Middle School Course of Study 2019-20

Middle School 2019 - 2020 Course of Study

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Table of Contents Introduction Course Sequence Course Registration Extra Help and Tutoring Middle School Academy Bridge Program Schedule, Time, & Reporting Grades and the Honor Roll General Description of Academic Grades General Description of Effort Grades Honor Roll Effort Honor Roll Academic Warning and Probation Departmental Overviews & Course Descriptions World Languages Humanities English History Science Mathematics Health Performing Arts Requirements Technology, Design, & Making Art Wednesday Afternoon Activities Fall Winter Spring Athletics

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Introduction Wooster’s Middle School curriculum is designed to provide students opportunities to develop the skills, dispositions, and knowledge for Upper School and beyond. Consistent with the developmental needs of this age group, we intentionally create chances for students to safely explore new passions, new ideas, and new identities. We offer a broad and diverse array of challenging classes that strengthen students’ core skills and help them solidify the base that will be further entrenched in Upper School. First and foremost, our curriculum aims to teach students how to learn, think, and communicate, as we see these fundamental skills as the basis upon which they will become lifelong learners.

Course Sequence The following is an overview of the Middle School curriculum. Course descriptions and departmental philosophy can be found later in this document.

English

English 6: The Writer & Reader in You English 7: Collaborative Reading & Writing English 8: Literacy to Change Our World

History

World Geography: People, Places, & Interactions World Cultures: Archaeology, Ancient Cultures, and People Today American History: Topics, Trends, & Turbulence

Science

Physical Science Life Science Earth Science

Language

Spanish 6 Spanish 7 Spanish 8

Math

Math 6: Arithmetic to Algebra Math 7: Strengthening Algebraic Thought Introduction to Algebra Honors Algebra I Honors Geometry

Technology

Introduction to Robotics Introduction to Programming Technology and Making 8

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Art

Art Foundations Art I Art II

Digital Media

Digital Media 6 Digital Media 7 Digital Media 8

Health

Health 6 Health 7 Health 8

Music

Chorus I Chorus II Band I Band II Chamber Ensemble Rock Band Percussion Ensemble

Theater

Acting I Acting II MS Spring Musical & Technical Theater (After School)

Course Registration Every spring, Wooster conducts school-wide course registration. This generally occurs in early April and is completed via the School’s course management software, OnCampus. We send ample notification and directions at the time of course registration so everyone has the information needed to enroll.

Requests for placement in specific course sections to accommodate students’ teacher preferences cannot be granted. The School reserves the right to cancel or limit enrollment in any course listed.

Extra Help and Tutoring The academic life of Wooster is strengthened by a program of extra help offered by our teachers and also additional tutoring from our tutors. Middle School students may schedule appointments with their teachers during any free period, which for most students occur during AES - a daily period in the morning for extra help and enrichment - or during a study hall. If more support is needed, Wooster has a tutoring system in place for an additional fee. Families of students having protracted difficulty meeting the academic expectations of the School may be urged to seek educational testing to pinpoint challenges or rule out possible causes.

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Middle School Academy In their first trimester of Middle School, all sixth grade students are enrolled in a study skills program we call the Middle School Academy. This program, taught by a Wooster teacher with a background in executive functioning and study skills, is intended to help our students transition to Middle School. Working with the sixth grade teachers, the instructor seeks to help the students cultivate foundational skills and dispositions: time management, organization, note-taking, communication, and independence and agency, to name a few.

Bridge Program The Bridge Program is an academic remediation and support program designed to provide students the tools and skills necessary to be successful in school and as lifelong learners. All Middle School Bridge students meet with their Bridge teachers outside the typical learning environment in a Bridge Support course for re-teaching, skill-based learning opportunities, and executive functioning reinforcement -- as related to the specific learning goals of their academic disciplines. Bridge teachers collaborate with core academic teachers regularly, manage each Bridge student’s Wooster Educational Plan, and serve as a liaison between school and home on all academic matters of the students’ experience.

6th & 7th Grades In the 6th and 7th grades, Middle School Bridge students participate in mainstream courses for science, history, and co-curriculars. Bridge Literacy and Bridge Math courses are available for Bridge students who require an additional layer of academic remediation.

8th Grade By design and in preparation for Upper School, students in the 8th-grade model are fully mainstreamed. Bridge teachers push into the classrooms of the core disciplines to provide direct services in the classroom, and work with students outside those classrooms in a support setting.

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Schedule, Time, & Reporting Linked here, you will find our Middle School schedule. This is intended to give you a sense of how we have chosen to apply time in our daily and weekly schedule, and also provide you a sense of when the classes you will read about below meet. Note that all letter periods expect for G are dedicated to academic classes and co-curriculars in Digital Media, Health, Art, and Technology. PM 1 is when the Performing Arts - Music and Theatre - meet. Students may also have a study hall in those time slots.

