MS Course Guide 2017-18

MIDDLE SCHOOL COURSE DESCRIPTION

2017-2018

ACS • MIDDLE SCHOOL COURSE DESCRIPTION • 2017-2018 • PAGES 2-3 MATHEMATICS

GRADE 6 MATH

Sixth grade mathematics is about 1) connecting ratio and rate to whole number multiplication and division and
using concepts of ratio and rate to solve problems; 2) completing understanding of division of fractions and ex-
tending the notion of number to the system of rational numbers, 3) writing, interpreting, and using expressions
and equations; and 4) developing understanding of statistical thinking. Curricular materials are aligned to the
Common Core Learning Standards and emphasize these key shifts in mathematical teaching and learning: a
greater focus on fewer topics allowing students to gain deep understanding of concepts and skills, topic coher-
ence across grades allowing for progressions of knowledge and skill, and mathematical rigor, in which conceptu-
al understanding, procedural skill and application are equally important outcomes. In addition, the mathematical
practices ensure that students develop strategic problem-solving skills and habits of mind. Assessments allow
students to demonstrate tiered understanding, and technology is infused into the course.

Curricular materials include: Engage New York CCLS Math Modules, Eureka Math resources, Holt McDougal
Mathematics Grade 6- Common Core Edition (2012), Glencoe Math 6 (2012) and a variety of digital and print
materials.

GRADE 7 MATH

Seventh grade mathematics is about 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. Curricular materials are aligned to the Common Core Learning
Standards and emphasize these key shifts in mathematical teaching and learning: a greater focus on fewer topics
allowing students to gain deep understanding of concepts and skills, topic coherence across grades allowing
for progressions of knowledge and skill, and mathematical rigor, in which conceptual understanding, procedural
skill and application are equally important outcomes. In addition, the mathematical practices ensure that stu-
dents develop strategic problem-solving skills and habits of mind. Assessments allow students to demonstrate
tiered understanding, and technology is infused into the course.

Curricular materials include: Engage New York CCLS Math Modules, Eureka Math resources, Holt McDougal
Mathematics Grade 7- Common Core Edition (2012), and a variety of digital and print materials.

GRADE 8 MATH

Curricular materials are aligned to the Common Core Learning Standards and emphasize these key shifts in
mathematical teaching and learning: a greater focus on fewer topics allowing students to gain deep understand-
ing of concepts and skills, topic coherence across grades allowing for progressions of knowledge and skill, and
mathematical rigor, in which conceptual understanding, procedural skill and application are equally important
outcomes. In addition, the mathematical practices ensure that students develop strategic problem-solving skills
and habits of mind. Assessments allow students to demonstrate tiered understanding, and technology is infused
into the course.

Curricular materials include: Engage New York CCLS Math Modules, Eureka Math resources, Holt McDougal
Mathematics Grade 8 - Common Core Edition (2012), Glencoe Math 2013 - Grade 8, and a variety of digital and
print materials.

GRADE 8 MATH EXTENDED

This course extends the topics studied in the grade 8 Math course (see above) and also includes some deepened
topics from grade 9. The pace is faster and content more rigorous. Although this is not a fully accelerated course,
students are well-prepared for Grade 9 Math Extended should they choose to pursue this pathway. Students may
elect to take the Grade 8 Extended course because they have a genuine interest in mathematics and enjoy meet-
ing its challenges and problems, or because they need mathematics for further studies in fields such as physics,
engineering or technology at the university level.

Curricular materials include: Engage New York CCLS Math Modules, Eureka Math resources, Pearson Integrated
High School Math - Common Core Mathematics 1 Edition 2014, and a variety of digital and print materials.

