Thomas W. Pyle Middle School Registration Information

Thomas W. Pyle
Middle School
Registration Information
2016-2017
Thomas W. Pyle Middle School
“Together, Building on Excellence”
2005-2006 Maryland Blue Ribbon School
of Excellence
2006-2007 National Blue Ribbon School of
Excellence
Dear Pyle Community,
The staff at Thomas W. Pyle Middle School is looking forward to working with you as you and
your child select courses for next year and as we continuously strive to support the academic,
social, and emotional growth of our students. We are excited to work with the students during
these formative years; thus, we do our best to match student needs with their schedules.
At Pyle, our students are organized into grade level teams, three teams in grades six, seven and
eight. The teams create smaller learning environments that are more conducive to students’
creating positive relationships with their peers and teachers. Aside from the core academic courses
the students must take, we offer elective courses to meet the varied interests and intellectual
curiosity of our students. Outside of the school day, students may opt to participate in a range of
extracurricular activities designed to encourage them to explore other areas of interest, find new
activities that engage them, or just have a place to relax and have fun.
The counseling department has a comprehensive program to support the students in every way.
Our counselors collaborate with the administration and their specific grade level team of teachers
to make the transitions from elementary school to middle school and from middle school to high
school as smooth as possible. You will find our counseling staff plays a key role in the articulation
process. Please consider counselors your resource if you have any questions as you go through the
scheduling process.
Pyle is a wonderful place to learn and grow. As a community of learners, we are dedicated to
supporting the many levels of growth our middle school students will experience. The articulation
process is a collaborative one, between families and our staff, and we look forward to working
with you!
Sincerely,
Christopher Nardi
Principal
IMPORTANT INFORMATION AND DATES
There will be an incoming 6th grade parent articulation meeting on Tuesday, February 9, 2016,
7:00-8:30 pm in the Dining Room. An optional self-guided building tour may be taken between
6:30-7:00 pm. The snow date for this meeting will be Monday, February 11, 2016. We look
forward to seeing you. Please be aware parking at Pyle is limited.
January 15, 20 - 22
Whitman counselors at Pyle for incoming 9th grade
registration
January 21, 7:00-9:00 pm
Incoming 9th grade parent articulation night at Whitman HS
auditorium
February 11
All incoming 9th grade students’ online registration forms
due by 3:00 pm
February 11 – 12
Whitman counselors return for incoming 9th grade follow up
January 26 – February 5
Pyle counselors visit 6th and 7th grade English classes
January 26 – February 5
Pyle counselors visit elementary schools
February 2, 7:00-8:30 pm
Snow date: February 4
Incoming 7th and incoming 8th grade parent articulation night
February 5
Online registration opens for incoming 7th and 8th graders
February 9, 7:00-8:30 pm
Snow date: February 16
Incoming 6th grade parent articulation night and optional self
guided tour
February 10
Online registration opens for incoming 6th graders
February 11, 7:00-8:30 pm
Snowdate: February 18
Arts Showcase Night
Friday, February 19, 3:15 pm
Online registration closes for all incoming 6th, 7th, & 8th,
Thursday, April 14, 3:00 pm
3rd quarter report cards go home with pre-registration
course selections attached
Wednesday, May 18, 3:00 pm
Deadline for parents/students to send a letter to Mr.
Nardi requesting a re-examination of placement
recommendations
Friday, May 6, 3:00 pm
Deadline for elective changes
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TABLE OF CONTENTS
Counseling and School Leaders……………………………….....
4
General Information ……………………………………………
5
Student Service Learning ………………………………………
6-7
English …………………………………………………………. 8
Reading ………………………………………………………….. 9
ESOL …………………………………………………………….
10
World Studies …………………………………………………… 11
World Language ………………………………………………..
12-14
Math ……………………………………………………………… 15-18
Science …………………………………………………………… 19
Physical Education and Health ………………………………….. 19-20
6th Grade Electives ……………………………………………….. 21-23
7th Grade Electives ……………………………………………… 23-25
8th Grade Electives ………………………………………………. 26-28
Pre-Engineering Pathways………………………………………... 29
Elective Course Offerings ……………………………………….. 30-31
School Health Services Information ……………………………. 32
6th Grade Summer Orientation ……………………………………. 33
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Thomas W. Pyle Middle School
6311 Wilson Lane, Bethesda MD 20817
301-320-6540
SCHOOL COUNSELING DEPARTMENT
(301) 320-6550
2016-2017 School Year
Counselors:
Mrs. Erika Huck, Resource Counselor
Ms. Rebecca Bloom
Mrs. Phyllis Fagell
Mrs. Katie Sonnabend
Mr. Ricky Stakem
Mrs. Clayton VerPlanck
Counseling Secretary:
Mrs. Caroline Trump
The information in this booklet describes the courses offered for the 2016-2017 school year.
This booklet also contains information about Student Service Learning, accelerated instruction,
teams and 6th grade summer orientation. A list of department heads and team leaders is below.
Please pay close attention to the important dates and timelines, on page 1, as the counselors and
staff must meet specific deadlines for entering schedules and enrollment information on the
computer.
If you have any questions, please contact the counseling office at 301-320-6550.
TEAM LEADERS
6th Grade Team All Star
6th Grade Team Headliner
6th Grade Team Visionary
Ms. Goodstein
Mrs. Reilly
Mrs. Lunsford
Administrator: Mrs. Johnson-Redder
7th Grade Team Challenger
7th Grade Team Trailblazer
7th Grade Team Voyager
Mrs. Kemp
Mrs. Topor
Mrs. Harmon
Administrator: Mr. Gitchell
8th Grade Team Alpha
8th Grade Team Delta
8th Grade Team Omega
Mr. Horgan
Mrs. Samsock
Dr. Baisley
Administrator: Mrs. Beckett
DEPARTMENT IRT (Interdisciplinary Resource Teacher)/ CHAIRPERSON
Math
Mrs. Metz
English
World Studies
Ms. Harper
Science
World Language
Mrs. Tessier
Arts and Technology
Physical Education Mrs. Yates
Testing
Counseling
Mrs. Huck
Reading
Special Education Mrs. Kottler & Mr. McDuffie A.E.I.S.T.
4
Ms. Gallagher
Mr. Lewis
Mr. Falatko
Mrs. Beckett
Mrs. Lunsford
Ms. Gallagher
GENERAL INFORMATION
GROUPINGS OF STUDENTS IN MIDDLE SCHOOL
Overview
In middle school, all students are grouped and re-grouped over the course of the day, week, and
marking period, in a way that allows them to meet and work with a broad spectrum of peers. Both
homogeneous and heterogeneous groupings are utilized. No grouping arrangement should deny a
student access to advanced learning. Grouping is reviewed periodically and adjustments are made
based on the student’s progress, emerging abilities, interests, talents, and social and emotional
needs.
INSTRUCTIONAL PRACTICES
Overview
Differentiated instructional practices address a wide range of academic abilities as well as physical,
social, and emotional differences among students. They include acceleration, enrichment, and
other strategies, as needed to foster intellectual growth. Students are placed in classes so they have
the opportunity to work in homogeneous groups, heterogeneous groups or individually, depending
on their developmental and/or instructional needs. As the needs and abilities of students change,
regrouping may occur to accommodate the academic growth of each student. By using academic
teams at each grade level, emphasis is also placed on interdisciplinary learning and making crosscurricular connections.
INTERDISCIPLINARY TEAMS
Overview
The interdisciplinary team model is the standard for organization in middle schools. An
interdisciplinary team is defined as a group of teachers working with the same group of students
and having a common meeting time. The team provides a coordinated support and reinforcement
program designed to address individual student needs. (The Educational Management Team
[EMT] process is incorporated into the interdisciplinary team structure.) Each grade level team
has a leader and is assigned an administrator and a counselor. Students at a given grade level will
be assigned to teams reflecting a balance of composition by gender, race, ethnicity, and academic
achievement. The primary vehicle for teacher – parent communication and collaboration is the
team.
 World language, arts, and physical education teachers provide instruction for all students
across teams.