Our academic year is broken into three trimesters of approximately eleven weeks. After each, we issue report cards and honor rolls approximately two weeks following the term’s conclusion. Report cards contain academic and effort grades and a personalized narrative contextualizing students’ progress and grades. Please note that we do not give grades to sixth grade students in their first trimester. We intentionally do this to help provide them time to acclimate to Middle School and its new systems and teachers. Beginning in trimester 2 and for the remainder of their time in Middle School, students receive grades.

We host Parent-Student-Teacher Conferences in both the fall and spring to further review student progress. We also intend that Conferences provide an opportunity for our students to develop agency and communication skills, and to take ownership of their educations. Having the students think about their own thinking (metacognition) is a key strategy, shown through the latest brain and educational research, to improve students’ learning.

Grades and the Honor Roll Wooster students receive both academic and effort grades. Wooster’s academic grading scale is predicated on a 1 - 6 scale, the gradations of which are described below. Similarly, definitions of our P - E effort grading system are below. Note that all sixth grade students, as part of their transition to Middle School, only receive Pass / Fail academic grades in their first trimester in Middle School.

They do, however, receive effort grades.

Wooster’s Grade Scale Grade

Percentage

Description

6

98 - 100

Superior

5+

95 - 97

5

90 - 94

4+

87- 89

Excellent

6

4

80 - 86

Good

3+

77 - 79

3

70 - 76

2+

67 - 69

2

60 - 66

Passing

1

≤59

Insufficient for credit

Satisfactory

P/ F/ INC

Pass / Fail / Incomplete

General Description of Academic Grades 6: Superior. This student’s mastery of course content is essentially flawless and exceptionally consistent. She very rarely misses an opportunity to transfer learned concepts to novel contexts. She not only completes assignments but also extends her learning beyond them. This is the A+ of other schools.

5: Excellent. While an occasional error may occur, this student’s control of fundamental course content is thorough and consistent. He can transfer his understanding to novel contexts regularly, though a small number of misidentifications do occur. This is the A of other schools.

4: Good. This student’s grasp of course content is strong, but does have some gaps. While she can often transfer her understanding to novel contexts, sometimes she cannot “see” the application without a prompt. This student’s grades may demonstrate some inconsistency. This is the B of other schools.

3: Satisfactory. This student has met basic expectations for understanding core course content. He sometimes can transfer his understanding to novel contexts, but does not do so reliably. His understanding and therefore grades is often inconsistent. This is the C of other schools.

2: Passing. This student’s understanding of course material has significant gaps. She has great difficulty transferring what she has learned to novel contexts on her own, and may even struggle when given an initial prompt. There is, however, enough understanding of core content to warrant that the student receive credit. This is the D of other schools.

1: No credit. Due to any number of reasons, this student’s understanding of course material is insufficient to earn any credit. This is the F of other schools.

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General Description of Effort Grades (E)xcellent: Students who earn this distinction leave no question as to their giving complete effort to their work in and out of the classroom. They actively ask pointed questions in class, seeking to clarify not only their understanding of content but also course learning intentions and success criteria. They actively seek feedback from their teachers and peers - in and outside of class time - and respond accordingly. Their homework is in on time and, if not, they have e-mailed you with an explanation.

(G)ood: Students who earn Good effort grades are indeed working hard, but there is evidence to suggest that they have some more to give. They sometimes miss or avoid opportunities for communication around misunderstanding or homework. They are mostly attentive in class, generally seek feedback both in class and sometimes through e-mail, and ensure their homework is complete on a regular basis and with attention to detail.

(S)atisfactory: Students receiving Satisfactory effort grades put in enough effort to ensure their work is fundamentally complete and generally on time. They are often attentive in class, but can at times slip “offline.� They sometimes will seek feedback about their performance - often in spurts but are inconsistent in doing so. These students rarely seek help outside of class time, though on occasion they will schedule an appointment, particularly after warning notices.

(F)air: Students earning Fair effort grades do not convince us they are putting in more than the minimum effort needed to get their work off of their minds. Their work is often incomplete, late, and/or messy. They are often passive in their learning experience, choosing most frequently to wait for feedback, as opposed to seeking it out. These students do, however, inconsistently and infrequently engage in their learning process, completing aspects of assignments well and being attentive in class.

(P)oor: Poor is the lowest effort grade given at Wooster. It communicates that a student is essentially not engaged in the learning process and may actively be avoiding it. These students’ homework is almost always late, incomplete, or never received. They have a disposition which indicates that they seemingly do not care about their work. They rarely respond to feedback. In class they can be disruptive, sometimes intentionally.

Effort grades of (G), (S), and (F) can have pluses and minuses attached to them, indicating performance at the top or bottom of the range.

Honor Roll Grade point averages are calculated by an average of all graded classes, factoring in the credits earned for each course. (Pluses are worth 0.5 for averaging purposes.) Recognition is awarded as articulated below. Any failing grade, including in a Pass/Fail course, disqualifies a student for Honor Roll distinction. The same is true for any grade of INCOMPLETE, until it is resolved.

