Grade VII

List of 9 items.

• + Central Subject: The Early American Experience

  Focusing on the period from 1500 to 1789, we examine the causes, developments, and problems of colonization, settlement, and growth. After studying some pre-contact Native American cultures and the Age of Exploration in Europe, we examine the confluence of events happening around the world in the early 1500s, as the European and American cultures came into contact. We study the Colonial period, particularly the growth and development of the thirteen English colonies and look closely at the events that led to the American Revolution and the Declaration of Independence. Sources include reproduced primary and secondary documents, library and classroom books, maps, websites, films, field trips, works of art, and guest speakers.
  
  

  While studying these historical periods, we read novels that relate both thematically and historically. Students practice the skills of reading, literary analysis, and writing and learn to pull salient information from primary and secondary sources, make generalizations, see different perspectives, compare ideas, and draw conclusions. We teach reading from both literary and historical points of view. Both in writing and in class discussions, we emphasize the importance of supporting opinions and ideas with textual evidence. We link students’ writing with authors’ uses of genre (essays, historical and realistic fiction, science fiction, research papers, and poetry), plot, character development, theme, and style/voice. We balance research, expository and imaginative writing, emphasizing clarity and organization. We focus on technical skill in writing throughout the Seventh Grade curriculum, assessing students’ skills from their assigned work and targeting lessons focused on those needs. We teach grammar skills and vocabulary using lessons from workbooks, other written resources, as well as an online platform.

  Seventh Grade includes a yearlong geography unit in which students learn to identify countries, capitals, landforms, and water bodies throughout the world. The year culminates with students producing a map of the world that displays their understanding of the location of continents, countries, and/or physical features and features a theme that each student selects.
  
  

  Throughout the year, we draw connections among modern, Colonial, and personal contexts. In addition to our curricular focus, we emphasize systems of organization and time management, personal decision-making, and cooperative working skills in the Seventh Grade. There is a systematic approach to the teaching of affective education; all classes meet in small groups to discuss topics ranging from homework to bullying to human sexuality.
  
  

  In Seventh Grade, students receive letter grades for the first time at Shady Hill. Daily assignments, tests, quizzes, projects, and papers are graded. Students receive consistent and regular feedback on their work. Students’ self-assessment plays an important part of the process. We generally require several drafts of long-term projects and encourage reflection on goals and standards before major assignments.  

  
  

  Literature & References: A History of US (Volumes 1-3) Hakim; The World Made New, Aronson, A History of the United States, Boorstin; Apple in the Middle, Quigley; Twelve Angrey Men, Rose; Long Way Down, Reynolds; The Crucible, Miller; The Martian Chronicles, Bradbury; Chains, Anderson; Colonial Comics New England:1770-1775, Rodriguez; To Spoil the Sun, Rockwood, Blood on the River, Carbone; Answering the Cry for Freedom: Stories of African Americans and the American Revolution, Woelfle; Rules of the Game 2, Page et al.; Classical Roots B, Fifer & Flowers; and Junior Scholastic magazine. 

• + Mathematics

  The Middle School mathematics program guides students in constructing new mathematical knowledge built upon deep understanding and prior learning. The program provides students with meaningful learning experiences through discovery and exploration, complemented by the formalization of requisite algorithms and skill work. Students work both independently and collaboratively in class. They develop skill in problem solving and further their ability to communicate and justify their reasoning. They are encouraged to represent their thinking in both oral and written form. Students make connections between mathematical ideas and real-world experiences. The use of manipulatives and technology allows students to move from concrete to abstract thinking in the ongoing development of mathematical ideas.
  
  Seventh Grade math makes connections between arithmetic and algebra. Students build upon their algebraic reasoning by applying symbolic notation to graphs, word problems, patterns, and geometry. At the start of the year, they learn to generate and solve linear equations, and they come to master operations of negative numbers and exponents. The geometric topics of area, perimeter, surface area and volume develop visual reasoning while providing contexts for computational and algebraic practice. Proportional reasoning provides students a chance to view math visually while furthering their understanding of percentages. The course also includes data analysis and probability. Throughout, students are asked to apply these skills to solve rigorous problems that model real-world situations. The class is differentiated so as to allow every student access to mathematics and to ensure challenge for those who are ready to tackle non-routine problems.

