6th-8th Grade Curriculum
English
The objective of the Chapin School English program in grades 6 – 8 is to make each student a more responsive reader and a more proficient writer. This includes a mastery of the written word so that it is usable as a tool for expression, both orally and in writing; the development of comprehension skills which allow the student to derive meaning from and to react to what is read; a fostering of critical thinking through the analysis of literature; and the establishment of life- long skills of reading.
The literature component is dynamic and differentiated in its flexibility and seeks to respond to the interests and needs of each group of students. A variety of literary genres is explored through the study of novels, short stories, plays, poetry, and other forms of writing, emphasizing the importance of shared experiences through a multicultural selection of materials. The methodology is equally diverse, ranging from teacher-directed discussion groups to a more independent course of study.
The composition component blends the study of grammar with the process of writing in an effort to encourage students to become more independent, responsible writers. Students are given opportunities to explore various styles of writing.
Goals for English in Grades 6 – 8:
• Develop independent, thoughtful readers
• Introduce students to a variety of genres, authors, and forms of literature
• Provide opportunities to respond to literature in creative/critical/active ways
• Provide experiences in literary interpretation while learning to respect the interpretations of others
• Extend awareness for and appreciation of diverse cultures reflected in literature
• Remain dynamic in response to individual interests through experiences with new titles, current events, and/or trends
• Provide opportunities to practice language skills in all areas of communication arts: speaking, reading, listening, and writing
• Provide opportunities for enriched vocabulary development
• Encourage the use of the 5-step Writing Process of prewriting, drafting, revising, editing, and publishing as it relates to each specific purpose
• Develop an understanding of various purposes for writing—descriptive, narrative, expository, and persuasive
• Experience a variety of forms of writing:
• Personal—journals, letter writing 22
• Creative—poetry, short stories, anecdotes
• Expository—reports, research papers/projects, essays, news stories
• Persuasive—essays, editorials, letter writing
• Provide a variety of meaningful activities which encourage critical thinking and problem solving
• Provide opportunities to develop competence in the use of computers for the process of writing
• Develop and extend understanding and recognition of the eight parts of speech
• Encourage the construction of varied sentence types and structures in writing
• Encourage correct use of capital letters and punctuation marks in writing
Mathematics
Chapin’s mathematics program is based on the premise that all students need to learn, master, and apply mathematical concepts. It recognizes that mathematics plays an important role in developing the ability to organize and analyze information; to think critically; to generalize and apply concepts; and to solve problems. Chapin’s mathematics program seeks to equip students with the skills necessary to meet personal ambitions and career goals in an ever-changing, information-based, and technologically rich global society. To that end, Chapin teaches both computation and concepts, by emphasizing their application in problem solving contexts.
Goals for Grades 6 – 8:
• Develop competent mathematicians and independent, problem solvers
• Introduce students to a variety of algorithms
• Provide students with opportunities to practice and master basic computational skills in real world contexts
• Integrate mathematics into other subject areas
• Encourage the development and utilization of analytical skills
• Encourage the progression from concrete concepts to an understanding of underlying abstract principles and properties
• Expose students to the integration and synthesis of divergent concepts
• Develop a conceptual understanding that encourages generalizations
• Encourage a variety of approaches and flexibility to problem solving
• Foster the ability to organize thought processes and formulate solutions to increasingly complex problems
• Foster metacognitive skills
• Foster the ability to communicate both orally and in written form thought processes and solutions
• Use subject specific vocabulary
Science
In a world filled with scientific achievements and rapid technological developments, science and scientific thinking play a vital role in the lives of students. Students need to be fully aware of and skilled in science and its related fields in order to succeed in their further endeavors in education, careers, and everyday life. Additionally, scientific reasoning remains the backbone of critical thinking and analysis in many diverse areas of study besides science and applied science such as economics, sociology, and even in some forms of philosophy. A good science program should also create an interest and excitement in science itself leading to future contributions to the fields of science by some of the students. Finally, the study of science with its great scope should contribute to a student’s understanding of the diversity of all that exists and an appreciation of the balance and value of that diversity. To these ends, a program emphasizing scientific inquiry is at the core of the school’s science curriculum.
