RELIGION
The doctrinal content of the sixth grade Religion curriculum is organized according to the four pillars of the Catechism of the Catholic Church: the baptismal profession of faith, the Sacraments of faith, the life of faith, and the prayer of the believer. The emphasis will be on the Old Testament as a journey of faith and the manner in which each person’s life is mirrored in the Old Testament, from the call of God to Abraham to the fulfillment of God’s promise in sending the Messiah.
In seventh grade students will study the sacramental life of the Catholic Church. Students will learn that the Church is the sacrament or sign of Christ in the world. They will come to appreciate the difference Jesus makes in our lives. Students will learn that there are many signs of Christ’s loving presence in our daily lives. People, especially, but also special or sacred things, places and times reveal the presence of God. Strands from Scripture, Church, Trinity, Morality and Prayer are interwoven into course content. Special attention is given to the Sacrament of Reconciliation. Opportunities for its regular reception will be provided.
In eighth grade students will study the sacramental life of the Catholic Church. Students will learn that the Church is the sacrament or sign of Christ in the world. They will come to appreciate the difference Jesus makes in our lives. Students will learn that there are many signs of Christ’s loving presence in our daily lives. People, especially, but also special or sacred things, places and times reveal the presence of God. Strands from Scripture, Church, Trinity, Morality and Prayer are interwoven into course content. Special attention is given to the Sacrament of Reconciliation. Opportunities for its regular reception will be provided.
Text:
Sadlier We Believe
LANGUAGE ARTS AND LITERATURE
In writing students are asked to produce expository pieces that contain arguments that support claims with clear reasons and relevant evidence from credible sources. While establishing and maintaining a formal style, students create texts that include thesis statements, topic sentences, transitions that clarify relationships, concrete details with accompanying commentary to add analysis to the relevant content, as well as concluding statements to reiterate the arguments made throughout their text. All writing undergoes the processes of planning, revising, editing, and re-writing both with peers and adults through the online program, NoodleTools. This online resource allows students to produce and publish writing, as well as interact and collaborate with others, while at the same time enhancing their technological skills and creating a digital portfolio of all of their writing.
The language content of the program utilizes the Easy Grammar series to reinforce the conventions of standard English. This includes students demonstrating the command of prepositions, nouns, pronouns, adjectives, verbs, and adverbs in both speaking and writing. More specifically, students are asked to recognize and correct inappropriate shifts in subject verb agreement, as well as noun and pronoun number and person. In addition to these areas, students are also asked to demonstrate basic grammar conventions such as capitalization, punctuation, and spelling in all of their writing, which should also include a variety of sentence patterns that incorporate a specific style and tone that is maintained throughout. In regards to vocabulary acquisition and use, students utilize the Sadlier Vocabulary Workshopseries, as well as content specific words and phrases to obtain mastery in this area. Through the use of consulting context clues, reference materials, and inferred meaning, students are taught to demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Texts:
Sadlier Vocabulary Workshop
Easy Grammar
MATH
Our middle school math program’s goal is to coach and inspire students towards math success. Our program strives to create an environment that is engaging, differentiated, challenging, and gets our students prepared for high school and beyond.
In Grade 6, instructional time will focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division, and using concepts of ratio and rate to solve problems; (2) developing strong computational skills when using both fractions and integers (3) writing, interpreting, and using expressions, equations and inequalities; and (4) developing understanding of statistical thinking. Two teachers teach this course, which allows for more individualized instruction, enrichment and higher level thinking activities, which will help build a stronger foundation in math. This course has an online component that includes videos, games, real-teacher tutoring, ALEKS, as well as an online version of the textbook. Our core math program is supplemented with hands on activities, manipulatives, labs, projects, and games, which makes learning math engaging.
This course uses the McGraw-Hill Math Course 1 textbook
6th Grade Above Grade Level Class: This course is equivalent to the 7th grade Accelerated Grade Level class. This class compacts both the 7th and 8th Grade Common Core State Standards. Instructional time will focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples. *This course will move at an accelerated pace.
This course uses the McGraw-Hill Accelerated Pre-Algebra textbook.
In 7th grade we offer three different math courses: Grade Level, Accelerated Grade Level, and Above Grade Level. This allows for smaller classes sizes and more individualized instruction. All three math classes are supplemented with hands on activities, manipulatives, projects, labs, and games, which makes learning math engaging.
7th Grade Grade Level Class: In this class teaches the 7th Grade Common Core Standards, instructional time will focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.