ADDITIONAL INFORMATION ABOUT HIGH SCHOOL COURSES
Overview
Those students who elect to take Algebra, Honors Geometry, Algebra II, or a World Language
course, while attending middle school, are eligible to earn high school credit. Also, those students
who enroll in Introduction to Engineering Design (IED) are eligible to earn high school credit for
that course. In order for a student to earn high school credit in courses taken in middle school,
he/she must pass the course.
5
STUDENT SERVICE LEARNING
Overview
Pyle Middle School students will earn service learning hours by participating in activities which
are infused into the middle school curriculum. In grade six, students earn 10 hours through their
science classes. Grade seven students earn 10 hours through a project in their English class.
Students in grade eight earn 10 hours through a project in their world studies classes. Students
who complete three years at Pyle (or any Montgomery County public middle school) should leave
eighth grade with 30 hours of student service learning. (A total of 75 service learning hours is
required for graduation from Maryland high schools.)
Middle school students may complete all or part of the remaining 45 hours of the service learning
graduation requirement by participating in:
School/Interdisciplinary Team or Class-Sponsored Projects – Students may
participate in service learning projects organized by Pyle, interdisciplinary team or
class, which are approved by the principal.
Community Organizations – APPROVED community student service learning
activities, offered by organizations outside the school setting and school day, and
may be selected by students as a way to fulfill the service learning hours required
for graduation.
MCPS SSL Awards Program – Superintendent’s SSL Award- will be awarded to students who
documented 75 hours of service by the first Friday in April of a middle school year. Certificate of
Meritorious Service - will be awarded to students who have documented 260 or more SSL hours
by the first Friday in April of senior year.
Please refer to the web site www.mcpsssl.org for lists of pre-approved agencies. Please contact
Mr. Ken Schmidt, [email protected] , if you have questions.
6
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ENGLISH
Overview
The secondary school English Language Arts program focuses on reading, writing, speaking,
listening, and viewing through the study of language and literature. Courses are organized into
four thematic units, one marking period in duration. Each unit addresses an over-arching theme
designed to serve as a lens through which students explore the human experience, across time and
distance, in their own writing and published exposition, narration, poetry, and drama. Enduring
understandings and essential questions for each unit provide a larger purpose for learning targeted
content. Each unit identifies specific learning goals (assessed indicators) to focus instruction, and
provides assignments (common tasks) to help students show their understanding of the objectives.
ADVANCED ENGLISH 6
In English 6, the year’s work is organized into four thematic units under the over-arching theme
of Kaleidoscope: Foundations, Adventures, Challenges & Barriers and Artistic Choices.
Since the transition to sixth grade involves adapting to a changing environment, this curriculum is
designed to help students explore their own uniqueness, their relationship with others and the
exciting adventures which lie ahead. Writing, a major focus, stresses the informative, persuasive,
narrative and procedural intents. Students are given opportunities to present their work through
writing, speaking or creating multi-media presentations. Students learn through self-reflection on
selected pieces and apply research skills to study various issues and utilize technology.
Vocabulary, mechanics, spelling, grammar and usage are taught throughout the year.
ADVANCED ENGLISH 7
In Grade 7, the year’s work is organized into four units under the over-arching theme of Forging
New Connections. Units are Identity, Sense of Place, Perspectives, and Expressions. These
units are designed to give students the opportunity to observe the traits of others, as well as their
own. They examine the results of characters' decisions in literature and apply those to the lessons
learned in their own lives. Students use critical reading skills to read and respond to novels, plays,
short stories, essays, and poetry. During each unit, students complete common tasks which involve
writing, creating multimedia presentations, doing research using technology and communicating
through shared inquiry or literature circle discussions. Work on vocabulary, mechanics, spelling,
grammar, and usage continues throughout the year.
ADVANCED ENGLISH 8
In Grade 8, the year’s work is divided into two semester units: Writing 8A and Literature and
Language 8B. This curriculum is designed in conjunction with the Grade 9 English curriculum.
In semester one, Writing 8A, students write daily to produce eight finished pieces including
argument, narrative, and informative tasks. The second semester, Literature and Language 8B,
focuses on literature as well as a continued focus on writing. Students read texts of different genres
including novels, biographies, autobiographies and historical fiction, as well as poetry, essays and
short stories. Students complete common tasks which involve writing, composing oral reports,
creating multimedia presentations, and conducting research using technology, as well as
participating in structured discussions of literature. Work on vocabulary, mechanics, spelling,
grammar, and usage continues throughout the year.
8
READING
MS Digital Literacy 1
The Digital Literacy 1 curriculum focuses on developing critical and creative thinking through
reading, writing, speaking, listening, and viewing in a 21st Century approach. Working through a
problem-based process, students learn to define real world problems of interest, research the causes
of those problems using real-time global texts and then create solutions to address the problems.
Students will advance their understanding of comprehension, analysis, and evaluation of text as
well as vocabulary acquisition through reading complex informational and argumentative texts in
a technology-rich medium. Students will collaborate regularly both through the research and the
solution phases of their investigations. Students’ curiosity and motivation will engage the students
in their investigations while learning and refining the processes that will enrich all other courses
and prepare them for college and career projects.
MS Digital Literacy 2 (Replaces Reading 7 & 8)
The MS Digital Literacy 2 curriculum extends the reading strategies framed in previous reading
courses. Based on the balanced literacy model, the curriculum builds and enhances needed skills
in each student, helping students become active, strategic readers. Students learn to select
appropriate and interesting texts while focusing on clear written responses. Students learn
research-based reading strategies and apply them to the content texts of science, social studies,
English and mathematics. During the year of study, students work with increasingly more difficult
materials as they become more independent and efficient readers. Course participation is by
teacher recommendation only.
Academic Literacy (Replaces Literacy Enrichment 7 & 8)
Academic Literacy is designed to enhance critical thinking and develop strategic reading and
writing skills. Students will have opportunities for whole group direct instruction, small flexible
group instruction, and individualized instruction. The course will focus on expanding students’
background knowledge, critical thinking skills, and writing skills. During the year of study,
students will work on strategic reading, vocabulary development, problem solving, attending to
detail, writing, and collaboration. Course participation is by teacher recommendation only.
READ 180
In this class, students will focus on the development of reading skills, focusing on fluency,
vocabulary, comprehension and spelling. Students receive teacher-led instruction on reading,
comprehension, vocabulary, writing, and grammar strategies. They also work in small groups with
the teacher on individualized skills. During each class, students work with the Read 180 software
to build individual skills. Course participation is by teacher recommendation only.
9
ESOL (English for Speakers of Other Languages)
Overview
The goal of the ESOL program is to help students develop proficiency in the academic English
needed to be successful in school, college and, eventually, the work place. All levels develop
language in the four skill areas of reading, writing, listening and speaking. All classes help
students develop vocabulary to support their learning in reading/language arts, social studies, math
and science. ESOL also helps the students with their transition to a new country and a new school
environment, where the routines and expectations may differ from those in their home country.
Students’ initial placement is based on their proficiency test results. Their performance in ESOL
and other academic classes will be evaluated continuously, and their ESOL level will be adjusted
accordingly.
ESOL 1
This is a double-period class designed for beginners. Upon entering the class, these students may
require visual cues to support comprehension, and may respond with gestures, or in single words
or set phrases, using words that are most common and frequent in English. In this class, students
develop vocabulary for both social and academic purposes. They learn basic tenses and concepts
of grammar (e.g., singular vs. plural, comparatives).
ESOL 2
This is a double-period class designed for high beginners. Upon entering the class, these students
might understand general language in a familiar context and may be able to respond using phrases
or short sentences. In this class, students continue to develop vocabulary for both social and
academic purposes. They use basic tenses to make compound sentences and begin to write
paragraphs.
ESOL 3
This class is designed for intermediate students. Upon entering the class, these students understand
and use some specific language related to various topics. Their use of expanded sentences in
lengthy discourse might contain some errors that can confuse communication. In this class, they
begin to develop complex sentences in a variety of tenses. Students will write paragraphs to
compare and contrast, and also show main idea and sequence. They will learn to research a nonfiction topic, write a report and make presentations based on research.
ESOL 4
This class is designed for high intermediate students. Upon entering the class, these students
understand and use more specific and technical language. Their errors rarely confuse
communication. In this class, students begin to develop complex sentences in a variety of tenses.
Students will write paragraphs to compare and contrast, and also show the main idea and sequence.