Goals for Science in Grades 6– 8:
• To introduce the scientific method and experimental design while allowing students to effectively design and carry out investigations they design themselves
• To foster curiosity and inquiry, which help to facilitate the active engagement of students in the subject matter
• To stimulate an interest in and excitement about science, specifically the areas of earth science, life science, and physical science
• To expose students to technology and scientific equipment and to train them in the appropriate use of these
• To promote an awareness of new developments in science, technology, math, and other related fields
Social Studies
The need for an enlightened citizenry for our pluralistic society and shrinking world has never been greater than it is in the twenty-first century. Therefore, it is the primary goal of Chapin’s Upper School social studies program to promote the intellectual and social growth of our students to meet that need.
Intellectually, students are presented with the opportunity to study a wide variety of topics, including the growth of Islam, sub-Saharan Africa, and Asian civilizations in sixth grade. This is followed in seventh grade by studies of Medieval Europe, Europe 1300-1600, pre-Columbian civilizations of the Americas, and the effects of European arrival in the New World. Students conclude the program by studying U.S. history in the context of modern world history in eighth grade. Based upon the knowledge that children both want and need to know as much as they can about their own world, the study of current events is a major part of the curriculum in all three grades. Whenever possible, the recognition of connections between events of the past and the present is stressed.
In addition to the content to be covered, skill development is emphasized in all classes. Good speaking, writing, and listening skills are of the utmost importance. These are developed by several means, including note taking, class participation, and essay writing. The required keeping of a social studies notebook helps the students to acquire needed organizational and study skills. The regular assigning of homework fosters these skills at the same time as it reinforces learning.
Socially, students are required to act responsibly, both as individuals and as members of a group. Respect for people and property are high priorities at all times. The development of opinions is encouraged as is tolerance for the different opinions of others.
Goals for Social Studies in Grades 6-8:
• Develop an understanding of the reasons for studying history and the relationships between the past and present
• Recognize the interrelatedness of geography, economics, culture, belief systems, and political systems within history
• Develop geographic locational skills and understanding
• Understand human and environmental interaction
• Identify and apply basic concepts of economics
• Understand the concept of culture and how it is transmitted
• Appreciate the cultural similarities and differences that exist among societies of different times and places
• Become familiar with the basic ideas of major religions and ethical traditions of other times and places
• Develop an awareness of the structure of social classes of different times and places
• Understand comparative political systems, past and present
World Languages
It is our philosophy that learning a world language can and should be an interesting and entertaining endeavor. Delving into the study of another language provides the learner with new insights into the people and customs of the countries in which the language is spoken. It also enables students to develop a clearer understanding of the English language. We believe that world language can be taught in a way that addresses a variety of learning styles, thus making the language learning experience accessible to all types of learners.
Goals for Spanish students in Grade 6- 8
• To be critical thinkers and problem solvers with task-oriented Spanish lessons
• To be good collaborators in cooperative learning “teams”
• To be effective writers, speakers, and presenter in the language
• To be creative investigators, researchers, and innovators on internet assignments
• To be good “global citizens’ using language within and beyond the school setting
• To compare and appreciate the Spanish language and culture with the student’s native language
• To ask questions
Mandarin Grade 6 - 8
Building upon the knowledge and skills gained in the preceding grades, Mandarin Grades 6 – 8 is a comprehensive, culminating three-year program. The goals found in the National Standards for World Language Learning provide a framework for course content, which is centered on the 5 C’s of world language education: Communication, Cultures, Connections, Comparisons and Communities.
Goals for Mandarin students in Grade 6-9
• Understand and use the Chinese pronunciation and Chinese writing system
• To recognize and begin to write Chinese characters
• Describe and initiate useful expressions in Mandarin
• Cultural perspectives are gained by using the Mandarin language and through experience with its products and practices
Co-Curriculars
Art
Creativity through the arts is an essential component of the educational process. Students are imaginative by nature and create works of art through drawing and painting, constructing and manipulating, molding and building. The Chapin art program is designed to encourage, teach, support, and enhance the techniques and skills needed to foster life-long creativity and appreciation of the arts.
We emphasize process by building on the skills learned the preceding year. Printmaking, painting, drawing, sculpture, collage, and digital design are explored at each grade level. Art vocabulary, techniques and skills are presented with each medium and we work closely with grade level and subject matter teachers to extend and enrich their curricula. Through these processes students learn to think creatively, employ critical thinking skills, express ideas and come to recognize and appreciate the aesthetic qualities inherent in art.
