Curriculum

Each Middle School student is assigned to an advisory which serves as their “home base.” Advisories are small groups of students who meet regularly (four times in a six-day cycle) with a Catherine Cook staff member for age-appropriate meaningful discussions, learning exercises, and team-building activities. Advisories ensure that all students have at least one adult in the school who knows them well. Advisory groups help students create strong bonds with their peers and create a “safe” place to explore concerns that Middle School children care about. It is an ideal place for students to take risks, have a voice, and gain skills needed for real life situations and developmental dilemmas.

Resiliency and prevention research shows that when schools create a safe, supportive, respectful learning environment, personalize young people’s learning experience, help them develop social and emotional competencies, and provide opportunities to practice those competencies, they will grow more attached to the school, avoid risky behaviors, and achieve more academic success. Effective advisory programs meet all of these goals.

Specific goals for advisory differ each year and by grade, based on the needs of the students and the events that occur that particular year. In general, advisors

• Foster a close, caring relationship with each advisee so that every student feels known, liked, and cared about by at least one adult at the school
• Advocate for their advisees and are the point person for all advisee needs and concerns
• Build a sense of trust and genuine community with their group of advisees
• Provide academic coordination and guidance as needed
• Help the group communicate and explore real life school situations, dilemmas and concerns
• Conduct activities and discussions aimed at developing relationships, increasing acceptance and appreciation of each other and of differences, feeling comfortable with one’s self, and exploring one’s own thoughts and behavior
• Communicate effectively with parents and other teachers
• Implement Owning Up curriculum developed by Rosalind Wiseman, with the goal of helping students understand the complexities of adolescent social culture and encouraging them to own up and take responsibility for their behavior, treat themselves and others with respect, and speak out against social cruelty and injustice
• Implement Ethical Literacy material developed by Institute of Global Ethics, with the goal of helping students examine their choices and all the factors that are involved in making tough decisions, as well as giving them experience and language to talk about “right vs. right” dilemmas
• Provide leadership opportunities and empathy building activities, such as
  • Advisory Buddies, in which advisory groups partner with an Early Childhood or Lower School classroom to get to know one another and to explore the school’s core values together through ROARS—­Respect, Ownership, Appreciation, Responsibility, and Safety;
  • Assembly Buddies, in which 8th Graders partner with the Early Childhood classrooms and serve as a buddy during each Friday morning assembly in order to support younger students with friendship, help them navigate the stairs and get through the building, help them sit and pay attention, and assist with individual needs, allowing buddy relationships to develop, helping 8th Graders to learn how to be empathetic, caring, and thoughtful, and allowing both sets of students to feel valued by the school community; and
  • Service Learning Experience, in which small groups of 8th Grade students participate in the Food for Friends program each Monday, helping students gain awareness of the needs in the community and the hardships of others as they serve and converse with homeless and hungry guests that visit the church in need of a hearty, free, hot lunch.

Welcome to Middle School!

The next few years will be an important and exciting time for your child and family, and we look forward to beginning this journey with you. Students between the ages of 10-14 undergo many changes in their emotional, cognitive, and physical selves, and our Middle School is intentionally designed to help students navigate these changes as they transition from self-contained classrooms in Lower School to increasingly specialized subject area classes. Students take on new responsibilities for organizing and managing their work, and they face an array of new teachers with different styles and expectations. They are ready for new challenges and choices that help to expand their emerging skills and talents. 5th Grade is an important bridging year as students begin to make the shift towards greater independence and competence.

