walker grant middle school - cityschools.com

Walker-Grant Middle School

course catalog

1 LEARNING LANE ∙ FREDERICKSBURG, VA 22401 PHONE (540) 372 - 1145 ∙ FAX (540) 891 - 5449

WALKER-GRANT MIDDLE SCHOOL

ADMINISTRATIVE TEAM

Mr. Justin S. Woodside

Principal

Ms. Keesha M. Keels

Assistant Principal

Mr. Stephen J. Ventura

Assistant Principal

COUNSELING DEPARTMENT

Mrs. Kimberly Cunningham

School Counselor

Mr. Andrew West

School Counselor

Mrs. Courtney McWhirt

Counseling Secretary

INSTRUCTIONAL SPECIALISTS

Ms. Danielle Dulick

Reading Specialist

Ms. Ashley Rea

Math Specialist

Mrs. Celia Poudrier

Coordinator of ESL Services

Mrs. Vanessa Carroll

Special Education Coordinator

Ms. Quincy Click

IB MYP Coordinator

Fredericksburg City

Public Schools

MISSION STATEMENT

Fredericksburg City Public

Schools will provide a quality

education that assures op-

portunity and equity for each

student. Our motto

"Excellence in Education"

embodies a commitment to

empower students to develop

personal responsibility for

meeting high academic

standards and to become

productive citizens in

a global society.

DIVISION

LEADERSHIP

Dr. David G. Melton Superintendent

Dr. Marceline R. Catlett Deputy Superintendent

SCHOOL BOARD

MEMBERS

Rev. Jarvis Bailey

Jennifer Boyd

Jannan Holmes

Kathleen Pomeroy

Malvina Rollins Kay

Elizabeth Rehm

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INTRODUCTION

Principal’s Message 3

Grading Scale 5

International Baccalaureate 6

STUDENT SCHEDULING OPTIONS

Grade 6 7

Grade 7 8

Grade 8 9

COURSE OF STUDIES

Language & Literature 10

Individuals & Societies 12

Mathematics 13

Sciences / Design 15

Physical & Health Education 16

Language Acquisition 17

Arts / Electives 19

English Language Learners 24

TABLE OF CONTENTS

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PRINCIPAL’S MESSAGE

Welcome to Walker-Grant Middle School! This course catalog contains descriptions of all our middle school courses and requirements for the 2019-2020 school year. We have many resources and personnel available to assist students, parents, and guardians in making the most informed decisions about class schedules and course selections.

As a reminder, student attendance is an important factor in school success. Please take time to review both the school and division calendars in an effort to minimize your student’s loss of instructional time. Although make-up work may be provided, it is often difficult to replace the classroom instruction as it occurs on a daily basis. Of course, advance notice is always helpful for any extended absences and is always appreciated!

Please continue to remain connected to the Walker-Grant Middle School community. It is important that parents and staff work together to provide the best possible experience for our students. At Walker-Grant Middle School, we utilize the PowerSchool Parent Portal system, the Fredericksburg Alert System, School Messenger and the school webpage to keep families informed. Many of our staff also maintain webpages that share updated information regarding classwork and up-coming events. It is important that the partnership among the student, the parent and/or guardian, and the classroom teacher remain strong throughout the school year.

I encourage every student and their family to select the most appropriate, challenging courses available that best meet their needs and abilities. Working together, we will continue to provide support and direction for all students in the interest of maximizing the learning opportunities at Walker-Grant Middle School. I wish everyone the greatest success in the coming school year.

Sincerely,

Justin S. Woodside, Principal

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The Walker-Grant Middle School Course of Studies

has been prepared to assist students and their parents in

making decisions concerning the course offerings that are

best suited to each student’s specific

interests and academic aptitude.

To ensure their greatest possible success and

enjoyment of their middle school experience, it is

imperative that students and their families carefully assess

strengths and consider future plans when

selecting their courses for the coming year.

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GRADING SCALE

The grading scale for students at Walker-Grant Middle School is as follows:

A+ = 100 - 97

A = Outstanding level of performance The student has done excellent work and has mastered the course objectives, consistently does excellent work with skill and thoroughness; and consistently has applied knowledge gained to new situations

A = 96 - 94

A- = 93 - 90

B+ = 89 - 87

B = High level of performance The student has done above average work, mastered almost all of the course objectives; and has applied knowledge gained to new situations

B = 86 - 84

B- = 83 - 80

C+ = 79 - 77

C = Satisfactory level of performance The student has done average work and has mastered many of the objectives of the course

C = 76 - 74

C- = 73 - 70

D+ = 69 - 67

D = Needs improvement in performance The student has done below average work and has mastered few of the objectives of the course

D = 66 - 64

D- = 63 - 60

F = 59 - 0 F = Unsatisfactory level of performance The student’s work fell below the acceptable level for the course

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INTERNATIONAL BACCALAUREATE

The International Baccalaureate (IB) enhances Fredericksburg City Public School’s

vision of “Excellence in Education”. Through the IB framework, we develop the knowledge,

skills, and attitudes necessary for all students to be productive members of our community

and contribute to the economy.

As an authorized World School for the IB MYP all scholars in grades 6-10 are exposed to a well-rounded variety of concept-based courses to develop learning skills and support the Virginia Standards of Learning (SOL) and Testing. In addition to the state provided expecta-tions for what students should know and be able to do at the end of each grade or course, practitioners assess the four criteria or objectives of each IB subject group.

Teachers collaboratively plan thematic, concept and context based unit planners. These include learning experiences, activities and assessments to grow and measure a range of content and skills in a variety of ways. Scholars are able to demonstrate their pro-gress of the IB criteria more than once.

State standards and IB are vertically aligned to support progression of learning. IB adds a focus on interdisciplinary learning, growth in personal attributes and academic skills, service as action, global mindedness and culminating projects of choice.

The community project in grade 8 and the personal project in grade 10, ask all scholars to explore interests and demonstrate learning through action, advocacy or research.

We are proud to challenge our students to find their passion through the framework IB provides. The bottom line is a quality public education leads to a thriving community and stronger economy for everyone!