Goals for Art in Grades 5 – 8:
• Develop technical skills for using art media as a means of personal expression and communication.
• Think and act creatively by solving problems and by responding with originality and imagination
• Cultivate a working knowledge of art and an understanding of the relationship of the visual arts to other fields of knowledge, and develop a vocabulary to express the concepts
• Nurture an interest and appreciation of the visual arts through the study of cultures and historical periods in which they are created, using slides, prints, videos, books, and computer resources.
• Perceive and understand relationships among the elements and principles of design as they appear in the natural and man-made environment, as they influence mental images and as they appear in works of art
• Be exposed to a variety of media exhibited in the Chapin Gallery, and learn from visiting artists, local galleries, and museums
• Work in a well-equipped art studio that offers multimedia experiences
• Experience an environment that promotes self-esteem, confidence, risk-taking, and positive group interaction
Students demonstrate their powers of observation, abstraction, and invention by using a variety of media and materials. Students describe and analyze their own work and the work of others using appropriate vocabulary and interpret the means of works, citing structural elements and expressive qualities to justify their interpretations.
Some units of study:
Grade 6:
• Self Portraits
• Sculpture
• Artist inspired work
• Drawing and Painting
• Printmaking
Grade 7:
• Still Life
• Artist inspired work
• Ink work
• Drawing and Painting
• Tessellations
• Sculpture
Grade 8:
• Collage
• Artist inspired work
• Drawing
• Sculpture
• Painting
Music
ased on the understanding that all children are musical, and that music is a way of knowing and understanding one’s self and the world, the Chapin School music curriculum employs a sequential and developmentally appropriate curriculum, which nurtures in students the qualities of self- expression through music, cooperation with others to create and perform music, and a lifelong appreciation and enjoyment of music.
Central to the music curriculum are the fundamental music processes in which humans engage: performing, creating, and responding to music. Through these activities, students learn to think creatively, employ critical thinking skills, and come to recognize and appreciate the aesthetic qualities inherent in music. Emphasis is also placed on music literacy, providing students an important tool with which they can explore music independently and with others. Finally, because music is reflective of human culture, students are exposed to a diversity of musical styles; are led to understand music’s relationship to history, culture, and units of study in other academic disciplines; and are given the tools to make informed musical judgments throughout their lives.
Goals
• Provide students with opportunities for singing, alone and with others, a varied repertoire of music
• Provide students with opportunities for moving to music
• Encourage improvisation of rhythm, melody, movement, and form
• Provide instruction in reading and notating music
• Provide students with opportunities for listening to, analyzing, and describing music
• Allow students opportunities to evaluate music and music performances
• Encourage understanding of music in relationship to history and culture
Skills
• Produce a clear, resonant singing tone
• Sing with expression, a varied repertoire of music
• Sing with unified tone and vowels
• Sing in two, three, and four-part harmony
• Build tonal accuracy through solfege singing
• Follow the musical gestures of a conductor
• Read, follow, and interpret a musical score
• Communicate effectively the vitality of a given piece of music
General Information
Upper School Choral Ensembles include:
• Fifth Grade Chorus—students learn healthy vocal technique, ensemble singing, music literacy, and performance of various musical styles; students participate in Grandparents/Special Friends Day, a winter Community Service performance, and the Spring Concert. Students rehearse twice a week during the school day.
• Show Choir—open to students in grades 5 – 8
Members incorporate proper singing and ensemble techniques, as they stage a full-length musical. This ensemble meets Wednesdays after school from September to April and presents one in-school performance and two evening performances.
• Chamber Choir—open to female students in grades 6 – 8
Students learn and perform more challenging choral literature, reflecting diverse musical styles; students participate in Grandparents/Special Friends Day, a winter Community Service performance, the Spring Concert, as well as the Music in the Parks Festival. Students meet during FLEX period as well as one morning recess a week for sectionals.
• Boys Vocal Ensemble – open to male students in grades 6-8 who are interested in working on vocal technique and singing with others. Students will engage in exercises and repertoire that promote healthy singing and help students navigate the changes in their individual voices. This ensemble is offered as a Discovery Class.