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High Honors ≼ 5.25 Honors: 4.5 - 5.24 Effort Honor Roll Students who earn all effort grades of Good or above are awarded distinction on Wooster’s Effort Honor Roll.

Academic Warning and Probation A student earning multiple grades of 2 or failing a course for consecutive trimesters is automatically placed on Academic Warning. A similarly unsatisfactory record of achievement or effort in classes or on exams may also result in Academic Warning. A student failing two courses for the first time at the end of any trimester or the end of the year is automatically placed on Academic Probation, which jeopardizes the student’s status at Wooster.

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Departmental Overviews & Course Descriptions World Languages Students in Wooster’s World Language courses focus on increasing proficiency with regard to the four skills of the ACTFL standards: reading, writing, listening, and speaking. Speaking skills improve through the consistent use of language in and out of the classroom. As the level of language knowledge increases, students are increasingly expected to participate aurally, orally, and in written form in Spanish.

Under normal conditions, if a student passes, progress to the next level of the language is automatic.

However, a grade of 2 or a poor performance on the final exam may indicate a weak foundation that could impede progress and success at the next level. Therefore, at year’s end, the Department will evaluate appropriate placement for the following school year for those students earning such grades.

One potential outcome of that evaluation is required summer work in the language and a re-exam in order for the student to be permitted to enroll in the next level of the language.

Spanish 6 3.0 credits AY 6 In Spanish 6, students making connections with prior language experience and begin practicing speaking and creating in the target language. Many group and pair activities help students practice communicating in Spanish. Songs, skits, and cultural events enrich the formal study of world languages and make it fun as well as informative.

Spanish 7 3.0 credits AY 7 In Spanish 7, students are expected to communicate in the language with emphasis on listening comprehension and speaking skills, whenever possible. Students are introduced to the culture of Spanish-speaking regions and accentuate the relationship between language and culture. From the beginning, students also continue to develop their aural and oral skills, together with simple reading and writing skills, focusing on the phonetics of the language to aid in spelling and pronunciation.

Emphasis is placed on basic comprehension, both oral and written. Students have the opportunity to make presentations in Spanish and are encouraged to research information concerning Spanishspeaking countries.

Spanish 8 3.0 credits AY 8 Students in Spanish 8 continue their studies at the novice level, and aim to establish proficiency in the areas of interpretive communication (reading, viewing, listening); interpersonal communication (writing, speaking); and presentational communication (writing, speaking), as well as building cultural awareness. Students refer to guidelines established by ACTFL (the American Council on Teaching of Foreign Languages), which are a description of what individuals can do in speaking, writing,

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listening, and reading in real-world situations in a spontaneous context. Students in Spanish 8 will be expected to advance from the novice-low through the novice-mid or novice-high levels.

College Preparation: Language & Culture (CPLC) 3.0 credits AY 8 CPLC is a mandatory course for all International Students at Wooster. The course focuses primarily on the development of students’ language skills of reading, writing, listening, and speaking, and is leveled according to ability. Additionally, the course focuses on editing writing for outside academic classes. American history and culture are also covered, particularly as they are relevant to attending college in the United States.

Spanish I and Spanish II 3.0 credits AY 6-8 Occasionally, students come to our Middle School with advanced Spanish language skills. In instances like this, we have students take a placement test to ascertain if they would be better served in a higher level course, which sometimes is beyond the scope of the Middle School curriculum. In some instances, this may mean attempting to schedule that student in an Upper School course such as Spanish I or Spanish II. Important to note is that, in doing this, there are sometimes impacts on the student’s other Middle School curriculum.

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Humanities Humanities classes strive to teach students how to ask questions, gather information, organize and evaluate that information and then share it with others in a way that leads to further inquiry. There are a multitude of skills taught in order for the students to engage in this self-perpetuating learning circle, but the essential ones are reading, writing, and conversation. All three skills are taught and refined to help the students improve their thinking. To facilitate this process, Humanities classes implement metacognitive techniques, Visible Thinking routines, as well as student-teacher meetings to review progress.

English English 6: The Writer and Reader in You 3.0 credits AY 6 Reading, writing, listening and speaking comprise the most important skill sets we need to have to be successful in today’s world. In Reader’s Workshop, students will read books as a class and independently. In all reading endeavors, our goals are to foster a love of reading, deepen students’ understanding of the world, explore characterization and literary elements, and practice comprehension strategies. During Writer’s Workshop, students will deepen their understanding of narrative and informative writing and respond to literature in a variety of ways, including participating in class discussion and crafting written reflections. Vocabulary and grammar will be embedded throughout the year.

