The mission of the Knoxville School District is to provide a caring, cooperative atmosphere in which students, staff, and the community work together to promote lifelong learning and social responsibility
The Middle School Building Goals are:
A. Students at all grade levels will improve reading comprehension skills.
B. Students at all grade levels will improve writing skills.
(2) Mathematics, Problem Solving and Quantitative Thinking
A. Students will demonstrate improvement in mathematics operations
and quantitative thinking at all grade levels.
B. Students will demonstrate improvement in mathematical problem
solving at all grade levels, across the curriculum.
(3) Caring for Self and Others
A. Students will increase their understanding of the importance of making
correct decisions regarding substance abuse.
B. Students at all levels will demonstrate improved respect for their peers.
(4) Student Attitudes and Approaches to Learning
A. Students will increase their understanding of the importance of making
correct decisions regarding substance abuse.
B. Students at all grade levels will become more actively engaged in
their learning through the implementation of a wider variety of
C. Students at all grade levels will take more responsibility for learning.
(5) Students will demonstrate improvement in scientific process and skills.
Education is an active partnership involving the school, the community, and family. This partnership is necessary so all students can learn and succeed.
All classes, except skill-building classes, will receive a letter grade and will be used to calculate eligibility. Only core and select exploratory classes will be used to calculate the student’s G.P.A. Exploratory classes not included in the G.P.A. include keyboarding, Life Skills, and TAG at the 6th grade level, Technology Literacy I, Life Skills, and Mock Trial/TAG at the 7th grade level, and Technology Literacy II, Writer’s Workshop, Mock Trial/TAG, Behavior Benders, and Life Skills at the 8th grade level.
LANGUAGE ARTS (Year)
In the seventh grade Reading/Language class, the basics of language and grammar are taught. Spelling lists and tests are given weekly. Specific reading strategies are taught, modeled, and practiced. Teachers will guide students through one novel as a class. Then, with support, students are expected to show increasing independent use of the strategies, reading at least one additional classroom novel, and four to six quarterly at home for their reading calendars. These calendars are due monthly signed by a parent. This class will start with Daily Oral language each day. After this, the class period will be spent exploring and refining skills in a variety of writing genre. Personal narrative, description, short story, expository essay, editorial, poetry, letters, and research writing will all be required. Students will be expected to show progress in the conventions of writing, as well as in writing style and voice.
The student will:
· Use a variety of strategies to determine the meaning of unknown words (e.g., context clues; glossary terms; root words, prefixes, and suffixes; word origins and derivations, idioms, similes, and metaphors).
· Use visual features of texts (e.g., headings, bold face print, diagrams, illustrations, charts, graphs) to aid comprehension.
· Use strategies to clarify understanding of text (e.g., reread, scan for details, summarize main ideas).
· Read for a variety of purposes (e.g., to find information, to gain understanding of diverse viewpoints, to make decisions, to enjoy the experience of reading).
· Read a variety of literary and informational texts (e.g., poetry, stories, interviews, informational texts, directions).
· Understand how language use (e.g., jargon, dialect, multiple meanings, sensory or figurative language), sentence structure, and punctuation convey mood or meaning in literary works.
· Understand elements of plot (e.g., rising action, climax, falling action, outcome).
· Identify plot and attempts to solve problems, identify how characters are developing in a selection and cite evidence.
· Use strategies to respond to literary and informational texts (e.g.,make judgments about the author’s purpose and point of view; draw conclusions and deduce meanings from informational texts; apply textual information to new situations).
· Use active listening strategies (e.g., evaluate the stated ideas and opinions of others; seek clarification through questions; maintain an open mind; and identify tone/mood).
· Use differentiating strategies to clarify and understand text to meet the needs of diverse learners.
· Understand techniques used to convey point of view and purpose in a text (e.g., word choice, literary form, language structure, context, persuasive techniques, emphasis).
· Use a variety of strategies during oral presentations (e.g., organize information in a manner appropriate to the audience, use evidence and valid sources to support opinions, use timing and behavior appropriate to the occasion).
· Use verbal communication skills (e.g., word choice, pitch, feeling)
· tone, voice) and nonverbal communications skills (e.g., eye contact, posture, gestures).
· Use a variety of prewriting strategies (e.g., outlining, brainstorming,
· listing, mapping, clustering, webbing).
