Academic Enrichment

Students in grade six review the elements of art; focusing in particular on color theory and value to create the illusion of form. They also study how to develop an engaging character and plot for a fictional story, writing and illustrating their own story introductions. In the clay unit, students learn to develop and evaluate their own ideas for vessels that carry symbolism or character, and create advanced pinch and coil pot projects. In the collage unit, students learn about the work of artists including Romare Beardon, while they look at the development of art in the twentieth century.

Students learn the basics of graphic design by creating two-dimensional and/or video advertisements for a product or service that they invent. The purpose of this unit is to analyze both the messages carried by advertising and other media, as well as the visual strategies used to communicate these messages to and influence viewers. In the sculpture unit, students will study proper techniques for making large-scale, hollowed clay constructions by designing pieces that clearly express an intentional persona or approach to abstract form. The final unit examines acrylic painting as students learn to express their own sense of place, memory, and an honoring of the natural world. The objectives are to locate and cultivate ideas important to the artist and to execute the artwork so that these ideas have impact on all viewers as well. Students learn to create value, texture and effective composition in a painting. Included in each unit is an overview of an artist or artists from both the twentieth and twenty-first centuries.

Students learn the basics of creating the illusion of three-dimensional space on a two-dimensional surface through a study of one-point perspective drawing. This unit is combined with a study of surrealism in order to contextualize students’ artwork and drive the choice of compelling imagery. Students also study the process of monotype and create a series of prints focused on elements and principles of design. The final unit for grade eight is stone carving, in which students learn that the objects made by persons in any time period and culture offer valuable information about their values and beliefs. Students may make either a purely sculptural, non-functioning piece, or a piece of jewelry using professional jewelers’ tools and equipment. Soft and highly workable carving stones such as alabaster, marble and soapstone are used.

1^st and 2^nd grade have art once a week for 45 minutes.

Grade 7 students who do not participate in a performance musical group have this class in the rotation.  It involves a combination of art and music skills taught by one music teacher and one art teacher.

Grade 8 students who do not participate in a performance musical group have this class in the rotation.  Projects differ from general art.

Art by students is on display throughout the year in the art room hallway.

Some projects require that students bring in materials for the project.  Some require replanning or research of the project outside of the art class.  The plan is to be brought in as part of the project requirements.

Grade 6, 7 and 8 art classes focus on media based projects in painting, drawing and sculpture.  Projects build on skills learned in previous years.

The rooms and teachers are available before and after school on specified days or by special arrangement.  Lunch periods may also be available.

Depending on the specific project this may be an option.

Students explore the use of productive software such as:  Inspiration, Excel, Microsoft Word, and the Smart Board to communicate, strategize, and solve problems.  The students compare and contrast different kinds of search engines available on the Internet in order to successfully conduct research, and engage in safe Internet practices, especially using student friendly search engines, and netiquette.  Students create PowerPoint projects employing proper design techniques in order to both impress and inform.

All lessons are designed and presented within the context of the Connecticut Frameworks for Technology and are aligned with the connected academic standards.

Students continue preparing for their secondary education experience.  Students build on their previous knowledge of Word, Excel, and PowerPoint by learning additional software functions and commands.  Products include:  tables, forms, templates, spreadsheets, graphs and chars, and graphic presentations.  The latter project integrates all three software applications.  Expository essays relating to Excel spreadsheet and graph assignments are required.  Lesson on Internet safety and website reliability are incorporated into the curriculum.

All lessons are designed and presented within the context of the Connecticut Frameworks for Technology and are aligned with connected academic standards.

Students continue preparing for their secondary education experience.  Students build on their previous knowledge of Word, Excel, and PowerPoint by learning additional software functions and commands.  Products include:  tables, forms, templates, spreadsheets, graphs and chars, and graphic presentations.  The latter project integrates all three software applications.  Expository essays relating to Excel spreadsheet and graph assignments are required.  Lesson on Internet safety and website reliability are incorporated into the curriculum.

6^th – Physical fitness, nutrition, personal safety, and substance abuse.

7^th – Substance Abuse (alcohol, tobacco, marijuana, inhalants), human growth and development (male and female reproductive systems)

8^th – Substance Abuse (peer pressure, positive relationships, methamphetamines, ecstasy, heroin, cocaine, GHB, prescription drugs, review of alcohol, marijuana, tobacco, inhalants), common teenage issues (sexual pressures, abstinence, depression, eating disorders, academic and extracurricular pressures, self esteem, positive family and peer relationships), and goal setting (proactive behaviors and strategies).

It is mandated by the state of Connecticut that every public school student receive substance abuse education each year (K-12).  At the middle school level we teach about the dangers of substance use and abuse, and place a heavy emphasis upon positive relationships, goal setting, and good decision making.

No. These are mixed gender lessons and every student experiences lessons that focus on both the boys and girls reproductive systems. If a parent desires, they may request that their child be excluded from this instruction. If this is the case, the teacher will provide their child an alternative lesson in another setting.

Students on their own come up with common issues that teenagers often face.  From there, instruction stems to include an anonymous question/answer period.  The teacher will address any question that is considered appropriate (by the teacher) and will give an age appropriate answer or explanation. 

PLEASE NOTE:  Students are consistently informed that adolescents and teenagers are not emotionally mature enough for sexual relationships.  In the eighth grade, abstinence is discussed and promoted.  Students will learn about contraception and STD’s during high school health education.  These topics are not part of our curriculum. However, if related questions arise, the teacher will answer them in an age appropriate manner and also explain that these are topics that will be addressed by their future health education teachers.

