Middle School Academics

Grade 7 English (ENG1011)
Grade 7 Adv English (ENG1012)

The goal of the Secondary English Language Arts program is to create literate, thoughtful communicators, capable of controlling language effectively as they negotiate an increasingly complex and information-rich world. As students leave elementary school, they encounter new academic expectations such as analyzing varied and complex texts, developing arguments, synthesizing information from multiple sources, examining different perspectives, and engaging in self-reflection. Students work to acquire specific skills and strategies in reading literature, reading informational text, writing, speaking and listening, and language.

MS Academic Literacy (ENG1029)

This course involves implementation of iLit, a reading intervention program designed to meet the needs of struggling readers through differentiated instruction, computer adaptive instruction, background-knowledge-building videos, high-interest literature, and explicit instruction in reading, writing, and vocabulary skills.

Digital Literacy 1 (ENG1030)

The Digital Literacy 1 curriculum focuses on developing critical and creative thinking through reading, writing, speaking, listening, and viewing in a 21st-century approach. Working through a problem-based process, students learn to define real-world problems of interest, research the causes of those problems using real-time global texts, and then create solutions to address the problems. Students will advance their understanding of comprehension, analysis, and evaluation of text as well as vocabulary acquisition through reading complex informational and argumentative texts in a technology-rich medium. Students will collaborate regularly through research and solution phases of their investigations. Students' curiosity and motivation will engage them in their investigations while learning and refining the processes that will enrich all other courses and prepare them for college and career projects.

MS Digital Literacy 2 (ENG1031)

The Digital Literacy 2 curriculum focuses on increasing critical and creative thinking through reading, writing, speaking, listening, and viewing through an integrated approach. By participating in a problem-based process, students learn to define, analyze, and evaluate real-world problems of interest related to standards-based curriculum topics. Students will use research skills to investigate problems using real-time global texts and then create solutions to address the problems. Students will participate in sustained inquiry, analysis, and evaluation of text through reading complex informational, expository, and argumentative texts in a technology-rich medium. Students will hone their communication, collaboration, research, and problem-solving skills and learn to give, receive, and use feedback to improve their process and products during complex tasks. Digital Literacy creates authentic work for students to engage in by allowing for presentation of their solutions beyond the walls of the classroom.

Courses

ESOL/Bilingual Programs

The English for Speakers of Other Languages (ESOL) program provides high-quality English language development instruction aligned to grade-level content standards in English Language Arts. These courses focus on helping students develop the academic language proficiency needed to be able to learn content knowledge, skills, and processes and effectively use language to communicate proficiently in mainstream courses.

These courses are designed for the rapid mastery of the English language, focusing on reading, writing, speaking, and listening skills. ESOL courses usually begin with extensive listening and speaking practice, building on auditory and oral skills, and support the development of reading and writing. These courses provide an explanation of grammat- ical structures of the English language, enabling students to progress from a basic under- standing of English words and verb tenses to a more comprehensive grasp of various formal and informal styles to prepare them for grade-level mainstream English courses. ESOL classes may also include an orientation to the customs and culture of the diverse population in the United States. All ESOL courses are aligned to the grade-level standards and curriculum in Grades 6-8.

ESOL students will be scheduled into English classes designed to meet their level of academic language proficiency in appropriate ways including sheltered, co-taught, single and double periods. The English Language Proficiency (ELP) levels are directly correlated with the ELP levels 1.0-4.4 on the WIDA ACCESS test.

Programs

Multidisciplinary Educational Training and Support Program (METS)

Family and Comsumer Sciences (EDU1002, EDU1003)

Family and Consumer Sciences (FACS) programs focus on processes and skills that enhance individual, family, and societal well-being. Programs reflect the National Standards for FACS Education and integrate math, science, English, and social studies. A project-based curriculum encourages students to investigate and solve authentic problems. Students learn to use communication and critical-thinking skills as well as current technologies to make informed decisions.

