HACKLEY MIDDLE SCHOOL

HACKLEY MIDDLE SCHOOL COURSE DESCRIPTIONS 2005-2006

ENGLISH

The English program seeks to develop students’ abilities to read with understanding and feeling, to enhance their skills in appreciating and analyzing literature, to enhance their skills in interpreting the world around them, and to foster their expressing themselves with power and accuracy both orally and in a variety of written genres.

The program stresses the view that reading and writing comprise two discrete phases of communication and that carefully planned experiences in reading and writing will facilitate growth in students’ expressing themselves effectively. To wit, the better students read, the better they will write; similarly, the more they work on improving their writing, the more they will appreciate the style of distinguished writers. Training, therefore, is continuous and progressive and consists of integrated instruction in the basic skills of reading, writing, grammar and rhetoric.

In composition, the Department aims to develop each student’s powers of expression, making sure that finer points of logic and imagination receive due attention. Students receive continuous and thorough training in sentence mechanics, paragraph structure, vocabulary, and style (the variations of syntax and diction).

150. English 5

“Though we travel together, we travel alone…” Mrs. Whatsit declares in Madeleine L’Engle’s classic fantasy story A Wrinkle In Time. The themes of friendship, love and personal human conflict (person vs. others, vs. self) are woven throughout the fifth grade reading list in works that range from high fantasy and ancient myths to realistic fiction. Much of the literature read this year is thematically related to the fifth grade study of ancient civilizations in history, allowing students to make real connections while learning comprehension and literary analysis skills. In addition, short stories and poetry from authors such as Taylor, Singer, Fox, Fleishman, Nichol, Crews and McLaughlin will be used to illuminate our study of literary devices, character and setting.

The fifth grade English program builds on the foundation established in the Lower School, emphasizing the development of clear writing and critical thinking skills. Students work on reading and research skills, note taking and essay writing. They learn to be effective participants in class discussions, group projects and oral presentations. As the year progresses, they learn to take increased responsibility for discussion of assigned readings through literary circles. In creative writing, students work in a variety of styles both self-selected and assigned, including the creation of an original Greek myth.

Fifth graders study proofreading skills, vocabulary and grammar throughout the year, and engage in word study to foster greater competency in spelling.  Through the writing workshop method of prewriting, drafting, revising and editing, they learn to write paragraphs and short essays that contain a clear thesis statement, good organization and increasing sophistication in the use of figurative and expressive language.

Texts: Lewis, The Lion, The Witch and the Wardrobe (summer reading)

Lowry, Number the Stars (summer reading)

Pilling, The Kingfisher Treasury of Myths and Legends (summer reading)

Peck, A Long Way From Chicago

Paterson, A Bridge to Terabithia

D’Aulaires, Greek Myths

Evslin, The Trojan War

Colum, The Children’s Homer

Pyle, Otto of the Silver Hand

L’Engle, A Wrinkle In Time

Wordly Wise 3000: Book 3 (EPS)

Rules of the Game: Grammar Through Discovery (Book 1)

All Write: A Student Handbook for Writing and Learning (Kemper, 2003)

Write Source Skillsbook and Handbook (Houghton Mifflin, 2003)

160. English 6

“Somewhere over the rainbow….” Most protagonists strive to break free from their confining situations by using their imaginations to establish a more harmonious existence. These imaginative efforts can be seen in the form of intellectual, social, and spiritual aspirations. What inhibits our lives from being less than what we want? What can be done to overcome these situations to live a happier life? The answer to these questions can be found through the visions presented by the authors, poets, and playwrights studied this year.

The summer reading begins with a brief view of this theme as seen in Mildred Taylor’s Roll of Thunder, Hear My Cry, Wilson Rawl’s Where the Red Fern Grows, and a free-selection book. The year continues with a view of the protagonist from the following perspectives: intellectual—The Hound of the Baskervilles, by Sir Arthur Conan Doyle; imaginative—Alice in Wonderland and Through the Looking Glass, by Lewis Carroll; social/historical—Out of the Dust, by Karen Hesse and The Narrative of the Life of Frederick Douglass, by Frederick Douglass; social—12 Angry Men, by Reginald Rose, and spiritual—Redwall, by Brian Jacques. These units are complemented by short stories by Tan, Bambara, Cormier, McCullers, Welty, et al. (Coming of Age), and various poems by Kunitz, Frost, Brooks, Cisneros, Hughes, White, Stafford, and many others.

Each unit is presented in a different manner ranging from whole class discussions to small group projects to individual presentations. At least four interdisciplinary projects are completed each year. Such literary techniques as plot element, characterization, setting, foreshadowing, flashback, as well as metaphor, simile, personification, and symbol are introduced to show how each helps to reinforce the theme. Vocabulary is taught contextually. Teacher- and student-generated sentence completions, analogies, original sentences, and crossword puzzles are used.

Students write both formal essays and creative assignments. Using skills of outlining/webbing, ordering, introductory paragraph construction (with a hook and a sound thesis), and supporting body paragraphs using specific examples (from literature, current events, personal experiences, and interviews), the writer develops expository, narrative, descriptive, and persuasive essays. Unified and varied sentence structure, transitions, correct grammar/punctuation, and accurate spelling are required. Proper in-text citations and bibliographical information are taught when needed. Most topics stem from class readings. Creatively, students construct short stories, legends, children’s books, free writes, poems, and news articles/features.