English 7: Collaborative Reading & Writing 3.0 credits AY 7 English 7 continues to develop students skills related to reading, writing, listening and speaking via Reader’s and Writer’s Workshop. Students will read books as a class and independently to foster a love of reading, deepen their understanding of the world, explore characterization and literary elements, and practice comprehension strategies. During Writer’s Workshop students will respond to literature in a variety of ways, including participating in class discussions, crafting written reflections, composing argument, research and informative pieces. Students’ understanding of language is enhanced through the study of grammar and vocabulary which will be embedded throughout workshop lessons.

English 8: Literacy to Change Our World 3.0 credits AY 8 Students read various genres and practice active reading strategies with multicultural short stories, whole class novels, independent reading, and poetry. Eighth graders apply elements of the writer's craft to both informal and formal writing pieces: informative, argument and narrative writing. Using the Writer’s Workshop model, students will also write structured pieces such as literary and persuasive essays, with a deeper focus on argument and research. Throughout the year, students work independently and collaboratively, within the classroom and digitally. They continue building 12

on and reinforcing their foundation of grammar usage, syntax, mechanics, and word study. While focusing on the core dispositions of empathy, responsibility, independence, and resilience, students will hone their reading, writing, thinking, organization, time management, and collaboration skills.

History World Geography: People, Places & Interactions 3.0 credits AY 6 The sixth grade curriculum, involves the study of world geography and how people live. The skills stressed are those that students need to be successful: reading comprehension, answering questions, writing essays and analyzing information. Current Events is integral part of the curriculum; students will read articles as part of their preparation for class activities, including summarization and interpretation. Note taking and properly answering questions are important parts of the sixth grade curriculum. These skills will be taught and stressed throughout the year.

World Cultures: Archeology, Ancient Cultures & People Today 3.0 credits AY 7 The seventh grade curriculum, involves the study of anthropology, ancient history and the world today. The skills stressed are those that students need to be successful: reading comprehension, answering questions, writing essays and analyzing information. Current Events is an integral part of the curriculum; students will read articles as part of their preparation for class activities, including summarization and interpretation. Note taking and properly answering questions are important parts of the curriculum. These skills will be taught and stressed throughout the year.

American History: Topics, Trends & Turbulence 3.0 credits AY 8 This course focuses on one major historical theme per trimester: in the fall, Government and Politics; in the winter, War and Conflict; in the spring Cultural Shifts. The material presented as part of each theme is structured to cover relevant historical events, the context in which the event took place, the motivation of the primary decision makers, and the impact of those decisions on future generations of Americans. Further, the course examines and analyzes how the “social pendulum�, which identifies the country’s cultural mood and social conscience, is in constant motion and continually influences the priorities of the American people.

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Science “If it isn’t hands on, it isn’t science.” This maxim underscores our Middle School science curriculum. Our faculty combine their real-world experience with a passion for incorporating openquestion research into students’ experiences. Developing a basal understanding of inquiry, research, the scientific method, and articulation of that knowledge in the written and spoken word and using digital media, are core departmental goals.

Physical Science 3.0 credits AY 6 The ocean defines and dominates everything about our planet. It covers most of our earth, is home to most of the life here, regulates our weather and climate, provides most of our oxygen, and feeds much of the human population. In 6th grade science students explore our oceans through a collection of hands-on/minds-on activities focusing on physical, geological, and biological concepts that are fundamental in ocean science. Using a problem-solving approach students are exposed to key concepts including density, pressure, buoyancy, energy, climate change, ocean acidification, and overfishing. The curriculum features hands-on learning, experiments, scientific inquiry skills and data explorations.

Life Science 3.0 credits AY 7 This course introduces students to the world of Life Science using a holistic approach. In the fall, the focus is on the characteristics of life as well as cell structure and function. In the winter, the focus shifts to plant life and animal structure and function. In the spring, students study ecology through a wide-range of hands-on experiences in the outdoor classroom. Throughout each theme, connections are made to the relationships that exist between and among living organisms and the environment. Regular use of microscopes and other basic lab equipment encourages students to engage and participate in investigation and inquiry.

Earth Science 3.0 credits AY 8 Earth Science explores the natural history and natural processes that influence the lives of students on a daily basis. Through reading, discussion, research, writing, and outdoor exploration, students are encouraged to relate global phenomena to local experiences. The primary areas of focus include: methods of scientific inquiry and ‘scientific thinking’; the composition of matter; the Earth, Sun, and Moon system; solar system exploration; stellar history, influence, and exploration; atmospheric dynamics and meteorology; oceanic circulation; landscape formation and plate tectonics. Within these areas, emphasis is placed on developing analytical dispositions and student skills that support the assimilation and expression of understanding.

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Mathematics We have created our curriculum with the view that growth in the understanding of fundamental mathematical ideas is a continuing and ordered process. We plan course offerings to give students recurring and varied contact with the essential principles, processes, language, and notation of mathematics. Discovery, logic, brainstorming, analogy, and other techniques introduce and reinforce concepts. Regular homework provides students the practice necessary to master the manipulations and notions discussed in class. Computers and graphing calculators are used to facilitate computations after basic skills have been learned. The department aims to adhere to the standards set forth by the National Council of Teachers of Mathematics.

