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Curriculum NightCurriculum Night

Focus on Student Success

Grade 7What can parents do to build high expectations for students? Actively organize and monitor their children’s time Discuss or help with homework Converse about school matters with their children Promote reading activities Communicate the importance of education to their children i and become involved in the

schoolii____________________i Finn, 1998ii Bamburg, 1994

The aims of the courses are:

To fulfill the Overall and Specific Expectations of the Ontario Language Arts (Oral and Visual Communication, Reading, Writing and Media Studies), Mathematics (Number Sense, Patterning and Algebra, Measurement, Geometry and Data Management and Probability) and History and Geography curriculum documents.

Big Idea: Sustainability & Interactions within Systems(Big Question: How do systems potentially impact ourselves, our quality of life and state of our world?)

Furthermore we want Westwood students to become global citizens that:

use language as a vehicle for thought, creativity, reflection, learning and self-expression,

use language as a tool for personal growth, social interaction and for developing relationships within the

international community,

comprehend more clearly aspects of their own culture and those of other cultures by exploring the

interdependence of human beings through a variety of works,

explore the many facets of the language through the use of media and information technology,

reflect on the learning process in various ways and at various stages,

a respect for and understanding of others’ perspectives, values and attitudes,

awareness and understanding of people, cultures and events in a variety of places at different times,

an understanding of the interactions and interdependence of individuals, societies, and their

environments,

an understanding of the causes and consequences of change through physical and human actions and

processes,

a sense of internationalism and a desire to be proactive as a responsible global citizen,

an awareness of the connections with other subjects

Grade 7 Core

English Oral and Visual Communication

Listening skills Presentations on a variety of topics that could be integrated with History/Geography/Math Class participation

Reading Writing Reading strategies – unpacking text • Short stories Novel study/Literature Circles • Paragraph Writing Balanced literacy program • Narrative Writing Poetry • Exposition Independent reading • Identify the topic, purpose and audience for complex Journals and Reflections writing forms

Media Studies

Elements of visual presentation Identify the conventions and techniques associated with various media forms Create media forms to convey a message Understand the power of media and messages behind media through examining various media.

(Looking and breaking gender stereotypes in media)

History and Geography: How do systems potentially impact ourselves, our quality of life and state of our world?

Big Idea for History and GeographyThrough an examination of various systems (political, class, environmental) in Canada, students will learn that many of the rights and freedoms we have in Canada today are the result of actions taken by people in this era to change their lives.

Students will explore present-day systems that impact the use of land and natural resources in Canada and globally.

History:Grade 7 A. New France and British North America 1713-1800 B. Canada, 1800–1850: Conflict and Challenges

Through the historical thinking concepts of Significance, Cause and Consequence, Continuity and Change and Perspectives we will explore Canadian History.

Geography:Grade 8 A. Physical Patterns in a Changing World B. Natural Resources around the World: Use and Sustainability

Through the concepts of geographic thinking of spatial significance, patterns and trends, interrelationships, and geographic perspective we will explore Canadian and Global Geography .

Script Writing Poetry Speech Writing Short Stories Shakespeare Research Projects

On-going: Journals, Personal Reading, Thesaurus and Dictionary use, CASI, Spelling, Grammar, Library and Computer

2013 - 2014

Mathematics:

How do systems potentially impact ourselves, our quality of life and state of our world?

Term 1 Term 2Number Sense Number SensePatterning Algebra MeasurementGeometry Patterning and AlgebraMeasurement Data Management and Probability

Patterning and Algebra: Variables Algebraic expressions Algebraic equations

Number Sense: Place value Order of operations Rounding and estimating Factors and multiples Fractions Decimals Percents/Ratio Integers

Geometry: Solids Nets Surface area and volume of right

prisms Classifying figures Transformations Design applications

Measurement: Area and perimeter of

parallelogram, triangle, trapezoid

Surface area and volume of right prisms

Data Management and Probability: Surveys Graphing Interpreting and analyzing

graphs Probability theory Probability experiments

The mathematical processes:• problem solving• reasoning and proving• reflecting• selecting tools and computational strategies• connecting• representing• communicating

AssessmentThe Ontario Assessment Criteria are:Language Arts and Mathematics

Thinking Communication Application Knowledge and understanding

Geography/History Understanding concepts Inquiry/research skills and map/global skills Communication required knowledge Application of concepts and skills

