Curriculum/Course Catalog

Mammoth Middle School Course Catalog

The mission of Mammoth Middle School is to inspire, educate, and empower our community’s future leaders by providing a healthy, safe, and respectful environment which fosters the students’ academic, social, and emotional growth.

Our instructional focus is to read actively, think critically, and strive to grow. Our best practices that we implement schoolwide are student-generated questioning, called Question Formulation Technique, and student goal setting.

Our values and expectations of our students and staff are emulated in Mountain Lion P.R.I.D.E. Those values and expectations are to be Positive, Respectful, show Integrity, be Determined, and show Excellence in our words and actions.

Introduction

This guide has been prepared to assist you in understanding and planning your academic program for middle school. Mammoth Middle School offers an instructional program that stresses academic achievement, increasing levels of academic challenge, and increasing expectations for student responsibility and accountability.

Curriculum and instruction are designed to develop and assess student-demonstrated growth in learning, critical thinking, problem-solving, applying math and science concepts and processes, using technology, understanding positive health habits, and effective use of language to communicate and access information.

The six-period curricular program includes required core classes as well as a variety of exploratory and elective options. We encourage students, as they select classes, to think ahead about the sequence of courses they might want to take in high school.

The instructional focus at Mammoth Middle School is to read actively, think critically, and strive to grow. Our school expectations for our students and staff are Mt. Lion P.R.I.D.E.: be positive, be respectful, show integrity, be determined, and show excellence in words and actions.

SPECIAL REQUESTS

Due to the following circumstances, requests for specific teachers will not be granted:

The need to balance numbers and student academic needs.

Potential changes in the master schedule, including the addition or elimination of class sections.

Changes in staff assignments.

Scheduling difficulties with specialty classes.

If there are extenuating circumstances related to your child’s learning style and needs, please submit your concerns in writing to the Mammoth Middle School Counseling Office by June 1.

COURSE REQUIREMENTS

ESSENTIAL SKILLS

In addition to middle school course requirements, students are expected to demonstrate proficiency in specific essential skills within their classes and school community. The following skills are critical for each student’s future success in high school and post-secondary education:

Read and comprehend a variety of text

Write clearly and accurately

Listen actively and speak clearly

Apply mathematics in a variety of settings

Think critically and analytically

Use technology to learn, live, and work

Demonstrate civic and community engagement

Demonstrate personal management and teamwork skills

PERFORMANCE STANDARDS

The state establishes grade-level academic performance standards that all students are expected to meet. Performance levels are measured through state testing, which students participate in throughout the school year. The following are the performance standards for each grade level by subject tested.

English Language Arts/Literacy Scale Score Ranges

Grade 6:
Standard Not Met: 2210–2456
Standard Nearly Met: 2457–2530
Standard Met: 2531–2617
Standard Exceeded: 2618–2724

Grade 7:
Standard Not Met: 2258–2478
Standard Nearly Met: 2479–2551
Standard Met: 2552–2648
Standard Exceeded: 2649–2745

Grade 8:
Standard Not Met: 2288–2486
Standard Nearly Met: 2487–2566
Standard Met: 2567–2667
Standard Exceeded: 2668–2769

Mathematics Scale Score Ranges

Grade 6:
Standard Not Met: 2235–2472
Standard Nearly Met: 2473–2551
Standard Met: 2552–2609
Standard Exceeded: 2610–2748

Grade 7:
Standard Not Met: 2250–2483
Standard Nearly Met: 2484–2566
Standard Met: 2567–2634
Standard Exceeded: 2635–2778

Grade 8:
Standard Not Met: 2265–2503
Standard Nearly Met: 2504–2585
Standard Met: 2586–2652
Standard Exceeded: 2653–2802

PROGRAM PLACEMENT AND COURSE SELECTION

Middle School

All students in grades 6–8 are required to complete the core subjects of math, language arts, social studies, and science each year. Students must pass Math, Language Arts, Social Studies, and Science to be promoted to the next grade level.

Middle school students are scheduled according to the courses appropriate to follow their prior year’s courses and current grade level. Students will be scheduled for the next most appropriate math course, regardless of grade level.

Adding or Dropping Courses

Students may add or drop courses within the first ten school days of a semester. It is the responsibility of the student to contact the School Counselor if they wish to add or drop a course.

Requests will be honored at the discretion of the school. If a student withdraws from a course more than 10 days after the scheduled start of the class or their enrollment in the class, they will receive an “F” on both their report card and final transcript.

