Program of Studies

Grade 6

The sixth grade art program follows the Art Standards created by the New York State Department of Education: Creating, Performing, Responding, and Connecting. Students are involved in a variety of activities and discussions focusing on these areas. Students have experiences in two-dimensional design as well as in creating objects that have volume and weight. Students are expected to create artwork and to respond to the artwork of their peers and of artists from their own and other cultures.

Visual Arts units include, but are not limited to, the following:

• Two-dimensional problems studying concepts of color, scale, and proportion
• Basic drawing skills enhancing an understanding of line, texture, shape, and form as elements of design
• Three-dimensional problems through sculptural forms in ceramics
• Valuing processes in Art

Grade 7

The Art program for seventh graders follows the Art Standards created by the New York State Department of Education: Creating, Performing, Responding, and Connecting. The objectives for these standards are met by providing students with a variety of two and three-dimensional experiences. With an Art historical context, the Art program provides for creative self-expression while continuing to develop technical skills.

Visual Arts units include, but are not limited to, the following:

• Two-dimensional design problems
• Representation of depth in two dimensions
• Use of one-point perspective
• Drawing skills, observation, and imagination
• Sculptural forms

Grade 8

The Art program for eighth graders follows the Art Standards created by the New York State Department of Education: Creating, Performing, Responding, and Connecting. The objectives for these standards are met by providing students with a variety of appropriate two and three-dimensional experiences. Within an Art historical context, the Art program provides for creative self-expression while continuing to develop technical skills. The Art program takes into consideration the wide range of developmental, social and intellectual levels typical of adolescents. Students are provided with experiences that encourage them to search for meaning, recognize cultural characteristics, and to refine craftsmanship.

Visual Arts units include, but are not limited to, the following:

• Two dimensional design problems
• Drawing skills, observation, and imagination
• Studies in ceramics and plaster

Single-Grade Acceleration: Studio in Art

Seventh-grade students who demonstrate strong performance in sixth- and seventh-grade art courses are eligible to apply for Studio in Art enrollment in Grade 8.

• A take-home entrance exam is offered to all students in the winter of seventh grade and available through the art teachers and school counseling office. Students have one month to complete and submit the entrance exam.
• Families of students selected to enroll in the course will be notified in the spring.
• A great deal of independent work is expected from Studio in Art students. Appropriate preparation, classroom behavior, participation and respect for each other will be considered in selecting students for this program.
• Studio in Art is a high school level foundation course. High school students who wish to enroll in one of the more advanced Art courses must successfully complete one of three foundation courses: Studio in Art, 3D Design 1, or Studio in Media Arts. Students will receive one full credit towards high school graduation if they successfully fulfill course requirements.
• This course is structured to meet the New York State Education Department art requirement for graduation and is a foundation course.
• The prospective art major can investigate his/her personal talents, abilities, and interests through a series of explorations in drawing, three-dimensional design, graphics, and the elements of art. The elements of art are fundamental and common to all forms of visual expression. They are line, form, texture, space, and color. Any student electing advanced art courses will be expected to have a good understanding of these elements.
• Studio in Art is offered at SOMS.
• The high school minimum attendance policy applies to this course.

New York State Education Department mandated as part of the Project SAVE legislation that all school districts provide instruction in civility, citizenship and character education.

At the middle school, we promote the well-being of all our students by focusing on the themes of trustworthiness, respect, responsibility, fairness, caring and citizenship. Discussions about these themes take place in the classroom as part of the curriculum.

Our school counselors, prevention counselor and social worker visit classrooms and meet with small groups of students to reinforce the concept of respecting each other. When conflicts arise between students, these staffmembers often implement peer mediation strategies to help students resolve their issues.

Schoolwide assemblies are held throughout the year that address certain topics about character education. Administrators meet with students at each grade level to review the Code of Conduct and to discuss their expectations about student behavior. Internet safety, the appropriate use of cell phones, emailing and text messaging, and being respectful of the individual differences of all students are examples of other topics presented at assemblies.

