Oregon Middle School

Bryan Lake, Principal
JoAnn Luisa, Assistant Principal

Guidance Counselors: Cristina Carpluk, Nancy Owen
Psychologist:  Alyssa Ruggiero
Social Worker: Miroslava Pradella
Telephone: 631-687-6820
Fax:  631-687-6840
Hours: 7:30 a.m. – 2:42 p.m.

 Saxton Middle School

Manuel Sanzone, Principal
Christopher Kelly, Ed.D., Assistant Principal

Guidance Counselors: Kenneth Balsamo, Jessica Iammatteo
Psychologist:  Karen Volk    
Social Workers: Elisha Tricoche
Telephone: 631- 687-6720
Fax:  631-687-6740
Hours: 7:30 a.m. – 2:42 p.m.

South Ocean Middle School

Tim Piciullo, Ed.D., Principal
Paula Mays, Ed.D., Assistant Principal

Guidance Counselors: Wendy Michnoff, Jennie Ramos
Psychologist:  Zahira Salinas    
Social Worker: Julissa Pagan
Telephone: 631- 687-6620
Fax:  631-687-6640
Hours: 7:30 a.m. – 2:42 p.m.

A MESSAGE FROM OUR PRINCIPALS 

Dear Parents and Students:

Middle Schools serve the unique physical, emotional, academic, and social needs of students who are in a critical period of their lives as they change from childhood to adolescence. The transition to middle school is different for each student and the staff at Saxton, Oregon, and South Ocean Middle School are committed to creating a caring environment where you can reach your unique potential.

This Curriculum Guide was created to help you understand the requirements for each course at the middle school level.  During these years you will build upon the strong foundation you received in elementary school by strengthening your skills and habits necessary for success.  We also hope that the courses you take while in middle school will develop your interests in areas that you will want to pursue as you continue your academic journey through high school. 

The information in this guide can help you begin to learn about the courses that interest you and set your academic goals.  If you have any questions about your program or the scheduling process we invite you to discuss them with your guidance counselor. 

We wish you the very best in your school career and we are here to support you along the way.

Manuel Sanzone          
Principal
Saxton Middle School

Bryan Lake
Principal
Oregon Middle School

Timothy J. Piciullo, Ed.D.
Principal
South Ocean Middle School

GRADING

All teachers will set clear expectations for learning and make them transparent to staff, students, and families. The goal of a grading policy is to provide students, families, and teachers a shared understanding of what is required in order to achieve a specific grade. Teachers will share their grading policy with parents and students at the beginning of the school year.

Grades provide feedback to students on their individual understanding of their progression through a course or subject. Teachers have discretion in deciding which specific measures are factored into students’ grades. However, determinations of passing or failing will be based primarily on how well students master the learning standards, subject matter, concepts, content, and skills addressed in a class or course. This means that students may not pass or fail based solely on non-mastery measures (e.g. behavior, compliance, participation, conduct) but rather based on how well they demonstrate their understanding of the content and skills required in the course.

ATTENDANCE

Attendance refers to attendance data collection, reporting of how many students are in school each day and the practices necessary to increase the number of students in school each day. The district has an approved Comprehensive Attendance Policy that can be found on the district web-site.  The purpose of the attendance policy is: 

• To confirm that students are meeting compulsory attendance requirements.
• To know the whereabouts of every student for safety and school management reasons.
• To identify individual and group attendance patterns.
• To provide data to develop interventions to help close the gap in student performance, given the high correlation between attendance and achievement.
• To determine the district’s average daily attendance for State Aid purposes.
• To ensure the maintenance of an adequate record verifying the attendance of all children at instruction in accordance with Education law, Section 3205.
• To establish a mechanism to account for the whereabouts of students throughout each school day.
• To ensure sufficient pupil attendance at all scheduled periods of actual instruction or supervised study activities to permit pupils to succeed at meeting the New York State Next Generation Learning Standards.
  
  

BOARD OF EDUCATION POLICIES

Policy 6154 - Homework Policy
Policy 5129 - Academic Integrity Policy

Required Units of Study- NYSED Part 100.1 Regulations defines a unit of study to be 180 minutes per week throughout the school year, which is equivalent to 108 hours of instruction per year.  The requirements below are defined in NYSED Part 100.4 Regulations.

Subject	Grade 7	Grade 8
English Language Arts	1 unit of study	1 unit of study
Social Studies	1 unit of study	1 unit of study
Math	1 unit of study	1 unit of study
Science	1 unit of study	1 unit of study
*CTE	1 3/4 units of study across grades 7 and/or 8
Physical Education	½  unit of study	½  unit of study
Health Education	½ unit of study across grades 7 and/or 8
The Arts	½ unit of study in the visual arts, and ½ unit of study in music
Library and Information Skills	Equivalent of 1 period per week in grades 7 or 8, or the equivalent
Languages Other Than English (LOTE)	At least 1 unit of study by the end of grade 8

*Unit of study may be initiated in grade 6. 