Students research a non-fiction topic, write a report, and make presentations based on research.
ESOL 5
This class is designed for advanced students. Upon entering the class, these students use language
to communicate at a level approaching English-proficient peers, but these students still need
development in technical language and nuances. These students learn advanced grammatical
concepts, such as gerunds, infinitives and adjective clauses. They write paragraphs and essays
with multiple quotations to support their position.
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WORLD STUDIES
Overview
The middle school social studies curriculum is designed to provide students with a firm foundation
in the structure and concepts of the systems of geography, economics, politics and cultures existing
in today’s world, as well as the historical basis of those systems. Included in this foundation are
the requisite skills necessary for students to independently acquire, interpret, evaluate and
communicate information.
In an effort to provide rigorous instruction to students, teachers will teach the Advanced World
Studies Curriculum, which is an extension of the existing curriculum. It provides greater historical
thinking opportunities for students. This includes the ability to read critically and provides more
rigorous writing opportunities including responses to challenging primary/historical source
materials.
The advanced curriculum is designed for classroom flexibility and teacher choice. The course is
taught in heterogeneously grouped world studies classrooms. Teachers differentiate instruction to
meet the needs of individual students. This strong foundation will help students build a more
complex and comprehensive understanding of the systems and history of the countries introduced
throughout each grade’s curriculum.
There are two major strands running through each unit. The first strand is specific present-day
content in geography, economics, government, or culture. The second strand is history. The
history strand progresses chronologically by unit, with ancient history to approximately 1000 CE
(formerly AD) in Grade 6, early modern world history in Grade 7, and U.S. history to 1865 in
Grade 8.
There are four major units in each grade level.
Sixth grade:




Patterns of Settlement in the Ancient and Modern Worlds
Citizenship and Governance in Classical and Modern Times
The Impact of Economics: Change and Continuity in China
Cultural Systems Past and Present
Seventh grade:
 Foundation of Modern Political Systems: Europe in the Middle Ages
 Influence of Culture in Africa
 The Impact of Geography: “Pre-Columbian Civilizations and Modern Latin
America”
 Impact of Economics: One World Past and Present
Eighth grade:
 Life in the 13 Colonies and the Rise of an Independent American Identity/
Independence from Great Britain.
 Democracy: Political Systems of the People and Creating a National Political
System and Culture
 Expanding Geography Challenges & Sectional Economics
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
A Nation Divided and Rebuilt
WORLD LANGUAGE
The Montgomery County Board of Education allows students to earn credit for high school world
language courses taken in middle school. All of the following world language courses are high
school credited courses that follow the same curriculum and give the same exams as in high school.
These courses will appear on the student’s high school transcript.
GRADE 6*, 7
whole year)
Full Year French 1A / Full Year Spanish 1A (1st semester spread out over the
(1/2 high school credit)
Listening, speaking, reading, and writing skills are developed in the first half of level 1 world
language. Vocabulary and grammar are taught through themes so that the language can be used
for meaningful communication in real-life situations. Themes studied in level 1A include:
greetings, school, pastimes, numbers, and descriptions. Cultural aspects of the language are
integrated into the studies. Students who successfully complete this class may enroll in French 1B
or Spanish 1B the following year.
GRADE 6*, 7, 8
Chinese 1 AB** / French 1 AB / Italian 1 AB/ Spanish 1 AB__ (1 high
school credit)
Listening, speaking, reading, and writing skills are developed in this fast-paced first year high
school world language course. Vocabulary and grammar are taught through themes so that the
language can be used for meaningful communication in real-life situations. Themes studied in
level 1AB include: greetings, school, pastimes, numbers, descriptions, weather, family, home,
food, and clothing. Cultural aspects of the language are integrated into the studies. No prior
knowledge of the language is necessary; however, students must have exceptional study skills and
be highly motivated. Students who successfully complete this class may enroll in Chinese 2,
French 2, Italian 2, or Spanish 2 the following year. **Please note: 8th graders may not enroll in
Chinese 1.
GRADE 7, 8
the whole year)
Full Year French 1B / Full Year Spanish 1B (2nd semester spread out over
(1/2 high school credit)
This course is the second half of level one French or Spanish. In each class, listening, speaking,
reading, and writing skills continue to be developed. As in level 1A, the vocabulary and grammar
are studied as a means to effective communication in real-life situations. Cultural aspects of the
language are also integrated into the course. Theme areas in level 1B include food, clothing,
family, the home, and activities. Students who successfully complete this class may enroll in
French 2 or Spanish 2 the following year.
GRADE 7, 8 Chinese 2 AB / French 2 AB / Italian 2 AB/ Spanish 2 AB (1 high school credit)
Listening, speaking, reading and writing skills continue to be developed in this fast-paced second
year high school world language course. The theme areas started in level 1 AB are expanded to
include more extensive vocabulary and more advanced grammar. The prerequisite for this class
is the successful completion of Chinese 1 AB / French 1 AB / Italian 1AB / Spanish 1 AB, or the
approval of the world language chairperson. Students who successfully complete this class may
enroll in Chinese 3, French 3, Italian 3, or Spanish 3 the following year.
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GRADE 8
Honors Chinese 3 AB / Honors French 3 AB / Honors Spanish 3 AB
(1 high school credit)
Listening, speaking, reading, and writing skills continue to be developed in this fast-paced third
year honors high school world language course. The prerequisite for this class is the successful
completion of Chinese 2 AB / French 2 AB / Spanish 2 AB or the approval of the world language
chairperson. Students who successfully complete this class may enroll in Chinese 4, French 4, or
Spanish 4 the following year. Please note that students who enroll in Chinese 3 for the 2016-2017
school year will be required to take it first period at Whitman High School. Therefore, these
classes may be comprised of high school students from all grade levels. French 3 AB and Spanish
3 AB will be offered at Pyle.
*Traditionally, all 6th grade students in MCPS enroll the Digital Literacy 1 class as part of their
program of studies. Based on specific MCPS criteria, certain 6th grade students may qualify to
take a level 1 world language.
The World Language courses offered at Pyle are not designed for native or semi-native speakers,
even if they cannot write in the language. Please consult Ms. Kristen Tessier, the world language
chairperson, if you have any questions.
The following world language course is only offered to 8th grade students and is based on
availability and enrollment. This course is taught first period at Walt Whitman High School and
can be comprised of high school students from all grade levels.
GRADE 8
Japanese 1 AB
(1 high school credit)
Students begin to learn to communicate orally and in written form about daily life. Emphasis is
on vocabulary development, simple grammatical structures and the basic culture of the people.
Students are encouraged to use the language beyond the school setting and keep informed of
current events in countries where the target language is spoken.
PLEASE NOTE: To be eligible for the IB Program at Richard Montgomery, 8th grade
students must be enrolled in level 1 or higher of French, Chinese, or Spanish (or be bilingual
in one of these 3 languages).
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World Language Sequences
for students who choose to begin a world language in middle school
6th Grade
World Language
level 1AB (1 HS credit)
(Chinese, French, Italian, Spanish)
If student has required test
scores
World Language
level 1A (.5 HS credit)
(French, Spanish)
If student has required test
scores
7th Grade
World Language
level 3AB honors
(1 HS credit)
World Language
level 2AB
(1 HS credit)
(Chinese, French, Italian, Spanish)
(Chinese, French, Italian, Spanish)
If student has passed 2AB
courses and county exams
If student has passed 1AB
courses and county exams
World Language
level 1B (.5 HS credit)
World Language
level 2AB (1 HS credit)
(French, Spanish)
If student has passed 1A
course & county exam
World Language
level 1AB
(1 HS credit)
(Chinese, French, Italian, Spanish)
Digital
Literacy
8th Grade
(Chinese, French, Italian, Spanish)
If student has passed 1B
course and county exam
9thGrade
World Language
level 4AB regular or honors
(1 HS credit)
(Chinese, French, Italian, Spanish)
If student has passed 3AB
courses and county exams
World Language
level 3AB regular or honors
(1 HS credit)
(Chinese, French, Italian, Spanish)
If student has passed 2AB
courses and county exams
World Language at Whitman HS
level 1AB (1 HS credit) (Japanese)
These courses are only offered to 8th graders, based on availability
& enrollment. Students from 9th, 10th, 11th and 12th grades may be
mixed in these courses.
