Guide for Choosing Academic Discipline Courses
General Program Description:
Daniels is undergoing an amazing transition after losing its magnet program as an International Baccalaureate Middle Years Programme in the
spring of 2009. Daniels parents met in November 2009 to discuss how they currently view Daniels as well as their goals for Daniels in the future.
Teachers met in February to complete the same exercise. The two groups had very similar visions. Daniels has a strong focus on student success.
Daniels believes in community service. There is strong communication between Daniels staff and families. There are excellent electives offered and
wonderful teachers. The recently renovated facility is beautiful. There is strong parental involvement and an active PTA. Parents and staff liked the
cumulative exams at the end of each term. We have strong traditions and we have talented, hard-working students. As we look to the future, we will
utilize technology in the classroom more. We will continue our strong foreign language and arts programs, and begin a Spanish foreign exchange
program and trip to Costa Rica. We will develop a time-management and study skills course for students who show they have that need. We will add
more PE electives. We will continue with our new leadership class and expand it to more students. We will also add clubs as students show interest.
We have the best of both worlds, a staff steeped in the pedagogical ideals of the International Baccalaureate Programme, as well as the flexibility to
shape those ideals to our needs. Our goal as we work with our students is to increase the skills they will need to have in order to be successful as an
adult. These skills were again identified by our parents and teachers. They want our students to develop strong communication skills (reading writing
speaking and listening), strong problem solving skills, organization and time management skills, and the ability to work with others in a team. We are
excited about preparing our students for the 21st century!
How to use this guide:
This guide contains general information about Daniels as well as specific information about courses we plan to offer next year. Please note that we
have not received information regarding resources allocated to Daniels and so are basing course offering decisions on the information currently
available. Changes to the program guide will be noted on our website.
Daniels Middle School opened in 1955 to serve families in the Hayes Barton, Country Club Hills, and Anderson Heights Communities. We continue
to do so and we have expanded to new neighborhoods, including Pleasant Valley and Longview. Daniels was named for Josephus Daniels who
served as secretary of the Navy in WWI and who was the founder and publisher of the News and Observer. Because of Mr. Daniels nautical
background, Daniels has developed a nautical theme. Our Bluejacket mascot is named for navy seamen who wore Blue Jackets. The names of our
teams are also nautical and currently include the Seahawks, the Admirals, and the Dolphins. . Bates Elementary School became a part of Daniels
in 1982. Daniels moved from a Junior High School to a Middle School at that time. The school was completely renovated in 2006 to allow Bates and
Daniels to be joined via a new connector addition.
Daniels has an excellent staff. We have 82 certified staff members. 28 have advanced degrees. They average over 14 years of experience. We
have 7 National Board Certified Staff and in the past two years our Teacher of the Year has been a semi-finalist for Wake County Teacher of the
Year. Our teachers and certified staff members use this wealth of experience to develop and implement lessons that meet student needs.
Daniels staff members use SPAN and School Notes to communicate grades and assignments to parents. SPAN (Student Parent Access Network)
allows parents to see grade, attendance, and discipline referrals via the internet. Parents must sign up and receive a user name and password.
School Notes is accessible from our school website. Teachers update school notes to include HW assignments, and project and test dates. We also
utilize the phone messenger system, our website, a Yahoo list serve and the PTA Newsletter to communicate with our families. Our PTA provides
each student with a planner at the beginning of the school year. Teachers ask that students write down test dates, project dates, and daily
homework. By reviewing the planner, parents can get a better understanding of the work their students are expected to complete. We encourage
you to contact your student‟s teacher, counselor or administrator directly with any concerns you may have.
At Daniels, the guiding principles of „Do the BLUE‟ are the belief that all students are valuable and deserve respect, all students can be taught to
demonstrate appropriate behavior, and positive relationships between students and adults are key to student success. At Daniels we have clearly
defined expectations, teaching students the behaviors that are expected, reinforcing appropriate behavior, acknowledging our students for their
positive behavior, and implementing interventions for challenging behaviors. Our goal is to improve the overall classroom and school climate to
achieve higher academic performance for all students. „BLUE‟ stands for Be Kind, Lead by Example, Utilize Responsible Work Ethics, and Establish
a Safe Environment. Students who receive „BLUE‟ notes from their teachers may turn them in for a drawing each morning for a $1.00 coupon to the
cafeteria. We encourage and teach through „Do the BLUE‟. We believe that we teach in all that we do and we strive to set high expectations for all of
our students with regard to academics and behavior.
