Middle School Curriculum
Find a brief description of what to expect in each subject.
English Language Arts
English Language Arts is about developing necessary skills for college and career in reading, writing, speaking, and listening.
Middle school English Language Arts develops these skills by having students read, write, speak, and listen for a variety of audiences and purposes (to argue, to narrate, to inform, etc.).
At a glance
Language Arts
Language Arts is offered as a grade level block (100 minutes in length), with students regularly working in groups with peers. Students will write and read often in addition to speaking, listening, and using evidence from texts to support opinions. Curriculum is designed to meet the grade level Common Core State Standards.
Honors Language Arts
Honors Language Arts is offered as a grade level block (100 minutes in length), with students regularly working in groups with peers. Students will write and read often in addition to speaking, listening, and using evidence from texts to support opinions. This course is designed to provide students with an intense and enriched curriculum of the Language Arts, integrating reading and writing. Both the pace and rigor of the course are designed for motivated students seeking a greater challenge in the study of Language Arts.
Units of Study
6th Grade
Semester 1
Ongoing vocabulary and context clue study
Reading for central theme and author's perspective
Written summary of text
Nonfiction narrative writing
Reading for structure of text and character development
Explanatory essay writing
Research project
Semester 2
Ongoing vocabulary and context clue study
Argumentative writing
Presentations
Plot development
Fiction narrative writing
7th Grade
Semester 1
Ongoing vocabulary study
Theme analysis
Narrative writing
Literary analysis
Explanatory writing
Semester 2
Ongoing vocabulary study
Argumentative writing
Historical fiction literature unit
Informative essay writing
Collaborative research presentation unit
8th Grade
Semester 1
Ongoing vocabulary study
Narrative writing
Compare/contrast analysis
Informational writing
Semester 2
Ongoing vocabulary study
Reading for bias
Argumentative research unit
Poetry analysis & study of figurative language
Multimedia presentation
At-home resources
- Encourage your student to read for fun, allowing for a minimum of 20 minutes a day.
- Encourage your student to journal or write (without worrying about grammar or spelling) about different topics. Suggestions include writing a reflection about an experience, an ordinary day, or writing about imaginary scenarios.
- Ask your student to refer to specific information as evidence when trying to prove a point.
- Ask your student to summarize (in writing and out loud) information that they hear or read, identifying most important points of the information.
- Take your student to your local library to explore literacy enrichment opportunities and find books to meet their interests.
Contact the Director of Secondary Curriculum: Humanities & Arts
Acacia Ford | acacia.ford@rps205.com | 815-489-7306
Fine Arts
Fine Arts programs are about teaching students how to engage in the creative process to be life-long learners in the arts.
The programs are about giving students the tools, skills, and knowledge to help express themselves through the art. They are about giving students a safe space to learn through the art of making mistakes, analyzing those mistakes, and choosing strategies that will help them fix those mistakes.
At a glance
Art
Visual Arts Exploration
Visual Arts Exploration is a quarter long course on the 6th grade electives wheel.
Intermediate Art
Intermediate Art is a semester long course offered to 7th or 8th grade students as an elective.
Studio Art
Studio Art is a semester long course offered to 8th grade only and requires students to have completed the intermediate art course before being enrolled.
The courses are designed to be sequential in skill and knowledge development.
Art students will:
- Be exposed to foundational skills and knowledge in art through various projects.
- Learn and practice basic drawing and painting skills in a variety of media.
- Develop and practice artistic skills and techniques in various media like drawing, painting, printmaking, fibers, sculpture, and graphic design. Some of these skills will not be introduced in the exploration or intermediate course.
- Develop good studio habits, craftsmanship, and visual arts vocabulary.
- Experiment with their art as they work on expression, craftsmanship, and originality.
Theatre
Introduction to Theatre
The quarter long course is offered to 6th grade students on the electives wheel. The semester long course is offered to 7th or 8th grade students.
These courses are explorative and are designed to expose students to theatre if they wish to pursue it at the high school level. The learning sequences are similar in both courses, but the semester course will have time to dive deeper into the learning topics. Theatre is a process that focuses on growth. Students will carry the skills of perseverance, work ethic, problem solving, and creativity into all aspects of life.