SOCIAL STUDIES

GRADE 6: GLOBAL CONNECTIONS IN THE ANCIENT WORLD

Overarching Question: What can we learn from the Ancient World that can inform our present and future deci-
sions?
By “looking back to the future” (exploring the past to understand the present), students in sixth grade will
engage in an integrated study of the ancient world in order to discover and uncover implications for solving
contemporary challenges in society. Global Connections in the Ancient World is a foundational course that al-
lows students to use the disciplinary lenses of an historian, geographer, social anthropologist, political scientist,
and economist, to better understand the ancient world and its implications for the modern world. Teachers will
use an inquiry-based, case study approach to teaching and learning. By the end of this course, students will
understand abstract concepts that they will be able to transfer to 7th grade and beyond. This course is aligned to
the College, Career, and Civic Life (C3) Framework for Social Studies and the Common Core Literacy in History/
Social Studies standards.

Curricular materials include: History Alive! The Ancient World (2011) Teacher’s Curriculum Institute, videos, and a
variety of digital and print texts and artifacts.

Major Units for Grade 6 Social Studies are:
• Lenses of Study
• In The Beginning
• Building a Community
• Shaped by Beliefs
• The Quest for Empire - An Inquiry into Greece
• The Making of the Modern World

GRADE 7: GLOBALIZATION IN THE MODERN WORLD

Overarching Question: Is globalization good for the world?
Students in seventh grade engage in an integrated exploration of emerging globalization in the modern world.
Using the disciplinary lenses of social scientists - geographers, economists, historians, cultural anthropologists
and political scientists - students focus on the impact of location, resources, isolation, colonization and imperial-
ism on the world’s people and their cultures. Using an inquiry-based approach and a case study model, students
will gain skills and understandings that will lead to becoming more informed and competent global citizens. This
course is aligned to the College, Career, and Civic Life (C3) Framework for Social Studies and the Common Core
Literacy in History/Social Studies standards.

Curricular materials include: World Geography (2012) Holt McDougal, Geography Alive! Regions and People
(2011) Teachers Curriculum Institute, and a variety of videos, digital and print texts, maps, graphics, historical
documents, and artifacts.

Major Units for Grade 7 Social Studies are:
• Our Global World
• The Middle East and “black gold”
• Isolationism and Globalization
• An Inquiry into Italy
• Globalization and the World’s People
• Colonization and Globalization

ACS • MIDDLE SCHOOL COURSE DESCRIPTION • 2017-2018 • PAGES 4-5 GRADE 8: THE PROMISE OF AMERICA

Overarching Question: Did America achieve its promise?
Students in eighth grade explore the promise of America as envisioned by the Declaration of Independence and
the Constitution of the United States and the impact of those promises in today’s world. With an inquiry-based
approach and case-study model, students will apply social science’s disciplinary concepts and tools to explora-
tions of life, liberty, and the pursuit of happiness, as well as to constitutional rights and responsibilities. Tracing
such concepts across historical periods will allow students to bring to life….This course is aligned to the College,
Career, and Civic Life (C3) Framework for Social Studies and the Common Core Literacy in History/Social Studies
standards.

Curricular materials include: History Alive! The United States Through Industrialism (2011) Teacher’s Curriculum
Institute, videos, digital and print texts, maps, graphics, historical documents, and artifacts.

Major units for Grade 8 Social Studies include:
• Residents and Invaders
• Foundational Documents and the Promise of America
• The Ideals of the Declaration of Independence in the Modern World
• The UAE Government
• Global Citizenship: Investigative Journalism

SCIENCE AND ENGINEERING • GRADES 6 - 8

Aligned to the Next Generation Science Standards, the middle school science program is an inquiry-based study
that incorporates three distinct and equally important dimensions to learning science and engineering. Weaving
together core disciplinary ideas, crosscutting concepts, and science and engineering practices, teachers provide
opportunities for students to build conceptual understanding, knowledge and skills in the areas of life, physical,
earth and space science as well as in engineering. Critical thinking and communication of ideas are integrated
into science and engineering learning, allowing students to develop important literacy skills while building and
sharing understanding. In addition, science units incorporate the analysis of mathematical data.
Students engage in the authentic practices of scientists when they ask questions, design investigations, develop
evidence-based claims related to scientific phenomena and ideas and engage in scientific argumentation. As
engineers, students identify human problems and design, test, evaluate and share multiple solutions. Curricular
materials include: Prentice Hall Science Explorer Series (2007), digital texts, videos, labs, and technology-based
learning resources.