The development of effective communication is stressed throughout the middle school years. Our aim is to help students to become active and effective readers, writers, speakers and listeners. To this end, our English Language Arts curriculum is aligned with New York State ELA standards. The skills associated with each standard will be developed through a literature-based curriculum with emphasis on the writing process and reading skills. Technology and the arts are also integrated as vehicles for creative expression. The nature of the New York State Grade 8 ELA Assessment has reinforced our belief in the use of rubrics at all levels. The assessment will be given at each grade level and focuses on critical thinking, comprehension, listening, writing and editing. In addition every student is expected to read at least 25 books per year. Please use our Summer Reading list throughout the year to help students make wise independent reading choices.

Grade 6

Through individual and cooperative learning activities, students develop their reading, writing, and communication skills.  Teachers are committed to helping students develop their critical thinking skills both individually and collaboratively in the classroom.  Teachers emphasize the importance of being a life-long reader and writer. Students dive into various texts and genres, including poetry, both independently and collaboratively through book clubs and writing workshop throughout the course of the year. The sixth grade encourages students to think deeply as they read and write analytically through journal pieces, longs writes, stop and jots, research, and varied types of essay work.  Students work on their editing and revision skills throughout the year as they work through the stages of writer’s workshop: drafting, editing, revision, peer review and final pieces for publication. Throughout the year students have opportunities to work together on small group and independent projects and present them to their peers and teachers.  Students will work through various social emotional learning techniques by way of the mood meter and with lessons on being present and mindful in your own skin.

Grade 7

The seventh grade ELA department uses the workshop model to engage students and help them grow as readers and writers. In our reading units, students experience a variety of genres such as realistic fiction, dystopian, historical fiction, poetry, drama, and nonfiction. Throughout the year, students are immersed in book clubs, whole class novels, and independent reading units that improve critical thinking skills and help them see the world through different eyes. During our writing units, students develop their skills as writers of stories, argument pieces, and informational texts. They also have opportunities to research high-interest topics and collaborate with others on creative projects that they will present to an audience.

Grade 8

English Language Arts 8 provides a balanced approach to literature and composition that follows the New York State Next Generation of Reading and Writing Skills standards and builds seamlessly upon our sixth and seventh grade program. Students will improve their reading, writing, and communication skills through a wide array of academic experiences. Students analyze a variety of genres studying structure, craft, and style, both individually and collaboratively throughout the year. Students then transfer this knowledge into original narratives, literary essays, arguments, and creative pieces that simultaneously emphasize writing technique while celebrating the student’s individual writing style.

Health is more than just managing to stay out of the doctor’s office. Health is a matter of balance — taking careful steps to guide body, mind and relationships through life. The goal of our Health program is to instill the importance of making careful choices, and to provide accurate, up-to-date information that will allow students to live informed and productive lives.

Grade 6

This course will be one 8-week cycle. The focus will be on family life and human sexuality*, understanding puberty, child abuse and nutrition.

Grade 7

In this course, the students gain the necessary knowledge and skills to establish and maintain personal health, to create and maintain a safe and healthy environment, and to manage their personal and community resources. The units of study include Mental Health, Anatomy/Disease/Nutrition, Family Living and Human Sexuality* including AIDS/STDs*, Reproduction, Substance Abuse Prevention, and Safety/First Aid. A variety of teaching techniques such as discussions, group work, projects and guest speakers, are used to actively engage all students.

Grade 8

Eighth grade Health deals primarily with using the decision-making process in all areas of teen health. Lively discussion sessions are student-driven and are aimed at encouraging students to take control of the choices they make and to accept responsibility for the consequences. Topics such as mental wellness, depression, teen suicide and self-injury are discussed. Risky behavior, AIDS/STD’s*, alcohol and drug abuse are also topics explored.

*Prior to the start of the school year, parents and guardians are given the option to excuse their children from the mandated AIDS education/human sexuality curriculum. This form may be found on the South Orangetown Middle School webpage under Opening Day information. Parents must return the completed form by the first day of school in order for their child to be excluded.

The middle school Mathematics program builds on the solid foundation established in our elementary schools. The program begins by reinforcing students’ computational skills, measurement abilities and data analysis. Opportunities for growth in problem solving, reasoning, and communication are also provided in open-ended problem situations and long-term projects. The program ensures that students have opportunities to apply critical thinking skills as they learn to choose appropriate problem-solving strategies. Problems are designed to help students explore, plan, solve and examine real world situations. Through reinforcement of skills and expansion of mathematical processes, the middle school Mathematics Program prepares students for high school.