Student Accountability: “Middle School Counts!”

Students will be held accountable for their middle school performance. All students are expected to successfully complete all course requirements, demonstrate essential skills, and meet grade-level academic proficiency standards.

Students who experience difficulty doing this will be assigned to tutoring and/or placed in an academic support class that runs either during the school day, after school, or in the summer so that they can receive the additional academic assistance necessary for successful achievement of all middle school requirements.

Academic Support Program

MMS’s academic support program is designed to provide targeted, structured intervention to students in need of academic assistance to be successful in core classes or to meet academic proficiency standards. The design of each student’s academic support program is determined by the school.

Support could take the form of in-class support during the period the student is experiencing difficulty, after-school support, specialized classes, and/or a summer school program.

MMS provides an elective support class. Students will be assigned to the elective academic support class based on reading scores, academic performance, grades, and teacher recommendations.

Grading and Reporting

The academic school year at Mammoth Middle School is divided into four grading periods and two semesters. Courses vary in length from one semester to one year.

At the end of each grading period, students will be issued a grade report. Most grades on the grade reports will be progress grades, but courses ending at the end of the Fall and Spring semesters will receive a final grade on the student’s transcript.

Grade reports will reflect student work toward meeting specific academic standards for the course in the form of proficiency grades and letter grades, as well as the student’s study and classroom behavioral habits.

Parents may request informal progress reports for specific classes by contacting teachers directly.

Conferences

Mammoth Middle School does not hold formal conferences. However, Mammoth Middle School does offer Student Success Team Meetings. If you wish to meet with your child’s teachers, please contact the Mammoth Middle School Counseling Office to set up a meeting.

Mammoth Middle School Courses

Middle school students can take specific high school level courses during middle school. MMS currently offers two high school math classes: Algebra I and Geometry. In order to be eligible to take these courses, students must demonstrate mastery of the specific course standards.

Looking Ahead to High School

A fundamental goal of middle school is to prepare every student to be academically successful in high school. Students should keep in mind the high school course and graduation requirements as they plan their middle school schedules with their parents.

MAMMOTH HIGH SCHOOL GRADUATION REQUIREMENTS

Mammoth High School graduation requirements include 230 units:

4 years, or 40 units, of English
3 years, or 30 units, of Math; students must complete Algebra I
3 years, or 30 units, of Science
3 years, or 30 units, of Social Science
2 years, or 20 units, of Physical Education
1/2 year, or 5 units, of Health
1 year, or 10 units, of Career Technical Education (CTE)
1 year, or 10 units, of Fine Art
55 units of general electives

MINIMUM COLLEGE ENTRANCE REQUIREMENTS

Students interested in entering the University of California or a California State University as freshmen must satisfy the following requirements:

Complete a minimum of 15 college-preparatory courses, known as “a-g” courses, with a letter grade of C or better, with at least 11 courses finished prior to the beginning of the student’s last year of high school.

A. History: 2 Years

UC-approved high school courses: one year of world or European history, cultures, and geography, which may be a single yearlong course or two one-semester courses; and one year of U.S. history, or one-half year of U.S. history and one-half year of civics or American government.

B. English: 4 Years

UC-approved high school courses: four years of college-preparatory English that include frequent writing, from brainstorming to final paper, as well as reading of classic and modern literature. No more than one year of ESL-type courses can be used to meet this requirement.

C. Mathematics: 3 Years Required, 4 Years Recommended

UC-approved high school courses: three years of college-preparatory mathematics that include the topics covered in elementary and advanced algebra and two- and three-dimensional geometry.

A geometry course or an integrated math course with a sufficient amount of geometry content must be completed. Approved integrated math courses may be used to fulfill part or all of this requirement, as may math courses taken in seventh and eighth grades if the high school accepts them as equivalent to its own courses.

D. Laboratory Science: 2 Years Required, 4 Years Recommended

UC-approved high school courses: two years of college-preparatory laboratory science, including or integrating topics that provide fundamental knowledge in two of these three subjects: biology, chemistry, or physics.

One year of approved interdisciplinary or earth and space sciences coursework can meet one year of the requirement.

E. Language Other Than English: 2 Years

UC-approved high school courses: two years, or equivalent to the second level of high school instruction, of the same language other than English are required. Three years or third level of high school instruction are recommended.