MAJOR UNITS FOR GRADE 6 SCIENCE

• Science & Engineering Launch
• Structures of Life
• Organisms, Growth, and Reproduction
• Structure of Matter
• Forces & Motion
• Earth, The Environment, and Human Impact

MAJOR UNITS FOR GRADE 7 SCIENCE

• Photosynthesis & Respiration
• Ecosystem Interactions
• Earth Changes
• Human Impact
• Gravitational, Magnetic, and Electrical Forces
• Waves

MAJOR UNITS FOR GRADE 8 SCIENCE

• Structures & Properties of Matter
• Chemical Reactions
• Energy
• Mechanisms of Diversity
• Gravity & Space
• Human Impact

ENGLISH LANGUAGE ARTS FOR GRADES 6, 7, & 8

Using a workshop approach and materials that are aligned to the Common Core Learning Standards, students in
grades 6-8 English Language Arts use the processes of reading, writing, listening, and speaking to:
• Cultivate their love of literacy,
• Embrace other perspectives and cultures through literacy,
• Respond to varying demands of audience, task, purpose and discipline,
• Comprehend and critique various works,
• Value evidence to support ideas,
• Use research, technology and digital media strategies

Students experience the reading workshop through participation in mini-lessons, one-to-one conferring, and
independent reading projects. Book Club discussions build speaking and listening skills. In addition, students are
expected to maintain an active reading life through self-selected books read at home.

Workshop instruction embraces the process approach to writing, allowing students to gather ideas, draft, revise,
edit and publish their writing projects. The workshop includes daily mini-lessons, one-to-one conferencing, and
independent writing projects.

Classroom assessment practices ensure ongoing feedback through the use of genre-based rubrics and models.
Curricular materials include Lucy Calkins Units of Study in Reading (2011), Lucy Calkins Units of Study in Argu-
ment, Information, and Narrative Writing (2014), and various sets of trade books, short stories and poems.

READING AND WRITING UNITS OF STUDY INCLUDE:

• Reading and Writing Short Stories
• Reading and Writing Poetry
• Reading Novels
• Writing Literary Essays
• Reading Informational Texts
• Writing Research-based Informational and Argument Essays

ACS • MIDDLE SCHOOL COURSE DESCRIPTION • 2017-2018• PAGES 6-7 WORLD LANGUAGES

ARABIC AS A NATIVE LANGUAGE (GRADES 6, 7 & 8)

Students will be using the UAE ministry curriculum as well as the ISS-WLI Qisas modules to strengthen Arabic
literacy through reading, writing, speaking, and listening. Language usage and reading competence will be
practiced and tested through various written and oral assessments. The writing process will apply both grammar
and spelling skills and will include summarizing and writing ads, cards and essays that inspire creative thinking.

Curricular materials: Qissas Student Workbooks, Arabic books, Ministry Curricular materials, Arabic Language
Reading and Exercise Books.

WORLD LANGUAGE NOVICE COURSE:
FRENCH (GRADE 6) OR SPANISH AND ARABIC (GRADES 6,7,8)

Students are placed in the Novice Course for their first year of study.
Students will develop beginning proficiency in Arabic, French or Spanish through a variety of experiences and
activities. With a focus on building speaking and listening skills, students will gain insights into culture while
communicating across a broad array of topics and situations. In addition to interpersonal speaking, students
build foundational reading and writing skills in the target language. A wide variety of authentic resources are
integrated into the program in order to enrich students’ vocabulary and provide real-world applications for the
language. To make lessons as enjoyable and effective as possible, students are given numerous opportunities to
practice in the target language through a variety of games, role-plays, presentations, songs, and other activities.

The World Language Novice Course is aligned to the ACTFL (American Council for Teachers of Foreign Language)
standards and Novice Language Proficiency Targets.

