6th Grade Curriculum

Religion

Students will:

  • Study our ancestors in Faith
  • Study the Blessed Mother in the Church – feasts, litanies, rosary and main apparitions
  • Read about the prophets
  • Read the Wisdom literature and Psalms
  • Understand the connection between the Old Testament and New Testament
  • Learn the seasons of the liturgical year
  • Learn about our call to holiness and stewardship
  • Attend weekly mass
  • Participate in seasonal Liturgical activities
  • Participate in daily prayer
  • Attend and participate in First Friday Mass

Textbook – Finding God, Our Response to God’s Gift

Christian Sexuality studies will continue using “In God’s Image, Male and Female” program. The subjects covered are, the right to say no, the right to ask for help and how to avoid treating others as sex objects.

Language Arts

Comprehension

Students will:

  • Study figurative vs literal meaning,
  • Learn poetry elements (symbolism, imagery, metaphor/similes)

Vocabulary

Students will:

  • Understand nuances and connotations of words

Grammar

Students will:

  • Recognize good sentence structure
  • Use correct capitalization and punctuation
  • Identify parts of speech
  • Identify and use different types of nouns, verbs and tenses (both regular and irregular)
  • Identify and use adjectives (comparison and superlative)
  • Identify and use pronouns (personal and object)
  • Identify and use adverbs and prepositions

Reading/Literary Elements

Students will:

  • Demonstrate an understanding of a literary work
  • Read and differentiate between a variety of genres
  • Develop interpretations that exhibit careful reading and understanding such as oral and written book reports and artistic memorizations of classic selections

Writing

Students will:

  • Using grammatical knowledge create outlines, logical notes and note cards
  • Write and follow multi-step instructions
  • Write personal narratives
  • Create research and book reports
  • Write persuasive compositions, and friendly business letters

Math

Students will:

  • Study number patterns and algebra
  • Study geometry and measurement
  • Study statistics and graphs
  • Study decimals
  • Study fractions
  • Study ratios; proportions; percents
  • Study probability

Social Studies

Students will:

  • Study the yearlong theme:  Ancient civilizations, from the earliest human societies through the fall of Rome
  • Discuss and explain the human and physical characteristics of each area
  • Study, identify and interpret the various causes and effects of historical events in each area
  • Understand the impact of geography on the development of ancient societies
  • Understand the roots of western ideas, ancient philosophies and religions
  • Learn about the development of Greece and explain the impact of such on world events

Learn about the development of ancient Rome and explain the impact of such on world events

7th Grade Curriculum

Religion

Students will:

  • Learn the four Gospels
  • Read and learnt the New Testament
  • Attend weekly Mass
  • Participate in seasonal Liturgical activities
  • Participate in daily prayer
  • Attend and participate in First Friday Mass

Textbook – Finding God, Our Response to God’s Gift

Students will continue to study Christian Sexuality using “In God’s Image, Male and Female” program. Subjects include the power of the sex drive, consequences and the Catholic approach to abortion and homosexuality.

Language Arts

Vocabulary

Students will:

  • Be challenged to learn and use three hundred words in fifteen units, mastering spelling, parts of speech, definitions, antonyms, and synonyms.
  • Learn vocabulary words in the context of sentences, short essays, and word families.  Review units that occur every three lesson.

The goal is to expand the student’s use of words, which will improve speaking, reading. and writing skills.

Textbook:  Vocabulary Workshop (Sadlier-Oxford)

Literature

Students will:

  • Engage literature by reading and discussing novels, short stories, poems, and plays.  The textbook covers fiction, non-fiction, and biographical information about the authors.  Vocabulary words accompany each reading lesson.  Since this is the first time the students study literature as a core subject, emphasis is placed on literary terms.
  • Read six to seven classic novels.
  • Learn plot and character development and how the author’s life impacts his or her work.

The goal is to expose the students to literature that will stimulate their minds, enrich their imaginations, provide vicarious experiences, and develop critical thinking skills.