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GRADE 6 SCHEDULING OPTIONS

LANGUAGE & LITERATURE (SELECT ONE)

English 6

Advanced English 6

Honors English 6

INDIVIDUALS & SOCIETIES

US History 6: 1865 - Present

MATHEMATICS (SELECT ONE)

Math 6

Enriched Math 6

SCIENCES / DESIGN

Earth Science 6 & Design

PHYSICAL & HEALTH EDUCATION

Health/PE 6

LANGUAGE ACQUISITION (STUDENTS WILL TAKE ONE COURSE EACH SEMESTER)

Exploring Cultures: French

Exploring Cultures: Spanish

VISUAL ARTS (SELECT ONE FIRST CHOICE AND ONE ALTERNATE CHOICE)

Art I

Digital Art I

GI Visual Arts 6 (must be GI identified)

PERFORMING ARTS (SELECT ONE FIRST CHOICE AND ONE ALTERNATE CHOICE)

Chorus I

Orchestra I

Band I

GI Performing Arts 6 (must be GI identified)

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English 7

Advanced English 7

Honors English 7


Civics 7


Math 7

Enriched Math 7

Algebra I*

SCIENCES / DESIGN

Life Science & Design 7


Health/PE 7

LANGUAGE ACQUISITION

(SELECT ONE)

French I (Phase 1,2)*

Spanish I (Phase 1,2)*

ARTS (SELECT ONE FIRST CHOICE AND ONE ALTERNATE CHOICE)

Art I or II

Digital Art I or II

Chorus I or II

Orchestra I or II

Band I or II

Musical Keyboarding II



CTE (SELECT ONE FIRST CHOICE AND ONE ALTERNATE CHOICE)

Design, Multimedia & Web Technologies I or II

Computer Solutions

Career Investigations

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*High school credit is awarded upon successful completion of this course and associated SOL test, if applicable.



English 8

Advanced English 8

Honors English 8


World Geography 8*


Math 8

Algebra I*

Geometry*

SCIENCES / DESIGN

Physical Science & Design 8


Health/PE 8


(CONTINUATION OF 7TH GRADE LANGUAGE COURSE)

French I Phase II*

Spanish I Phase II*

Latin I* (based on availability)

ARTS (SELECT ONE PRIMARY COURSES AND ONE ALTERNATE COURSE)

Art I, II or III

Digital Art I, II or III

Chorus I, II or III

Orchestra I, II or III

Band I, II or III

Musical Keyboarding II



CTE (SELECT ONE FIRST CHOICE AND ONE ALTERNATE CHOICE)

Computer Solutions

Design, Multimedia & Web Technologies I or II

Career Investigations

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*High school credit is awarded upon successful completion of this course and associated SOL test, if applicable.

STANDARD COURSE SEQUENCE

ENGLISH 6 1109YL

Prerequisite: Reading 5

In accordance with the Virginia Standards of Learn-ing for sixth graders, students will refine and apply the skills needed to become independent readers and proficient writers. This course will focus on the reading of a variety of fiction, narrative nonfiction, informational texts, and poetry to understand the structures and characteristics of stories, informa-tional selections, and poems. Students will plan, draft, revise, and edit narratives, descriptions, and explanations as they improve the skills of sentence formation, grammar usage, and the mechanics of writing. The development of vocabulary will be em-phasized through the use of word analysis and study as well as within the context of literature. Stu-dents will also develop their ability to communicate orally as they present their original writing.

ENGLISH 7 1110YL

Prerequisite: English 6

In accordance with the Virginia Standards of Learn-ing for seventh graders, students will refine and apply the skills needed to become independent readers and proficient writers. This course will fo-cus on the reading of a variety of fiction, narrative nonfiction, informational texts, and poetry to under-stand the structures and characteristics of stories, informational selections, and poems. Students will plan, draft, revise, and edit narrative, expository, and persuasive writing as they improve grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. They will utilize soft-ware to plan, draft, revise, edit, and publish select-ed writings. Students will take the 7th grade SOL Reading Test at the end of the course.

ENGLISH 8 1120YL

Prerequisite: English 7

Students in English 8 will examine both fictional and non-fictional forms of writing, accompanying literary terms and devices, and vocabulary. They will explore the writing process using expository, informational, narrative, and persuasive writing, to include editing for correct grammar, capitalization, punctuation, spelling, sentence structure, para-graphing, and the use of oral and written language skills. The goals for the year are to build the skills necessary to produce good writing, to encourage an appreciation of good literature, and to prepare for the challenges of high school. Additionally, stu-dents will prepare for the 8th grade SOL Writing test in March and the 8th grade SOL Reading Test.

ADVANCED COURSE SEQUENCE

ADV ENGLISH 6 1109AYL

Prerequisites: Grade B+ or higher in a 5th grade Reading course, MAP projected proficiency of advanced or 5th grade SOL Reading score of at least 475, AND teacher recommendation

This course is comprised of an advanced study of narrative nonfiction and an intensive introduction to literary analysis. Students will assimilate writing techniques and grammar knowledge in a demand-ing writing curriculum that encourages critical think-ing. In accordance with the Virginia Standards of Learning for 6th graders, students will refine and apply the skills needed to become independent readers and proficient writers. This course will fo-cus on the reading of a variety of fiction, narrative nonfiction, informational texts, and poetry to under-stand the structures and characteristics of stories, informational selections, and poems. Students will plan, draft, revise, and edit narratives, descriptions, and explanations as they improve their skills of sentence formation, grammar usage, and the me-chanics of writing. The development of vocabulary will be emphasized through the use of word analy-sis and study as well as within the context of litera-ture. Students will develop their ability to communi-cate orally as they present their original writing.


Prerequisites: Grade B+ or higher in a 6th grade Reading course, MAP projected proficiency of advanced or 6th grade SOL Reading score of at least 475, or teacher recommendation

This course is comprised of an advanced genre study of classic literature and an intensive introduc-tion to literary analysis. Students will assimilate writing techniques and grammar knowledge in a demanding writing curriculum that encourages criti-cal thinking. Intensive vocabulary work, affixes, spelling, and grammar usage will be integrated into the curriculum. In accordance with the Virginia Standards of Learning for 7th graders, students will refine and apply the skills needed to become inde-pendent readers and proficient writers. This course will focus on the reading of a variety of fiction, nar-rative nonfiction, informational texts, and poetry to understand the structures and characteristics of stories, informational selections, and poems. Stu-dents will plan, draft, revise, and edit narrative, ex-pository, and persuasive writing as they improve grammar, capitalization, punctuation, spelling, sen-tence structure, and paragraphing. They will use word processors to plan, draft, revise, edit, and publish selected writings. Students will take the 7th Grade SOL Reading Test at the end of the course.

