Middle School Course of Study 2022-2023

Episcopal School of Acadiana Middle School Course of Study

2022-2023

Middle School Course of Study

Table of Contents

Athletic Eligibility Graduation Requirements TOPS Core Curriculum Academic Recognitions Academic Ranking Headmaster’s List Honor Roll Awarding of Credit Computing Grade Point Average Course Selection Process English Courses Mathematics Courses Social Studies Courses Science Courses World Language Courses French Spanish Computer Science Courses Introduction to Religion Health & Physical Education Courses Interpersonal Communication Visual Arts Courses Performing Arts Courses Theatre Music

3 4 5 6 6 6 6 7 7 8 9 10 12 13 14 14 15 16 16 17 17 18 19 19 20

Contacts Mrs. Hernandez, Head of Middle School adhernandez@esacadiana.com Mrs. Smith, MS Counselor msmith@esacadiana.com Dr. Chad Lee, Dean of Students clee@esacadiana.com Mr. Bourgeois, Athletic Director mbourgeois@esacadiana.com Mrs. Hidalgo, MS Coordinator chidalgo@esacadiana.com Mr. Chrysler, Academic Dean/College Counselor schrysler@esacadiana.com

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Middle School Course of Study

Middle School Course of Study and Planning Guide Each ESA student should select a program of study that is both challenging and rewarding. While requirements for graduation will determine much of the course of study, there are options for each student to consider in planning his or her middle school experience.

As students plan for the upcoming school year, they should review their present transcripts. Students and parents may see a student’s progress towards meeting ESA diploma requirements as well as a current transcript through myESA. Students should consider their academic and co-curricular interests as well as college and future plans in choosing their courses. Extracurricular activities should be chosen carefully to achieve a balance between academics and extras.

Each spring students will make course selections for the following year and should keep in mind the following: ● Seek the counsel of their faculty advisor, individual teachers, or Head of Middle School as to what courses and levels are most appropriate. ● All requests for honors level courses must be approved by a student’s current teacher in that discipline. ● LHSAA rules require the following for academic eligibility in any upper school sport: Fall semester - Pass 6 units the previous academic year with a C average Spring semester - Pass 6 subjects in the fall semester (no grade stipulation); a seniors who has accumulated 20 or more units may take five subjects/units for the fall semester and must pass all five.

Questions regarding specific eligibility requirements should be addressed to the Athletic Director.

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Middle School Course of Study

Academics Grades 9-12 Graduation Requirements To comply with the Core 4 Curriculum adopted by the Board of Elementary and Secondary Education in the Fall of 2008, Episcopal School of Acadiana requires that a student earns a minimum of 24 units or credits to receive a diploma. Of these 24 units, 21 units are in specifically required courses and 3 may be in courses of a student’s choice while adhering to the required distribution of units among the disciplines.

Discipline

Required Units Required Courses

English

4.0 units

English I, II, III, and IV in sequential order

Mathematics

4.0 units

Algebra I, Geometry, Algebra II, Pre-Calculus

History

4.0 units

World History, Western Civilization, U.S. History, Civics

Science

4.0 units

Physics I (required of ninth graders at ESA), Biology, Chemistry, 1 additional unit in a science course of choice

World Language

3.0 units

3 units in one language

Health & Physical Education

2.0 units

Health & Physical Education I & II

Visual and/or Performing Arts

1.5 units

Additional Units in course of

1.5 units

Notes on Required Units: ● Upper school units earned in any course beyond those fulfilling a discipline’s graduation requirement can count as an elective unit. ● Eighth Grade Algebra I - Successful completion of this course, at the recommendation of the Mathematics Department,

fulfills 1 required unit of mathematics for graduation.

Middle School World Languages - Successful completion of the Middle School World Language sequence, at the recommendation of the World Language Department, fulfills 1 required unit of world language for graduation equivalent to French I or Spanish I. ● Eighth Grade Visual or Performing Art - Successful completion fulfills 0.5 unit toward the 1.5 unit requirement for graduation

 Enrollment in Health & Physical Education is required of all middle school students

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Middle School Course of Study

TOPS Core Curriculum For Opportunity, Performance, and Honors Awards Units

Courses

ENGLISH = 4 Units 1 unit

English I

1 unit

English II

1 unit from the following:

English III or AP English Language & Composition

1 unit from the following:

English IV or AP English Literature & Composition

MATH = 4 Units 1 unit

Algebra I

1 unit

Geometry

1 unit

Algebra II

1 unit from the following:

Algebra III; Advanced Math - Functions and Statistics, Advanced Math - Pre-Calculus, or PreCalculus; Calculus or AP Calculus AB; AP Calculus BC; Probability and Statistics or AP Statistics

SCIENCE = 4 Units 1 unit

Biology I

1 unit

Chemistry I

2 units from the following:

Earth Science; Environmental Science; Physical Science; Agriscience I & II (1 unit combined), Chemistry II, AP Chemistry, AP Environmental Science, Physics I, AP Physics B, AP Physics II, AP Physics C: Electricity & Magnetism, AP Physics C: Mechanics, Biology II, or AP Biology

SOCIAL STUDIES = 4 Units 1 unit from the following:

U.S. History or AP U.S. History

1 unit from the following:

Civics, Government, AP U.S. Government & Politics: Comparative, or AP U.S.

