7th Grade Curriculum

RELIGION:  Mrs. Neumayer

Christ Our Life Series – Jesus the Way, The Truth and The Life, Loyola Press; 2009.  The seventh grade program involves teaching our students that Jesus is the one around whom each of our lives is centered.  This revised edition encourages prayer and guides students to a deeper personal relationship with Jesus.  It teaches them how to live out their faith in their daily lives and in communion with the Church.  It integrates Scripture, Catholic doctrine, and Tradition along with the Church’s social teachings.  A second book, Family Life, provides a moral catechesis for students covering topics as human sexuality within the context of Christian moral living.  Second Step, a Middle School/Junior High program, provides unit goals to increase students’ ability to identify others’ feelings, look at others’ perspectives, and respond empathically to others.  It addresses the issue of interpersonal relationships among adolescents while brainstorming multiple solutions to teen problems.  A course grade is based upon quizzes, unit tests, homework, class participation and occasional projects.

ENGLISH:  Mr. Gordon

Writing
Grammar

The Writer’s Craft, McDougal Littell, 1998.
The seventh grade English program incorporates writing and grammar. This year the writing segment will be completed in a “Writing Workshop” format. This format is designed to address the individual writing skills and talents of each student.  The teacher meets with students individually to discuss their writing.  (Some topics of discussion are:   the content, style, and structure of the student’s written work.  At other times organization, information, direction, and purpose of the writing may be discussed.)  Some writing assignments will be based on materials covered in the reading segment of the language arts program.
The second element of the English program is grammar.  Grammar will be taught on a weekly basis.  The text book is one resource used in teaching grammar.  Students will understand that proper grammar is expected to be used in their speaking and written work.  The student’s grade is based upon tests, quizzes, written assignments, homework and participation.

READING:  Mr. Gordon

Reading Comprehension
Critical Thinking
Vocabulary

Literature  McDougal Littell, Inc. 2008
The seventh grade literature text is aligned to Illinois state standards and features a comprehensive approach to teaching reading.  The students will enjoy a cross section of genres including fiction, nonfiction, poetry and drama.  The literature highlights a wealth of literary greats such as Emily Dickenson, Rudyard Kipling, Ernest Hemingway and E.E. Cummings.   During the course of the year students will be asked to read a few novels; some novels will be integrated with social studies lessons. Throughout this course, the students will enhance their reading and vocabulary skills.  Students will continue to develop critical thinking skills while they gain an appreciation for literature, and hopefully a life time love for reading!
The student’s grade is based upon tests, quizzes, written assignments, homework and participation.

MATH:  Mr. Burroughs

Pre-Algebra,  Prentice Hall, 2007
Seventh graders will be studying Pre-Algebra, which will lay the foundation for Algebra I.  The Pre-Algebra curriculum consists of learning the algebraic language, skill development, critical thinking and problem solving strategies, and applications with an emphasis on algebraic concepts.  Homework is given to reinforce the concepts taught during class.  The student’s grade is based upon homework, quizzes, and tests.

SOCIAL STUDIES:  Mrs. Hoversen

 The American Republic to 1877, Glencoe, 2007
The seventh graders study U.S. history starting with the European explorers and colonization through the Civil War.  Students are encouraged to engage in critical thinking and debate.  Each week students will discuss current events via the use of the Internet, news, periodicals, and current event games.  Student grades are based on written homework assignments, class work, class participation, tests, quizzes, and projects.
U.S. Constitution is taught during one trimester of the school year.  Appropriate handouts and notes are given to students to help them prepare for each class and the final test, which is required by the State of Illinois.

SCIENCE:  Mrs. Stypka

Holt Science & Technology- Life Science; Holt, Rinehart, & Winston, 2005
The seventh grade science curriculum focuses on life science.  Students begin their learning by becoming comfortable with skills used in all study of science – the scientific method, measuring with scientific units, organizing and analyzing data, and lab safety.  Skills and methods specific to life science, such as learning to use a microscope are introduced.  With this basis, students study the cell, move on to simple organisms, plants, and animals, and finally humans.  Hands-on learning in the form of laboratory experiments enhances the curriculum.  Students participate in labs, classroom discussion, projects, and Science Focus. Grading is based on quizzes, tests, lab reports, projects, and homework.  The textbook is also available online at go.hrw.com.  Students will receive their username and password in class.

Physical Education:  Mrs. Ufheil

7th grade students in physical education class will work on mastering rules and regulations of leisure and team sports.  A health curriculum will be put into place the last week of each month.  Students in 7th grade will come in their gym uniform on C day.

