Thunder Ridge Middle School

Course of Studies Guide

2014-2015
6th Grade

Mark Sneden, Principal

5250 S. Picadilly Street
Centennial, CO 80015
720-886-1500

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 Thunder Ridge Middle School
5250 South Picadilly Street
Centennial, CO 80015
720-886-1500
Fax: 720-886-1582

Why read this Course Guide?

 This Course of Studies represents a general guideline and overview to programs and curriculum at
TRMS. All of this is subject to revision or change based upon school finance, student enrollment,
staffing or other limitations imposed upon scheduling offerings that may occur from year to year.
 It lays out the expectations of middle school and gives you an orientation of what Thunder Ridge is
all about.
 It helps you and your student make appropriate curriculum choices for the coming school year,
choices which lead to high school and beyond.
 If you have any questions after reading this guide, the TRMS counselors are willing and able to
assist you. Please call our main number to speak with any of our counselors.
 Please return the registration form to your child’s teacher by the deadline printed on the form.

Table of Contents
Thunder Ridge Philosophy .................................................................................................. 3
Team and Grade Level Concepts of Thunder Ridge ........................................................... 4
General Information............................................................................................................. 6
Special Programs ................................................................................................................. 8
Math at TRMS……………………………………………………………………………..9
6th Grade Electives ............................................................................................................ 11

Everything in this Course of Studies Guide may be subject to change dependent on building
constraints, staffing, and program needs.

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T.R.M.S. Philosophy
Thunder Ridge Middle School is dedicated to the intellectual, physical, social, and emotional
development of students during the transition from childhood to adolescence. We recognize the
uniqueness of these students and strive to provide programs that are centered around their needs.

A core of academic courses complemented by a program of specialized and exploratory activities

stressing inquiry and creativity is essential. These courses and programs are primarily designed to allow
active participation and will result in positive educational experiences. At Thunder Ridge Middle
School, we believe that a positive educational climate that is conducive to the needs of the early
adolescent will provide a transition between the self-contained elementary and the departmentalized
high school. Special interest is taken to provide guidance in decision-making. High expectations from
the school community (parents, staff, and student) are necessary for student achievement and the success
of our school. This is a place for each child to grow as a person while learning responsibility for
themself and consideration for others.

Education is a lifelong process and we are committed to helping children develop learning skills as well
as teaching them to adapt to change. At Thunder Ridge Middle School, we value the learner as well as
what is to be learned.

At Thunder Ridge we believe…

...IN HIGH EXPECTATIONS.
Parents, staff, and students are accountable and responsible to uphold high expectations for the
success of our students and school.
...THAT STUDENTS COME FIRST.
Concern for students is the motivation for everything that happens at school.
...IN LIFELONG LEARNING.
Students need to be prepared for the future and need to value lifelong learning.
...IN A POSITIVE AND SAFE SCHOOL ENVIRONMENT.
Students and staff need to feel safe to risk and grow. Good citizenship must be expected and
modeled.
...IN ACTIVE PARTICIPATION.
Parents, staff, and students must be actively involved.
...IN OPPORTUNITIES FOR SUCCESS.
All students can succeed. Each student needs to be given opportunities for success.
...THAT INDIVIDUALITY NEEDS TO BE RESPECTED.
Individual diversity and differences must be valued and respected within the school community.
Varied instructional techniques are used to meet student needs.
...IN POSITIVE SELF-ESTEEM.
Positive self-esteem must be nurtured.
...In Growth For The Whole Person.
Growth of the whole person (social, physical, emotional, and intellectual) will be emphasized.
...In Teamwork And Collegiality.
Parents, staff, and students must work as a team to ensure the success of our school.

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 Grade Level Concept and Services
At Thunder Ridge Middle School
Thunder Ridge Middle School is divided into three wings with an upstairs and downstairs hallway.
Each wing of the school (upstairs and downstairs hallway) is divided by grade level. These are organized
in a geographic fashion: North—6th grade, Central—7th grade, and South—8th grade. Each
grade level has its own administrator and counselor to meet the needs of the students. Counselors
loop with the students at the end of each school year to give consistency in service. We believe that
by housing students by grade level, we can maintain a “school within a school” philosophy to break our
large school into three small schools.