• Students in Fifth Grade Chorus and Chamber Choir must wear appropriate concert attire for performances: Girls: white, collared blouse, black dress pants or long black skirt; Boys: white, collared shirt, black dress pants, tie
Drama
As stated in the New Jersey Core Curriculum Content Standards for Visual and Performing Arts, "experience with and knowledge of the arts is a vital part of a complete education” and is an essential element of a comprehensive academic curriculum. Drama allows students to transform, reflect, and act upon the human condition. A collaborative art form driven by inquiry, Drama actively engages students in the process of creation, and encourages students to implement their ideas while simultaneously responding critically to a variety of work. Drama helps students understand how the arts shape the diverse cultures of both past and present societies. Students learn to take risks, work cooperatively, and express their thoughts and feelings. Drama develops the “whole child” through physical, emotional, intellectual, and social interaction. Winifred Ward, a pioneer in the field of educational theatre, explains, “Its objectives are to give each child an avenue for self-expression, guide his creative imagination, provide for a controlled emotional outlet, help him in the building of fine attitudes and appreciations, and to give him opportunities to grow in social cooperation.” Through the process of ensemble rehearsal and performance, the ultimate goal is for students to learn how to give to the audience rather than just take from the play.
GRADES 6 – 7
Goals for Drama in Grades 6 – 7:
• Explore the idea that the purpose of drama is to live truthfully under imaginary circumstances
• Encourage students to articulate thoughts, ideas, and opinions
• Encourage group interaction through negotiation for meaning
• Develop self-confidence and decision-making skills
• Learn to collaborate, co-operate, and problem solve
• Engage students in the creative process from beginning to end
• Allow students ownership of their work through participation in the creative process
• Develop social and leadership skills
• Involve each student as a member of the community
• Use imagination comfortably and freely
• Introduce students to various theatre games and exercises
• Provide opportunities to perform in front of an audience
• Improve voice projection, diction, and inflection
• Develop stage presence
• Encourage group interaction
• Develop an original character and monologue
• Extend self-awareness and listening skills
• Provide opportunities for students to explore the curriculum through Drama
• Understand that the quality of the product reflects the quality of the process
• Learn how to be a supportive and respectful audience
GRADE 8
Goals for Drama in Grade 8:
• Explore the idea that the purpose of drama is to live truthfully under imaginary circumstances
• Encourage students to articulate thoughts, ideas, and opinions
• Encourage group interaction through negotiation for meaning
• Develop self-confidence and decision-making skills
• Learn to collaborate, co-operate, and problem solve
• Engage students in the creative process from beginning to end
• Allow students ownership of their work through participation in the creative process
• Develop social and leadership skills
• Involve the whole class with drama as a collaborative art form
• Produce a full-scale production
• Stage design and construction
o Stage manager
o Costumes
o Lighting technician
o Sound technician
o Program & poster design
o Actor
o Provide opportunities for all students to participate in a production
o Allow the class to accept ownership for this production by incorporating as many of their ideas as possible
o Rehearse
o Encourage risk-taking
o Encourage expression of and appreciation of individual ideas
o Understand that the quality of the product reflects the quality of the process
o Learn how to be a supportive and respectful audience
Technology
The Technology Curriculum seeks to present 21st century technology instruction that fosters academic excellence and leads to global collaboration, digital citizenship, and a love of learning. The integration of technology throughout all curricular areas encourages conversation, innovation, and developmentally appropriate educational practices, which enable students to become critical users of information. The curriculum challenges students to explore new technologies, develop a variety of strategies and skills, and then apply what they have learned in meaningful ways. The curriculum encourages collaborative opportunities for students across all disciplines, building a solid academic and technological base to extend classroom learning and support a lifetime of independent learning.
Goals for Technology Curriculum in grades 5 - 8
The following are the primary goals of the technology curriculum:
• Tools and skills
o Students demonstrate an understanding of the nature and operation of technology
o Students are proficient in the use of technology hardware and software
• Applications
o Students master basic computer applications that have “real world” impact on their ability to be successful in school and, beyond that, productive citizens in a global community.
o Students develop a base of technical knowledge from which they draw the skills to complete academic requirements, actively engage in problem solving activities, and pursue creative opportunities.