Theatre students will:
- Explore the skills and knowledge necessary to participate on a technical crew and live production.
- Learn the spaces in a theater and the stage.
- Learn and practice the basics for acting techniques and improvisation.
- Engage in scene work with a partner or group.
Music
Band, Choir, and Orchestra
Beginning, Intermediate, Advanced
Students who never have played an instrument or sung in a choir will start at the beginning level, regardless of grade level. For band and orchestra, choosing the right instrument at the beginning level is important, because that instrument will follow the student throughout the duration of their time in these courses. Students should make sure to choose an instrument they love the sound of so they enjoy working through the challenges and struggles that come with learning a new instrument.
These courses are year long courses and are sequential in learning.
Music students will:
- Engage in performance, creation, responding, and connecting as an individual and ensemble.
- Build foundational vocal technique skills or instrument technique skills on a wind/percussion/string instrument.
- Develop and practice music literacy and understand how the symbols used in music relate to pitch and rhythm.
- Develop and practice ensemble skills by engaging in the musical elements like listening, balance, and blend.
- Develop and practice life skills like perseverance, grit, teamwork, growth mindset, goal setting, responsibility, kindness, passion, creativity and acceptance.
At-home resources
Music
Musictheory.net
musictheory.net is a website built for learning and practicing music literacy and music elements.
Exercises
Educators love the exercises linked below because they are a quick way for students to develop speed with note identification (music literacy). Students love these exercises because it is fun, it provides competition against themselves and others, and it gives instant feedback and challenges like a video game.
Contact the Curriculum Dean of Fine Arts
Laura Schulz | laura.schulz@rps205.com | 815-490-4150
Math
RPS 205 believes that all students are able to learn and understand math at high levels.
Our mathematics program is designed so that every student has access to and is successful with rigorous mathematics. It demands that students develop a depth of understanding and ability to apply mathematics to real-life situations as college students and employees do on a daily basis. Each course is aligned to the Common Core State Standards.
At a glance
6th Grade
Math 6
Math 6 concepts include: ratios and rates, understanding using rational numbers, factors and multiples, algebra, two- and three-dimensional geometry and measurement, and data.
Math 6 Foundations
Taken concurrently with Math 6 as an intervention to help strengthen basic skills and provide support for students to be successful in the 6th grade core math program.
Math 6 Honors
This course is intended for advanced students to extend their learning and problem solving skills. Students will strengthen their depth of understanding of the 6th grade core content.
7th Grade
Math 7
Math 7 concepts include: ratios and proportions, scale factors, percents, rational numbers, algebra, two- and three-dimension geometry and measurement, samples and populations, probability and compound events.
Math 7 Foundations
Taken concurrently with Math 7 as an intervention to help strengthen basic skills and provide support for students to be successful in the 6th grade core math program.
Math 7 Honors
This course is intended for advanced students to extend their learning and problem solving skills. Students will strengthen their depth of understanding of the 7th grade core content.
8th Grade
Math 8
Math 8 concepts include: irrational numbers, exponents and roots, scientific notation, linear equations and functions, systems, transformations, similarity and congruent, angles and triangle similarity, the Pythagorean Theorem, volume and statistics.
Math 8 Foundations
Taken concurrently with Math 7 as an intervention to help strengthen basic skills and provide support for students to be successful in the 6th grade core math program.
Integrated Math 1 Accelerated
This course is intended for advanced students to prepare them for the rigor of high school mathematics. Overarching themes are centered around deepening and extending linear relationships, exploring exponential relationships, the concept of a function, summarizing, representing, and interpreting statistical data, and algebraic connections in the area of coordinate geometry.
At-home resources
Contact the Director of Secondary Curriculum: Mathematics & Sciences
Josh Rappuhn | joshua.rappuhn@rps205.com | 815-489-7291
Physical Education & Health
Physical Education
Physical Education is about equipping students with the knowledge and skills to problem solve, engage in physical activity safely, and to develop lifelong understanding and good habits for overall health and fitness.
Health
Health is about equipping students with the skills and knowledge to maintain lifelong health and wellness, prevent disease, problem solve, communicate and make healthy decisions.