 
Music:  Miss Marcotte

In seventh grade music, the students will explore themes in American popular music.  We will start off the year exploring music basics.  The students will learn how to have an intelligent conversation about music, using correct music terminology.  They will also learn basic music theory, from basic rhythm and note identification to fluent literacy.  From there the seventh graders will learn about American popular music, beginning in the pre-civil War Era and ending with today’s music.  They will explore various genres such as the African American slave holler, spirituals, gospel, Rhythm & Blues, and jazz as well as Rock & Roll, the British Invasion, folk music, and how music has become what it is today.  In addition to studying popular musics, the students will also have units on multicultural music and music of the Western Classical Tradition, and how they relate to music in America today.

Spanish: Mrs. Mejicanos
 
The Spanish program at St. Paul of the Cross School is designed to develop basic communication skills, with a final goal of confidently communicating in Spanish. The Spanish curriculum is designed to meet the requirements of both the National and State Foreign Language Learning standards. Thematic units integrate both culture and vocabulary. This approach also aids students in listening, reading and writing skills.
The same curriculum is used with all students, but adjusted to meet the needs of students in a particular grade. These thematic units are designed to build on knowledge obtained from the previous school year. Using Total Physical Response (TPR) as a method for long term retention of vocabulary, students acquire vocabulary in a manner similar to how a child learns their first language.  In TPR, the teacher models actions and students mimic as they hear, in the target language.  When the students reach fifth grade, TPR Storytelling is introduced. This method provides opportunities for utilizing and expanding vocabulary. High interest stories enable students to hear and see a story, and then act out, retell, revise, and rewrite it.
In seventh and eighth grades, students use a book as their main tool to polish their grammar and spelling.  We continue however, with TPR and story telling.
The goal is language acquisition, which happens through comprehensive input with a variety of fun and interesting activities. The key to learning a foreign language is that it must be made comprehensible, while at the same time being interesting to the student.
The exposure to a foreign language helps students develop an awareness of other cultures, preparing them not only to interact with other people, but to increase sensitivity to and understanding of values, customs, and traditions of others. All students are encouraged to participate in class to help them acquire not only language proficiency, but comprehension as well. Students are further encouraged to make an effort to study the language outside of class to further hone their skills.

Seventh and eighth grade themes:
Students use a Spanish book to work in class and complete homework.  Lessons are complemented with worksheets and manipulatives.  Emphasis is on writing and communication. Previous years’ themes continue to be revisited and used frequently in lessons.  Individual and group projects are used to acquire proficiency in different circumstances.  

Grading policy grades 7th and 8th: 

Students are graded based on their class participation, class work, homework assignments and quizzes. Quizzes are scheduled at the end of the chapter in the book. Quizzes are schedule two weeks after the end of the book’s chapter.  Group projects are graded based on the group’s presentation and how the assignment rubrics were followed.

Art:  Ms. Wagrowski

The art program at St. Paul of the Cross School is designed for students to perceive, create, and appreciate the visual arts.  Students will gain an understanding of the variety of ways that artists function in society.  Projects are based on art history and cultural art with a strong emphasis on the elements of art (line, color, shape, texture, etc.) and the principles of design (balance, contrast, pattern, unity, etc.)

Students experience a wide assortment of media in both two and three dimensional art production.  Problem solving skills as well as the development of fine motor skills are intrinsic to the art experience.  Each project is graded based on the following criteria:

1.  Effort – Students are expected to utilize class time to c complete art projects rather than socialize with classmates.
2. Following Directions
3. Neatness

Students at this level have more refined motor skills, therefore, projects focus on design and good craftsmanship using a variety of two and three dimensional media.  Students will create a clay mask, participate in the International Children’s Art Exchange, and work on projects emphasizing different artists, art movements, and cultural art..

Learning Resource Center: Mrs. Moran & Mrs. Bottum
Gr. 6 - 8 Program

Today’s library is no longer a place to just check out books. Matter-of-fact, the library is no longer an entity onto itself. It is, in combination with the computer lab, the LRC or Learning Resource Center. An effective library part of the LRC provides information literacy instruction. According to the American Association of School Librarians, “Information literacy is the ability to locate, process, evaluate and utilize information.” Our program will provide information resources in a variety of formats and readability levels. Students will be shown how to access, use and evaluate information resources efficiently and ethically based on academic or personal need. This instruction will be correlated to specific academic content standards and taught as an integrated process. Each of the LRC benchmarks will be expanded into specific grade level objectives too numerous to list individually.