Students pursue the formal study of grammar weekly, using Grammar for Writing, Fourth Course. This study includes parts of speech, pronoun and verb agreement, capitalization, modifier usage, and punctuation (commas, semicolons, and colons). A mastery list of 150 spelling words (emanating from mistakes in student writings) is also presented.

At the end of the year, a speech project about the year’s theme is given involving a written paper and a presented speech. This activity incorporates the year’s skills covered in critical reading, clear writing, and articulate speech.

Texts: Carroll, Alice in Wonderland

           Carroll, Through the Looking Glass

           Coming of Age, Fiction about Youth and Adolescence

           Douglass, The Narrative of the Life of Frederick Douglass

      Doyle, The Hound of The Baskervilles

          Grammar for Writing, Fourth Course

     Hesse, Out of the Dust

           Jacques, Redwall

           Rawls, Where the Red Fern Grows

           Rose, 12 Angry Men

     Taylor, Roll of Thunder, Hear My Cry     

170. English 7

Students will immerse themselves in a comprehensive study of literature, writing, and issues of grammar. Reading assignments encourage students to take a more critical look at the text—including particular attention to identity and culture. The study of Shakespearean comedy allows students a hands-on introduction to this material. Students concentrate on four and five-paragraph composition, becoming more aware of the importance of both the thesis and the topic sentence. Students will also have the opportunity to choose their own reading for their outside reading projects. Students will experiment with creative writing including memoir, poetry, fable, and short story. After a brief review of the grammar previously studied, students confront more difficult grammatical constructions, including complements, phrases, pronoun case and compound and complex sentences. Issues of mechanics and usage are also addressed. Students study vocabulary in the context of the texts they read. The speech project culminates the year and encourages students to research a topic using primary sources and to work with multi-media to create a presentation.

Texts: Koch, Rose, Where Did You Get That Red?

            Miller, The Crucible

            Orwell, Animal Farm

            Shakespeare, A Midsummer Night’s Dream

            Tan, The Joy Luck Club

            Sadlier-Oxford, Grammar for Writing

            Wright, Black Boy

            Wiesel, Night

180. English 8

In this course, students continue to develop their understandings of how they encounter literature, individually and together with others, and their methods and tools for doing so richly. They continue to develop their writing, speaking, and critical thinking skills.

We accomplish these goals through a variety of activities:

  • Students read and discuss a variety of shared literary works that ranges from Homer and Shakespeare to modern lyrical vignettes and sci-fi. These texts are approached through an overall essential question, “How can we get along with each other?”—to which students construct complex, evolving responses.
  • Students also spend time each quarter reading and responding to individually-selected texts chosen from an approved list. This freedom to choose allows students a degree of ownership over their studies while their related assignments still maintain a critical focus.
  • Students cooperatively develop their own ground rules for having productive class discussions. We work in various forms of class discussion, too, ranging from full-group seminar-style discussion to teacher-led lecture/Q&A to small-group activities.
  • Students write in multiple expository and creative modes, including journal entry, literary analysis, personal essay, short fiction (sometimes a screenplay or stage play), vignette, and poetry. Students also compose and present a public speech. In each mode, students study relevant skills, techniques, and rhetorical strategies.
  • Weekly and semi-weekly writing lessons cover a variety of important topics in composition, as well as technical grammar, mechanics, usage, and style. Vocabulary is drawn from our literature and studied as we read.

In addition to working with standard tools and devices of literary meaning, students also develop their personal understandings about the basic assumptions of literary study. Why do we read and write literature, and what uses can it have in our lives? Students argue definitions of “literature” and investigate whether literature is, or should be, anything other than “fun.” They consider the role of authorial intention in constructing meaning, and they ask whether more accessible works are naturally superior to those that are perplexing, frustrating, or apparently far-removed from the reader’s own experiences.

Shared texts include the following:

Homer, The Odyssey

            Lee, To Kill a Mockingbird

            Card, Ender’s Game

Claybourne, The World of Shakespeare

Cisneros, The House on Mango Street

Shakespeare, Twelfth Night

Grammar for Writing (Sadlier-Oxford)

            Short Stories: Character and Conflict, 2nd Ed. (1996) (Holt, Reinhart, & Winston)

            selected poems and films

HISTORY AND SOCIAL SCIENCE

In History, Middle School students are given an introduction to a selected area of humanity’s past record of achievement so that they will understand not only their own civilization, but also better understand themselves. Closely related is the necessity for encouraging independent study and thought; students must learn to think critically about the problems of their era, and they must be encouraged to pursue their studies beyond the time of the specific course involved. The study of history is also deeply humanistic. When students immerse themselves in events such as the background of a war or revolution, they ought to become more mature; they will have learned something fundamental about the nature of human beings. History is the great storehouse of human experience; in this sense it is closely related to poetry, literature and philosophy in its value to the student. Basic skill building is an important part of the program. Learning how to evaluate evidence, how to use the library, how to write cogent and well-organized papers, how to read maps and charts, are essential features of all courses in the History and Social Science program.