Courses should emphasize speaking and understanding, and include instruction in grammar, vocabulary, reading, composition, and culture. American Sign Language and classical languages, such as Latin and Greek, are acceptable. Courses taken in seventh and eighth grades may be used to fulfill part or all of this requirement if the high school accepts them as equivalent to its own courses.

F. Visual and Performing Arts: 1 Year

UC-approved high school courses: one yearlong course of visual and performing arts chosen from the following disciplines: dance, drama/theater, music, interdisciplinary arts, or visual art. Two one-semester courses from the same discipline are also acceptable.

G. College-Preparatory Elective: 1 Year

UC-approved high school course: one year, or two semesters, in addition to those required in “a-f” above, chosen from the following areas: visual and performing arts, history, social science, English, advanced mathematics, laboratory science, and language other than English. This may include a third year in the language used for the “e” requirement or two years of another language.

COURSE DESCRIPTIONS

Note: Course offerings described in this catalog are anticipated but are not guaranteed. Student enrollment, student needs, district budget, and elective choices will impact course offerings for the coming school year.

Core 6

Language Arts

Writing, grammar, and research skills are emphasized. Written language experiences are provided through response to literature and informational text, research reports, essays, quick writes, and poetry. Oral language experiences include reader’s theatre, speeches, and class presentations.

Reading and Literature

Emphasis is on improving comprehension through the continued development of reading skills and vocabulary, as well as analyzing various genres of literature and informational text. Students study novels, short stories, poetry, articles, and nonfiction material through discussions, written responses, and projects.

The teacher-librarians guide students in selecting books for independent reading through book talks, as well as independent consultation with students.

History

From the earliest known people through the fall of Rome, students examine how ancient civilizations have contributed to our lives. Students learn about the geography, history, culture, and economy of these civilizations from reading and discussing a wide variety of resources, including the textbook and supplementary materials.

Students create projects, maps, and presentations, and learn important study skills for taking content-area tests.

Core 7

Language Arts

Language Arts emphasizes writing as a process. Students work through several stages, including prewriting, writing, sharing and responding, revising, editing, and evaluating. They develop writing skills through practice and feedback from teachers and peers.

Students develop paragraphs with a topic sentence, supporting details, and a concluding sentence. They also write essays with an introduction, body, and concluding paragraphs. Students engage in a variety of both formal and informal writing activities that include descriptive, narrative, expository, and persuasive expression.

The course also covers grammar and the mechanics of punctuation and capitalization. Students develop effective study habits and research skills, including reference work and the use of the library.

Reading skills are reinforced and emphasized through the study of literature. Areas of focus include vocabulary, comprehension, and analysis of plot, setting, characters, and theme. Students study elements of literary style and a variety of forms, including biography and autobiography, short story, novel, folk literature, and poetry. Each student also participates in an outside reading program.

History

History focuses on an examination of social, cultural, religious, and technological changes around the world during the period 500 C.E. to 1700 C.E.

Units of study include Europe During Medieval Times, The Rise of Islam, The Culture and Kingdoms of West Africa, Imperial China, Japan During Medieval Times, Civilizations of the Americas, Europe’s Renaissance and Reformation, and Europe Enters the Modern Age.

Units include a variety of writing, projects, activities, lectures, and note-taking.

Core 8

English/Language Arts

Students in eighth grade English/Language Arts are expected to engage in independent, self-selected readings as well as teacher-assigned readings; read for pleasure, meaning, and thematic analysis in literature; make associations and connections between literature and history concepts; and analyze different types of selections, including short stories, novels, primary source documents, biographies, informational literature, and other nonfiction.

Students increase vocabulary skills and evaluate information from a variety of sources and media. Students are also expected to self-edit and peer-edit multiple genres of writing. Students write compositions where they support their claims with evidence.

Students also practice the skills of summarizing, responding to literature, writing research reports, and other skills related to becoming prepared for high school in accordance with the Common Core State Standards. In addition, students study grammar and syntax as a means to increase verbal and written skills.

History/Social Science

In 8th grade U.S. History, students develop an understanding and appreciation of the political, economic, and social development of the United States. Emphasis is placed on the growth of basic American principles, the contributions of various ethnic and cultural groups, and the development of democratic traditions.

Common Core State Standards, which focus on historical literacy, require deep examination of U.S. history. Students will use and be assessed on critical thinking, problem-solving, collaboration, and communication skills within this analysis.