6th grade students have core classes (math, science, language arts and social studies) in
the grade level wing with their team. Elective classes are comprised of students from different teams but
at the same grade level and are spread throughout the building at strategic locations.

Team Concept of Thunder Ridge Middle School

Each grade level has a unique daily schedule that takes into account the individual needs of that grade
level. Sixth graders will be placed on a three-person team with a math teacher, science teacher and read-
ing/writing teacher. Social studies will be taught at the end of the day by one of these three teachers.
Sixth graders begin their day with core classes, leave their wing to go to electives in the middle of the
day, then return for one more core block and Social Studies. This team and structure is designed to help
our students with the transition from elementary school.

Our seventh and eighth grade students have five core classes (math, science, reading, writing and social
studies), in a departmental (non-teamed) model allowing for more rigorous courses and heightened ex-
pectations of individual student responsibility in transition to high school.

Seventh grade students begin with one core class, then two electives, then four more core classes.
Eighth grade students have all five core classes followed by two electives at the end of the day.

Daily 6th Grade Schedule

Core 1
Core 2
2 Electives & Lunch
Core 3
Social Studies

Core Blocks are: Language Arts, Math and Science

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 How Can You Help Your Child Succeed?
 Hold high expectations and live by the adage “It isn’t what you expect, it’s what you inspect that
gets results.”

 Let your child know that you expect his or her best efforts.
 Make it clear that you value education.
 Make good work habits the rule.
 Provide time and space for your child to do his work. Help him learn to organize and prioritize
work. And set a good example yourself!

 Work with the school and with your student’s teachers. Don’t hesitate to call or make an appoint-
ment to see a teacher or administrator. Solving a problem as soon as it occurs can save a lot of grief
later.

 Sometimes people think that they don’t have to live by the rules they don’t like.That is a dangerous
policy. Students need to respect school rules and benefit from knowing how to work within the sys-
tem to create change. Model playing by the rules.

 “Trial and Error” is an excellent teacher! Early adolescents need to understand that their actions
have consequences both positive and negative. Don’t rescue your child.

 Stay involved in your child’s life.

 Middle school students make many new friends. Know who these friends are.

 Middle school students can be non-communicative. You may need to ask leading questions to find
out anything at all! But if you are willing to listen, you’ll learn more. Be a good listener—and a
patient one.

 Volunteer at school! Research shows that students whose parents volunteer do better than those
whose parents don’t.

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 GENERAL INFORMATION
Counselors
Besides being available to students and/or parents on an individual basis, counselors at Thunder
Ridge Middle School work closely with each of the teaching teams. Counselors provide a focus for
meeting the affective needs of kids within the classroom setting, in small groups, and one-to-one.

Counselors at Thunder Ridge Middle School help students make responsible decisions, resolve
personal and interpersonal problems, prepare for a transition to high school and a future career, gain
an understanding of their own strengths, and deal with the rapidly changing life needs of early
adolescence.

Students and parents are invited to make an appointment with their counselor for information about
services at Thunder Ridge Middle School.

Library
The philosophy of the Thunder Ridge Library is to provide a pleasant, welcoming atmosphere where
students and staff are encouraged to read, study, and research...the foundations of lifelong learning.
We strive to work closely with teachers to plan meaningful lessons that give students a sense of suc-
cess.

Mental Health
Mental Health services are provided by the school psychologist and school social worker. The
Mental Health team is involved in special education assessments as well as strategies for student
success in the regular classroom. Mental Health is available to help evaluate Attention Deficit
Disorders and/or emotional disorders and assist families in getting appropriate resources. The mental
health team also provide affective services in small groups and one-to-one.