Grade 6

In grade 6, students receive instruction aligned to NYSED learning standards in specific subject areas.  Districts may determine the distribution of time among these subject areas based on their academic program and student needs, with the exception of physical education and health. English Language Arts (ELA), including reading, writing, listening and speaking Social Studies, including geography and US history Math, including arithmetic, science and technology Physical Education Health The Arts Language other than English (LOTE) Career development and occupational studies ENL and/or Bilingual education, where student need is established

Patchogue-Medford School District
Middle School Acceleration

Accelerated Options for Students Entering Grade 7
COURSE	CRITERIA
Math 7 Accelerated	Students should be recommended by their math teacher for this course, plus one of the following: Math 6 overall course average ≥ 90% Math 6 overall course average between 85-89% and a Winter i-Ready Math Diagnostic overall score which is On or Above Grade Level Math 6 overall course average between 85-89%, a Winter i-Ready Math Diagnostic overall score which is One Grade Level Below and successful completion of the Math Enrichment Support course (offered in the Spring).   Please note: Students will be initially placed in Math 7 Accelerated based upon their performance for the first two marking quarters and winter diagnostic.  Final placement is contingent upon the student’s final average in June.  At such time, appropriate placement in the accelerated program will take place.
Accelerated Options for Students Entering Grade 8
COURSE	CRITERIA
Algebra I *students receive 1 math credit towards high school graduation requirements	Students should be recommended by their math teacher for this course, plus: Math 7 Accelerated overall course average ≥ 85% Please note: Students will be initially placed in Algebra I based upon their overall average for the first two marking quarters.  Final programming is contingent upon the student’s final average in June.  At such time, appropriate placement in the accelerated program will take place.
Earth Science *students receive 1 science credit towards high school graduation requirements	Students should be recommended by their science teacher for this course, plus: Science 7 overall course average ≥ 90% and either Math 7R overall course average ≥ 90% or Math 7 Accelerated overall course average ≥ 85% Please note: Students will be initially placed in Earth Science based upon their overall average for the first two marking quarters.  Final placement is contingent upon the student’s final average in June.  At such time, appropriate placement in the accelerated program will take place.
Studio Art	Students who have achieved a 90% final average in Art 6 or Art 7 with a teacher’s recommendation.

6^th Grade Art

Course Description:

In sixth grade art, students explore a variety of media as they build their skills in drawing, painting, and sculpture. They will also be introduced to ideas about color, perspective, and design. Teachers will discuss artists, artwork, and provide technique demonstrations in order to develop skills in art appreciation, art history, art production, and art criticism. 

Enduring Understandings 

• Artists and designers develop excellence through practice and constructive critique.
• People create, respond to, and interact with objects and places in ways that define, shape, enhance and empower their lives.

Essential Questions 

• How do artists and designers create works that effectively communicate ideas?
• How do artists and designers care for and maintain materials, tools, and equipment?
• How can the Viewer “read” a work of art as text?
• How does creating art enrich people’s lives?
  
  

7^th Grade Art

Course Description:

In seventh grade art, students will continue their development of art skills in a variety of two-dimensional and three-dimensional media. Two-dimensional lessons may include painting, collage, drawing, and printmaking. Three-dimensional projects may include functional or sculptural ceramic work. There will be an emphasis on art vocabulary, creativity, and concepts of design. Art history, art appreciation, and art criticism will be integrated into each unit.

Enduring Understandings

• Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
• Artworks collected, preserved or presented communicate meaning and function as a record of social, cultural, and political experiences.

Essential Questions

•  How do artists and designers determine what resources and criteria are needed to formulate artistic investigations?
• How does knowing the contexts, histories, and traditions of art forms help us create works of art and design?
• How does knowing and using visual art vocabularies help us understand and interpret works of art?
• What is the function of art museums, galleries, and other venues that display artwork?
  
  

8^th Grade Art

Course Description: 

In eighth grade art, students will focus more on personal expression of creativity through various two dimensional and three-dimensional art forms. There will be a deeper exploration of composition, technique, and the elements and principles of design. There will be an emphasis on attention to detail and craftsmanship. Art history and art appreciation will be covered in more depth. Problem solving, and critical thinking will be integrated into lessons. Enduring Understandings

• Generating and solving artistic problems prepares people to contribute innovative solutions within a society or culture.
• Artists and designers balance experimentation and freedom with safety and responsibility while developing and creating artwork.

Essential Questions

•  How do artists grow and become accomplished in art forms?
• How do personal reflection and group critique help us to develop more effective artistic work?
• How do life experiences influence the way we relate to art?
• How does learning about art affect how we perceive the world?
• How do knowledge and skills in the arts broaden career opportunities?
  
  

Studio Art

Course Description:

This course is recommended to all students who are considering art as a major sequence and is a prerequisite for advanced art electives. Studio in Art is centered on the development of an understanding of the Elements and Principles of Design and an understanding of color theory. Fundamental skills in drawing, painting, and sculpture will be emphasized using a broad range of two-dimensional and three-dimensional media.  Students will also explore the history and tradition of drawing, painting and sculpture. (Students receive 1 art credit towards high school graduation requirements.)

6th - 8th Grades Performing Music Ensembles
(Band, Chorus, Orchestra)

Course Description:

The Patchogue-Medford School District offers three performance-based music ensembles throughout the school day: band, chorus and orchestra.  As part of the expectations of these classes, each ensemble performs at evening concerts and potentially scheduled special events. 