LANGUAGE & LITERATURE

10


Prerequisite: Grade B+ or higher in a 7th grade Reading course, MAP projected proficiency of advanced or 7th grade SOL Reading score of at least 475, or teacher recommendation

This course is comprised of an advanced study of classic literature and an intensive introduction to literary analysis. Students will assimilate writing techniques and grammar knowledge in a demand-ing writing curriculum that encourages critical think-ing. Intensive vocabulary work, roots, spelling, and grammar usage will be integrated into the curricu-lum. Students will examine both fictional and non-fictional forms of writing, accompanying literary terms and devices, and vocabulary. They will ex-plore the writing process using expository, informa-tional, narrative, and persuasive writing, to include editing for correct grammar, capitalization, punctu-ation, spelling, sentence structure, paragraphing, and the use of oral and written language skills. The goals for the year are to build the skills neces-sary to produce good writing, to encourage an ap-preciation of good literature, and to prepare for the challenges of high school. Additionally, students will prepare for the 8th Grade SOL Writing Test in March and SOL Reading Test in May.

HONORS ENGLISH 6 1109H

Prerequisites: Gifted intellectual identification OR grade A or higher in a 5th grade Reading course, MAP projected proficiency of advanced or SOL Reading score of at least 500, writing sample and teacher recommendation

Aligned with the Virginia Standards of Learning for 6th grade students, this Honors English course is open to all 6th grade students who seek academic rigor. The goal of Honors classes is to provide ex-tensions to the standard English program of study that add depth and complexity to the existing cur-riculum. The resources, units, and lessons are de-signed to nurture and develop advanced academic potential in all learners. Honors English classes encourage students to think conceptually, to make connections across time, place, and subject, to perform as a practitioner or scholar in a discipline, and to self-assess and reflect on their learning and the learning process. Additionally, this challenging course includes a humanities component in which students are exposed to ideas and experiences in history, science, literature, philosophy, and the arts. As students read, write, and engage in discus-sion, they begin to think critically, learn to express themselves clearly and adapt to changing circum-stances.

HONORS COURSE SEQUENCE



Aligned with the Virginia Standards of Learning for 7th grade students, this Honors English course is open to all 7th grade students who seek academic rigor. The goal of Honors classes is to provide ex-tensions to the standard English program of study that add depth and complexity to the existing cur-riculum. The resources, units, and lessons are de-signed to nurture and develop advanced academic potential in all learners. Honors English classes encourage students to think conceptually, to make connections across time, place, and subject, to perform as a practitioner or scholar in a discipline, and to self-assess and reflect on their learning and the learning process. Additionally, this challenging course includes a humanities component in which students are exposed to ideas and experiences in history, science, literature, philosophy, and the arts. As students read, write, and engage in discus-sion, they begin to think critically, learn to express themselves clearly and adapt to changing circum-stances. Students will take the 7th grade SOL Reading Test at the end of the course.



Aligned with the Virginia Standards of Learning for 8th grade students, this Honors English course is open to all 8th grade students who seek academic rigor. The goal of Honors classes is to provide ex-tensions to the standard English program of study that add depth and complexity to the existing cur-riculum. The resources, units, and lessons are de-signed to nurture and develop advanced academic potential in all learners. Honors English classes encourage students to think conceptually, to make connections across time, place, and subject, to perform as a practitioner or scholar in a discipline, and to self-assess and reflect on their learning and the learning process. Additionally, this challenging course includes a humanities component in which students are exposed to ideas and experiences in history, science, literature, philosophy, and the arts. As students read, write, and engage in discus-sion, they begin to think critically, learn to express themselves clearly and adapt to changing circum-stances. Throughout the course, 8th grade stu-dents will prepare for the SOL Writing Test in March and the SOL Reading Test in May.

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US HISTORY 6: 1865 - PRESENT 2354YL

Prerequisite: Social Studies 5

The objectives throughout this course will allow 6th grade students to explore the geographical and historical development of people, places, and pat-terns of life from 1865 to the present. The stand-ards for this course relate to the history of the Unit-ed States from the Reconstruction era to the pre-sent. Students should continue to learn fundamen-tal concepts in civics, economics, and geography within the context of United States history. Political, economic, and social challenges facing the nation reunited after civil war will be examined chronologi-cally as students develop an understanding of how the American experience shaped the world’s politi-cal and economic landscape of today.

CIVICS 7 2357YL

Prerequisite: US History 6: 1865 - Present

This course is designed to give 7th grade students an understanding of the United States Constitution and American Government in action. The students will begin the course with an examination of what it really means to be a United States citizen and what rights and responsibilities are associated with that title. Civics students will learn the traits of good citi-zenship and what rights are guaranteed to citizens by the U.S. Bill of Rights. Students will also learn about the history and philosophies that played ma-jor roles in developing our form of government at the Constitutional Convention. The theories of ac-tive citizenship, limited government, separation of powers, checks and balances, and federalism will also be examined. The functions of the branches of government, the role of political parties, elections, interest groups and the media will be analyzed. Civil liberties and civil rights will be reviewed through an extensive analysis of the Bill of Rights and the 14th amendment. There will be a special emphasis placed on making government relevant and applicable to students’ everyday lives through the use of challenging and engaging lessons in which students will present solutions to real world political problems. During the last quarter of the course, students will examine the study of econom-ics, to include the United States free market sys-tem, other types of markets, use of resources, how businesses organize to earn profits, and how the U.S. government regulates foreign trade, protects the consumer, and promotes fair business practic-es. At the conclusion of this course, students will take the Civics End-of-Course SOL Test.

WORLD GEOGRAPHY 8* 2210YL

Prerequisite: Civics 7

This high school credit course explores the world’s people, places, and environments. This course concentrates on the study of the world’s countries and regions, land forms, climates and natural re-sources, cultures, and political/economic systems. You will be required to maintain an organized note-book in this class. This material will be review for all tests and quizzes throughout the year, so neat and completed notebooks are a must.

In order to receive a verified high school credit for this course, students must earn a passing grade in the class and successfully pass the associated World Geography End-of-Course SOL test.