At a glance
6th Grade
Physical Education
Students continue to build upon previous skills related to movement patterns, physical fitness, and teamwork. Students engage in a variety of fitness and lifetime/team sport activities emphasizing proper form, cooperation, and respect for self and others.
Health
Students learn about, practice, and apply communication, decision-making skills, and goal setting to promote healthy living. Students will engage in learning about disease prevention, physical, mental, emotional, and social health.
7th Grade
Physical Education
Students will continue to build their health and fitness literacy through the performance, analysis, and critique of fitness, movement, and safety procedures for physical activities. Students will engage in various fitness, lifetime & team sport activities as they practice cooperation and respect for self and others.
Yearlong Physical Education
Students will engage in the same activities as the semester long course but will go deeper on topics and activities.
8th Grade
Physical Education
Students will continue to build their health and fitness literacy through the performance, analysis, and critique of fitness, movement, and safety procedures for physical activities. Students will engage in various fitness, lifetime & teamsport activities as they practice cooperation and respect for self and others.
At-home resources
- Encourage students to be active at home daily.
- Engage in movement based activities with your children.
- Go for long walks outside.
- Model healthy decision making skills regarding fitness and health.
Contact the Director of Secondary Curriculum: Mathematics & Sciences
Josh Rappuhn | joshua.rappuhn@rps205.com | 815-489-7291
Science
In RPS 205 we want our students to figure out science, not just learn about science.
In all grade levels, students are encouraged to ask questions about engaging phenomena. Students plan and conduct experiments so they can make sense of their own questions. Students will then use this evidence to present conclusions and demonstrate their understanding of the material.
At a glance
6th Grade
Students will investigate topics such as ecology, how organisms interact with the environment, cells & cellular systems, and weather & climate.
7th Grade
Students will investigate topics such as chemistry, astronomy, Earth's processes, and forces & motion.
8th Grade
Students will investigate topics such as genetics & heredity, energy flow, gravity and erosion.
At-home resources
Science isn't just something that happens in a laboratory performed by people wearing lab coats. Your family can help foster a lifelong interest in science and engineering by supporting students as they wonder about the world around them.
The following are tips adapted from the National Science Teaching Association to help encourage your student's curiosity while developing the habits of looking at the world like a scientist:
- Acknowledge and encourage your children’s interests and natural abilities in science, and help them further develop their interests and abilities over time.
- Encourage your children to observe, ask questions, experiment, tinker, and seek their own understandings of natural and human-made phenomena.
- Foster children’s creative and critical thinking, problem solving, and resourcefulness by finding science connections through authentic tasks such as cooking (chemistry), gardening (biology), repairing a bike (physics and engineering) and other everyday activities.
Contact the Director of Secondary Curriculum: Mathematics & Sciences
Josh Rappuhn | joshua.rappuhn@rps205.com | 815-489-7291
Social Sciences
Social Sciences is all about students developing their ability to demonstrate grade-level appropriate versions of the practices and skills of social scientists.
In middle school this means students will engage in grade-level standards aligned to four social sciences: civics, geography, economics and financial literacy, and history. Students will learn through an inquiry-based approach. An inquiry-based approach is broken down into three areas in Rockford Public Schools: developing and asking questions, gathering and using sources, and communicating conclusions.
At a glance
6th Grade
Ancient Civilizations
The 6th grade course is built around seven units, each connected to an ancient civilization. Each unit is designed around an inquiry approach to teaching and learning. This approach connects the practices and concepts used by social scientists to the ancient civilization being focused on in the unit.
Scope and Sequence
The scope and sequence of a course determines the content covered (the scope) and the order (the sequence) in which that course is taught. For this course, there are seven units, covered in the following order:
- Mesopotamia
- Egypt
- China
- India
- World Religions
- Greece
- Rome
7th Grade
Early American History
The 7th grade course is built around six units, each connected to a broad period in our nation's early history. Each unit is designed around an inquiry approach to teaching and learning. This approach connects the practices and concepts used by social scientists to the broad period being focused on in the unit.