Music lesson enrichment is an expectation of the music program in the district. Music lesson enrichment takes place in small group instructional settings, compared to the vast size of a performance ensemble.  Music lesson enrichment is meant to be an extension of classroom instruction, providing students the ability to work on individualized voice/instrument parts with their music teacher.  Music lesson enrichment is scheduled during the school day on a rotated period basis, approximately once per week. Students are expected to make up any classwork or exams that are missed when attending Music lesson enrichment. Please See the Music Department webpage for the Music lesson enrichment procedure.

The ensembles offered in our schools is as follows: 

            Grade 6 Band                                                Grade 7 and Grade 8 Band (combined)

            Grade 6 Chorus                                            Grade 7 and Grade 8 Chorus (combined)

            Grade 6 Orchestra                                       Grade 7 and Grade 8 Orchestra (combined)

The curriculum for our ensembles focuses on principles of music and performance techniques at a developmentally appropriate level.  The elements that are explored in class will help to create the backbone of a student’s middle school music experience.   

Enduring Understandings

Students will develop an understanding of how to perform as an individual, as well as within an ensemble. They will progress in proficiency in both music literacy and performance, growing from where they had started in the elementary music program, and transitioning to high school and beyond. Students will also develop musicianship skills as they explore more of the musical nuances of performance, including style, phrasing, dynamics, intonation, blend and musicality.

Essential Questions 

• What is required for a successful ensemble performance?
• How can I individually improve my performance?
• How should we balance the voices/sections within our performing group?
• How does music effect our physical, emotional, academic, and social development?
  
  

7th-8th Grades General Music

Course Description:

The curriculum for General Music will focus on basic principles and knowledge of music.  This will be explored through music reading, musical theatre, learning of various genres and the use of instruments seen outside of a band and orchestra performance setting.

Enduring Understandings

General music students will develop an appreciation of music in their lives.  There will be exploration through performance on classroom instruments, music literacy, use of technology and listening strategies.  

Essential Questions 

• How does music effect our physical, emotional, academic, and social development?
• How do we use music in our lives?
• How can we appreciate different genres of music?

6^th Grade English

Course Description:

Students will be immersed in multi-genre literature units.  Titles may include A Long Walk to Water, Lightning Thief, In Flanders Field and Bud Not Buddy.  Reading strategies such as citing textual evidence, determining the meaning of words and phrases and annotating are developed. Additionally, writing strategies such as reinforcing the SIMS paragraph structure and essay writing are studied.

Enduring Understandings 

• Human beings have a responsibility to building the community around them.
• Myths reflect the values of the culture in which they are created.
• Childhood experiences have a drastic impact on our view of life and who we become as adults.
• Values are the core principles that we live by and are created by our families, friends and experiences.

Essential Questions 

• What is community and what is our responsibility to it?
• What is a myth and what are the common elements found in myths?
• How do our past experiences impact our perspective on life?
• What are the most important values/rules to live by and how do we decide which are the most important?

7^th Grade English

Course Description:

Students will be immersed in multi genre literature units. Titles may include Touching Spirit Bear, The Cay, The Giver, The Miracle Worker and a Christmas Carol as well as other short fictional and non-fiction texts and various poems.  Reading strategies such as annotating, summarizing, making connections, inferencing, using context clues and drawing conclusions will be reinforced throughout the year.  Lessons will reinforce the SIMS paragraph stricture, essay writing, using transitions and topic sentences.

Enduring Understandings 

• The impact of decisions on ourselves and the world around us.
• Close reading skills are essential to comprehending text and thinking critically.
• Beliefs are formed through cultural backgrounds, relationships and society.
• The relationship between free will and society.

Essential Questions

• What is the relationship between decisions and consequences?
• Who helps me form my beliefs?
• How does society view various groups and peoples?
• How does one person inspire another?
• How are people transformed through their relationship with others?
• What makes good writing?

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8^th Grade English

Course Description: 

Students will be immersed in multi genre literature units. Titles may include The Outsiders, Hero, Unbroken and Thank You as well as other short fictional and non-fiction texts and various poems.  Reading strategies such as annotating, summarizing, making connections, questioning, inferencing and drawing conclusions will be reinforced throughout the year. Writing strategies will include reinforcing the SIMS paragraph structure and essay writing.

Enduring Understandings 

• Technology has both costs and benefits.
• Resilience is a learned behavior.
• Actions can change the course of one’s life.
• Close reading skills are essential to comprehend and think critically about texts.
• Good writing is essential to thinking.

Essential Questions 

• To what extent does writing play a role in helping to communicate with others and how can it help us to be successful?
• To what extent does environment and interactions with others form our perception of our identity and the identity of others?
• To what extent can one’s actions and character impact the course of one’s life?
• To what extent does tolerance vs. intolerance influence individuals, community and society?

Remedial Reading

Course Description:

Remedial reading is designed to prepare students to meet the literacy requirements of the 21st century. The course enhances students’ construction of meaning from narrative, expository and digital literature. The ongoing development and reinforcement of strategies promotes students’ reading comprehension and writing composition.

Literacy Support – Wilson
Full Year
Grades 6, 7, 8
Prerequisite: Teacher recommendation.

This course is designed for students who require multi-sensory language instruction to help them improve in the areas of reading and writing. Students will receive highly structured small group instruction in word structure, reading, spelling, and comprehension skills. Appropriate placement is made after reading evaluations.

