WE ARE FIRST CLASS Course Guide

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1 ~ ~ Inaugural Class WE ARE FIRST CLASS Course Guide

2 Important Information Welcome to Middle School #11! We are very excited about the upcoming school year and look forward to having you as part of the success of our inaugural year. This course guide is intended to help you understand what your academic experience will be for the SY. This guide contains the most up-to-date information we have available at the time of registration. If warranted, we will make adjustments to our programing to fit the needs of our students. Please feel free to contact us with any questions. Contact Information: Main Office Administration Principal Marquetta Thomas Important Dates January 19 th 5th to 6th Grade Parent Night 6:00-7:00 Electives Fair in Main Hall January 24 th 5th to 6th Grade Parent Night for Pine Ridge B Track 6:30 7:00 Cafeteria January 30 th Registration & Enrollment Forms Due Mid May July 1 st Elementary Student Tours Online check-in Parents need to complete required district forms Visit: my.cherrycreekschools.org to complete forms **More important dates to come!

3 The MS 11 Experience The three years of middle school are a time of accelerated growth opportunities, challenge and adventure for students. We are honored to inspire your child(ren) during this special time in their lives. MS 11 s primary goal is to partner with families for the success of every student, academically, emotionally, and socially. Students develop at different rates and we must honor each of our students and their individuality, while meeting their need to be challenged, motivated and encouraged. We will facilitate learning, as well as opportunities for independence and interdependence within our school community. We are here to support our students and families and to ensure that our students reach their full academic potential. 21 st Century Learners Our students today must be equipped with certain core competencies such as collaboration, digital literacy, critical thinking, and problem solving in order to ensure future success. Education experts widely believe that schools need to teach these skills to help student thrive in today s world. We are committed to empowering students to compete at the highest levels by planning rigorous instruction, which incorporates these 21 st Century skills. Co-Teaching Co-Teaching, or Collaborative Teaching, is coordinated instructional practice in which two or more educators simultaneously work with students in a classroom. Co-teaching partners spend time planning together, share instructional responsibilities and reflect on their practices as a team. This model brings more expertise to the classroom, supports instructional interventions in a short time frame and models partnership and collaboration for students. Research in the field of co-teaching has shown that students in a co-taught class show increased fluency with vocabulary and reading comprehension, as well as increase of overall achievement on academic tests. Team Concept Sixth grade level will be arranged in teams, so that a group of students share the same teachers for their English Language Arts, Mathematics, Science, and Social Studies classes. Students move from classroom to classroom with their teammates, offering them a chance to make friends and grow together. Teachers work closely with each other to provide connections to other subject areas, to monitor the academic progress of each student, and to make a large school feel smaller. Academic Calendar The academic calendar is organized into four quarters lasting approximately nine weeks each. Core classes last all year four quarters. Some elective classes, also last all year, while other elective classes, last one semester two quarters. Academic grades are calculated each quarter. Report cards will be distributed via .

4 A Typical Day The school day is a seven-hour day. Core classes will be 55 minutes and Electives will be 50 minutes long. Below is our typical day: Core - Students will have four class periods of core content one in English Language Arts, Mathematics, Science and Social Studies. Electives - Students will have two elective periods each day. These are either semester or full year in length. Students will be connected to a CI (connection/intervention) class, which meets daily for approximately 35 minutes. Lunch - 35 minutes, including time outside. The cafeteria will be open for breakfast before the start of school. There will be a late bus shuttle and daily after school clubs, sports and teacher support opportunities. After-School Activities At the end of the school day students may choose to stay and participate in a variety of clubs, grade level activities, or competitive athletics. We encourage students to take advantage of these enrichment activities. Students who compliment their academic day with extracurricular experiences enjoy school more and make stronger connections with both peers and teachers. Athletics Our athletic program will encourage participation and emphasize teamwork and sportsmanship. No previous experience is needed, and skills will be taught to athletes with varying ability levels. Physicals are not required. Transportation after meets, matches, and games is not provided, and there is a registration fee. Scholarships are available. Track, basketball, girls volleyball, and wrestling will be offered to all interested students. Activities We will offer a variety of extracurricular clubs and activities. These may include art club, science club, drama, math leagues, spelling bee club, instrumental and vocal music groups, student council, yearbook, and Destination Imagination. Additional clubs and activities such as National Junior Honor Society will be offered as we continue to grow. Announcements convey when clubs are held and how to join. Some activities do involve an additional fee to cover the cost of materials. Scholarships are available. Academic Intramurals Every teacher will be available after school on a day yet to be determined. Students are encouraged to stay and ask questions, work on homework, and make up missing work. Students may also make appointments to meet with teachers on other days of the week either before or after school.