In order to help meet the needs of 5th Graders, we offer new features and programs in the Middle School. Each 5th Grade student participates in…

• Advisory Groups: Single gender groups meet regularly to create a place to belong, provide a teacher advocate, and promote ethical and pro-social behavior through Ethical Literacy and Owning Up curricula
• Morning Meetings: Entire Middle School meets regularly to build community, share information, and showcase student work
• Core Academic Classes:
  • Humanities: Double period for literacy work in reading, writing, social studies; provides opportunities for integration and project based-learning
  • Math: Challenges and supports students to create solid foundation in arithmetic functions; lays foundation for increasingly abstract work in Pre-Algebra and Algebra
  • Science: Hands-on, minds-on explorations of biological, physical, and Earth science topics; teaches lab skills and safety
  • World Language: Communicative approach gradually increases in time and frequency to promote confidence, accuracy, and fluency
• Academic Support Classes:
  • Media Literacy: Provides support for one-to-one laptop program; explores topics and builds skills related to digital art, computer science, media awareness
  • On Your Feet: Teaches the art of public speaking through health-related content, including developmentally appropriate drug and sex education

• Executive Functions Curriculum: Woven throughout core academic classes, students learn strategies for managing time and materials, setting goals, and developing study skills
• Seminar Period: Provides flexible time when core teachers are free to work with students one-on-one or in small groups
• Enrichment Classes: Art, Music, and PE classes meet regularly to continue to build skill in fine arts and fitness
• Elective Classes: Offer students opportunities to explore a new interest or deepen an existing one. Elective classes change with each trimester
• Project-based Learning: Targeted research projects in 5th Grade help prepare students for participation in History Fair beginning in 6th Grade; History Fair projects are guided, independent, long-term projects where students learn to set goals, meet deadlines, solve problems, and deepen their ability to produce quality work for an authentic audience
• Standardized testing: students learn test-taking skills and strategies to begin preparation for high school entrance exams. Tests are administered in the late fall
• Signature Trips: Overnight trips to Camp McLean in October and Camp Edwards in May provide opportunities for team-building, independence, and outdoor learning
• Special Events: The Artist-in-Residence program provides a special opportunity for 5th Grade students to deepen their experience with a particular visual art form; changes each year. Previous Artist-in-Residence programs have included book-making and wheel-thrown pottery. GlobalFest and Language Olympics offer opportunities to extend classroom learning
• Optional Student Leadership Council: Interested students request recommendation from teacher; plan Middle School social events and service learning opportunities. Begins mid-year for 5th Grade students
• Optional Sports Teams and After School Clubs: 5th Grade sports, such as soccer and basketball, build physical skill and teamwork. After school clubs extend or develop a new interest and provide enrichment opportunities; may change each year. This year included LEGO Robotics, Odyssey of the Mind, and Art Club

Middle School On Your Feet and Health

On Your Feet is the public speaking class that all Middle School students attend twice a year in rotation with IDEA Lab. Healthy living is discussed and these topics are used for various kinds of projects and presentations.

5th Grade
Introduction to public speaking: eye contact, posture, gesture, emphasis, articulation, volume, rate, and word choice. Topics include investigating personal choice in healthy eating.

6th Grade
Focus on emphasis, articulation, and rate for poetry interpretations; public speaking to a Lower School audience using visuals, such as slideshows and video. Topics include the importance of healthy eating, sleep, and physical activity.

7th Grade
Improvisation performance during an all-school Friday Assembly using games and open scenes; investigating high school options with persuasive speech component. Topics include dealing with stress, decision making, and choices.

8th Grade
Public speaking to an outside audience; preparing for Internship Day, High School Night, and high school interviews. Topics include communicating, interview techniques, and ethical dilemmas.

The health curriculum also includes drug and sex education in the spring for all Middle School grades. Classes are co-ed with a few exceptions and parents are updated on upcoming classroom discussions as they occur from year to year. Drug education covers legal and illegal drugs and the effects on the body system, as well as investigating why these substances exist. The sex education curriculum builds over the four years in Middle School from reproductive structures and physiology of puberty in 5th Grade to decision-making and speaking up for oneself and others in 8th Grade.

Each year, Middle School students travel with classmates and teachers for one or more overnight educational experiences. These trips provide unique learning opportunities, are educational in nature, and become the curriculum for the time that students are away from campus. Ranging from single overnight trips in 5th Grade to four- or five-night stays as students mature, these trips allow for experiences that would be impossible to have in the classroom. They strengthen teacher-student relationships, allowing teachers to see students in a more relaxed setting and to build students’ and teachers’ knowledge of one another. They foster relationships among students and build shared memories. They provide opportunities for students to develop independence and to make decisions for themselves.

