Curriculum
Subjects taught at Campus Middle School include English, History, Mathematics, Science, Spanish, Computer Science, Music, Fine and Applied Arts, and Physical Education. Additional instruction in art history, music, and health, is also offered. Care is taken to select skilled and experienced teachers who are motivated to provide the CMS students with a nurturing, yet challenging learning experience. The course descriptions provided below is based on the current curriculum and projected program for this year.
Literature
Literature includes novels, poetry, drama, and short stories chosen to complement the history curriculum. Required literature by classic authors is studied through class activities and discussion with plenty of teacher support so that the experience is pleasurable. This will provide a sound foundation for a later and more detailed study of literature in high school and college. Younger students make the transition from reading literature for plot to exploring various perspectives and themes by critically acclaimed authors. Older students also usually read in its entirety the Shakespeare play being performed at Krannert Center for the Performing Arts before attending the performance. We work closely with area high schools to make sure that our curricular materials align with their English programs. Students are also expected to read books of their own choice outside of class, and report on their independent reading regularly with the class as a whole.
Writing
Writing assignments include personal writing, expository essays related to history and literature, reader responses, creative writing, journals, and research -based reports. Students write several drafts of each major assignment, participating in peer reviews and receiving the teacher's coaching on technique and structure for each draft. Creative writing, reader response, and journal assignments are designed to enhance students' enjoyment of writing and appreciation for literature. Proper techniques of research and documentation are also a part of the writing curriculum.
Grammar
Grammar is taught through whole-class instruction as well as through feedback on writing assignments. A formal overview of basic grammar is part of the grammar curriculum.
Vocabulary and Spelling
Vocabulary lessons are designed to extend students' written and spoken vocabulary and to increase awareness of etymology and word structure. Spelling rules are also studied. Students are tested weekly for spelling and meaning of vocabulary words.
Oral Communication
Speaking and listening skills are strongly emphasized. Students participate in class discussions, give poetry recitations, perform dramas for classmates and larger audiences, and make presentations of projects and reports. We concentrate on projection, matching of tone, pace, and volume to subject matter, use of gesture, eye contact with audience, and selection of style and content suited to audience.
Research
English class is often the vehicle for conducting research for other academic areas. Attention is given to note taking, summary, and documentation, as well as learning how to compose a longer expository piece. Students must use a variety of resources and are encouraged to evaluate each resource for reliability and to what extent it helps them meet their research goals.
(Illinois State Learning Standards: 1A, 1B, 1C, 2A, 2B, 3A, 3B, 3C, 4A, 4B, 5A, 5B, 5C, 24A, 24B, 24C)
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History
History classes are taught as an integrated study with great attention being given to geography, government, and all aspects of culture, including technology, the arts, and religion. Students learn study skills as they draw information from textbooks and outside resources. Current events are studied and discussed at each level.
Topics:
• Ancient cultures; Mesopotamia, Egypt, China, Greece, and Rome (6th Grade)
• American history, American government (7/8th Grade)
(Illinois State Learning Standards: 14A, 14B, 14C, 14D, 14E, 14F, 15A, 15B, 15C, 15D, 15E, 16A, 16B, 16C, 16D, 16E, 17A, 17B, 17C, 17D, 18A, 18B, 18C, 27A, 27B)
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In addition to textbooks, teachers utilize a variety of supplemental materials to cover topics relevant to an advanced study of mathematics. The skills and strategies learned in previous years are reviewed and reinforced at each level.
To facilitate the transfer to and from public schools, Campus Middle School offers four levels of math, which are aligned with the State of Illinois Learning Standards for middle school and early high school. Several factors determine the course in which a student is placed, including a written assessment test, previous coursework and parental input.
The curriculum emphasizes mathematical communication and notation, problem solving, working on teams, and making mathematical connections. The National Council of Teachers of Mathematics recognizes these areas as essential elements for all math courses. Students are expected to develop and maintain a strong technical command and use tools (calculator, no calculator, graph, equation, etc.) and mathematical language appropriately.