250. History 5: Ancient Cultures: How Do We Learn About History?

In 5th Grade History, students start the year by exploring the diverse ways they can learn about history. What are the different types of sources? Why is it important to move from objective to subjective observations? How do people’s myths, stories, and legends reveal aspects of who they are? Students build on this introductory exploration as they immerse themselves in the study of three ancient cultures: Egypt, Greece, and Rome. During their unit on ancient Egypt, students construct an understanding of the concept of civilization while discovering why Egypt was “The Gift of the Nile.” What is the relationship between geography and history? How does a written language define a civilization? Can we recognize of our own humanity in the ancient Egyptians? While studying ancient Greece, students trace the origins of the first democracy. Why was democracy born in the city-states of the Aegean Sea? Who was and wasn’t represented? What antecedents of our own democracy can we recognize in the Athenian Assembly? 5th Grade History ends with a study of ancient Rome where the focus is on developing an understanding of the concept of empire. What did the Romans accomplish both for good and ill through their work as empire-builders? How did their popular culture reflect who they were and the world they inhabited? Why do empires end? Fifth Grade History is taught through integrated curriculum that requires students to research, interpret, and present what they understand. This is accomplished through students participating in direct instruction on study skills and content information; preparing individual research reports and group projects; presenting individual and group oral presentations; and, engaging in field trips and programs with guest speakers.

Text: Macaulay, Pyramid

Macaulay, City

260. History 6: Discovering History

Beginning with the Age of Exploration, the sixth grade history course will focus on the origins of American History with a special emphasis on local history. This course will cover the period of time from discovery and colonization through the American Revolution and the establishment of a new government. Special attention will be paid to developing skills and methods of inquiry that will serve the students throughout their Middle School careers. The sixth grade history curriculum will introduce and build on three critical skills necessary for the successful study of history – reading, writing, and thinking. In particular, students will analyze both primary and secondary texts, learn to distinguish among multiple perspectives, and continue to develop clear and concise forms of written expression. Assignments will include role-plays scenarios, group learning situations, and long-term projects as well as more traditional written exercises and drills.

Texts: Hakim, The First Americans—a History of US

      Hakim, Making Thirteen Colonies—a History of US

      Hakim, From Colonies to Country—a History of US

270. History 7: The History of Freedom
This course will explore the history of this abstract notion from the birth of the idea of liberty in Classical Greece to our own day. Topics covered include the Enlightenment, the drafting of the U.S. Constitution, the Civil War, Nazi Germany, the Indian independence movement and the modern Civil Rights movements. The course is designed to enable students to examine definitions of freedom, and deal with political, economic, social, cultural and moral dimensions of freedom. Reading of philosophy, literature and primary sources, re-enactments of actual events, debates and guest presentations are used to enhance the study of these ideas. A trip to Boston in the fall will focus on the development of freedom in this country, as well as give students an opportunity to spend time together outside the classroom.

Texts: Hakim, From Colonies to Country--a History of US

          Hakim, War, Terrible War—a History of US

            Wakatsuki, Farewell to Manzanar

280. History 8: The Axial Age 476 A.D. -1453 A.D.

This course will explore the crises and developments of the world in the years from the fall of Rome to the fall of Constantinople. Students will look at the geographic triangle that existed between East Africa, India, and China and how these cultures exchanged and influenced each other politically, religiously and economically. The course will begin the crisis of late antiquity, and will examine the cultivation of the major world belief systems of Christianity, Hinduism, Buddhism, Islam, Confucianism and Taoism. Students will also look at snapshots and comparisons of cultures outside the Indian Ocean centered world such as Japanese and European feudalism and Western European and African monarchies. The course will conclude with exploring the reasons for the diminishing role this region played as the Renaissance approached, and why the focus shifted to European dominance in the world economy. Students will be expected to keep a daily notebook, write several papers, and participate in two group projects.

Text: Bentley and Ziegler, Traditions and Encounters – a World History

 

MATHEMATICS

All the mathematics courses in the Middle School share common goals. Rote, mechanical approaches to problem solving and the belief that memorization is the best way to learn mathematics are discouraged. Instead, students are compelled to understand the concepts underlying the methods they use in doing arithmetic and algebraic computations. An attempt is made to connect mathematics to the everyday experience of students using real life problems and projects that develop a mathematical “common sense” and a solid foundation for learning more mathematics with enthusiasm and confidence.

Teachers in the mathematics department stress the process of learning and not merely the product in order to improve logical reasoning and self-reliance. Teachers strive to develop in their students a better understanding and awareness of the relationship among factual knowledge, thinking processes, and problem solving ability.

Calculators and computers are recognized as an integral part of our society. The Middle School has a full-time computer coordinator, and all students are given instruction in the uses and benefits of each of these tools in solving mathematical problems. Students are introduced to calculators with graphics capabilities to help investigate and make connections among graphical, numerical, and algebraic representations and solutions. However, the use of technology is carefully balanced with more traditional “paper and pencil” methods to ensure a solid foundation.