The core study of mathematics in Middle School focuses on pre-algebra (Math 6, 7, Introduction to Algebra), Algebra 1, and, for advanced students, Geometry and Statistics.

Math 6: Arithmetic to Algebra 3.0 credits AY 6 This course serves as a bridge from arithmetic to algebra, reviewing foundational mathematics while offering exposure to algebraic concepts. While grappling with these topics, students develop learning strategies to support their investigation of mathematics. Students in this course engage in myriad activities (interactive, hands on, reflective, observational, analytical, multimedia) aimed at creating an enriching experiences that foster an appreciation for mathematics as well as learning. Upon completion of Math 6, students who demonstrate mastery of the curriculum enroll in Introduction to Algebra. Students who would benefit from additional opportunities to explore Math 6 concepts enroll in Math 7.

Math 7: Strengthening Algebraic Thought 3.0 credits AY 7 This course is a pre-algebra course, the primary purpose of which is to prepare students to begin studying Algebra I the following year. Much of the curriculum is dedicated to building both math skills and student confidence. Strengthening basic math skills at a slow and measured pace affords each student the ability to develop confidence in their abilities to execute those skills when they need to be applied to the complex, abstract concepts that they will see in Algebra 1. Throughout the year, great emphasis is placed on the ability to show evidence of logical thinking on the page. Showing work and being clear in responses is an essential aspect of the work.

Introduction to Algebra 3.0 credits AY 6-8 Taking Introduction to Algebra and Honors Algebra 1 is equivalent to completing a full year, high school Algebra 1 course. The Mathematics Department believes that a gradual introduction to the basic concepts of algebra over two years better serves the needs of the majority of students than the combination of an additional year spent reviewing arithmetic and a hurried year of algebra. The lack

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of an additional year of arithmetic, however, cannot simply be dismissed. Consequently, appropriate bolstering of required skills will be provided as necessary during the two years.

Honors Algebra 1 3.0 credits AY 6-8 Taking Introduction to Algebra and Honors Algebra 1 is equivalent to completing a full year, high school Algebra 1 course. The Mathematics Department believes that a gradual introduction to the basic concepts of algebra over two years better serves the needs of the majority of students than the combination of an additional year spent reviewing arithmetic and a hurried year of algebra. The lack of an additional year of arithmetic, however, cannot simply be dismissed. Consequently, appropriate bolstering of required skills will be provided as necessary during the two years.

(Honors) Geometry & Statistics 3.0 credits AY Prerequisite: Algebra I Topics in this course include dimensional analysis: perimeter, area and volume; notions of parallel and perpendicular, analysis of triangles, similarity and congruence; introduction to right triangle trigonometry; the Pythagorean Theorem and relationships in special right triangles; circles and their properties; geometric probability and properties of quadrilaterals and other polygons. The second half of the year will focus on statistics and probability. Topics include organization and display of data, measures of central tendency and variability, bivariate data and correlation, and probability.

This course requires a graphing calculator, preferably a TI 84 Plus Silver Edition.

Health Health 6, 7, 8 0.5 credits F,W,S 6-8 The Wooster Health curriculum is a planned program of learning experiences which motivate and prepare students to promote and ensure the quality of individual, family, and community health. The Health program enables students to grow in self-awareness and to develop skills for effective decision making. The program is responsive to student generated concerns and increases knowledge of health issues, while encouraging the development of positive health practices. Recognizing that parents and guardians are the primary educators of their children in this regard, these programs are designed to complement and support what is being done at home.

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Performing Arts “The true purpose of arts education is not necessarily to create more professional dancers or artists.

[It’s] to create more complete human beings who are critical thinkers, who have curious minds, who can lead productive lives.” - Kelly Pollock. Wooster believes that participation in music is a vital component of a well-rounded education and is integral to the school’s philosophy of fostering relationships and community. We are thus committed to providing students experiences that are communal, social, and musical. Neuroscience shows that singing in a group releases endorphins and oxytocin, reducing stress and producing feelings of happiness, regardless of the singer’s skill. The performing arts program contributes to the culture and community of the arts through, music ensembles, electives, and theatrical productions.

Course grading is based on displayed understanding and application - in class and at home - of musical/theatrical concepts (competencies) and public performances. Effort is assessed through behavior, attitude, and willingness to seek extra help. Additional time commitments are expected from ensemble members for on- and off-campus performances and will be communicated in advance. The required concert dress code is found in the Community Handbook.

Requirements All 5th - 8th grade students are required to participate in any one music ensemble: Chorus, Band I or II, Chamber Ensemble, Rock Band or Percussion Ensemble. Participation in Band II, Chamber Ensemble and Rock Band requires prior experience on an ensemble-appropriate instrument. Note: Chamber Ensemble no longer accepts piano students. Enrollment in any ensemble is at the discretion of the director and may require an audition to ensure the best placement for the student.