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*High school credit is awarded upon successful completion of this course and associated SOL test.


MATH 6 3110YL

Prerequisite: Math 5

This course is designed to provide a transition from the emphasis placed on whole number arithmetic in the elementary grades to foundations of algebra. The standards include a focus on rational numbers and operations involving rational numbers. Scholar will use ratios to compare data sets; recognize dec-imals, fractions, and percents as ratios; solve sin-gle-step and multistep problems, using positive rational numbers; and gain a foundation in the un-derstanding of and operations with integers. Schol-ars will solve problems involving area and perime-ter, and begin to graph in a coordinate place. In addition, scholars will build on the concept of graphical representation of data developed in the elementary grades and develop concepts regard-ing measures of center. Scholars will solve linear equations and inequalities in one variable, and use algebraic terminology. Scholars will represent pro-portional relationships using two variables as a pre-cursor to the development of the concept of linear functions. Scholars in Math 6 will take the Math 6 SOL test at the end of the year.

MATH 7 3111YL


This course is designed to emphasize the founda-tions of algebra. Scholars will build on the concept of ratios to solve problems involving proportional reasoning. Scholars will solve problems involving volume and surface area and focus on the relation-ships among the properties of quadrilaterals. Prob-ability is investigated through comparing experi-mental results to theoretical expectations. Scholars continue to develop their understanding of solving linear equations and inequalities in one variable by applying the properties of real numbers. Scholars discern between proportional and non-proportional relationships and begin to develop a concept of slope as rate of change. Scholars in Enriched Math 7 will take the Math 7 SOL test at the end of the year.

MATH 8 3112YL


This course places an emphasis on the concepts needed for success in high school level algebra, geometry, and statistics. Scholars will explore real numbers and the subsets of the real numbers sys-tem. Proportional reasoning is expounded upon as scholars solve a variety of problems.

Scholars find the volume and surface area of more complex three-dimensional figures and apply trans-formations to geometric shapes in the coordinate place. Scholars will verify and apply the Pythagore-an Theorem creating a foundation for further study of triangular relationships in geometry. Scholars will represent data, both univariate and bivariate data, and make predictions by observing data pat-terns. Scholars build upon the algebraic concepts developed in the standards for grades six and sev-en mathematics, which include simplifying algebra-ic expressions, solving multistep equations and inequalities, and graphing linear functions. The grade eight standards are vital to providing a solid foundation in Algebra I for scholars in middle school mathematics. Scholars in Math 8 will take the Math 8 SOL test at the end of the year.

ENRICHED COURSE SEQUENCE

ENR MATH 6 3110EYL

Prerequisites: Grade B+ or higher in 5th grade math, SOL score of 475 or higher on the Math 5 SOL or MAP projected proficiency of advanced, AND teacher recommendation

This course is intended for scholars who are in need of a more challenging mathematical curricu-lum. Enriched Math 6 covers broader and deeper skills than Math 6 and requires a higher level of critical thinking. The Enriched Math 6 curriculum is composed of a quick overview of the Math 6 Stand-ards of Learning and covers all of the Math 7 Standards of Learning. The goal of the Enriched Math 6 curriculum is to emphasize the foundations of algebra. Scholars will build on the concept of ratios to solve problems involving proportional rea-soning. Scholars will solve problems involving vol-ume and surface area and focus on the relation-ships among the properties of quadrilaterals. Prob-ability is investigated through comparing experi-mental results to theoretical expectations. Scholars continue to develop their understanding of solving linear equations and inequalities in one variable by applying the properties of real numbers. Scholars discern between proportional and non-proportional relationships and begin to develop a concept of slope as rate of change. Scholars in Enriched Math 6 will take the Math 7 SOL test at the end of the year.

MATHEMATICS

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ENR MATH 7 3111EYL

Prerequisites: Grade B+ or higher in 6th grade math or successful completion of Enriched Math 6, SOL score of 475 or higher on the Math 6 SOL or MAP projected proficiency of advanced, or teacher recommendation

This course is intended for scholars who are in need of a more challenging mathematical curricu-lum. Enriched Math 7 covers broader and deeper skills than Math 7 and requires a higher level of critical thinking. The Enriched Math 7 curriculum is composed of a quick overview of the Math 7 Stand-ards of Learning and covers all of the Math 8 Standards of Learning. The course places an em-phasis on the concepts needed for success in high school level algebra, geometry, and statistics. Scholars will explore real numbers and the subsets of the real numbers system. Proportional reasoning is expounded upon as scholars solve a variety of problems. Scholars find the volume and surface area of more complex three-dimensional figures and apply transformations to geometric shapes in the coordinate place. Scholars will verify and apply the Pythagorean Theorem creating a foundation for further study of triangular relationships in geome-try. Scholars will represent data, both univariate and bivariate data, and make predictions by ob-serving data patterns. Scholars build upon the al-gebraic concepts developed in the standards for grades six and seven mathematics, which include simplifying algebraic expressions, solving multistep equations and inequalities, and graphing linear functions. The grade eight standards are vital to providing a solid foundation in Algebra I for schol-ars in middle school mathematics. Scholars in En-riched Math 7 will take the Math 8 SOL test at the end of the year.

ALGEBRA I* 3130YL

Prerequisites: Grade A- in Enriched Math 6 or Math 7 or successful completion of Enriched Math 7, SOL score of 475 or higher on the Math 7 SOL/ SOL score of 400 or higher on the Math 8 SOL, MAP proficiency of advanced, or teacher recom-mendation

This is an accelerated, rigorous course for scholars who are ready for an advanced mathematical curriculum. The study of algebraic thinking begins in kindergarten and is progressively formalized pri-or to the study of the algebraic content found in the Algebra I Standards of Learning. Included in the progression of algebraic content is patterning, gen-eralization of arithmetic concepts, proportional reasoning, and representing mathematical relationships using tables, symbols, and graphs. All scholars are expected to achieve the Algebra I standards.

