Middle School Curriculum

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Grade 7

  • Accelerated Algebra I

    This course is a full year Algebra I course covering a variety of topics within algebra including linear, exponential, quadratic, and polynomial equations and functions. Students will achieve fluency in solving linear and quadratic equations as well as with manipulation of polynomials using addition, subtraction, multiplication, and factoring. Students will understand the key differences between linear and exponential functions. Students learn to model problems using algebra, functions, sequences, probability, and statistics. This course is aligned to the Common Core State Standards for Algebra I. Students can expect projects, paired and group activities, and even writing assignments to enhance learning.

  • Accelerated Geometry

    This course is a full year geometry course covering deductive structure;formal t-proofs/paragraph proofs; logic statements; collinearity, betweenness, measurement of angles, segments;perpendicular lines;congruent triangles;lines in the plane; equidistant theorems; parallel lines and related figures/theorems; properties of special quadrilaterals; formulas/proofs involving polygons; similarity of polygons; applications involving probability; Pythagorean theorem; radicals/quadratic equations; coordinate geometry (distance formula, midpoint, graphing); families of right triangles; trigonometric ratios; properties/theorems involving circle; area, perimeter of polygons; surface area, volume of 3-dimensional figures; symmetry (reflections/rotations); independent research projects on real world geometry;real world problem solving/applications.

  • Art

    The Middle School art curriculum is grounded in the interdisciplinary nature of the visual arts with a focus on creativity development and expression. Students will engage with a wide variety of artistic media: drawing, painting, collage, clay, printmaking, sculpture, assemblage and site-specific work. They will continue to explore the Elements and Principles of Art and Design (line, shape, form, value, space, color, texture, proportion, variety and movement) as they are woven into projects throughout the year. Close readings of artwork and lessons in art history will challenge students to see the contextual and cultural elements inherent to all art. STEAM units such as color theory, patterning, and iterative design will be a natural extension of our interdisciplinary approach.

  • Band

    Sixth Grade band is an intermediate band, a transition to upper band and covers the following: They continue in Standard of Excellence Book I. More extensive musical terms list, more major scales and extending the range of their instruments. Students have one rehearsal per week.. Students have the option to audition for the CMEA Regional Music Festival. Students are expected to practice 20 minutes per week.

    The Seventh and Eighth Grade band students combine to form the concert band. Both grades cover more major scales, musical terms, sight-reading, ensemble playing and chamber music. Students branch out to more difficult music and have two band rehearsals per week. Students have the option to audition for the CMEA Regional Music Festival. Students are expected to practice 30 minutes per week.

  • Chorus

    The TCS Choral program has three vocal groups: Intermediate (grades 4-5) Chorus, Sixth Grade Chorus, and an audition-based Chamber Chorus (grades 6-8). In rehearsals, there is an emphasis on ear training and pitch matching through the use of vocal warm-ups, scales, and exercises. Reading and understanding vocal music, 2-part harmony (Intermediate) and 2- or 3-part harmony (Middle School), vocal dynamics, expression, and blending are also core components of the learning process. Students perform vocal repertoire throughout the school year at the Winter Concert, Holiday Program, and Celebration of the Arts Spring Concert.

  • English

    In this class, students will build on the language arts skills and knowledge they gained in 6th Grade.  We will use the workshop model to explore English literature as both readers and writers.  A major benefit of this model is that the student is in control of much of their own learning. But with great power comes great responsibility.  Students are expected to take their learning seriously as we work side by side to dig deeply into novels, informational texts, poetry, plays, and more, all with the goal of growing into better English students and better human beings.  
    The theme of 7th Grade English is Acceptance of Difference. Along with the many independent reading books students will enjoy over the course of the year, together we’ll read and discuss The Outsiders, novels-in-verse book clubs, Romeo and Juliet, Gone to the Woods, and essays, stories, and poems galore.  Students will also be writing in a variety of genres, including expository essays, reviews, literary analysis, short fiction, poetry, and argumentative writing. 

  • Exploratory Music

    Students will explore the characteristics and functions of music in film. Students will study the influence that music has on the narrative of a film, the psychological states of characters, and on delivering the collective emotional tone and/or mood to the viewer. Through the examination of musical terms including tempo, rhythm, dynamics, instrumentation, melody, etc. students will practice critical listening skills and make meaningful connections between musical concepts and cinematic choices. Students will also examine how changing or altering the music can transform how a film is perceived.