• + Science

  (four 45-minute periods per week)
  
  

  In Seventh Grade science, students develop an understanding of the human body and how it works, through study of the various organ systems. In conjunction with each system, students explore topics of health and wellness, working over the course of the year to discern what a healthy lifestyle looks like for them. Laboratory work, careful observation, record keeping, study skills, and data analysis are emphasized. Students will also complete several creative and collaborative projects that allow them to pursue areas of interest. We use the texts Human Biology and Health, published by Prentice Hall and It’s Perfectly Normal, by Robie Harris in addition to many supplemental materials.

• + World Languages

  (four 50-minute periods per week)

  In Grade 7, students choose among the study of French, Mandarin or Spanish. 
  
  

  French I at Shady Hill is a study of French and Francophone culture through its language. The four language skills – listening, speaking, reading and writing – are developed concurrently throughout the year through the use of comprehensive input and sheltered immersion combined with a proficiency approach. Students progress from being able to speak or read in words (novice low level) to being able to speak or write in complete sentences on familiar and researched topics (intermediate mid level). They understand the main idea and key information in short straightforward texts and conversations. 

  
  

  We follow the textbook D’accord 1 which 8 units revolves around a topic that is examined through the lenses of an essential question and is accompanied by a number of linguistic and grammatical objectives. As real communicative competency is the ultimate goal, lessons are presented almost exclusively in French, and students engage in a wide variety of activities, which are all designed to encourage the growth of all four of the language skill areas.

  
  

  The goals for the first year student are: to develop a broad basic vocabulary relating to life at home, at school and in the community; to explore the differences between American and Francophone cultures in everyday interactions; to compare and contrast various aspects of basic French and English rules of grammar and forms of verbal expression; to become aware of and increasingly comfortable generating an authentic accent; and ultimately to develop real communicative competencies in the target language.

  
  

  To further these goals, students engage in a wide range of activities and projects and interact with a broad variety of published and teacher generated materials, including videos, songs, games, realia, and art/writing projects.

   

  Spanish I at Shady Hill is an introduction to Hispanic cultures through its language. The four language skills –listening, speaking, reading, and writing – are developed concurrently throughout the year with an emphasis on speaking and listening. By the end of the first trimester, Spanish is well on its way to becoming the primary language of the classroom. During the first year, the focus will be on Chapters 1-4 of the Descubre textbook. With this text, the language is taught in context with numerous supplementary materials that support the development of each skill. The goal in the first year is to provide students with a strong grammatical foundation and a broad range of vocabulary. This will allow them to express themselves in the target language while talking about: everyday activities, life at school and in the community, the family, and pastimes. We will do this through a variety of verbal presentations. Through the cultural readings and video components of the text, students are able to explore the differences between American and Hispanic cultures in everyday situations. At home students will continue to develop their skills with the Descubre online workbook. With the features of a traditional workbook, students will practice reading and writing skills; additionally, students will practice speaking and listening skills. Many of the activities provide instant feedback. This real-time feature enables students to see which areas need their attention and to work at their own pace. 
  
  

  Mandarin I This is a beginning Mandarin course intended for students with little or no prior knowledge of any Chinese dialect or written Chinese. It is based on the Beijing dialect and is the official language of the People’s Republic of China. The course builds up students’ basic conversational skills in Chinese. Pinyin, a Romanization of Chinese, is the tool for understanding written dialogues from the textbook. The students will learn basic conversational skills like introducing themselves, talking about their family and gaining and providing important information like age, grade and nationality, etc. Class instruction emphasizes situational activities and performances. Each unit will include reading, speaking, listening, and writing the language, as well as games and varied activities to learn about Chinese culture.
  
  

  At the end of first-year Mandarin, students will be able to comprehend short, spoken dialogues and written passages with familiar vocabulary, talk about simple everyday activities and introduce oneself and family to others. Students are expected to learn how to write 100 characters and be able to utilize 200 words in conversation, and be knowledgeable of the principles (e.g., stroke orders, basic radicals, etc.) of character writing. They will be able to discuss topics of general interest beyond daily routines, such as presenting a short story and describing cultural traditions in general terms.