Assessment tasks will include: Rich Culminating Tasks Options for choice Inquiry-based projects Self-directed studies Reports, reflections, responses, journals Formal written work i.e. Essays, proposal Self/peer evaluation, collaborative group work Comprehension Tests Use of a variety of reading strategies Presentations Participation Role Play/Drama

Assessment tools will include: Success Checklist with Descriptive feedback Rubrics Self/peer evaluation Tests Observations Anecdotal notes

Homework Record all homework assignments in the school agenda Complete assigned homework on time and to the best of their ability Regular review of concepts taught Recommended 30 minutes of reading a day

Core French- Grade 7

INTRODUCTION AND CURRICULUM

Bonjour! The Grade 7 program is based on the Ontario Curriculum expectations for French as a Second Language and in some cases, the expectations the Individual Education Plan (IEP) of each student. It is designed to develop a range of essential skills in oral communication, reading and writing. We are using the On y va! program, as well as material from a variety of other French language resources – some of September will be spent reviewing basic French: the alphabet, numbers, colours, objects and people in the classroom, classroom requests, days of the week, months of the year, seasons and the weather.

One of the main goals of the program is also to encourage an interest and appreciation for the language while making it relevant to students' daily lives. The program emphasizes the development of basic vocabulary and simple grammatical structures. Activities completed in class include: individual, pair, small and large group work. Students will be assessed on their French knowledge and pronunciation.

HOMEWORK

According to the TDSB homework policy, there are four types of commonly assigned homework assignments: completion, practice, preparation and extension. Please refer to the following link, http://www2.tdsb.on.ca/ppf/uploads/files/live/102/199.pdf for a more detailed explanation. In French, homework may take the form of, dialogues, vocabulary word practice, reading passages, grammatical exercise, handouts etc. All homework assignments will be clearly explained to the students’ prior to being sent home. If a student is absent they should check with a homework buddy and always follow up with the teacher.

MATERIAL

Students should always come to class prepared with their binder, dividers, lined paper, a pencil, an eraser, a French/English dictionary and their agenda. Keeping an organized and up to date binder is a great way to be successful not only in French class, but in other subjects as well.

ASSESSMENT AND EVALUATION

Assessment and evaluation are on-going. Assessment is used to gage students' current skills and plan for their improvement. Evaluation is used to test what knowledge or skills have been learned. A variety of tools will be used, including the achievement charts (in the curriculum documents, see http://www.edu.qov.on.ca/enq/curriculum/elementary/fsl.html ). Assessment and Evaluation will be based upon participation in classroom activities, short written assignments, projects, tests, oral presentations, checklists, teacher observations, co-created success criteria and anecdotal notes. Tests and evaluated projects will be sent home for parents to sign and return.

If you are interested in encouraging your child in French outside the classroom, watching French television together (French CBC and TFO are good sources) and/or reading simple picture books or listening to music in French is recommended.

EXTRA HELP If a student is struggling, please encourage the student to seek out clarification during the school day or on a conveniently agreed upon time with the teacher. Extra help often is available after school. Students should see their French teacher for days and times.

MERCI, FROM THE GRADE 7 FRENCH TEAM (Mme. Arruda et Mme. Berardelli)

Westwood Middle SchoolScience Outline

Grade 7 – Mr. Pantioras

Major Units of Study: Interactions Within Ecosystems Pure Substances & Mixtures/ Heat Structural Strength and Stability

Evaluation: Independent work (in class or at home) Communication of Required Knowledge (Lab Reports) Understanding of Basic Concepts (tests, quizzes, and mini-assignments) Relating Science to the Outside World (Research Project)Application of Inquiry and Design Skills (Building/Designing)

Student Expectations: Attend class on time Be attentive during instruction and use class time effectively Bring science binder and necessary materials to class each day Complete, homework, labs, and assignments regularly Be responsible for catching up on any missed work Seek extra help when work is not understood Submit their own work

Achievement of both excellence and equity underlies the three major goals of the science and technology program at the elementary level. The Ontario Curriculum, Grades 1 -8; Science and Technology outlines the skills and knowledge that students will develop, as well as the attitudes that they need to develop in order to use their knowledge and skills responsibly. The three goals are the following:

1. to relate science and technology to society and the environment2. to develop the skills, strategies, and habits of mind required for scientific inquiry and

technological problem solving3. to understand the basic concepts of science and technology

Taken from: THE ONTARIO CURRICULUM, GRADES 1-8, SCIENCE AND TECHNOLOGY

Westwood Middle School Health and Physical Education Gr. 6/7/8

“Weightings by Key Learning Expectations”