5 Advanced Placement Options Advanced placement is designed to provide increased opportunities for students to engage in active questioning, analysis, and the construction and communication of arguments from Bloom s Taxonomy and College Boards. The premise of this programming is that with coordinated preparation, academically able students will be prepared and motivated to succeed in challenging courses in high school, including Advanced Placement classes and International Baccalaureate programing. Academically able students have advanced reading and writing abilities, strong task commitment and internal motivation. These characteristics allow them to independently acquire factual information at a rapid pace and communicate their understanding clearly. Students in advanced placement classes can expect preparatory homework in the range of two and one-half hours each night as well as long-term assignments in all subject areas. Advanced Placement preparation is the focus of all core subjects: reading, science, social studies, and writing. Advanced Placement Students need to meet the following academic criteria: Academic Criteria o ASPIRE: Hi, V.Hi o PARCC: Exceeds Expectations in Reading and Writing o Prior grade academic performance scores, letter grades or standards grades: o MS Common Assessment in Math & LA Other characteristics of a student in an advanced class: o Maintains high overall grades and academic scholarship o Shows dedication to learning o Overcomes obstacles to achievement through self-determination o Handles fast paced instruction with little review or repetition o Negotiates text beyond what is explicitly stated o Operates comfortably with abstract material o Independently makes connections o Is an avid reader, critical thinker o Accomplished writing talent, uses advanced word choice, structure and grammar Placement in a course for accelerated learning one year does not guarantee placement in an Advanced or Honors level course the following year. Gifted and Talented identification does not guarantee placement in advanced classes, students must still meet the advanced placement criteria outlined above.

6 Advanced Placement Course Offerings Language Arts 6 Advanced (full year Core class) Advanced Language Arts is designed for students to work to the same standards outlined above who demonstrate comprehension of very challenging texts, as well as abstract thinking. Writing assignments are complex and extensive, with emphasis on sophisticated organizational patterns, word choice and sentence structure. GT Exploratory (one semester Elective class) This elective class is offered as an elective for 6th, 7th and 8th grade as an independent study option. This course offered only to identified gifted students. Notification of Nondiscrimination Cherry Creek School District No. 5 ( District ) does not discriminate on the basis of race, color, national origin, sex, age, sexual orientation, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. Fox Ridge Middle School does not discriminate in enrollment or access to any of its available programs. The lack of English language skills shall not be a barrier to admission or participation in District activities and programs. The District also does not discriminate in its hiring or employment practices. This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of Questions, complaints, or requests for additional information regarding these laws may be forwarded to the designated compliance coordinator, Ms. Kathy Vining, District Compliance Officer, Educational Services Center, 4700 S. Yosemite St., Greenwood Village, CO 80111, telephone (720) , or directly to the U.S. Department of Education, Office for Civil Rights, Region VIII, Federal Office Building, 1244 North Speer Blvd., Suite 310, Denver, CO

7 Colorado Academic Standards Supporting College and Career Readiness Introduction to the Colorado Academic Standards Standards-based education in Colorado begins with clear expectations that outline what students should know and be able to do at each grade level and content area. These expectations are outlined in the Colorado Academic Standards. The Colorado Academic Standards included 10 content areas for preschool through 12th grade (dance, drama and theater arts; mathematics; music; reading, writing and communicating; science; social studies; visual arts; and world languages). The updated standards are constructed backwards, starting with the competencies of prepared high school graduates to create learning expectations for what students should understand, know and be able to do at each grade level and content area. They provide clear understanding of the concepts and skills students need to master to help ensure they are successful in college, careers and life. Development of the Standards Senate Bill , Colorado s Achievement Plan for Kids, called for the development of rigorous standards for students. The Colorado Department of Education engaged in a year-long process to update its academic standards in English language proficiency and ten content areas: dance, drama and theater arts; mathematics; music; reading, writing and communicating; science; social studies; visual arts; and world languages. After releasing drafts of the standards for public comment, the State Board of Education adopted the Colorado Academic Standards in Design Principles Created by Coloradans for Colorado students, the Colorado Academic Standards provide a road map to help ensure students are successful in college, careers and life. Aimed at improving what students learn and how they learn in ten content areas (comprehensive health and physical education; dance; drama and theatre arts; mathematics; music; reading, writing, and communicating; science; social studies; visual arts; world languages). Constructed backwards, starting with the competencies of prepared high school graduates, to create learning expectations for what students should understand, know, and be able to do at each grade level and in each content area. Instructional Priorities Rigor Systematic, methodical, and deep engagement to: Develop concepts and skills in each content area. Compel the use of inquiry, critical thinking and creative processes. Relevancy-Authentic and meaningful experiences that: Include real world scenarios that necessitate individual and group problem solving. Require the application and transfer of knowledge, concepts and skill across situations and contexts. Disciplinary Literacy-Content-specific texts and communication processes/strategies that: Facilitate working, thinking, talking, arguing as mathematicians, artists, scientists, readers/writers, historians, etc. (2014, November). Retrieved from For more information, visit the CDE standards website:

8 Student Support Services Gifted and Talented Services (GT) MS 11 Gifted and Talented programming will support classroom instruction by offering programming options, including differentiation strategies and materials, modifications, enrichment, and independent study for students whose needs extend beyond what is available in the regular curriculum or classroom. Gifted and Talented services, therefore, supplement the regular classroom curriculum. MS11 will be committed to meeting the needs of all our students; hence, we offer rich and rigorous curriculum in all facets of our academic program. Our students will have the knowledge, skills, intellectual curiosity, and habits of mind that will secure their success in a wide variety of high school programs, including International Baccalaureate, College Preparatory, Advanced Placement, and Honors classes. Our Gifted and Talented program will ensure that our students curriculum is: Rigorous: offer our students depth, complexity, sophistication, and novelty of thinking as they acquire and process knowledge and skills. Relevant: engage in meaningful, significant inquiry within cross-curricular themes. Our students will naturally make connections between the disciplines, and these connections will add to the richness and depth of each child s academic experience. Appropriate: consider varying developmental needs as well as cognitive skill level and demonstrated proficiency as materials are chosen for study. Challenging: challenge to think, create, inquire, and produce authentic work in a variety of genres. We will push all of our students to achieve their best, and we will support them in this endeavor. STUDENT SUPPORT SERVICES Enduring: focus on enduring themes and ideas that will have lasting impact and application throughout our students lives. The GT Program teacher will meet with teachers to plan and monitor the affective and academic achievement of our Gifted/Talented and Advanced Learners. The GT Coordinator also provides professional development and resources for teachers and facilitates the transition process both into and out of middle school. Courses available to our GT students: * Language Arts Advanced (full year Core class)

9 This class is offered at all grade levels. Please see the course descriptions in the Language Arts section of this handbook. * Advanced/Accelerated Math (full year Core class) Advanced Math classes are offered at all grade levels. Please see the course descriptions in the Math section of this handbook. * GT Exploratory (one semester Elective class) This elective class is offered as an elective for 6th, grade. This course offered only to identified gifted students. (GT coordinator/teacher signature required). Course availability each year is dependent upon sufficient student enrollment. Student Achievement Services (SAS/Special Education) The Student Achievement Services (SAS) department provides special education services to students who qualify under the Individuals with Disabilities Education Improvement Act (IDEIA), Colorado Department of Education and Cherry Creek School District guidelines. Specific guidelines mandate qualifications relating to a student s ability to access reasonable education benefit from universal and/or targeted interventions. The SAS staff serves all grade levels and teams, but focuses primarily on students with identified needs. MS 11 will provide a continuum of services for students with identified disabilities, including, but not limited to, accommodations and modifications to the general education instruction and curriculum, team teaching, consultative programming, and specific classes designed to target specific skills in the areas of reading, writing and math. Instruction outside of the general education classroom is provided according to student need. Student needs are addressed and reviewed through the creation and implementation of an Individual Education Plan (IEP), or documentation through a Response to Intervention Plan (RtI). Teachers, counselors, mental health specialists, parents and the student are all a part of the collaborative team that creates these plans. STUDENT SUPPORT SERVICES Specific services may also include: Mental Health Support including support and interventions from a school psychologist and/or a social worker. Speech-Language including support and interventions with a Speech-Language Pathologist in the areas of language development, articulation, voice and fluency. Services can take place in the general education classroom, a small group setting, or through consultative programming. Occupational/Physical Therapist Support OT/PT support is provided to students as needed and provided for in the IEP.