    In the final project, students will create their own presentation demonstrating all that they have studied and reflected on during the term. This project will include a visual clip, set to three diverse musical backgrounds to demonstrate the effects that these different musical ideas can have on a single scene.

  • French

     Our French program is based on a method of learning called Comprehensible Input (CI). The goal of CI is for students to acquire the language, much in the way that we all acquired our first language - in a natural way by listening to other people, not by studying the mechanics of it. Because of the nature of CI, we will not depend on a textbook but on students being able to understand the meaning of what is being said or presented to them. It does not mean that teachers must use only words students understand. In fact, students learn a new language best when they receive input that is just a bit more difficult than they can easily understand. In other words, students may understand most, but not all words the teacher is using. We will provide students with a variety of sources for comprehensible input, ranging from student-created characters and story-listening to short movies and reading. We will also continue to fold in short lessons on grammar and culture in context. Our primary focus is on listening and reading and helping students grow into the skills of writing and speaking. 
    In 7th grade, students explore and identify an innovation from a French-speaking country for the Global Language Expo which is also a STEAM project.  Working in small groups, students collaborate to present a unique innovation from the country in the target language.  They follow a rubric for this project and an assessment is given individually through an oral presentation, writing skills, and research abilities. 
    We are also participating in “Manie Musicale” where the students listen regularly to music produced in France and French-speaking countries during the months of February and March. They read a comprehensible biography of the artist, locate their country of origin and finally give their opinion verbally about the songs. Then the students elect their favorite song and will compare their results with the other participating schools from around the world. 
    Students take the French National Exam level 01, which recognizes students' achievement and proficiency in the study of French. It assesses the interpretive competency with a reading comprehension and a listening comprehension test.

  • History

    Students will continue their study of World History by looking at the legacy of civilizations from Europe, the Middle East, Africa, and the Americas. This course is designed to help students appreciate the importance of diverse cultures and their influence in shaping our world view. English and History classes will work closely together to engage students in Humanities activities and conversations. Within the history study, students will also explore leadership styles, current events (presented through various resources including Time Edge), civics, geography, government, and economics.

    Students will explore:
    • Thinking Like a Historian
    • Legacy of Rome
    • Medieval Times
    • Spread of Islam and Muslim Innovations and Adaptations
    • Culture and Kingdoms of West Africa
    • Mayas, Aztecs, Incas
    • The Electoral Process and Supreme Court

  • Latin

    Word Study
    Our textbook, Ecce Romani, introduces the students to the language of the Ancient Romans. For each chapter, vocabulary lists are studied and copied into each student’s notebook. We not only work on vocabulary for retention and translation, but also study the etymology of the words and search for English derivatives.

    Grammar and Mechanics
    Grammar is the other core part of Latin. Students will be introduced to the sentence structure, terminology, and design of the Latin language so as to be able to translate and ultimately write in the Latin language. Early Latin I grammar includes the nominative, accusative, dative and ablative cases. Students also study the tenses for verbs, the first and second declensions for nouns, and adjective-noun agreement.

    Translation
    Each chapter of Ecce Romani includes a translation passage that utilizes new and past vocabulary as well as building on new and previous topics in grammar. The goal is to have students read and translate for understanding, speed and accuracy. The Romans Speak for Themselves is another text that allows students to translate the works of ancient Latin authors, but the grammar and vocabulary is adjusted for where they are in the course.

    Culture
    Throughout the course, the culture and history of the Roman Empire is further investigated. Reading primary sources in the target language is one way students are introduced to the ideas and events of Ancient Rome. Students also look at mythology and legends connected to the Romans. We also study modern examples where Latin is found today.

    Speaking
    Although Latin is no longer a spoken language, students will learn some of the basic terms used to speak in the target language. Emphasis is placed on proper pronunciation and usage.

  • Life Science

    Seventh Grade Life Sciences is designed for students to be rigorous, challenging, and engaging. Each class will include lecture and discussion, hands-on activities, and homework review. Many of the topics taught in high school level Biology classes will be introduced in this course. The diversity of living organisms, the mechanics of the cell and body systems, and the process of scientific investigation are major themes throughout the course.