We have revised our school improvement plan this fall in order to simplify our goals for our stakeholders. We now have three goals. Our first goal
focuses on student academic progress and states “by 2010-2012 the overall composite as measured by ABC‟s will increase 10%.” To accomplish
this, we have implemented Classroom Walk-Through Observations, Professional Learning Communities, and cumulative exams. We also utilize
Harbor Day and Blue Days in order to improve academic achievement. Our second goal focuses on student behavior and states “By 2010-2012, at
Daniels the percentage of Major Infractions as measured by suspension will decrease by 15% and the percentage of Minor Infractions as measured
by teacher referrals will decrease by 10% over last year‟s data.” We have worked through our Positive Behavior Support team and have been
utilizing “Do The Blue” in order to help students understand and meet behavior expectations. The last goal relates to overall school climate and
states “By 2012, teacher, student, and parent survey data related to positive school environment will increase by 10% as measured by school survey
results.” In order to accomplish this we utilize many communication methods with parents, work closely with our PTA, provide desired professional
development for teachers and ensure a duty free lunch for teachers, as well as involve necessary stakeholders in the decision making process.
Daniels has a rigorous academic program. In 2009-2010, Daniels implemented cumulative exams in each subject area. The goal of these exams is
to help students better prepare for high school, as well as to determine areas that students are not retaining skills and material in order to re-teach.
Daniels teachers, working in Professional Learning Teams, review the exams of 6 th, 7th, and 8th grade students in order to appropriately scaffold
instruction. Teachers working in teams also discuss and review best practices. In 2009-2010, we also began Classroom Walk-Through
Observations. These observations are done by teachers, of their colleagues, in order to gather data on which instructional practices we use regularly
at Daniels. We review the data in PLT‟s to determine how we need to improve instruction.
Daniels 7th grade teachers hosted a writing workshop for parents and we are beginning a writing initiative in all classes. Writing is the culmination of
many thinking skills. We will include a writing prompt on each exam and utilize the state criteria for evaluating writing: focus, organization, support
and elaboration, content, and conventions.
Daniels staff members have received staff development on the concept and process of the IB program. These concepts include:
A holistic view of knowledge so students will understand how learning in all of the academic disciplines is connected to other subjects and
how learning applies to the real world.
An Intercultural Awareness which is fostered by teaching respect and understanding for all cultures as well as helping students develop a
sense of the global society in which we all live.
Communication skills developed through the use of one‟s own language, acquisition of a second language, and appreciation of different
modes of thinking and expression. Emphasis is placed on the development of oral and written communication skills as well as the use of
technology in communicating.
Because of this extensive training and background, Daniels will not completely abandon the IB model. Rather, we will incorporate it along with our
longstanding tradition of excellence in academics, athletics, the arts, and technology. An educational program needs to provide students with
discipline, skills, and challenging standards, but also with creativity and flexibility. Daniels Middle School builds its program around these
considerations, but it is also concerned that students develop a personal value system by which to guide their own lives, as thoughtful members of
local communities and the larger world.
Daniels is a school devoted to Literacy. We define Literacy as the ability to read, write, listen, speak, communicate, think creatively and critically, and
comprehend both print and on-line text. It is impossible to separate Literacy from Content; therefore, Literacy skills are taught school wide. Literacy
skills are critical for success in the 21st Century. The North Carolina Department of Education has defined the skills a student must have for success
as global awareness, financial literacy, civic literacy, health literacy, social skills, critical thinking and problem solving skills, and information and
media literacy. Daniels is a school devoted to Literacy. All of our teachers have taken a course on Literacy instruction. We complete Classroom
Walk-through Observations with the purpose of learning from each other and providing feedback regarding school wide teaching practices.