No pre-requisites
World Language
level 1B (.5 HS credit)
World Language
level 1A (.5 HS credit)
(French, Spanish)
If student has passed 1A course and
county exam
(French, Spanish)
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World Language
level 2AB
(1 HS credit)
(French, Spanish)
If student has passed 1B
course and county exam
MATH
Overview
The middle school mathematics program is organized by course objectives rather than by grade level.
All math courses are organized into comprehensive units. Each unit has school and district level
assessments to evaluate student progress and readiness for the next level mathematics course. Students
continue to prepare for the Maryland PARCC Assessment which is taken in grades six, seven, and
eight.
Placement in mathematics courses is based upon student mastery of learning indicators and academic
performance, student study, time management and organizational skills, scores on middle school
mathematics course unit assessments, demonstration of ability and skills on specific assessments, and
teacher observations. For students who are having difficulty mastering math concepts and skills,
certain courses are offered as supported classes that differentiate instruction to help the student meet
course objectives successfully.
MIDDLE SCHOOL MATHEMATICS 6
Curriculum 2.0 (C2.0) Math 6 extends students’ understanding of whole number and fraction concepts
developed throughout the elementary grades. Instruction at this level will focus on four areas: (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 extending the notion
of number to the system of rational numbers, which includes negative numbers; (3) writing,
interpreting, and using expression, and equations; and (4) developing understanding of statistical
thinking.
MIDDLE SCHOOL MATHEMATICS 7
Curriculum 2.0 (C2.0) Mathematics 7 extends students’ understanding of mathematical concepts
developed in C2.0 Mathematics 6. Instruction at this level will focus on four areas: (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 threedimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing
inferences about populations based on samples. Students who successfully complete this course will
be ready for C2.0 Mathematics 8 in Grade 8, strengthening their foundation for the Common Core
State Standards Algebra 1 in Grade 9.
INVESTIGATIONS INTO MATHEMATICS
Curriculum 2.0 (C2.0) Investigations into Mathematics (IM) extends students’ understanding of
mathematical concepts developed in C2.0 Mathematics 6 and accelerates the pace of instruction to
prepare for C2.0 Algebra 1. This course compacts all of the Grade 7 Common Core State Standards
and much of the Grade 8 Common Core State Standards into a single year. Students who successfully
complete C2.0 IM are prepared for C2.0 Algebra 1 in Grade 8. The remaining Grade 8 CCSS are
compacted into the C2.0 Algebra 1 course. Instruction for C2.0 IM will focus on four critical areas:
(1) developing a unified understanding of number, recognizing fractions, decimals (including both
those that have a finite or a repeating decimal representation), and percents as different representations
of rational numbers; (2) using linear equations and systems of linear equations to represent, analyze,
and solved a variety of problems; (3) comparing two data distributions and reasoning about differences
between populations; (4) analyzing geometric relationships in order to solve real-world mathematical
problems.
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MIDDLE SCHOOL MATHEMATICS 8
Curriculum 2.0 (C2.0) Mathematics 8 extends students’ understanding of mathematical concepts
developed in C2.0 Mathematics 6 and 7. Instruction at this level will focus on three critical areas:
(1) formulating and reasoning about expressions and equations, including modeling an association
in bivariate data with a linear equation, and solving linear equations and systems of linear
equations; (2) grasping the concept of a function and using functions to describe quantitative
relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle,
similarity, and congruence, and understanding and applying the Pythagorean Theorem. Students
who successfully complete this course will be ready for C2.0 Algebra 1 in Grade 9.
ALGEBRA 1*
Curriculum 2.0 (C2.0) Algebra 1A/B is designed to analyze and model real-world phenomena.
Exploration of linear, exponential, and quadratic functions forms the foundation of the course. Key
characteristics and representations of functions – graphic, numeric, symbolic, and verbal – are analyzed
and compared. Students develop fluency in solving equations and inequalities. One- and two-variable
data sets are interpreted using mathematical models. Successful completion of the first semester
objectives is a prerequisite for continuance in Algebra 1B for the second semester. Students are
expected to maintain an A or B average and upon completion of this course may be recommended for
Honors Geometry. This course satisfies the high school Algebra 1A/B requirement and the credit and
grade received will appear on the student’s high school transcript. Taking Algebra 1A/B in middle
school places students in a math course sequence that can lead to future honors classes.
HONORS GEOMETRY*
Curriculum 2.0 (C2.0) Geometry A/B formalizes and extends students’ geometric experiences from
the elementary and middle school grades. Students explore more complex geometric situations and
deepen their understanding of geometric relationships, progressing towards formal mathematical
arguments. Instruction at this level will focus on the understanding and application of congruence as
a basis for developing formal proofs; the relationship among similarity, trigonometry, and triangles;
the relationship between two- and three-dimensional objects and their measurements; exploration of
geometric descriptions and equations for conic sections; and application of geometric concepts in
modeling situations. Successful completion of the first semester objectives is a prerequisite for
continuance in Honors Geometry B for the second semester. Students are expected to maintain an A
or B average and upon completion of this course may be recommended for Algebra 2A/B with
Analysis. Students who are successful in this course will receive honors credit on their high school
transcript.
ALGEBRA TWO WITH ANALYSIS* (Taught at Whitman HS during 1st period)
Curriculum 2.0 (C2.0) Algebra II formalizes and extends students’ algebra experiences from C2.0
Algebra I. Building on their work with linear, quadratic, and exponential functions, students extend
their repertoire of functions to include polynomial, rational, radical, and trigonometric functions.
Students work closely with the expressions that define the functions, and continue to expand and hone
their abilities to model situations and to solve equations, including solving quadratic equations over
the set of complex numbers and solving exponential equations using the properties of logarithms.
Students extend their knowledge of statistics and explore probability.
*High School Credit Course
Placement in Algebra 1A/B, Honors Geometry A/B, or Algebra 2A/B with Analysis is based upon
successful completion of the previous class in the math sequence. These are high school credit courses
and the student’s grade will be part of their high school transcript. Students who take Algebra 2 A/B
with Analysis will have math first period at Whitman HS.
16
Pyle Middle School Mathematics Sequences
Grade 6
Grade 7
Grade 8
Math 6
Math 7
Gr. Level Course
Gr. Level Course
Gr. Level Course
Investigations
in Math (IM)
HS Level Course
GT Level Course
Investigations
in Math
GT Level Course
Algebra
HS Level Course
Math 8
Algebra
Honors
Geometry
HS Level Course
17
** Investigations in Math
*** Advanced Placement Calculus, Advanced Placement Statistics, or other college-level courses
18
SCIENCE
Overview
The middle school science curriculum in Montgomery County has been revised to reflect the
importance of science, technology, engineering, and mathematics (STEM) in our modern world.
Entitled “Investigations in Science”, this project-based curriculum challenges students to apply
science content learned in the classroom to a real-world project that incorporates experimentation
with engineering and modern technology. The name of each unit often refers to the real-world
project embedded into the topical content.
All science courses at Pyle will continue to focus on hands-on investigations that encourage
cooperative learning, critical thinking and scientific problem-solving. In an effort to provide
rigorous instruction to students, teachers will teach the Advanced Science Curriculum to all
students. The advanced curriculum is taught in heterogeneously grouped science classrooms.
IS 6 – Investigations in Science
IS 6 is a problem/project-based curriculum. Instruction is interwoven around a relevant
problem/project to allow a focus for student learning. Students engage in minds-on inquiry and
hands-on explorations, productive discourse, and purposeful reading and writing. Units studied in
IS6 center around topics related to matter and its interactions, ecosystem dynamics, human impacts
on the environment, energy, and waves. Students engage in science, technology, engineering, and
mathematics (STEM) in order to propose solutions to identified problems.
IS 7 – Investigations in Science
Like IS6, IS7 is a problem/project-based curriculum. Instruction is interwoven around a relevant
problem/project to allow a focus for student learning. Students engage in minds-on inquiry and
hands-on explorations, productive discourse, and purposeful reading and writing. Units studied in
IS7 center around topics related to cellular processes, structure and function in living things,
genetics, Earth’s history, and biological evolution. Students engage in science, technology,
engineering, and mathematics (STEM) in order to propose solutions to identified problems.