    Curriculum
    • Life on Earth (biological evolution, tree of life, origin of life on Earth)
    • Cell Biology (classification of life, cell structure and function, genetics)
    • Biotechnology (DNA extraction, electrophoresis, PCR, proposal writing)
    • Anatomy and Physiology (structure, function, and interrelationships between human body systems)

    Students should gain a better understanding and appreciation of the following:
    • Life on Earth, including the tree of life and the evolution of life on Earth
    • The characteristics of living things, including a brief survey of the kingdoms of life - bacteria, protists, plants, fungi and animals
    • The general features of cells, cell theory, metabolism, structure, and function
    • Human body systems and reproduction, including asexual and sexual reproduction, mitosis, meiosis and life cycles in plants and animals
    • Heredity and genetics, including Mendelian and post-Mendelian concepts of genetics, mutations and human genetics
    • The general principles of evolution
    • Biotechnology including DNA technology
    • Research Projects and presentation skills
    • Current topics in biology and field trips

  • Physical Education

    All students PreSchool - 8th Grade  have weekly physical education in the gymnasium or out on the field. Students take part in a variety of activities and units that follow and adhere to The Shape America Physical Education Standards. Some of the units that we teach at TCS are...low ropes course (Signature Program), soccer, golf, floor hockey, lacrosse, and cooperative games.

    The Physical Education Department, first and foremost, is responsible for helping our young people acquire the skills and self-confidence they need to participate in a wide variety of physical activities. The curriculum seeks to develop strength, stamina, and coordination. Our hope is that what is gained through our fun and developmentally appropriate activities will go with them well beyond their school days. Students learn the motor skills necessary to participate in a wide variety of physical activities, helping them to understand the link between physical activity and good health.

    Grades 6-8 meet once a week for 50 minutes.
    • Modified Sports
      • Soccer (dribbling, passing, trapping, shooting, foot-eye coordination), Basketball (dribbling passing, catching, pivoting, rebounding, shooting, hand-eye coordination), Ultimate ( throwing, catching, hand-eye coordination), Softball/baseball/wiffle ball/TennyBall (striking, catching, throwing, hand-eye coordination), Track and Field ( running, jumping hurdles, passing baton, general coordination, throwing disc), Floor hockey( dribbling, passing, shooting, and goaltending skills), Team Handball (striking, serving, agility, hand-eye coordination)
      • Bowling, Tennis ( forehand, backhand, volleying, serving, overheads), Badminton, Pickleball
    • Cooperative games
      • Outdoor ropes course, indoor climbing wall, build foam block structures
    • Organized Games
      • Kickball, Ghost, Capture the Flag ( running, cardio-fitness, dodging, fleeing, chasing),, and dance)
    • Individual Activities
      • jump rope, hula hoops, juggling
    • Class Participation/Effort

  • Pre-Algebra I

    This course is the Course 2 version of the Pre-Algebra curriculum. We will explore units on Variables, Expressions and Integers, Solving Equations and Inequalities, Factors, Fractions and Exponents, Rational Numbers, Probability, Percents, Linear Functions, Real Numbers and Right Triangles. We will be using Math Course 2 (McDougal/Littell) as the primary text, and supplementing with other resources to teach the curriculum. Students can expect projects, labs, paired and group activities, and writing assignments to enhance their learning.