· Use strategies to achieve organization in writing (e.g., elaborate on the central idea, structure ideas in logical order, use clear coordination and subordination of ideas, use a variety of sentence structures).
· Use paragraph form in writing (e.g., use a topic sentence with supporting and follow-up sentences, use transitions between paragraphs, arrange sentences in sequential order).
· Use language that clarifies and enhances ideas (e.g., use a thesaurus to select descriptive vocabulary; use vocabulary and information that communicate clearly to a specific audience; use language that conveys specific images, tone, and mood).
· Use strategies to edit writing (e.g., check for capitalization of proper nouns and adjectives; use rules of irregular structural changes to check spelling; check for use of punctuation marks such as ommas, semicolon, apostrophes, and exclamation marks; check for sentence fragments and run-ons; check for appropriate use of homonyms).
· Evaluate own and others’ writing according to established rubrics for successful writing.
· Use conventions of capitalization in writing (e.g., capitalize proper nouns and adjectives).
· Use conventions of punctuation in writing (e.g., semicolons, commas, apostrophes).
· Use conventions of spelling in writing (e.g., use rules for irregular structural changes).
· Use principles of agreement in writing (e.g., subject-verb, pronoun-noun, preposition-pronoun).
· Use appropriate grammar and usage in communication (e.g., use of more than one subject, use of personal and reflexive pronouns, use of prepositions, use of adjectives and adverbs appropriate to the word or phrase being modified, use of positive, comparative, and superlative adjectives, use of correct tenses to indicate the relative order of events).
· Correct common errors in usage (e.g., incorrect homonyms, improper verb tenses, incorrect plural forms, sentence fragments, run-ons).
· Use strategies of expository writing (e.g., define and narrow topic; develop main-idea statement; gather, use and record sources of information; organize information using an informal outline; conclude with a clear main-idea).
The 7th grade literature class incorporates the same reading, writing, thinking, listening, and speaking goals as the 7th grade language arts classes. However, this class is designed to challenge the advanced student with alternative and more in-depth learning opportunities. Students are expected to achieve required levels of proficiency on multiple standardized assessments at the 6th grade level before being recommended for placement in this class.
Mathematics is a review of basic math operations with whole numbers, place value, and rounding. Skills are also developed in fractions, decimals, and measuring. Basic skills in geometry and pre-algebra are introduced, along with ratios, proportions, and percents. The use of technology is encouraged by the students, including calculators and computers. There is a concentration on problem solving, estimation, and the real life applications of these skills. This class will also include interdisciplinary units that tie mathematics to the other curricular areas.
The student will:
· Demonstrate addition, subtraction, multiplication, and division skills with fractions.
· Demonstrate knowledge of percents in a variety of situations.
· Demonstrate knowledge of the order of operations.
· Calculate the area of triangles, circles, rectangles, and trapezoids.
· Calculate circumference of circles.
· Classify polygons.
· Classify lines, segments, rays, angles, parallel, and perpendicular lines.
· Calculate measures of central tendency (mean, median, mode, and range).
· Solve linear equations.
INTRODUCTION TO ALGEBRA (Year)
This course is a preparation algebra course. Topics covered include a review of basic math, negative integers, algebraic equations and inequalities, graphing with a number line and the coordinate system, ratios, proportions, and percent.
The student will:
· Add, subtract, multiply, and divide using positive and negative numbers, including fractions, decimals, and integers.
· Utilize order of operations with exponents.
· Represent rational numbers as fractions, decimals, and scientific notation.
· Develop basic understanding of ratio, proportions, probability and odds.
· Represent problems using tables, graphs, and sequences.
· Interpret tables, graphs, and sequences.
· Graph rational numbers on a number line and on a coordinate plane.
· Solve single step and multiple step equations, inequalities, and percent problems.
LIFE SCIENCE (Year)
Areas covered include:
(1) Characteristics and classification of Living Things
(2) Plants, Animals, and Ecology
(3) Body Systems
Steps of the scientific method, (Asking questions, deciding what data to collect as evidence, data analysis), and science safety will be stressed during both semesters.
The student will:
· Demonstrate an understanding of the steps of the scientific method and how it is used in the process of experimentation.
· Critically collect and analyze data.
· Demonstrate the ability to correctly use a microscope and analyze the specimen.
· Discuss how bacteria/viruses can be helpful and harmful to the environment and animals.
· Discuss how to prevent diseases from entering our bodies and how they affect the function of our bodies.