Regular Sequence

• Students begin the sixth grade in Mathematics 6. This program will build on a growing number sense, pattern recognition, computational skills, problem-solving ability, communication skills and reasoning ability.
• In seventh grade students take Mathematics 7, in which they complete the study of Middle School Mathematics and begin the study of Pre-Algebra. In this course students are introduced to integrated mathematics concepts.
• Students complete this sequence in 8th grade with Math 8. This program is designed to prepare the students for 9th grade Integrated Algebra. It will cover the prerequisite skills needed for the Integrated Algebra Regents exam.

Single-Grade Acceleration

Sixth-grade students who demonstrate strong academic performance in math may be considered for recommendation for single-acceleration in math starting in Grade 7.

• Students are typically identified in the winter of sixth grade, based on math quarter grades, test/quiz average and STAR reading score.
• Families of students who are recommended for single-grade acceleration in math are notified by email in the spring.
• Single-acceleration pathway: Grade 6 Math > Pre-Algebra Honors > Algebra I Honors.
• All coursework for single-grade accelerated math students is offered at SOMS.
• Students must meet the high school minimum attendance requirements for Algebra I Honors.
• Students take the Algebra I Regents exams.

Double-Grade Acceleration

Sixth-graders who demonstrate exceptional academic performance in mathematics may be considered for double-grade acceleration..

• Students are required to test for double-grade acceleration eligibility. They are provided with a review packet and must take the final exam for the course they would skip in order to double-grade accelerate.
  • Typically, a sixth-grade student who has been identified will be given a review packet in June of their sixth-grade year to prepare for the Pre-Algebra final exam in the summer. Students who score a 90 or higher are eligible to enroll in Algebra I Honors for Grade 7. Double-grade acceleration pathway starting in Grade 7: Grade 6 Math > Algebra I Honors > Geometry Honors.
  • In rare instances, students may be identified in the fall of sixth-grade to test for double-grade acceleration eligibility. These students are given a review packet to prepare for the Math 7 final exam, which is administered within a few weeks. Students who score a 90 or higher are eligible to enroll in Pre-Algebra Honors for Grade 6. To accommodate Pre-Algebra Honors scheduling, students who are double-grade accelerated during Grade 6 do not have the opportunity to take Explore coursework. Double-grade acceleration pathway starting in Grade 6: Pre-Algebra Honors > Algebra I Honors > Geometry Honors.
• Double-grade accelerated students are required to attend their Geometry Honors class at Tappan Zee High School. Eighth-graders are assigned to a morning high school bus; transportation after class from TZHS to SOMS is provided.
• Students who take Algebra I Honors in Grade 7 do not receive high school credit for the course and it does not count toward New York State graduation requirements.
• Students must meet the high school minimum attendance requirements for Algebra I Honors and Geometry Honors.
• Students take both the Algebra I Honors and Geometry Regents exams.

The program includes performance, contemporary music, music video, music theory and the history of music.

Music Classes

Music Explore classes are part of the explore cycle. The goal of music class is for students to gain an understanding and appreciation of music. Through the use of the electronic keyboard and the computer programs such as Garage Band, students learn to read music notation and have the opportunity to compose at their skill level. Students are exposed to a wide range of music styles and periods. We are incorporating many aspects of the elementary program in our grade 6 class.

Performing Music Groups

The Music Department offers a variety of ensembles to meet the needs of all students, beginners through advanced. All students are given an opportunity to perform in a variety of concert settings. Students can participate in both an instrumental group and chorus. Band, Chorus and Orchestra are offered in all three grades.
 

Physical Education provides a series of learning experiences that focus on increasing knowledge and affecting attitudes and behavior related to physical activities. A major goal is to help students incorporate physical activity into their lifestyle to develop and improve health-related physical fitness.

Students at the South Orangetown Middle School are required to participate in Physical Education during grades six, seven and eight. Classes are scheduled so that students attend Physical Education classes on alternating days. The curriculum has a wide variety of activities that include; team and individual sports, fitness and wellness activities, aquatics, dance, and outdoor living skills. All of the activities are designed to meet New York State learning standards. Proper attire is required.

All Grade 7 students rotate through this one quarter class. Students become model cyber citizens and adept researchers before moving on to practice the oral art of debate. They are required to research both the proposition and opposition side of their topic, before their Parliamentary style debate against their peers.