PBS (Positive Behavioral Support)

The Positive Behavior Supports Initiative is designed to establish and maintain effective school envi-
ronments that maximize academic achievement and behavioral competence of all learners in Colora-
do. This competence is gained as a result of school personnel and families working together to pro-
vide a continuum of support for all learners. Positive Behavior Supports include the following prac-
tices:
-A common purpose and positive approach to discipline
-A clear set of positive expectations and behaviors (3 to 5 school-wide rules)
-Procedures for teaching and encouraging expected behavior
-Procedures for discouraging inappropriate behaviors
-Data used to guide decision making and planning
-Emphasis on prevention of inappropriate behaviors
PBS also acknowledges that social and behavioral competence are learned at home, school, and in
the community, and teaching positive behavior is more effective than punishing negative behavior.
We have developed 3 to 5 school-wide expectations that you will see posted throughout the building.
Our goal is that every student, staff, and parent will know and understand these expectations.

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Registration
Registration is an important step in the process of becoming a student at Thunder Ridge Middle
School. Parents are encouraged to take an active role with their children in completing the
registration form. Please refer to course descriptions when considering classes for next year. If you
have any questions concerning course selections or registration, please call the Thunder Ridge Regis-
trar at 720-886-1567. The counselors are happy to help in any way possible.

Student Activities
Activities which are not part of the academic work, but which add to the development of students, are
a vital part of Thunder Ridge Middle School’s program. Various clubs and activities will be offered
throughout the school year.

Student Council
Student Council focuses on skills necessary to be a positive, effective leader in and out of
school. Students have the opportunity to help with several TRMS events and activities such as
school dances, ThunderBall, community fundraisers, and spirit week. Members work to make TRMS
the best it can be, foster school spirit and pride, and promote student participation within TRMS and
the community to help others. All students and are welcome and encouraged to join Student Council
at any point during the year.

TRMS C.A.R.E.S.
TRMS (Trust/Relationship/Motivation and Safety) and C.A.R.E.S. (Compassion/Academics/
Responsibility/Empowerment/Support) is the basis of our affective education component of the mid-
dle school model. Thunder Ridge Middle School is committed to healthy development of social,
emotional, and physical safety of each middle school student. This is addressed through activities
that are scheduled during the first week of the school year and then occur regularly by team, and
quarterly with a school wide focus on common topics. These activities provide an opportunity for
students to participate in activities centered around team building, communication skills, conflict res-
olution, decision making, goal setting, empathy and refusal skills. School climate is further enhanced
by activities valuing tolerance, listening, connecting and caring. Our goal is to build relationships
between student to teacher and student to student, and create a positive and healthy environment for
all kids to learn and grow.

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 SPECIAL PROGRAMS

S.O.A.R.
Student Opportunities for Advanced Rigor
The GT/Advanced Learners program supports students who are formally identified GT, who demonstrate ad-
vanced cognitive abilities and performance, and who would benefit from academically rigorous course work.
Students are recognized for their academic and creative strengths, talents and abilities. The following opportu-
nities are available for students:
Pre-AP Institute: Our mission is to engage students in rigorous learning experiences focused on developing
the advanced skills, concepts and habits of mind necessary for success in Honors and Advanced Placements
classes in high school. Pre-AP classes are offered in core classes for students who meet or exceed the data
qualifiers. See course descriptions.
Advanced Math: Students who meet the data qualifiers of the common core standards will be placed in an
advanced math class.
Advanced Humanities: These electives classes are offered at all grade levels to students who are proficient
high to advanced in reading and writing. See course descriptions.
Clubs, Activities and Sports: Students can express their talents, passions and creativity in many of the oppor-
tunities offered. See catalog and website for more information.
For more information, please contact Denise Johnson, GT/Advanced Learners Resource Teacher, at 720-886-
1752.

Student Achievement Services

In the regular classroom, curriculum, instruction, and assessment are differentiated to provide for the unique
needs of the learner. Accomodations, modifications, and parallel materials are provided to ensure that every
student who has an identified need has access to information and instruction presented in class, and means for
demonstrating learning. Targeted and intensive classes are offered which address specific skills. Identification
of students with learning needs are based upon the CCSD Response to Intervention (RTI) model.