We work to ensure that our students are successful in their academics through their skills and abilities, as well as their sense of values. We
recognize students who exhibit these character traits through our character education breakfast sponsored by our PTA. One student from each
team is recognized as embodying the trait. We encourage our students to be:
Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence
in learning. They actively enjoy learning and their love of learning will be sustained throughout their lives.
Knowledgeable: They explore concepts, ideas, and issues that have local and global significance. In so doing, they acquire in-depth
knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and
make reasoned, ethical decisions.
Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a
variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled: They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups,
and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-Minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and
traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing
to grow from the experience.
Caring: They show empathy, compassion, and respect towards the needs and feelings of others. They have a personal commitment to
service, and act to make a positive difference to the lives of others and to the environment.
Risk-Takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the interdependence of spirit to
explore new roles, ideas, and strategies. They are brave and articulate in defending their beliefs.
Balanced: They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves
Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their
strengths and limitations in order to support their learning and personal development.
Students take four year-long core classes. Each of these core classes meets for 65 minutes per day. These core classes are Language Arts, Social
Studies, Math, and Science. Language Arts and Math have both regular and advanced levels. Science and Social Studies classes are
At Daniels Middle School, students are assigned to a team of four academic teachers. These four teachers share a group of approximately one
hundred and ten students. This team approach gives the young adolescents an identity as soon as they begin their middle school career. Team
names are nautical in theme, in reference to Josephus Daniels who the school is named for and who served as the Secretary of the Navy.
Additionally, every student will have two 50 minute elective classes. Students are able to choose from Physical Education, Technology courses,
Foreign Language courses, and arts courses. The four core subject area classes meet each day and last throughout the year. The two 50 minute
classes are either year-long, 9 weeks or semester in length, depending upon the schedule of the student. Other courses offered (e.g., Special
Education courses, ESL, etc.) may affect the student‟s balanced schedule.
Students use oral language, written language, media, and technology for expressive, informational, argumentative, critical, and literary purposes.
Students also explore the structure of language and study grammatical rules in order to speak and write effectively. In grade six the emphasis is on
personal expression, in grade seven the emphasis is on argument, and in grade eight the emphasis is on using information for specific tasks.
Students read from multiple genres including short stories, poems, drama, non-fiction, and several novels each year. They are encouraged to read
books on their own from the Wake County Battle of the Books list. At Daniels, Language Arts classes are grouped according to ability—the
Advanced and Average clusters. This grouping is based on teacher recommendation from the 5th grade.
Sixth Grade Language Arts
Following the North Carolina Standard Course of Study for English Language Arts, the emphasis in Wake County‟s Sixth Grade Language Arts
Curriculum is on personal expression. Drawing on personal and related experiences, students explore and express individual perspectives through
oral language, written language, and other media/technology. In addition, students develop their use of language for informational, argumentative,
critical, literary, and language usage purposes.
Students read a wide variety of texts to interpret and evaluate, and to develop an appreciation for literature. Sixth Graders develop comprehension
strategies, vocabulary, an understanding of language structure and grammar rules, as well as higher order thinking skills through their encounters
with print and non-print text. Reading and writing is linked, and students write for a variety of audiences and purposes. Students use effective
sentence structure and develop editing skills to improve sentence formation, usage, mechanics, and spelling. Writing samples are compiled in a
writing folder and include clarification and point-of-view essays, autobiographical pieces, poetry, letters, and responses to literature. Rubrics are used
to guide and evaluate writing products.
In addition to short stories, poems, drama, and nonfiction selections, Sixth Grade students should read several longer works. Some suggested titles
can be found on the revised Wake County Book List.
The study of mathematics is sequential. The level of mastery when entering Sixth Grade, along with mathematics courses taken in middle school,
will determine the highest-level mathematics course a student may take in high school. Using the mathematics sequence and placing students
appropriately in mathematics are, therefore, very important. We rely on 5th grade teacher recommendations as well as test score data to place
students in math classes. We may also use a pre-test and may move students after school has started if we feel they have not been placed correctly.