Grade 6

Sixth grade science represents a general science overview. The areas of study include both physical and life science, though mostly concentrated on the physical. The approach is a combination of text, multimedia and inquiry. Some of the units are inter-disciplinary, where ideas are shown to be related and are reinforced in the disciplines of Language Arts, Social Studies and Math. The four modules are: Consumer Chemistry; Energy Systems; Systems in Space; and, Bio-diversity.

Grade 7

The Life Science course uses a holistic approach in applying the perceptions and skills of a scientist for obtaining, interpreting, learning and presenting information. Reading for meaning, developing personal research hypotheses, using the language of science effectively, applying known facts to problem-solving techniques, designing controlled experiments, manipulating equipment, building models, writing, and drawing conclusions are part of this research process.

Individual and group-work using rubrics as guidelines are required to understand the interrelationships between the living and the non-living world. Acquiring knowledge, exploring lab and local community populations as well as observing global populations through technology provide a broad view of the components of the student’s environment. The four modules are: Systems in Motion; Issues in Genetics; Classification I & II: Plants, Bacteria, and Fungi; and, Adaptations and Behaviors of Animals.

Science 8

This course provides an introduction to Earth Science and Living Environment as well as other topics that are part of our eighth grade Science program. Students in this class will take the New York State Assessment in May and June. There is a performance component (LAB) and a written test. Topics covered are: Chemistry; Rocks and Minerals; Plate Tectonics; Weathering, Erosion, and Deposition; and, Weather and Climate.

Regents Earth Science

Seventh-grade students who demonstrate strong academic performance in science and math may be considered for recommendation for single-acceleration in science–enrollment in Regents Earth Science–for Grade 8.

• Students are typically identified in the winter of seventh grade, based on quarter math and science averages, as well as science test and lab grades.
• Families of students who are recommended for single-grade acceleration in science are notified by email in the spring.
• Course topics covered are: chemistry; rocks and minerals; measuring the Earth; plate tectonics; weather, erosion and deposition; weather and climate; Earth history; and, Earth in space.
• Regents Earth Science is offered at SOMS.
• Students must meet the high school minimum attendance requirements.
• Students take the Earth Science Regents exam.

Grade 6

The sixth grade program examines human development from the Prehistoric Period through the Middle Ages. The year starts off with an in depth study of geography followed by a comparative study of the ancient civilizations of Mesopotamia, Egypt, China, Greece, Rome and Medieval Europe that helps students understand the influence of ancient people on our modern culture. Many of the units are interdisciplinary and cross-curricular in nature and are supported with numerous ‘hands-on’ activities and field trips.

In order to gain maximum benefit from the study of ancient civilizations, certain skills are focused upon within each unit. Identifying main ideas in a paragraph, outlining, note taking, map reading, cause and effect relations and fact/opinion differentiation are some of the skills that are introduced during the sixth grade to promote students’ reading and thinking skills.

Grade 7

The seventh grade program presents a chronological approach to the history of the United States through the Civil War. Topics of study include colonization, the American Revolution, the Constitution and the early presidents. Historical concepts are also applied to the current American experience. Individual research, group discussions, role-playing and cooperative learning are some of the experiences provided. Skills such as map reading, interpreting documents, the use and analysis of charts and graphs, and fact/opinion differentiation are reinforced in this course.

Grade 8

The eighth grade program is a continuation of the study of American history begun in seventh grade. The program is arranged chronologically, beginning with Reconstruction and ending at the present, and incorporates geography as well as economic, social, and political trends. The course content is divided into nine Key Ideas; the first seven trace the human experience in the United States from Reconstruction to the end of World War II. The last two Key Ideas examine different themes in United States and New York State history from the post-War period up to the present day, which provides the opportunity to explore contemporary issues.

The eighth grade program provides a variety of learning experiences including: individual and group research, literature, dramatic presentation, field trips, artwork, class discussions, cooperative learning, and the use of technology.

Many skills are focused on throughout the year. Students learn and practice identifying and expressing main ideas, supporting details, and cause and effect. Additional skills students work on are: outlining, notetaking, map and graph reading and interpretation, and distinguishing between fact and opinion. There is an extensive use of primary sources to develop students’ abilities to read, analyze, and evaluate.

Students will become more aware of their responsibilities as citizens in a participatory democracy.