The Novice Course includes the following units of study:
• Pleased to Meet You!
• We Are Family
• Let’s Hang Out!
• School Days
• My Neighborhood
• Let’s Eat!
• Let’s Go Shopping!

WORLD LANGUAGE INTERMEDIATE A COURSE:
FRENCH, SPANISH (GRADE 7 OR 8) ARABIC (GRADES 6-8)

Building on the World Language Novice course outcomes, the Intermediate course develops students’ language
proficiency in the three communicative modes: interpersonal speaking and listening, interpretive reading and
listening, and presentational speaking and writing. A wide variety of authentic resources are integrated into the
program in order to enrich students’ vocabulary and provide real-world applications for the language. To make
lessons as enjoyable and effective as possible, students are given numerous opportunities to practice in the tar-
get language through a variety of games, role-plays, presentations, songs, and other activities.

Students’ oral proficiency in the target language is tested yearly, and they remain in a proficiency-based Inter-
mediate Course for two to three years. Placement into the high school world language program is determined
by oral proficiency, based on teacher input and an external assessment.

The World Language Intermediate Course is aligned to the ACTFL (American Council for Teachers of Foreign
Language) standards and Intermediate Mid Language Proficiency Targets.

Over multiple years, students in the Intermediate Course will experience some of the following units of study:

• All About Me • My Life • My Roots
• Bounded by Interests • Daily Routine • Healthy Lifestyle
• Staying Alive • Let’s Go to Places • At work
• Material World • Vacation Destination • City and Country life
• Hollywood Boulevard • My Style • Taking Care of my Planet
• Go Team, Go! • Let’s Cook • The Internet
• Trading Places • Celebrations

ACS • MIDDLE SCHOOL COURSE DESCRIPTION • 2017-2018 • PAGES 8-9 ISLAMIC STUDIES (GRADES 6, 7 & 8)

This is a compulsory semester-long course for all Muslim students at ACS. Islamic Studies is offered as per the
UAE Ministry of Education curriculum and students will follow the curriculum appropriate for their grade level.
Islamic Studies teaches students the Quran, the Sunnah (Prophet sayings/actions), Islamic Morals, the History of
Islam and the Pillars of Islam. The curriculum and resources used are provided by the UAE Ministry of Education.

PHYSICAL EDUCATION

The Middle School Physical Education program has been designed around the SHAPE standards (http://www.
shapeamerica.org/standards/pe/) in order to help students develop their personal and social responsibility, phys-
ical motor skills, and knowledge and understanding of different sports and athletic pursuits. Students will be
exposed to a variety of team and individual activities that vary by grade level. These may include, but are not
limited to: Invasion Games, Net/Wall Games, Target Games, Fielding/Striking Games, Fitness and Movement
(Dance/Gymnastics). Students are further challenged to take risks within a safe environment with our Rock
Climbing and Aquatics units.

WELLNESS

Wellness is a year-long course, delivered in the core classrooms by the middle school counselor and Physical
Education teachers. This is a discussion-based, non-graded course in which students discuss proactive health
and wellness strategies, learn about their bodies, explore their thoughts patterns and feelings, and learn how
to cultivate and strengthen healthy relationships. Students complete self-reflections for semester report cards.

VISUAL ART

MS Art Program Overview and Philosophy:
The Visual Arts in Middle School allows each student the opportunity to experiment in different media and
content. Likewise, courses are designed to allow students to begin to understand what it is like to think and
act like an artist. Starting in Grade 6 students are able to get a taste of different materials and art processes
in a mandatory semester based course. In Grades 7 and 8 year-long courses, students build on skills following
the National Core Arts Standards. Additionally offered in Middle School Visual Arts are semester long electives
in Photography and Mixed Media – these offer students not necessarily taking year long Visual Arts courses a
chance to explore the incredible world of art making through specific media.

GRADE 6 EXPLORING ART CLASS

Exploring art classes will use a variety of tools and techniques to create two and three-dimensional works
of art. Topics of study will include drawing, design, painting, and sculpture. Students will study the historical
background of art and its impact on ancient and modern civilizations. Students will have the opportunity to
record ideas that express personal feelings. Creative problem solving skills and critical thinking skills will be
developed during the semester in Art.