350. Mathematics 5

The primary focus of the fifth grade math curriculum is to help our students make sense of mathematics in a meaningful way. Throughout the year, we teach the content using manipulatives, pictorial models, estimation, and technology. The curriculum focuses on number sense in whole numbers, fractions, and decimals; probability and statistics; and metric and non-metric geometry. In addition, students generate math projects connected to the unit of study or integrated with other subject areas. It is our hope that this program will build mathematical confidence in our students so they will become proficient in reasoning, communicating, and solving problems in mathematics.

Text: Charles, Barnett, et. al., Scott Foresman-Addison Wesley Grade 5 Math

360. Mathematics 6

This course emphasizes the development of students’ mathematical problem-solving abilities beginning with a comprehensive review of decimals and fractions. Students will study percentages, geometry, spatial reasoning, number theory, integers, statistics, functions, topology and permutations , ratios and proportions. Non-routine problems are consistently woven into the curriculum. A wide variety of manipulatives is used.

Text: Harcourt Brace, Math Advantage

370. Mathematics 7

This course begins to prepare students for algebra through the study of variables and equations, percentages, fractions, logic number patterns, probability and statistics, functions and their graphs, spatial problem-solving, geometry and measurement. Students gain an understanding of these topics through experimentation and exploration, while developing general procedures and strategies for problem solving. Calculators and the Geometer Sketchpad application are used when it is appropriate.

Text: Harcourt Brace, Math Advantage; Middle School II

375. Algebra I (Grade 7)

380. Algebra I (Grade 8)

This is a course for students judged ready for a rigorous algebra course in the eighth grade, as well as for a select group of seventh graders who are ready to accelerate. The first semester covers operations with integers and rational numbers, one-variable equations and inequalities, graphing linear equations, and relations and functions. The second semester deals with systems of equations, absolute value and inequalities, exponents, polynomials operations, factoring, solving and graphing quadratic equations, and rational and radical expressions and equations. Graphing calculator technology supports instruction throughout the year.

Text: McDougal Littell, Algebra 1

377. Mathematics 8

During the first semester, students study combinatorics, probability, and statistics while reviewing their rational number operations. They also study various data display techniques and begin exploring linear relationships. Some basic algebra concepts such as solving one-variable linear equations are also covered. During the second semester, students focus on graphing various equations. They begin by exploring distance and speed graphs. These exercises emphasize the differences between graphs and maps and the relationships between distance, rate, and time, thus helping to prepare students for the Upper School Physics curriculum in the ninth grade. Next students explore the tangent ratio and its relation to slope. They conclude the year by applying the discoveries they made about operations in the first semester to the graphical displays of the second semester. Technology supports instruction throughout the year.

Texts: Connected Mathematics, Clever Counting

Creative Publications, Chance Encounters

Connected Mathematics, Samples and Populations

Connected Mathematics, Variables and Patterns

Creative Publications, Mathematics of Motion

Creative Publications, Roads and Ramps

Connected Mathematics, Moving Straight Ahead

Creative Publications, Modeling and Predicting

385. Geometry 8

This course assumes one year of algebra and some familiarity with the geometry taught earlier in the middle school. The first semester covers inductive reasoning, introduction to two-column proof, properties of parallel lines, basic constructions, congruent triangles, and polygons. The second semester deals with circles, area of polygons and circles, Pythagorean theorem, special right triangles, tessellations, surface area and volume, similarity, and trigonometry.

Text: Harold Jacobs, Geometry: Seeing, Doing, Understanding
Third Edition

SCIENCE

Students begin the study of science in the Middle School by examining topics with which they can have first-hand experience, including life on their own planet. Opportunities are provided that will engage their interest and stimulate them to ask questions about their surroundings; encourage them to collect and begin to organize information; enable them to seek reasonable and logical explanations or hypotheses; and help them participate and begin to set up experiments to support or modify their explanations and findings to adults and peers. Additional equipment is used during laboratory work with an emphasis placed on experimental design. Skills in predicting outcomes, hypothesizing, controlling variables and interpreting data are developed. Thus, students are prepared for the more sophisticated concepts that they will face in higher-level courses.

495. Science 5

Students begin their middle school science coursework in the fifth grade with an introduction to physical science. Concepts relating to forces, motion, magnetism, electricity, and astronomy are developed through a variety of hands on experiments, demonstrations, and readings. Real-world applications of the physical sciences are presented in order to encourage an understanding of how the topics covered in the course relate to the students’ everyday lives. In addition, students will learn the nature of scientific inquiry; practical experience relating to designing and performing experiments will be developed throughout the year.

Texts: Prentice Hall Science Explorer: 2000, Motion, Forces, and Energy

           Prentice Hall Science Explorer: 2000, Electricity and Magnetism

           Prentice Hall Science Explorer: 2000, Astronomy

496. Science 6: The Physical World

In this course, students will study the general nature of the Earth, the complexities of weather and climate, and how forces within the Earth change the Earth’s surface. An understanding of the interaction between and co-evolution of the atmosphere,

hydrosphere, lithosphere and biosphere will be developed, and different types of energy and their transformations will be presented. Skills in note taking, active reading and graphing will be acquired throughout the year as students learn to gather, organize and interpret data, form logical inferences and test their ideas.