IESS 8 - Investigations in Earth/ Space Systems
“Solar Energy and Fluid Circulation” (weather), “Astronomy”, “Restless Earth” (Earth’s
Structure), “Earth Materials and Processes” (rocks/rock cycle), and “The Earth’s History” are
the key units in this challenging and rigorous Earth/Space Science course. A STEM project will
be embedded in each of the units.
PHYSICAL EDUCATION
Overview
Physical Education is an integral part of the total education of every child. Quality physical
education programs are needed to increase the physical competence, health related fitness,
personal/social responsibilities, and enjoyment of physical activity for all students, so they can be
physically active for a lifetime.
Physical education provides a logical sequential progression in skill development.
Students are given opportunities to experience enjoyment and satisfaction through participation in
a variety of activities. These activities may include: archery, badminton, basketball, fitness,
football, handball, lacrosse, pickle ball, soccer, softball, speedball, street hockey, table tennis,
tennis, and ultimate games. These activities are taught in an environment fostering cooperation,
decision making, tactical strategies, critical thinking, leadership, and an understanding and respect
for the similarities and differences of others.
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HEALTH EDUCATION
Overview
Comprehensive Health Education promotes positive health-related attitudes and behaviors that
support self-reliance and self-regulation while developing health literacy and lifelong wellness.
The health skills emphasized throughout the program include analyzing influences, accessing
information, interpersonal communication, decision-making, goal-setting, self-management, and
advocacy.
Health education is a 9-week course that is provided to all students in 6th, 7th, and 8th grade.
Students will receive Health Education for one quarter (9 weeks) and three quarters of Physical
Education during the school year.
Grade 6:
This nine-week course includes the following four units of instruction: mental and emotional
health; alcohol, tobacco, and other drugs; personal and consumer health; and safety and injury
prevention.
Grade 7:
This nine-week course includes the following five units of instruction: mental and emotional
health; alcohol, tobacco, and other drugs; personal and consumer health; family life and human
sexuality; and disease prevention.
Parents of Grade 7 students will receive information about the family life and human sexuality unit
and the disease-prevention and control unit on instruction prior to the start of classroom instruction.
Information about responsibilities of families, components of healthy relationships, responsible
decision-making are included in the family life and human sexuality unit. The disease unit includes
information about sexually transmitted diseases and infections, including HIV/AIDS. Parents
must sign a permission form checking “Yes” for the child to participate in these units of instruction.
Parents who object to the content of this instruction will check “No” on the parent permission form
and the child will be excused from that unit. If excused, the child will complete an independentstudy alternative unit of health education that does not include information about human sexuality
or disease prevention, including HIV/AIDS.
Grade 8:
This nine-week course includes the following five units of instruction: alcohol, tobacco, and other
drugs; personal and consumer health; family life and human sexuality; safety and injury
prevention; and nutrition and fitness.
Parents of Grade 8 students will receive information about the family life and human sexuality unit
of instruction prior to the start of classroom instruction. Information about components of healthy
relationships, human reproduction, sexual limits and responsible decision-making, contraception
methods, gestation, prenatal care and parenting skills are included in Grade 8 health education.
Parents must sign a permission form checking “Yes” for the child to participate in these units of
instruction. Parents who object to the content of this instruction will check “No” on the parent
permission form and the child will be excused from that unit. If excused, the child will complete
an independent-study alternative unit of health education.
20
ELECTIVE OFFERINGS
GRADE 6 ELECTIVES
Students may select the Elective Rotation, Chorus, Band, or Orchestra as an elective in 6th grade.
Sixth grade students are encouraged to look at the elective options and pathways to determine their
interests and potential options in 7th and 8th grades.
GRADE 6 ELECTIVE ROTATION
Overview
The Elective Rotation Program introduces 6th graders to a wide range of experiences and is
designed to expose students to activities that will nurture their talents, interests, and appreciation
of the arts. Students explore the arts through a four-course rotation. Grade 6 Elective Rotation
offerings may include: Art 6, Awareness of Language and Culture 6 (AOL), Energy and the
Environment 6, Family and Consumer Sciences 6 (FACS), Introduction to Computer Applications 6,
Introduction to Theatre 6, Introduction to Design and 3D Modeling, TV and the Media 6, and World
Beat Music. Final decisions about the specific offerings relate to student registration and staffing
allocations.
ART 6
Students will create artwork exploring a variety of painting, drawing, sculpture, and collage work.
Students will expand upon projects that interrelate their art projects with their studies in other
curriculum areas (i.e., world studies, math, etc.). Via these art projects, students will work with
art media such as watercolor paints, tempera paints, red and white clay, India ink, colored pencil,
colored chalk, and oil pastels. Art class will challenge students to create new ideas and understand
the arts within a social, cultural, and historical perspective.
AWARENESS OF LANGUAGE AND CULTURE- AOL 6
Awareness of Language and Culture is a sixth grade course which helps students to understand
language, why people use language, how language works, and the importance of language in
today’s world. This course lays a foundation for a successful language experience in seventh and
eighth grade. Students explore verbal and nonverbal communication and gain an appreciation of
linguistic and cultural diversity.
ENERGY AND THE ENVIRONMENT 6
Students will investigate the impact of energy on their lives and the environment. After
determining their impact on the environment, students will develop a working definition of what
energy is and how it changes form. Then, the conservation of energy will be explored. They will
design and model alternative energy sources such as wind, turbines, solar arrays, and fuel cells.
The wind turbine exploration will have two steps. First, teams will create a single variable
experiment to test a variable on a wind turbine blade. Second, teams will design wind turbine
blades altering all of the variables based on evidence presented. As time permits, heat transfer will
be explored by creating and insulated structure given a budget.
FAMILY AND CONSUMER SCIENCES- FACS 6
FACS 6 will help students make decisions and solve problems. Students use critical and creative
thinking skills as well as current and developing technologies to achieve individual, family, and
societal goals. FACS 6 includes the content areas of career development; individual, family, and
child development; food preparation; living environments; and sewing.
21
INTRODUCTION TO COMPUTER APPLICATIONS 6
This course provides an introduction to a variety of computer applications that will be useful to
students in their academic and creative experiences. Students will learn basic skills and mastery
of Microsoft Word, PowerPoint, Publisher, and Inspiration. They will also have opportunities to
explore and use Paint, Scratch and Alice. Students will use Turbo Typing to learn basic
keyboarding skills or improve their typing speed.
INTRODUCTION TO THEATRE 6
This is a beginning course designed to familiarize students with speaking and acting skills.
Students will participate in various activities including movement, improvisation, scripted plays
and storytelling, and will have exposure to technical theatre such as set planning, costumes, and
props. Through these activities, they will learn teamwork, concentration, movement, vocal, and
characterization skills, thus developing basic knowledge of theatre arts and public speaking. There
is a short performance in class at the end of the quarter-long class.
INTRODUCTION TO DESIGN AND 3-D MODELING (DM) 6
In this course, students will develop an ability to apply the design process as well as develop an
understanding of why engineers design. This course uses solid modeling (a sophisticated
mathematical technique for representing solid objects) to introduce students to the design process.
Students learn sketching techniques, and use descriptive geometry as a component of design,
measurement, and computer modeling. Students will learn to use the Inventor software in this
process for 2D drawings and 3D models. The instructional topics include: 1. Introduction to
Technology, 2. Design Process, 3. Sketching and Scale Drawings and 4. 3D Computer Modeling.
TV AND THE MEDIA 6
This course introduces students to recording and editing equipment through several interactive
projects. The course also takes a critical look at the advertisements and conducts a simulation of
the advertising industry.
GRADE 6 FULL-YEAR ELECTIVE COURSES
These classes are offered for a full year and are taken instead of the Elective Rotation.
BAND 6
This ensemble is designed for 6th grade students who have prior experience playing a wind, brass
or percussion instrument and have a desire to improve their musical abilities and perform in a large
ensemble. Emphasis is placed on the fundamentals of band performance and musicianship.
Students also have the chance to try new instruments throughout the year. Students without
musical training may be able to join the course, only after consultation with the teacher, and if
the student is willing to play an instrument that is needed in the ensemble. Students will perform
in a number of concerts and take field trips throughout the year. Daily home practice is required
and private study is strongly encouraged.