· Analyze the systems of the body and how they are interrelated.
· Show the ability to analyze a specimen’s body systems through dissection and relate it to the human body.
· Explain how the body can be maintained by exercise, healthy eating, and common sense.
· Identify the characteristics that make something living or not.
· Identify the characteristics that place organisms into kingdoms.
The 7th grade geography course will provide integrated learning experiences in the writing process, reading, listening, speaking, critical thinking, and cooperation. The content of the course will include the five themes of geography, location, place, human and environmental interaction, movement, and regions. These concepts will guide students through the study of the seven regional units. In each regional unit, students will learn about the region’s geography, history and traditions, economics and daily life, and literature and the arts, as well as the role of the region in the world today emphasized through current events.
The student will:
· Identify the major elements of a culture.
· Identify the five themes (list and discuss) of geography.
· Understand cultural change.
· Identify states, countries, and regions.
· Demonstrate general map skills.
· Demonstrate an understanding of interdependence.
· Understand current events and effects on the United States.
· Understand modern day challenges faced by the United States.
PHYSICAL EDUCATION (Year – alternate days)
Basic to middle school physical education is building a foundation for students to lead a healthy active life, while respecting self and others. Vigorous physical activity produces increased circulation, cardiovascular health and fitness and releases tension. Elevated heart rate increases oxygen supply to the brain which stimulates brain activity to facilitate learning.
In 2008 Iowa passed into law the Healthy Kids Act, which was created to combat childhood obesity and diabetes in Iowa’s youth. One part of this law requires Iowa’s youth in grades 6-12 to be physically active for a minimum of 120 minutes a week. The Knoxville School Distract has adopted standards and curriculum that align with national physical education standards and the Healthy Kids Act.
The fundamental skills of good team work; tolerance, sportsmanship, cooperation, coordination, flexibility, and respect are critical skills for a successful life. Those skills are explicitly taught and expected to be demonstrated by all students.
The curriculum is designed to teach skills and techniques of sports, lifetime activities, coordination and fitness activities and individual self testing, which prepares students for life. Classes meet every other day. Physical education clothes include fingertip length athletic shorts or sweatpants, a T-shirt or sweatshirt, socks and clean athletic shoes. Shoes need to be other than those worn to school. All clothing, including shoes, should be marked with the owner’s name for identification.
The physical education program is divided into units of instruction that may include, but is not limited to:
· Hoover ball
· Volley ball
· Bocce ball
· Games and relays
· Pickle ball
· Table tennis
· Rope jumping
· Ultimate Frisbee
· Fitness activities and testing
· Towel hockey
· Disc golf
· Team building activities
ART (Semester – alternate days)
Seventh grade art is an encore course that strives to develop creative skills through the use of varied techniques and art media. The program emphasizes development of observation, clear thinking and creative use of materials.
Art experiences are provided by doing work in colors, composition, elements of design, perspective, drawing, painting, scratch board, art history and art appreciation.
The student will:
· Identify primary, secondary, and tertiary colors.
· Identify and distinguish between hue and value.
· Identify and use a monochromatic harmony.
· Identify neutral colors.
· Recognize and use a geometric or organic design.
· Know where color comes from and how a prism works.
· Use and improve all the skills which have been introduced and taught previously in the curriculum.
· Recognize and differentiate between positive and negative space.
· Be able to apply the techniques of drawing in a work of art.
· Strengthen the eye-hand coordination used to create art.
· Recognize and use the principle of repetition in a work of art.
· Apply techniques of painting.
· Follow directions for the care and safe use of art media, tools, and materials.
LIFE SKILLS 7 (Semester alternating days)
Life Skills 7 is an exploratory class which teaches academic, career, and personal/social development skills to all students to assist them in achieving school success.
The student will be able to:
Accept mistakes as part of the learning process.
Demonstrate how effort and persistence positively affect learning.
Take responsibility for actions.
Develop a broad range of interests and abilities.
Demonstrate the motivation to achieve individual potential.
Use knowledge of learning styles to positively influence school performance.
Apply knowledge of interests to goal setting.
Understand the relationship between learning and work.
Develop an awareness of personal abilities, skills, interests, and motivations.
Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace.
Apply decision-making skills to career planning, course selection, and career transitions.
Demonstrate awareness of the education and training needed to achieve career goals.
Understand the relationship between educational achievement and career success.
