"Rigorous instruction in every subject.
The 5th Grade Play!!!"

Eileen Span, Attorney,
Parent of Kindergartener (and two Alumni)

The Peabody School combines a traditional approach to education with an inclusive view. Our Middle School students are encouraged to meet the highest standards in every academic endeavor from science to creative expression. Students work closely with a qualified, caring faculty who are dedicated to their profession. Peabody educators inspire students to reach new heights by blending excellence in academics with 21st century resources.

The Peabody School is a place where dignity and respect are important. Our Middle School offers an environment that promotes a positive exchange between students and instructors. We celebrate the uniqueness of our individual students, families, and teachers, and maintain an environment where students and adults respect and feel comfortable with one another. Our community works cooperatively to develop shared goals and shared solutions. A Peabody education provides a lifetime advantage for every student.

PUTTING THE "HOME" BACK IN HOMEWORK

As part of our partnership with the home we hope to put the "home" back in homework by having a clearly defined policy for parents identifying the important role that they can play in the success of their child in school.

Teachers at the Peabody School try to design homework activities that expand student thinking and help them to apply what they have learned to real life situations. Homework assignments should challenge students to think, reason and apply skills to specific situations. Periodically assignments should provide students with practice and drill on specific learning, however, if all homework consisted of skill and drill, then homework would become a chore and not a powerful learning experience. Thought provoking "family" homework assignments should create opportunities for family interaction, discussion and dialogue. It should be a venue for families to discover what their children know and think. Emphasis will be on the quality of the homework rather than the quantity of work.

HOMEWORK PHILOSOPHY

We believe that homework is an integral part of the educational process. In addition to reinforcing specific subjects in classroom curriculum:

We assign homework to:

• develop responsibility. 
• build good self-discipline and stimulates pride in work. 
• preparestudents for classroom participation and activities. 
• develop independent study habits.  
• reinforce and extend school learning experiences by providing practice, review and application of basic skills. 
• provide a structure for reaching closure on the skills and knowledge taught in the classroom. 
• lay the foundation for students taking responsibility for their own learning. 
• develop organizational and time management skills. 
• Stimulate creativity, critical thinking, problem solving and imagination while fostering student initiative.

Peabody School Middle School homework should not normally exceed an average of 1 1/2 hours per academic subject per week.

As we enter our middle school years, we also had many exciting learning experiences including:

• Ancient Egypt book making project 
• Ancient Greek Powerpoint Project 
• Choir & Musical Productions 
• Cross Grade Reading Buddies / Reading and Writing book Reviews 
• Turkey Trot 
• Netpals Program 
• Integrated Curriculum 
• Teaching for Understanding (Essential Questions) 
• Project Based Learning 
• Band, Chorus, and Instrumental Program 
• Morning Learning Centers / MCAS Prep 
• Cambridge Systematics - mentors and workplace visits 
• Museum of Fine Arts 
• Class trips to Washington D.C. and New York 
• Interdisciplinary Projects 
• Spanish Fiesta 
• Spanish Citywide Pen-Pal Program 
• M.I.T. - Edgerton Lab 
• Biogen - Genetics Project 
• Nature Studies - Biodiversity experiences at Mt. Auburn Cemetery, Fresh Pond, Danehy Park 
• M.I.T Summer Camp 
• Science Fair 
• School Store 
• Read Across America Day 
• Kids in Court - Harvard Law School 
• Moving on / Graduation Week

Mathematics

The curriculum used for this course is the new and improved version of the Connected Mathematics Program (CMP2) published in 2006. CMP2 is specifically designed for middle school students and the focus is on problem-based units titled Investigations. The six mathematical strands that are covered in the curriculum are number sense, geometry, measurement, algebra, probability, and statistics. Each Investigation will require students to think, solve, and reflect on a variety of "real-life" word problems in order for students to develop a deeper understanding of each of the mathematical strands.

We start off the year studying factors and multiples in sixth grade math. We do lots of work with understanding and computing decimals, fractions and percentages. We also study probability and statistics, two-dimensional geometry, and two-dimensional measurement.

Seventh grade math involves an introduction to algebra. We explore similarity and scale factor, ratios, proportions and percents, positive and negative integers, probability and three-dimensional measurement.

The ISP classes moves as a faster pace than the other classes. They are assigned a greater volume of more challenging homework.