CHORUS 6
Sixth Grade chorus is an exciting class designed for students who have a desire to sing and create
music as an ensemble. Emphasis is placed on the elements of choral singing and basic techniques
of musicianship. Students of all levels, from beginner to experienced, are welcome and can thrive
in this award winning chorus. They will perform in a number of concerts and music festivals and
take field trips throughout the school year.
22
ORCHESTRA 6
This ensemble is designed for 6th grade students who have prior experience playing violin, viola,
cello or bass and have a desire to improve their musical abilities and perform in a large ensemble.
Emphasis is placed on the fundamentals of orchestra performance and musicianship. Students will
perform in a number of concerts and take field trips throughout the year. Daily home practice is
required and private study is strongly encouraged.
GRADE 7 SEMESTER ELECTIVES
Overview
Seventh grade semester art courses allow for more hands-on exploration than in the sixth grade
elective rotation. Final decisions about the specific offerings will depend on student registration
and staffing allocations. An activity fee per course is assessed for materials. This fee will be
waived if financial assistance is needed. The possible seventh grade semester arts offerings are:
DIGITAL PHOTOGRAPHY AND DESKTOP PUBLISHING 7
Students will use computers and cameras to enhance their work and make their projects look good
by learning the basics of digital photography and desktop publishing. They will combine
technology, basic graphic design, publication skills, and photography skills to create projects for
this class. Students will also learn Microsoft Word, Adobe Photoshop Elements and Microsoft
Office Picture Manager. The skills they learn in this class will help them make all of their future
assignments and projects look professional, both in school and beyond.
EXPLORATORY THEATRE 7
This course is an orientation to the theatre experience. Students develop creative thinking and
self-expression through puppetry, pantomime, study of what a theatre critic does, improvisation,
script writing, and performances of scripted material. Technical theatre is also explored. There is
a performance of a show in class at the end of the semester-long class.
FAMILY & CONSUMER SCIENCE (FACS) FOOD & NUTRITION 7: FAMILY & YOU
This course is designed to enable students to explore the areas of family development, nutrition,
food preparation, and sewing. Students will study the stages of child development and will have
the opportunity to become parents themselves to a “rice baby”. As they practice their sewing
skills, they will complete a stuffed animal sewing project. In food preparation, the students will
apply lessons on safety, measuring and nutrition to a variety of foods they cook. They will also
have the opportunity to design and plan a restaurant.
GATEWAY TO TECHNOLOGY A (GTT: A) semester
Gateway to Technology A consists of the following units:
The Magic of Electrons: Through hands-on projects, students explore the science of electricity, the
movement of atoms, circuit design and sensing devices. Students acquire knowledge and skills in
basic circuitry design and explore the impact of electricity on their lives. The instructional topics
include: 1. Science of Electricity, 2. Electromotive Force, 3. Circuit Design and Fabrication.
The Science of Technology: This unit traces how science has affected technology throughout
history. Students learn about the mechanics of motion, the conversion of energy and the use of
science to improve communication. Students apply scientific principles and concepts of simple
machines and energy to solve real world problems. The instructional topics include: 1. History of
Flight and Space and 2. Aeronautics – Traveling and Living in space.
23
Design and Modeling: This unit uses solid modeling (a sophisticated mathematical technique for
representing solid objects) to introduce students to the design process. Students learn sketching
techniques, and use descriptive geometry as a component of design, measurement, and computer
modeling. Students will learn to use the Inventor software in this process for 2D drawings and 3D
models. The instructional topics include: 1. Introduction to Technology, 2. Design Process, 3.
Sketching and Scale Drawings, and 4. 3D Computer Modeling.
SPECIALTY ART 7
Students will develop their artistic skills in creating primarily three-dimensional art. A variety of
materials will be used such as white and red clay, wire, mosaics, tiles, cardboard, tempra and
watercolor paint, decorative straw, etc. Students will use the art elements and principles of design
when creating, discussing and critiquing their artwork. Various cultures and historical periods will
be studied for their unique styles, subjects and themes.
STUDIO ART 7
Students pursue a planned sequence of art activities that develop their skills in using art elements
and principles when creating art. Observation and drawing skills improve as students learn ways
to depict still life, cityscapes or posed figures using basic shapes and proportional relationships.
Students will create drawings, paintings, sculpture (ceramic), and collage projects using a wide
variety of art tools (i.e., T-squares, ceramic hand building tools, etc.) via mediums such as:
pearlescent and tempera paints, clay, colored pencil, relief copper foil sculpture, etc. Students will
produce projects exploring color theory, human body proportions, and one point perspective in an
effort to build art skills via appropriate artistic technique.
TV PRODUCTION 7
This course offers students opportunities to participate in activities allowing them to develop an
understanding of the fundamentals for TV production. They will learn advanced digital editing
techniques and then produce group projects using their knowledge. Student projects will be entered
into the prestigious Panther Film Festival, held annually in June. Additionally, students will learn
proper techniques in the use of studio equipment and perform the various technicians’ jobs.
Students will write, produce, and direct the Panther TV news show.
GRADE 7 FULL-YEAR ELECTIVE COURSES
INTERMEDIATE BAND
This ensemble is open to students with experience playing a wind, brass, or percussion instrument.
Students will continue to develop their instrument technique and overall musicianship through
varied band repertoire, moderate to advanced in difficulty. There are several performances
throughout the year, including a county festival and an out of state competition. Daily home
practice is required and private study is strongly recommended.
ADVANCED ORCHESTRA
This combined orchestra is open to 7th and 8th grade students with experience playing a violin,
viola, cello, or bass. Students will continue to develop their instrument technique and overall
musicianship through varied string repertoire, moderate to advanced in difficulty. There are several
performances throughout the year, including a county festival, and an out of state competition..
Daily home practice is required and private study is strongly recommended.
24
CHORUS 7
Seventh grade chorus is an exciting class designed for students who have a desire to sing and create
music as an ensemble. Emphasis is placed on the elements of choral singing and basic techniques
of musicianship. Students of all levels, from beginner to experienced are welcome and can thrive
in this environment. There is no prerequisite for this class. Depending on enrollment, students
have the exciting opportunity to be divided into the following sections:
Young Men’s Chorus – 7th and 8th grade young men will be combined into one class that
explores the unique challenges of a young man’s changing voice. This section of chorus
will perform on their own, and with the 7th and 8th grade young women’s chorus, as part of
the Festival Chorus.
Young Women’s Chorus – 7th grade young women will have their own section of chorus
that explores the subtle changes of a young woman’s voice. This section of chorus will
perform on their own, with the 8th grade young women’s chorus and with the 7th and 8th
grade young men’s chorus as part of the Festival Chorus.
DRAMA PERFORMANCE 7
This full-year course is offered to students who have a theatre background and a desire to further
challenge themselves. Students will need to demonstrate a high level of skills. Students must have
been very successful in previous drama coursework and should have participated actively in fullscale dramatic productions. The class will work on developing skills as improvisers, actors, theatre
technicians, script writers and directors. There will be opportunities to work on various scenes,
skits and plays, audition preparation and technical theatre projects, in addition to being involved
in performances throughout the year. There are free public performances of shows in this class at
the end of the 1st semester and at the end of the full year course.
GATEWAY TO TECHNOLOGY A/B (GTT: A/B 7)
GTT: A/B 7 is a full year course consisting of GTT: A and GTT: B. Course descriptions for these
two courses are in the 7th grade semester electives. GTT: A/B 7 is part of the Accelerated PreEngineering Pathway and is a pre-requisite for taking Introduction to Engineering Design (IED)
in 8th grade. The criteria for 7th grade students to be enrolled in GTT: A/B are:
 Students enrolled in IM or higher math, may select to enroll in GTT: A/B or only enroll in
the high school credit course, IED, when in grade 8.
 Students enrolled in Math 7, may select to enroll in the full year GTT: A/B course, but
must demonstrate success (with an A or B) in GTT: A to continue in GTT: B in the second
semester and IED in 8th grade.
YEARBOOK 7/8
Graphic design, digital photography, desktop publishing, journalism, and photojournalism will be
combined with leadership skills, teamwork, publishing ethics, and creativity in this special class.