• Productivity
o Students work collaboratively with peers in technology to bring about better understanding of concepts and solutions.
o Students are encouraged to understand and use good file management practices to store and retrieve information
o Students will use appropriate programs to most effectively present and convey information and tell stories
o Students will learn how to use programs to efficiently create appropriate work.
• Communication
o Students communicate information and ideas in ways appropriate to their purpose and audience through spoken, written and graphic means of expression.
• Integration of technology across the curriculum
o Students see technology and the skills it requires as relevant in all subject areas.
o Students actively engage in problem solving using technology across all curricular areas.
• Digital Citizenship
o Students will demonstrate positive social and ethical behaviors when using technology
o Students will work cooperatively and collaboratively with others
o Students will demonstrate and advocate for legal and ethical behaviors among peers, family, and community.
o Students will follow school acceptable use policies and understand consequences of inappropriate use
o Students will follow proper use of copyrighted material and cite resources properly.
• Programming
o Students will develop a broad understanding of coding concepts
GRADE 5
Students in the Grade 5 technology program will meet once during a six day rotation. The focus is on specific skills and developing a foundation for later future Technology Classes.
Goals for Grade 5
• Develop and strengthen keyboarding abilities with a focus on speed and accuracy
• Using Presentation Software to develop and enhance multimedia presentations for classroom and personal use
• Develop Programming skills to aid in problem solving and creative thinking
• Work collaboratively with peers to develop good communication skills and projects with good content
• Use Lego Robotics to enhance Programming Skills and Collaboration
• Receive an introduction to Object-Oriented Programming languages
• Practice general tool safety in the Design Lab
• Develop an awareness of Good Digital Citizenship in service of the global community
• Develop skills to analyze web sites for content and reliability
• Use email appropriately, efficiently, and wisely
GRADE 6
Students in the grade 6 technology program will meet once during a six day rotation. The focus is on refining specific skills relating to coding, collaboration and STEAM projects.
Goals for Grade 6
• Develop and strengthen organizational skills as it relates to writing code
• Develop and enhance file management skills
• Use Swift Playground to improve on Programming Skills
• Create a Digital Story using Alice and enhance the understanding of Object-Oriented programing
• Create interactive objects and structures using circuits and switches
• Practice general tool safety in the Design Lab and learn proper use of drills and saws
• Use email appropriately, efficiently, and wise7ly5
• Work collaboratively with peers to develop good communication skills and projects with good content
• Develop an awareness of Good Digital Citizenship in service of the global community
• Use additional software as deemed appropriate to support content area curriculum
GRADE 7
Students in the grade 7 technology program will meet once during a six day rotation. The focus is on mastering specific skills relating to coding, collaboration and STEAM projects.
Goals for Grade 7
• Deepen programming understanding through creation of a game using Alice
• Deepen programming understanding using Arduino microcontrollers
• Develop and enhance Project Based Learning skills
• Utilize previous skills in construction of interdisciplinary projects
• Practice general tool safety in the Design Lab and learn proper use of soldering and other heated tools
• Develop an awareness of Good Digital Citizenship in service of the global community
• Work collaboratively with peers to develop good communication skills and projects with good content
• Participate in selective, supervised on-line activities
• Use email appropriately, efficiently, and wisely
• Use additional software as deemed appropriate to support content area curriculum
GRADE 8
Students in the grade 8 technology program will meet once during a six day rotation. The focus is on mastering specific skills relating to coding, collaboration and STEAM projects.
Goals for Grade 8
• Deepen programming understanding using Arduino microcontrollers
• Develop and enhance Project Based Learning skills
• Utilize previous skills in construction of interdisciplinary projects – chiefly building a wooden canoe
• Practice general tool safety in the Design Lab and learn proper use of 3D printers and other advance tools
• Develop an awareness of Good Digital Citizenship in service of the global community
• Work collaboratively with peers to develop good communication skills and projects with good content
• Participate in selective, supervised on-line activities
• Use email appropriately, efficiently, and wisely
• Use additional software as deemed appropriate to support content area curriculum
GRADE 8
Students in the grade 8 technology program will meet once during a six day rotation. The focus is on mastering specific skills relating to coding, collaboration and STEAM projects.
