Middle School Curriculum (Grades 4-7)

MISSION STATEMENT

The Oakwood School seeks to instill in its students the strength of character, the creativity, and the wisdom to make a difference in the world.

CURRICULUM OVERVIEW

The Middle School curriculum at Oakwood is designed as a four-year journey during which time we hope our students will develop a sense of academic purpose, sound study skills and habits, the roots of self-knowledge, and a respect and concern for the needs of others. It is our hope that students will emerge from our Middle School program as productive and positive citizens and as independent learners who are well prepared to tackle and enjoy the rigors and realities of Upper School.

Students travel this course at different rates and with variations in their routes. Throughout the four years in Middle School students experience a logical progression of content, vocabulary, and skill development in each discipline as well as increased expectations for academic responsibility and independent work. Teachers plan challenging and meaningful lessons and assignments, many of which are inquiry-based, collaborative, long-range projects. The work is rigorous, and time management is required. We understand, however, that students bring with them a variety of learning styles, achievement levels, and stages of readiness, and Oakwood teachers work to support each student so she/he can be successful and enjoy the learning process.

Students are valued as individuals and supported in developing personal awareness and a strong sense of self. At the same time our students are guided to understand their responsibility to the various groups to which they belong and to show care and concern for others. Collaborative projects are designed to allow our students to work in teams and to learn about, appreciate, and value the talents of others.

To help students learn how they can make a difference in the world, service projects are organized each year. Participation in formal organizations and student-initiated projects are encouraged. Recent activities have included working at a local soup kitchen, raising money for Love a Sea Turtle (LAST), involvement in the Scholastic Lexus Eco Challenge, an Oakwood Veterans’ Recognition Day, a choral concert at an assisted living home, various Ecology Club outreach projects, Oakwood recycling collection, and Oakwood students writing books to send to students in Uganda as part of the Books for Hope project.

CO-CURRICULAR CLASSES

ART
There are several goals of the Middle School art program: to help students grow in their appreciation of art; to demonstrate that there are many media through which man expresses herself/himself artistically, to teach students that artists create their own styles and that their work is often categorized in terms of movements; to guide students in developing their own artistic sensibilities; and to plan lessons that pave the way for students to create their own art work. In art classes, students explore different art techniques such as drawing, painting, working with clay, creating sculptures and collages, printmaking, and computer graphics. They also use sketchbooks to plan and problem-solve ideas for projects and to record their imaginings, observations, and impressions of interesting images. Projects are integrated with the content of the core curricula at each grade level and make a rich offering. Project examples include a fourth grade computer animation using the Flash software program and a paper and pulp trash monster made from recycled materials for the Unnatural Resources Fair that coordinates with the study of the environment; a fifth grade watercolor of a peaceable kingdom based on the folk tale The Gentle People read during the students’ study of Latin America, string art to coordinate with grid studies in math, and creations made using the Geosketchpad software to dovetail with the students’ study of geometry; a sixth grade paper mache mask to represent a figure in Greek mythology and a sketch of a mythological monster made using the Freehand software program both coordinated with the study of ancient Greece; and a seventh grade spirit mask using African stylized design and foil to simulate Egyptian metal work and a mandala design made from chalk pastels to coordinate with the study of Asian religions. Art students use their computers to conduct research on the Internet and by the end of Middle School they are skilled in using various art software such as Flash animation, photo editing programs, PowerPoint, Freehand, and GeoSketchpad.

MUSIC
The goal of the Middle School music program is to continue our students’ interest in and appreciation of music. In fourth grade, students continue learning and practicing the skills learned in Lower School, and they learn new things as well. Students become more involved in analyzing music, they learn to play the guitar, and they learn actual dances in the movement portion of the course. They are taught line dances, folk dances, and partner dances that include the basics of ballroom dancing. Starting in fifth grade, students select a course of musical study from three offerings: chorus, strings, or band. Chorus provides opportunities for students to develop their musical potential and aesthetic understandings through singing in a choral ensemble. The goals of the chorus program are cultivating a beautiful tone; developing a stronger aesthetic awareness; strengthening music reading abilities; and building technical skills, teamwork, and responsible rehearsal habits. The strings elective involves participating in a small ensemble comprised of students who have previously had Suzuki strings lessons. New skills are taught by expanding on the foundations of students’ prior learning, and students enjoy playing chamber music together. Band students do not need to have studied an instrument prior to joining this elective. Woodwind, brass, and percussion instruments are introduced, and the students enjoy playing in a large ensemble. Performance opportunities for students are available in the community and in our school concerts.