2 units from the following:

Western Civilization, European History, or AP European History; World Geography or AP Human Geography; World History or AP World History; History of Religion;

FOREIGN LANGUAGE = 2 Units 2 units

Foreign Language (2 units in the same language)

FINE ARTS = 1 Unit

1 unit from the following:

Performance course in Music, Dance, or Theatre; Fine Arts Survey; Art I, II, III, IV; Music I, II, III, IV; Speech III & Speech IV (one unit combined); AP Art History, AP Studio Art: 2D Design; AP Studio Art: 3D Design; AP Studio Art: Drawing; AP Music Theory; Drafting

TOTAL = 19 Units

(800) 259-5626, Ext. 1012 custserv@osfa.la.gov www.osfa.la.gov P.O. Box 91202

This core curriculum is accurate as of the date of publication and includes courses listed in TOPS statute and those determined to be equivalent by the La. Board of Regents and BESE. Updated : 08/25/2015

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Middle School Course of Study

Note on TOPS GPA Calculation beginning with the Class of 2018: Beginning with students entering the 9th grade in 2014-2015 and graduating in the 2017-2018 school year and thereafter, the calculation of the TOPS Core Curriculum grade point average (GPA) will use a five(5.00) point scale for grades earned in certain designated Advanced Placement (AP) courses; International Baccalaureate (IB) courses; Gifted courses; Dual Enrollment courses, Honors courses and Articulated courses offered for college credit by the Louisiana School for the Math, Science and the Arts used to complete the TOPS Core Curriculum. The courses currently designated to be calculated on the 5.00 point scale can be viewed at https://www.osfa.la.gov/5scale. At this time, BESE and the Board of Regents have not designated the Honors or Articulated courses that will be calculated on the five- (5.00) point scale. For the designated courses, five quality points will be assigned to a letter grade of “A”, four quality points will be assigned to a letter grade of “B”, three quality points will be assigned to a letter grade of “C”, two quality points will be assigned to a letter grade of “D”, and zero quality points will be assigned to a letter grade of “F”. Note that students earning credit in courses graded on the five (5.00) point scale may earn a grade point average on the TOPS Core Curriculum that exceeds 4.00.

Note on qualifying TOPS GPA beginning with the Class of 2021: Beginning with 2021 graduates, the GPA required to qualify for the Performance Award will be 3.25 and the GPA required to qualify for the Honors Award will be 3.50.

Addendum: This revision was placed on hold the spring of 2020 due to the COVID-19 pandemic. There has been no notification of when it will take effect.

Academic Recognitions Academic Ranking ESA does not academically rank students.

Headmaster’s List To receive Headmaster’s List recognition, a student must earn at least 3.67 ESA grade point average and receive no grade below a B-. This recognition is calculated at the conclusion of each quarter, each semester, and the year.

Honor Roll A student will receive Honor Roll recognition provided he or she earn no grade below a B-. This recognition is calculated at the conclusion of each quarter, each semester, and the year.

Athletic Eligibility LHSAA rules require the following for academic eligibility: Fall semester - Pass 6 units the previous academic year with a C average Spring semester - Pass 6 subjects in the fall semester (no grade stipulation); a seniors who has accumulated 20 or more units may take five subjects/units for the fall semester and must pass all five.

Questions regarding specific eligibility requirements should be addressed to the Athletic Director.

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Awarding of Credit ● To receive credit in a course, a student must ear n a final gr ade of at least D-; however, ESA reserves

the right to require that any student earning a final grade of D+, D, or D- have tutorial summer work.

● Failing a course for the year in the Middle School will r esult in the student having to make up the

work for the year (as directed by the teacher, department chair, and Head of Middle School) or repeat the course. Any course taken at another academic institution must be pre-approved by the Head of Middle School if ESA credit is desired.

● Summer Program Credit All summer pr ogr ams taken as a cr edit cour se must be pr e-approved by the

Head of the Upper School and the appropriate department chair prior to the student's enrollment in the program. Grades earned at institutions other than ESA are not included in a student’s GPA, though will be listed on the transcript noting the appropriate awarded credit if proper documentation is received by ESA at the conclusion of the program.

Grading System ESA uses a standard letter scale (A,B,C, D, and F) with pluses and minuses.