6^th Grade Units:

Prime Time (Factors and Multiples)

Bits and Pieces I (Understanding Fractions, Decimals and Percents)

Shapes and Designs (Two-Dimensional Geometry)

Bits and Pieces II (Using Fraction Operations)

Bits and Pieces III (Computing with Decimals and Percents)

Data About Us (Statistics)

How Likely Is It? (Understanding Probability)

Covering and Surrounding (Two-Dimensional Measurement)

7^th Grade Units:

Variables and Patterns (Introducing Algebra)

Stretching and Shrinking (Similarity)

Comparing and Scaling (Ratio, Proportion, and Percent)

Accentuate the Negative (Positive and Negative Numbers)

Moving Straight Ahead (Linear Relationships)

Filling and Wrapping (Three-Dimensional Measurement)

Data Distributions (Describing Variability and Comparing Groups)

What Do You Expect? (Probability and Expected Value)

8^th Grade Units:

Thinking With Mathematical Models (Linear and Inverse Variation)

Looking for Pythagoras (The Pythagorean Theorem)

Growing, Growing, Growing (Exponential Relationships)

Kaleidoscopes, Hubcaps, and Mirrors (Symmetry and Transformations)

Say It With Symbols (Making Sense of Symbols)

Samples and Populations (Data and Statistics)

The Shapes of Algebra (Linear Systems and Inequalities)

Frogs, Fleas, and Painted Cubes (Quadratic Relationships)

Science

The Cambridge Middle Grades Science curriculum has been developed by teachers over the past several years to align with the Massachusetts Science and Technology/ Engineering Frameworks. The Cambridge Science Department supplies a combination of units, textbooks, and other activities that teachers believe have been most effective in teaching our content outcomes. In addition, the science department provides mentoring and curriculum development for all middle grades science teachers.

English Language Arts

The Peabody Workshop Structure addresses the concepts in the MA and City Frameworks and provides the appropriate experience for knowledge and understanding. Students will use effective reading strategies, interpret and critically analyze, evaluate, and reflect upon literature, discuss literacy, and read to acquire information. Students will write in a variety of forms including narrative, expository, and persuasive. Students will also communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.

The Peabody Workshop Structure is based on having our students live a literate life. Students intensely focus on skilled-based and genre-based units of study. Of course, like professional writers, the students' ultimate goal is process and publication.

Possible Units of Study:

6th: Literary Nonfiction Picture Book, Poetry, Using Mentor Texts, Word Work, and Literature Circles 

7th: Book Review, Word Work, Feature Article, Character Study

8th: Memoir, Short Story, Analytical Response on Theme, Editorial, Using Mentor Texts

Academic Sharing with lower grades:

This usually happens during the end of a unit when a final product is produced. Currently academic sharing occurs on a regular basis with 8th graders and 4th graders. This idea of "academic share" will also take shape with the 7th and 6th grade ELA classes. 6th graders will share their literary nonfiction picture books with a younger class. The 7th graders will share their book reviews with a younger class as well.

We also have reading buddies with our 8^thgrade students with our 4^th graders and 7^th grade students with our 3^rd graders.

Social Studies

Historical Sciences and Geography

Course Introduction: This historical science and geography course follows a chronological pattern from early human culture and civilization to the development of advance systems of government. In addition, there are readings and activities designed to provide each student with an overview and understanding of major issues, events, and people in world history. Furthermore, we will emphasize the impact many diverse cultures and civilizations have contributed to the modern era. Current issues will also be incorporated to clarify and illustrate themes that have continued throughout our history.

Grade Six ISP/Mainstream: The standard grade six social studies curriculum for the state of Massachusetts are followed with further emphasis on the following issues and topics.

• The Development of Civilization-domestication, record keeping, acquisition of surplus, specialization, cross cultural interaction
• History and Geography-Construct and interpret timelines on events and civilizations studied, compare information shown on modern and historical maps/ Impact on geographical settings as it relates to human development
• Civics and Government-Define and use terms related to government such as city-state, dynasty kingdom, democracy etc..
• Economics- Define and apply economic concepts such as, goods, services, supply and demand, and natural resources
• Human Origins - Mesopotamia, Neolithic and Paleolithic culture
• Ancient Civilization Case Study: Israel, Greece, China, India, Egypt and Sub Africa
• Religious studies- Monotheism, Polytheism, Islam, Christianity, Judaism, Hinduism, Buddhism,
• The Rule of Law as it applied to historical governance and that of the modern era with further emphasis on the importance of writing.

Grade Seven ISP/Mainstream: The standard grade seven social studies curriculum for the state of Massachusetts are followed with further emphasis on the following issues and topics.

• The Roots of Western Civilization: Ancient Rome, circa 500 B.C.E/500A.D./C.E, Ancient Greece: The impact of democratic rule as opposed to oligarchy, communism, absolutism, totalitarianism, fascism and monarchy. Students analyze the effects of government policies, and examine historical leadership philosophy and its application.
• World Religions and their influence on cultural and societal organizations
• The Formation of Empires and Civilizations from the ancient to the modern era.
• Medieval societal expansion in Europe

• 12^th century Europe/ The Crusades
• Modern Governmental Issues such as: taxation, representative governmental philosophy, resource distribution, immigration, homeland security, and foreign relations
• Economic principals such as: market economy, depression, inflation, government regulation, supply and demand, and recession etc.

