English/Literature

ADW Language Arts Standards (Grade 7)

Summary

The goal of the seventh grade English/Literature class is to challenge students to become more independent readers. Through a series of texts the year is designed to help the reader develop confidence in reading progressively more difficult texts. Coupled with a semester-long poetry project (Honors English), this range of reading helps students become flexible in confronting different genres and styles; skilled in navigating new lexical and/or syntactical complexity; and imaginative in accommodating the diverse social and historical contexts that such a list presents. It goes without saying that writing about such material calls for accuracy in appropriating the text, care in thinking about it, and clarity in communicating those thoughts to others.

Selected Goals

Literature

Students will learn elements of structure, conventions, and literary styles of a variety of genres: lyric poetry, narrative prose, drama, and essays.  Assignments will include the following:

  • Reading for sound and sense
  • Finding the tone and mood of the voice behind the speaker of an essay, narrative, or poem
  • Describing point-of-view in prose narratives
  • Recognizing literary conventions in poetry, prose, and plays
  • Reading for enjoyment as well as learning
  • Describing conventions in plays
  • Describing themes, style, and format of essays and other examples of expository prose

Language Arts (Grammar)

  • Pre-writing strategies for essays and other writing exercises
  • Writing complete sentences and paragraphs
  • Listening and speaking
  • Acquiring group learning strategies
  • Reading comprehension strategies
  • Creating meaning through vocabulary study
  • Creating meaning from context
  • Critically responding to information
  • Using dictionaries, atlases, magazines, library catalogs, directories, and other texts
  • Using technology in reading, writing, and oral presentations
Texts Used

LITERATURE

  • Short stories of O. Henry, Washington Irving, James Thurber, Jack London, Edgar Allen Poe, and Mark Twain
  • The Miracle Worker, by William Gibson
  • Mysteries of Sherlock Holmes, by Arthur Conan Doyle
  • Watership Down, by Richard Adams
  • The Diary of Anne Frank
  • Blithe Spirit, by Noel Coward
  • Witness for the Prosecution, by Agatha Christie
  • Rocket Boys, by Homer Hickam
  • The Hound of the Baskervilles, by Sir Conan Doyle
  • One of Shakespeare’s comedies (and sometimes a tragedy as well)
  • Charles Dickens’ A Christmas Carol
  • Tolkien’s Fellowship of the Rings
  • Remarque’s All’s Quiet on the Western Front
  • Robert Bolt’s A Man for All Seasons
  • Walter Dean Myers’ Autobriography of My Dead Brother
  • Joyce Carol Oates’ Big Mouth and Ugly Girl

GRAMMAR:Warriner, John E., ed. Holt Handbook, First Course. Harcourt School Publishing, 2003.

VOCABULARY:Shostak, Jerome. Vocabulary Workshop, Level C. New York: Sadlier-Oxford Press, 1996.

Vocabulary from Classical Roots, Series B. Norma Fifer and Nancy Flowers. Cambridge and Toronto: Educators Publishing Service, 2003.

Selected Activities and Approaches
  • Read daily for 30 minutes from various teacher guided selections
  • Keep a reading journal, which contains an essay on one of the reading experiences, will be submitted for a grade on the first day of the school week
  • Keep a writing journal also used daily, with writing assignments to be completed in the computer lab weekly. Long-term projects, such as research papers, oral presentations, skits, stories, poems, and plays, will require written work to be done at home
  • Book talks
  • Daily writing journal prompts
  • Drawings and illustrations
  • Essays (expository, narrative, lyrical, and persuasive)
  • Grammar worksheets
  • Oral presentations
  • Reading comprehension worksheets
  • Reading journal
  • Research projects and papers
  • Tests and quizzes
  • Weekly writing assignments
  • Writing journal
Mathematics

ADW Math Standards (Grade 7)

Summary

HONORS

The seventh grade math curriculum is intended to prepare all students so that they are ready for the honors version of Algebra I in 8th Grade.  Basic computation of all operations with fractions and decimals is reviewed and then extended by solving multi-step equations.  The notion of a linear relationship is explored and discussed as students learn how to graph a linear equation and learn about the slope and the intercepts of a line.  Students also explore systems of linear equations and learn to solve them graphically and algebraically.