Goals for Grade 8
• Deepen programming understanding using Arduino microcontrollers
• Develop and enhance Project Based Learning skills
• Utilize previous skills in construction of interdisciplinary projects – chiefly building a wooden canoe
• Practice general tool safety in the Design Lab and learn proper use of 3D printers and other advance tools
• Develop an awareness of Good Digital Citizenship in service of the global community
• Work collaboratively with peers to develop good communication skills and projects with good content
• Participate in selective, supervised on-line activities
• Use email appropriately, efficiently, and wisely
• Use additional software as deemed appropriate to support content area curriculum
Leadership
The goal of Leadership class is to develop and nurture the habits of mind that will make students successful as students, individuals, and future leaders. As these habits of mind are discussed, the class makes the natural connection to Chapin’s five virtues of good character. A discussion of Carole Dweck’s work on Growth Mindset begins the course.
The course is based on Sean Covey’s book entitled, The Seven Habits of Highly Effective Teens, with the focus on the first three habits. Here are the habits and some of the topics covered:
1. Habit # 1 - Be Proactive
• What is a habit? Can a habit be changed?
• What is a paradigm? How can your paradigm change?
• What is the difference between proactive and reactive behavior?
2. Habit # 2 – Begin at the End
• What is a personal mission statement? Write your own.
• What are your immediate and future goals?
3. Habit # 3 - Put First Things First
• How do you make good use of your time?
• How can you plan and prioritize your work?
Global Citizenship
In an increasingly interconnected world, our graduates will need to be prepared to navigate an infinite number of possible contexts. The International Monetary Fund defines globalization as the
“increasing integration of economies around the world, particularly through the movement of goods, services, and capital across borders.” In short, our world is getting smaller, and students are becoming citizens of networks much broader than before.
In this class, students discuss their identity within a global context. They are able to express their views and ideas on a range of topics including culture, politics, and sustainability.
Instrumental Music
Based on the understanding that all children are musical, and that music is a way of knowing and understanding one’s self and the world, the Chapin School music curriculum employs a sequential and developmentally appropriate curriculum, which nurtures in students the qualities of self- expression through music, cooperation with others to create and perform music, and a lifelong appreciation and enjoyment of music.
Central to the music curriculum are the fundamental music processes in which humans engage: performing, creating, and responding to music. Through these activities, students learn to think creatively, employ critical thinking skills, and come to recognize and appreciate the aesthetic qualities inherent in music. Finally, because music is reflective of human culture, students are exposed to a diversity of musical styles; are led to understand music’s relationship to history, culture, and units of study in other academic disciplines; and are given the tools to make informed musical judgments throughout their lives.
Goals for General/Instrumental Music in Grades 5 – 8:
• Singing alone and with others
• Performing on instruments, alone and with others
• Improvising melodies, variations, and accompaniments
• Composing and arranging music
• Reading and notating music
• Listening to, analyzing, and describing music
• Evaluating music and music performances
• Identifying composers, works, styles
Skills
• Performing on instruments
o Students in general music class will prepare and perform music on melodic instruments and percussion instruments, as they explore and learn proper playing techniques
o Students in instrumental ensembles will perform on traditional band and orchestral instruments, a varied range of repertoire
• Improvising melodies, variations, and accompaniments
o Students will explore and create unique musical improvisations alone and with others
• Composing and arranging music
• Students will apply musical elements of known pieces to arrange and compose individual and group compositions
• Reading and notating music
o Students will become more proficient at reading and interpreting a musical score
o Students will notate the music they compose and arrange
• Evaluating music and music performances
o Students will identify standard notation and recognize the musical form of selected literature
o Students will listen to and critique some live and/or recorded musical examples
• Identifying composers, works, and styles
o Through listening, analysis, and discussion, students will gain knowledge of composers, works, and styles
Discovery Classes
The Upper School Discovery Classes provide students with opportunities to investigate and pursue additional areas of interest not usually covered in the academic program. Each trimester students in grades 5 – 8 are presented with a variety of choices. Selections vary from trimester to trimester, but have included: Art of the Interview, Boys Ensemble, Beginner Ukulele, Book Club, Bridge Building, The Chapin Gazette, Exploring Fractals, Geography Explorers, Graphic Design, Instrumental Ensemble, Louvre Heist (escape room), Non-bake Cooking, Robotics, Sewing, Shakesperience, Visual Story Telling, and Yearbook Photography.