10 Integrated Learning Center (ILC) providing services to students with significant developmental and/or cognitive delays. Students will receive these services at FRMS for SY Social Emotional Learning providing services to students with emotional disabilities through check in / check out, consultative services, social emotional skills training classes, and support within the general education classroom. Student Achievement Services will: Utilize systems to continuously monitor each student s academic progress. Analyze and utilize assessment data to plan for the instructional needs of each student. Use a variety of research-based and culturally relevant interventions with varying levels of intensity and focus. Provide a comprehensive system to prevent and intervene in the area of students unique socialemotional and physical health needs. Hold high academic expectations and standards in all classes. Provide differentiated classrooms and instruction to support ALL learners. Provide additional levels of support for students who require intensive and/or specialized services. Create an atmosphere where parents and community are invited and welcome partners in the instruction of their students. Provide high-level of instruction in a variety of modalities in ALL classes. Create opportunities for students to take risks in a nurturing and supportive environment. Utilize technology to help create 21 st Century Learners. Utilize Colorado Academic Standards when addressing planning, assessment, and IEP goal development when appropriate. STUDENT SUPPORT SERVICES

11 Core Academic Classes Language Arts The goal of our Language Arts program is to ensure that all students have the opportunities, the encouragement, and the tools to develop the language skills they will need to pursue their goals both in continuing education and in life. Literacy goes beyond the language arts program it is the foundation of learning and communicating across the curriculum. We will challenge all of our students to achieve. We will support and guide them as they strive to become informed, thoughtful, reflective members of our school community and the society beyond. We will offer our students the tools and strategies that will help them navigate a changing academic environment. Our students consider and learn about different perspectives and cultures through reading, writing, speaking, and listening to a wide variety of resources, literature, and non-fiction text. We provide engaging, authentic, meaningful opportunities for student inquiry, exploration, and learning. Our Language Arts program is standards based, which means that our teachers will focus on helping our students develop a deep enduring understanding of important skills and knowledge as identified by the State of Colorado and the Cherry Creek School District. Our Language Arts curriculum will repeatedly return to core themes and essential skills in order to deepen students knowledge and ability to think about what they know and then assimilate and use this knowledge in varying contexts. The Language Arts program will delve into these practices with increasing sophistication and complexity from year to year. The program will focus on three primary areas of development: Reading: Literature is both a window into the culture, passion, and soul of the author, and a reflection of the place and time in which it was written. Literature is therefore a primary vehicle by which our students delve into the art and power of language. The Colorado Academic Standards carry with them a greater emphasis on analysis and interpretation of non-fiction texts. Students are given greater exposure to non-fiction reading as well as the appropriate skills with which to digest it. We will offer rich, culturally responsive, multi-leveled texts that will help guide our students to reach the essential learning targets and standards in language arts. Skills students learn through anchor texts, typically novels, will be supported with a variety of textual materials including articles, info-graphics, and poetry. CORE ACADEMIC CLASSES Writing: Writing is more than just a mode of communication it is also a vital learning tool. Our Language Arts program is dedicated to helping our students learn to write for a wide variety of purposes and styles including narrative, argumentative, and informative. Our students will learn to use writing as a tool for learning, not just as a form of assessment. Writing is the most efficient tool we have for accessing student knowledge and deepening their understanding of content. It is

12 both a tool and a medium of expression. We will use writing across the curriculum to help kids learn instead of just using it to evaluate or assess them. Speaking, Listening & Viewing: 21 st century learners are inundated with information, and they need to be able to sort through it quickly and intelligently in an environment that often demands an immediate response. In conjunction with other curricular departments, we will help our students learn to assess, categorize, and make meaning of information so that they can build confidence in listening for relevant important information, viewing information and other visual media critically, and then sharing their findings and informed opinions with varied audiences. 6th Grade Language Arts 6 Our sixth grade curriculum fosters the literacy skills that will serve as both the foundation and springboard for future learning. Our students will be introduced to many different types of literature: poems, short stories, novels, and non-fiction print and non-print resources. These will often connect with what our students are learning in other curricular areas. Students will be exposed to different genres and types of writing and taught to choose appropriate formats to convey information and demonstrate their learning. The curriculum will focus on helping students learn to build fluent, well-developed, well-supported short constructed responses. Language Arts 6 Advanced Advanced Language Arts is designed for students to work to the same standards outlined above who demonstrate comprehension of very challenging texts, as well as abstract thinking. Writing assignments are complex and extensive, with emphasis on sophisticated organizational patterns, word choice and sentence structure. See advanced course criteria section (p. 13) for eligibility. CORE ACADEMIC CLASSES Advanced course criteria for Language Arts: Academic Criteria o ASPIRE/PARCC: Exceeds o Prior grade academic performance scores, letter grades or standards grades: Proficient High or Advanced in Reading and Writing o FRMS Common Assessment (weighted for this criteria) Other characteristics of a student in an advanced class: o Maintains high overall grades and academic scholarship o Shows dedication to learning o Overcomes obstacles to achievement through self-determination o Handles fast paced instruction with little review or repetition