We expect that sometimes students will make mistakes, and that with our guidance, they will be able to learn from those mistakes. Middle School trips provide a great place for students to challenge themselves, to move outside of their comfort zones, and to take measured risks in a low stakes environment where they are well-known, appreciated, and supported by adults who care for them. This kind of low stakes risk-taking is invaluable so that students learn to make wise decisions for themselves before the stakes become higher in high school and beyond.

Deciding on Signature Trips and Retreats is a thoughtful process designed to further our educational goals for students. Like all curriculum, Signature Trips undergo a regular process of review and refinement. Guidelines and protocols help to ensure that all students are able to benefit as fully as possible from their participation in off campus learning experiences.

5th Grade

• Line: creating complex drawings through the utilization of various lines
• Color: analogous and monochromatic color schemes
• Aesthetics: expanding the concept of aesthetics in students' own art through self-reflection, group critiques, and writing
• Art Appreciation: exploring, analyzing, and emulating the work of famous artists
• Multicultural Studies: exploring the art and traditions of various cultures in correlation with humanities curriculum

6th Grade

• Line: creating complex drawings through the utilization of various lines
• Space: introducing perspective and creating the illusion of space in drawings
• Composition: understanding the concept of composition in creating unique paintings and drawings
• Aesthetics: expanding the concept of aesthetics in students' own art through self-reflection, group critiques, and writing
• Art Appreciation: continuing to explore, analyze, and emulate the work of famous artists
• Multicultural Studies: exploring the art and traditions of various cultures in correlation with humanities curriculum

7th Grade

• Line: creating complex drawings through the utilization of various lines
• Space: expanding understanding of perspective and the creation of the illusion of space in drawings
• Composition: deepening understanding of the concept of composition to create unique paintings and drawings
• Form: creating 3-D sculpture using found objects
• Aesthetics: expanding the concept of aesthetics in students' own art through self-reflection, group critiques, and writing
• Art Appreciation: continuing to explore, analyze, and emulate the work of famous artists
• Multicultural Studies: exploring the art and traditions of various cultures in correlation with humanities curriculum
• Film Studies: utilizing key art concepts of line, composition, and contrast to create a storyboard to be transferred to video media

8th Grade

• Line: creating complex drawings through the utilization of various lines
• Space: expanding understanding of perspective and the creation of the illusion of space in drawings
• Composition: deepening understanding of the concept of composition to create unique paintings and drawings
• Form: creating 3-D sculpture using found objects
• Aesthetics: expanding the concept of aesthetics in students' own art through self-reflection, group critiques, and writing
• Art Appreciation: continuing to explore, analyze, and emulate the work of famous artists
• Multicultural Studies: exploring the art and traditions of various cultures in correlation with humanities curriculum
• Film Studies: utilizing key art concepts of line, composition, and contrast to create a storyboard to be transferred to video media
• Independent Project: utilizing key concepts of art to create a unique project of self-expression

In Middle School, language arts and social studies are taught in tandem using a project-based humanities approach. Students hone writing, research, and analytical skills through deep exploration of topics in world history, current events, and the American experience. Themed curriculum units undergo regular review and evolve in response to teacher expertise, cultural change, and student interest. Units of study have included Chicago History, Ancient India, American Revolution, and Identity, and students conduct oral history interviews to create a documentary in 8th Grade.

Language arts is integrated into the thematic units of study in addition to direct instruction in grammar and vocabulary. We take a workshop approach to reading and writing, building on the approach used in the Lower School; students write research papers, book reviews, memoirs, persuasive essays, poetry and more. Students also read two or more full class novels and read independently throughout the year.

Students in 6th through 8th Grades participate in the National History Day program. In collaboration with the school librarian and their humanities teachers, students learn to select topics of historical interest, conduct extensive thesis-driven research, and formally present their findings at the Catherine Cook History Fair. Students may choose to write a well-developed research paper, develop a museum-quality exhibit board, create a documentary, or produce a live dramatic presentation. 5th Grade students prepare for National History Day by conducting smaller research projects, learning to navigate and collect resources, cite them properly, and present their findings in a variety of formats. Each year, many students advance to the City and State History Fair competitions; some students have advanced to the National History Day competition at the University of Maryland at College Park.