Literacy Support- Just Words
½ Year
Grades 6, 7, 8
Prerequisite: Teacher Recommendation.

This course is a highly explicit, multisensory decoding and spelling program for students who have mild to moderate gaps in decoding and spelling proficiency but do not require intensive intervention. It will provide reading and spelling instruction in small classes for students who need improvement in reading fluency and comprehension . Appropriate placement is made after reading evaluations.

Literacy Support
½ Year
Grades 6, 7, 8
Prerequisite: Teacher Recommendation, i-Ready assessment scores.

This course is designed to provide support in reading and writing to those students who are below grade level expectations in reading and vocabulary. There will be a strong emphasis on vocabulary instruction with additional focus on reading skills and strategies. Through small group instruction students will receive additional reading support that focuses on increasing their comprehension of all genres.

7^th Grade Health

Course Description:

The middle school health program consists of a comprehensive curriculum that focuses on teaching our students fundamental life skills that can be utilized now and into adulthood. Our mission is to give children the tools to make positive choices that will lead to a healthy and productive life.

Health is an academic course given every other day for the entire year that focuses on the needs of the whole child. Our health class empowers students to enrich their physical, mental, and social well-being enabling them to advocate for themselves and others.

Classes will consist of peer collaborative work, teacher guided discussions, and resource management. There will also be guest speakers invited in from our local community to discuss current trends and health concerns that affect our community.

The curriculum includes, but is not limited to: 

• Mental health
• Substance education
• Nutrition
• Fitness and wellness
• Chronic Diseases
• First aid and safety
• Maturation

Library Media

Course Description:

Library media instruction is an essential part of a student’s educational experience. All curricular areas are supported by library media services. The rapid change in communication technology requires quality library media programs with a wide variety of resources to enable students to access, evaluate, interpret and apply information from print and electronic sources. Additionally, the library media center has incorporated Makerspace; a place where students can gather to create, invent, tinker, explore and discover using a variety of tools and materials.

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6^th Grade Independent Research

Course Description:

With all of the information readily available today, it is difficult to decipher those sources worthy of one’s attention. The objective of this course is to provide a foundation for research methods by developing students’ basic research skills. These skills include real life strategies to help students generate critical questions, recognize and evaluate sources of information, develop a hypothesis, and present their findings in a variety of publishing formats.

Intermediate math prepares students for the mathematics in their lives, now and in the future, and for the NYS Mathematics Assessment taken in May of each year. 

6^th Grade Mathematics

Course Description:

The grade six mathematics program is aligned to the New York State Next Generation Learning Standards for Mathematics.  The objectives are designed to strengthen students’ ability to reason abstractly and quantitatively, make sense of problems and persevere in solving them, construct viable arguments and critique the reasoning of others, and model with mathematics.  Instructional time focuses on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking. 

7^th Grade Mathematics

Course Description:

Math 7 provides a course of study addressing the Grade 7 New York State (NYS) Mathematics Syllabus and the NYS Next Generation Learning Standards. In Grade 7, instructional time focuses on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.

7^th Grade Mathematics Accelerated

Course Description:

Math 7 Accelerated prepares the outstanding mathematics student for high school level mathematics starting with Regents Algebra I in eighth grade.  Students enter this accelerated course based on teacher recommendation, quarterly exams, final exam and overall course average in June.  The program is rigorous and fast-paced as it is focused on both the 7th and 8th Grade Mathematics topics in one year.

Prerequisite:  Refer to criteria the section titled Academic Requirements.

8^th Grade Mathematics

Course Description:

Math 8 provides a course of study addressing the NYS Next Generation Learning Standards.  Math 8 prepares students for the first year of a three-year Regents sequence in mathematics beginning in the ninth grade.  In Grade 8, instructional time focuses on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

8^th Grade Algebra I

Course Description:

Algebra I is designed for the outstanding mathematics student who will complete the study of the first year of a three-year Regents Sequence in mathematics. 

The course follows the NYS Next Generation Learning Standards for Algebra I and prepares students for the Regents exam in June. Students will engage in rigorous problem-solving that relate to real-world situations using knowledge learned from the following topics: relationships between quantities, reasoning with equations and their graphs, descriptive statistics, linear and exponential functions, polynomial and quadratic (expressions, equations and functions) and modeling with equations and functions. The course is taught using a broad range of activities and projects, both individual and collaborative, and requiring the use of TI-84 calculators, to reinforce learning, maintain and heighten curiosity, and instill a desire to explore and discover mathematics.   (Students receive 1 math credit towards high school graduation requirements.)

Prerequisite:  Refer to criteria the section titled Academic Requirements.

Math Plus: Grades 6, 7 and 8

 Course Description:

Through an alternating day schedule program, students taking mathematics in grades 6, 7 or 8 may receive remediation to help them increase their proficiency in mathematics.  Through a blended learning model that combines direct teacher instruction and the use of math remediation software, students receive additional math support that focuses on increasing their understanding of mathematical concepts, improving problem-solving skills, and acquiring additional learning strategies for various topics of mathematics. 

Math Plus services can be requested by the student or his/her parent, or students can be referred by their math teacher.