Of course, feel free to contact your teacher any time. Your teacher will be more than happy to help you and to address any questions or concerns that you may have.

Yes, a student may begin in these grades although it will have to fit into the teacher’s schedule which might be on a different day than his/her given grade lesson schedule. In this case, teachers must give permission.

Yes, a student may begin in these grades although it will have to fit into the teacher’s schedule which might be on a different day than his/her given grade lesson schedule. In this case, teachers must give permission

To become a member of jazz band, chamber singers, or chamber orchestra, students must pass an audition. Requirements for these auditions may be obtained from our music teachers.

The music rooms are locked at night but instruments should go home for daily practice. They should never be left in school over the week ends or vacations

Because lessons occur on a rotating schedule, students should miss each academic class only once every six weeks. Teachers do not give tests or quizes on lesson days.

The instruments offered at the MS are woodwind, brass, percussion, violin, viola, cello and bass.

Students are required to change into appropriate attire for class.  Attire is as follows:  shorts/sweatpants, T-shirt sweatshirt, athletic socks and athletic sneakers.  Appropriate bathing suits (one piece suits for girls) are required for all swimming classes.

Physical Fitness, project Adventure, Soccer, Football, Field Hockey, Volleyball, Basketball, Gymnastics, Floor Hockey, Swimming/Water Safety, Aerobics/Dance, Lacrosse, Track and Field, Softball.

Classes are scheduled five times in a 10 day cycle.

Students who cannot participate in physical education class for one week or less need a note from their parent/guardian or school nurse.  Students who need to be excused for more than one week due to injury or serious illness must submit a physician’s note to the school nurse.  Any student excused from  PE class will be required to make up class through written or physical activity.

Students in grades 6-8 are assigned a PE locker and given a lock to use for the school year.  All students are encouraged to keep their personal belongings locked in the locker during physical education class.  Students are responsible for the condition of the lock and locker.  A $5.00 accountability fee will be charged to any students losing or damaging their assigned lock.

Spanish is offered to students in grades 6, 7, 8

French is offered to students beginning  in grades 7 -8

Spanish Grade 6 En sus marcas level A Textbook , EMC Paradigm Publishing. 2001

Spanish Grade 6 En sus marcas level A workbook, EMC Paradigm

Spanish Grade 7 En sus marcas level B Textbook, EMC Paradigm Publishing. 2001

Spanish Grade 7 En sus marcas level B workbook, EMC Paradigm

Spanish  Grade 8 Listos, EMC Paradigm Publishing. 2001

French Grades 7 & 8, Allez Viens Textbook , Holt Rhinehart

Freanch Grades 7 & 8, Allez Viens workbook , Holt Rinehart workbook

The mission of the Spanish Club to promote cross-cultural acceptance and understanding of  Spanish language and culture, and to encourage service to school and the community.  There are  1-2 field trips organized each year.  Some activities include crafts, foods, and school and community service opportunities.

Any 7^th or 8^th grade Weston Middle School student can join the Spanish club

The Colt poetry contest is an annual poetry recitation contest in American Sign Language, Mandarin Chinese, ESL, French, German, Italian, Japanese, Latin, Modern Greek, Portuguese, Polish, Russian, and Spanish sponserd by the Connecticut Council of Teachers of Language Teachers.

Any 7^th or 8^th grade Weston Middle School student can join the Colt Poetry Contest

The contest is held early- mid  April every year.  The registration deadline is in January. Interested students should inquire about exact dates. This information is available from the World Language teacher, department chair,  or by calling the main office secretary.

Grade 6 Spanish meets twice a week and every other Friday for 48 minutes.

Grade 7 and 8 Spanish and French classes meet every day for 48 minutes.

Each student is responsible for bringing his/her textbook, workbook, notebook, and pencil or pen to classs each day. Individual teachers may request additional supplies on occasion to meet class objectives. A Spanish/French dictionary is strongly recommended but not required.

World Language is a regular academic subject and

homework is assigned in accordance to the school homework guidelines of 10 -20 minutes per night per subject area.

Yes. There is extra-help offered on a regular basis by each individual World Language teacher. Please contact the individual teacher for when extra-help sessions meet.

Each Student is responsible for taking care of the textbook assigned at the beginning of the year by his/her World Language teacher.

A cost to replace either a lost or damaged textbook/workbook  will be issued to the student by the teacher.  Payments for lost or damaged textbooks should be made to Weston Middle School and sent to the WMS Main Office secretary.

SPANISH TEXTBOOK/WORKBOOK  REPLACEMENT INFORMATION

Grade 6 En Sus Marcas Textbook Level A, EMC Paradigm 2001    $55.00

Grade 6 En Sus Marcas Workbook Level A, EMC Paradigm 2001  $  12.00

Grade 7 En Sus Marcas Textbook Level B, EMC Paradigm 2001   $55.00

Grade 7 En Sus Marcas Workbook Level B, EMC Paradigm 2001  $12.00

Grade 8 Listos Textbook, EMC Paradigm 2001   $66. 00

FRENCH TEXTBOOK/WORKBOOK REPLACEMENT INFORMATION

Grade 7 Allez Viens Textbook , Holt Rinehart   $66.00

Grade 7 Allez Vien Workbook, Holt Rinehart  $12.

Grade 8 Allez Viens Textbook, Holt Rinehart  $66.00

Grade 8 Allez Viens Workbook, Holt Rinehart  $12.00

Above prices include 10% shipping charge