13 o Negotiates text beyond what is explicitly stated o Operates comfortably with abstract material o Independently makes connections o Is an avid reader, critical thinker o Accomplished writing talent, uses advanced word choice, structure and grammar Placement in a course for accelerated learning one year does not guarantee placement in an Advanced level course the following year. GT identification does not guarantee placement in advanced classes. Mathematics It is our goal to prepare students for high school by providing opportunities to experience and understand mathematics as set of strategies to make sense of numbers, to see patterns, use technology, and develop confidence in their abilities to solve problems. Today s workforce demands people who are innovative problem-solvers who think outside the box and work well with others. Math classes at will consistently engage students in discussions of math topics and discovery of concepts so that students will grasp the mathematics at a deeper level and also while reinforce basic skills which are important to strengthen students problem solving fluency. This is accomplished by using the Standards of Mathematical Practices and Colorado Academic Standards. Middle school is such a critical time for students to continue developing a strong math foundation for their high school mathematics studies. A body of evidence that includes teacher recommendations, previous assessment results (ASPIRE, Grade Level Placement Tests, and/or Mid-Year and Final Assessments), and common assessments will/can be used to place your child into the most appropriate level math course. It is our goal to prepare your child for the rigor of high school math courses and college and career readiness. CORE ACADEMIC CLASSES

14 6th Grade Math 6 In sixth grade, math content will focus on four critical areas, including (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational number,; (3) writing, interpreting, and using expressions and equations; (4) solve real-world mathematical problems using geometry and (5) developing understanding of statistical thinking. This work will lay the foundation for the focus on proportional reasoning in seventh grade. Math 6/7 Math 6/7 & Math 7//8, a two-year compacted course sequence, provides three years of mathematics content in two years, preparing students for Algebra 1 in grade 8. Math 6/7 students study all topics from Math 6 (see Math 6 course description), extended the concepts of ratio and rate from Math 6 to include proportional relationships from Math 7, as well as extending their study of statistical thinking (Math 6) to include statistical inference based on samples (Math 7). The compacted nature of the course will require students to be comfortable and proficient learning math at an accelerated pace. Placement in Math 6/7 will be determined using a body of evidence to support students readiness for success in this course. **If a student needs to take Math 7/8 or Algebra at MS11 for SY17-18, the student will be required to attend classes with Sky Vista Middle School students. Advanced course criteria for Math: 6th grade Academic Criteria for placement (must meet all): o ASPIRE/PARCC (5th Grade as available) o Successful completion of sixth grade Common Core State Standards curriculum o District placement test, 5th grade year (>80%) CORE ACADEMIC CLASSES Characteristics of an Advanced Student: o High overall grades and level of academic scholarship o Shows dedication to learning o Consistency of performance, including thoughtful completion of work o Overcomes obstacles to achievement through self-determination o Organizational skills o Ability to effectively communicate mathematical reasoning o Aspires to high goals in Math

15 Science Our science department is dedicated to inspiring EVERY student to develop a passion for science through inquiry, investigation, and questioning in order to understand the world. Therefore, we will strive to make science real and personal for students so they can be creative producers of knowledge in an area of science in which they connect. To facilitate this goal, students will learn to think like scientists. Additionally, the underlying vital component of this vision is the relationships that will be built between teachers and students, so that the learning style of each student can be maximized and his or her interests can be incorporated. Specifically, all students will be engaged in daily rigorous, relevant, high-level, inquiry-based instruction that will prepare them for challenging classes in high school and for success on district and state assessments. Importance will be placed on teaching students to think like scientists, and inquiry to help students develop a useful base of scientific knowledge, as well as on developing their high-level thinking and questioning skills, teaching them how to access and evaluate the validity of data, and using technology as a tool to enhance learning. Curriculum Driven by Next Generation Science Standards and Colorado Science Standards With the release of the Next Generation Science Standards in 2013, the science curriculum for Cherry Creek Schools has changed significantly to align with both the NGSS and the Colorado Academic Standards. The focus of the curriculum is a spiraling curriculum with each grade level being exposed to Earth, Life, and Physical Science. The Next Generation Science Standards and Colorado Academic Standards allow our students to interact with science content at a deeper level with an additional focus on engineering and technology, which will be embedded into the content at a level not seen in previous standards. CORE ACADEMIC CLASSES Grade Units of Study 6th Ecology, Water, Energy Sources, Plate Tectonics, Cells, Human Body