The K-8 mathematics program is based on the study of five “strands”:
Number and Operations
Data Analysis and Probability
Study of these five strands emphasizes the skills and concepts students need to be successful in Algebra. Students continue to study these strands
in middle school until they enroll in Algebra I. Moving forward without mastery of the strands leaves gaps in the student‟s background that can cause
difficulties, especially in Algebra I and Algebra II. Because Algebra is the foundation for further study in mathematics, it is extremely important that
students be well prepared prior to enrolling in Algebra I.
Parents and students should remember:
Four mathematics courses are required by the state to be taken in grades 9-12 for high school graduation depending on the course of
Algebra I is not offered as an advanced course in high school.
Most high schools operate on a Block Schedule. Therefore, as long as a student completes the middle school curriculum, there is sufficient
time to take all high school courses necessary to fulfill the university requirements for graduation during the four years of high school.
Sixth Grade Math
Students entering sixth grade math should have mastered most of the elementary mathematics curriculum. Students will use various approaches to
learning to provide a good transition from the elementary school mathematics program to the middle school mathematics program. The major
concepts include computation with fractions, mixed numbers, and decimals; compare and order fractions, decimals, percents, and integers; area
formulas for triangles, parallelograms, and circles; relations and functions; analyze data; coordinate graphing; the probability of simple and
compound events, compare theoretical probabilities and experimental results of independent and dependent events; and recognize linear and non-
linear relationships. The students will create and solve relevant and authentic problems using appropriate technology. Various projects will allow
students to apply these concepts as well as those developed in previous years. Students will develop an understanding of concepts, writing skills,
and calculator skills that are assessed by the North Carolina End-of-Grade Mathematics Test. Students will move from Sixth Grade Math to move to
Seventh Grade math or Pre-Algebra, a course which compacts the seventh and eighth grade curricula into one year, depending on their progress
and facility at the end of the year.
Advanced Sixth Grade Math
To be recommended for this course, a student must have mastered ALL mathematics strands in K-5 curriculum and have facility with math. These
students need to demonstrate a desire and ability to accelerate in mathematics. This is the recommended course for the majority of mathematically
gifted students. Inquiry based learning will focus students on problem solving skills and applications of the topics listed in Sixth Grade Math in
addition to extensions and enrichment activities with these topics. Students develop an understanding of concepts, writing skills, and calculator skills
that are assessed by the North Carolina End-of-Grade Mathematics Test.
To be recommended for this course in the sixth grade, the student must have mastered ALL the strands in the K-6 curriculum and show exceptional
facility in mathematics. Their learning will involve varied approaches and will often be inquiry based. The student must also demonstrate an ability to
be an independent learner and highly motivated, as well as adept at solving challenging problems using a variety of strategies. This course
concentrates the study of seventh and eighth grade mathematics into one year, and a student may risk failure if the student is unorganized or cannot
keep up with the accelerated pace. Students develop an understanding of concepts, writing skills, and calculator skills assessed by the North
Carolina End-of-Grade Mathematics Test.
Science instruction at the Sixth Grade is built on the concepts and skills acquired in elementary school. Learners will study North Carolina‟s
integrated science curriculum that focuses on the National Science Education Standards: Systems, Order, and Organization; Evidence, Models, and
Explanation; Constancy, Change, and Measurement; Evolution and Equilibrium; and Form and Function.
Units covered include:
Cycling of Matter
Sixth Grade Science
In Sixth Grade Science, the student will gain an understanding of the lithosphere, investigate the characteristics of how matter and energy flow
through an ecosystem, build an understanding of the solar system and study the characteristics of energy transfer, and explore population dynamics.
The students will work cooperatively in groups organizing information, use inquiry to solve problems through research, discussion, predictions, data
collection, data analysis, and drawing conclusions. Students will have the opportunity to demonstrate their creativity by doing research using the
tools of technology.
Through these units of in-depth study, students will begin to master science inquiry and technological design skills. Learners will approach science
as hands-on learning by designing and conducting investigations, utilizing technologies and information systems, and using models and simulations
to demonstrate an understanding of knowledge. Relevant topics will be covered including North Carolina examples, real life situations, and
economical and ethical issues. This integrated study will incorporate the following strands: The Nature of Science, Science as Inquiry, Science and
Technology, Science in Personal and Social Perspectives. The goal of this program is to provide a rigorous science background to all learners.