Homework is assigned daily for further mastery of material covered in class. Tests are given after the completion of each topic or chapter for assessment and review, as well as to strengthen test-taking skills. Through the material presented, teacher guidance, and their mathematical development, students begin to shift their thinking from the age-old “When are we going to have to use this?” to “When and how do we get to use this?”
Pre-Algebra: The Math of Numbers
CMS provides comprehensive coverage and careful mathematical development of basic skills and understanding which serves as the foundation for advanced math studies.
Topics
Operations with whole numbers, decimals, number theory, fractions, equations and inequalities, percent, statistic and probability, geometry
Advanced Mathematics
This course is a continuation of the Pre-Algebra course. Students will take this course to enhance their mathematics skills, get an introduction into Algebra and focus on applications.
Topics
Introduction into algebra, negative numbers, solving equations, probability, statistics, graphs, geometry including area and volume, ongoing review of Pre-Algebra skills
Algebra: The Math of Variables
The two-year algebra course results in the completion of the equivalent to Algebra I at the high school level. During this work, students shift their thinking from a concrete level to a conceptual understanding. Our curriculum focuses on a comprehensive study of variables and their properties. Students learn traditional algebraic techniques and their applications to mathematics, science, and real world problems.
Algebra Part 1
Topics
Expressions and Equations (one and two variables), distribution, mathematical properties and axioms, polynomials and radicals, quadratic equations, Pythagorean Theorem.
Algebra Part 2
Topics
Probability, exponents, polynomials, rational and radical algebraic expressions, inequalities, functions, trigonometric functions
Geometry: The Math of Shapes
The conceptual foundation developed in previous courses is expanded to deepen students’ understanding of shapes and their properties. CMS emphasizes inductive and deductive reasoning through the development of convincing arguments and proofs.
Topics
Basic Geometric Elements: Lines, angles, and planes; polygon relationships, 3-dimensional geometry, measurement: length, area, volume, surface area; congruency and similarity; motions in geometry, geometric constructions and tessellations; reasoning and proof.
Logic and Reasoning
Once a week the girls taking Algebra 1 or higher will take a Logic and Reasoning Class which covers the structure of mathematical proofs and develops logical thinking skills and serves as an excellent basis for the introduction of computer programming. In the second semester "Mathematica" is introduced and used as a complementary tool in the Algebra class.
(Illinois State Learning Standards:6A, 6B, 6C, 7A, 7B, 7C, 8A, 8B, 8C, 8D, 9A, 9B, 9C, 9D, 10A, 10B, 10C)
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The CMS science curriculum includes standard middle school topics drawn from the three basic science content areas: physical science, life science, and earth/space science. Several topics from each content area are taught each year, so that the students will cover a broad variety in the science content at each grade level. Scientific method and measurement are introduced with the different subject areas.
Hands-on experiments are a crucial part of the science investigations and are carried out in all three subject areas. The most recent middle school textbook series from Prentice-Hall (Science Explorer) is used. In addition to the texts, the science instructors develop some of their own teaching materials and add more investigations and projects to the material in the text. Tests are used at the end of every unit to assess each girl’s comprehension of the material. We make use of the University and community for short field trips, lab visits, and guest speakers.
(Illinois Learning Standards:11A, 11B, 12A, 12B, 12C, 12D, 12E, 12F, 13A, 13 B, 22A, 22B, 22C, 23A, 23B, 23C)
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The Spanish program at CMS provides an integrated approach to second language acquisition. The goal of the curriculum is to help each student attain an acceptable degree of proficiency in the four skills of listening, speaking, reading, and writing. In the early stages emphasis will be placed on listening comprehension and speaking, supported latter by grammar explanations, reading and writing activities. Enrichment activities such as cultural projects, music, cuisine, and literary readings will also be included in the curriculum.
Spanish 1
Textbook: ¡Ven Conmigo!
At the end of Spanish 1, students should be able to: 1. understand most Spanish spoken at a lower than normal pace and some Spanish spoken at a normal pace, 2. ask and answer questions on a variety of everyday topics, describe people and places, talk about things that are happening in your life in the present tense, and have some ability to talk about things that happened in the past, 3. read Spanish material written for a first language learner, 4. write a coherent and grammatically correct paragraph in Spanish, and 5. have gained a greater understanding of the culture and history of places around the world where Spanish is spoken.