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 Middle School Math Course Descriptions

Math 6
As students transition to middle school mathematics, they will build on their understanding of
number from elementary school and begin to learn the abstract components of mathematics. In
sixth grade, math content will focus on four critical areas, including (1) connecting ratio and rate
to whole number multiplication and division and using concepts of ratio and rate to solve prob-
lems; (2) completing understanding of division of fractions and extending the notion of number to
the system of rational number, which includes negative numbers; (3) writing, interpreting, and
using expressions and equations; and (4) developing understanding of statistical thinking. This
work will lay the foundation for the focus on proportional reasoning in seventh grade.

Math 7
Seventh grade students will build on their work with rational numbers and algebraic thinking from
sixth grade as they move into deeper and more complex math concepts. Math content will focus
on four critical areas, including (1) developing understanding of and application of proportional
relationships; (2) developing understanding of operations with rational numbers and working with
expressions and linear equations; (3) solving problems involving geometric ideas of scale, area,
surface area and volume with two- and three-dimensional shapes; and (4) drawing inferences
about populations based on samples. This work will lay the foundation for the algebraic work
with linear functions studied in eighth grade.

Math 8
In eighth grade, students begin a serious study of algebra with the learning of linear functions.
With their study of number relatively complete, the focus shifts to the abstract application of their
understanding of arithmetic. This content will focus on three critical areas, including (1) formulat-
ing and reasoning about expressions and equations, including modeling bivariate data with a linear
equation, solving linear equations, and working with systems of linear equations; (2) developing
and understanding of the concept of a function, and use functions to describe quantitative relation-
ships; and (3) analyzing two-and three-dimensional space and figures using distance, angle, simi-
larity, and congruence, and understanding an applying the Pythagorean Theorem. This work will
lay the foundation for the success in a high school Algebra 1 course.

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Math 6/7
Students interested in pursuing math and science related interests in middle school, high
school, and post-secondary options may choose to access Algebra 1 prior to high school. Math
6/7 and Math 7/8, a two-year compacted course sequence, provides three years of mathemat-
ics content in two years, preparing students for Algebra 1 in grade 8. Math 6/7 students study
all topics from Math 6 (see Math 6 course description), extended the concepts of ratio and rate
from Math 6 to include proportional relationships from Math 7, as well as extending their
study of statistical thinking (Math 6) to include statistical inference based on samples (Math
7). The compacted nature of the course will require students to be comfortable and proficient
learning math at an accelerated pace. Placement in Math 6/7 will be determined using a body
of evidence to support students’ readiness for success in this course.

Math 7/8
Students who have successfully completed Math 6/7 may choose to complete this two-year
compacted course sequence, preparing them for Algebra 1 in grade 8. Students will complete
their study of Math 7 topics (see Math 7 course description) not covered in Math 6/7, includ-
ing working with expressions and linear equations and the geometric study of two-and three-
dimensional shapes. These concepts will be extended to the Math 8 topics of linear equations
and the Pythagorean Theorem, respectively. The full content of Math 8 (see Math 8 course
descriptions) will be studied in this course. The compacted nature of the course will require
students to be comfortable and proficient learning math at an accelerated pace.

Algebra 1
Algebra 1 formalizes and extends the mathematics that students learned in Math 6, 7, and 8.
The major components of study include (1) using equations and inequalities to model real-life
quantities and manipulating them to highlight quantities of interest while focusing on the un-
derlying structures of equations and inequalities; (2) understanding of the concept of a func-
tion, the use of function notations, and the structures of exponential functions and how they
compare and contrast with linear functions; (3) working with quadratic functions through a
structural perspective and in comparison to linear and exponential functions. These concepts
lay the foundations for analytic geometry concepts in a subsequent geometry course, and for
study with different function types in algebra 2 and other advanced math courses. This course
is equivalent to the Algebra 1 course taught at CCSD high schools.