Texts: Prentice Hall Science Explorer, Earths Waters

      Prentice Hall Science Explorer, Inside Earth

      Prentice Hall Science Explorer, Weather & Climate

497. Science 7: Life Science

Life Science covers four major topics: the cell, evolution, classification, and ecology. Throughout the course, concepts are learned with a focus on two themes: the relationship between structure and function and the interdependence among organisms along with their interactions with their environment. Concepts are introduced and explored through laboratory work, classroom discussions, reading assignments, computer applications, oral and written reports on current issues, and a project. In the laboratory, students learn to work both cooperatively and autonomously, to use equipment properly and safely, to make observations carefully, and to reason scientifically.

Texts:  Prentice Hall Science Explorer, Cells and Heredity

            Prentice Hall Science Explorer, From Bacteria to Plants

            Prentice Hall Science Explorer, Animals

            Prentice Hall Science Explorer, Environmental Science

498. Science 8: Chemical Topics in Biological Systems

This course integrates inorganic chemistry and its biological applications. Science 8 is designed to provide a solid introduction to chemical and biochemical processes. The course focuses on concepts regarding energy and matter, as well as on the ways in which stored chemical energy and chemical compounds are used by humans (and other living organisms) to accomplish biological functions. The four main topics are: Energy and Matter; Biochemistry; Genetics; and Human Systems. In conjunction with studying the human body systems, students perform a detailed laboratory frog dissection; this allows the students to understand fully the anatomy and physiology of major body systems in higher animals. In addition to participating in daily lectures, discussions, research, and laboratory activities, each student takes part in the Middle School Science Fair. For the Science Fair, each student is expected to interview a research scientist and present his or her interview, as well as the topics of research pursued by the scientist.

Texts: Prentice Hall Science Explorer, Chemical Interactions

            Prentice Hall Science Explorer, Chemical Building Blocks

            Prentice Hall Science Explorer, Cells and Heredity (purchased in 7th Grade)

            Prentice Hall Science Explorer, Human Biology

MODERN LANGUAGES

By studying a modern language over a three-year period, Middle School students build a strong foundation for future work. During this early period, they are also exposed to the cultures associated with the language studied. More importantly, they develop their oral skills at a time when they are developmentally ready to assimilate oral techniques with ease. Students who complete the three-year modern language sequence in the eighth grade are given one year of credit toward the Upper School language requirement.

FRENCH

571. French I-A (Grade 6)

This is the first course of a three-year sequence, after which students enter French II in the Upper School. The method used is French in Action, an innovative video series with an accompanying textbook and workbook. Students follow the development of a story and learn grammar and vocabulary in the context of the action. The video is interactive and stimulates a great deal of student participation. Because the students grow to know the characters well, they are motivated to talk and ask questions about them. Their curiosity is piqued and they always want to find out what will happen next. Oral communication is highly emphasized and the students learn to speak familiar everyday French using present, near future imperative as well as immediate past tenses. Grammar is presented but in a less systematic way than in more traditional methods. Students are asked to make connections and recognize patterns in the language instead of simply having the rules presented to them. By learning French this way, students retain what they learn more permanently and integrate it more thoroughly into their prior experience with the language. The students are exposed to French culture and geography throughout the story, and project work is incorporated during the year.

Text: Capretz, French in Action (Workbook and Video series)

572. French I-B (Grade 7)

This is the second course in the three-year Middle School program. Students continue to follow the development of the story in French in Action and learn grammar and vocabulary in the context of the action. The video is interactive and stimulates a great deal of student participation. The story provides them shared experience about which to converse. Oral communication continues to be the focus of the program, but in seventh grade writing skills begin to develop as well. Grammar is presented in the same way as in the sixth grade course - students are asked to make connections and recognize patterns in the language instead of simply having the rules presented to them. A unit on French food is presented. Seventh graders build on the foundation laid in sixth grade and by the end of the year have command of an extensive vocabulary and the grammar necessary to manipulate it. They begin using the imperfect tense and some reflexive and irregular verbs with direct objects.  The students are exposed to French culture and geography throughout the story, and project work and supplementary reading are integrated into the course.

Text: Capretz, French in Action (Workbook and Video series)

573. French I-C (Grade 8)

This is the third course in the three-year Middle School program.  Students continue to follow the development of the story in French in Action and learn grammar and vocabulary in the context of the action. The video is interactive and stimulates a great deal of student participation. Oral communication continues to be the focus of the program and writing skills are developed more extensively in eighth grade. With the strong foundation built in sixth and seventh grades, students in eighth grade are ready to tackle many of the more complex structures of the French language. They learn to express themselves in the past tenses, using more reflexive and irregular verbs with direct and indirect objects. The story continues to expose students to different aspects of modern French life and gives them the opportunity to express themselves in a great variety of situations. Reading skills are enhanced by the use of supplementary materials such as the book Le Vol de la Joconde where the action takes place in Paris. Students will move on to French II well prepared to handle its challenges.