Textbook:  Language of Literature (McDougal Littell)

Grammar

Students will:

  • Learn in-depth the eight parts of speech.  A lesson is devoted to each classification.  Definitions, examples, and oral and written practice reinforce the subject matter.  Each unit ends with a comprehensive review and enrichment activities.

Writing

Students will:

  • Practice paragraph structure, which means beginning with a topic sentence, following with a well organized body of information, and finally drawing ideas into a concluding sentence.  The students then expand their paragraphs into cohesive essays.  The subjects for critical and analytical writing assignments are based on material read in literature, such as novels and short stories.
  • Study poetry and write original poems as part of their English and literature lessons.  Parent volunteers also teach poetry throughout the school year.  The culmination of the students’ efforts is published in a poetry book, which is featured during the Fine Arts Festival.

Speaking and Listening

Students will:

  • Give presentations of original work allow students the opportunity to learn and practice listening and speaking skills.  Oral skills are also practiced in the daily communication in the classroom.

The goal is to give the students a firm and rich background in the many diverse aspects of English.

Textbook:  Houghton English (Houghton Mifflin)

Mathematics

Students will:

  • Review of Computational Skills
  • Study exponents and prime numbers
  • Study rational numbers as fractions and decimals
  • Learn about equivalent ratios
  • Review problem Solving involving rates, ratios, and proportions
  • Learn rational numbers on the number line
  • Learn algebra and integers
  • Learn about variables, writing expressions, equations, combining like terms
  • Learn linear functions: represent using tables, equations, and graphs
  • Begin solving linear equations
  • Learn coordinate plane
  • Learn concepts and application of formulas for area, volume, and surface area
  • Study probability and its application
  • Study congruence and basic transformations
  • Study visualization of Solids
  • Learn systems and processes of measurement
  • Study statistics
  • Study geometry

:

Social Studies

Students will:

  • Study the Theme: Medieval and early modern times
  • Analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire
  • Analyze the geographic, political, economic, religious and social structures of civilizations of Islam and on each continent in the Middle Ages
  • Compare and contrast the geographic, political, economic, religious and social structures of the Mesoamerican and Andean civilizations
  • Analyze the origins, accomplishments and geographic diffusion of the Renaissance
  • Analyze the historical developments of the Reformation
  • Analyze the historical developments of the Scientific Revolution and its lasting effects on religious, political and cultural institutions
  • Analyze the political and economic change during the Age of Exploration, Age of Enlightenment and the Age of Reason

8th Grade Curriculum

Religion

Students will:

  • Begin to understand the history of the Church
  • Students learn about the Church’s past and present, and they have the opportunity to think about the Church’s future.  Within this context, the students study doctrine, morals, traditions, customs, and the lives of saints.

In addition to the textbook, students study one hundred religion terms from a supplementary booklet; also the ACRE survey, a diocesan questionnaire over Catholic knowledge, beliefs, and opinions, is given annually to the eighth-grade students.

Students actively demonstrate their Catholic faith as lectors at weekly Masses, altar servers, and participants in community service.

The goal is to strengthen Catholic beliefs and knowledge while motivating students to work for the good of others.

Textbook:  Finding God, Celebrating Church (Loyola Press)
Students complete their study of Christian Sexuality using “In God’s Image, Male and Female” program. The topics of study include dating, marriage and babies.

Language Arts

Vocabulary

Students will:

  • Be challenged to learn and use three hundred words in fifteen units, mastering spelling, parts of speech, definitions, antonyms, and synonyms.
  • Learn vocabulary words in the context of sentences, short essays, and word families.
  • Review units occurring in every three lessons.

The goal is to expand the student’s use of words, which will improve speaking, reading, and writing skills.

Textbook:  Vocabulary Workshop (Sadlier-Oxford)

Literature

Students will:

  • Engage literature by reading and discussing novels, short stories, poems, and plays.  The textbook covers fiction, non-fiction, and biographical information about the authors.  Vocabulary and literary terms are included with each lesson.
  • Read five to six classic novels in the year.
  • Learn plot and character development and how the author’s life impacts his or her work.

In addition, the class attends a theatrical performance in which five short stories studied in class are presented as plays by a well-known repertory group of actors.