SPANISH
The goals of the Middle School Spanish program are to continue to foster students’ love of learning a foreign language, to cultivate an understanding of and deep interest in cultures that have native Spanish speakers, and to develop the students’ skills in this beautiful language. In 4th and 5th grades, lessons in basic grammar begin and students learn how to take notes and keep an organized notebook to facilitate language learning. The curriculum includes a variety of activities that encourage development in the four language skill areas: listening, speaking, reading, and writing. These activities include learning Spanish songs and rhymes, playing vocabulary games, and solving language puzzles. Finally, students are introduced to the geography and cultures of the Spanish-speaking world. In 6th and 7th grades, the primary goal in Spanish class is to provide an environment that can allow the students to immerse themselves in the Hispanic culture. To meet all goals, a balance among activities in writing, reading, listening, speaking, and cultural information is maintained. In order to achieve a successful experience, students are continually encouraged to participate during class because active engagement is necessary in gaining a quality learning experience.

FITNESS
The Middle School fitness program is a sports-based curriculum that emphasizes healthy living, skill development, rules of the games, and teamwork. The sports included in the curriculum are volleyball, basketball, soccer, baseball, and softball. Lead-up games are used to vary the classes and add interest to the learning of each sport. The Presidential Fitness Test is administered to all children and is used to raise the children’s awareness of their own fitness levels and of the importance of physical exercise to one’s general health and wellbeing.

LIBRARY
The Oakwood School library is a warm, inviting space. A teacher-librarian manages the book and resource collections and teaches a class in the library once a week to fifth and sixth graders. The goal for these classes is to teach research skills and to teach students how to check the reliability of printed and online resources. Intriguing monthly themes provide the framework for the activities. Seventh and eighth graders use the library to conduct research for projects assigned in their academic classes, and librarian support is always available to them. The goal of the library is to develop students who are competent users of information, critical thinkers, constructive managers of knowledge, and to provide students with the necessary tools to become and enjoy being lifelong learners.

INFORMATION TECHNOLOGY
Today’s children, Digital Natives, have different learning styles and needs from those of generations past. Technology plays a significant role in their learning process. Children are very comfortable using the tools of today and for that reason, we are using those tools to deliver our curriculum and cultivate the students’ individual achievements.

It is very important for students to use technology so their learning becomes more self-directed and engaging. This direct involvement empowers children to become independent learners. Technology, with its ability to create worldwide connections, develops globalized 21st century citizens. The Oakwood School’s mission is to prepare our students to become productive and positive global citizens who can make a difference in the world.

The International Society for Technology in Education (ISTE) has developed standards of achievement for our use of technology in education. We begin to implement these standards in our Lower School. Some of the standards are: Creativity and Innovation, Communication and Collaboration, Research and Information Fluency, Digital Citizenship, Critical Thinking-Problem Solving and Decision Making, and Technology Operations and Concepts.

Starting in fourth grade all students are required to lease or purchase a MacBook computer, and middle school students use their laptops on a daily basis in all academic as well as in some co-curricular classes. Students use Microsoft Office to compose and present documents. They hone their research skills by using resources on the Internet and beginning to differentiate what is valid information related to a topic versus a biased opinion. Students are guided in using the social aspect of the Internet. We instruct that proper use of email and other forms of digital communication is very important, stressing etiquette and personal safety. Beginning in fifth grade, online learning texts and digital textbooks replace paper texts to take advantage of using enriched media content. By the time our students finish middle school, they are comfortable using the tools of technology as these become transparent in their everyday use. Students who enter The Oakwood School after fourth grade are usually quick to learn the uses and skills of technology because most children this age have already had access to a computer. Mentoring from by peers and coaching from our dedicated staff helps new students gain computer skills that are needed in classes at the various grade levels.