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 6th Grade Electives
The Electives program at Thunder Ridge Middle School is designed to complete the education of the
middle school student. There are a wide variety of opportunities and at each grade level the students
are given more freedom to choose which classes they would like to take to enrich their learning. Since
some elective course offerings are based on student choice, some elective classes may
need to be combined or eliminated based on enrollment.

Strongly Recommended

Computer Literacy 6 (REQUIRED)

Computer Literacy is a course designed to improve students’ computer skills. During the course, students will
learn necessary keyboarding skills. The goal is for students to achieve mastery of typing skills to improve profi-
ciency when using the computer. In addition, students will work with Cherry Creek Schools’ email system, word
processing and Internet safety. Students may be given the opportunity to test out of this course. (quarter)

Indoor Physical Education 6

This course enhances the motor, intellectual, and social development of students through physical movement.
Students will learn cooperation, team play, and sportsmanship through various activities, including climbing
wall, weight training, basketball, volleyball, pilo polo and team handball. Fitness components and wellness con-
cepts are integrated into the activities as well. (quarter)

Outdoor Physical Education 6

This course enhances the motor, intellectual, and social development of students through physical movement.
Students will learn cooperation, team play, and sportsmanship through various activities including soccer, flag
football, track and field, lacrosse, softball, and an Olympics unit. Fitness components and wellness concepts are
integrated into the activities as well. (quarter)

Skills for Adolescence

This 6th grade health course teaches life skills that can be applied in practical “real world” situations.
Students will learn by participating in activities and skills which promote self-confidence, self-
advocacy and interpersonal techniques. Three units will be taught: Study Skills, Life Skills, and Per-
sonal, Home, and Internet Safety. (quarter)

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 Performing Arts

Band/Woodwinds 6
This class is open to any 6th grade student who is interested in playing a woodwind instrument. Woodwind instru-
ments include flute, clarinet, and saxophone. More experienced students may also play oboe and/or bassoon (this
will be discussed on a case-by-case basis). Students do not need prior experience to join this class. Percussion is
also available for students with prior musical experience (Private lessons on piano or percussion). Development of
proper instrument fundamentals and musical expressions is stressed, and a variety of musical literature is studied
and performed. Concerts are scheduled throughout the year, and attendance is required for all students. Any stu-
dent considering band is highly encouraged to start in 6th grade! (year long)

Band/Brass 6
This class is open to 6th grade students who are interested in playing a brass instrument. Brass instruments include
trumpet, French horn, trombone, baritone, and tuba. Students do not need prior experience to join this class. Per-
cussion is also available for students with prior musical experience (Private lessons on piano or percussion). De-
velopment of proper instrument fundamentals and musical expressions is stressed, and a variety of musical litera-
ture is studied and performed. Concerts are scheduled throughout the year, and attendance is required for all stu-
dents. Any student considering band is highly encouraged to start in 6th grade! (year long)

Music 6
This class approaches music learning from several perspectives: performance, observation, and music creation.
Performance: Students will experiment with different methods of music performance using their voices, body
percussion, and the piano.
Observation: Students will learn about popular and historic musicians and composers and examine different peri-
ods and styles of music. This includes a special project where students research their favorite musician and pre-
tend to be that musician in an interview with a “talk show host.” They will also respond to music via creative writ-
ing and movement.
Creation: Students will learn basic skills for reading music and composing. (quarter)

Choir 6
This class explores all the different ways to use your voice! Students will learn how to sing in different styles as a
group and learn the basics of reading music. The choir performs a concert in the evening for family and friends at
the end of the quarter as the culminating project! (quarter)

Orchestra 6
This year long course is open to both students with previous experience and those who wish to begin playing vio-
lin, viola, cello or string bass. Development of string skills and musical expression are stressed. A variety of music
is played. Concerts are scheduled throughout the year including participation in the CCSD Stringathon. (year)

Theater 6
Theater is fun! In this course you will discover how exciting creativity can be. Students will learn basic aspects of
theatre arts. Using the creative process students will produce original pantomimes and acting scenes. Students
will gain experience and confidence in performing. This experience will lead to high quality presentation skills
which can be utilized throughout the students’ educational experience. (quarter)

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 Visual Arts
Those students who are very talented or who wish to develop skills and knowledge in the visual arts
might consider taking both of the visual art offerings.