The goal is to expose the students to literature that will stimulate their minds, enrich their imaginations, provide vicarious experiences, and develop critical thinking skills.

Textbook:  Language of Literature (McDougal  Littell)

Grammar

Students will:

  • Learn in-depth the eight parts of speech.  A lesson is devoted to each classification.  Definitions, examples, and oral and written practice reinforce the subject matter.  Each unit ends with a comprehensive review and enrichment activities.

Writing

Students will:

  • Students practice paragraph structure, which means beginning with a topic sentence, following with a well organized body of information, and finally drawing ideas into a concluding sentence.  The students then expand their paragraphs into cohesive essays.
    The subjects for critical and analytical writing assignments are based on material read in literature, such as novels and short stories.
  • Be walked through the research report process:  finding a topic and resources, writing an outline, taking notes, structuring a bibliography, writing a first draft, and completing a final draft. This report is a multi-subject and multi-skill project:  a social studies topic, English research format, library usage, and computer keyboarding.
  • Study poetry and write original poems as part of their English and literature lessons.   Parent volunteers also teach poetry throughout the school year.  The culmination of the students’ efforts is published in a poetry book, which is featured during the Fine Arts Festival.

Speaking and Listening

Students will:

  • Give oral presentations of original work allow students the opportunity to learn and practice listening and speaking skills.  Oral skills are also practiced in the daily communication in the classroom.

The goal is to give the students a firm and rich background in the many diverse aspects of English.

Textbook: Houghton English (Houghton Mifflin).

Math

Students will:

  • Learn to extend number system to all real numbers
  • Learn to extend operations to all real numbers and algebraic concepts
  • Learn the laws of exponents, understand and apply these
  • Learn to coordinate Geometry: represent and verify properties of lines
  • Study relations and functions (including quadratic equations)
  • Study general properties and behavior of functions of one variable using graphing methods
  • Study rational expressions: evaluate and simplify
  • Learn to solve Equations and Inequalities: select and use appropriate methods
  • Learn to solve linear equations in the context of applied problems
  • Learn to factor expressions and equations
  • Learn systems of equations: expressed graphically and algebraically

Social Studies

Students will:

  • Study the overall theme: Early American history through World War I
  • Understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy
  • Analyze the political principles underlying the US Constitution and compare the enumerated and implied powers of the federal government
  • Understand the foundation of the American political system and the ways in which citizens participate in it
  • Analyze the divergent paths of the American people from 1800 through the mid-1800s and the challenges they faced
  • Analyze the early and steady attempts to abolish slavery and realize the ideals of the Declatration of Independence
  • Analyze the multiple causes, key events and complex consequences of the Civil War
  • Analyze the character and lasting consequences of Reconstruction
  • Analyze the transformation of the American economy and the changing social and political conditions in the US in response to the Industrial Revolution

6th – 8th Grade Special Curriculum – Spanish

The primary purposes of our Spanish are:

  • Lecture
  • Group Work
  • Review
  • Practice

In grades 4-8 oral language development is emphasized; conversational Spanish is encouraged during class
Spanish:  Grade 6 Spanish:  Grade 7 Spanish:  Grade 8
  • Students will be introduced to the use of irregular verbs in present tense, subject pronouns, possessive adjectives, weather conditions, places in their home, foods and be able to give basic information about themselves.

Textbook ¿Qué tal?

  • Students will be introduced to the use of irregular verbs in present tense, subject pronouns, possessive adjectives, weather conditions, places in their home, foods and be able to give basic information about themselves.
  • · Textbook ¿Qué tal?
  • Students will learn as much possible of all of the Spanish Speaking countries.
  • · Geography, food, music, festivities and money.
  • · Also, will be reviewing all of the concepts that they’ve learned throughout the years, such as differentiate the use of Ser &Estar, sound-symbol discrimination between n&ñ, r&rr, g&j, c&qu, l&ll, the use of the verb tener in idiomatic expressions, written accents, question marks and exclamation points, cognates and false cognates etc.