This course is designed for motivated and committed students who are interested in a valuable
learning experience and who are willing to work hard to complete some important projects for
Pyle Middle School. Students in this class will plan, produce, market, and distribute the Pyle
yearbook, The Prowl, and create the year-end slide shows for the 7th and 8th grade. Students will
gain skills in writing, digital photography, digital photo editing, MS Word, Adobe Photoshop
Elements, and graphic design, while having a lasting impact on our school.
25
GRADE 8 ELECTIVES
Overview
In 8th grade, students should begin to think ahead to their high school electives and try a variety of
art courses. Final decisions about the specific offerings will depend on student registration and
staffing allocations.
CULINARY EXPLORATIONS 8
This exciting course will offer 8th grade students the opportunity to expand their culinary skills
focusing on preparation, technique, and presentation. Students will be encouraged to work beyond
their potential while being provided with the opportunity to explore culinary applications. Units
of study include: meal planning, lab planning, food prep techniques, appetizers, creative foods,
baking, food careers, recipe searches, and the history and cultural influences on food choices.
Students will have the opportunity to showcase their creativity and culinary ability through student
led food prep demonstrations. There is a fee associated with this course. It may be waived if
financial assistance is needed.
EXPERIENCING THEATRE 8
Students will explore various aspects of theatre. Students extend their understanding of
competency in acting skills through acting intensive work, character study, playwriting and
performance of a radio play, study of comedy, and scene work, as well as the technical aspects of
theatre. All students participate in class performances and skill building exercises. Eighth graders
who are continuing the course from 7th grade are given enrichment opportunities and further
performance challenges. There is a performance of a show in class at the end of the semester-long
class.
FASHION, CLOTHING & INTERIOR DESIGN EXPLORATIONS 8
Eighth graders now have a class focusing on clothing, fashion, and interior design. This class
allows for further exploration and expression in clothing and interior design. Students will learn to
examine fashion fads and styles, understand how clothing affects an impression made on people
and explore color schemes, lines, and textures of fashion. They will also study the design elements
of clothing and make personal clothing projects. An understanding of interior design will include
elements of room design, color influence, furniture arrangement, and floor-plan designs of interior
spaces. This course complements the culinary course and both can be taken during the year. There
is a fee associated with this course. It may be waived if financial assistance is needed.
GATEWAY TO TECHNOLOGY B (GTT: B) semester
Design and Modeling: This unit uses solid modeling (a sophisticated mathematical technique for
representing solid objects) to introduce students to the design process. Students learn sketching
techniques, and use descriptive geometry as a component of design, measurement, and computer
modeling. Students will learn to use the Inventor software in this process for 2D drawings and 3D
models. The instructional topics include: 1. Introduction to Technology, 2. Design Process, 3.
Sketching and Scale Drawings, and 4. 3D Computer Modeling.
Flight and Space: The purpose of this unit is to introduce students to aeronautics, space, and the
use of design, used to help make aerospace engineering an important field. Students learn about
Newton's Laws of Motion, forces, rockets, propulsion, and what makes things fly. Students acquire
and apply knowledge and skills in engineering problem solving and explore the many aspects of
aerospace engineering. The instructional topics include: 1. Evolution of Flight, 2. Airfoil Research,
Construction and Testing, 3. Propulsion Systems, and 4. Aeronautics and Rocketry.
26
SPECIALTY ART 8
This art course helps further students’ knowledge, understanding and appreciation of sculpture.
Students will study the techniques and create primarily three-dimensional artworks. Through
investigation and discussion, students learn about other artists, cultures, and styles in art history.
Projects employing materials of clay, wire, fiberboard, etc. are explored via units on tribal pottery,
branch mobiles, wire, and clay portraiture, low relief paper sculpture, etc. Students experience
carving, molding, and modeling techniques. Evaluation of student artwork, craftsmanship and safe
use of materials are emphasized. The semester culminates with the Pyle Art Show where students
exhibit their artwork.
STUDIO ART 8
Students work in two and three dimensional media including drawing, painting, sculpture, and
printmaking. Focus is on art skills, the art process and knowledge of art techniques. Projects in
graphic design and architecture may be explored. Craftsmanship and the safe use of tools (i.e.,
matte knives, linoleum block printing tools, etc.) and materials (i.e., block printing ink, clay,
colored chalk pastels, colored tissue papers, etc.) are emphasized. Students will also learn about
art from other cultures and historical periods. A student art show highlights course objectives.
This course complements the 8th grade Specialty Art course, and both can be taken during the year.
The 8th grade Studio Art course is a prerequisite to Whitman’s introductory course for making
other course selections in the visual arts at Whitman High School.
TV MEDIA PRODUCTION 8
TV production 8 invites students to take on various high-level production and editing techniques
including the use of green screen technology to create feature length movie projects. Students also
participate in school-wide, county-wide and national competitions including the Panther Film
Festival, Montgomery County’s Keeping It Safe Contest, and CSPAN’s Student Cam competition.
Local fame, digital equipment, and cash prizes are up for grabs!
WEB DESIGN 8
Students will learn basic vocabulary and concepts of Web pages, Web page layout and very basic
HTML. Throughout the course, students will be learning principals of graphic design and desktop
publishing, and working with graphics and animations programs. Students will practice creating
the components of a Web site, and they will design and create their own four-page Web site as a
final project. No previous web design experience is required.
GRADE 8 FULL-YEAR ELECTIVE COURSES
ADVANCED BAND
This is a select ensemble for advanced wind, brass, and percussion players in 7 th or 8th grade.
Students will enhance their instrument technique and overall musicianship through varied,
advanced band repertoire. There are several performances throughout the year, including a county
festival and an out of state competition. Daily home practice is required and private study is
strongly encouraged.
ADVANCED ORCHESTRA
This combined orchestra is open to 7th and 8th grade students with experience playing a violin,
viola, cello, or bass. Students will continue to develop their instrument technique and overall
musicianship through varied string repertoire, moderate to advanced in difficulty. There are
several performances throughout the year, including a county festival and an out of state
competition. Daily home practice is required and private study is strongly encouraged.
27
CHORUS 8
Eighth grade chorus is an exciting class designed for students who have a desire to sing and create
music as an ensemble. Emphasis is placed on the elements of choral singing and basic techniques
of musicianship. Students of all levels, from beginner to experienced are welcome and can thrive
in this environment. There is no prerequisite for this class. Depending on enrollment, students
have the exciting opportunity to be divided into the following sections:
Young Men’s Chorus – 7th and 8th grade young men will be combined into one class that
explores the unique challenges of a young man’s changing voice. This section of chorus
will perform on their own and with the 7th and 8th grade young women’s chorus as part of
the Festival Chorus.
Young Women’s Chorus – 8th grade young women will have their own section of chorus
that explores the subtle changes of a young woman’s voice. This section of chorus will
perform on their own, with the 7th grade young women’s chorus and with the 7th and 8th
grade young men’s chorus as part of the Festival Chorus.
DRAMA PERFORMANCE 8
This full-year course is offered to students who have a background in theatre and a desire to further
challenge themselves. Students will need to demonstrate a high level of skills. They must have
been successful in previous drama coursework and should have participated actively in full-scale
dramatic productions. The class will work on developing skills as improvisers, actors, theatre
technicians, and directors. There will be opportunities to work on various scenes, skits and plays,
audition preparation, and technical theatre, in addition to being involved in performances
throughout the year. There are free public performances of shows in this class at the end of the 1st
semester and at the end of the full year course. Eighth graders are also further challenged with
modified assignments if they participated in the seventh grade theatre class.
INTRODUCTION TO ENGINEERING DESIGN (IED)
IED is an introductory course that develops students' problem-solving skills, with emphasis on
visualization and communication skills using a computer and 3-D solid modeling software. This
course emphasizes the development of a design using computer software to produce, analyze, and
evaluate models of projects and solutions. Students will study the design concepts of form and
function and then use state-of-the-art technology to translate conceptual design into reproducible
products. IED is a high school one credit course, meeting the technology credit graduation
requirement. IED has semester and final exams. Students must be enrolled in Algebra or Honors
Geometry or have successfully completed GTT: A/B in 7th grade to be eligible for IED.