GRADE 7 EXPLORING ART CLASS

Exploring Art class in grade seven will be a continuation of the sixth grade program. Topics of study may include
drawing, design, painting, printing and sculpture. Students will study the historical background of art and its im-
pact on modern civilizations. Students will build on skills from grade six and will have an opportunity to express
personal feelings, responses to society, and what it is like to a Middle School artist in this year long art course.

GRADE 8 EXPLORING ART CLASS

Exploring Art class in grade eight will be a continuation of the seventh grade program. Topics of study may
include drawing, design, painting, printing and sculpture. Students will study the remixed art society we live in
today. Students will build on skills from grade seven and will have an opportunity to express personal feelings,
responses to society, and what it is like to a Middle School artist in this year long Art course.

MIXED MEDIA – GRADES 7 & 8

Mixed Media is a two and three-dimensional art course that will explore various combinations of media, such
as found object assemblage, plaster, printmaking, and painting. Students will explore a variety of techniques to
communicate themes and ideas in their work. Students will study historical and contemporary artists who work
in mixed media towards understanding what it is like to be an Artist.

DIGITAL PHOTOGRAPHY & NEW MEDIA – GRADES 7 & 8

This course will revolve around students understanding of images and how they are part of our lives. Using
digital photography, students will take pictures of numerous sources and develop critical skills to evaluate these
images. Digital manipulation of photos taken by students will also be a large part of the class. Students will
study historical and contemporary sources of photography. Creative problem solving skills related to the concept
of composition will be emphasized in this semester long course.

DESIGN AND TECHNOLOGY – GRADES 7 & 8

The goal of Design and Technology class is to develop students’ abilities to develop innovative solutions to de-
sign challenges. Design and Technology is the perfect class for future inventors, entrepreneurs, engineers, and
artists. Design and Technology has a unique focus on creativity, innovation and the successful implementation of
ideas. Working in real world contexts, students identify problems and opportunities for innovation and respond
with ideas and products in this semester based course.

TECHNOLOGY

MS Technology Program Overview and Philosophy:
Computer literacy skills are integrated throughout the core curriculum and are guided by The International
Society for Technology in Education Standards. In technology elective classes, students are given the chance
to explore and experience tech-related topics to help prepare them for 21st Century jobs, and an even more
digital-centric life. In these classes, students are encouraged to be creative and hands-on in their approaches to
solving problems. Connections to other academic subject areas and real-world applications are stressed when-
ever possible.

MEDIA BROADCASTING

This course will introduce students to media journalism and broadcasting. Students will work collaboratively in
production teams to plan, compose, direct, edit and produce the news and video segments. The primary product
will be a regular broadcast of middle school news and highlights. Students will learn the fundamental filmmak-
ing process of pre-production, production, and post-production including script development, storyboarding,
filming, and iMovie editing. Students will also gain an understanding of the professional ethics of media broad-
casting. This course is aligned to the National Core Arts Standards (NCAS) for Media Arts.

ROBOTICS

n this course, students will explore the fields of programming and robotics as they learn to build and program
robots using LEGO Mindstorms EV3. Students will work collaboratively with partners to learn and troubleshoot.
Students will first learn the basic LEGO Mindstorms programming to control the motors of the robot they de-
sign and build. Through this process, students will learn the concept of hardware-software communication and
integration. Then, students will learn to program various sensors and utilize their functions including ultrasonic
sensor to sense distance and detect objects and color sensor to sense location and follow color signs. Students
will use their critical thinking to solve problem so that their program would work the way they design the robot
to go and do. Once students are master in the basic programming skills, students will get a chance to participate
in a robotics competition as well as create new tasks based on their own will. This course is aligned to the Com-
puter Science Teachers Association (CSTA) standards.