FOURTH GRADE

The language arts curriculum in fourth grade includes several strands: reading, writing, spelling, grammar, and vocabulary. Reading instruction exposes the students to a variety of genres including novels, poems, legends, folk talks, and non-fiction. Through the use of the texts, teachers model good reading strategies and teach the skills necessary for students to become fluent and eager readers. Instruction takes various forms including whole group, small group, and individual instruction as well as literature circles with students leading discussions. Specific emphasis is given to comprehension skills that develop the students’ vocabularies through context clues as well as their higher order thinking skills.  Explicit vocabulary instruction is given daily through the use of SAT vocabulary words and words chosen from reading selections. Students write frequently and are taught both creative and expository techniques. Grammar is taught through targeted lessons as well as informally during writing instruction and conferences. Students do daily edits to encourage both proofreading and editing skills.  Spelling instruction is skills-based and is taught through a focused weekly lesson.

Fourth grade social studies centers on a study of the state of North Carolina. Students spend the year learning about the wonderful state in which they live. They begin the year identifying geographical characteristics of the various regions in North Carolina. Class discussions focus on the interactions of the people and the regions in which they live. Later in the year, students learn about the history, economy, and governments of the state from the earliest settlers to present day populations.

The math program in fourth grade continues using SRA Real Math materials as its foundation. Students are exposed to real world problem solving through hands-on learning and everyday applications.  Lessons are based on national standards and research on mathematical proficiency. Concepts covered include basic computational skills, data analysis, percents, decimals, fractions, probability, measurement, and geometry. Teachers encourage and model for students how to think mathematically in order to reason, understand, apply, and communicate mathematical concepts.  Special emphasis is given to problem solving and critical thinking skills as these apply to math. Enrichment and support are provided on a one-to-one basis through the program as well. Teachers strive to build upon prior learning and to help students master new skills.

Science instruction is inquiry-based with instruction focusing on hands-on investigations. Students discover concepts by questioning the world around them, posing possible answers, and investigating their theories. Topics covered include the environment, microscopic investigations, human body systems, animals, and electricity.

Fourth graders make a huge leap into the world of technology because they are required to buy or lease a MacBook to use in all their classes. Students frequently use the computer to make discoveries and are exposed to and receive instruction in a variety of programs. In keeping with Oakwood’s philosophy of technology education, computer instruction is integrated into all aspects of the curriculum; it is not taught as an isolated skill. Students become comfortable with and skilled in using programs such as Microsoft Word, Stickies, Powerpoint, and iMovie and by the end of year, students are also proficient in email communication and server usage. A great deal of instruction in fourth grade involves using the Internet and software programs. Teachers always encourage students to use the Internet as one resource for their inquiries into various topics. Teachers post all homework assignments and announcements to the Oakwood Homework link, and students use this link to keep track of important to-dos and upcoming due dates. Parents are able to access the homework link from their homes, and this is a wonderful vehicle that aids parent-teacher communications.

FIFTH GRADE

The fifth grade language arts program develops the listening, speaking, reading, and writing skills of its students. Language arts skills are taught as integrated components across all academic disciplines. A literature-based reading program exposes students to various genres and is used to teach students story structure and the methods authors use to support ideas with evidence. Teaching word analysis and learning word meanings are also important goals of reading instruction. Both creative and expository writing are taught and stress the craft of writing with a particular emphasis on audience and tone. A multi-step process that includes brainstorming ideas, organizing ideas around a central topic, drafting, revising, and editing is used. Research skills are taught and this includes using a works-cited page to acknowledge sources used.

The fifth grade social studies program builds on the concepts, generalizations, and skills developed in the fourth grade North Carolina study as students extend their focus to the geographic regions of North America and Latin America. Current events are examined and various forms of government are studied with a primary focus on developing an understanding of and respect for democratic principles and the workings of our American democracy.