5th Grade
Students in 5th Grade build upon the basic skills and approaches they have developed using Everyday Math in Lower School as they branch out into a variety of Middle School topics. The year begins by creating a solid foundation with operation skills; students master topics dealing with decimal and fraction operations while learning new vocabulary and applications for their skills. The middle part of the year students explore geometric concepts, ratios, and percents. We end the year with negative and positive numbers, as well as an introduction to probability. 5th Grade math, while appropriately challenging, is also a lot of fun. Throughout the year students play games and do hands-on explorations, all while strengthening necessary student skills such as note taking and studying.

6th Grade
6th Grade students solidify number concepts to prepare for more challenging, complex, and abstract math. We begin to incorporate pre-algebra concepts into the work with fractions and decimals. Units range from three-dimensional geometry to scale and ratios. 6th Grade math draws on the skills mastered in 5th Grade to prepare students for the academic rigors of pre-algebra and beyond. We draw from a variety of sources to ensure that students are getting the best possible exposure to and practice with topics before entering 7th Grade. Students leave 6th Grade with a solid foundation in computation skills as well as the ability to use reasoning and knowledge for complex problem solving.

7th Grade

Students in 7th Grade complete a Pre-Algebra course. It is during Pre-Algebra that math concepts segue from computation and related problem solving to more abstract algebraic material. While 7th Grade students continue to solidify skills introduced in 5^th and 6^th Grades – fractions, decimals, percentages, ratios and proportions, probability, and geometry – they further explore these skills as they are connected to algebraic concepts. Additionally, many algebraic skills and problem solving methods are introduced during 7^th Grade, including:

• Solving multi-step equations and inequalities;
• Using formulas and literal equations;
• Working with linear equations and inequalities;
• Graphing and solving linear systems;
• Using rules of exponents;
• Simplifying radical expressions;
• Using algebra to explore two- and three-dimensional geometry;
• Exploring probability with factorials, permutations, and combinations;
• Polynomials; and
• Exploring angle relationships and transformations.

8th Grade

Students in 8^th Grade complete an Algebra 1 Honors course. Students further develop and build upon many skills introduced during 7^th Grade Pre-Algebra. Depending upon level of mastery and retention of material, students are prepared to test out of Algebra 1 their freshman year of high school and will begin 9^th Grade with either Algebra 2 or Geometry. Major topics of study in 8^th Grade Math include:

• Real number system;
• Linear equations, inequalities, and systems;
• Polynomials;
• Expressions and equations for: exponents, quadratics, radicals, and rationals; and
• Statistics and probability.

At the Middle School level, we work to instill a love for physical activity that will lead to lifelong participation in health- and fitness-promoting activities. Students are expected to show an understanding for the rules of the games, as well as demonstrate effort to improve their skills. Students will:

• refine all basic manipulative skills
• strike a ball continuously against a wall or with a partner using a racket, using both forehand and backhand strokes
• throw a variety of balls, showing both accuracy and distance
• work toward a mature form of selected manipulative skills, including striking with long-handled implements
• use safe practices when participating in physical activities
• understand various methods of assessing personal fitness
• understand the principles that relate to cardiovascular efficiency
• understand how to maintain appropriate body composition
• understand the principles that relate to muscular strength and endurance
• invite others with differences to join in enjoyable physical activity
• act independently of peer pressure

The Middle School music curriculum explores four major experiences: singing, playing instruments, reading and writing music notation, and learning with technology.

Singing
Students are introduced to singing technique in 5th Grade and build off previous knowledge and singing experiences in the Lower School. The students begin to learn repertoire in two-part choral singing and expend to three or four-part harmony by 8th Grade. Students work to improve their vocal technique and demonstrate control of breath, volume, and tone production.

Instrumental Performance
Middle School students have access to a full Orff-Schulwerk instrument collection, including drums from around the world, three octaves of hand bells, and a number of folk instruments. Students perform alone and with the class and demonstrate independence in executing their individual part. The expectation is that students will perform simple single note melodies at all dynamic levels.