Social studies in the middle school picks up where fifth grade ends. Students begin in Europe and the former Soviet Republics. They then move to
Africa and Asia to conclude the study of the regions of the world, which began in grade four. The conclusion in the eighth grade year is to examine
U.S. History through the lens of their home state—North Carolina. All of the humanities curriculums emphasize the appreciation of differences and
similarities of the peoples of the world. Throughout the interdisciplinary study of the social sciences, four major skills are emphasized in each grade
level. These skills are: the learner will acquire information from a variety of sources; the learner will use information for problem solving; the learner
will develop skills in constructive interpersonal relationships and in social participation; and the learner will participate effectively in civic affairs.
Sixth Grade Social Studies
The Sixth Grade study of Europe, including nations in the former Soviet Union, continues the world studies program that began in fifth grade with the
Western Hemisphere. Students build on the concepts and generalizations developed in elementary school as they learn about the peoples of Europe
and their physical, social and cultural environments. Students examine social, economic, and political institutions as they analyze similarities and
differences among societies. As students examine societies in Europe they learn that regions of the continent may be defined in a variety of ways -
geographically, historically, culturally, politically, and economically. This study of Europe will examine societies similar to and different from their own.
In the study of Western Europe students will broaden their understanding of their own western culture. In the study of Eastern Europe students will
discover political and economic traditions that are different from their own. Because of the constant change in Europe, students‟ examinations of this
world area will require referencing current events, world study material, and technology connections.
Sixth Grade students practice skills in selecting from a variety of media as they learn about European societies. They use these materials as they
make decisions and form generalizations about problems, issues, and patterns. As they learn about the lives of people in Europe, they gain skill in
dealing with diversity and uncertainty. By analyzing the institutions of people different from themselves, they move toward fewer ethnocentric and
stereotypic descriptions of people. As they examine the political institutions and roles of citizens in societies in Europe and the nations of the former
Soviet Union, they strengthen their skills of civic participation and the heritage of their own liberties.
Physical Education/Healthful Living
Healthful living includes health education and physical education. These two courses complement each other as students learn how to be healthy
and physically active for a lifetime. Because our health and physical fitness needs are so different from a generation ago, the nature of healthful
living is changing. Poor health choices (i.e., use of alcohol and other drugs, poor nutrition, and physical inactivity) now account for more than 50% of
the preventable deaths in the United States.
Through a quality healthful living program, students will learn the importance of health and physical activity and develop skills to achieve and
maintain a healthy lifestyle. Students will learn how to apply the concepts of proper exercise in their daily lives, discover ways to handle stress, avoid
harmful and illegal drugs, learn about the relationship between nutrition and weight management, develop healthy interpersonal relationships,
develop teamwork and character-building skills, and learn how to achieve positive health and fitness goals.
In Sixth Grade, students will learn the important health risks for their age group, appraise their own health and fitness status, and employ a variety of
critical thinking skills to make positive health decisions. Students will be able to demonstrate the ability to set personal goals, understand the
principles of diet and exercise, and develop sound exercise practices. Student will engage in physical activities that provide for challenge, problem
solving, fair play, and sportsmanship.
Because of the nature of health education, discussion may include sensitive topics. By contacting the school principal, parents may request that their
child be excluded from certain health topics owing to personal/religious beliefs.
Introduction to Computers—Keyboarding (Semester)
This course offers general keyboarding instruction that is essential to our technological society. Students will increase keyboarding skill through drill
practice and reinforcement of correct techniques. Students will also learn general computer literacy, which includes terminology and proper computer
care of hardware and software. Language arts skills are reinforced as students format, compose, and proofread documents. Students will learn how
to use word processing software to create, format, and edit personal and business documents. Word processing concepts are presented in a
method that is transferable to all subject areas. Keyboarding allows students to develop skills in using computer systems for relevant tasks and to
develop an appreciation for the impact of computer systems on society and the environment.