The math program continues with the SRA Real Math series that is used in third and fourth grades. Students cover a range of topics such as number theory, geometry, fractions, decimals, percents, division, algebraic concepts, and exponential notation.

The goal of the fifth grade science program is to learn investigative skills based on the theme of energy interactions. Topics include units in weather, the solar system, food chemistry and nutrition, motion and energy, and simple machines. A culminating fifth grade science unit includes a science fair presentation

As in all grade levels at Oakwood, technology is integrated into the curriculum. Researching current event issues and social studies and science topics on the Internet is a common occurrence. During the nutrition unit, for example, students keep track of everything they eat for three days and then use the Internet to research the amount of calories contained in their food intake. Student reading is enhanced through the use of adventure programs such as Go-North or online stories. Students have enjoyed connecting with students at other schools and have developed their writing skills through Epals. Students frequently use PowerPoint presentations, iMovie presentations, Excel graphing, and word processing to learn about topics as well as to demonstrate knowledge gained. The Real Math series has coordinated computation programs to which students have access. Finally, teachers post all homework assignments and announcements to the Oakwood Homework link, and students use this link to keep track of important to-dos and upcoming due dates. Parents are able to access the homework link from their homes, and this is a wonderful vehicle that aids parent-teacher communications.

SIXTH GRADE

In language arts class sixth graders examine the theme of patterns in their literature readings. Students are exposed to various literary genres including some that coordinate with their social studies curriculum to identify the patterns in each form.  Selections include Greek and Roman mythology, The Odyssey, tales from the Middle Ages, The Adventures of Tom Sawyer, The Red Pony, The Outsiders, The Wave, and The Loser.  Much emphasis is placed on recognizing and understanding literary devices, which improves reading comprehension and gives the students literary tools to enhance their own writing. SAT vocabulary and content vocabulary are a part of each day’s lessons. Grammar and mechanics are an integral part of the writing program. Studying grammatical patterns in speech and writing allows students to understand the structure and power of the English language and to use these understandings in other language explorations as well. Middle school writing is developed over a four-year period. Sixth graders focus on the following skills: writing concise and powerful descriptions, using strong transitions, answering test questions that address all parts of a topic, writing meaningful notes, and making a convincing argument.

In social studies sixth graders explore Western Civilization starting with the Greeks and Romans. After this study, students work their way through the Middle Ages, the Renaissance, and the Industrial Revolution. In order to better understand the world in which they live, our students examine the effects of geography, time, and culture (religion, government, economics, arts, history) on each civilization. Students search for the patterns of events that helped a civilization flourish and/or the pattern of events that led to its loss of power.

In math, sixth graders use an online textbook from Prentice Hall to learn about the following topics: decimals and integers; equations and inequalities; exponents, factors and fractions; operations with fractions; ratios, rates and proportions; percents; an introduction to geometry; algebraic patterns and rules; graphing and the coordinate plane; displaying and analyzing data; and probability. Some of these topics are extensions of concepts learned in Lower School while others are introduced during this year and are revisited in subsequent years. Within the context of these topics, students practice basic math skills and facts. Although students review some of the basics, they are expected to be facile in addition, subtraction, multiplication and division upon entering sixth grade. While the use of technology is integrated in Middle School math, the focus is on continued development of conceptual understandings and effective applications of math skills and facts. Teachers determine when it is advantageous for students to use calculators and when it is advantageous for students do their own calculations.

The Middle School science curriculum is based on a constructivist philosophy that requires students to engage in experiential, hands-on learning and to satisfy their curiosity about scientific topics. Investigations are carefully sequenced and connected to previous experience both in and outside school to help students build their knowledge. By sixth and seventh grades, laboratory investigations are conducted in small groups of students who share data, ideas, and experiences. Group members interact in planning and executing investigations, discussing and validating hypotheses, and summarizing and drawing conclusions. They must identify the question they want to investigate, formulate hypotheses, conduct experiments, and report their findings for critical review by their peers. Class discussion following each investigation identifies and clarifies common conclusions. Through this process, students develop scientific researching skills, becoming producers rather than receivers of information. In sixth grade, the sequences of laboratory investigations focus on the flow of matter and energy through the biosphere. This course explores, in the field and laboratory, the transfer of matter and energy through ecosystems. Through investigations, students learn that all living organisms are part of a complex, interdependent biosphere. Topics covered include the study of heat and light; photosynthesis and respiration; and interactions of producers, consumers, and decomposers. Explorations of our earth’s changing surface include investigations about erosion, formation of soil and soil conservation, water erosion, and wind and waves.  Geologic time, fossils, and evolution are explored as a culminating unit.  