A (90-100)

Indicates superior achievement and outstanding performance in all aspects of a course

B (80-89)

Very good to excellent achievement

C (70-79)

Satisfactory completion of course requirements

D (60-69)

Course requirements completed at minimal level for awarding of credit Unsatisfactory performance with no credit awarded

F (≤ 59)

Computing Grade Point Average ESA computes grade point averages using only grades earned at ESA. In computing GPA, ESA adds 0.67 quality points to grade points earned in Advanced Placement courses and 0.33 to grade points earned in Honors courses. These additional points do not change the grade earned in a course but give it an additional weight when GPA is calculated. The following formula should be used when determining quality points awarded: Quality points awarded for course = (Grade in course + Weight) x Number of credits earned. No weight will be given to a grade of F.

ESA calculates a GPA including pluses and minuses. Letter grades correspond to the following numerical values and grade point equivalent on a student's transcript.

A+ = 4.33 A = 4.00 A- = 3.67

B+ = 3.33 B = 3.00 B- = 2.67

C+ = 2.33 C = 2.00 C- = 1.67 F = 0.0

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D+ = 1.33 D = 1.00 D- = 0.67

Middle School Course of Study

Course Selection Process Grades 6-8 Parent Approval During second semester, each student will select certain options for the following year. Before sixth grade, students choose French or Spanish as their world language. They also decide whether to pursue honors math. Finally, before eighth grade students choose which fine or performing art to pursue. Parents should discuss course choices with their child, confirm that the requests continue to appropriately progress the student through the curriculum and towards an ESA diploma, and finally sign the form indicating their approval of the student’s course selection. Course requests cannot be accepted without a parent’s approval.

Minimum/Maximum Course Load & Selection of Courses All students are required to schedule a minimum of seven courses each quarter. Students planning to compete on an interscholastic team should know current LHSAA eligibility requirements to be sure LHSAA rules are met.

LHSAA rules require the following for academic eligibility: Fall semester - Pass 6 units the previous academic year with a C average Spring semester - Pass 6 subjects in the fall semester (no grade stipulation); a seniors who has accumulated 20 or more units may take five subjects/units for the fall semester and must pass all five.

Questions regarding specific eligibility requirements should be addressed to the Athletic Director.

Submitting Course Requests Eighth grade students will enter their course requests into myESA with their faculty advisor. Once completed, the advisor will check course registration then hand it to the Head of Middle School for final approval.

Scheduling Process Scheduling of courses is done on a priority basis by descending grade level with seniors having first priority. A student’s need to take a course to fulfill a mandatory course requirement for a diploma will supersede seniority.

Change of Schedule All changes to a student’s course schedule must be approved by the Head of Middle School and a parent. The student should obtain a Change of Schedule form from the Head of Middle School only after fully discussing the proposed change with his or her teacher and parents. No schedule change will take effect until the completed form with all signatures has been returned to and approved by the Head of Middle School.

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English Middle school requirement: Reading and Writing Workshop, English 7, and English 8 Department Philosophy: The motto of the Episcopal School of Acadiana is “Excellence from Within.” We believe that excellence has two components: intellectual and ethical. Intellectual excellence is impossible without the ability to formulate ideas in a clear and logical manner. Students gain this ability through extensive reading and writing. We try to foster ethical excellence by exposing our students to the thoughts and judgments of both characters and authors. Reading, writing and various discussions challenge students to formulate judgments based on strong, consistent ethical values. We believe that through reading thoughtfully chosen works and discussing and writing about these works, our students will become better people, growing in their appreciation of individuality, community, and intellectual freedom.

Note: Because ESA English teacher s select their own r eadings within the defined scope of the cour se description, books read in English classes can vary slightly from teacher to teacher and from year to year.

Reading & Writing Workshop Reading & Writing Workshop is designed to build students’ fluency in both reading and writing, to acquaint them with a wide range of appropriate literature and accomplished authors, and to help them become independent in their use of the writing process from developing topics through publishing polished final drafts in a variety of genre. The curriculum is largely student-centered. Novels read in class are a blend of student-chosen and teacher-chosen selections. Likewise, writing topics are a mixture of those selected by the teacher and those selected and developed by the individual student. The course lays the foundation for students’ success in their future English classes at ESA, and it is designed to foster positive attitudes toward reading and writing as lifelong activities.

English 7 English 7 focuses on literature and composition with emphasis on literary analysis, reading comprehension, and writing fluency. Students learn to identify literary devices and elements while studying a variety of both classic and contemporary fiction and nonfiction works. Daily writing promotes fluency and fosters quick thinking; more formal writing tasks introduce the basic skills necessary for quality expository writing.

English 8 Writing is a process, not a single event. This is the central theme of English 8. Nowhere is this idea more evident than in the individual novels created by each student. Every year, students deconstruct the elements of a novel, participate in National Novel Writing Month, and revise and edit their efforts. Other emphases throughout the year include reading, grammar, vocabulary, speech, and other forms of writing, with writing assignments for personal narratives, stories, poems, and impromptu pieces. Readings include The Outsiders, Of Mice and Men, Animal Farm, and a variety of poems, short stories, and creative nonfiction.