Pre-Geometry work includes the study of basic geometric ideas (such as points, lines, and angles) and their properties plus the notions of congruence and similarity.  An in-depth study of area, surface area, and volume of regular and irregular figures follows.   A short look at data includes discussion of the best ways to display graphs, the measures of central tendency, and the ways graphs can mislead in certain cases.

Elements of probability are explored as students determine the experimental and theoretical probabilities of independent and dependent events.   Permutations and combinations are also investigated.

Use of technology is interlaced throughout especially using Geometer’s Sketchpad software as a demonstration tool in class and for student exploratory projects in the school media center.

STANDARD

The seventh grade math curriculum is intended to prepare all students so that they are ready for Algebra I in 8th Grade.  Basic computation of all operations with fractions and decimals is reviewed and then extended through solving one-step equations involving these skills.  Pre-Geometry work with shapes and angles is followed by measurement of polygons with in-depth study of Area, Surface Area and Volume of polyhedrons.  Ratio, proportion and percent work is intertwined with the study of fraction and decimals and then extended with applications of percent.  Graphing of linear equations, data analysis and probability round out the list of topics explored.

Use of technology is interlaced throughout especially using Geometer’s Sketchpad software as a demonstration tool in class and for student projects in the school media center.

Selected Goals

HONORS

  • Develop students’ ability to solve two-step equations and inequalities in one variable, including appropriate treatment of decimals, fractions, integers, like terms, variables on both sides, and the distributive property when present
  • In-depth study of linear equations and inequalities with two variables highlighting at least three strategies for graphing on the coordinate plane:  using a function table, using the x and y-intercepts, and using the slope and y-intercept
  • Writing a linear equation in slope-intercept and point-slope forms given the slope and the y-intercept, given the slope and a solution point, or given two solution points
  • Solving problems where two linear equations may be used (linear systems) through a variety of methods including graphing, substitution, and linear combinations (elimination)
  • Enable students to find the perimeter, circumference, and area of any given polygon as well as the surface area and volume of a variety of 3-D shapes
  • Heighten students’ awareness of manipulation of data presented in charts and graphs, as well as how to create a variety of graphs to represent their own data
  • Explore probability including sample space, combinations, permutations, fundamental counting principle and multiple representations of all the possible outcomes for an event

STANDARD

  • Develop students’ ability to solve two-step equations in one variable, including appropriate treatment of decimals, fractions and negative integers
  • Develop students’ measurement sense with an understanding of units and reasonable estimates
  • Enable students to find the perimeter, circumference and area of any given polygon as well as the surface area and volume of a variety of 3-D shapes
  • Increase students’ comfort level in converting decimals to fractions to percents and having a good math sense to know when each use is favored or appropriate
  • Heighten students’ awareness of manipulation of data presented in charts and graphs, as well as how to create a variety of graphs to represent their own data
  • Enable students’ to move between a given number, its square, and its square root
  • Explore Probability including Sample Space, Combinations, Permutations, Fundamental Counting Principle and multiple representations of all the possible outcomes for an event
Selected Activities and Approaches
  • Almost daily homework assignments to reinforce concepts discussed in class (challenge problems requiring further thought or extension of in-class ideas may also be assigned)
  • Exploring linear and plane geometry using Geometer’s Sketchpad software for the study of angles, polygons, Pythagorean Theorem and its extensions
  • Drawing a scale model of the four walls of our math classroom
  • Creating a “Fair Game” using what we have learned about probability
  • Creating 3-D models of given shapes and finding their surface area and volume
  • Solving multi-step equations using variables and constant represented on the computer
  • Using MicroWorlds EX computer programming to study linear geometry, angles and shapes
  • Using MS Excel to organize, analyze and present data collected in math lab activities
Religion

ADW Religion Standards (Grade 7)

Summary

“Who do you say that I am?” This question is the focus for seventh grade religion.  We seek the answer to this question and examine the historical Jesus and the Christ of our faith.  The life events, ministry, and message of Jesus and our commitments to living out our faith in our relationships, our prayer life, and our service to others provide the framework of our classes.