Key Learning Expectations Mark

STRAND A: ACTIVE LIVING

A1: Active Participation Regular participation, variety, lifelong activity Enjoyment, motivation

A2: Physical Fitness Fitness development through daily physical activity Personal fitness plans

A3: Safety Personal safety and safety of others during physical activity Wearing full gym uniform and proper footwear Injury Prevention

80%

STRAND B: MOVEMENT COMPETENCE

B1: Movement Skills and Concepts Stability, locomotion, manipulation Body awareness, effort, spatial awareness

B2: Movement Strategies Components of physical activities Strategies and tactics in all physical activities

20%

STRAND C: HEALTHY LIVING Health is evaluated separately as it has its own learning skills section on the report card. At Westwood, students cycle through three health units throughout the year.

TOPICS: Healthy Eating, Substance Use and Abuse, and Growth and Development

C1: Understanding Health Concepts Understanding factors that contribute to healthy growth and

development

C2: Making Healthy Choices Applying health knowledge and making decisions

C3: Making Connections for Healthy Living Link to personal health and well-being

100%

Visual ArtsGrade 7

Theory

Introduction to the study of Visual Art

Art media, styles and techniques Famous artists and artistic periods Art criticism Art terminology

The Elements of Design

Line: Contour and gesture drawing, the expressive qualities of line Shape and form: Positive and negative space, organic and geometric shapes Texture: Texture rubbings Colour/ Value: The colour wheel, colour relationships, the expressive qualities of colour, pigment mixing,

value scale

The Principles of Design

Unity Contrast Variety Balance

Movement Pattern Emphasis

Application

Two and Three-dimensional creative projects may include:

“Stained Glass” Windows Pottery Jewellery Making Acrylic Painting Collage Drawing Graphic Design Print Making

Assessment and Evaluation

1. Use of studio time (active participation, proper clean-up, on-task behaviour)2. Completion of assigned "studies"3. Tests (vocabulary, theory, art criticism)4. Creative Work (completion of major artistic projects)

Note: Students must come to class each day prepared with a sketching pencil. It would be useful to have at hand a ruler, markers, compass, pencil crayons and scissors.

Westwood Middle SchoolMusic DepartmentLong Range Plans for grades 6, 7, & 8

Classroom Program:Each Westwood student during the school year will receive 100 minutes of music instruction over each six-day cycle.

The program consists of both a performance and non-performance component. The material played in class stresses proper technique, tone development, application of their knowledge of musical terms, and personal skills building. Independent practice at home is an extension of the performance component and HIGHLY encouraged for each student. The non-performance component focuses on the study of music theory, music listening skills development through the understanding of the elements of music, an introduction to the history of music, opportunities for creativity, and responding to a variety of music-based activities and experiences. Most of these activities and tasks are completed by an individual or group situations.

Extracurricular opportunities for music students exist in the form of participation in different concert bands(Junior-gr 6 & 7, and Senior-gr 7 & 8), the school choir (all grades), percussion ensemble, small ensembles, as well as possible solo/duet opportunities. Public performance opportunities may be at music festivals in and out of the school board, at school and community events.

Grade 6Non-Performance:-Rules and Expectations for music-Introduction to instruments-Choosing an instrument-Introduction to music theory; music notation, musical terms, note values, metres, elements of music-Introduction to Music History: The Baroque Period

Grade 7Non-Performance:-Rules and Expectations for music-Review of instruments-Review and continued development of music theory knowledge (music notation, musical terms, note values, scales, metres, elements of music)-Introduction to Music History: The Classical Period

Grade 8Non-Performance:-Rules and Expectations for music-Review of instruments-Review and expansion of music theory knowledge (music notation, musical terms, note values, scales, metres, elements of music)-Introduction to Music History: The Romantic Period

Performance:-Introduction to playing instrument of choice-Playing technique-Embouchure development-Posture, range development-Music (notation) reading-Introduction to large ensemble playing (unison)-Application of music theory knowledge

Performance:-Development of playing technique on instrument of choice-Embouchure, posture, range development-Music (notation) reading including a variety of styles, metres, dynamics, articulation-Small and large ensemble playing (unison and intro to divisi parts)-Application of music theory knowledge

Performance:-Continued development of playing technique on instrument of choice-Embouchure, posture, range development-Music (notation) reading including a variety of styles, metres, dynamics, articulation-Solo, Small, and large ensemble playing (unison and divisi parts)-Application of music theory knowledge

Homework:Working on music at home reinforces what has been done/taught in the classroom and facilitates the learning of new skills and techniques. The development of a student’s skill set increases with regular review and practice. This can be achieved with regularly signing out their instrument and is HIGHLY encouraged to ensure each student is meeting the performance expectations for their grade level. Each term, students will be required to maintain a practice log that will form part of their mark.