HIGH SCHOOL CREDIT COURSES

GEOMETRY* 3143YL

Prerequisites: Successful completion of Algebra I, SOL score of 400 or higher on the Algebra I SOL, MAP proficiency of advanced, or teacher recommendation

This course is designed for scholars who have suc-cessfully completed the Algebra I Standards of Learning. The curriculum includes an emphasis on developing reasoning skills through the exploration of geometric relationships including properties of geometric figures, trigonometric relationships, and mathematical proofs. In this course, deductive rea-soning and logic are used in direct proofs. Direct proofs are presented in different formats (typically two-column or paragraph) and employ definitions, postulates, theorems, and algebraic justifications including coordinate methods.

TI-84 Plus CE graphing calculators and the Des-mos online graphing calculator will be used to sup-port and verify many mathematical and algebraic concepts throughout the year. Scholars in Geome-try will take the Geometry End of Course SOL test at the end of the year. In order to receive a high school credit, scholars must successfully pass the course and End of Course SOL test.

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*High school credit is awarded upon successful completion of this course and associated SOL test.

The study of Algebra I assists scholars in general-izing patterns or modeling relevant, practical situa-tions with algebraic models. In order to assist scholars in developing meaning and connecting algebraic concepts to geometry and statistics, con-sideration should be given to the sequential devel-opment of concepts and skills by using concrete materials to assist scholars in making the transition from the numeric to the symbolic. Connections be-tween Algebra I and other subject areas through practical applications may assist in helping schol-ars attach meaning to the abstract concepts of al-gebra.

TI-84 Plus CE graphing calculators and the Desmos online graphing calculator will be used to support and verify many mathematical and alge-braic concepts throughout the year. Scholars in Algebra I will take the Algebra I End of Course SOL test at the end of the year. In order to receive a verified high school credit, scholars must success-fully pass the course and End of Course SOL test


EARTH SCIENCE & DESIGN* 6 4105YL

Prerequisite: Science 5

This course will increase 6th grade students' scien-tific knowledge through exploration of topics within the following units: our solar system, matter, energy and energy transformations, the role of the sun in Earth's processes, weather, and protection of our environment. Concepts covered will include the com-ponents of our solar system through comparison and contrast, basic atomic structure, reading of the peri-odic table of elements, basic understanding of com-pounds and equations, the role of the sun in heating the Earth and its effect on weather, applying weather concepts in order to understand weather patterns, and the role of humans in protecting the Earth's envi-ronment. Students will also utilize basic scientific skills including measurement, inferring, lab safety, exploring the nature of science, and conducting sim-ple experiments using the scientific method. While 6th grade students will not take an SOL test at the conclusion of this course, many of the standards cov-ered in Earth Science 6 will be assessed cumulatively through the Science 8 SOL test. This test is adminis-tered upon completion of Physical Science 8 and will include material from all middle school science cours-es.

LIFE SCIENCE & DESIGN* 7 4115YL

Prerequisite: Earth Science 6

In this course, basic scientific skills are developed within the following topic areas: life processes, cells, cellular organization, genetics, including genetic engi-neering, adaptations and changes over time, classifi-cation, characteristics of the four kingdoms, and ecol-ogy. Students will apply their knowledge through ex-ercises involving measurement, problem solving, ap-plication of the scientific method, determining cause/effect relationships, reading graphs and tables, and following directions, especially as this relates to lab safety. Major emphasis is placed on the ability to an-alyze any given situation in a scientific manner. In addition to the standard science curriculum, this course will build upon students’ knowledge of design aspects including inquiring and analyzing, developing ideas, creating solutions, and evaluating through in-terdisciplinary, project-based learning. While 7th grade students will not take a Science SOL test at the conclusion of this course, many of the standards cov-ered in Life Science 7 will be assessed cumulatively through the Science 8 SOL test. The Science 8 SOL test is administered upon completion of Physical Sci-ence 8 and will include material from all middle school science courses.

PHYSICAL SCIENCE & DESIGN* 8 4125YL

Prerequisite: Life Science 7

In this course, students will increase their scientific knowledge through the exploration of motion, forc-es, energy, waves, light, electricity, magnetism, heat, matter, atomic structure and theory, chemical and physical changes, the periodic table, elements, chemical bonds and reactions. Students will ex-pand their skills of taking and reading proper meas-urements, problem solving, applications of the sci-entific method, and reading graphs and tables. At the conclusion of this course, students will take the Science 8 SOL test which includes material from Earth Science 6, Life Science 7, and Physical Sci-ence 8.

*DESIGN

The IB subject group of design is integrated into the science curriculum to support the progression of scientific investigation. Design grows student skills through inquiring and analyzing, developing ideas, creating solutions and evaluating work. The design cycle - knowing and understanding, inquir-ing and designing, processing and evaluating, and reflecting on the impacts of science - will be used to assess and report student progress on the de-sign objectives in addition to the standard science objectives.

SCIENCES / DESIGN

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HEALTH/PE 6 7110YL

Prerequisite: Students will be required to dress out in a Walker-Grant physical education uniform and tennis shoes*

The intent of health education is to help students understand how to achieve and maintain good health for a lifetime. The three learning goals - Knowledge and Skills, Information Access and Use, and Community Health and Wellness - focus on key health concepts and skills needed to facili-tate the formation of healthy behaviors and practic-es. Participation in cooperative and competitive games allows students opportunities to develop skills as well as tactical understanding. Students assess their health-related fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. Students explore the connection between energy balance and nutri-tion guidelines, meal planning, and heart rate.

HEALTH/PE 7 7120YL


In this course, students will continue to develop competence in modified versions of various games, sports, and recreational activities. Students will an-alyze skill performance and apply basic scientific principles of anatomical structures, movement prin-ciples, energy balance, and personal fitness. Stu-dents examine the importance of physical activity to health, focusing particularly on obesity and stress. Students will achieve and maintain personal fitness standards and create plans by setting rea-sonable and appropriate goals for improvement or maintenance of health-related fitness. They will continue to develop social skills and cooperative behaviors by demonstrating problem solving, con-flict resolution, communication skills, appropriate etiquette, integrity, and respect for others.

HEALTH/PE 8 7200YL


In this course, students will further develop their competence in more complex dynamic game/sport situations and in a variety of recreational activities. Eighth grade students will apply their knowledge of major body structures to explain how body systems interact with and respond to physical activity and how structures help the body create movement. Students will explain the relationship between nutrition, activity,

and body composition to deepen their understanding of energy balance. Students will set goals, track progress, and participate in physical activities to improve health-related fitness. They will build a repertoire of abilities across a variety of game/sport, dance, and recreational pursuits and begin to develop competence in specialized versions of lifelong game/sport activities.