ACS • MIDDLE SCHOOL COURSE DESCRIPTION • 2017-2018 • PAGES 10-11 CREATIVE CODING

In the first part of this course, students will learn to write code in this introductory course - no experience is
necessary. Creativity and coding are combined as students learn the basics of HTML and CSS to create a website
on the topic of their choice. Students will learn how to embed Youtube videos, movies and photos and they will
work collaboratively with others to troubleshoot and problem solve. In the 2nd part of the course, students will
learn conventional programming logics through languages like Java or Python. Students will learn to understand
basic knowledge of computer programming such as number types, variables, loops, etc. Once students are famil-
iar with one of the language, students will get a chance to code for games such as Sphero balls. This course is
aligned to the Computer Science Teachers Association (CSTA) standards.

BAND

BEGINNING BAND GRADE 6 (FULL YEAR)

This course provides students the opportunity to begin a band instrument. No previous musical experience play-
ing an instrument or reading music is required. Students will begin on a woodwind instrument (flute, oboe, bas-
soon, or clarinet) or brass instrument (trumpet, trombone, euphonium, French horn or tuba). Students will have
the opportunity to audition to switch to saxophone or percussion during the year to help fill out proper concert
band instrumentation. Instrument try outs to determine which instrument each student will play takes place at
the end of grade 5 for current ACS students and at the beginning of grade 6 for new ACS students. Students will
learn to play with characteristic tone and develop good musical, listening, and playing habits including: posture,
breathing, internal pulse/tempo, balance, blend, intonation, as well as notation reading skills. Students will meet
in split classes of Woodwind/Percussion Instruments and Brass Instruments. The two classes will join together
for concerts. Regular home practice, playing quizzes, written tests and performances are a necessary part of this
course. A small number of after-school meetings and rehearsals are also necessary for concert preparations in
this class. Students in the 6th Grade Beginning Band will give two performances as a combined group in Decem-
ber and June. There may also be other small performances throughout the school year.

Performance Uniform: Students will be responsible for purchasing an ACS Polo shirt that will be used for concerts
only (color/style TBA), black dress pants or knee-length skirt and black dress shoes.

Textbook/Resource materials used: Essential Elements 2000, Book One and performance literature from the ACS
Music Library.

GRADE 7 BAND CLASS (FULL YEAR)

This course builds upon the musical foundations previously established in the beginning band—previous par-
ticipation in grade 6 band is mandatory. Students will meet together as a full ensemble for each class. Emphasis
is placed on the development of technique, articulation, tone and overall musical understanding for woodwind,
brass and percussion instruments. Home practice, playing quizzes, written tests and performances are required
for this course. A small number of after-school meetings and rehearsals may also be necessary for proper per-
formance preparation in this class. This class may at times combine with the Concert Band for performances.
Students will perform in two concerts held in December and June. Students in this class have the opportunity to
audition for the MESAC Junior Fine Arts Band and the AMIS International Honor Band.

Performance Uniform: Students will be responsible for purchasing an ACS Polo shirt that will be used for concerts
only (color/style TBA), black dress pants or knee-length skirt and black dress shoes.

Textbook/Resource materials used: Essential Elements 2000, Books One & Two and performance literature from
the ACS Music Library.

CONCERT BAND CLASS (GRADE 8) (FULL YEAR)

This class places emphasis on the continued advancement of musicianship, more advanced instrumental tech-
nique and the development of tools for understanding and executing a variety of musical styles—previous par-
ticipation in Grade 7 Band is mandatory. Emphasis is placed on the development of technique, articulation, tone
and overall musical understanding for woodwind, brass and percussion instruments. Home practice, playing
quizzes, written quizzes and performances are required for this course. A small number of after-school meetings
and rehearsals may also be necessary for proper preparation in this class. Concert Band students may at times
combine with the Grade 7 Band and the High School Wind Ensemble for some performances. Students will per-
form in two concerts held in December and June. Students in this class have the opportunity to audition for the
MESAC Junior Fine Arts Band and the AMIS International Honor Band.