The class is blessed to have a Jesuit come in to speak an available.  He comes in to both classes to share his extensive knowledge of our faith as well as his Ignatian spirituality with us.  The presence of the other Jesuits here happily demonstrates one way HTS is a distinctive school among Catholic schools.

The study of Jesus begins with the New Testament in the New American Bible and the text Finding God:  Following Jesus, published by Loyola Press.  The class studies the four Gospels as well as the Acts of the Apostles.  Responses are encouraged through discussions, written reflections, prayer and liturgy experiences, and community service.  There are projects and activities to demonstrate understanding of our knowledge and insights.  The Class participates in and hosts liturgies, and attends 8:00 a.m. Mass for the 7th grade in the Chapel (see schedule on school calendar).

Selected Goals
  • Prayer:  Each class begins with a prayer.  Students have an opportunity to lead/design their own prayers
  • Class Projects:  Each class will have either self-selected or assigned projects, focusing on topics that relate to our studies.  With teacher approval, students may work in partners or alone on presentations that will demonstrate a deeper understanding of our faith.
  • Family Life:  topics include – sex education, peer pressure, personal safety, etc.  We participate in the Egg Project, in which students take care of a “baby” (egg) with a “spouse” or as a “single parent” for about 9 days.
  • Service:  Students are required to have 30 hours of service by the end of 7th grade.  Failure to reach this goal affects final Religion grade.  Each activity requires an adult supervisor’s signature; each activity requires a brief description; parental involvement is curcial to student success.  7th grade writes to pen pals in Caldwell, Monrovia, Liberia.

 Selected Activities and Approaches

Prayer:  Each class begins with a prayer.  Students will have an opportunity to lead these and to design their own prayer services.

Class Projects:  Periodically, we work on self-selected or assigned projects, focusing on a topic that relates to what we are studying.  With teacher approval, students may work in partners or alone on presentations that will demonstrate a deeper understanding of our faith.

Family Life:  We continue to have discussions about sex education, peer pressure, personal safety guidelines, and other related topics, per archdiocesan rules.  We participate in the Egg Project, in which students take care of a “baby” (egg) with a spouse or as a “single parent” for about 9 days

Service:  Students need 30 hours of service by year’s end.  Failure to reach this goal affects final Religion grade. Each activity requires an adult supervisor’s signature (students will receive forms for each activity). Each activity requires a brief description (on service form). Parental involvement is crucial to each child’s successful completion of service hours

Homework:  Typically, there will be less than other classes.  I will ask students to read at home either in the text, the Bible, or another publication.  We will reflect orally and in writing on what we have read.   Class projects may also become part of homework.
Quizzes:  Because Religion requires a grade, occasional quizzes based on material covered in the textbook/lecture will occur.  It is the most objective way to provide a grade for this affective as well as content-based subject.

Science

ADW Science Standards (Grade 7)

Summary

Science is a fundamental part of the educational process. By its very nature, it enables the students to understand their place in the world and to have an appreciation for all of God’s creations. It is closely connected to the beliefs of our Catholic faith. The integration of science into other disciplines empowers the child to discover the connections between personal experiences and the natural world.

Selected Goals
  • Explore four branches of science: life, earth and environmental science, as well as technology
  • Develop and master scientific skills to include: design and conduct scientific investigations, make predictions, define and identify variables and controls, form and defend conclusions from evaluated data, construct, interpret and use data tables and graphs, metric units and various tools of measurement
  • Learn important scientific concepts and their applications
  • Explore life’s diversity of living things, what makes each group or organisms unique while sharing similarities with all other living things
  • Evaluate the usefulness as well as the dangers to human life of these organisms
Selected Activities and Approaches
  • Science Labs
  • Science Journals
  • Science Experiments
  • Science Fair
  • Discussions
Social Studies

ADW Social Studies Standards (Grade 2)

ADW Social Studies Standards (Grade 7)

Summary

Students in seventh grade study the regions and nations of the Eastern Hemisphere, including Africa, Asia, and the Southwest Pacific, including the historical, geographical, economic, political, and cultural relationships.