Music theory and the study of music history will be done occasionally during class, but it will also be assigned as homework. All work should be kept in a MUSIC BINDER (three ring with dividers for music, theory, and history) and is required by each student. A mark will be given for the maintenance.

Students who require extra help in playing and/or theory are invited to meet with myself at an agreed upon time on the following days: Tuesday, Wednesday, and Thursday from 8:00 to 8:35am. Other times may be available with advance notice.

Evaluation:All Westwood students will receive a grade for their participation in music. Students in grade 6 will receive letter grades, and students in grades 7 & 8 will receive a number grade out of 100 on their report card each term. These grades will be based on a combination of performance and non-performance based activities based upon the following tasks and activities:

Music Binder, Practice Log, Journal, Daily playing in class, Homework, Assignments, Written Tests, and Playing Tests

Resources:Resources will include a band method book, specific exercises for specific instruments, teacher created exercises and worksheets (performance and non-performance), band repertoire, videotapes, DVDs, CDs, overhead transparencies, computer access (where possible), and music instruments. Occasionally we may be able to attend a performance and/or have guest musicians/clinicians come to our school for workshops and other presentations. Certain DVDs and CDs will be available for sign out to aid in your child’s musical development. I will also be able to make recommendations to your child for any other materials that may be determined to reinforce or complement their study/development.

Mr. M. GriecoHead of MusicWestwood Middle School

Drama and Dance – Grade 7

First Term

Getting to Know You ActivitiesBuilding TrustIncreasing Awareness of Self and OthersDeveloping Verbal and Non-Verbal Communication SkillsTableauxMovementUsing Literature as a Stepping Stone (legends, poems)

Second Term

Role GamesRole PlayMovementCreating Dance Pieces to Communicate MeaningIndividual and Group ImprovisationExamining Subtext (the meaning behind the meaning)Using Literature as a Stepping Stone (short stories, novels, poems)Dramatic Monologues

Students will use the elements of drama and dance to communicate feelings, ideas and multiple perspectives. They will be given the opportunity to work collaboratively with their peers and reflect, respond to and analyze a variety of their drama and dance experiences.

WESTWOOD MID PROGRAM CLASS 6/7/8B

Mr. Paul –Teacher Mr. Raine – Educational Assistant

PROGRAM:The Mild Intellectual Disability Program (MID program) provides students with a safe and nurturing environment to help them be successful at school. Our program is guided by the expectations outlined in the Ontario Curriculum and in the Individual Education Plan (IEP) of each student, which range from accommodations and modifications to alternative expectations. Parents are consulted in the development of their child’s IEP and learning goals are reviewed annually. This class serves to increase students’ knowledge of Literacy and Numeracy across the curriculum otherwise known as functional academics. Other skills that are essential to future success such as social and organizational skills and various forms of positive communication, self-advocacy and life skills are also the focus of this program. Some of the activities unique to our class that promote basic life skills include cooking, financial literacy, nutrition, problem solving, conflict resolution and basic functional skills such as learning to do the laundry.SUPPORT:

The maximum class size is 16 students. Special Education Teachers (Mr. Paul and Ms. Dharsee) One Educational Assistant (EA) (Mr. Raine) Overall school support: Guidance Counselor, Administrators, Social Worker

All students in this program have access to computer equipment both in the classroom and in other locations. All of the students in the MID class have access to the Learning Commons which has a number of additional educational software programs to promote student success.

During the rotary subjects, as listed below, the EA accompanies students to their designated areas and supports the students in that class.

Rotary classes are as follows:

Grade 6 Grade 7 Grade 8

Health and Physical Education: Mr. Houzer

Music: Mr. Grieco

Health and Physical Education: Mr. DwyerMusic: Mr. Grieco

Health and Physical Education: Mr. DwyerMusic: Mr. Grieco

HOME/ SCHOOL COMMUNICATION: Regular communication through the use of the agenda as well as phone calls home. Homework

will always be explained to the students prior to being sent home and will be assigned on the individual basis.

If you have any questions, comments, or concerns, please feel free to contact Mr. Paul at (416) 396-2480 or surinder.paul@tdsb.on.ca

Gifted Program

This is our sixth year hosting the Gifted Program at

Westwood Middle School!