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Middle School Course of Study

Mathematics Middle School requirement: Math 6 or Math 6 Honors, Math 7 or Math 7 Honors, and either Pre-Algebra, Algebra I, or Algebra I Honors. *Credit toward graduation is awarded to 8th grade students who successfully complete Algebra I or Algebra I Honors.

Department Philosophy: The conviction of the Mathematics Department is that one learns mathematics best through understanding and practice. There must be a proper balance between theory, practice and application. The student must be actively involved in learning. An environment that allows the student maximum participation in discovery is essential. It is important that the student be significantly challenged according to his intellectual ability and maturity. Graphing calculators and computers are learning tools used throughout the mathematics curriculum.

Math 6 Sixth grade is the year when students begin to apply the basic skills they learned in elementary school to mathematical concepts. This course focuses on understanding math as a concept rather than as a set of numbers and formulae to be memorized. Sixth grade focuses on the rational numbers, diving heavily into fractions and decimals at the beginning along with integers and ending with the equation and graphing skills they will need in seventh grade. Other topics that will be covered are geometry, percentages and the ability to manipulate numbers back and forth between decimals, fractions and percentages. The format of the class includes lectures, class discussions, class activities and group work.

Math 6 Honors Sixth grade is the year when students begin to apply the basic skills they learned in elementary school to mathematical concepts. This course focuses on understanding math as a concept rather than as set of numbers and formulae to be memorized. The honors level goes a step deeper in revealing the significance of each mathematical process. Students are challenged by moving through the curriculum at a faster pace and covering topics that the sixth grade math class does not cover. Students are expected to take part in extracurricular math activities such as the Math Counts program where students practice once a week throughout the school year for the competition held in February. Sixth grade honors math covers the same concepts as sixth grade math, focusing on integers, fractions, decimals, percents and the ability to manipulate between the three different representations. The class also covers geometry, graphing, and equation skills such as solving both one and two step equations.

Math 7 The seventh grade math course focuses heavily on equations. Students start the year by gaining a deep understanding of integers, decimals, and order of operations. As the year progresses, students use these skills along with basic algebraic properties to solve equations and other types of mathematical problems. The goal is to have students understand how to solve problems rather than memorizing formulae. Students will gain a deep understanding of directly proportional relationships and apply this proportional reasoning to topics such as percentages, geometry and early algebra skills. The format of the class includes lectures, class discussions, class activities and group work.

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Math 7 Honors This course is a more accelerated mathematics program than regular seventh grade mathematics. The pace is fast, and students are expected to work more independently. Problem solving, proportional reasoning, variable expressions, graph analysis, probability, and geometry are studied in depth to increase the students’ basic number sense and their ability to do abstract thinking. Emphasis is placed on the development of more sophisticated problem-solving and analytical skills.

Introduction to Algebra This course is designed to prepare students for Algebra I. Special attention is given to graphs and graph analysis, an essential component of understanding algebra. Statistics, probability, and geometry are all covered to increase the students’ basic number sense and their ability to do abstract thinking. There will be a focus on problem solving in the real number system using algebraic expressions and simple expressions, enabling students to view the bigger picture and preparing them for future success in Algebra I. MS Algebra I Credit: 1* The Algebra I curriculum places an emphasis on conceptual understanding and algebra as a means of representation as a tool for problem solving. Manipulative skills, while essential, are a means, not an end. Topics in Algebra I include linear equations and inequalities, systems of open sentences, absolute value equations and inequalities, quadratic equations, linear, quadratic and exponential functions, polynomials and rational expressions, irrational numbers and radicals. * One upper school credit is awarded with the successful completion of Algebra I and the approval of the Math faculty.

Algebra I Honors Credit: 1* The Algebra I curriculum places an emphasis on conceptual understanding and algebra as a means of representation as a tool for problem solving. Manipulative skills, while essential, are a means, not an end. Topics in Algebra I include linear equations and inequalities, systems of linear equations and inequalities, quadratic equations, linear, quadratic functions, polynomials and rational expressions, irrational numbers and radicals.

Since this is an honors course, there will be times when enrichment topics will be included. If time allows, some introduction to Geometry and Algebra II topics will be integrated. * Eighth Grade Algebra I - Successful completion of this course, at the recommendation of the Mathematics Department, fulfills 1 required unit of mathematics for graduation.

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Social Studies Middle School requirement: Louisiana Studies, Cultural Geography, and United States History Department Philosophy: The History Department at ESA wishes to prepare its students to become adults with a profound understanding of their society and their own place in it, while also providing as broad a historical perspective as possible.