Textbook:  Adelante

6th – 8th Grade Special Curriculum – Music

The primary purposes of our Music classes are:

  • · Students read, notate, listen to, analyze and describe music and other aural information, using the terminology of music.
  • · Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments.
  • · Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians and composers.
  • · Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.
  • · Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills.  They also learn about careers in and related to music.
Music:  Grade 6 Music:  Grade 7 Music:  Grade 8
Program Objectives:

  • · Read, write and perform intervals and triads.
  • · Read, write and perform rhythmic and melodic notation, using standard symbols for pitch, meter, rhythm, dynamics and tempo in duple and triple meters.
  • · Sight-read simple melodies in the treble clef or bass clef.
  • · Analyze and compare the use of musical elements representing various genres and cultures, emphasizing meter and rhythm.
  • · Describe larger music forms (sonata-allegro form, concerto, theme and variations).
  • · Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accuracy, good posture, tone quality, and vowel shape written and memorized, by oneself and with others.
  • · Sing music written in two parts.
  • · Improvize simple melodies.
  • · Compare music from two or more cultures of the world as to the functions the music serves and the roles of musicians.
  • · Listen to and describe the role of music in ancient civilizations (e.g., Chinese, Egyptian, Greek, Indian, Roman).
  • · Describe distinguishing characteristics of representative musical genres and styles from two or more cultures.
  • · Listen to, describe and perform music of various styles from a variety of cultures.
  • · Classify by style and genre a number of exemplary musical works and explain the characteristics that make each work exemplary.
  • · Develop criteria for evaluating the quality and effectiveness of musical performances and compositions, including arrangements and improvisations, and apply the criteria in personal listening and performing.
  • · Explain how various aesthetic qualities convey images, feeling, or emotion.
  • · Identify aesthetic qualities in a specific musical work.
  • · Describe how knowledge of music connects to learning in other subject areas.
  • · Identify career pathways in music.
 Program Objectives:

  • · Read, write and perform intervals, chordal patterns and harmonic progressions.
  • · Read, write and perform rhythmic and melodic notation in duple, triple and mixed meters.
  • · Sight-read melodies on the treble or bass clef.
  • · Analyze and compare the use of musical elements representing various genres, styles and cultures, emphasizing tonality and intervals.
  • · Describe larger musical forms (e.g., canon, fugue, suite, ballet, opera, oratorio)
  • · Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accuracy, good posture, tone quality, vowel shape, and articulation written and memorized, by oneself and with others.
  • · Sing music written in two and three parts.
  • · Improvise melodies and harmonic accompaniments.
  • · Improvise melodic and rhythmic embellishments and variations on given melodies.
  • · Compare music from various cultures as to some of the functions music serves and the roles of musicians.
  • · Identify and describe the development of music during medieval and early modern times in various cultures.
  • · Identify and describe distinguishing characteristics of musical genres and styles from a variety of cultures.
  • · Perform music from diverse genres and cultures.
  • · Identify instruments from a variety of cultures visually and aurally.
  • · Classify by style and genre exemplary musical works and explain the characteristics that make each work exemplary.
  • · Use criteria to evaluate the quality and effectiveness of musical performances and compositions.
  • · Apply criteria appropriate for the style or genre of music to evaluate the quality and effectiveness of performance, compositions, arrangements, and improvisations by oneself and others.
  • · Compare and contrast the differences between one performance of a specific musical work and another performance of the same work.
  • · Identify similarities and differences in the meanings of common terms used in various arts and other subject areas.
  • · Identify and describe how music functions in the media and entertainment industries.
  • · Identify various careers for musicians in the entertainment industry.
 Program Objectives:

  • · Read, write, and perform rhythmic and melodic notation in duple, triple, compound and mixed meters.
  • · Sight read accurately and expressively.
  • · Analyze and compare the use of musical elements representing various genres, styles, and cultures, with an emphasis on chords and harmonic progressions.
  • · Describe larger musical forms (symphony, tone poem)
  • · Explain how musical elements are used to create specific music events in given aural examples.
  • · Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accuracy, good posture, tone quality, vowel shape, and articulation written and memorized, by oneself and with others.
  • · Sing music written in two, three or four parts.
  • · Improvise melodic and rhythmic embellishments and variations in major keys.
  • · Improvise short melodies to be performed with and without accompaniment.
  • · Compare and contrast the functions music serves and the place of musicians in society in various cultures.
  • · Identify and explain the influences of various cultures on music in early United States history.
  • · Explain how music has reflected social functions and changing ideas and values.
  • · Compare and contrast the distinguishing characteristics of musical genres and styles from a variety of cultures.
  • · Perform music from diverse genres, cultures and time periods.
  • · Classify exemplary musical works by style, genre and historical period and explain why each work is considered exemplary.
  • · Use detailed criteria for evaluating the quality and effectiveness of musical performances and compositions and apply the criteria to personal listening and performing.
  • · Apply detailed criteria appropriate for the genre and style of the music to evaluate the quality and effectiveness of performances, compositions, arrangements, and improvisations, by oneself and others.
  • · Explain how and why people use and respond to specific music from different musical cultures found in the United States.
  • · Describe how music is composed and adapted for use in film, video, radio and television.
  • · Describe the skills necessary for composing and adapting music for use in film, video, radio, and television.

6th – 8th Grade Special Curriculum – Science

The primary purposes of our Science Lab are:

  1. To develop an appreciation of the value of Science and its importance in our daily life
  2. To encourage students to use their prior knowledge to learn new scientific information
  3. To offer  students an opportunity to practice scientific tasks using a variety of labs and activities

Primary Text: Glencoe Science Level  Green
Science Lab:  Grade 6 Science Lab:  Grade 7 Science Lab:  Grade 8
Program Objectives:

  • Concepts and Processes:

form and function, Evolution and Equilibrium, Systems and Scientific Order, Measurement

  • Science Inquiry:

abilities to do scientific inquiry and understand scientific theory

  • Physical Science:

transfer of energy, properties and changes of properties in matter, forces in nature

  • Life Science:

structure and function in living things, reproduction and heredity, populations and ecosystems, diversity and adaptations of organisms

  • Earth and Space Science:

structure of the Earth System, The Solar System

  • Science and Technology

abilities of technological designs

  • Science in Personal and Social Perspectives

personal health, populations, resources, and environments, natural hazards, risks and benefits

  • History and Nature in Science
  • · 150 minutes per week
 Program Objectives:

  • · Concepts and Processes:

Systems, order, and organization, evidence and models, change, constancy and measurements, form and function

  • · Science Inquiry:

abilities to do scientific inquiry and understand scientific theory

  • · Physical Science:

properties and changes of properties in matter, motion and forces

  • · Life Science:

structure and function in living things, reproduction and heredity, populations and ecosystems, diversity and adaptations of organisms

  • · Earth and Space Science:

Earth’s history, Earth and the Solar System

  • · Science and Technology

understanding the connection between science and technology

  • · Science in Personal and Social Perspectives

personal health, populations, risks and benefits in society

  • · History and Nature in Science
  • · 150 minutes per week
 Program Objectives:

  • Concepts and Processes:

Systems, order, and organization, evidence and models, measurements, form and function

  • Science Inquiry:

abilities to do scientific inquiry, understanding scientific theory

  • Physical Science:

properties and changes of properties in matter, motion and forces, energy transfer

  • Life Science:

structure and function in living things, reproduction and heredity, populations and ecosystems, diversity and adaptations of organisms