Text: Capretz, French in Action (Workbook and Video series)

Reader: AMSCO, Le Vol de la Joconde

SPANISH

550. Spanish 5 (Grade 5)

This course builds upon the Lower School Spanish program, while introducing students to some of the requirements of more advanced language classrooms. Students engage in a wide variety of activities to build fluency, written ability and knowledge of grammar. Small group dialogues, recitations, written worksheets and large group discussions are guided by early chapters in the McGraw Hill, Glencoe textbook, ¿Cómo te va?, which continues to be used in sixth grade Spanish. Outside sources, such as poetry and word puzzles, enrich the curriculum. Students master basic grammatical structures, such as noun-adjective agreement and principal verb conjugations. Throughout the course, they compare their everyday world to the Spanish-speaking world and learn about its geography and history.

Text and Workbook: McGraw Hill, Glencoe, ¿ Cómo te va?

581. Spanish I-A (Grade 6)

This is the first course in the Middle School grades 6-8 sequence.   Students in this course learn through many language-learning techniques including natural approach, mini-dramas, memorization, computer programs, and audio-visual materials.  Grammar and vocabulary are learned within the context of the students’ daily activities at school and at home.  They learn to communicate their ideas using both regular and irregular verbs in the present tense.  They master many basic grammatical structures such as agreement of gender and number of articles, nouns and adjectives, and they also learn essential vocabulary pertaining to greetings, school activities, weather, professions, eating habits.  In addition to linguistic study, students learn about various aspects of Spain and other Spanish- speaking countries.

Text and Workbook: McGraw Hill, Glencoe, ¿Como Te Va?
Spanish is Fun Amsco workbook

582. Spanish I-B (Grade 7)

This course, conducted mainly in Spanish, reviews and expands upon the grammar and vocabulary presented in the previous year. Students learn many idiomatic expressions and verb conjugations in the immediate future and recent past, thirty new irregular verbs, and enough vocabulary to allow them to express ideas in historical and cultural contexts. In addition, they study the Spanish-speaking countries of the Caribbean, focusing on the effect of Columbus’ journey on the native populations and their influences on Puerto Rico, Cuba, and the Dominican Republic today. Students will also study the preterite, direct object pronouns and reflexive verbs.

Text and Workbook: McGraw Hill, Glencoe, ¿Como Te Va?

583. Spanish I-C (Grade 8)

This course, conducted in Spanish, emphasizes speaking and listening skills while developing more advanced reading and writing skills, to equip students for the transition to Upper School Spanish. Grammar studied includes object pronouns, the study of several new tenses, reflexive and irregular verbs and idiosyncratic verb usage. Aditionally, students continue to study further thematic vocabulary. Historical and cultural components alsowill be incorporated, as will a first taste of literature [level appropriate].

Text and Workbook : Text and Workbook: McGraw Hill, Glencoe Spanish 2, ¡Buen viaje!
Moderately sized paperback bilingual dictionary required : e.g. New World, Cassell’s, Larousse, Vox.
Strongly suggested: 501 Spanish Verbs

CLASSICAL LANGUAGE: LATIN

The study of Latin emphasizes mastery of vocabulary, facility with the nuances of an inflected language, command of complex grammatical constructions, accuracy in translation, as well as familiarity with the history, myths, customs of daily life, and culture of the ancient Romans. Particular attention is paid to increasing the students’ English vocabulary through the study of derivatives from Latin. Students finishing the three-year Latin sequence in eighth grade are credited with two full years of language study and will go on to the Latin 3 course in ninth grade. In addition to Latin, the Department of Classics offers Etymology for those students not studying a foreign language in the eighth grade.

591. Latin I-A (Grade 6)

The Middle School Latin curriculum uses the Oxford Latin Course series. Students are introduced to the character Quintus Horatius Flaccus, the poet Horace, as a young boy, whose life they will follow throughout the Oxford series. In this way, the history of the Late Republic and Early Empire is presented. Students in the first year are introduced to the concepts of inflection, declension, conjugation, dictionary entry, as well as other grammatical constructions. The skill of translation is practiced from Latin into English and from English into Latin. The present tense, the first three declensions, and noun/adjective agreement are presented. Students follow Quintus’ early experiences in school, including his introduction to the stories of Homer’s Iliad and Vergil’s Aeneid and to major figures of early Roman history.

Text: Balme and Morwood, Oxford Latin Course Part I (2nd edition)

592. Latin I-B (Grade 7)

A continuation of the previous year, this course traces the life of Quintus as he studies in Rome and eventually Athens, where he encounters the art, architecture, and philosophy of Ancient Greece. Students experience the assassination of Julius Caesar and the ensuing civil war through the eyes of Quintus and his friends. Students learn the imperfect, perfect, and future tenses, the passive voice, the present participle, the fourth and fifth declensions, comparison of adjectives and adverbs, and the relative pronoun. Grammatical constructions are introduced in the reading passages before they are formally drilled in the grammar section, offering students the chance to use intuition in translation.

Text: Balme and Morwood, Oxford Latin Course Part II (2nd edition)

593. Latin II (Grade 8)

Latin II corresponds to the Upper School Latin II course. Students learn the subjunctive mood and grammatical constructions that employ the subjunctive, such as result clauses, indirect questions, and conditions. The ablative absolute, indirect statement, and deponent verbs are also introduced. Quintus serves in the army (on the side of Brutus) returns to Italy, and ultimately finds his way back to Rome, where he discovers his talent for poetry. As Quintus becomes a part of the inner circle of the emperor Augustus, students begin to read his poetry in its original form, to which they will return in Latin III, as well as in the Latin Literature Advanced Placement course.