Identify personal preferences and interests which influence career choices and success.
Learn how to use conflict management skills with peers and adults.
Develop a positive attitude toward self as a unique and worthy person.
Understand change as a part of growth.
Recognize, accept, respect and appreciate individual differences.
Recognize, accept and appreciate ethnic and cultural diversity.
Understand consequences of decisions and choices.
Develop effective coping skills for dealing with problems.
Know how to apply conflict resolution skills.
Know how to apply anger management skills.
Learn the difference between appropriate and inappropriate physical contact.
Learn about the emotional and physical dangers of substance use and abuse.
Learn coping skills for managing life events.
INDUSTRIAL TECHNOLOGY (9 weeks)
· Drafting 15-20 days - the student will do 4-6 drawings.
· Woodworking - the student will spend 10-15 days covering all the tools. Safety, measuring, and marking wood, etc., and the student will make 1-3 small wood projects assigned by the instructor.
The student should have a serious attitude about learning and working with others due to the safety factors involved with the use of hand tools, power tools, and machines. This class will give the serious student an opportunity to explore some career opportunities in the industrial technology area, make them aware of some of the skills needed to survive in today’s technological world and provide them with some hobbies for the future.
Safety glasses and all other materials that are needed will be provided by the instructor.
The student will:
· Demonstrate proper communication techniques during lab projects.
· Learn and apply problem-solving techniques through lab projects and competitions.
· Demonstrate proper lab safety procedures during lab activities.
· Apply proper procedures for using power tools and hand tools during lab projects.
· Plan and build a project using written and verbal directions.
· Work effectively and cooperate with others during lab activities and projects.
· Clean and maintain a safe work area.
BAND (Year – Monday, Wednesday, and Friday)
To be in seventh grade band, students must have their own instrument or make special arrangements with the instructor. Rehearsals are held every day, and there is also a twenty-minute lesson each week. Two to three concerts are given yearly with required attendance at all performances. All 7th grade band students must have taken band in 6th grade and must have finished book 1 of the present instrumental series. All others will be placed in the group at the director’s discretion. 7th students not attending lessons will be placed on probation and removed from performing until lessons are made up or arrangements have been made with the director. Continual absence from lessons will result in removal from the program.
CHOIR (Year - Tuesday, Thursday)
Although this is a performance-oriented class, fundamentals of music will be studied in order for students to have a basic understanding of musical notation, keys, and musical terms. The chorus will provide an opportunity for students interested in music to enjoy group singing and to develop their talents. The choir meets on Tuesday and Thursday throughout the year for one class period with two or three performances with mandatory attendance.
Due to the performance schedule of the choir, students should consider this a year-long course and changes in schedules can only be done at the discretion of the instructor.
The student will:
· Practice proper rehearsal and performance etiquette.
· Demonstrate proper musical production techniques (breathing, posture).
· Evaluate proper self-progress and performance through listening.
· Follow the conductor (basic conducting patterns, tempo, and dynamic changes, entrances, and cutoffs).
· Differentiate between and perform a melodic and harmonic line.
· Read skips, steps, and repeated notes.
· Develop expression and technical accuracy.
· Develop teamwork concepts and self-discipline in rehearsal resulting in performance.
TECHNOLOGICAL LITERACY I (9 weeks)
This class will focus on the development and presentation of multi-media projects.
The students will utilize computer word processing software and equipment like digital cameras and scanners. They will also utilize speaking skills while presenting their projects.
FAMILY CONSUMER SCIENCE (9 weeks)
Seventh grade Family Consumer Science is an introductory course offered as an encore course every other day for the semester. It will consist of four units: (1) Introducing food preparation skills conducive for 7th graders such as: preparing nutritional snacks, simple food preparations. (2) Caring for younger children is centered on providing babysitting tips needed for keeping children and themselves safe. (3) Introduce the use of the sewing machine. The student will construct an easy project of their choice with teacher guidance.
The student will:
· Demonstrate accurate measuring skills, reading of a recipe, and following directions.
· Prepare nutritious foods and identify where they fit into a healthy diet.
· Explain differences among infants, toddlers, preschoolers, and school-age children.
· Identify information necessary for child-care situations.
· Initiate a conversation in an appropriate way.
· Set up, thread, and use a sewing machine correctly.
· Use a sewing machine to manufacture a sewing project.