By sixth grade, Oakwood students are skilled technology users. Students use their computers for research, to type and store notes, to access teacher handouts, to check on homework assignments and grades, to produce projects using software such as iMovie, PowerPoint, and Excel, to email teachers for assistance, and to access social studies, math, science, and Spanish textbooks or programs.

SEVENTH GRADE

In seventh grade language arts class, students read various literary genres, noting the patterns in each. Literature selections are chosen to develop student understandings of coming of age themes and to enhance and support the cultural understandings gained through the social studies curriculum. Students read Arabian legends, African myths, poetry, short stories and young adult literature such as Tangerine; The Giver; The Little Prince; Ties that Bind, Ties that Break; and The Whale Rider. Students study and work with plot elements, figurative language, stated and implied themes, and abstract literary devices. In conjunction with the social studies curriculum, students examine the influences of time, geography, and culture (religion, government, economics, arts, history) in literature and in the real world. Students’ vocabularies are developed through the study of high-frequency SAT words and through analogy exercises. Words encountered in reading selections are also an important part of vocabulary study. Students craft various kinds of writing and write daily for different purposes. A primary goal of the writing program is to develop the use of tone and voice in student writing. A multi-step process is taught (developing ideas, organizing ideas around a theme, drafting, revising, proofreading, and rewriting), but this is not always the focus. Journal writing is a vehicle for communicating thoughts and developing voice, and this writing, for example, does not always result in a finished piece. Grammar lessons are taught using a spiraling progression through all four Middle School grades. Finally, students hone their listening and speaking skills by participating in daily class discussions and presenting project work to the class.

The social studies program focuses on the geography and cultures of various regions in Africa, Asia, and the South Pacific using the Prentice Hall World Studies series as the core texts. Starting with questions posed by the students themselves, the class defines particular themes concerning power, economics, and social organization and begins a yearlong study of their developments throughout the centuries in the geographic areas studied. Students learn and practice research, study, and map skills as well as enjoy discussing thought-provoking topics and participating in collaborative and individual research projects. Writing is emphasized as a way to synthesize and to report understandings and dovetails with the writing instruction in the language arts program. The course topics and projects are aimed to develop the students’ understandings of other cultures and a sense of responsibility that comes from being a member of our global society.

The seventh grade math program is sequenced to provide a transition from arithmetic to algebra using an electronic textbook from Prentice Hall. Topics addressed include algebraic expressions and integers, solving one-step equations and inequalities, linear functions and graphing, spatial thinking, area and volume, right triangles in algebra, data analysis and probability, and nonlinear functions and polynomials. Some of the topics are extensions of math covered in previous years while other concepts are introduced in seventh grade and revisited in subsequent years. While the use of technology is integrated in the Middle School math program, the focus is on continued development of conceptual understandings and effective applications of math skills and facts. Teachers determine when it is advantageous for students to use calculators and when it is advantageous for students do their own calculations.

In seventh grade science, laboratory investigations focus on life science, earth science and physical science. During the first semester this course explores, in the field and laboratory, scientific method, metric measurement, microscope use, experimental design, classification, the diversity of life, and cell biology. Through investigations during the second semester, students learn about heredity and cell division, plate tectonics, land formations, continental drift, sound, light, and Newton’s Laws of Motion.

The computer is a mainstay of seventh grade learning. Students use the internet to research topics large and small, to type and store notes, to access teacher handouts, to check on homework assignments and grades, to produce projects using software such as iMovie, PowerPoint, and Excel, to email teachers for assistance, and to access social studies, math, science, and Spanish textbooks or programs.