6^th Grade Physical Education

Course Description:

The Sixth Grade Physical Education curriculum gears itself towards the students’ social, emotional and physical development. Students will have the responsibility of maintaining a Physical Education locker, changing their attire and being prepared for each class. Our curriculum will emphasize sportsmanship and mutual respect, as well as provide an environment of emotional and physical safety for all.

In sixth grade there is a transition from general locomotor movement to sport specific and lifetime fitness application. By utilizing a variety of fitness activities, modified sports games and skill development, we will emphasis the importance of maintaining an active lifestyle. Some of the activities students will be participating in are cooperative games, physical fitness testing, soccer, basketball, football, jump rope, volleyball, hockey, handball, fitness and outdoor recreational games. 

All middle school students will participate in the PACER assessment to evaluate their current cardiovascular fitness levels.

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7^th Grade Physical Education

Course Description:

Throughout the year students will be participating in a variety of sports and fitness related activities that will provide the educational foundation necessary to live healthy, active and productive lives.  They are taught units such as: indoor and outdoor soccer, ultimate frisbee, ultimate football, flag football, fitness testing, basketball, team handball, volleyball, floor hockey and yoga. Students will understand the benefits of physical activity and what it means to lead a healthy lifestyle.  Physical fitness and lifelong activities will encompass ideas that students can utilize to be lifelong learners and appreciate healthy lifestyles. The PACER test will also be utilized to assess their current cardiovascular fitness levels.

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8^th Grade Physical Education

Course Description:

The 8th grade Physical Education program focuses on improvement of physical fitness levels, participation in team sports and development of social skills.  Activities include: physical fitness testing, endurance runs, cooperative games, soccer, football, team handball, volleyball, small games, basketball, floor hockey, kickball and softball.  All middle school students will participate in the PACER assessment to evaluate their current cardiovascular fitness levels.  The 8th grade Physical Education program refines the skills that were taught in previous years and has more time for game play available. 

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Adaptive Physical Education

Course Description:

Adapted Physical Education (APE) provides the students with a positive movement experience in a small group setting. The students are given opportunities to acquire and enhance their motor and cognitive skills. APE will develop students’ movement skills in the areas of gross locomotor movement patterns, ball skills, striking skills and balance. APE will also give students an opportunity to develop skills in various sports in a smaller class setting. This setting allows the student to learn at their own pace and have their specific needs met while being in a positive setting. This APE program is a quality program which will provide each student with the foundation for a healthy, happy, and productive lifestyle.

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7th-8th Grades
Interscholastic Sports Program

Fall

Cross Country
Field Hockey
Football
Boys’ Soccer
Girls’ Soccer
Girls’ Tennis
Cheerleading

Early Winter

Boys’ Basketball
Girls’ Volleyball
Cheerleading

Late Winter

Girls’ Basketball
Wrestling

Spring

Baseball
Boys’ Lacrosse
Girls’ Lacrosse
Softball
Boys’ Tennis
Boys’ Track
Girls’ Track

LEAP Program

Course Description:

This program is designed to meet the unique academic needs of new 7th and 8th grade ENL students. The needs of our students in the LEAP program are met in a caring, supportive and nurturing educational environment. The courses are designed to help bridge the transition into the mainstream high school classes. An emphasis is placed on the development of English language skills while also ensuring that the students experience the needed academics to successfully adjust to the demands of their new school. (Currently in South Ocean Middle School).

6th Grade DL Program

Course Description:

The Dual Language program is designed for our new 6th grade ENL students who are at the beginning levels of English language acquisition. The class is conducted by a bilingual Spanish teacher who assures students are receiving instruction in English with Spanish supports. An emphasis is placed on the development of English language skills while also ensuring that the students experience the needed academics to successfully adjust to the demands of their new school. (Currently in South Ocean Middle School).

ENL

Course Description:

This course is designed for students who demonstrate entering or emerging levels of proficiency in reading, writing, listening and speaking of English. The teacher provides instruction in basic English with an emphasis on academic language skills. This class presents the basic grammatical and syntactical structures of English language. Students assigned to this class will have an additional ELA class.

6^th Grade Science

Course Description:

Grade six science encompasses the study of life sciences, physical sciences, and earth and space sciences that are all part of the New York State P-12 Science Learning Standards.  Students receive a foundational introduction to all of these branches that will enable them to successfully continue to build upon in both Grade 7 and 8.  Specific topics include: matter, energy, simple machines, atmosphere, weather, cells, biomes and ecosystems.  Critical to understanding science concepts is the use of scientific inquiry to develop explanations of natural phenomena. Therefore, students have the opportunity to develop their skills of analysis, inquiry, and design through active laboratory work on a regular basis. 

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7^th Grade Science

Course Description:

Students in the grade 7 science program will have an opportunity to explore a variety of science topics that are part of the New York State P-12 Science Learning Standards.  Each unit of study includes laboratory activities that afford hands-on experiences that will reinforce and enhance science content as well as teach scientific methods that include science process skills.  The curriculum is divided into three major units. Unit 1: Physical Science - investigates the general properties of matter; physical and chemical properties; distinguishing types and forms of matter; the atomic model of matter; elements, compounds and chemical symbols. In addition, a unit on waves which includes sound and light.  Unit 2: Earth Science - examines basic geology; rocks and minerals, plate tectonics, maps, landforms, and weathering and erosion. Unit 3: Life Science – explores the nature of life as distinct from the non-living; the structure and function of cells and cell parts; the difference between plant and animal cells; the care and use of the microscope; human body systems, and plant structure.