This is best achieved by teaching students to view society as a whole by understanding how human beliefs and activities are interrelated. Students will focus on the relationships between events, causes, and field of activity, rather than seeing them as independent of each other. These relationships are taught by specific examples, cases, and situations from the past. The goal in teaching history is not for students to merely learn events from the past, but to also develop the critical and analytical thinking skills that will allow them to succeed at the next level of their education.

Louisiana Studies The theme of Louisiana Studies in sixth grade is “Who we are, Where we are, A whole from many parts.” The main focus of this class is to help students develop an understanding of who they are in the light of the cultures and cultural elements that have built Louisiana throughout its history to what it is today. With this understanding they can choose to be vital citizens of their communities, their state, their country and the world. Students will develop skills in comprehension, analysis, research and verbal, written and visual communication.

Cultural Geography Cultural Geography is a multidisciplinary course in that it relates world geography to the history, current events, government and political systems, economic systems, cultural characteristics’ and traditions of people throughout the world. This is accomplished through the use of maps, graphs and charts, reference materials, electronic media, class discussion and debate, and student research. Students also compose multiple works of reflective and expository writing throughout the course. A Long W alk to W ater by Linda Sue Park is part of a cross-curricular project-based assignment as part of the study of Africa and in conjunction with Science 7.

The autobiography Red Scarf Girl by Ji-Li Jiang is part of the study of East Asia.

United States History and Government The eighth grade history course covers the United States from Columbus’ arrival to Hurricane Katrina, with significant civics and economics components. The students complete two research papers and multiple other essays, with the goal of developing writing and research skills necessary for upper school courses. The course also introduces students to primary documents and fosters analytical skills through close reading of these documents. The chief goal of the course is to introduce and develop the skills that students will need in upper school history courses.

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Science Middle School requirement: General Science, Life Science, and Earth Science Department Philosophy: In the science courses at ESA, science is taught not only as a body of useful knowledge, but also as a method by which we find answers. Students learn science most effectively through discovery-based lessons in which they interact with each other and with teachers to solve problems and to answer questions. Teachers at ESA use the Socratic method in laboratory experiences, field exercises, and in class to encourage student interest and participation. By engaging students one-on-one and in small groups, teachers can address each student's ideas and questions. This method of teaching not only encourages each student to be actively involved in his or her education, but it also fosters academic self-confidence and maturity.

General Science The purpose of this course is to help students develop an intuitive understanding of physical processes that occur all around us. Students will develop their ability to think critically by applying the scientific method to challenges presented in class. Students will also continue to develop research skills to support their investigations. Major skills to be covered will include but are not limited to: using the Scientific Method, measuring in SI Units, reading and understanding science-related articles, researching using internet and library resources, writing lab reports, presenting information to the class, and graphing.

Life Science In this class, students explore and critically question what defines something as living. In pursuit of this, students learn about and examine the structures that make up living things. The course focuses on viruses, bacteria, protozoa, cells, plants, animal groups, human organ systems, and sex education. Throughout the year students participate in discussions based on short readings that deal with some of the most fundamental topics in science. Students develop their observation, communication, and critical research skills through laboratory work, research projects, and group assignments.

Earth Science In 8th Grade Earth Science, we go on a journey through our world and universe. We explore the wonders of cosmology, including stars, galaxies, planets, moons, and black holes! We study the extraordinary scale of the universe, gain an understanding of the miraculous nature of our planet’s existence, and ponder the distant past and very, very, very distant future of the universe. We learn how light is used to study the cosmos, and how light interacts with our earthly surroundings to create a huge variety of visual phenomena that we experience day in and day out! We learn about the forces at work on the Earth itself, its atmosphere, weather patterns, the seasons, the water cycle, extreme natural disasters, and more! We conclude with a study of geology, including earthquakes, tectonic plates, tsunamis, and beyond! All topics of study in this course are supplemented by extensive activities, projects, live demonstrations, and lots and lots of scientifically detailed drawing. There is a large focus on experiential learning in this class. My goal is to stretch your minds and instill in you a strong connection to our world and our universe.

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Middle School Course of Study

World Languages Middle School requirement: French6, French7, & French I or Spanish6, Spanish7, & Spanish I Department Philosophy: The World Language Department at ESA is structured around the intensive study of French or Spanish. Instruction within the department includes not only the usual skills of reading, writing, and listening, but introduces an entirely new way of speaking. Proper use of intonation, appropriate facial expressions, and gestures inherent to native speakers are emphasized along with the obvious use of new sets of vocabulary and grammatical structures.

Instruction is through the immersion method; limited English is spoken in the class after the first few weeks.

Grammatical structure is taught orally throughout the curriculum, as required by given situations, rather than in a structured series of exercises. The ultimate goal of the study of world language at ESA is to demonstrate that a world language can become a natural means of communication and an integral part of life. *Beginning 2020-2021, ESA students will take either the AAPPL in French or in Spanish (ACTFL Assessment of Performance towards Proficiency in Languages), which will provide empirical data on their level of proficiency and the opportunity to work towards receiving a Seal of Biliteracy on their High School Diplomas.