*The cost of WGMS physical education uniform is $15.00. Uniforms may be rented daily for $.25 per item (shorts and shirts).

Students may wear their own shorts and/or athletic pants (e.g., sweatpants) for Health/PE classes.


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EXPLORING CULTURES: FRENCH 5504F

As part of the year-long exploratory for 6th grade students that includes courses in French and Spanish, this semester-long course is an introduction to the art, music, food, history and ge-ography, language, holidays, clothing and customs specific to francophone countries and cultures.

EXPLORING CULTURES: SPANISH 5504S

As part of the year-long exploratory for 6th grade students that includes courses in French and Spanish, this semester-long course is an introduction to the art, music, food, history and ge-ography, language, holidays, clothing and customs specific to Spanish speaking countries and cultures.

FRENCH I (Phase 1,2)* 5110II

In French Part I, 7th grade students are introduced to communication competencies in listening, read-ing, writing and speaking French. They will study culture and history from around the francophone world. Students will demonstrate skills necessary to carry out basic survival needs, deliver oral and written presentations, read simple narrations, and comprehend messages. Students will acquire basic pronunciation skills, a working vocabulary for eve-ryday use, and the comprehension of basic ele-ments of French language structure. This course will present a balance of grammar and communica-tion proficiency through the classroom use of audi-ovisual technology and interactive tasks. Students demonstrating mastery will receive a high school credit upon successful completion of this course.

SPANISH I (Phase 1,2)* 5510II

Spanish Part I for grade 7 students will develop beginning communication competencies in listen-ing, reading, writing and speaking Spanish and study Hispanic culture and history. Students will demonstrate skills necessary to carry out basic survival needs, deliver oral and written presenta-tions, and read simple narrations and comprehend messages.

Students will acquire a working vocabulary for everyday use, understand basic elements of lan-guage structure and pronunciation. This course will present a balance of grammar and communica-tion proficiency through the classroom use of audi-ovisual technology and interactive tasks. Students demonstrating mastery will receive a high school credit upon successful completion of this course.

FRENCH I Phase II* 5104I

Prerequisite: French Part I

In French Part II, 8th grade students are introduced to communication competencies in listening, read-ing, writing and speaking French. They will study culture and history from around the francophone world. Students will demonstrate skills necessary to carry out basic survival needs, deliver oral and written presentations, read simple narrations, and comprehend messages. Students will acquire basic pronunciation skills, a working vocabulary for eve-ryday use, and the comprehension of basic ele-ments of French language structure to include pre-sent and past tenses. This course will present a balance of grammar and communication proficien-cy through the classroom use of audiovisual tech-nology and interactive tasks. Students demonstrat-ing mastery will receive a high school language credit upon successful completion of this course.

SPANISH I Phase II* 5504I

Prerequisite: Spanish Part I

Spanish Part II for 8th grade students will further develop beginning communication competencies in listening, reading, writing and speaking Spanish and study Hispanic culture and history. Students will demonstrate skills necessary to carry out basic survival needs, deliver oral and written presenta-tions, and read simple narrations and comprehend messages. Students will acquire a working vocab-ulary for everyday use, understand basic elements of language structure and pronunciation to include present and past tenses. This course will present a balance of grammar and communication proficien-cy through the classroom use of audiovisual tech-nology and interactive tasks. Students demonstrat-ing mastery will receive a high school language credit upon successful completion of this course.


6TH GRADE COURSES

7TH GRADE COURSES

8TH GRADE COURSES

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*High school credit is awarded upon successful completion of this course.

Latin I* 5310L3

Prerequisite: 8th grade, B or higher in English 7, Advanced English 7, or Honors English 7

In this course, students will be introduced to the language of the ancient Romans. Emphasis is placed on translating from Latin to English and writ-ing English sentences in Latin along with the study of various aspects of Roman life and history.

*This class may be offered on a limited basis and will depend on the availability of an instructor.

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*High school credit is awarded upon successful completion of this course.

ART I 9106 / 91066 (6th) The objectives for Art I emphasize an exploration of the elements of art and the principles of design as a framework, students investigate a variety of experiences and concepts. Students will explore various two-dimensional and three-dimensional art media using a variety of expressive and technical approaches created by the instructor. Students are brought to understand the factors that distinguish artistic styles that clarify the role of art of various cultures. Through critical examination, students will determine how artists convey meaning through the use of forms, media, and symbols. Students will test and develop their own ideas regarding the na-ture of art and will encounter philosophical and eth-ical questions. Upon the successful completion of the visual arts standards for grade six, students will possess the skills that will allow them to evaluate the effects of various influences and disciplines of the visual arts.

ART II 9107

Prerequisite: Successful completion of Art I

The objectives for Art II are a continuation of the exploration of art with an emphasis on analyzing and investigating the creative process. Students will develop technical skills that empower them to communicate ideas visually, with the focus on real-istic representations of their environment. Students will also acquire knowledge that engages them to look at works of art from a personal perspective as they identify art styles and the periods to which they belong. In addition, they will become aware of a variety of art careers that they may consider. They will develop inquiry skills and vocabulary as they explore the meaning of works of art through analysis of subject matter, themes, and symbols. Students develop an increased awareness of the nature of art and of their relationship to it as they explore the meaning and value of works of art.

ART III 9108

Prerequisite: Successful completion of Art II

The objectives for Art III focus on the synthesis and application of previously learned concepts. Using traditional and emerging technologies, students are able to apply more complex technical skills as they manipulate the elements of art and the principles of design, art media, and ideas. Students acquire art skills that enable them to make conscious choices of media and techniques for expressive purposes. Students produce works of art that are developed from preliminary ideas and sketches. They com-pare and contrast art from different world cultures and investigate how context can influence

Students debate the purposes of art, formulate late reasoned responses to meaningful art questions, develop their own criteria for making art judgments, and develop a personal aesthetic. The acquisition of these skills enables students to develop a world view, placing the discipline of art within a broader context, and relating it to other of knowledge.