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8^th Grade Science

Course Description:

Students taking 8th Grade Science will explore the physical and natural elements of the world through selected core concepts in Chemistry, Physics, Earth Science and Biology.  The course objectives align to the New York State P-12 Science Learning Standards (NYSSLS) and to “three-dimensional” (3D) learning. Using the 3-Dimensional approach that integrates Scientific and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs), students will view science more as an interrelated world of inquiry and phenomena rather than a static set of science disciplines. 3D learning refers to the intentional integration of three distinct dimensions: Scientific and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs). Through 3D learning, the NYSSLS emphasize that science is not just a series of isolated facts.  This enables students to view science more as an interrelated world of inquiry and phenomena rather than a static set of science disciplines. Students will use systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned.  They will conduct investigations, solve problems, and engage in discussions with teacher guidance.  Moreover, students will discuss open-ended questions that focus on the strength of the evidence that is used to generate scientific claims.

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8^th Grade Earth Science

Course Description:

Earth Science is designed for the outstanding science student who will complete the study of the first year of a three-year Regents Sequence in science. 

The grade 8 Earth Science course is an accelerated lab-oriented course where students learn conceptual aspects of earth and space science through scientific investigation.  It is interdisciplinary study of the principles of weather, physical geography, historical geology, astronomy and environmental science.  This course culminates with a Regents examination and has a laboratory period that meets alternate days for the entire year.  The New York State Education Department requires all students taking this course to satisfactorily complete a laboratory requirement as a prerequisite for admittance to the Regents examination in June.  This requirement states that each student must complete a minimum of 1200 minutes (typically thirty 40-minute laboratory periods) with written lab reports as evidence of his/her attendance and participation. (Students receive 1 science credit towards high school graduation requirements.)

Prerequisite: Refer to criteria the section titled Academic Requirements.

6^th Grade Social Studies

Course Description:

Students study the art, culture, history, geography, government and economic development of early civilizations. The distinctions and importance of Paleolithic and Neolithic civilizations are made. The significance of the development of the river valley societies of Egypt, China and Mesopotamia are discussed. The Greeks and the Romans and their contribution to western civilization are documented.  For example, the distinctions between Athens and Sparta and the enduring legacies are analyzed.

Enduring Understandings

How a civilization develops and grows, the legacies of early civilizations to the modern world and the development of various forms of government such as aristocracy and democracy are part of the essential understandings.  Additionally, the concept of “civilization” and its meaning are integral to the course.

Essential Questions

• Was the development of Agriculture good for humans?
• What is civilization?
• Are the Olympics more than Sports?
• What re the legacies of ancient civilizations?
• Did the Chinese and the Romans know each other?

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7^th Grade Social Studies

Course Description:

The course is divided into eight key ideas, tracing the human experience in the United States from pre Columbian times until the Civil War, focusing on the people, places, and events in New York State as applicable.  It is organized chronologically and incorporates geography as well as economic, social and political trends.  Throughout the course, teachers help students see connections across time. For example, when examining indentured servitude and slavery, the human trafficking experiences of immigrants are analyzed. Taking informed action is an integral part of the social studies curriculum.

Enduring Understandings

The key concepts form the essential understandings:

• Individual Development and Cultural Identity.
• Development, Movement and Interaction of Cultures.
• Time, Continuity and Change.
• Geography, Humans and their Environment.
• Development and transformation of social structures.
• Power, Authority and Government.
• Civic Ideas and Practices.
• Science, Technology and Innovation.

Essential Questions

• What choices did the Pilgrims and Wampanoag make?
• Was the American Revolution inevitable?
• Is compromise always fair?
• Was it destiny to move west?
• Can words lead to Civil War?

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8^th Grade Social Studies

Course Description:

Grade 8 is arranged chronologically, beginning with Reconstruction and ending in the present.  Units of Study include geography, as well as social, economic and political trends. The course is divided into nine key ideas that include the first seven traces the human experience in the United States from Reconstruction to the end of World War ll. The last three key ideas examine different themes in United States and New York history from the post-War period up to the present day which provides the opportunity to explore contemporary issues.  Students will be: 

• Analyzing a variety of primary sources to obtain meaning from context.
• Practicing comparing and interpreting information from a variety of visual sources.
• Synthesizing information in categories to effectively generalize, and evaluate data.
• Developing cause and effect relationships

Enduring Understandings 

• Regional tensions following the Civil War complicated efforts to heal the nation.
• Industrialization and immigration contributed to the urbanization of America.
• Problems resulting from these changes sparked the Progressive Movement and increased calls for reform.
• Political, Economic and Cultural factors contributed to a push for westward expansion and a more aggressive U.S. foreign policy in the 19^th
• Various diplomatic, economic and ideological factors contributed to the US decision to enter World War l.
• Economic and environmental factors created hardships and depression.
• World War ll transformed the United States.
• The period after World War ll has been characterized by an economic and political struggle.
• The Civil Rights Movement and the Great Society have been part of an attempt by the government to address social, economic and political injustice.

Essential Questions

• Is Greed good? (Rise of Big Business and the Gilded Age)
• Was American expansion abroad justified?
• Should freedom be sacrificed in the name of national security?
• Were the suburbs good for America?
• Is protest patriotic?