Student proficiency in speaking, listening, and reading will be evaluated at the beginning and the end of each school year. In the state of Louisiana, a level of Intermediate High must be achieved in order to qualify for the Seal of Biliteracy. The results of this exam will help determine and impact a student’s preparedness for future honors level courses in French and Spanish. *One upper school credit is awarded with the successful completion of the French sequence and the approval of the French faculty. *One upper school credit is awarded with the successful completion of the Spanish sequence and the approval of the Spanish faculty.

French

French 6 Sixth grade French works to continue the growth of vocabulary and grammar that students have acquired from the Lower School while allowing new students to ESA the ability to join in the study of the language. Students focus on building a foundation in all aspects of the language, including speaking, reading, writing, and listening. Special attention is given to the ability to communicate orally.

French 7 Seventh grade French is a continuation of the sixth grade French curriculum. The three years of Middle School cover the vocabulary and grammar of the Upper School French I class. Students continue to grow their vocabulary base and understanding of grammar rules. Oral communication continues to be an area of special emphasis. Students who earn Novice High or above on the AAPPL and have an A- or higher in French class are given the opportunity to accelerate to Upper School French II in 8th grade. This allows the student to earn two of the required three World Language ESA graduation credits in Middle School.

French I Credit: 1* Eighth grade French completes the coursework for earning credit for French I. The grade for this course will appear on the upper school transcript. Students who earn Novice High or above on the AAPPL and have an A- or higher in French class are given the opportunity to accelerate to Upper School French II in 8th grade.

The objective of this course is to fine tune all of the fundamental work done in sixth and seventh grade French.

Students will continue to expand their vocabulary with oral presentations, class discussions, and role-playing activities. By the end of the course, students will be able to communicate in the past, present, and 14

Middle School Course of Study

future tenses. They will have a solid understanding of the present, near future and the passé composé tenses.

They will be able to function in a francophone setting, i.e. ask directions, order from a menu, or hold a conversation. These activities will be supported by continued review of everyday expressions and prepositions while learning new vocabulary.

Spanish

Spanish 6 Spanish in sixth grade emphasizes the importance of learning a second language. We cover vocabulary, pronunciation, writing, and oral skills. Students will also learn about Hispanic Heritage in the United States and about Spanish-speaking countries. The goal is to provide activities for students with no previous knowledge of the Spanish language and to increase students’ motivation and desire to learn more about the language, cultures, and traditions. Students will develop skills of pronunciation, grammar, and sentence structure.

Spanish 7 Spanish in seventh grade is the first half of Spanish I credit. Students will be able to demonstrate some basic structure of the language and will learn about Hispanic heritage and Spanish-speaking countries. They will learn to read and write on a basic level. Using this basic level they will be able to communicate in the present tense. The general goals of the course are to acquaint students with everyday Spanish language and Hispanic cultures as well as to provide opportunities for language practice and cultural awareness. Students will be expected to develop the four language skills of speaking, listening, basic reading, and writing, as well as an appreciation of the culture. Students who earn Novice High or above on the AAPPL and have an A- or higher in Spanish class are given the opportunity to accelerate to Upper School Spanish II in 8th grade.

Spanish I Credit: 1* This course is the continuation of Spanish in seventh grade for Spanish I credit. By the end of eighth-grade year, students will be able to demonstrate some mastery of the basic structure of the language and will better understand Hispanic heritage and Spanish-speaking countries. They will learn to read and write on a basic level. Using this basic level they will be able to use the present tense, present progressive, reflexive verbs, and simple past tense. Students who earn Novice High or above on the AAPPL and have an A- or higher in Spanish class are given the opportunity to accelerate to Upper School Spanish II in 8th grade.

Middle School World Languages - Successful completion of the Middle School World Language sequence, at

the recommendation of the World Language Department, fulfills 1 required unit of world language for graduation equivalent to French I or Spanish I.

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Computer Science Middle school requirement: Computer Science 6 & 7 Computer Science 6 ESA Middle School Computer Science curriculum strives for awareness, understanding, and independent use of technology. The course introduces students to problem solving using technology as a tool and a resource for thinking, studying, and working. The sixth grade students take the course during the first quarter to ensure quick emergence into our network and all the technology and software ESA has to offer. Computer skills are acquired through hands-on projects. Sixth grade students at ESA grow into independent computer learners striving to using technology to gather, organize, analyze, synthesize, and evaluate information and ideas.

Computer Science 7 This quarter-long course is an introduction to computer programming. In this course, students will learn basic computer science concepts by creating a dynamic website using modern web technologies. Students will learn how to create webpage content with HTML, style that content with CSS, and add interactive elements to that content with JavaScript. Students will leave the course with a general understanding of how computer programs work and, more specifically, how programs can produce interactive webpages.