Grade 8 ISP/Mainstream

Readings: My Brother Sam is Dead, Across Five Aprils, Malcolm X; By Any Means Necessary , To Be A Slave, Period Biographies and Cultural Profiles

Objectives: Students will examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. They learn about the important political and economic factors that contributed to the outbreak of the Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U.S Constitution and the Declaration of Independence. Students also study the basic framework of American democracy and the basic concepts of American government such as popular sovereignty, federalism, separation of powers, and individual rights. Students study America‚ the westward expansion, the establishment of political parties, and economic and social change. Finally, students will learn about the growth of sectional conflict, how sectional conflict led to the Civil War, and the consequences of the Civil War.

Spanish

The Spanish program at the Peabody School is based on the belief that the purpose of learning Spanish is to communicate with the people who speak the language and also to have an understanding of their cultures. The lessons and activities are structured for pair and group interaction, thus all students find themselves active participants in every lesson. The classes provide a multi-sensory approach to language learning in order to address the different learning styles and abilities that each student brings to the classroom.

Spanish is taught in the sixth, seventh, and eighth grades. The curriculum is cumulative in nature and each grade is a follow up to the previous grades. Basic vocabulary, grammar, and culture are taught at every grade level. The sixth grade year is an introduction to the language through simple, yet realistic communicative topics to get them speaking Spanish immediately. Some examples of these everyday topics are greetings, farewells, courteous expressions, requesting and giving information, counting, telling time, giving the date, and describing the weather. The seventh and eighth grade expand on these and other communicative topics, as well as introduce students to the basic structural and grammatical aspects of the Spanish language.

Visual Arts

The Visual Art curriculum invites students to express themselves through a variety of media. Exploring the themes of Identity, Narrative, Environment, and Visual Literacy/Connections, students use their eyes, minds, and hands to create their own art.

By the end of 6th grade students will be able to:

• Experiment with a variety of media, materials, and techniques

• Find art in the everyday by observing their world in new ways

• Understand and create art within historical and cultural contexts

• Explore the elements and principles of design

• Recognize that art helps people express their identity and explain their world

• Develop symbols to make art personal and pay tribute to things they value

• Use traditional and found objects to create personal sculpture

• Respond to their environment through art, using it as inspiration

• Understand the power of visual images and how they influence dreams, values, and beliefs

• Evaluate their own art and the work of others

• Make connections with other areas of learning through art

By the end of 7th grade students will be able to:

• Use a wide variety of media, materials, and techniques

• Find art in the everyday by observing their world in new, inventive ways

• Understand and create art within historical and cultural contexts

• Expand their knowledge of the elements and principles of design

• Recognize that all people affect and are affected by their surroundings

• Understand that people construct meaning by understanding the relationship of visual images to other areas of life

• Create art that connects with who they are and how they see themselves

• Use art to inform and/or influence others

• Identify stereotypes and construct new meanings through art

• Critique their own art and the work of others

• Make connections with other areas of learning through art

By the end of 8th grade students will be able to:

• Have a basic understanding of the elements and principles of design
• Use a variety of media, materials, and techniques
• Observe the world in inventive ways
• Understand art within historical and cultural context
• Draft, revise, polish, and exhibit work
• Respond critically to artwork
• Know that art may serve many purposes
• Recognize the roles of artists in communities
• Create art that are directed by their sense of style and personality
• Use technology in art
• Make interdisciplinary connections

Helpful Tips for Families:

• Encourage your 6th grader to create art--draw, paint, sculpt, and take photos

• Visit museums with your child and look for design in daily life

• Invite them to draw maps and diagrams to illustrate their ideas

• Celebrate your child's art; 6th graders still love refrigerator recognition

• Explore the natural world with them, suggesting that they draw what they see

Music

6th graders work primarily on drumming, learning basic rudiments as well as exploring drumming from other cultures. Students learn to read and notate music. While we sing occasionally, the focus of the class is instrumental. One day a week they learn an instrument and the other day they learn percussion.

7th and 8th grade students either continue to learn a musical instrument or sing in the chorus. The curriculum concentrates on musical styles in both cases. Those who continue with an instrument are given instruction to help them progress technically and musically, and are guided in playing ensemble pieces. Those who sing are prepared to be successful performers and audience members. All are encouraged to participate in end-of-the-year performances.

By the end of the Middle School experience (8th grade), students should be able to:

Enrich their lives by making music, either by singing or playing an instrument.

Use technology to compose.

Read musical notation.

Listen and respond critically to many styles of music.

Understand what it means for music to "stand the test of time."

Become more sophisticated consumers of music.

Recognize the cultural roots of music.