DIGITAL ART I 91806Q1 / 918066(6th)

In this course, students will learn to critically inter-pret the world in which we live today using comput-ers as a tool for self-expression. Emphasis is placed on making interdisciplinary connections based on the standards of learning for all disci-plines. Through the use of technology, students explore themes based on artists and the elements of art. Software applications include Adobe Pho-toshop and other available software. Ethical issues concerning computer generated imagery are ad-dressed. No prior computer knowledge is required.

DIGITAL ART II 9180G7T1

Prerequisite: Successful completion of Digital Art I

In this course, students will use technical and con-ceptual tools to build upon their understanding of the fundamentals of digital media. Emphasis is placed on learning to use the computer as a means of producing print graphics and integrating your design knowledge with software tools. Students will continue to use computers as a tool for self-expression as they continue to learn to critically interpret the world in which we live today. Empha-sis is placed on making interdisciplinary connec-tions based on the standards of learning for all dis-ciplines. Through the use of technology, students explore themes based on artists and the elements of art. Software applications include Adobe Pho-toshop and other available software. Ethical issues concerning computer generated imagery are ad-dressed.

DIGITAL ART III 9180G8T1

Prerequisite: Successful completion of Digital Art II

Students will learn to use image manipulation pro-grams and traditional drawing, painting, photog-raphy and layout techniques. Students will view the computer as an important tool for the artist and use computer programs to facilitate the design process of exploring, developing ideas, and producing origi-nal art works. The student will build a visual elec-tronic portfolio throughout the course. Careers in the field of electronic media will be explored and examined.

ARTS / ELECTIVES

ART

DIGITAL ART

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BAND I 9230I / 9230I6 (6th)

Rental or purchase of an instrument and materials is preferred; special concert attire is required

This introductory band class offers students of any grade level instruction in woodwind, brass and per-cussion instruments with a focus on fundamental skills vital to future success in an instrumental en-semble such as proper posture, development of characteristic tone quality and music literacy. This class is ideal for those students who do not have any experience with instrumental music, or those with some experience who may wish to review and reinforcement of musical literacy or performance skills. Students in this class will be expected to rent a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent an instrument, one may borrowed from the school. No audition is required to partici-pate in this class. Students are not expected to come to the first class day with an instrument; stu-dents will pick an instrument before or during the first few days of class.

BAND II 9231II


Prerequisite: Successful completion of Band I

This intermediate band class is designed for stu-dents who already posses an understanding of basic music reading, correct playing position and tone production. Instruction offers a continued fo-cus on music literacy, tone production, playing technique and aural skills. Students in this class will be expected to rent or purchase a musical in-strument, attend various after school concert per-formances, and come prepared with their instru-ment each day to class. If a student is unable to rent or purchase an instrument, one may borrowed from the school. Placement in Band II is made at the discretion of the band director.

BAND III 9229III


Prerequisite: Successful completion of Band II

This advanced course is designed for students who already possess a strong background in music reading, correct playing position and tone produc-tion. Instruction offers a continued focus on music literacy, tone production, playing technique and aural skills. This class will perform advanced con-

dents in this class will be expected to rent a musi-cal instrument, attend various after school concert performances, and come prepared with their instru-ment each day to class. If a student is unable to rent or purchase an instrument, one may borrowed from the school. Placement in Band III is made at the discretion of the band director.

CHORUS I 9269I / 9269I6 (6th)

Special concert attire is required

This is a class is for students who like to sing or want to learn to sing. No previous experience is necessary. This class is designed to offer any stu-dent a basic understanding of the principles of cho-ral singing. The students will rehearse music in 2-3 part harmony depending on the voices of those in the class. Elements of music that will be covered as part of class work are Rhythm and Rhythmic Notation, the Grand Staff, simple Melodic Notation and sight-singing using solfege (Do, Re Mi, Fa, Sol, La, Ti, Do). Students will sing music represent-ing a variety of cultures, styles and time periods in music history. They may also play classroom in-struments as time allows. Students will be graded on daily class participation, individual progress, journal work, projects, and at least one required concert per semester. This is a performance-based class; singing is expected on a daily basis.

CHORUS II 9270I


Prerequisite: Successful completion of Chorus I

This class is for students who like to sing and want to learn to sing better. It is designed to offer the 7th or 8th grade student a continuing education in cho-ral singing. This class is open to those students who have previously taken Chorus I. Students will rehearse music in 2-3 parts with an emphasis on singing in a traditional Soprano, Alto, Baritone (SAB) ensemble. The application of music theory will expand upon that learned in the 6th grade choir class to include more difficult rhythmic and melodic notation as well as sight-singing. Students will sing music representing a variety of cultures, styles and time periods in music history. They may also play classroom instruments as time allows. Students will be graded on daily class participation, individual progress, journal work, projects and at least one concert per quarter. Additionally, students will study time periods in music history. This is a per-formance-based class; singing is expected on a daily basis.

BAND

CHORUS

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CHORUS III 9260III


Prerequisite: Successful completion of Chorus II

This is a choir class for students who really enjoy singing and want to learn more serious and ad-vanced singing skills. It is designed to offer the eighth grade student a continuing education in cho-ral singing which will prepare them for high school choir classes. The students will rehearse music in 3-4 parts with an emphasis on singing in a tradi-tional Soprano, Alto, Tenor, Bass (SATB) ensem-ble. The application of music theory will expand upon previous years’ knowledge and will be de-signed to prepare students for more advanced study and singing at the high school level. Students will be expected to learn rhythmic and melodic no-tation as well as sight singing principles. Students will sing music representing a variety of cultures, styles and time periods in music history. They will be graded on daily class participation, individual progress, journal work, projects and at least one concert per quarter. This is a performance-based class; all students are expected to sing daily.

Musical Keyboarding II 9211YL

Prerequisite: Musical Keyboarding I

This course is designed for students who already possess an understanding of basic music reading, correct playing position and hand placement. This class will focus on continued music literacy and playing technique. Students will be expected to have the ability to practice independently. Grading in this course will include performance quizzes and tests, classroom participation and brief music theo-ry assignments.

ORCHESTRA I 9251I / 9251I6 (6th)


This course is designed for students interested in performing in a beginner string ensemble on the violin, viola, cello, or bass. Technical and music theory skills are developed through the use of method books, scales, and other materials and ex-ercises deemed appropriate by the instructor. The students will also continue to foster their ensemble performance skills through a vigorous concert schedule.