· Achieve success in creating projects; thereby improving self-concept.
· Set short and long-term goals and make decisions.
The 7th grade general music class is a continuation of the 6th grade general music class with emphasis on the elements of music, music listening, music history, and the history of American music. Students electing to participate in performance ensembles are encouraged to take this class to fully understand the skills necessary to perform music.
MOCK TRIAL (9 Weeks)
This course is offered to Talented and Gifted students. Other students expressing an interest are sometimes able to also take the course. The students are expected to memorize parts, create debate questions, and compete against teams from other schools in the re-creation of a court case.
TALENTED AND GIFTED
TAG students at the Knoxville Middle School will work with a TAG facilitator on a weekly basis to meet their cognitive, emotional, and social needs, and to keep the PEPs current. All classroom teachers will be proactive in compacting and differentiating the curriculum to meet the individual needs of TAG students. The TAG program encompasses five major areas designed to meet each learner’s individual needs:
Learners gain knowledge about the TAG program, themselves, and others in the TAG program, and the concepts of giftedness, intelligence, and creativity.
Learners are presented with concepts to enhance their life-long learning
skills. They are exposed to college and career exploration, organizational
skills, productivity skills, technology skills, and interpersonal and intrapersonal
Learners have the opportunity to explore content and curriculum that is in
addition to or different from the general school curriculum. The goal here is for
learners to have the freedom to explore and investigate with the purpose of
finding new and unique knowledge in a variety of methods. Learners participate
in cultural and service activities.
Learners in groups of three to five research a topic and present their research to
TAG students and other interested people. The goal here is for our learners to
have the opportunity to practice moving from the role of student to the role of
learner. They will gain new knowledge by experiencing learning in a guided
independent group structure.
Learners will research work in their passion areas. They will decide what is
learned, how it will be learned, and how it will be presented. Research is begun
and completed with planning conferences held periodically with the TAG
HEALTH (Curriculum is infused into science, PE, Family and Consumer Science, and 6th, 7th, and 8th Grade Life Skills.)
Health is a comprehensive study of mental, intellectual, social and physical health. The importance of the four health spectrums is taught through inquiry, research, and direct instruction. The class discussions encourage each student to explore health as a life-long experience.
Specific topics include:
· Mental Health: a) coping skills, b) decision-making, c) goal setting d) mental illnesses
· Intellectual Health: a) values, b) principles, c) emotional, d) developmental
Social Health: a) abuse, b) communicable
diseases, c) sexually transmitted diseases,
d) aids, e) conflict management, f) anger management
· Physical Health: a) fitness, b) nutrition, c) first aid
The library will augment the entire curriculum. Its facilities aim to meet the educational and recreational needs of the student body. Students are given instruction in library skills in English classes. Groups, accompanied by their teachers, are given opportunity for reference work when necessary. Individuals come from study halls as well as classrooms for research and recreational reading. The librarian is available to assist students before and after school as well as eight periods per day.
Students are encouraged to use the library. All materials: books, magazines, encyclopedias, atlases, etc., can be checked out from the library for limited times depending on the need. Fines are collected for overdue books. Damages and loss of books are charged to the borrower. Once a student has 2 overdue books, he or she can be restricted from checking out more until books are returned, or until fines are collected.
The comprehensive school counseling program builds on what all students in grades sixth through eighth should know, understand, and be able to do in three domain areas: academic, career, and personal/social development. The program helps all students achieve success in school and develop into productive members of society. The school counseling program focuses on prevention and is geared toward the developmental needs of the adolescent. The school counselors use the following four program components to deliver the program to students:
· The guidance curriculum component, taught in Life Skills classes, teaches academic, career, and personal/social development skills to all students.
· The individual planning component allows all students to plan, monitor, and understand their growth and development and take appropriate action educationally, occupationally, and personally.
· The responsive services component responds to the direct, immediate concerns of students and includes individual counseling, referrals, and consultations with parents or guardians, teachers, or other specialists.
· The system support component involves program, staff, and school support activities such as consultations, professional development, Building Assistance Teams (BAT), and guidance program development, implementation, and assessment.
goal of the
7th & 8th graders have the chance for participation in football, basketball, track, volleyball, and wrestling. Football, basketball, wrestling, volleyball, and track competitions are held with other schools. Practices and games are held after school hours, and all students participating in athletics must have a physical examination and athletic insurance before he or she may practice.