Additional Opportunities for Exploration in the Arts Acting Workshop is a full-year, weekly elective to offer more personalized attention and structured learning environment. Additionally and if not on a sports team, students may explore music and the theater further through Wednesday Afternoon Music Classes (Musical Theatre, Percussion, Guitar Ensemble). As they are only one day per week, these enrichment opportunities do not count towards the all-year requirement for 7th and 8th graders. Students may also participate in our Applied Instrumental Music program, wherein they can study privately with an instructor for additional fee. To discuss instruments and faculty available, please contact the Performing Arts Coordinator, Claire Simard, at claire.simard@woosterschool.org.

Chamber Ensemble 1.0 credit AY 6-8 This ensemble is primarily a strings group but can expand to include winds and brass. Note: pianists are no longer allowed to participate in Chamber Ensemble. Performance of classical music is the group's primary focus, but we incorporate lighter selections as well. Because of the repertoire demands, any student wishing to be in this group must be studying their instrument privately. Students considering

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joining the ensemble should have studied an instrument for two years or more, know the fundamentals of music, such as major scales, and have the ability to read music. Enrollment in this course requires permission from the instructor and may involve an audition.

Rock Band 1.0 credit AY 6-8 Rock Band is open to students who study vocals, guitar, bass, piano, and drums. The music performed varies but in general covers the many subgenres of rock and modern popular music.

Students may be grouped into smaller ensembles based on instrument, ability, and musical preference. Instrumentalists should have at least one year of private music instruction and should be studying privately through the duration of the class. We teach improvisation, chord chart interpretation, and rhythm section techniques. The group will perform throughout the year, at concerts and other events.

Percussion Ensemble 1.0 credit AY 6-8 Students will get hands on experience playing the djembe and other hand percussion. The class will get familiar with African, Brazilian and Latin rhythms. We’ll listen to world music and break down the percussion parts. The class will also study basic rhythmic notation and form a cohesive ensemble. We will also explore the different methods involved in playing these styles: call and response; theme and variation; and soloing.

Band I 1.0 credit AY 5-6 The beginning band course is designed to introduce students to instrumental ensemble playing, or for students with prior band experience who are switching to a new instrument. Students may choose between, flute, clarinet, saxophone, trumpet, trombone, or percussion. Throughout the year, students will learn techniques specific to their instrument of choice while becoming musically literate with emphasis on notes, rhythm, and expression. Daily practice is expected.

Band II 1.0 credit AY 6-8 This is a course meant for students with at least one year of band experience. Instrumentalists will continue to build on skills learned in the beginning band and will look to expanding range, adding more complex rhythms and overall more challenging musical material. In this course, some students may choose to switch to oboe, French horn, baritone, or tuba with director permission.

Chorus I 1.0 credit AY 5-6 Chorus I provides a musical foundation, love of singing and familiarity with everyone’s own natural instrument, their own voice. Via a fun and interactive process, students will sing from the vast canon

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of vocal repertoire as well as pop and Broadway songs, while learning correct vocal technique, music fundamentals, and performance skills. Chorus performs in both the Winter and Spring concerts, thereby developing skills of confidence and poise. Written and oral assessments will track students’ musical progress as they become musically literate and expressive singers.

Chorus II 1.0 credit AY 7-8 Chorus II offers 7th and 8th Grade students the opportunity to strengthen their musical foundation and prepares them for singing in an Upper School chorus. Music literacy is continually stressed, with students reading their music from a vocal score and singing in 3-part harmony. The selection, preparation, and performance of music highlights students’ mastery of these skills. Students will gain poise and self-confidence as well as develop the musical skills for a lifetime of musical enjoyment through the participation in chorus.

Acting I 0.5 credit F,W,S 5-6 May be repeated for credit.

Open to fifth and sixth graders, this is an introductory class which features improvisation, theater games and acting exercises. Students will also gain an insight to the culture of theater: its vocabulary, etiquette, superstitions, and traditions. During the winter trimester, the acting class will collaborate on an original show.

Acting II 0.5 credit F,W,S 7-8 May be repeated for credit.

Students in this class will explore the craft of acting more deeply by tackling scripted material. We will discuss the tools an actor uses (voice, posture, facial expressions, accents, costumes‌) and try them out. During the winter trimester we will present a showcase of scenes, monologues and songs.

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Technology, Design, & Making In order to fulfill our mission to “prepare each individual for college and a useful life,� we must include a thoughtful vision of the role of technology. It is clear that technology is becoming ever more central to our lives, and as such, it is vital that we seek to understand it. As we strive to develop Wooster students who value curiosity, kindness, and the search for truth, we prepare them to do this as technologically capable and educated people, as well. Courses in Making and Digital Media allow our students to express themselves in new ways, to see connections between disciplines that were not possible a few years ago, and to learn with their hands as well as their minds.