UNIT 1: INDIVIDUAL, FAMILY, AND SOCIETAL NEEDS
UNIT 2: DECISION-MAKING PROCESS
UNIT 3: NUTRITION AND WELLNESS
UNIT 4: PERSONAL FINANCE
UNIT 5: LIVING ENVIRONMENTS
UNIT 6: COLLEGE AND CAREER PLANNING

FINE ARTS

The fine arts are important to every child’s development and play a vital role in providing students with a well-rounded, world class education. Dance, Music, Theatre, and Visual Art promote academic excellence, creative problem-solving, and social emotional learning, which are essential components of college and career readiness. In order to meet the evolving needs of a 21st century learner, the fine arts focus on developing artistic literacy by engaging in the artistic processes (creating, performing/presenting, responding, and connecting) through authentic materials and techniques. The fine arts introduce students to new world views and cultures, help students to value the perspectives of others, and enable students to creatively express a personal viewpoint. Through artistic experiences, students become independent and divergent thinkers, selfmotivated workers, and innovators. All students have access to fine arts programs in middle school. In Grades 6–8, students may specialize in one or more of the fine art forms.

Health Grade 7 (HPE1001)

Comprehensive Health Education promotes positive health- related attitudes and behaviors that support self-reliance and self-regulation, while developing health literacy skills and lifelong wellness. The health literacy skills emphasized throughout the program include analyzing influences, accessing information, interpersonal communication, decision making, goal-setting, self-management, and advocacy.
Beginning in the 2018-2019 school year, the Family Life and Human Sexuality unit will include age-appropriate instruction on the meaning of “consent” and respect for personal boundaries in every grade in which the curriculum is taught. Health Education aligns with Be Well 365 by emphasizing lifelong positive health-related attitudes and behaviors that promote self-reliance and self-regulation for all students.

Key Concepts

• Mental and emotional health - self esteem; conflict resolution skills; mental health challenges and illness; self-injury; depression and suicide prevention.
• Alcohol, tobacco, and other drugs - alcohol; inhalants; other drugs and drug trends.
• Personal and consumer health - risk factors for non-communicable diseases; risk factors for communicable diseases; protective factors.
• Family life and human sexuality - family; components of health relationships; personal health care; condoms; sexual orientation.
• Disease prevention and control - accessing information about sexually transmitted infections; accessing information about HIV/AIDS; analyzing influences about communicable diseases; goal setting to prevent communicable diseases.

MULTIMEDIA LITERACY

The LCL! course series is of high interest; allows for ease of differentiation; and addresses the visual, auditory, and kinesthetic learner. The LCL! strand focus is on increasing literacy in both written and visual texts, authentic use of vocabulary, improving collaboration skills, building confidence and motivation, and providing opportunities for higher-level thinking.

Lights, Camera, Literacy! (LCL!) (ENG1024 and ENG1025)

This course increases literacy in both written and visual text, improves collaboration skills, builds confidence and motivation, and provides opportunities for high-level thinking via specific strategies. Students transfer their skills as viewers of film to skills on the written page, as well as learn how to read visual text and create effective visual communications.

The course focuses on all three areas of the MCPS Moving Image Education—integrating, deconstructing, and creating the moving image. Students transfer reading skills.

Lights, Camera, Film Literacy! (LCFL!) (ENG1023)

This course offers a study of film and film history as the core for teaching more advanced literacy skills. Students learn the physics and history of motion pictures, as well as how to apply filmmaking techniques to their own visual communications.

Students read one novel as well as shorter written text selections and screenplays. The eight units include How Movies Got their Start; Silent Narrative Films; Early Talkies; Early Color; Genre Classics: The Golden Age of Hollywood; Classic Adaptations: The Golden Age of Hollywood and Beyond; Documentaries; Animation; and The Business of Film and Film Festivals. (Completion of Lights Camera, Literacy! is not required.)

Lights, Camera, Media Literacy! (LCML!) (ENG1027)

This course offers a study of media, its history, and basic related physics concepts as the core for teaching even more advanced literacy skills. Lights, Camera, Media Literacy! presents a timeline of media with focus on the history and physics of communication from the earliest times via storytelling by troubadours and griots to today’s mass media world. The units include Storytelling; The Printing Press; Newspapers & Print Advertising; Photography & Film; Radio; Television; Computers and the Internet; and Media & Our World. Students develop related multimedia projects within each of these units. (Completion of Lights Camera, Literacy! or Lights, Camera, Film Literacy! is not required.)