Selected Goals
  • The relationship of water to different aspects of civilization, including power, authority, and needs of the people
  • The study of world religions as a factor in the history and current events of the Eastern Hemisphere
  • Focus on Africa for a quarter to pull together the concepts above as well as looking at governments and economics
Selected Activities and Approaches
  • Essays
  • Mid-term and final exam
  • Case studies using newspaper articles (both print and internet) of selected topics
  • Focal points within each of the topics (i.e. Three Gorges Dam in China, Cholera in Africa)
Spanish
Summary

In seventh grade we stress vocabulary, grammar and pronunciation. Throughout the year students will be able to identify concepts presented in the book units through conversational activities, written exercises and audio exercises. Students are also exposed to the geography and cultures of the Spanish-speaking world which is increasingly important in our community. Prayers will be taught in Spanish and our religion will be incorporated as we discuss culture.

Selected Goals
  • Attain a desirable level of proficiency in speaking, listening, reading, and writing
  • Exposure to Spanish phrases and expressions through oral exercises, written drills and games
  • Learning and reciting prayers in Spanish
Selected Activities and Approaches
  • Meeting each student where they are and differentiating learning to meet differing styles and prior exposure to the language
  • Preparing dialogues using basic vocabulary (greetings, interchange of personal questions, etc.
  • Incorporating role play and skits
  • Reading and translating short stories
  • Using the smart board to play spelling games and present reading material
  • Preparing Oral participation using power point and other visual materials
Art
Summary

Art – Curriculum

  • Students will use personal experience, observation and experimentation to generate ideas for artwork.
  • They will follow appropriate steps and use materials safely.  They will use reflection as part of the art process.
  • Students will use a variety of media, techniquesand art forms when producing artwork.
  • Students will use goodcraftsmanship.  They will apply knowledgeand relationships from other disciplines.
  • Students will understand art inrelationship to history and culture. Students will apply criticism and aesthetics when producing and responding to artworks.
Library
Summary

The library’s mission is to ensure that students can analyze, evaluate and use information effectively in their journey to become lifelong learners.  The library provides students in grades fifth through eighth with a collection of over 12,000 volumes that have been selected to meet the needs of a diverse curriculum and to promote reading for pleasure.  A range of electronic resources, pre-selected websites, and the online catalog are available from school and home so students have the resources to meet their informational needs.  Students come to the library with teachers as needed to meet these needs.

Music
Summary

Seventh and eighth grade students continue studying music history, building upon the material learned in fifth and sixth grade. There is a review of major historical events with attention to culture and the development of musical styles within select periods of history. The class follows the Archdiocese of Washington Standards for Music, which provide a framework for teaching rhythm, harmony, melody, notation, texture, form, and performance techniques. Musical theatre, opera, jazz and American Pop Music will be explored. The class format will include readings, discussions, and listening to a wide range of musical literature. Music for school liturgies will also be a regular part of our class. Students will sing, dance, and perform on class instruments, both pitched instruments (xylophones, metallophones, glockenspiels and hand bells) and non-pitched instruments.

Upper School Chorus

Seventh and eighth grade students are invited to join the Upper School Chorus to sing popular songs (in 2-part harmony) and to sing at school liturgies, the Georgetown University Community Christmas party, and other events throughout the year. Rehearsals are held Thursdays during lunch/recess.

