. Fiction and non-fiction materials are requested by students as well as by faculty. Library events, programming, and displays are designed to complement the curriculum and foster a love of learning and reading as well as encourage civic engagement. They often include an emphasis on fine arts and the diversity of our world. Celebrations and displays include student artwork and music and reflect a variety of cultures and ideas. Recent celebrations have included Summer Teen Read Week Reading Raffle; Poem in Your Pocket Day where students and teachers found with poems in their pockets received prizes; Music in the Library featuring our student musicians; and Read Across Country Day, where the entire school

celebrates reading for a day. Last year we hosted graphic novel writer/artist Jon Chad as our guest author. Book displays may feature new arrivals, reflect current events or holidays, focus on specific genres, or be a collection of student favorites. Displays are designed to get students reading and talking about books, which they often do individually with the librarians or more formally in book talks or book club. The library strives to be a place where students see learning as fun as they prepare for the future by gaining the skills and strategies they'll need, acquire habits of scholarly work, and continue developing a love of reading and learning that will serve them through high school, college, and the rest of their lives.

ELECTIVES The Middle School elective program offers our early adolescents a broad co-curricular program. Students take two electives each quarter. Most courses are quarter classes; however, fine arts electives are either semester or full-year commitments. The objective of the program is to build competence in a wide variety of disciplines, so students feel a sense of pride and motivation as they progress through the new and varied disciplines. Equally important to the program is the development of imagination and critical thinking skills. Middle School is a good time to explore different activities in order to determine later commitment to particular interests. Courses in the fine arts include art, instrumental music, choir, and drama. In art, students select from classes in drawing, painting, digital photography, and ceramics. In music, band, orchestra, and choir are offered. In drama, students build a foundation in the craft of acting and perform in two major productions each year, one in the fall and one in the spring. In addition, the elective program allows students to explore subjects not generally found in the core curriculum. Subjects offered on a rotating basis could include: Farm to Fork, chess, current events, game design, robotics, podcasting, video making, world cultures, yoga, advanced programming, Maker Lab, strategy games, creative writing, newspaper, and strength training.

TECHNOLOGY Teachers integrate the use of technology into all disciplines, thereby making it a working part of the vocabulary of the classroom. Chromebooks are distributed to each student in the Middle School. After learning about safety, responsibility, and how to operate their device, students use them for class and homework. The devices are maintained by the school and school-approved applications are loaded onto the devices.

PHYSICAL EDUCATION Because Physical Education is an integral part of the Middle School program, students take P.E. every day. In addition to promoting fitness and health, the program exposes the students to and builds competence in a wide variety of different sports: volleyball, soccer, flag football, badminton,

basketball, floor hockey, disc games, and softball. The program emphasizes skill building, participation, teamwork, and engendering a life-long commitment to fitness. In addition, our life skills (social emotional learning) classes are held once per rotation as part of the P.E. curriculum.

SOCIAL EMOTIONAL LEARNING In the Middle School, Social Emotional Learning (SEL) is taught within the PE schedule. The curriculum and lessons for each grade level are developmentally appropriate and each year’s subject matter builds on the content of the previous year. Taking part in class discussions, studying video clips and movies, engaging in self-reflection activities, exploring current events, and designing and resolving role-play situations are samples of lesson strategies. Practicing self-compassion, mindful habits, and self reflection are embedded in all levels of SEL. Examples of content: ● In 6th grade: friendship, kindness, gratitude, setting goals, self-advocacy, emotional awareness, cooperation and communication, current events, and stereotyping. ● In 7th grade: building self-esteem, civilized disagreement, anti-bullying, social media safety, setting goals, self-management, perspective, current events, bias and blind spots, and listening for content and feeling. ● In 8th grade: conflict management, identifying/exploring risky behaviors, exploring self through a variety of self evaluations, current events, healthy relationships, growth versus fixed mindset, digital citizenship, and bias and prejudice. Sacramento Country Day follows the structure and content of the Collaborative for Academic, Social, and Emotional Learning. “The CASEL 5 addresses five broad and interrelated areas of competence and highlights examples for each: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.” https://www.cde.ca.gov/ci/se/tselcompetencies.asp

ADVISORY Middle School advisory provides students with a faculty mentor who serves as the primary liaison between school and home. Advisors have roughly twelve advisees with whom they meet every day during the afternoon. This may be a time for a study period under the guidance of a teacher. It is also a time to build friendships and group spirit, discuss important topics and timely issues, build community responsibility in the Middle School, and participate in community service. During the advisory period, the entire Middle School may gather for a Middle School meeting and for follow-up activities in our social/emotional program several additional days during a month.