Spanish 2
Textbook: ¡Ven Conmigo 2!
After the second year of Spanish students should be able to: 1. engage in conversations, provide and obtain information, express feelings and emtions, and exchange opinions. 2. Understand and interpret spoken and written language on a variety of topics. 3. present information, concepts, ideas to an audience of listeners or readers on a variety of topics. 4. write short-stories using present, pas, and future tense. 5. demonstrate understanding of the nature of language through comparison of the language studied and their own. 6. gain knowledge and understanding of the Spanish culture through comparisons with their own culture. 7. use language both within and beyond the school setting. 8. show evidence of becoming a life-long learners by using the language for personal enjoyment and enrichment.
Spanish 3
In Spanish 3 we will continue to reinforce and further develop the language skills introduced in Spanish 1 & 2. The four skills of listening-comprehension, speaking, reading, and writing will be developed around new topics to help students expand their vocabulary and knowledge of Spanish culture. by the end of the 3rd year of Spanish, students should be able to engage in fluent conversations, provide and obtain information, exchange opinions on a variety of topic.
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The goal of the Campus Middle School computer program is to master computers as a tool for information process and research. Our approach tries to include understanding how the computer processes information and how that changes our approach. CMS students are using the Internet to enhance the curricula of most subjects. Throughout the whole computer curriculum methods of computer research (Internet, CD-ROM resources) are taught and applied to complement and reinforce learning objectives in other classes. The students also learn to evaluate resources from the Internet and to document and cite them correctly. Ethical behavior in regard to computer usage (discussion of the school’s computing policy, copyright issues and plagiarism) is discussed in all grades.
Computer Literacy I:
In the first six weeks the students focus on proficiency in typing skills using Mavis Beacon and other typing programs. The girls will learn rudimentary programming using Squeak and BBC Basic. In addition the course covers basic computer concepts, use of MS Windows, components inside a computer and how they work together. Word processing using MS Office, learning how to make tables, graphs and writing letters are taught. In the second semester Adobe Photoshop applications, photo manipulation, scanning application enhance the editing skills. Introduction to PowerPoint concludes the first year computer course.
Computer Literacy II
In this course the girls learn how to design and create web sites. They learn HTML including how to use the codes for text, color, size and position. With these tools they create layouts to display information and using tables, frames, opening windows and anchors. The content of the created web site is an integrated project with another class. In the second semester the focus is on visual literacy, in respect to how we communicate concepts through images using a computer. The students learn to use imaging programs (Photoshop) and scanners. Creating a PowerPoint presentation and using other programs like excel are included in this class.
Computer Literacy III
The main goal of the computer III course is to learn the basic thinking process for programming. We start with logical problem solving skills, binary numbers, study programming specific elements (like flow charts) and use Visual Basic to apply this knowledge. This course is designed to lay the foundation for other programming languages.
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6th Grade Recorder: no prior music instruction is required. This class focuses on the basics both of recorder playing and general musical knowledge, including music notation, rhythm, pitch, and tone. Performances are held for parents, senior citizens etc. Some study of Music History and Music Theory is included.
6th Grade Chorus: No prior music instruction is required. This performing ensemble provides practical experience in the rehearsal and public performance of choral music in various periods and styles. Classroom instruction is focused on teaching proficiency in music literacy, sight- singing, music appreciation, and performing with accuracy and expression in a variety of vocal music genres.
7th/8th Grade Music Appreciation: (1rst Semester): This class is intended to give the students a good basis in Western music history and music theory. Music will be explored throughout Western Europe and North America, from the medieval period through modern music. Rather than emphasize performing, this class will emphasize understanding music in historical context, gaining familiarity with a variety of styles/genres, and developing critical listening skills.