16 Social Studies The social studies curriculum is designed to create students who are active citizens in their community, country, and world. Each grade level follows the new curriculum standards of the State of Colorado while supporting school wide reading and writing goals. Classes may utilize the Document-Based Questioning (DBQ) method for expanding student understanding through the use of texts, especially historical primary documents. DBQs require students to build knowledge from multiple sources. Students encounter appropriately complex texts, thus helping them develop mature language skills and conceptual knowledge. Students are exposed to short texts at times beyond their current grade level. The DBQ method: o Requires students to use writing to organize their thinking; o o Provides students with the opportunity to experience the flow that exists between reading, thinking, speaking, listening, and writing; and Requires students to focus on the elements of good writing, drawing evidence from texts while demonstrating sufficient command of Standard English. According to the state standards, each year the focus is on a different area of the world. The areas of focus for 6 th grade level is as follows: 6th Grade Social Studies Topics to include but not limited to Aztec, Maya, Inca, Inuit, early Native American cultures of North America, major explorers, colonizers of countries in the Western Hemisphere, and the Columbian Exchange. CORE ACADEMIC CLASSES

17 Elective Offerings Engineering Technology 6th Grade Engineering Technology (one semester) With a focus on the Technology and Engineering portions of the STEM educational program, this class dives into the how and the why of the technologies all around us. Students will have an opportunity to work within a variety of technological areas, completing skill building activities, learning a Computer-Aided Design software (SketchUp), and participating in design challenge projects, that give students opportunities to solve problems in real-world settings. As a part of this class, tool safety and operation will be demonstrated, taught, and tested, to enable students to complete their projects. There will be a fee connected with this course. Robotics (one semester) We live in a digital world. The first part of this class will introduce students to the gear, the methods, and the theories about how we make electricity work for us. We will examine the basics of electrical circuits, and programming, in order to understand robotics. Then, using the Lego Mindstorm robotics platform, students in this class will introduce the basics of robotics. This part of the class will explore what makes robots different than machines, and investigate robotics design and programming. No previous experience in design or programming is required. There will be a fee connected with this course. GT Exploratory (one semester) This class exposes students to higher-level thinking and problem solving skills and also provides students with opportunities for authentic investigations of real-world issues/concepts that are outside the scope of traditional classroom curriculum. This class is based on an independent study project model, which will give students the skills and strategies necessary to become self-motivated, lifelong learners. To better support 6th grade students in learning the independent study process, the GT Coordinator will facilitate the 6th grade class by offering a journey of a career exploration, a financial investigation, and a destination travel analysis. This course offered only to identified gifted students (GT coordinator signature required). ELECTIVE OFFERINGS Performing Arts: Instrumental & Vocal Music and Theater A middle school experience that is rich in academic excellence is completed through opportunities for students to develop their unique talents and abilities in the area of the performing arts. Through performing arts, students cultivate creative thinking, reasoning, group processing, self-discipline, habits

18 of mind, curiosity, cultural awareness and confidence. The opportunity to showcase the talents of students is one that we value and will expand through our performing arts program. Understanding that the skills necessary to learn, develop, and master an instrument or voice, combined with the skills necessary to read and interpret music or script and work collaboratively with other musicians or actors ultimately transcend the stage and extend into the classroom. It is our belief that students who have experience should and will be given the opportunity to enhance their skills while others who have yet to be given the opportunity are able to begin music and theatre study at Fox Ridge. Performing Arts: Instrumental & Vocal Music Our comprehensive instrumental and vocal music program is designed around the Colorado Model Content Standards for music and will enable students to continue their music study in high school and beyond. Content Standards: 1. Expression of Music - The expression of music is the demonstration of human thought and emotion through the medium of performance, which is the product of knowledge and skills gained in the study of music. 2. Creation of Music - The creation of music is the demonstration of learned skills in the composition, improvisation and arranging of music. 3. Theory of Music - The theory of music is the understanding of the distinctive language, conventions, mechanics and structure of organized sound. 4. Aesthetic Valuation of Music - The value of music focuses on the knowledge needed to make an informed evaluation and to provide a well-thought-out critique about a musical piece. ELECTIVE OFFERINGS Performing Arts: Band 6th Grade Band I (Full year) Band I is a course for students who want to learn how to play a woodwind, brass, or percussion instrument, but have little or no experience. Students provide their own instruments except for French horn, baritone, and tuba players, who pay a nominal fee of $80 for the year to use a schoolowned instrument. Class expectations include regular home practice, daily class participation, and attendance at three evening concerts during the school year.