6^th Grade Home & Careers

Course Description:

Home and Career Skills is a course that will provide students with the skills necessary to improve their quality of life.  Furthermore, students will acquire the skills necessary to be responsible members of their family and community.  Students will have the ability to cultivate a positive self-image, set realistic goals, think constructively, make responsible decisions, and explore inspired career choices.  In addition, students will engage in hands on activities that promote a healthy lifestyle and responsible resource management.

Enduring Understandings 

• Decisions made today will impact my future.
• Self-awareness will foster a positive self-esteem, healthy decision making and relationships.
• Inspired career choices are essential for a rewarding and meaningful life.
• A positive self- Image will help me avoid self-destructive behaviors such as, drug abuse, gangs, and eating disorders.
• Helping my community and giving back to society is a responsibility for everyone.

Essential Questions 

• Why is goal setting and decision-making essential in determining my future?
• How can I cultivate a positive self-concept and develop healthy relationships?
• How can I successfully contribute to our culture and society?
• How can I manage my personal resources to achieve my goals?
• How can sewing skills be utilized in my future?

Design and Marketing

Course Description:

The Design and Marketing course will give students the opportunity to create, evaluate, and advertise items that can be used in our daily lives. This course will give students skills in designing an idea, target marketing, manufacturing of goods, supply chain process, and development of a product. Students will have the opportunity to create a product using the resources provided and market that product to potential customers using data they obtained through their inquiry.

Enduring Understandings 

• Identifying the need for a product
• Generating a solution collaboratively
• Creating a product
• Advertising to a targeted population
• Designing vs Marketing
• Manufacturing process

Essential Questions 

• How are products developed pinpointing the needs of a targeted audience?
• Why is working collaboratively an important factor in design and marketing?
• How is data gathered to identify the need for a product to be designed?
• How does marketing determine the success of a product designed for consumers?
• What are the steps followed by designers to develop a product for consumers?

Financial Literacy

Course Description:

The Financial Literacy Course will allow students to explore their skills, interest, values and the world of work to make informed education, career and life decisions. This course will allow students to apply smart budgeting, wise credit use, and minimizing financial risk - so they can apply strong financial management skills regardless of their income.  Students will have the ability to use the skills they receive to budget and manage income according to the expenses they receive using inquiry base learning strategies.

Enduring Understandings 

• Generating Income
• Budgeting expenses
• Keeping a healthy credit
• Saving, Investing, and Risk Management
• Identifying financial goals
• Federal, State, and County Taxes

Essential Questions 

• Why is budgeting an important factor when saving money to make purchases?
• What are taxes and how do they make an impact in the income we generate when employed or purchase goods?
• How does credit affect us when we apply for a loan or are looking for employment?
• How do we determine purchases comparing our needs and our wants?
• How does education and skills attained through training determine the income generated by an individual?

Middle school technology education is an investigative, activity-based program. Students are asked to solve technical problems through the gathering of information, the development of solutions, and the creation of a plan to solve the problem.

6^th Grade Technology

Course Description:

Sixth grade technology is a foundation course that develops student's technical literacy through design, invention, and innovation. Through a hands-on practical approach, students learn about various processes that incorporate STEAM (science, technology, engineering, arts, math).  In a real-life manner, students work on interesting yet challenging projects while applying their newly acquired knowledge and skills.

8^th Grade Technology

Course Description:

Eighth grade technology revolves around a systems approach to the creation, monitoring and modification of technical systems. 

In this course, students further develop an understanding of how technology influences their everyday lives and why it is important to understand the technological world.  Students integrate concepts learned from other classes, such as math and science, and puts them to use in a hands-on shop setting. Students are introduced to mechanical drawing, design processes, and woodworking through projects that encourages critical thinking, working with others in a group and problem solving.

Units of study include:

• Manufacturing
• Production Systems
• Hands-on Woodworking skills 

8^th Grade Computer Applications

Course Description:

In this course, students discover how computers influence their everyday lives and why it is important to understand the world of computers. Students will learn to use widely-used industry standard software programs (ex: AutoCAD, SketchUp, Google Apps, On-line Coding applications) as they complete projects that require them to apply their knowledge and digital skills to relevant, real-life problems. Also, students learn about cyber safety, why it is important, and how to work safely while using the computer. 

Applications used include:

• Microsoft Office (Word, Excel, PowerPoint)
• Google Applications
• Computer Aided Design
• Mac Software

Spanish 1A

Course Description:

Equivalent of the first half of the Spanish level 1 curriculum, this course is designed to introduce students to Spanish language and culture.  Spanish 1 courses emphasize basic grammar and syntax, simple vocabulary, and the spoken accent so that students can read, write, speak, and understand the language at a basic level within predictable areas of need, using customary courtesies and conventions.  Spanish culture is introduced through the art, literature, customs, and history of Spanish-speaking people.  Upon teacher recommendation and successful completion of this course, students will subsequently take Spanish 1B.