YEARBOOK 7/8
Graphic design, digital photography, desktop publishing, and journalism will be combined with
leadership skills, teamwork, publishing ethics, and creativity in this special class. This course is
designed for motivated and committed students who are interested in a valuable learning
experience and who are willing to work hard to complete some important projects for Pyle Middle
School. Students in this class will plan, produce, market, and distribute the Pyle yearbook, The
Prowl, and create the year-end slide shows for the 7th and 8th grade. Students will gain skills in
writing, digital photography, digital photo editing, MS Word, Adobe Photoshop Elements, and
graphic design, while having a lasting impact on our school.
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Pyle MS: Project Lead the Way
Pre-Engineering Pathways
Accelerated Pre-Engineering Pathway
Grade 6 Elective Rotation
Grade 7
Design & 3D Modeling
(9 weeks)
Grade 8
Gateway To
Technology:
A/B (FY)
and/or
Intro to
Engineering
Design: A/B, (FY)
Grade 9
Principles of
Engineering: A/B
(FY)
Energy & the
Environment, (9 weeks)
Pre-Engineering Pathway
Grade 6 Elective Rotation
Design & 3D Modeling
(9 weeks)
and/or
Grade 7
Grade 8
Gateway To
Technology: A
(Sem)
Gateway To
Technology: B
(Sem)
Grade 9
Intro to
Engineering
Design: A/B (FY)
Energy & the
Environment, (9 weeks)
Grade 6 Elective Rotation: Students are randomly assigned to four courses, one course per
marking period.
29
THOMAS W. PYLE MIDDLE SCHOOL
ELECTIVE COURSE OFFERINGS 2015-2016
Specific elective course offerings will depend on enrollment and staffing allocations
Grade 6 Electives (choose only one elective grouping: Elective Rotation, Band, Orchestra, or Chorus)
Elective Rotation
- - - - - -OR - - - - - - - Art 6
Awareness of Language/Culture 6
Family and Consumer Science 6
Energy and Environment 6
Introduction to Computers Applications 6
Introduction to Theatre 6
Introduction to Design and 3-D Modeling 6
TV and the Media 6
Music (full year)
Chorus 6
Band
Orchestra 6
Grade 7 Electives - Two semester courses equals a full year
Semester Courses (choose two elective groupings)
Full Year Courses
Music
Intermediate Band
Advanced Orchestra
Chorus 7- Young Men
- Young Women
Digital Photography and Desktop Publishing 7
Exploratory Theatre 7
Family & Consumer Science - Food & Nutrition 7
Gateway to Technology A (GTT-A) 7 - Magic of Electrons
Science of Technology
Drama Performance Advanced 7
Gateway to Technology A/B
(GTT: A/B 7)
Specialty Art 7
Studio Art 7
TV Production 7
Yearbook 7/8
World Language
French 1A/ Spanish 1A/ French 1B/
Spanish 1B
Chinese 1AB/ French 1 AB/
Italian 1AB/Spanish 1 AB
Chinese 2AB/ French 2 AB/
Italian 2AB/Spanish 2 AB
Reading Intervention
Academic Literacy **
MS Digital Literacy 2 **
**Course participation by teacher
recommendation only
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Grade 8 Electives - Two elective courses equals a full year
Semester Courses (choose two elective groupings)
Full Year Courses
Music
Advanced Band 8
Advanced Orchestra
Chorus 8 - Young Men
- Young Women
Culinary Explorations 8
Experiencing Theatre 8
Fashion, Clothing and Interior Design Explorations 8
Gateway to Technology B (GTT-B) – Design and Modeling
-- Flight/Space
Drama Performance Advanced 8
Introduction to Engineering Design
Specialty Art 8
Studio Art 8
TV Media Production 8
Web Design 8
Yearbook 7/8
World Language
French 1B/ Spanish 1B
Chinese 1AB/ French 1AB/
Italian 1AB/ Spanish 1AB
Chinese 2AB/ French 2 AB/
Italian 2AB/ Spanish 2 AB
Chinese 3 AB/French 3 AB/
Spanish 3 AB
Japanese 1 AB
(taught at Whitman HS)
Reading Intervention
Academic Literacy **
MS Digital Literacy 2 **
**Course participation by teacher
recommendation only
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DEPARTMENT OF HEALTH AND HUMAN SERVICES SCHOOL HEALTH SERVICES
401 Hungerford Drive, Rockville, Maryland 20850
240-777-1550
Dear Parent:
PHYSICAL AND DENTAL EXAMINATIONS
Montgomery County Public Schools and School Health Services recommend that all
children entering the 6th grade be examined by their physician and dentist. State
law requires that all students entering Maryland public schools for the first time
(including kindergarten) or transferring from a private school within or outside of
Maryland have a physical examination between 9 months prior to admission and 6
months after the first day of attendance. In order to provide the best learning
experience for your child, teachers need to be aware of any special health or
developmental problems that the child may have. This information, which will be
available to appropriate staff as necessary, needs to be current and can best be provided
by you and the child’s physician. (This information is kept confidential.)
Health Inventory forms (SRS-6), Dental Examination cards (525-17) and
Immunization Certificates are available from your child’s school and on the
Montgomery County Public School, MCPS, web site. Completed forms should be
returned to the health technician, nurse or counseling secretary (during the summer) on
or before the first day of school. The Health Room phone number is 301-320-6638
if you have any questions.
If your child does not have health insurance coverage, he or she may be eligible for the
Maryland Children’s Health Program or the Montgomery County Care for Kids Program.
Both programs offer preventive health check-ups, sick care and other services. For an
application or for assistance in obtaining medical care for your child, please call the
School Community Health Nurse at 301-320-6638. The application is also available at
local libraries or may be downloaded from the Internet. To print an application, go to:
http://www.dhmh.state.md.us/mma/mchp
IMMUNIZATIONS
The school immunization regulations (COMAR 10.06.04) require that children enrolled
in school must furnish evidence of having received certain immunizations or have a
verifiable appointment to get immunization(s) within 20 calendar days of enrollment.
CHILDREN WHO DO NOT PROVIDE PROOF OF THE VACCINES WILL BE
EXCLUDED FROM ATTENDING SCHOOL.
An Immunization Certificate (preferable the DHMH 896) with appropriate
immunizations must be submitted at the time of admission. Go to www.edcp.org
(click on “Immunizations”) to see the list of Minimum Vaccine Requirements for the
current school year.
32
THOMAS W. PYLE MIDDLE SCHOOL
INCOMING 6TH GRADE SUMMER ORIENTATION
Summer 2016
There are eight sessions of 6th Grade Summer Orientation at Pyle MS, but students attend only one session.
The June dates fill up quickly, so if you need a June date, please sign up as soon as possible.
If you currently attend one of the feeder elementary schools, sign up ends May 13, 2016.
Summer orientation will take place on:
Tuesday, June 21
Wednesday, June 22
Thursday, June 23
Friday, June 24
Tuesday, August 9
Wednesday, August 10
9:00-11:15
9:00-11:15
9:00-11:15
9:00-11:15
9:00-11:15
9:00-11:15
12:30-3:00
N/A
12:30-3:00
N/A
N/A
N/A
If your child does not understand English and will need a parent to translate, please let me know so we can make
arrangements.
Orientation begins at 9:00 for the morning session and 12:30 for afternoon sessions. Sign in does not begin
until 8:50 or 12:20, so please do not plan on arriving before then. Pick up time is 11:15 for morning sessions
and 3:00 for afternoons. Students may bring a water bottle if desired but no other supplies are needed.
If you are interested in having your child attend an orientation session, please sign up at:
www.SignUpGenius.com/go/30E0845ACAF2BABFA7-2016
You will be sent a reminder one week prior to the same email address a week before the assigned orientation
date.
In your sign-up please include:
 Child’s name AND Parent or guardian name (example Ben-child/Jane -mom)
 Parent email address
 A phone number where you, or an emergency contact, can be reached on the day of orientation
(a cell phone number is fine).
Attendance is limited to 55 participants and is assigned on a first- come, first-served basis.
Please contact Ms. Eve Nations if you have any questions or concerns. It is easiest to reach Ms. Nations by
email : [email protected]. (Please note that the spaces between my name are underscores.)
Her email can also be found on the Pyle Middle School website under Science Teachers. You may also leave a
message at Pyle (301-320-6540) and she will return calls after the students leave at the end of the day.
Ms. Eve Nation
33