Text: Balme and Morwood, Oxford Latin Course Part III (2nd edition)

181. Etymology: Greek and Latin in Current Use (Grade 8)

This course explores many facets of the English language. Since at least 60% of English is derived from Greek and Latin, students study Greek and Latin roots, prefixes, and suffixes, and learn how to use the dictionary effectively. Students learn common Latin phrases and abbreviations and work on an SAT vocabulary-building A-Z project. Since vocabulary only grows when it is used, students also read mythology and ancient literature in translation. Finally, students consolidate their word-wealth through word games, crossword puzzles, and regular Jeopardy-type contests.

Texts: Weiler, Susan K., Mini-Myths and Maxi-Words

      Glazier, Teresa, The Least You Should Know About Vocabulary Building: Word   

      Roots (4th edition)

 

COMPUTERS

The Middle School computer curriculum is designed to teach students to use technology as an effective tool for communication. Throughout the four-year sequence, students learn how to use hardware and software programs that can enhance their learning in all curricular areas.

705. Computer 5

Fifth graders begin the year with an introduction to the Hackley network, and then move on to learn the fundamentals of computing. Keyboarding, and learning how to format documents are integral parts of the curriculum. Fifth graders ultimately move on to learn other software tools that will assist them in brainstorming, researching, planning, and presentation.

706. Computer 6

Sixth graders begin the year with a brief refresher of navigating Hackley’s network. The School’s head librarian makes several visits to the class to work with the students on using the electronic databases available through the Library website. Students subsequently move on to learn programming in LOGO. The LOGO programming environment allows students to draw on their knowledge and talents in art, music, science, mathematics, and logic, in order to create interactive multi-media presentations.

In addition to their regularly scheduled class time, sixth graders often come to the lab with their classroom teachers to work on projects in the various academic areas.

707. Computer 7

Seventh graders also begin the year with a brief review of computer basics, and additional instruction in using the electronic databases available through the Library website. The students learn effective search techniques, and ways to evaluate the quality of the information they find. Seventh graders continue their study of programming by learning how to create web pages using HTML and Cascading Style Sheets, and by exploring Flash and Action Scripting. Throughout the year, seventh grade students often visit the computer lab with their classroom teachers to work on academic projects.  

708. Computer 8

Eighth graders spend the year experimenting with multi-media. Students work with digital cameras, scanners, image editing software, music editing software, and movie making software to create original projects. Many of the projects are interdisciplinary and coincide with the current curriculum of the student’s academic classes.

PERFORMING ARTS

The Middle School music program places emphasis on performance as the most congenial learning medium for this age level.  Students choose to participate in one of the three major performing groups--Band, Chorus, or Orchestra.  In addition to the major groups, extra curricular opportunities are offered in jazz band, drama, music theatre and participation in All County festival groups.  Students will demonstrate their achievements in two evening performances as part of the course requirements.

946. Band 5-6

This course is open to fifth and sixth grade students who would like to play or already play a wind instrument.  The ensemble will be subdivided into two sections in order to provide support for each student's level of experience.  Private study of an instrument is encouraged, and afternoon group lessons are required of students who do not take private lessons.  The ensemble plays selections from classic elementary band materials and short works of major composers. Students learn techniques of ensemble playing and good rehearsal habits.  Three rehearsals each week.

951. Band 7-8

This course is open to seventh and eighth grade students who have at least one year of experience playing a band instrument.  Lessons are strongly recommended in order to receive the full benefit of the program.  Students are expected to practice their band music at home.  Short works of major composers are studied and performed, and students practice techniques of ensemble playing and good rehearsal habits.  Two rehearsals each week.

947. Chorus 5-6

This course is open to any student who would like to sing. Approximately five or six individual choral pieces, which are chosen to cover a wide range of repertory in classical, folk and popular styles, are rehearsed and performed each semester.  The course includes training in choral/vocal technique, singing in foreign languages, sight-singing, ear training and musicianship. A keyboard lab supplements choral ensemble training as required.  Three rehearsals each week.

952. Chorus 7-8

This course is open to any student who would like to sing. Approximately five or six individual choral pieces, which are chosen to cover a wide range of repertory in classical, folk and popular styles, are rehearsed and performed each semester.  The course includes training in choral/vocal technique, singing in foreign languages, sight-singing, ear training and musicianship.  A keyboard lab supplements choral ensemble training as required.  Special attention is given to the needs of boys’ changing voices.  Two rehearsals each week.

948. Orchestra 5-6

This course is open to students who play a string instrument. Private lessons are required for participation in this group. Short works of major composers are performed, and students study techniques of orchestral playing and good rehearsal habits.  Three rehearsals each week.

953. Orchestra 7-8

This course is open to students who play a string instrument. Private lessons are required for participation in this group. Short works of major composers are performed, and students study techniques of orchestral playing and good rehearsal habits.  Two rehearsals each week.