Art 6 2D
This class is a great opportunity to explore a variety of painting, drawing and collage techniques. We will learn
many basic art skills and concepts and put those ideas to work in several different projects. If you like Art, draw-
ing or painting, this is an excellent introduction to art and to develop skills for future classes and experiences.
(quarter)

Art 6 3D
This is an introductory class familiarizing incoming sixth grade students to the 3D art room where they will be
presented with challenges to create art work in three dimensional space. Students will work with a variety of media
that will include clay, paper mache, and wire. The focus will be on guiding students to learn to express themselves
using a variety of media. (quarter)

Foreign Language
Exploratory Foreign Language
This course, offered only to 6th grade students, will be a quarter-long elective for those 6th graders who want to
get a ‘taste’ of the two languages offered at Thunder Ridge. Throughout the quarter students will be introduced to
basic topics in French, and Spanish. Students opting to take this course will have the opportunity to sign up for a
beginning level course (Level A) for their 7th grade year. (quarter)

Spanish A
Upon the approval of the 5th grade language arts teacher, incoming 6th graders may choose to take be beginning
course for Spanish. This is a year-long, academic elective. Students entering this course should possess strong
organization and study skills. Upon successful completion of this course, students will move on to Spanish B, the
second half of the class, in their 7th grade year. With approval from the Spanish teacher, students will then take
Spanish CD in 8th grade which is similar to the Spanish 2 courses at the high school. (year)

Students may wait until 7th grade to begin year-long foreign language classes in which case they should consider
taking Foreign Language Exploratory.

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 Other Electives
Advanced Humanities 6
Advanced Humanities: Following Your Passion
Heartbeat, a short story written in poetry form, will frame our exploration about an area of passion.
Students will identify and learn more about the things they are passionate about. Then they will create
a visual expression of their research. Students will also explore artists who have used their passion
and talent to enhance meaning in well-known stories.
For GT/Proficient High Advanced Students.

Advanced Humanities: Meeting of Minds

What if Martin Luther King, Jr. and Abraham Lincoln could sit down and share their life journeys? In
this class, students conduct biographical research on a person of their choice. After writing a script,
students learn theater skills and bring the person to life. Proficient High /Advanced Reading & Writ-
ing Students.

Applied Technology 6
The S.T.E.M. lab integrates the principles of science, technology, engineering, and mathematics through various
hands-on projects. Students will use their creative skills to build three very popular projects: a hot air balloon out
of tissue paper which is flown outdoors, design and build a truss bridge with toothpicks, and design CO2 Car,
which is sanded to make them aerodynamically smoothed then paint their cars. The cars are raced on a track that
is set-up in our S.T.E.M. lab to see who has the fastest car. Projects and activities are based on Colorado Tech-
nology Standards and National Technological Literacy Standards. This is a quarter long course at the 6 th grade
level.

AVID (Advancement Via Individual Determination)

AVID is a college preparatory elective class for sixth, seventh and eighth grade students who desire higher aca-
demic achievement. AVID is designed to provide motivated students with skills needed to be successful in rigor-
ous middle and high school curriculum in preparation for a college future. Students meet daily and receive in-
struction in areas such as writing, note taking, reading, organization, questioning, study skills, test taking, and
college and career choices. Students interested in AVID have a 2.5 - 3.5 grade point average, good school at-
tendance and behavior, average or higher test scores in reading and math, and a willingness to commit to rigor-
ous class work. Interested students must fill out an application and participate in an AVID interview for selec-
tion. AVID is a yearlong elective for seventh and eighth grade students. Sixth grade students start second quar-
ter.

14