MUSICAL KEYBOARDING

Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assign-ments designated by the instructor that will help enhance the students’ knowledge of music and/or their instrument and/or their performance skills. Students are required to participate in ALL concert dress rehearsals and concert performances and any other performances designated by the instruc-tor.

ORCHESTRA II 9251II


Prerequisite: Successful completion of Orchestra I or a teacher recommendation following an audition.

This course is designed to continue to develop fun-damental skills of performing on the violin, viola, cello, or double bass. Technical skills will continue to be developed based on the material that the in-structor presents in class which includes but is not limited to performance pieces, scales, and method materials. Students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments that will help enhance the students’ knowledge of music, their instrument and their performance skills. Students are required to participate in ALL concert dress rehearsals and concert performances as well as any other perfor-mances designated by the instructor.

ORCHESTRA III 9251III


Prerequisite: Successful completion of Orchestra II or a teacher recommendation following an audition.

This course is designed to continue to develop fun-damental skills of performing on the violin, viola, cello, or double bass. Technical skills will continue to be developed based on the material that the in-structor presents in class which includes but is not limited to performance pieces, scales, and method materials. Students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments that will help enhance the

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ORCHESTRA

students’ knowledge of music, their instrument and their performance skills. Students are required to participate in ALL concert dress rehearsals and concert performances as well as any other perfor-mances designated by the instructor.

DESIGN MULTIMEDIA & WEB

TECHNOLOGIES I 6632IYL

This introductory course is designed to provide stu-dents with hands-on experience in the use of in-dustry standard digital editing software, computer hardware, and hardware equipment and its appli-cation in information technology. Students will de-velop proficiency in designing and creating desktop-published projects, multimedia presentations, and web pages using industry-standard application software. Students will apply principles of layout and design in completing projects throughout the course of the year. Students will showcase their creativity and skills through career portfolios that include a résumé and a variety of desktop-published, multimedia, and website projects pro-duced in the course. The knowledge and skills ac-quired in this class will enable students to success-fully perform and interact in today’s technology-driven society.

DESIGN MULTIMEDIA & WEB

TECHNOLOGIES II 6630IIYL

Prerequisite: Successful completion of Design Multime-dia & Web Tech I

In this course, students will develop advanced skills for designing and creating desktop-published, interactive multimedia, and website projects using sophisticated hardware and software. Students will apply principles of layout and design in completing projects and use their creativity and skills to create and edit interactive multimedia presentations, digi-tal images, sound, and movies. Students will con-tinue to build their career portfolios that include a résumé and a variety of desktop-published, multi-media, and website projects produced in the course. The knowledge and skills acquired in this class will enable students to successfully perform and interact in today’s technology-driven society as well as prepare them for careers technology fields and industry certification.

COMPUTER SOLUTIONS 6609YL

Students are introduced to the world of business using the computer as a problem-solving tool. Em-phasis is placed on using basic keyboarding skills to complete a variety of projects incorporating word processing, database, presentation, and spread-sheet software. Basic Internet safety and computer maintenance issues are important components of this course.

TECHNOLOGY / CTE

CAREER INVESTIGATIONS 9069YL This course is designed to assist students in making informed decisions about future academic and occupational goals. Students will research the 16 career clusters while developing the skills necessary to become “life ready” students. During this course, students will be assessed on competencies such as workplace readiness and technology skills, while ex-ploring pathways of interest. They will also have the opportunity to examine the relationship between education and careers, complete a career interest assessment and evaluate post-secondary options.

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GI PERFORMING ARTS 6 1391FY



Open to identified gifted students only

This course for identified gifted students is de-signed for those students who demonstrate a large degree of ability as it relates to the performing arts. Emphasis will be placed on each student’s creative passion and skills in singing, dancing and acting and will include performing as well as the creation of original material.

GI VISUAL ARTS 6 9103GV

GI VISUAL ARTS 7 9105GI

GI VISUAL ARTS 8 9115GI

Open to identified gifted students only

This is a gifted education course. The objectives for the sixth, seventh and eighth grade gifted visual arts programs provide each student with more in-dependent opportunities to execute previously learned concepts while building new skills that will enhance their abilities for more advanced levels of artistic expression. Using traditional and emerging technologies, students are able to apply more com-plex technical skills in a more “studio based” class setting as they manipulate the elements of art and the principles of design, art media and ideas. Stu-dents acquire art skills that enable them to make conscious choices of media and techniques for expressive purposes to create beyond basic con-cepts and ideas. Students produce works of art that are developed from preliminary ideas and sketches to more intricate art prepared for public exhibitions and displays. They will critique and ob-serve art from different world cultures and investi-gate how context can influence meaning. Students debate the purposes of art, formulate reasoned responses to meaningful art questions, develop their own criteria for making art judgments, and develop a personal aesthetic. The acquisition of these skills will enable the students to develop a world view, place the discipline or art within a broader context, as well as relate it to other fields of knowledge. Students will also explore various careers as an artist for future goal setting.

GIFTED ARTS

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ESL ENGLISH 6 1109ESL



ESL English courses are designed to support all English language learners at varying stages of lan-guage acquisition within the four language compo-nents of listening, speaking, reading and writing. Placement in classes designated for ESL students will be determined by the student’s proficiency lev-el. The pace of the class will vary according to the skill requirements and the needs of the students.

ESL RESOURCE 6 5705R6YL



This class for English language learners will focus on the development of English language skills us-ing various techniques. It will also provide direct academic support to students needing assistance with their regular educational program to include remediation, supplemental instruction, assistance in study skills, organizational skills, time manage-ment, and goal setting.

All ESL students attending Walker-Grant Middle School will be required to participate in WIDA test-ing in the spring of each year. The results of the WIDA test are used to determine appropriate stu-dent placement within the ESL programs offered.

ESL INQUIRY 0133ESL

English Language Learners will participate in the

ESL Inquiry course. Inquiry students will use prior

knowledge and experience to explore new learning

with support from ESL practitioners.

ENGLISH LANGUAGE LEARNERS

ENGLISH

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RESOURCE

RESOURCE

WALKER-GRANT MIDDLE SCHOOL 1 LEARNING LANE ∙ FREDERICKSBURG, VA 22401

PHONE (540) 372 - 1145 ∙ FAX (540) 891 - 5449

walker grant middle school - cityschools.com

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