Digital Media 6 0.5 credits F,W,S 6 This class will focus on the basics of making short form movies and learning how to use a DSLR and professional editing programs. Students will create a stop motion video, commercials, and a short narrative. In doing so, they will learn how to also light a green screen and change backgrounds.

They will learn basic calls in movie making (action, cut, quiet on set, striking) and why they are used.

Digital Media 7 0.5 credits F,W,S 7 This class will expand on the knowledge that was learned the previous year. Students will learn how to work as a TV crew to create newscasts. Students will use cameras, lighting, audio, editing, and graphics (After Effects and Photoshop).

Digital Media 8 0.5 credits F,W,S 8 This course will cover the basics of a few aspects of digital media. We will start with learning about the camera, and in doing so, will create a stop animation video, also using basic editing skills in Adobe Premiere Pro. We will then move onto making a commercial, where basic script writing, camera work, and editing will be used. We will then concentrate on how to use Adobe After Effects; creating some logo animation for Wooster. By the end of the class, students will be able to know how to write an effective script, use a DSLR, edit on Adobe Premiere Pro, and make a basic animation on Adobe After Effects.

Introduction to Robotics 1.0 credit F,W,S 6 Robotics are increasingly a part of our lives, and so in trying to understand how they work we will be exploring the concepts of motion and forces by building hydraulic robots! Understanding the way robots operate, move, and perform tasks is essential as the world moves towards full automation.

This class will introduce the Design Engineering process and will explore some basic physics, making, and the concepts of automation, which will act as a foundation for, and help, students as they further explore programming, making, and electronics in subsequent years.

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Introduction to Programming 1.0 credit F,W,S 7 This course will introduce students to the basic building blocks of computer programs. Students will begin with natural language, learning to write code that performs simple tasks. They will then move to SCRATCH, an environment created to teach programming skills through graphical, drag-anddrop elements. After completing a program in SCRATCH, they will move to Arduino IDE, which will introduce them to command-line coding, as well as provide them with basic understanding of the interface they will use in their 8th grade robotics class.

Technology and Making 1.0 credit F,W,S 8 This course will introduce students to mechanical drawing, 2d and 3d modeling and design, and digital and analog electronics. It will expand their Scratch programming ability to utilize Arduino microcontrollers with a variety of sensors, switches, and electro-mechanical components. Students will learn what electricity is, and how we can use it together with programming to solve problems and design systems that respond to stimuli and control a variety of electrical and electromechanical components.

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Art Art in the Middle School is designed to foster the skills and dispositions necessary to creative thinking, encourage active problem-solving, and increase confidence in expressing original ideas.

Students gain deeper knowledge of the elements and principles of art, learn to assimilate art historical information into their work, delve into personal expression, engage in collaboration, and gain experience in the conception, planning, and execution of multi-layered projects. Projects are designed to allow for maximum creative variability while advancing skills in particular media. The overriding goal is to maintain a high level of motivation and enthusiasm for all aspects of the creative process.

Art Foundations 1.0 credit F,W,S 6 Art in the Sixth Grade builds upon the discoveries made in Lower School as the students continue to experiment, invent, play, wonder, and create with a variety of media. In addition, they will grow their sense of independence, responsibility, pride, and ownership of the studio environment, while celebrating themselves as individual thinkers and observers of the world. Students learn how to research and compile visual references and materials for their projects from books as well as digital resources. In addition to creating personal portfolios of work, student work is exhibited upon the conclusion of the course.

Art I 1.0 credit F,W,S 7 In Seventh Grade, students continue to develop their skills in different media and explore the fundamental concepts of art. Through continued practice and experimentation in drawing, painting, collage, and sculpture, students gain insight into their imagination and achieve greater selfconfidence in visual expression. Assignments are more complex than in Art Foundations, necessitating deeper thinking and greater self-discipline. Most major projects include an art history component as well as some written work relating to class content, vocabulary, and self-assessment.

Art II 1.0 credit F,W,S 8 The eighth grade year finishes the students' preparation for art classes in the Upper School. Students use a wide range of media, working toward age-appropriate mastery of basic skills and techniques and the fundamental concepts of art while developing the capacity to think creatively, forming original ideas and solving problems. Projects are more complex than in previous years: they incorporate new as well as previously learned technical skills; they involve assimilating art historical information into a personal expression of the style or period; they are often multi-layered, incorporating different media and many stages from inception to completion.

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Wednesday Afternoon Activities On Wednesday afternoons, Middle School students have an extended class period. (See the Middle School schedule here.) If a student is on an athletic team, this period is an additional and extended practice. Sometimes, it serves as travel time to contests.

If a student is not on an athletic team, she must choose from a variety of co-curricular offerings from our talented faculty. These offerings are designed to be enrichment: exploratory, fun, and ungraded.

FALL

WINTER

SPRING

Mindfulness in Motion

Where in the World is Mr. Cataldo?