  • Spanish

    The Spanish program in 7th Grade is based around a method of learning called Comprehensible Input (CI). The goal of CI is for students to acquire the language, not just learn about a language or the grammatical structures of a language. Students will acquire Spanish much in the same way that those around us were taught  their first language, by listening and connecting words and meaning naturally. Because of the nature of CI, we will not depend on a textbook but will depend on students being able to understand the meaning of what is being said or presented to them.
    The  curriculum implements the National Standards (Communication, Cultures, Connections, Comparisons, and Communities). Our 7th Grade curriculum is divided into three different topics in which the standard are practiced continuously:
    1. Weekly reading and recording of a storybook, “Arroz con cosas”. The recordings from the weekly chapter are a way to assess the student’s comprehension and reading skills. The author “Patricia Marti Torres'' wrote this story mainly to review the present tense form, commands, the present progressive and irregular verbs in the present tense.
    Formative assessment - Students receive input and guiding feedback on their reading performance to help them improve from each of their reading recordings.
    2.  Comprehensive Input stories:  The platform 7th Grade uses to acquire CI is “Dreaming in Spanish” and “Somos”.  The story's vocabulary is used in different contexts, at different times and in interesting ways, such as skits and educational games such as “Kahoot and Duolingo.”  The stories offer beginner, intermediate and advanced levels connecting the cultural aspect of Hispanic Countries and our present culture.  Seventh grade uses the intermediate level stories.
    1. As I give the 7th Grade students that auditory input I am constantly asking questions. Their responses help me gauge where they are in their understanding of the story.  
    2. Another way to assess my students’ speaking abilities is by having them perform in front of the class. By rewriting our “skit” related to the CI story.  Students get very creative and are able to use language with one another. During my assessment, I’ll be listening for content and grammar use (even if they show grammatical imperfection, are they able to understand each other? Are they able to use their language skills to get their point across? 
    3. Summative assessments - weekly quizzes, and worksheets (note taking activities to measure student performance.) 
    3. The study of  Hispanic Countries: Another educational experience  for 7th Grade students is to research and learn about the geography and different facts of the Hispanic World.  During this process I will get an accurate look at their grammatical and writing proficiency. 
    In addition, 7th Grade students explore and identify an innovation from a Hispanic Country for the Global Language Expo.  Working in small groups, students collaborate to present a unique innovation from the country in the target language.  Students follow a rubric for this project. Assessment is given individually by their oral presentation, writing skills, and research abilities.
    Students in 7th Grade take the National Spanish Examination (NSE) Level 01, which recognizes students' achievement and proficiency in the study of Spanish. The NSE measures content standards (vocabulary and grammar) and performance standards (reading and listening comprehension).
    Grammar taught in 7th Grade
    Nouns and
    articles
    • Gender of nouns ending in -o, -a
    • plural/singular of nouns
    • Possession of nouns (use of de + noun to express ‘s)
    • Definite articles (el,la,las,los)
    • Contractions with “al” and “del”
    • Indefinite articles (un, una, unas, unos)
    Adjectives
    • Agreement
    • Cardinal numbers 1-100
    Verbs
    • Subject-verb agreement
    • Present tense of regular -ar, -er, and -ir verbs
    • Basic irregular verbs (ser, estar, ir)
    • Simple idiomatic uses of tener = to be (calor, hambre,años)
    • Preterite tense of regular verbs -ar, -er, -ir
    • Present progressive estar + ando/iendo endings
    • Ser vs. estar
    Pronouns
    • Subject
    • Direct object
    • Indirect object (use with gustar)
      Adverbs
    • Adverbs of time (ayer, pasado mañana, etc…)
    • Adverbs of order ( despúes, próximo, etc…) 
    • Adverbs of quantity ( bastante, tan, más, etc…)
    • The suffix - mente
    Other
    • Question words (dónde, cómo, qué, por qué, cuándo)
    • Word order of yes/no questions

  • Team Time

    Affective education at The Country School celebrates our commitment to the whole child. We believe that each student has much to give, and, in an atmosphere of kindness, respect, and responsibility, we provide meaningful opportunities for leadership, service, and environmental stewardship. While many opportunities and formal touch points exist to address these issues, Team Time is the clearest example of our affective education program. The program is flexible and responsive to both short-term student needs, without losing sight of broad term goals and objectives for each age level.

    Every week throughout the year grade-level advisors meet with their classes. Teachers and advisors take the children outside as much as possible to participate in field initiatives and low ropes course initiatives. The actives are collaborative and experiential in nature, requiring extensive communication and teamwork. Another focus of the curriculum is on social and emotional issues paramount to each grade level, including elements of the Choose Love and Responsive Classroom programs along with Country School faculty designed curricula.

Department Faculty

341 Opening Hill Road, Madison, CT 06443
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Founded in 1955, The Country School is a coeducational, independent school serving students in PreSchool-Grade 8. The Country School is committed to active, hands-on learning and a vigorous curriculum that engages the whole child.