PHYSICAL EDUCATION

The middle school physical education program focuses on health-related fitness, movement skills and concepts, and personal and social responsibility. Each physical education unit challenges students to better understand the benefits   of physical activity toward fitness, fundamentals of efficient movement in physical activity and sport, and the essentials of responsibility in a movement setting. The learning tasks in physical education emphasize and teach problem-solving and decision-making skills. Students participate in games and activities that promote fitness, develop tactical awareness, and build social qualities.  Physical Education aligns with Be Well 365 emphasizing lifelong positive health-related attitudes and behaviors that promote self-reliance and self-regulation.

PE Grade 7 (HPE1004)

By the end of Grade 7, students should know and be able to do the following:

HEALTH-RELATED FITNESS

• Apply exercise principles to the health-related fitness components to develop and modify a personal fitness plan.
• Calculate and apply methods for measurement of target heart rate and healthy fitness zone.
• Compare the relationship between nutrition and physical activity.

MOVEMENT SKILLS AND CONCEPTS

• Apply basic movement concepts related to defense and offense in personal development and tactical games activities.
• Design and demonstrate creative skill combinations.
• Develop and modify a personal movement (practice) plan.

PERSONAL AND SOCIAL RESPONSIBILITY

• Identify conflict-resolution skills and negotiation tactics to promote a healthy physical activity setting.
• Perform tasks effectively with others in physical activity settings.
• Apply effective time-management strategies to improve movement skills and fitness levels.

Investigations in Science 7 Course Overview (SCI1003)

In Investigations in Science 7,  students will experience an interdisciplinary approach to science content, exploring all two of the three domains of science (Life Sciences & Earth Science) through hands-on explorations, productive discourse, and purposeful reading and writing.  The curriculum is problem/project-based where students apply their understanding of science, technology, engineering, and mathematics (STEM) to propose solutions to real world phenomenon/problems.  

LITERACY

Digital Literacy 1 (ENG 1030)

The Digital Literacy 1 curriculum focuses on developing critical and creative thinking through reading, writing, speaking, listening, and viewing in a 21st-century approach. Working through a problem-based process, students learn to define real-world problems of interest, research the causes of those problems using real-time global texts, and then create solutions to address the problems. Students will advance their understanding of comprehension, analysis, and evaluation of text as well as vocabulary acquisition through reading complex informational and argumentative texts in a technology-rich medium. Students will collaborate regularly through research and solution phases of their investigations. Students’ curiosity and motivation will engage them in their investigations while learning and refining the processes that will enrich all other courses and prepare them for college and career projects.

Digital Literacy 2 (ENG 1031)

The Digital Literacy 2 curriculum focuses on increasing critical and creative thinking through reading, writing, speaking, listening, and viewing through an integrated approach. By participating in a problem-based process, students learn to define, analyze, and evaluate real-world problems of interest related to standards-based curriculum topics. Students will use research skills to investigate problems using real-time global texts and then create solutions to address the problems. Students will participate in sustained inquiry, analysis, and evaluation of text through reading complex informational, expository, and argumentative texts in a technology-rich medium. Students will hone their communication, collaboration, research, and problem-solving skills and learn to give, receive, and use feedback to improve their process and products during complex tasks. Digital Literacy creates authentic work for students to engage in by allowing for presentation of their solutions beyond the walls of the classroom.

Challenging Problem or Question

SEMESTER 1: HUMANITIES
SEMESTER 2: STEM

Digital Literacy 3 (ENG 1032)

The Digital Literacy 3 curriculum focuses on increasing critical and creative thinking through reading, writing, speaking, listening, and viewing through an integrated approach. Students will be introduced to a variety of social issues from various perspectives, examine the history of social movements and the impact on social and economic justice, explore their identity, and understand the ways in which communities can respond to these complex issues. Students will explore social justice terminology in order to better advocate for a socially just society. They will have multiple opportunities to participate in book clubs, where they will interact with classmates to analyze social justice texts. Students will participate in sustained inquiry, analysis, and evaluation of text through reading complex informational, expository, and argumentative texts in a technology-rich medium. Students will use research skills to investigate a contemporary social issue using real-time global texts and then create solutions to address the issue at the individual and/or systemic level.