Mathematics 6

In grade six, students expand and strengthen their use of mathematical practices and develop fluency in explaining how they solved a problem. Sixth-grade students complete their study of the four arithmetic operations involving whole numbers, fractions, and decimals. They make use of developing mathematical processes to apply these skills to problem-solving situations in a variety of contexts.

Students are introduced to the meaning of integers and rational numbers, how to represent them on a number line, how to order and compare them, and how to determine the absolute value of an integer.

A critical area of understanding in sixth grade is the concept that variable expressions can be written and used to represent word problems. Students differentiate between expressions and equations and attain mastery of solving single-variable equations.

Students are introduced to the concept of ratio and solve problems involving ratios. They understand that a ratio represents the relationship between two quantities.

Students collect and analyze data, finding measures of central tendency. They learn about statistical questions and data, how to collect a five-number summary, and how to represent statistical data graphically through dot plots, box plots, and histograms.

Students find areas of polygons and begin a study of the surface area of three-dimensional solids and the volume of rectangular prisms.

Mathematics 7

In grade seven, mathematics focuses on four critical areas:

Developing understanding of and applying proportional relationships, including percentages.

Developing understanding of operations with rational numbers and working with expressions and linear equations.

Solving problems involving scale drawings and informal geometric constructions and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume.

Drawing inferences about populations based on samples.

Students also work toward fluently solving multi-step equations with rational coefficients.

Mathematics 8

In grade eight, mathematics focuses on three critical areas:

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.

Grasping the concept of a function and using functions to describe quantitative relationships.

Analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

Students also work toward fluency with solving simple sets of two equations with two unknowns by inspection.

Science 6

This class is designed to channel students’ curiosity of the natural world into inquiry-based learning and scientific processes. Students become observers, builders, and investigators of their physical reality.

Either individually or in groups, students have opportunities to communicate their ideas, collaborate with others, draw conclusions, and make models. Several field trips may be taken to extend learning from the classroom.

The 6th Grade Science Content Standards for California and the Next Generation Science Standards provide the basis of this class.

Science 7

Students study seven units of biological sciences:

Ecology
Photosynthesis and cellular respiration
Cells
Body systems
Evolution
Genetics
Natural selection

In each of these units, students are exposed to experiments and engineering practices as part of the Next Generation Science Standards.

Science 8

Physical Science 8 is a hands-on, project-based curriculum. It is aligned to the current California state standards and focuses on student-based labs and projects. Students are introduced to the study of matter and energy and the basics of chemistry and physics.

Exercise Science

Exercise Science is a class designed to introduce middle school students to physical and health literacy. Physical literacy is possessing the physical skills necessary to participate in a variety of sports and recreational activities. Health literacy is obtaining the knowledge to make good choices concerning nutrition and the social environment.

The class is divided between understanding and developing physical fitness, introduction and application of physical skills, and discussion of important health topics revolving around nutrition.

In summary, Exercise Science is an introduction to the owner’s manual of the one and only body students will ever have.

World Language

The World Language program in Spanish provides world-readiness by preparing students to participate in a multilingual environment that values other cultures, with the goal of developing functional proficiency in Spanish.

The program incorporates a proficiency-based curriculum that enables students to use the world language in real-life situations in an immersion setting. The World Language teacher leverages the power of technology and engaging resources to meet the needs of diverse learners.

The middle school World Language teacher offers differentiated instruction for students who have come from elementary dual immersion and English-only programs, and for students who are heritage speakers or beginners. Instruction may include tiered assignments, the station-rotation model, literature-based learning, open-ended performance tasks, and leveled target-language online programs using Middlebury College curriculum.

Electives

ELA Seminar 6, 7, 8

This comprehensive, research-based reading intervention program is designed to supplement and accelerate students’ attainment of grade-level reading proficiency through systematic instruction and practice of the five key components of reading:

Phonological awareness
Phonics
Comprehension
Vocabulary
Fluency

Lessons take a scaffolded approach and use six steps to reinforce each skill: introduce, demonstrate, coach, apply, assess, and reteach.

This course is recommended for students in Language Arts 6, 7, and 8 Core classes who need additional instruction in reading to be successful with grade-level standards.

Accel Math 6, 7, 8

Students in this course have major gaps and misunderstandings about mathematics. These students have not achieved the elementary math standards and are not proficient in arithmetic.

The Math Development course provides a second hour of instruction to support the core period and allows students the opportunity to preview and review standards and skills at grade level.