Introduction to Religion Middle School requirement: Introduction to Religion Introduction to Religion This course aims to help students understand the religious impulses in humankind that have produced some of the world’s greatest literature, art, music, drama, and culture for thousands of years. Religion is a meaningmaking enterprise, and students will have a chance to see how religions attempt to address the three central “meaning” questions that have guided human inquiry since time immemorial—who are we? Why are we here?

Where are we going?

Students will do so through three main units. The first unit examines larger questions about religion and looks at myths of Creation in various religions as a way of understanding the relationship between humans, God/the gods, and the Cosmos. The second unit covers the major tenets of the five largest world faiths: Judaism, Christianity, Islam, Hinduism, and Buddhism. Students will examine and understand basic concepts and principles related to these faiths. The third unit is designed to help students see religious traditions from the “inside” out—to help them understand that religion is a complex combination of historical, sociological, cultural, and moral/ethical phenomena, irreducible to a simplistic formula. These units, in other words, help students to avoid stereotyping and to see the beauty and mystery at the heart of religious observances. Special effort will also be placed on helping students understand and “own” their own religious tradition.

Ultimately, the course is designed to produce students who are thoughtful, reflective, and informed individuals who have seriously considered the importance of religion in various academic subjects, in contemporary society, and in their personal lives.

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Health & Physical Education Middle School requirement: Physical Education 6, 7, and 8 Physical Education 6 Physical Education is required of all sixth grade students. Fitness components of the course include instruction in both team and individual sports. Instructional emphasis is given to teamwork, sportsmanship and healthy lifestyles. Basic body weight exercises and cardio are introduced.

Physical Education 7 Physical Education is required of all seventh grade students. Fitness components of the course include instruction in both team and individual sports. Instructional emphasis is given to teamwork, sportsmanship and healthy lifestyles. Cardio, body weight, strength, and resistance training are introduced.

Physical Education 8 Physical Education is required of all eighth grade students. Fitness components of the course include instruction in both team and individual sports. Instructional emphasis is given to teamwork, sportsmanship and healthy lifestyles. Cardio, body weight, strength and resistance training form and technique is introduced in the eighth grade P.E. class.

Interpersonal Communication Middle School requirement: Life Skills Life Skills Life Skills is one of four quarter-long courses sixth graders take. Taught by the school counselor, the course offers students an opportunity to discuss, in a safe and supportive environment, issues and concerns that characterize this stage of development. The specific content of the course may vary with the needs and interests of each particular group of students, but common topics include: decision-making, stress management, dealing with peer pressure, study habits, and communication skills.

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Middle School Course of Study

Visual Arts Middle School requirement: Art 6 and Art 7

Department Philosophy: The ESA visual arts program provides a learning environment that stimulates and maximizes the creative and artistic potential of each student. The learning experience emphasizes creative problem solving and critical thinking. We passionately believe that the experiences of creating and contemplating art are essential for each student’s development into a full person. The arts foster creativity, self expression, and awareness of the world around us, and are an important part of fulfilling ESA’s mission to challenge students to develop intellectually, spiritually, and physically. Through art classes, students actively engage in the process of creating art and develop habits, skills, and ways of seeing that enhance their lives on many levels. Students are challenged to use creative problem solving strategies and to experience first hand the failures, successes, and frustrations of producing art. Emphasis is on the quality of experience and creative process, rather than product, for student evaluation.

Art 6 The foundation of Art 6 is artistic thinking. Artistic thinking reaches beyond the art classroom. In art, students will be challenged to problem solve, make choices, and take risks. There will be opportunities for students to continue to build confidence through the practice of different aspects of the creative process. Art benefits students by cultivating self esteem by introducing them to different kinds of literacy. They develop unique forms of expression reflecting reasoning, imagination and dexterity. They will explore technology and media working in conjunction with the technology department in the creation of art work to learn to adapt to the future and change.

Art 7 Art 7 builds on the foundations of Art 6 where the focus is artistic thinking. Artistic thinking reaches beyond the art classroom. In art, students will be challenged to problem solve, make choices and take risks. There will be opportunities for students to continue to build confidence through the practice of different aspects of the creative process. Art benefits students by cultivating self esteem by introducing them to different kinds of literacy. Students add a year to the experiences of sixth grade and develop unique forms of expression reflecting reasoning, imagination and dexterity based on these experiences Through a connection with the technology department, they will explore new technology and media in the creation of art to learn to adapt to the future and change.

Design Foundations Credit: 0.5* Prerequisite for all upper school visual art courses.