MS Academic Literacy (ENG 1029)

READING

Read 180 (ENG1017)

READ 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. The program directly addresses individual needs through adaptive and instructional software, high-interest reading materials, and direct instruction in reading and writing skills. Students rotate among a small group, teacher-directed lessons, a computer station for reinforcement and practice, and an independent reading center where students read books at their reading level. The program is designed to rapidly accelerate student achievement with the goal of bringing students to grade level.

Historical Inquiry in World Studies 7 (SOC1004)
Historical Inquiry into Global Humanities 7 (SOC1010)

 
Unit 1:  Students use their social studies literacy skills to investigate the geography of Latin America  and the consequences of geographic modifications. Students will explore life in Latin America at the height of the Aztec and Inca Empire learning how modifications to their environment were essential to their success. Additionally, students will be able investigate and research life in Latin America today and the impact economic choices have had on the environment of their respective region. Unit Question: Why do people modify their environment?

Unit 2:  Students use their social studies literacy skills to evaluate the structures and functions of an evolving political system starting at the height of the Roman Empire, ending with the formation of individual nation states in Europe.  By studying the changing political systems of Europe from feudalism to the emergence of nation-states, students learn how the source of power in the modern age became centralized and dependent on a growing middle class. At the end of the unit students will be able to answer the Unit Question: How is a political system impacted when a society changes?

Unit 3: Students use their social studies literacy skills to investigate the culture of Medieval African societies  and modern day Africa. Students gain an understanding of how culture impacts a society and the decisions made by a society in regards to their political and economic structures. By investigating the culture of African societies,  students will begin to examine their own culture to better understand how the beliefs, values and traditions held by cultural groups impact modern day social and political structures. At the end of the unit students will be able to answer the Unit Question: How do interactions among diverse cultures impact a society?

Unit 4: Students use their social studies literacy skills to investigate the shift to a global market place after the Middle Ages by analyzing the benefits and costs of a world connected by trade. Students end the unit by shifting from how a global market changed the world in 1450-1750 to how it is changing the world today and the institutions put into place to support the global economic and political foundations. Unit Question: How does globalization impact the world?

WORLD LANGUAGES

Students are encouraged to pursue World Language offerings as early as possible in middle school. The world languages available in middle schools are Chinese, French, Italian, Japanese, Spanish, and Spanish for Spanish Speakers. Offerings vary by school. The world language courses are high school credit-bearing courses. Please see page 4 for more information about high school credit in middle school. Course numbers are language and level dependent.

Level 1A/1B
HS credit

Students begin to learn to communicate orally and in writing in a culturally appropriate manner about topics related to daily life. They interpret basic information when listening and reading. Vocabulary and basic grammatical structures are taught within the context of these familiar topics. Culture is embedded throughout the course.

NOTE: Levels 1A and 1B may be offered in middle school as full-year courses. In that case, students must pass the full year of 1A and the full year of 1B in order to earn one high school credit.

Level 2A/2B
HS credit

Students expand their ability to communicate orally and in writing in a culturally appropriate manner about topics related to daily life. They interpret information when listening and reading. Vocabulary and grammatical structures are taught within the context of these topics. Culture is embedded throughout the course.

Level 3A/B
HS credit

Students continue to expand their ability to communicate orally and in writing in a culturally appropriate manner about a variety of familiar topics. They interpret detailed information when listening and reading. Vocabulary and more complex grammatical structures are taught within the context of these topics. Culture is embedded throughout the course.

Spanish for Spanish Speakers 1 A/B (WLG2141A/B)
HS credit Spanish for Spanish Speakers 2 A/B (WLG2142A/B)
HS credit

Spanish for Spanish Speakers 1 A/B and Spanish for Spanish Speakers 2 A/B are offered at selected middle schools. Spanish for Spanish Speakers provides language instruction for students with proficiency in Spanish, either because it is their first language or it is spoken extensively in their home. Each course integrates history, culture, language, and connections related to the Spanish-speaking world.