This class uses the McGraw-Hill Math Course 2 textbook
7th Accelerated Grade Level Class: This class compacts the 7th and 8th Grade Common Core Standards. Instructional time will focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples. *This course will move at an accelerated pace.
This class uses the McGraw-Hill Accelerated Pre-Algebra textbook
7th Grade Above Grade Level Class: This class covers the 8th Grade and High School Algebra Common Core Standards, instructional time will focus on four critical areas: (1) deepen and extend understanding of linear and exponential relationships; (2) contrast linear and exponential relationships with each other and engage in methods for analyzing, solving, and using quadratic functions; (3) extend the laws of exponents to square and cube roots; and (4) apply linear models to data that exhibit a linear trend. This course will also have a strong emphasis on problem solving.
This class uses the Prentice Hall Algebra 1 textbook
8th Grade Grade Level– This course prepares students for Algebra 1 in high school. The course emphasizes building a stronger foundation in algebra and geometric concepts, which leaves students better prepared for algebra in high school. Following the 8th Grade Common Core Standards instructional time will focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
The class uses McGraw-Hill Math Course 3 textbook.
8th Grade Accelerated Grade Level– For this Algebra I course, instructional time will focus on four critical areas: (1) deepen and extend understanding of linear and exponential relationships; (2) contrast linear and exponential relationships with each other and engage in methods for analyzing, solving, and using quadratic functions; (3) extend the laws of exponents to square and cube roots; and (4) apply linear models to data that exhibit a linear trend. This course will also have a strong emphasis on problem solving.This is a high school level class, which upon successful completion students will advance to Geometry or Algebra 1 Honors.
This class uses Pearson Prentice Hall Algebra 1 textbook
8th Grade Above Grade Level– This class reviews covers the high school Algebra, but spends most of their instructional time on the Geometry Common Core Standards. This class will focus on six critical areas: (1) establish criteria for congruence of triangles based on rigid motions; (2) establish criteria for similarity of triangles based on dilations and proportional reasoning; (3) informally develop explanations of circumference, area, and volume formulas; (4) apply the Pythagorean Theorem to the coordinate plan; (5) prove basic geometric theorems; and (6) extend work with probability.
This classes uses Pearson Prentice Hall Algebra 1 and Geometry textbooks
SCIENCE
The 6th grade science program has an Earth science focus. Throughout the year students develop scientific thinking processes by relating, organizing, observing, communicating, and comparing data and to make decisions. Using our core science program, Pearson Interactive Science, and supplemental materials students conduct field and lab investigations, use the scientific method, and make decisions using critical thinking and problem solving skills. Our consumable student editions allow students to interact with and connect to science and makes learning more personal. The program also includes online resources, such as videos, vocabulary games, and virtual labs that also make learning science more engaging.
The year begins with a unit on Earth’s structure by studying minerals and rocks, plate tectonics, earthquakes, and volcanoes. Following is a unit studying Earth’s surface, which includes mapping Earth’s surface and topography, weathering and soil, erosion and deposition, and geological time. Sixth graders then spend time studying ecology and the environment by focusing on a unit learning about populations and communities, ecosystems and biomes, resources and living things, and energy resources. This unit is enhanced with a weeklong field trip to Julian where we interact directly with the natural world. Finally, students grow in their knowledge of Earth’s water and the atmosphere.
In 7th grade, students explore the life sciences. This includes the study of cell biology, genetics, evolution, and the structure and function of living things. Students complete various hands on activities and labs to supplement instruction. The student textbooks are consumable and include an online component that contains virtual labs, reviews, and activities. The scientific method is reinforced as students develop their own questions and conduct investigations that are presented at the Greater San Diego Science and Engineering Fair.
In eighth grade students explore the physical sciences. This includes the study of motion, forces, structure of matter, chemical reactions, periodic table, and density and buoyancy. Students complete various hands on activities and labs to supplement instruction. The student textbooks are consumable and include an online component that contains virtual labs, reviews, and activities. The scientific method is reinforced as students develop their own questions and conduct investigations that are presented at the Greater San Diego Science and Engineering Fair.
SOCIAL STUDIES
The students learn map skills in every unit. The location of the events in every lesson is emphasized. In addition, class time is devoted to making sure the students know the locations of major U.S cities as well as the countries of South America, Europe and Asia. The students are expected to be able to name these places on maps that contain just points and numbers. 6th Grade Social Studies also features units on archaeology, hunter-gatherer societies, farming societies, the first towns and cities, Mesopotamia, Ancient Egypt, Ancient Greece and Ancient Rome. In studying the last four of these units, we deal with how the examination and interpretation of primary and secondary sources help historians to reach the truth.