Performance Uniform: Students will be responsible for purchasing an ACS Polo shirt that will be used for concerts
only (color/style TBA), black dress pants or knee-length skirt and black dress shoes.

Textbook/Resource materials used: Essential Elements 2000, Book Two and performance literature from the
ACS Music Library.

CHOIR

GRADE 6 CHOIR (FULL YEAR)

The major emphasis of this course is to provide students with a variety of musical
experiences and activities. This standards-based course focuses on the development of vocal ensemble skills
through a variety of singing, listening, note reading and writing activities. Students will have an introduction to
musical elements including: rhythm, melody, form, tempo, dynamics, timbre or tone color, harmony, and style. The
course also develops discrimination and critical judgment in music that is heard or produced, and encourages
interest in music from diverse cultures and historical periods. Written and oral assessments and at-home practice
are integral elements of this course, as well as summative performances outside of school.

Performance Uniform: Students will be responsible for purchasing an ACS Polo shirt that will be used for concerts
only (color/style TBA), black dress pants or knee-length skirt and black dress shoes.

Textbook/resource materials used in Choir Class: Choir Folder, Choral Octavos, Online Rehearsal Tracks (Vera-
cross)

GRADE 7 CHOIR (FULL YEAR)

The major emphasis of this course is on ensemble singing activities and individual vocal production. This stan-
dards-based course develops the skills necessary for singing a wide variety of musical genres, and reading music
notation. Grade 7 Choir students will also continue to develop an understanding of musical elements (rhythm,
melody, form, harmony, expression, and style), and musical terminology while working collaboratively with other
students. Written and oral assessments and at-home practice are integral elements of this course, as well as
summative performances outside of school.

Students enrolled in Grade 7 Choir will have the opportunity to audition and participate in two annual choir fes-
tivals: The Middle-East South-Asia Middle School Arts Invitational (2015-2016 school year - American School of
Doha) and the Association for Music in International Schools (AMIS) Middle School Honor Choir (Location TBA).
Auditions for these festivals will be held in September.

Performance Uniform: Students will be responsible for purchasing an ACS Polo shirt that will be used for concerts
only (color/style TBA), black dress pants or knee-length skirt and black dress shoes.

Textbook/resource materials used in Choir Class: Choral Octavos, Successful Sight-Singing, Book 1; Online
Rehearsal Tracks (Veracross); Garage Band Program; ScoreCloud Online Notation Software

ACS • MIDDLE SCHOOL COURSE DESCRIPTION • 2017-2018 • PAGES 12-13 GRADE 8 CHOIR (FULL YEAR)

This course is designed to further students’ understanding of the fundamentals of singing and reading music.
Previous participation in Grade 6 and Grade 7 Choir or Band is preferred, but not required. This standards-based
course focuses on further study of music reading, the understanding of musical terminology, musical elements
(rhythm, melody, form, harmony, expression, and style) and the performance of music in individual and group
settings. Written and oral assessments and at-home practice are integral elements of this course, as well as
summative performances outside of school.

Students enrolled in Grade 8 Choir will have the opportunity to audition and participate in two annual choir fes-
tivals: The Middle-East South-Asia Middle School Arts Invitational and the Association for Music in International
Schools (AMIS) Middle School Honor Choir. Auditions for these festivals will be held in September.

Performance Uniform: Students will be responsible for purchasing an ACS Polo shirt that will be used for concerts
only (color/style TBA), black dress pants or knee-length skirt and black dress shoes.

Textbook/resource materials used in Choir Class: Choral Octavos, Successful Sight-Singing, Book 1; Online
Rehearsal Tracks (Veracross); Garage Band Program; ScoreCloud Online Notation Software

BEGINNING GUITAR (SEMESTER)

This course is designed to give students practical musical knowledge while learning a new skill. In this stan-
dards-based course, students will learn basic music reading skills including notes, rhythms, and notation specific
to playing the guitar. Students will learn plucking, strumming, notes and chords on the guitar, and will have some
some opportunities for arranging their own music and learning about the guitar’s role throughout music history.
Some written and performance assignments will supplement the learning done in class, though most expected
work will come in the form of daily home practice. Students will perform during assemblies and other informal
events, with the possibility of accompanying one of the Middle School Choirs during their final semester concert.