19 Performing Arts: Orchestra 6th Grade Orchestra I (Full year) Orchestra I is a course for students who want to learn to play the violin, viola, cello, or bass. Some violas, cellos, and basses are available to students for a nominal fee of $80 for the school year. All violins and most violas must be purchased or rented at a music store. Class expectations include regular home practice, daily class participation, and attendance at three evening concerts during the school year. (Prerequisite: Audition - Teacher Recommendation) Performing Arts: Vocal Music 6th Grade Choir I (full year) 6th Grade Choir is a member class available to all students, even if the student has never been in a choir. All choirs immerse themselves in the elements of sound through movement, improvisation, composition, and production. Students will move and compose in this class. Students will explore the history of music through genre, composer and period study. All students learn positive vocal technique through solo/small group singing, sight singing, canons, and larger choral pieces in unison, two and three-part harmony. Students in this class have the freedom and are strongly encouraged to take many risks, so as to achieve the highest level of professionalism, confidence, and leadership. There is one required evening performance in the first semester, and three required evening performances in the second semester. ELECTIVE OFFERINGS ELECTIVE OFFERINGS Performing Arts: Theater Our comprehensive drama program is designed around the Colorado Model Content Standards for drama and theatre and will enable students to continue their study in high school and beyond. Content Standards: 1. Create - The Creation of Drama and Theatre is a demonstration of learned skills in forming new theatrical works, interpreting theatrical works for performance and design, and developing characters and analyzing roles. 2. Perform - The Theatre Process is a product of the knowledge and essential skills gained in the study of theatre toward the expression of the human experience in story, movement, speech, and staging for an intended audience.

20 3. Critically Respond - An informed literacy, ethical, judgment, and cultural research are key aspects of theatre arts study. Responding focuses on the artistic and scientific knowledge of conversations, cultures, styles, genres, theories, and technologies. 6th Grade Theater Arts 6 (one semester) Theatre Arts 6 is a semester long, up-beat class focused on creating community, understanding teamwork, and developing confidence. Students will learn how body language, posture, voice, and eye contact portray specific personalities and moods. Through a variety of relaxation, movement and voice exercises students will understand how to step into character and become someone completely different from themselves. They will study pantomime, storytelling, monologues, duet scenes, and Shakespeare. Physical Education (P.E.) Through regular participation in physical activity, students will have the opportunity to develop a pattern of life-enhancing and self-rewarding experiences that contribute to their potential to be healthier members of society. Students should be challenged to participate daily in healthy choices and healthenhancing activities and behaviors. Content Standards: A physically educated person: 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 3. Participates regularly in physical activity. 4. Achieves and maintains a health-enhancing level of physical fitness. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. 6th Grade PE 6 (one semester) This course provides an introduction to fitness components using a variety of sport skills and cooperative strategies. Personal and social responsibility through physical activity settings is a staple throughout the semester. Students expend their energy in challenging games and seek to understand the fundamentals of being an active individual so that they might value physical activity ELECTIVE OFFERINGS

21 for the rest of their lives. A variety of individual and team games will be covered as well as individual fitness. Students will be required to purchase a PE shirt and lock. Technology All Technology courses will be aligned with the National Education Technology Standards (NETS) 1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 2. Communication and Collaboration - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. 3. Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information. 4. Critical Thinking, Problem-Solving & Decision-Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. 5. Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 6. Technology Operations and Concepts - Students demonstrate a sound understanding of technology concepts, systems and operations. ELECTIVE OFFERINGS The following courses are designed for 6 th grade students, with a range of ability levels from beginner to expert, different backgrounds and multiple avenues for access to technology. The assignments/ tasks/ activities are designed to expand upon every student s prior knowledge and will continue to expand their knowledge and expertise. Our courses will continue to reflect changes in technology and resources. 6th Grade Tech Digital/Multimedia Production (one semester) This fast-paced class is not only challenging, but exciting too! Students begin by working with Adobe Photoshop, Illustrator and then InDesign. These programs are used by top digital media professionals on a daily basis. As kids have gotten a taste of each of the Adobe elements, students will then get a chance to dive deeper into a program of their choice and learn how to create professional quality media designs using the same type of equipment and software that the pros use. Technology 6 (one semester) Multimedia is the combination of text, sounds, video, graphics or interactive content that is available on many different technological devices. Students will learn to create various forms of multimedia in