The students will study life in Europe after the fall of the Roman Empire, the feudal system, the growing power of the Catholic Church, the Crusades, the Renaissance, the Reformation, the Scientific Revolution, the Age of Exploration, the Aztec and Inca conquests, the rise of parliamentary power in Tudor and Stuart England and the establishment of colonies in North America by England and France.
Eighth grade students use a textbook called “Creating America- A History of the U.S.” by McDougal Littell. The curriculum features the following topics: The Articles of Confederation, the Constitution, the fall of the Federalists, the rise of Jeffersonian principles, Jacksonian democracy, pioneers crossing the Appalachians, European immigration in the mid-19th century, Manifest Destiny, the Texas revolt against Mexico, the Mexican War, the Industrial Revolution, slavery in the plantation South, rising sectionalism, steps toward Civil War, Civil War and Reconstruction.
DEVELOPMENT OF SOCIAL SKILLS
Students at Stella Maris Academy are exposed to and familiar with the Boys Town Social Skills Curriculum in grades TK-8. The Boys Town Social Skills curriculum focuses on empowering students to problem solve, make better choices, and self-advocate. Social skills are a daily part of our school community. Social skills include: following instructions, greeting others, getting the teacher’s attention, accepting no for an answer, accepting a consequence, staying on task, disagreeing appropriately, listening, working as a team, sharing, asking for permission, and saying an apology.
SOCIAL EMOTIONAL LEARNING PROGRAM
The Sanford Harmony Program is implemented in grades TK-8 and its core value is to build healthy peer relationships inside and outside of the classroom. The goal of Sanford Harmony is to create inclusive classroom communities, where teaching takes priority over resolving personality conflicts or issues among students. Students are empowered to communicate, cooperate, connect, embrace diversity, and resolve conflict. Students are taught meaningful and productive ways to interact and express themselves, which are irreplaceable skills that will last a lifetime.
PHYSICAL EDUCATION
Our physical education curriculum is composed of physical fitness fundamentals, motion skills and movement, social skills and sportsmanship. Basic skills that enhance balance, endurance, strength and agility activities, ball-handling skills individually, with partners and in groups, and rope jumping are taught. Each skill involves creative thinking, sportsmanship, fairness, cooperation and following directions.
FINE ARTS
Stella Maris Academy provides a challenging, coherent, and relevant art curriculum, the goal of which is to help students experience and appreciate art and the beauty of the world around them, and to lead them to discover unique and constructive methods of self-expression. In keeping with the diocesan guidelines for a fine arts curriculum, Stella Maris Academy includes in its visual arts curriculum for each grade level elements of four components: (1) exploration of the visual elements and principles of art and design, including line, color, shape, and composition, (2) creative expression through experimenting with various materials and processes, (3) examination of the cultural and historical contexts in which art is created, exploring cultural themes, works of significant artists, styles and processes; and (4) development of skills and vocabulary for looking at and discussing art in terms of design elements, characteristics and appreciation.
Sixth graders explore (1) visual elements and principles of art and design using primary, secondary and tertiary colors, analogous colors, complimentary colors, value, line to show depth, positive and negative shape (tessellations), pattern, texture, and space, design components of art work, including the concepts of balance, movement, mood, repetition, emphasis, unity, and the use of symbolism; (2) creative expression by demonstrating the ability to work with a variety of media including drawing with pencil, crayon, colored pencil, marker, and pastels, painting with tempera and watercolor, collage, printmaking, relief sculpture in tooling foil repousse, and sculpting with clay; (3) visual arts heritage by exploring art from ancient cave dwellers, ancient Egypt, ancient Greece and Rome, the Middle Ages, and the works of artists such as M.C. Escher and Modigliani; (4) analysis and interpretation by learning to recognize design elements in a composition, including the role of color in creating mood in art, and characteristics in the art work of peers, significant artists, and in various cultures, including Hunter-gatherers, ancient Egypt, ancient Greece and Rome, and the Middle Ages.