7th and 8th Grade Chorus: This performing ensemble provides practical experience in the rehearsal and public performance of choral music of various periods and styles. Classroom instruction is concentrated promoting music appreciation and greater refinement of previously acquired choral skills. These skills include diction, articulation, dynamics, music literacy, and musical expression with an emphasis on part- singing and sight-reading.
8th Grade World Music: (2nd Semester): This class will allow the students to explore many of the world’s different music cultures. Topics will include theory, participation, and performance tradition in several cultures, and may include such topics as music and gender roles in music and politics. This course will require students to become familiar with the cultures being discussed, the various instruments used, and the soundscape of particular regions and ethnic groups.
(Illinois Learning Standards: 25A, 25B, 26A, 26B, 27A, 27B)Back to top
The art curriculum is built on two main elements: developing the student’s observation skills and encouraging creativity. Not all students will grow up to be artists but everyone can benefit from learning how to see. Each student has her own sketchbook and takes weekly sketching classes in which they are expected to draw what they see as accurately as they can (generally a still life with proper lighting). Most of the girls are astonished with their own progress in one school year. This has the added benefit of helping them develop the ability to sit quietly for an hour working on one drawing!
The second element of art class revolves around creative projects in which the students explore materials and all the possibilities for their use. Generally, the teacher tries to stay out of their way and only guides them in learning how to brainstorm their way to a good idea. A recurring principle is that there are no right or wrong answers in these projects. We hope to instill the notion that there is nothing as thrilling as coming up with an idea that you’re excited about!
We also use the opportunities of our surrounding community by going to the Krannert Art Museum and Spurlock as much as possible and bringing in artists from the community to share their expertise. As often as possible, we work within the entire school curriculum to enhance other subjects being studied, e.g. doing a pottery unit in which our students made pots based on ancient Greek vessels. Within this context, the girls develop an appreciation for what artists do, and an enjoyment for the act of making art.
(Illinois Learning Standards: 25A, 25B, 26A, 26B, 27A, 27B)
Drama
In drama the girls will explore the basic questions used when preparation for playing any role in a script: Who am I? What do I want? What am I doing? When is it? Where am I? How will I get what I want? In answering these question the girls will do excercises designed to help them loose self-consciousness "on stage", build ensemble performances, problem solve, and analyze human behavior. The girls in each class will choose a play and learn the script. The girls will design and build sets and perform their plays for the diner theater on April 18th, 2008.Applied Arts
6th/7th Grade Textiles: Students learn to crochet, knit, weave, quilt, and do some basic embroidery stitches. Students will spend 9 weeks on a rotating schedule. In the Fall Semester they will do and Embriodery and Knitting and in the spring semester they will do quilting and weaving.
8th Grade Pottery (Fall Semester): Students work with clay and create beautiful functional or sculptural pottery. The basic techniques of handbuilding, wheel throwing, and glazing will be covered.
8th Grade Desktop Publishing (Spring Semester): Students will learn the software functions of Adobe Photoshop, and the difference with Adobe Illustrator, Indesign and other desktop publishing software. Student will learn from basic to intermediate level Adobe Photoshop class, with an emphasis on understanding the elements of an image, from pixels to halftone dots and will work on images Projects include everything from simple color correction to complex photo retouching, providing an overview from scanned image to printed piece. The course covers retouching, layers, masks, paths, channels, special filters and text. Students will create, correct, and store a yearbook publication.
(Illinois Learning Standards: 22A, 22B, 22C, 23A, 23B, 23C, 25A, 25B, 26A, 26B)Back to top
The Physical Education Program of CMS focuses on improving students’ stamina and strength in running as well as building skills in sports. The CMS students play a variety of sports such as basketball, soccer, ultimate frisbee, etc. Each class period a mixture of a warm-up run and exercises are combined with a sport to give the students a variety of exercises. The main goal of this class is to teach all the students that sports can be fun. The CMS PE program takes place at the gymnasium of the University High School. Weather permitting; the greens around Kenny Gym are used for outdoor sports. The only required materials for this class are proper clothing, which allows the student to participate in an athletic manner, and a good attitude.
(Illinois Learning Standards: 19A, 19B, 19C, 20A, 20B, 21A, 21B)Back to top