Spring Play

Musical Theater

Guitar Ensemble

Drumming

Mixed Media

Pottery

Baseball Math

Story Time

Dance

Fall Mindfulness in Motion (Yoga, Mindfulness, & Journaling) Students will be introduced to various yoga practices while incorporating mindfulness routines.

Throughout the course, students will read about mindfulness practices and will be writing each Wednesday in their mindfulness journals.

Mixed Media Explore, invent, and create using plaster, cardboard, found objects, and more! This course gives students the opportunity to explore techniques and myriad materials beyond the required art class.

Classes will be different, and may include work in two- and three- dimensional media, such as printmaking, drawing, painting, sculpture, and assemblage. (Limited to 14 students) Musical Theatre Workshop This course is open to any Middle School student who is interested in singing and acting songs and scenes from Broadway. Students will meet weekly, and rehearsals will include physical and vocal warm-ups, acting games, and group and solo musical numbers. Students will also learn vocal repertoire and will receive instruction on how to pick an audition piece. School performances in Chapel, special events, and in the Middle School winter concert will give students an opportunity to showcase their work.

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Winter Pottery Work on the wheel to produce cups, bowls, and plates! Use clay to produce wonderful sculptural forms! This course teaches basic pottery techniques such as wedging clay, centering, and throwing on the wheel, trimming, hand building, and glazing. Students will see images of pottery styles through the ages and the work of contemporary master potters.

Guitar Ensemble Guitar Ensemble is an enrichment course for students interested in playing the guitar. Other fretted instruments (bass, mandolin, banjo, ukulele) may be considered upon request. Students will have the opportunity to play a variety of material, ranging from classical themes to modern pop and rock songs. We will focus on how rhythm, melody, harmony, and dynamics work in a group setting, while exploring the range of our instruments.

Where In The World Is Mr.Cataldo?

Loosely based on “Where in the World is Carmen Sandiego?” students will be presented with a series of map clues to "track down and rescue poor Mr. Cataldo" who has wandered off to all corners of the globe while being pursued by a plethora of nefarious individuals. In order to rescue him and deliver Mr. Cataldo to safety, students must decipher cues that consist of geographical landmarks, map coordinates, historical "hints", and a variety of codes.

Story Time In this enrichment course, students will select short works of fiction that will be read aloud in a group setting. Using the texts, we will also practice literary discussion and analysis. In the past, we have read Spring Modeling, Measuring, and Constructing a Home This course will allow students to be involved in designing a home. They will use mathematical skills and reasoning to draw floor plans, constructing scale-sized walls, and estimating costs while learning about geometry, measurement, scale, and proportion and cost calculations.

Percussion Workshop The “Drum Circle” has been around for centuries and is one of the oldest forms of music that is still practiced all over the world today. Playing on traditional percussion instruments, such as Djembes, Cowbells and other hand instruments students will gain an understanding of how they sound together. We will also learn basic rhythmic notation and the elements of a traditional drum set, and its history.

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Baseball Math In baseball math, students learn to use baseball statistics to draft their own nine-man roster, graph player statistics into pie charts, and use the pie charts as spinners to play a six-inning game with an opponent. The students also learn how to keep score on a baseball score sheet and track the season total and stats for their team.

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Athletics Competitive athletics offer myriad opportunities to teach lessons about life. Coaches play an influential role in the lives of Wooster athletes. In partnership with the Positive Coaching Alliance, we believe these standards are reflected not just on the scoreboard. While winning is important, it is more critical that coaches teach life lessons through sports. A coach that focuses on both of these outcomes has a more significant effect on the team and athletes under his or her care.

We are committed to providing training and support to our coaches, players, and families. Coaches model and teach players respect through honoring the game. Players, in turn, focus on mastering their sport, leading to higher effort, learning, and improved athletic performance. This results in athletes having more fun and feeling better about what they are accomplishing because coaches are empowering them with positivity.

Our athletic program strives to balance the needs of serious athletes who hope to play at the varsity level in our Upper School with those who wish to participate to stay in shape or for the sake of participation. In the Middle School, our focus begins with skill development. No matter the athlete's ability, we strive to provide meaningful opportunities. Whether that be at the intramural, intermediate, or varsity level, athletes are challenged and nurtured appropriately, based on ability and their individual and team needs and goals. Prior to officially offering lower level and intramural options, our athletic department must take several factors into consideration, including staffing, space constraints, appropriate opponent base, and student interest.

FALL

WINTER

SPRING

Team Sports

Team Sports

Team Sports

Girls’ Soccer

Girls’ Basketball

Girls’ Lacrosse

Girls’ Volleyball

Boys’ Basketball

Coed Tennis

Boys’ Soccer

Boys’ Ice Hockey

Boys’ Lacrosse

Additional cost.

Cross Country

Cross Country

Physical Activities

Physical Activities

Physical Activities

Life Conditioning

Life Conditioning

Life Conditioning

Fitness Made Fun

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