• + Technology

  Today’s technology is well suited to support Shady Hill’s emphasis on creative, student-centered, project-based learning. Using a laptop cart, class sets of iPads and campus-wide wireless network, Seventh Grade students employ a range of software and internet-based programs that enable collaboration, research, data collection, digital storytelling, and mastery of skills. Examples of the types of software that students use over the course of the year include: Google Docs, Inspiration, iMovie, Garage Band, Comic Life, Keynote, Google Earth and Google SketchUp, as well as Internet-based programs such as Voicethread, Quizlet, Seterra, and Shepperd Software. By integrating technology into the classroom and the existing curriculum, as opposed to teaching it as a stand-alone course, students are able to learn new ways to demonstrate their knowledge while gaining an understanding of the practical application of the tools themselves.

• + Physical Education & Athletics

  Physical Education: (two 50-minute periods per week)

  Students in Grades VI, VII and VIII have opportunities to engage in and deeply explore rich and diverse physical activities during the school day. Shady Hill offers Yoga, Fitness, and Sports and Games as electives during select trimesters. We believe our Middle School Physical Education program brings choice and balance, and an overall robust experience to our oldest students without an after school commitment. Students may choose to participate in PE electives or athletics, but never both at the same time.
  
  Athletics: (two or three sessions per week)

  The athletics program provides students in grades six, seventh, and eighth with the opportunity to study a single sport in depth each season, with the goal of developing sport-specific skills and learning team strategies and concepts, while fostering fairplay, school spirit, and fun. We have a three-tiered program- Thirds, Junior Varsity, and Varsity levels. This structure allows us to better meet students where they are in their athletic development. We encourage all students to go out for Shady Hill teams (cross country, flag football, soccer, volleyball, basketball, ice hockey, fencing, lacrosse, track and field, and ultimate frisbee), whether they have several years of experience or no experience at all. There is a level of playing and learning that is right for each student-athlete, and at the end of the program, our middle schoolers will be stronger, more prepared, and confident competitors. 

• + Visual & Performing Arts

  (“StudioSpaces” one 95-minute and one 45-minute period per week)
  
  

  The Arts are presented in Seventh and Eighth Grade as a three-term program, “StudioSpaces,” taught by Shady Hill School music, studio and shop teachers as well as several professional artists and musicians from outside the school community. Students enroll in a variety of courses in both Visual and Performing Arts before leaving Shady Hill. StudioSpaces courses vary from year to year, but may include: Improv Comedy, Filmmaking, Rock Band, Hip-Hop Songwriting, Intro to Guitar, Costume Design, Ceramics, Photography, Drawing, Sculpture, Animation, Design, Shop, and Oil Painting.
  
  

  The Winter Musical is a StudioSpaces course which requires an additional time commitment. Students in the cast of the Musical rehearse occasionally on Wednesday and Friday afternoons, and on some Saturdays throughout the Winter Term. All participants will be required to be at some after-school rehearsals in the two weeks immediately prior to performances. 
  
  

   

  Ensembles: (one period/60 minutes per week)
  Middle School Chorus meets once per week during the school day.  The Gold Jazz Band, for experienced seventh and eighth grade musicians, meets once weekly for rehearsal after dismissal for one hour. These students also perform several times during the school year at school assemblies, evening concerts, and some off-campus venues.

• + Library

  Library time for seventh graders includes librarian book recommendations, book discussions, research instruction, and quiet reading, an independent reading program supported by the librarians but overseen by the gradehead.  Students also meet with a librarian on a flexible basis for research support and instruction using both print and digital resources.

• + School Community

  (one 45-minute assembly per week)
  
  

  Assembly is a regular time designated for Middle School students, faculty and staff to build and maintain community. A variety of activities are scheduled during this time, from classroom sharing and performances by visiting artists and outside speakers, to gatherings of Affinity Groups and Social Justice Spotlight curriculum to PODs, a small group of students representing each Middle School Grade.

   

  Morning Meetings: Daily morning meetings take place in Gradehead classrooms every morning and provide opportunities for school and division related announcements and student sharing. This informal meeting allows Gradeheads to welcome students every morning, build community, and prepare students for the day.