Seventh graders explore (1) visual elements and principles of art and design emphasizing color theories of hue, value, and intensity, and using tints, shades, complimentary and analogous colors in a color scheme, using line to create space by acquiring an understanding of linear perspective, and learning to understand and use the design concepts of balance, repetition, positive/negative shape, movement, emphasis, and unity in a two or three dimensional composition; (2) creative expression by demonstrating the ability to work with a variety of media including drawing with pencil, colored pencil, marker, pastels, painting with tempera and watercolor, collage, printmaking, relief sculpture in tooling foil repousse, and sculpting with clay; (3) visual arts heritage by learning to appreciate abstract painting, heraldry as an art form from the cultural perspective of the Middle Ages, the art work of the Renaissance, and the royal portrait as an art form from the cultural perspective of the Baroque period. (Also, each seventh grade student completes an in-depth study of a Renaissance artist of his choice, culminating in a report with visual and written components.); (4) analysis and interpretation by learning to recognize design elements and characteristics in the art work of peers, significant artists, and in various cultures, including the Renaissance.
Eighth graders explore (1) visual elements and principles of art and design emphasizing color theories of hue, value, and intensity, and using tints, shades, complimentary and analogous colors in a color scheme, and learning to understand and use the design concepts of balance, repetition, positive/negative shape, movement, emphasis, and unity in a two or three dimensional composition; (2) creative expression by demonstrating the ability to work with a variety of media including drawing with pencil, colored pencil, marker, pastels, painting with tempera and watercolor, collage, printmaking, and sculpting with clay; (3) visual arts heritage by learning to appreciate abstract art, the art work of Marc Chagall, Vincent Van Gogh, Jacob Lawrence and other Harlem renaissance artists (focusing on art as a means to telling a story), Alexander Calder, Thomas Hart Benton and Robert Rauschenberg (focusing on art as social commentary), Andy Warhol, Edvard Munch, Peter Max, “junk” sculpture as an art form, mask-making from the cultural perspective of African art, batik art work from eastern cultures, and various forms of commercial art and design; (4) analysis and interpretation by learning to recognize design elements and characteristics in the art work of peers, art as social commentary, various forms of commercial art and design, significant artists, and in various cultures, including Africa.
SPANISH
We welcome sixth graders to the middle school program with a curriculum that is geared towards improving both fluency and accuracy in speaking and writing. Through drama, music, and art, students learn to describe their world in the present tense, learn Spanish culture, and learn Catholic religious and cultural traditions. Instruction is differentiated for native speakers at every grade level.
Seventh grade Spanish consolidates knowledge learned in previous years and sets the stage for more complex concepts. Joy is an integral part of the entire Spanish sequence at Stella Maris, because we recognize that happy children learn best. While standard verb and grammatical structures are covered, readings and cultural traditions are also guided by class interests. In addition to praying, seventh graders use their Spanish to write to the Pope. Instruction is differentiated for native speakers at every grade level.
Eighth grade Spanish consolidates the learning from previous years and prepares students for high school Spanish curricula. Priority is given to review of verb forms and tenses, and other grammatical structures, so that students are comfortable with these difficult concepts as they move on in their language studies. Class is conducted in Spanish, and listening and speaking skills are reinforced through frequent oral presentations. Written work provides opportunity for differentiation, especially for new students and for native speakers. Traditions of the Catholic Church play an important part in Hispanic culture, and students continue to learn prayers in Spanish.
LIBRARY
The Stella Maris Academy Library/ Media program is built on understanding core knowledge instruction while also learning essential skills for critical thinking, problem solving, communication and collaboration. Stella Maris Academy’s Library/ Media program fundamentally aligns itself with Common Core State Standards while working directly with each classroom teacher to align curriculum. The main component of the Library Media program centers on building strong content knowledge and focusing literacy instruction directly to the text. Students in all grades (TK-8) are encouraged to draw direct evidence from the text itself in order to promote comprehension and cite evidence accurately and correctly. A key component to the program includes an emphasis on interpretive and analytical skills within a range of texts, digital information and internet/ media.
In middle school, students continue to learn how to use print and electronic resources accurately and effectively. The Library Media Center is designed to work closely with the Middle School Language Arts and Social Studies programs to align curriculum and student needs. Students learn how to use MLA format in order to cite information correctly and accurately when writing research papers. Middle school students learn how to find and validate print and electronic information based on their specific research goals.
MUSIC
The music program at Stella Maris Academy exists to provide students with a safe environment in which to experiment with and perfect the God given gift of their voices. Students will be encouraged to sing accurately, in tune, together, and separately. They will be provided with a variety of performance and leadership opportunities through school productions, after school activities, and church services. We want to give our students the opportunity to do something GREAT!