THE ART OF HITTING THINGS:A GLIMPSE INTO WORLD PERCUSSION (SEMESTER)

In this class, students will learn about a variety of drumming techniques from all over the world including African
Drumming, Bucket Drumming, and STOMP-style Percussion. Students will practice the basics of rhythm and beat,
and learn how to play together as an ensemble. Some written and performance assignments will supplement the
learning done in class, though most expected work will come in the form of home practice. Students will perform
during assemblies and other informal events, with the possibility of performing during one of the Middle School
Choir or Band final semester concerts.

GRADE 6 DRAMA (SEMESTER)

Over the semester the students work towards creating a safe and caring environment where all students feel
comfortable to explore new ideas. The goals for this course are for the students to learn to work cooperatively
with their peers as well as improve their presentation skills and confidence. By focusing on using their eyes,
body, face, voice and a dedicated rehearsal process, the students grow as performers during our time together.
The units we use as tools to improve these skills include an exploration of trust, the creation of infomercials,
choral dramatization, scene study, and improvisation. We offer a taste of quite a variety of theatre styles in sixth
grade so that the students can see there are many different elements of theatre to appreciate.

GRADES 7 & 8

PRODUCTION (SEMESTER)

In this class students all work together to create a performance of a professionally written play. The students
learn about technical and publication jobs as they take on different roles and responsibilities of the production
team. They also focus on their performance skills as they switch gears and become the actors for the show -
working on their audition, character analysis, physicality, and vocal traits for their individual role. The students
then perform their show for a live audience.

THEATRE MEDLEY (SEMESTER)

In this course our units include stage combat and characterization. The students learn approximately 20 different
stage combat moves including rolls, slaps, kicks, and punches that they put together to create a fight sequence
with a partner. The moves are incorporated into a scene so the students can learn to balance all of the elements
of a fight sequence with the challenge of maintaining a believable character.

GRADE 7 DRAMA (FULL YEAR)

This is a year long elective course for students in 7th grade. It includes units in silent scenes, monologues, stage
geography, set design, scene study, and playwriting.

GRADE 8 DRAMA (FULL YEAR)

This is a year long elective course for students in 8th grade. It includes units in abstract theatre, mask, mono-
logues, playwriting, and scene study.

LEARNING SUPPORT

The Learning Support class provides instruction to students who require support to be successful in their grade
level classrooms. Students enter the program for various reasons. Most students are referred by their teachers;
however, some may be placed in the program due to psychometric testing results or a history of support in a
previous school setting. Students may be scheduled to attend daily, or every second day, depending on their
individual needs. Students enter and exit Learning Support through approval by an SST (Student Support Team),
which consists of the principal, counselor, parents, teachers and the learning support teachers. Learning Support
consists of two components:

• CURRICULAR SUPPORT
Rather than remedial in nature, Learning Support is designed to provide the student with direct support in curric-
ular areas, as well as to teach compensatory strategies for independent learning. A focus is placed on vocabulary
development, reading comprehension strategies, some math remediation, and applying these skills to content
areas.

• STUDY SKILLS
Independence and responsibility are essential to academic success. Students are taught organizational skills,
self-advocacy, note-taking, and test-taking skills. Memory techniques and learning preferences are also explored.
An emphasis is placed on learning these skills within the context of their daily assignments. Students are en-
couraged to take personal responsibility for maximizing their learning potential and educational opportunities.

Reflecting Middle Eastern culture and the UAE,
our host and home, the shape of the ACS logo has 8 points.

These points represent:

The four Pillars of ACS:
Academics, Arts, Athletics and Service

The four Core Values of ACS:
Courage, Curiosity, Compassion and Integrity

All eight points radiate outward, symbolizing how we share our values
with our community and the world. All points also connect to the center,
which symbolizes the heart of our supportive and strong community.