22 safe and ethical ways. Some of the areas covered in this class are: Online collaboration tools, Social Media, professional presentation tools (Prezi), MS Office, Internet Safety, Google Sites, and Audacity. Visual Arts Students will experience growth in conceptual thinking and artistic skill as they explore the many forms of visual art communication and expression. Problem-solving skills are developed through critical thinking and analysis, which are inherent to the artistic process. Students engage with art history as it is connected to their own art making. The visual arts classroom is a unique laboratory for inquiry, a place to give form to ideas, and in which every student can be successful. Additionally the 21 st Century Skills of Self Direction, Invention, Critical Thinking, Information Literacy, and Collaboration, are cultivated in the visual art classroom and will benefit students in their future pursuits. Content Standards: 1. Observe and Learn to Comprehend- Looking 2. Envision and Critique to Reflect - Thinking 3. Invent and Discover to Create - Making 4. Relate and Connect to Transfer - Connecting ELECTIVE OFFERINGS 6th Grade Art 2D (one semester) This course introduces 6th grade students to the Elements (Line, Form, Color, Value, Texture) and Principles (Balance, Rhythm, Variety, Harmony, Emphasis) of Design. The course focuses on two dimensional art works such as drawing, painting and relief printmaking. We will connect our projects not only to art history but other disciplines such as math and science. There will be a fee connected with this course. Art 3D (one semester) This course explores 3-D art fundamentals through a variety of mediums and materials, such as clay, wire and paper mache. We will use the Colorado State 6th Grade Visual Art Standards and the Common Core, as the foundation for our exploration and inquiry. Students will be introduced to historical, as well as contemporary artists and will use this knowledge to inform their sculptural work. There will be a fee connected with this course.

23 6th Grade Digital Art (one semester) This course will explore the aesthetics of fine art and the functionality of mass media presentation. Students will use a range of media from traditional art materials, like paper and paint, to digital design tools, including Adobe creative software (Photoshop and Illustrator). Assignments will deal with aesthetics (what is visually pleasing) and functionality (client requests). Students will explore visual representation of ideas - literal, metaphorical, symbolic and/or abstract. There will be a fee connected with this course. World Languages The philosophy behind the Middle School World Languages Program is that all students should have the opportunity and skills to learn a non-native language. Language is more than just a set of discrete skills or vocabulary; it is a pathway for communication. Students will not only speak, read, and write in another language, they will also reflect on the cognitive processes that helped them learn to do so. Language is a universal, systematic means of communication, and the process of learning a non-native language gives students an experience that will enrich their overall academic program. Why learn a non-native language? o Learning a language can help break down stereotypes and broaden a student s ability to understand and interact with people from diverse cultures and backgrounds. o Learning a new language helps students empathize with the difficult processes involved in language acquisition, which helps promote positive, informed, reflective relationships. o Learning a new language gives students relevant, real-world experiences with the intellectual struggle of making meaning that they will confront in future academic study. Reflecting on this struggle, and identifying the intellectual (cognitive) processes that facilitate understanding in this endeavor, will help students more confidently confront future learning. o Speaking and understanding a non-native language can help facilitate understanding between students by providing them with a common experience. It can help students to see the common traits of language as a means of communication, and appreciate the complexity behind language systems. o Understanding another language can help students learn about the cultural universals that underlie world societies, which will help them in comparative studies of these norms and universals as they encounter them in greater depth and sophistication during academic study. ELECTIVE OFFERINGS

24 Content Standards: 1. Students communicate in another language while demonstrating literacy in all four essential skills: listening, speaking, reading, and writing. 2. Students acquire and use knowledge of other cultures while developing language skills. 6th Grade Intro to World Languages (semester) The sixth grade World Languages program will focus on introducing our students to the process of learning a new language. The primary objective of this year is cultivating excitement and confidence in learning. This year s curriculum is designed to: o Cultivate excitement and enthusiasm for learning a non-native language o Introduce students to a non-native language o Introduce learning processes and reflection that will underlie future study Spanish A (full year) The sixth grade World Languages program will focus on broadening our students understanding about how culture is reflected and expressed through language. The primary objective of this year is capitalizing on our students excitement and confidence in learning a non-native language. This course is designed to be the equivalent of first semester of Spanish 1. This year s curriculum is designed to: o Build confidence in speaking, reading, and writing in a non-native language. o Introduce students to the rich, diverse cultures that use the language. o Deepen students understanding of the language through comparative analysis with native language(s). o Prepare students to continue their language study in seventh grade. ELECTIVE OFFERINGS

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