Selected Goals
  • Understand how music contributes to liturgy
  • Sing on pitch, independently and in ensembles, expressively with attention to dynamics, phrasing, and articulation
  • Sing songs of various styles and cultures
  • Sing (a cappella and with varied accompaniment) in unison and in 2- and 3-part harmony; sing partner songs, and rounds
  • Sing using a score and from memory; follow the cues of a conductor
  • Play rhythmic patterns by rote and by reading; play an ostinato on a rhythm instrument
  • Sing or play call and response conversations
  • Improvise rhythmic accompaniments
  • Create appropriate rhythmic movement to accompany a song or instrumental piece
  • Read, notate, and perform music using whole, half, dotted half, quarter, dotted quarter, eighth, and sixteenth notes and rests in a variety of meters
  • Identify and apply musical terms for dynamics, tempo, articulation, and expression
  • Describe musical elements such as rhythmic and melodic ideas, tonality, form, expressive qualities, and timbre through discussion, writing, or illustration, including how these elements convey a particular emotion or mood
  • Use appropriate terminology to describe various musical styles, genres, cultures, and time periods
  • Explore music and composers from the Romantic period through listening, reading and discussion
  • Identify music related to a contemporary event or topic such as Spirituals and Black History Month; explore interdisciplinary connections that involve music performance, dramatization, related art, reading, writing, and other potential activities
  • Explore past and contemporary uses of music to influence societal change related to issues such as human rights or the right to vote
  • Investigate the origins and development of American musical genres such as jazz, musical theatre, rock, or hip hop, including recognized musicians within each genre
  • Identify performing artists from recent decades that influenced American culture, find examples of their songs, and discuss how specific songs reflected the culture at a particular time
  • Explore the roles of music and musicians in various cultures including our own, and identify potential careers in music and the necessary educational preparation
  • Time signatures: simple vs. compound meter, duple vs. triple meter, mixed meter (5/4, 6/8, 9/8, 2/2)
  • Note-reading: continue learning about the staff; study chords (I, V, V7, IV)
Selected Activities and Approaches
  • Plan music for class-sponsored liturgy
  • Develop a musical show based on material in 8th grade English, Literature and History classes and perform it for parents and the school community
  • Write and present a report on a Jazz musician
  • Perform a song or instrumental piece for Grandparent’s Day, Lower School buddies
  • Learn folk dances and popular dance forms from the United States, Ireland, and other countries
  • Have the opportunity to serve as cantor at a school mass
Physical Education
Summary

To engage students in developmentally appropriate activities that creates maximum opportunities for development of skills, knowledge, health-related fitness, and ultimately, the confidence to enjoy an active, healthy lifestyle.

Selected Goals
  • Fitness Development
  • Cooperative Games
  •  Soccer and Ultimate Frisbee Skills and Tactics
  • Frisbee Golf
  • Tennis Skills and Tactics
  • Flag Football
  • Team Handball Tactics and Concepts
  • Introduction to Basic Weight Training
  • Basketball Tactics and Concepts
  • Volleyball and Badminton Skills and Tactics
  • Hockey and Racquetball Skills and Concepts
  • Track and Field Activities
  • Development to Softball Skills and Concepts
  • Development to Lacrosse Skills and Concepts
  • Review of Games
Selected Activities and Approaches
  • Regular attendance is required
  • Correct uniform is required
  • Emphasis on effort, sportsmanship, and skill development
  • Students are graded on effort, participation, sportsmanship and skill development
Technology
Summary

A variety of software programs are used for students to continually develop skills and confidence to use them in the curriculum.  Critical thinking skills and problem solving strategies are a primary focus so students will become independent users of many applications.  Collaboration with classroom teachers makes the skills transferable to classroom projects.  Writing using word processing is stressed through good keyboarding skills.  Students create presentations that incorporate text, graphics, images, and sound to communicate their information effectively.  These projects may be presented in multimedia or web page formats.  Use of databases, spreadsheets, and graphs are taught in support of the math and science curriculums.  Skills to help students be knowledgeable users of internet resources for research are incorporated into class projects.  During the second semester the primary focus is on programming in the Logo computer language to help build skills in planning, sequencing and “chunking” where students design and construct projects one section at a time.

Selected Goals and Activities
  • Students demonstrate proficiency in use of MS Office applications including Word, Excel and PowerPoint
  • Students design a web page for the school website including use of graphics, rollover images and links
  • Students experiment with animation using Geometer’s Sketchpad and they build an animated greeting card for younger HTS students
  • Students design and program from scratch a project using MicroWorlds EX (programming using the LOGO computer language).  Projects range from animation to simulations, games to puzzles and involve a variety of skills and creative ideas
Updated:  June 2011