Scope and Sequence
The scope and sequence of a course determines the content covered (the scope) and the order (the sequence) in which that course is taught. For this course, there are six units, covered in the following order.
- Revolution and Independence
- The Constitution
- Political Developments in the Early Republic
- Territorial Expansion
- The Civil War
- Reconstruction Plans
8th Grade
Modern American History
The 8th grade course is built around six units, each connected to a broad period in our nation's more modern history. Each unit is designed around an inquiry approach to teaching and learning. This approach connects the practices and concepts used by social scientists to the broad period being focused on in the unit.
Scope and Sequence
The scope and sequence of a course determines the content covered (the scope) and the order (the sequence) in which that course is taught. For this course, there are six units, covered in the following order.
- The Progressive Era
- World War I
- The Great Depression
- World War II
- The Cold War
- The Civil Rights Era
At-home resources
Questioning
In social sciences, along with other academic subjects, and life in general, questioning is important because it is the first step toward figuring out or finding out something. The resources below help to provide some context for the importance of beginning learning and critical thinking with questions.
How to Ask Simple Open Ended Questions Kids Really Want to Answer
Seven Tips
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Keep Things Simple
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Don't Force It
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Eye Contact is Optional
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Ask the Right Questions
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Watch Your Response
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Be Genuinely Curious
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Actually Listen
How Should We Change the Way We Ask Questions?
Three Big Asks
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Engage Openly
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Ask Open Questions
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Use Open Questions to Open Conversations
Why Questions are More Important than Answers
Learning to ask important questions is the best evidence of understanding there is, far surpassing the temporary endorphins of a correct ‘answer.’
Sourcing and Evidence
Sources are anything that offer up information. Social Sciences deal with two types of sources, primary and secondary.
In social sciences sources are used to obtain information that is directly observable or identifiable in the source. This information is then interpreted or analyzed in order to draw conclusions or to prompt action. When information from a source is interpreted or analyzed that is when it becomes evidence. In essence, it is the why that prompts the conclusion or action.
Primary sources are the most preferable as they are most directly related to the event, person, or idea. However, secondary sources are helpful in corroborating events and solidifying understandings, interpretations, and analysis.
Primary Source
A primary source is a first-hand or contemporary account of an event or topic. They are the most direct evidence of a time or event because they were created by people or things that were there at the time or event. These sources have not been modified by interpretation and offer original thought or new information. Primary sources are original materials, regardless of format.
Secondary Source
Secondary sources usually use primary sources and offer interpretation, analysis, or commentary. These resources often present primary source information with the addition of hindsight or historical perspective. Common examples include criticisms, histories, and magazine, journal, or newspaper articles written after the fact. Some secondary sources may also be considered primary or tertiary sources – the definition of this term is not set in stone.
Conclusions and Informed Action
Conclusions and Informed Action can be seen as the payoff for the inquiry journey begun with questioning and extended through sourcing and evidence collection.
While sourcing provides the information necessary for identifying and collecting evidence, that evidence is of little importance if it is not used to draw conclusions or answers to the questions, or possibly to even prompt action one believes appropriate or best based upon that evidence.
The important aspect is that the conclusion or the action be informed. That is to say it be based on the information and evidence curated from sources in response to the questions that were asked.
Sometimes, informed action can seem daunting. On its surface it may suggest to some that time consuming projects or events be generated. This is a possibility, but it is not the only way to take informed action. Informed action can be as simple as having a conversation about the question and what was learned from the sources explored. It can be identifying an action one believes should be taken based upon the information and evidence they have available.
How can families use questioning, sourcing and evidence, and conclusions and informed action at home?
One simple way is to take everyday actions like watching television or movies, playing video or board games, or books and having students or adults pose questions about them. A next step would be to identify information from the source – the show or game – that can be used to answer that question. At that point a discussion about how that information helps to answer the question transforms the information into evidence, and serves as a conclusion!
If you're interested in some questions that can be posed about various forms of media, check out commonsenesemedia.org. They have a large library of media that includes information about its general age appropriateness and some questions for families to consider about the media.
Contact the Curriculum Dean of Social Science
Cory Nilsen | cory.nilsen@rps205.com | 815-967-5138