Technology is one of the explore classes. Students experience various aspects of the technology curriculum. They include a range of topics and activities in practical and theoretical applications of science and math. These activities include problem solving and testing outcomes. Design, mechanical drawing, construction of models, construction of functional objects, and work with various materials are included. Work is ‘hands-on’, three dimensional, and cooperative work with others is required.

Specific units may include the following:

• Solar energy projects – based on analysis of greenhouse effect.
• Structural design – bridge design concepts using wooden structured members.
• Introduction to simple machines – Lego/Dacta materials are used to construct mechanical devices.
• Drafting – use of hand mechanical drawing tools and computer-assisted drafting are both experienced.
• Materials Processing – use of various materials, such as wood and metal. Students design and build solutions to teacher and student-generated problems.

Although Technology provides students with activities, which are somewhat different from other classes, basic concepts of science and math are effectively incorporated. Technology class contributes to the broad range of learning experiences appropriate to middle level learners.

Single-Grade Acceleration: Design & Drawing for Production

Seventh-grade students who demonstrate strong performance in sixth- and seventh-grade technology and math courses are eligible to apply for Design & Drawing for Production enrollment in Grade 8.

• A take-home entrance exam is offered to all students in the winter of seventh grade and available through the technology teachers and school counseling office. Students have one month to complete and submit the entrance exam.
• In addition to the take-home entrance exam, teacher recommendation, math placement and math grades are considered for enrollment eligibility.
• Families of students selected to enroll in the course will be notified in early spring.
• A great deal of independent work is expected from DDP students. Appropriate preparation, classroom behavior, participation and respect for each other will be considered in selecting students for this program.
• DDP is an engineering preparatory program that can lead to the Project Lead the Way engineering curriculum at Tappan Zee High School.
• DDP is offered at SOMS.
• The high school minimum attendance policy applies to this course.

Grade 6

The sixth grade World Languages program is an introductory course in French, Italian, or Spanish stressing listening and speaking skills. Students meet every other day. During this first year of foreign language study, students are introduced to the sound system of the target language, using the aural/oral method. A basic vocabulary, consisting of greetings, titles, every day conversational phrases (e.g., “How are you? My name is . . ., — and yours?”), numbers, colors, days and months, is acquired at this level. Vocabulary dealing with topics of student interest (e.g., sports, pastimes, school and friends) is introduced in conversational form. Reading and writing are used to reinforce comprehension and speaking skills. An important component of this program is the cultural understanding of the countries where the target language is spoken. At this level, geographic family customs, holidays, festivals, major products, important historical and present-day figures are introduced and often form the basis of hands-on projects enjoyed by the students. An examination of our own multicultural heritage stems from these cultural studies.

Grade 7

The seventh grade World Languages program is a natural progression from our sixth grade introductory course. The skills and vocabulary learned in the sixth grade are reviewed. During the year, classes meet every day. The skills of listening and speaking are still emphasized, however reading and writing skills now take on greater importance. Topics through which vocabulary and language structure are introduced include the following: personal identification, school, sports and pastimes, time, travel, giving and receiving directions, weather, currency, and using the telephone. Cultural topics include education, geography, transportation, currency, sports and other leisure activities, including telephone customs. World Languages structures for mastery at this level encompass subject pronouns, articles, adjectives, present tense of regular verbs, major irregular verbs and immediate future tense.

Grade 8

The eighth grade World Languages program serves as the culmination to the two and-a-half year course that is equivalent to Level I of study on a high school level. Skills acquired in sixth and seventh grades are reviewed and reinforced. The four language skills of listening, speaking, reading and writing are incorporated into all lessons. Topics through which vocabulary and language structure are introduced include the following: home and family, neighborhood, professions, foods and meals, movies, theater and other media, clothing and fashion, shopping, socializing, travel (a continuation of this topic from seventh grade), and holidays. World Languages structures for mastery at this level encompass object pronouns, irregular verbs, past tense and interrogative constructions. Cultural topics, which are interwoven throughout the course materials include: continued geographical studies, cultural attractions in major cities, teenage lifestyles, shopping, metric system, family celebrations and food/meals.

The district-wide World Languages program continues at the high school level with Levels II and III usually taken in freshman and sophomore years, respectively. The Level III course culminates with the New York State Comprehensive Regents Examination. We encourage all our World Languages students to continue their study at least through completion of this Regents level. Many students avail themselves of the advanced level courses that are offered beyond Level III.