We have three classes: Grade 6 – Ms. Gudov Grade 7/8 – Ms. Groat

Grade 7/8– Mr. Papadoupolos

Each class follows the grade-specific Ontario Curriculum.

Gifted programming includes rich inquiry based, hands-on learning.

All Gifted students will follow a rotary schedule and travel for some classes (e.g. French, Music, Physical Education).

Students in the Gifted Program all have an Individual Education Plan (IEP). The IEP outlines the general alternative program for gifted students in the areas of Research, Thinking, and Awareness of Self and Others.

Parents will be consulted in the development of their child’s IEP.

The Gifted teachers work closely with students, other teachers, and parents to ensure that students experience success at school.

Students in the Gifted Program are included in special school events with other Westwood students in their grades and are encouraged to become active members of the Westwood community.

Our goal: STUDENT SUCCESS!

Grade 7 Home School Program

Teacher: Mr. Graber

Grade 7 HSP students are integrated into the grade 7 classroom and spend half the day with their HSP

teacher, working on modified or accommodated programs for Math, Language, and History/Geography.

Students are integrated for all other subjects, with appropriate accommodations.

Students in the HSP classes each have an Individual Education Plan (IEP). The IEP outlines individual

academic goals for each student.

Individual Education Plans will be updated and revised according to student success on an ongoing basis.

All teachers have input into the IEPs of the students they teach.

Parents will be consulted in the development of their child’s IEP.

The HSP teacher work closely with students, other teachers, educational assistants, and parents to ensure

that HSP students experience success at school.

Students in the HSP program will be integrated for all field trips and special school events with the other

Westwood students in their grade and are expected to participate fully.

Our Goal: To ensure student success.

Guidance @Westwood

Mr. Daniele is the Guidance Counselor at Westwood Middle School.  He is available at Westwood Monday morning and all day Wednesday.  He services students individually, in small groups and whole classes. 

Transitions may sometimes present a challenge to students. Mr. Daniele is an integral part of transitioning grade 6 students to Westwood and grade 8 students to high school.  Grade 8 students, in particular, will connect with Mr. Daniele throughout the year when the high school application process commences in October.  Both parents and students are encouraged to visit high schools during their open houses, which will be posted on this page beginning this fall.  In addition, Mr. Daniele helps to coordinate and present the “Choices for Nine” information night in the fall for grade 8 students and their parents.  On that evening, neighbouring high schools will be available to speak to students about their programs.

Not only does Mr. Daniele help with transitions, but he also works with classes around various topics that include social justice, career planning and grade 8 career day.

Any student wishing to speak to Mr. Daniele on an individual basis may do so by a teacher’s referral using the student agenda.

Westwood Middle School Learning Commons Teacher-Librarian: Ramandeep Sarai

Mission Statement: Through access to diverse literature, technology and creative learning partnerships with staff, students acquire the skills to become lifelong learners at the Westwood Middle School Learning Commons and for the future.

Learning Commons Program: As our mission statement identifies, the purpose of the Westwood Learning Commons program is two-fold: to inspire a love for reading and to teach the necessary information and inquiry skills to thrive in our digital world and to reach the 21st century learner. As such, the teacher-librarian works closely with the teachers to support and enhance classroom endeavours. Furthermore, students have access to a range of technology in the Learning Commons. The program focuses on reading for meaning and joy, learning and utilizing technology, and acquiring research skills. The diversity of our Canadian culture is also reflected in the resources that are chosen and used in the library program.

Extracurricular Clubs & Events:LC Helper program: An opportunity for interested students to assist in the Learning Commons by checking in books, re-shelving materials, creating book displays and helping out with library events. A notice will be going home shortly.

Forest of Reading Book Club: A program for students to read new Canadian fiction novels and discuss them with their peers. The club will start in December.

Scholastic Book Fair: An important fundraiser for the library, scheduled to take November10th-14th. Both student and parent volunteers will be greatly appreciated. More details will follow in Octobe.

Borrowing Policy: Students may borrow up to three books at a time for a 2 week period. They may renew once. If students lose or damage a book, they will be asked to pay a partial recover fee, between $5.00-$10 for soft cover and starting at $10.00 for hardcover. If the book is new, they may be asked to pay the full price for the book.

Donations: Donations of new or “like-new” books are always welcome at the Westwood Learning Commons. Please see Ms. Sarai for further details.

Parent Volunteers: If you would like to volunteer in the Westwood Learning Commons this year, please speak with Ms. Sarai. We welcome your assistance; it takes a whole community to run a thriving Learning Commons