  • Earth and Space Science:

structure of the Earth System, Earth’s history, Earth and the Solar System

  • Science and Technology
  • 150 minutes per week

6th – 8th Grade Library Curriculum

  • · The school library contains over 13,000 books and subscribes to 25 magazines.
  • · Each class, kindergarten through eighth grade, has one 30 minute scheduled library class per week. In addition, the library is open after school several days a week. After school students may use the library resources in order to complete their homework or for pleasure reading.
  • · Through their time in the library the students are encouraged to enjoy the written word and to develop a lifelong reading habit.
Library:  Grade 6 Library:  Grade 7 Library:  Grade 8
  • The students select, retrieve and use a variety of materials within the library, both for personal reading and for use in their classroom assignments.
  • · The students select two books per week to check-out for use in the classroom and at home.
  • · The librarian introduces the students to a wide variety of literature through read aloud classes.
  • Based on their interests, classroom requirements, and reading levels students select books and magazines to check-out for the week.
  • · The librarian shares a variety of materials that expand the students’ exposure to classical and contemporary themes.
  • · Students use library resources to complete classroom reports and projects.
  • · The students evaluate, select, and utilize library materials for their pleasure reading and to complete their classroom projects.
  • The librarian encourages the students to appreciate classic and contemporary themes and genre by reading a variety of literature with the students.
  • · In conjunction with classroom assignments, the students learn to use the parts of books to take notes and to compile bibliographies for their research projects.

6th – 8th Grade Special Curriculum – Computer Science

The primary purposes of our Computer Lab are:

  1. To learn the proper use of technology as a tool to enhance learning both now and for the future.
  2. To learn keyboarding techniques that will promote speed and accuracy, a valuable skill for lifelong use.
  3. To provide instruction and practice for:  safe use of reputable Internet sites as a research tool; how to use and document information found at websites; copyright and internet ethics; cyber bullying; safeguarding privacy
  4. To teach use of major software programs for practicum and topical projects.
  5. To augment religious studies with several appropriate projects throughout the year.
  6. To support the Social Studies and Language Arts curricula through topical projects, starting in Grade 3.
  7. To enhance study of Language Arts, Math, Science, and logical thinking through educational software, all grades.

Text: students have access to a teacher-developed computer lab information and content guide located in their programs file folder.
Computer Lab:  Grade 6 Computer Lab:  Grade 7 Computer Lab:  Grade 8
  • Students assist with lab operation via several “assistant” assignments.
  • · Two students selected per trimester to serve as “Lab Interns” responsible for assisting with projects and keyboarding
  • · Continuation of educational software, but at a reduced rate
  • · Intermediate computer terminology
  • · Intermediate use of Microsoft Word, PowerPoint and Excel
  • · Keyboarding:  continue the Mavis Beacon program. Goal is for 30 Words per minute with 95% accuracy by year-end.
  • · Projects:  9/11 (free choice response); research and prepare presentations about Otzi the Iceman, Slavery, the Holocaust, and the Rosary; Titanic sinking statistics and charts in Excel; write a family Holocaust diary or play using Word.
  • · 50 minutes twice a week
  • Lab “assistant” assignments.
  • · Two students selected per trimester to serve as “Lab Interns” responsible for assisting with projects and keyboarding
  • · Continuation of educational software, but at a reduced rate
  • · Advanced computer terminology
  • · Advanced study/use of Microsoft Word, PowerPoint and Excel
  • · Keyboarding:  continue the Mavis Beacon program. Goal is for 35 Words per minute with 97% accuracy by year-end.
  • · Projects:  9/11 (free choice response); research and prepare presentations about the Renaissance, Slavery, and the Rosary; Word report on high school of choice; Titanic sinking statistics and charts in Excel; debate prep and presentation; Word, PowerPoint and Excel practicum; test review; FINAL
  • · 50 minutes twicea week
  • Lab “assistant” assignments
  • · Two students selected per trimester to serve as “Lab Interns” responsible for assisting with projects and keyboarding
  • · Continuation of educational software, but at a reduced rate
  • · Advanced computer terminology
  • · Advanced study/use of Microsoft Word, PowerPoint and Excel
  • · Keyboarding:  continue the Mavis Beacon program. Goal is for 45 Words per minute with 97% accuracy by year-end.
  • · Projects:  9/11 (free choice response); research and prepare presentations about the Salem Witch Trials, Church History, Slavery, and the Rosary; Salem first-person diary in Word; Titanic sinking statistics and charts in Excel; debate prep and presentation; Word, PowerPoint and Excel practicum; test review; FINAL
  • · 50 minutes twicea week

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