This course is designed to offer students a foundation in the visual arts. During one semester students will explore a variety of media to create works in 2D and 3D. By tailoring projects to the understanding and manipulation of the elements and principles of design, the goal is for students exit the class fluent in the language of visual arts. Students will develop their ability to critically analyze, discuss, and evaluate work made by themselves and others. Design Foundations will also offer students some insight into the skills, knowledge and technical applications necessary for the upper level Art courses offered at ESA. * One half of an upper school credit is awarded with the successful completion of Design Foundations and the approval of the Visual Arts faculty.

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Middle School Course of Study

Performing Arts Theatre Middle School requirement: Theatre 7 Department Philosophy: The Upper School Performing Arts Department will offer a wide variety of creative outlets, each with performing opportunities. It is a goal of the department to help students develop their theatrical talents and musical creativity. Students may perform both at school and in the surrounding communities. Each ensemble and drama class will expose the students to a wide variety of artistic genres, ultimately creating a life-long enjoyment of the performing arts.  Theatre I must be completed before a student may take advanced courses in theatre.

Theatre 7 There are a variety of goals in Drama 7. This quarter –long elective provides exposure to basic theatre terminology and the application of it, draws out creative skill building through improvisational exercises, creates an introduction to scripts, adaptation, and to playwrighting, and promotes increased confidence through performance opportunities, public or in class. Both Theatre 7 and Theatre I seek to cultivate and strengthen talent through extra-curricular activities, such as a middle school student's participation in the spring musical and field trips in the Lafayette community.

Theatre I Credit: 0.5* Theatre I builds upon the fundamentals and opportunities introduced in the 7th grade class and serves as a formal introduction to theatre. Class also involves the following components: more building upon basic terminology and creative skills, a more sophisticated look into playwrights and scene work, a study of the history of theatre in various cultures, and an introduction to Shakespeare from a theatrical standpoint. The semester-long class culminates in a small, public performance. Both Theatre 7 and Theatre I seek to cultivate and strengthen talent through extra-curricular activities, such as a middle school student's participation in the spring musical and field trips in the Lafayette community. * One half of an upper school credit is awarded with the successful completion of Theatre I and the approval of the Performing Arts faculty.

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Middle School Course of Study

Performing Arts Music Music 6 Music 6 is a quarter-long sixth grade music class that focuses on the basic understanding of chord structure through learning how to perform basic harmony, melody and rhythm through the medium of singing and playing various melodic instruments. The student will be introduced to many instruments and have a chance to try different ones out, such as the marimba, the ukulele, the piano, guitar, percussion, brass, woodwind and many other stringed instruments. The student will have a chance to put it all together with a group project by the end of the quarter . We will also touch on basic knowledge of different styles and genres of American Popular music from early jazz and blues to modern day rock-and-roll. In this class we will spend time learning performance etiquette and group and ensemble dynamic. Each class will participate in at least one performance depending on the time of year in which they are enrolled in the class (Eucharist services, Lessons and Carols, Graduation).

Music 7 Music 7 is a quarter-long seventh grade music class that focuses on the basic understanding of chord structure through learning how to perform basic harmony, melody and rhythm through the medium of singing and playing various melodic instruments. This is just a more in depth look at many of the elements that we focus on in the 6th grade. This is the year that the students will figure out what instrument they want to play and start pursuing that instrument more in depth, whether it is the marimba, the ukulele, the piano, guitar, percussion, brass, woodwind or string instrument; the student will have a chance to put it all together with a group project by the end of the quarter. We will take a closer look at the different styles and genres of American Popular music from early jazz and blues to modern day rock and roll. In this class we will spend time learning performance etiquette and group and ensemble dynamic. Each class will participate in at least one performance depending on the time of year in which they are enrolled in the class (Eucharist services, Lessons and Carols, Graduation).

Music I Credit: 0.5* Music I is a vocal and instrumental class that promotes musical performance and fundamentals through the historical analysis of the evolution of American Roots Music. The study of theory, rhythm, improvisation, song form, and song writing provide the frame four study. Music I is a foundations course that helps students understand the fundamentals of music theory, sight reading, and aural techniques so they may develop a sound foundation for their future in music. While enrolled in Music I, the students will also gain the confidence, knowledge and etiquette that one needs to perform successfully as an individual and in an ensemble. Through this course you will find your personal strengths in music and choose an instrument that best fits you.

Choir I Credit: 0.5* This is a course offered to current and aspiring singers in 8th grade, regardless of their previous choral experience. The core curriculum explores basic vocal technique, music theory, and history as it relates to Blues, Jazz, musical theatre, Gospel, Folk, R&B, Rock, Hip Hop, and other genres. This exploration takes place on a solo, small group, and large group performance level, as well as lecture and extensive listening. In addition, students are expected to work individually and in small groups on a self-guided curriculum to explore areas of particular interest in further detail. Students are expected to participate in one evening concert each quarter as a major part of their grade. * One half of an upper school credit is awarded with the successful completion of Music I and the approval of the Performing Arts faculty.

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