Music Notation (Reading and Writing)
Every grade is introduced to the music staff and the varieties of note values, rhythms, and terminology. By 8th Grade, students demonstrate the ability to read and write music notation on treble and bass clefs, identify symbols and traditional terms referring to dynamics, tempo, and articulation, and interpret these symbols correctly when performing. Students demonstrate music literacy by playing the various instruments listed above.

Learning with Technology
Students utilize the computer and other contemporary tools to prepare musical selections. Students learn audio and video recording software for a variety of projects. The overall expectation of the class is that students will demonstrate the use of music notation software, show a basic understanding of MIDI technology, and use digital audio workstations effectively to compose and record music.

The focus of Catherine Cook’s Middle School science curriculum is to build science process and inquiry skills through various core areas of study, including Earth science, life science, physical science, and environmental science. Our aim is to develop critical thinking skills, laboratory safety, investigative curiosity, and an overall passion for the field of science.

As part of our aim to build science process skills, we begin by introducing basic skills in 5th Grade. These include making observations and inferences, using variables, measuring, predicting, and collecting data. Topics in the curriculum include experimental design, space science, and geology.

In 6th Grade, the basic science process skills are reviewed and built upon by teaching students to form research questions, design experiments, present data through graphs and charts, and begin learning how to analyze experimental results. The core topics of study this year are atmospheric science, biomes, and human impact on land.

In 7th Grade, students begin to be more independent in the inquiry process. With a solid background in these science process skills, students are prepared to design and run their own scientific investigations. Through this experience, students learn how to identify a well set-up experiment, how to accurately collect data, and how to interpret their results. Students demonstrate this learning through the topics of ecology, body systems, genetics, and evolution.

In 8th Grade, students delve deeper into experimentation to prepare for high school. Students construct and implement independent investigations in the fields of marine biology, environmental chemistry, and conceptual physics. At this level, students are competent in demonstrating a solid understanding of experimental design and inquiry skills.

In Catherine Cook's World Language Department, we teach both French and Spanish, embracing a focus on the communicative nature of language learning within authentic and cultural contexts. Students reinforce skills in listening, speaking, reading, and writing while acquiring a heightened understanding and appreciation for other cultures. Our performance guidelines are aligned to State Standards and established by the American Council of Teaching of Foreign Language (ACTFL) with the 5 C’s as primary learning goals:

1. Communication (speaking, reading, writing, and listening - use of language in “real life scenario”)
2. Cultures (appreciation of the relationship between culture and language to develop global citizenship)
3. Comparisons (between languages and cultures, students understand their native language better when they start to compare it with another world languages)
4. Communities (give back or explore our community, we live in a global society)
5. Connections (with other academic disciplines and integrated curriculum, when possible)

In 5th Grade, we emphasize speaking in the target language and use collaborative learning activities, including skits, games, and projects. Structured “partner practice” of meaningful language recycles old and introduces new material at the same time, so that students understand more and more across diverse topics and begin to more naturally and readily communicate in authentic situations.

In 6th and 7th Grades, we further enhance students’ ability to communicate and express themselves in French and Spanish with TPRS - Teaching Proficiency through Reading and Storytelling (formerly Total Physical Response Storytelling). This engaging, immersive approach helps students acquire language naturally and easily, focusing on high frequency words and grammatical structures embedded in engaging, fun stories.

In 8th Grade, we build upon the foundation established in previous years to prepare students for advanced language study in high school. Heightened expectations and greater immersion help students feel successful and confident in their language abilities. Students continue to focus on oral proficiency to increase and refine their ability to communicate. Learning activities, including TPRS, skits and dialogues, level-appropriate reading, game scenarios, music, video, and projects, actively engage students to participate and contribute to class conversation. Students at this level:

• Build reading comprehension using chapter books, current events, and magazines
• Develop written communication through journaling and reflective writing
• Strengthen listening comprehension with songs, movies and greater classroom input
• Improve oral expression through informal conversations, skits, and partner activities