This course focuses on a hands-on approach and modeling for learning operations with whole numbers, decimals, and fractions. Applications of basic arithmetic are embedded in daily problem-solving activities.

Literacy strategies are emphasized for learning key vocabulary and note-taking skills necessary for success in mathematics. Diagnostic assessment tools are used so students can work on the gaps in their learning.

Math Logic 6, 7, 8

This elective course focuses on critical thinking, cooperative group work, design, creation, analysis, and problem-solving.

Creative Writing

Students implement the writing process to explore and create effective writing. Writing is viewed as a means of expression, a means of communication, and a highly intellectual activity.

Students analyze various writing genres through reading, writing, and critiquing techniques tied to writing. Students strengthen their knowledge and application of various writing strategies to display more sophistication and polish in their final compositions.

Emphasis is also placed on the conventions of writing, spelling, punctuation, paragraphing, and organization.

Science Club

This elective is an experience during which students have the opportunity to conduct research on a project of their choosing, in consultation with the course instructor.

Projects have a different theme each trimester. Students work on experiments that involve using the scientific method, where observations are made and conclusions are drawn. Students also have opportunities to use a wide variety of data collection.

Life Skills 7

The seventh grade Life Skills course is designed to help seventh-grade students achieve skills in areas of academic, emotional, and physical growth.

The class focuses on the development of positive interpersonal skills with peer groups and adults, the implementation of positive study skills, and the importance of setting goals.

Physical and emotional changes in adolescence are also discussed, as well as issues related to human sexuality. Students also examine sound personal health habits and proper fitness behaviors, as well as tobacco, alcohol, and the consequences of use and abuse.

Yearbook

This course is designed to teach students how to create and produce a school yearbook. Students focus on the purpose of a yearbook, developing a theme, creating layouts and designs, photography, writing, and editing. Students also participate in the marketing and sales of the yearbook.

College and Careers

This curriculum is designed to help students understand more about their attitudes, self-concept, self-motivation, and self-management. Woven throughout this beginning career exploration course are important activities for social and emotional development.

Because these concepts are learned in the context of planning for the future, they have more meaning and students are more likely to embrace and practice what is learned.

Course materials help students:

Develop the skills of a self-directed learner
Understand the traits and skills of a resilient personality
Practice strategies for creating a growth mindset
Discover what motivates them so they stay focused on their education over the long term
Study 21st-century learning mediums that will help them take advantage of new ways of mastering topics of their choosing

This coursework provides students time to reflect and grow, increasing their self-efficacy as successful students, using the Get Focused…Stay Focused!® program.

Study Skills

This class is for students who have an IEP. The class offers one-on-one support or small group instruction, teaching basic academic skills and life skills as well as re-teaching concepts that originated in general education classes.

Students are also able to complete homework and classwork from general education classes. The class is also used to provide testing accommodations for IEPs, as well as to enable students to work toward meeting their IEP goals.

Concert Band

The Concert Band course at Mammoth Middle School is designed for the new and developing musician. Mainly consisting of first-, second-, and third-year players, the class focuses on the performance of music in a variety of styles, settings, and genres.

Concert Band presents a handful of performances throughout the year. Students also learn about the different elements that make up music, including music theory, history, technique, tone production, and rhythm.

The class utilizes the California Performance Standards for Band in order to teach and improve student understanding and performance in music.

Note: This class requires an occasional commitment outside of the normal school day.

Symphonic Band

The Symphonic Band course at Mammoth Middle/High School is designed for the intermediate to advanced musician. Prior experience is necessary, and students must audition or be pre-approved by Mr. Hammers to be admitted.

The Symphonic Band focuses on the performance of music in a variety of styles, settings, and genres. Symphonic Band presents a handful of performances throughout the year.

Students also learn and develop their understanding of more advanced concepts in music theory, composition, history, technique, tone production, and complex rhythm.

The class utilizes the California Performance Standards for Band in order to teach and improve student understanding and performance in music.

Note: This class requires an occasional commitment outside of the normal school day.

Choir

This course is primarily a high school class. Only eighth-grade students in good academic standing may audition after approval by counseling.

Though no prior experience is necessary, all students must audition with Mr. Hammers prior to being admitted to the class.

The goal of this course is to improve vocal strength and control for all students, individually and as a choir. The class utilizes the California Performance Standards for Choir in order to teach and improve student understanding and performance of vocal music.

Note: This class requires an occasional commitment outside of the normal school day.