Spanish 1B

Course Description:

Equivalent of the second half of the Spanish level 1 curriculum, this course is designed to introduce students to Spanish language and culture.  Spanish 1 courses emphasize basic grammar and syntax, simple vocabulary, and the spoken accent so that students can read, write, speak, and understand the language at a basic level within predictable areas of need, using customary courtesies and conventions.  Spanish culture is introduced through the art, literature, customs, and history of Spanish-speaking people.  This course culminates with the Local/Regional FLACS Checkpoint-A Assessment. Upon teacher recommendation and successful completion of this course­­­­, which includes a passing grade on the FLACS Checkpoint-A Assessment students will subsequently take Spanish 2.  (Students will receive 1 credit towards high school graduation requirements credits for World Language if they successfully pass the course and the FLACS exam.)

Spanish Home Language Arts 6^th grade*

Course Description:

This is a proficiency-based course in which students advance their skills in the Spanish language and Spanish-speaking cultures.  In this course, students will develop academic language that will permit students to excel across the disciplines; use language for social and cultural interaction; acquire an extensive vocabulary; listen, speak, read, and write in social, academic, and career-oriented situations; learn grammar in context; understand, analyze, and evaluate information, all types of media, and literary and informational texts; and respond and express oneself critically in relation to information.  This course builds upon the foundations students have established in the Spanish-English Dual-Language Program in K-5.

Prerequisite: Teacher recommendation and successful completion of 5th-grade dual-language program.

Spanish 1*

Course Description:

This course is designed to introduce students to Spanish language and culture.  Spanish 1 courses emphasize grammar and syntax, vocabulary, and the spoken accent so that students can read, write, speak, and understand the language within predictable areas of need, using customary courtesies and conventions.  Spanish culture is introduced through the art, literature, customs, and history of Spanish-speaking people.  This course culminates with the Local/Regional FLACS Checkpoint-A Assessment. Upon teacher recommendation and successful completion of this course­­­­, which includes a passing grade on the FLACS Checkpoint-A assessment, students will subsequently take Spanish 2 and receive 1 HS credit towards graduation.

Prerequisite: Teacher recommendation and successful completion of Spanish Home Language Arts 6^th grade.

 Spanish 2*

Course Description:

Spanish 2 courses build upon skills developed in Spanish 1 (including Spanish 1B and Spanish 1), extending students’ ability to understand and express themselves in Spanish and increasing their vocabulary.  Typically, students learn how to engage in discourse for informative or social purposes, write expressions or passages that show understanding of sentence construction and the rules of grammar, and comprehend the language when spoken slowly.  Students usually explore the customs, history, and art forms of Spanish-speaking people to deepen their understanding of the culture(s). Upon successful completion of this course, students will subsequently move to Spanish 3. (Students will receive 1 credit towards high school graduation requirements for World Language if they successfully pass the course.)

Prerequisite: Teacher recommendation and successful completion of Spanish 1B, Spanish 1 and FLACS A exam. 

*(Only offered to select students at the Middle School level)

French 1A

Course Description:

Equivalent of the first half of the French level 1 curriculum, this course is designed to introduce students to French language and culture.  French 1 courses emphasize basic grammar and syntax, simple vocabulary, and the spoken accent so that students can read, write, speak, and understand the language at a basic level within predictable areas of need, using customary courtesies and conventions.  French culture is introduced through the art, literature, customs, and history of French-speaking people. Upon teacher recommendation and successful completion of this course, students will subsequently take French 1B.

French 1B

Course Description:

Equivalent of the second half of the French level 1 curriculum, this course is designed to introduce students to French language and culture.  French 1 courses emphasize basic grammar and syntax, simple vocabulary, and the spoken accent so that students can read, write, speak, and understand the language at a basic level within predictable areas of need, using customary courtesies and conventions.  French culture is introduced through the art, literature, customs, and history of French-speaking people.  This course culminates with the Local/Regional FLACS Checkpoint-A Assessment. Upon teacher recommendation and successful completion of this course­­­­, which includes a passing grade on the FLACS Checkpoint-A Assessment and a passing final course average, students will subsequently take French 2.  (Students receive 1 credit towards high school graduation requirements for World Language if they successfully pass the course and the FLACS exam.)

(Tentative Schedule – Subject to change) 

PDP/Extra-Help	7:35 – 8:05
Bus Arrival	8:00
1	8:06 – 8:50
Morning Meeting /  2nd Chance Breakfast	8:53 – 9:11
2	9:14 – 9:58
3	10:01 – 10:45
4	10:48 – 11:32
5	11:35 – 12:19
6	12:22 – 1:06
7	1:09 – 1:53
8	1:56 – 2:40
Student Dismissal	2:40
Bus Dismissal	2:46
Late Bus Dismissal	4:00

Grade 6	Math
Grade 7	Math	Science
Grade 8	Math	Science	Social Studies	LOTE

Final Exams take place during the last week(s) of June. Students follow an adjusted schedule on various dates to accommodate the Final Exam schedule.  On selected dates, students may be in session for only several hours to sit for a final exam and will be dismissed once the exam is over.  On other dates, students may be in class for their regularly scheduled school day.  A Final Exam schedule will be sent home to families in May once dates have been determined and a transportation schedule has been developed. 

Students who are taking Algebra and/or Earth Science in grade 8 are required to sit for the Regents Exams and these exams do not have a make-up date. If a student does not sit for the Regents Exam, the next Regents Exam is not given until August during Summer School.

Schedule is released by New York State Education Department each year.