949. Drama

A required course for all sixth graders, Drama is intended to develop basic acting techniques and skills through acting games and exercises, to emphasize the collaborative nature of acting. Some sessions will introduce fundamentals of scenery, lights, sound and props. The final project of the course is a short play, which is performed for parents and for other members of the sixth grade.

VISUAL ARTS

The Middle School art curriculum is designed to enhance each student’s artistic experience through the development of both visual perceptual awareness, and technical proficiency in a range of artistic disciplines. Students have opportunities to experiment with drawing, painting, sculpture, ceramics, and printmaking in the Middle School art studio. Level appropriate projects and exercises in all these disciplines help build confidence, and prepare students for advancement to the next level in the program. Students are introduced to a diverse assortment of materials, from pencil, charcoal, pastel, and paint, to a wide range of wet and sculptural/ceramic media. Using these materials, students learn to express themselves both figuratively and abstractly, and come to appreciate the intrinsic value of the artistic process. Students in the Middle School program also begin to acquire the critical thinking skills necessary for real progress in the arts. Critiquing, interpreting, and discussing art, inside and outside the Middle School studio, are important features of the curriculum. As well, the history of art is tied to many of the projects in all four grades, so that students understand and appreciate the importance art has played in society through the ages.

875. Studio Art 5

The fifth grade art curriculum introduces students to the study of art at the Middle School level. The course strives to build on the interest and enthusiasm for art generated in our Lower School program, while introducing new concepts, techniques, and media.  Projects during the year are designed to develop basic drawing, design, and perceptual skills, as well as encourage creative thinking and growth. The history of Art is discussed throughout the year, and a museum trip takes place in the fall semester.

876. Studio Art 6

The sixth grade art curriculum builds on the knowledge and skills learned in the 5th grade by presenting students with more challenging projects and exercises. Some of these projects are integrated within the broader 6th grade academic curriculum. The history of art, and a full day museum trip to Manhattan are included in the 6th grade course of study.

877. Studio Art 7

Seventh grade art is taught in an extended period, offering students expanded opportunities to create works requiring more sophisticated thought and process. Highlights of the year include mosaic self-portraits, an in-depth study of specific artists whose work relates to studio projects, a museum trip, and a cooperative group project.

878. Studio Art 8

Eighth Grade art is also taught in an extended period, affording students a continued opportunity for more in-depth studies. The eighth grade curriculum includes a focus on painting, drawing, and mask-making, with a day trip to the Metropolitan museum of Art. Additional projects are designed to prepare students for the rigors of the Upper School Foundations program.

HEALTH EDUCATION

The Health Education curriculum in the Middle School is a compilation of the issues that affect the lives of today’s adolescents.  Integral to the curriculum is the development of communication skills, decision making, and critical thinking with respect to knowledge, attitudes, and behavior.  The topics to be covered are in accordance with the mandated New York State Health Curriculum and include:  Healthy Lifestyle, Mental/Emotional Development, Nutrition/Personal Health, Safety & Health, Alcohol, Tobacco and Other Drugs, Sexuality, Communicable Diseases, and Consumer Health.  There are selections from various textbooks, articles and other sources compiled as reference material in addition to guest speakers, CD-ROMs and videos.

485. Health 5

Fifth grade health is an introduction to the middle school program.  Communication and decision-making skills are emphasized and practiced throughout the curriculum.  The topic areas include nutrition and maintaining a healthy lifestyle; smoking prevention; stress management; and puberty education.  Fifth grade health also includes a unit on bullying.

997. Health 7

Seventh grade health focuses on wellness. Students learn to recognize that their physical health, mental/emotional health and social health are all interrelated.  The topic areas include eating disorders, fad diets, peer-pressure and substance use prevention. Responsibility and decision-making skills are reinforced when we discuss risk factors for disease.

998. Health 8

In the eighth grade the skills of conflict resolution, decision-making and stress management are reinforced. Students learn to recognize their risk factors within the context of alcohol use, HIV/AIDS, and sexually transmitted diseases.  We take a close look at the influence of the media on body image and how it impacts the behavior and self-esteem of adolescents.

PHYSICAL EDUCATION AND ATHLETICS

The Hackley School Physical Education program for students in grades 5 and 6 provides developmental instruction in activities designed to foster the basic skills and strategies necessary for a lifetime of physical activity and wellness. The program’s focus is on the child’s physical, social, and emotional growth and well – being. Instruction is aimed at developing gross motor skills, directionality, object manipulation, coordination, spatial awareness, and lifetime fitness. The instructional environment emphasizes participation, cooperation, respect, leadership, sportsmanship, and teamwork. The classes generally meet four times per week.

Hackley’s academic tradition is matched by a strong athletic tradition.  Sports contribute significantly to individual development, commitment, pride, camaraderie and community while fostering hard work, fidelity and courage. In addition, sports offer a necessary release for a student’s natural exuberance while promoting physical fitness. The athletic program for students in grades 7 and 8 stresses team sports on the interscholastic level, and is based on the principle of participation according to each student’s commitment, effort and ability. Regularly scheduled contests with rival schools provide athletes with the opportunity to compete while learning the fundamentals of sportsmanship. Each student chooses among 19 separate athletic teams across three seasons; participation in athletics fulfills the physical education requirement while preparing students to be future Junior Varsity and Varsity athletes.