One goal of St. Paul of the Cross School is to assist in the future success of its students by providing them with equitable, appropriate and useful learning experiences involving technology. Technology is an effective tool and an essential component of the skills needed to enrich their learning, and, also, their desire to learn.  Students will have the opportunity and knowledge to select appropriate tools  that will let them adapt to the challenges of the 21st century though the access and utilization of technology in gathering, using, and communicating information in order to make responsible decisions as global, Catholic citizens.

The use of technology is most effective when integrated as one component into the learning environment and used as a tool for active construction of knowledge and skills by students. It should promote higher levels of critical and creative thinking and problem solving, accommodate individual learning styles for all students, facilitate communication and teamwork, and promote the location and use of information to solve problems.

Students in kindergarten through eighth grade receive computer instruction as part of their weekly Learning Resource Center (LRC) schedule. Students also have the ability to enrich their core and special subjects with the use of individual laptop computers maintained on carts which will be wheeled into separate classrooms. Students are assessed using a variety of methods from observation to rubrics.
The following is a basic breakdown of six main technology literacy standards based on the National Educational Technology Standards for Students (NET*S.) Following are benchmarks for students at specific points.

LRC Benchmarks for Information Literacy
By the end of the grades 6-8 program, students should:

A. Understand the function of the LRC, recognize other types of libraries, and use a variety of libraries to meet informational and personal needs.

B. Identify information needs, select books and materials in a variety of formats, and demonstrate responsible use and ethical behavior when using LRC materials.

C. Select literature by genre based on need and personal enjoyment.

D. Evaluate the accuracy, authority, objectivity, currency, coverage and relevance of information and data sources.

E. Conduct research and follow a research process model (Big6) that includes the following: develop essential question; identify resources; select, use and analyze information; synthesize and generate a product; and evaluate both process and product.

LRC Benchmarks for Computer/Technology Literacy
By the end of the grades 6-8 program, students should:

A. Students will understand basic operations and concepts of technology
• Key at a rate of 30 wpm and apply the touch system to the numeric keypad.
• Demonstrate knowledge and appropriate use of operating systems, software applications, communication, and networking components.
• Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
• Use technology terminology appropriate to the task.
• Organize files and perform basic software application functions such as creating, modifying, printing, saving documents and advanced formatting techniques such as margins, line spacing, tabs, etc.
• Create a chart that visually represents data.
• Create a multimedia presentation using text, graphics, and sound to effectively communicate a concept.

B. Students will understand the importance of social, ethical, and human issues associated with technology.
• Practice ethical and legal behaviors when using information and technology and discuss ramifications of misuse.
• Discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods.
• Describe the consequences regarding copyright violations including computer hacking, computer piracy, intentional virus setting, and invasion of privacy.
• Discuss current changes in the information technologies and how those changes affect society and the workplace.
• Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

C. Students will use technology productivity tools.
• Use technology tools to enhance learning, increase productivity, and promote creativity.
• Demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency.
• Use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports.

D. Students will use technology communications tools.
• Use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences by using multimedia authoring programs to create linear or non-linear projects and by creating multi-section documents.
• Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

E. Students will select and use appropriate technology research tools.
• Apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
• Use on-line help and other documentation.
• Identify the source, location, relevancy, and content validity of available information.
• Design, develop, publish, and present products (i.e. web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts.
• Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems.
• Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources.

F. Students will utilize technology problem-solving and decision-making tools.
• Integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula.
• Demonstrate knowledge of the relevancy of technology to future job skills, life-long learning, and daily living.
• Use technology resources for self-directed learning, problem solving and extended learning activities.
• Generate a desired outcome using an appropriate problem-solving method.

Resource

 Language Arts:   Mrs. Widmaier

Mrs. Widmaier has small group language art classes that cover each grade’s English and reading materials.  Students begin the year with an assessment of their reading and writing skills. Each reading class uses the grade level anthology and selected novels. English assignments correlate with the English lessons in the general education classroom.  The small group environment allows for extra drill, instruction, and practice.    Support is provided in other subject areas as needed.

Math:  Mrs. Stephens

Mrs. Stephens has resource math groups that cover each grade’s math material in a small group setting.  This enables students to experience extra drill, practice, and instruction.

The Math Resource Department also provides opportunities to students who can perform beyond the subject area taught in the classroom.  5th to8th grade Math Olympiad is a global competition for highly skilled math students that meets weekly with Mrs. Stephens.  The Math Competition Team consists of 7th and 8th grade students from Math Olympiad who compete in math contests at various high schools.