Exploring Career Decisions (9 weeks)
This course is designed to provide an orientation to the world of work. Experiences introduce students to the technical nature of today‟s world and
the role of productive workers. Activities and surveys enable students to increase self awareness and make wise educational and occupational
decisions as they plan for careers. Among the many hands-on activities in this course are filling out a sample job application, writing a resume,
writing a cover letter and role-playing job interviews.
Daniels offers a choice of two foreign languages—French and Spanish. Students will be placed in a Foreign Language class at a level that continues
to challenge them based on their previous Foreign Language experience, and based on information provided during registration. Students who
successfully complete at least 150 seat hours of instruction and pass a new placement test that has been developed may receive High School credit
for a Level I Foreign Language course.
Beginning Spanish—Year Long
This course is a year-long course to prepare students to become bilingual. This course will lay the foundation for students to develop skills in
Spanish as a second language. Building upon the basics of language development, major topics include greetings, school vocabulary, using verbs in
infinitive forms and simple present, using adjectives to describe people and classes, subject pronouns, prepositions, and food.
This course is an introduction to Spanish language and culture. Major topics include greetings, colors, numbers, classroom objects, calendar, telling
the time, weather expressions, feelings, animals, foods, the family, and holidays.
Intermediate Spanish- Year Long
This course is designed for those students would like to move towards proficiency in a second language. This course continues the study of the
Spanish language and culture, and is ideally for students that have taken Spanish at the elementary level from K-5th Grade. Students who had
Spanish in Fifth Grade and successfully complete this course in Sixth, Seventh and Eighth Grade may take Spanish II at the High School level.
Beginning French—Year Long
This course is a year-long course to prepare students to become bilingual. This course will lay the foundation for students to develop skills in French
as a second language. Building upon the basics of language development, major grammatical topics include the present tense of regular ER-ending
verbs, two-word phrases, giving a “no” answer, demonstrative adjectives, and color adjectives. Vocabulary topics cover sports, shopping for school
supplies, hobbies and games, and foods and meals. Cultural topics related to the history and geography of the French-speaking world are
embedded in the different units. Developing conversational communication is stressed as well.
This course is an introduction to French language and culture. Major topics include greetings, colors, numbers, classroom objects, calendar and
holidays, seasons and weather expressions, the family, and food and meals. Basic conversational communication is developed as well.
At Daniels, students may participate in performing arts classes as well as explore different fields within the arts. There are music classes offered at
each grade level that allow students to explore the history of music from around the world. These classes do not have a performance component. In
dance, drama, band, orchestra, and chorus students will have at least one performance.
Beginning Band—Year Long
There are two different beginning band classes: Beginning Woodwinds and Beginning Brass/Percussion. Beginning instruments to choose from
include: flute, oboe, clarinet, French horn, trumpet, trombone, tuba and percussion. All percussion students begin with bells and will switch to snares
as we progress. There will be a limit on the number of beginning percussion members so to sign up you must get approval by the band director. A
student can begin alto saxophone only after completing prerequisites on the clarinet. Both classes focus on basic beginning musical skills. Meetings
will be arranged by the teacher to help parents rent instruments. If a child would like to play an instrument but cannot afford the costs of renting,
please see the teacher immediately and arrangements may be made. The 6th grade band members will prepare several compositions and perform at
2 evening concerts during the school year. If you have questions, please contact Audrey Yosai at email@example.com.
Beginning Chorus (9 weeks)
Sixth Grade Chorus is a quarter-long course open to any Sixth Grade student. Throughout the course, students will learn proper vocal techniques
such as breath support, diction, and vocal placement. Students will also learn basic music theory skills and how to read music. The course is taught
with the focus on the performance that will be given by the students at the end of the trimester. If you have questions, please contact Jennifer
Kirchhoff at firstname.lastname@example.org.
Music Exploration - Film Music: This course will explore and analyze varied approaches to synthesizing music and film, including music for
silent movies, music adapted for films, music written specifically for films, musicals with a performed score, and music for abstract visuals.
Music Exploratory (9 weeks)
Music Exploratory is a quarter-long course open to any Sixth Grade student. Throughout the course, students will study various styles of music from
the Renaissance to the 20th Century, learn basic music reading skills, and study the various composers. This is an academic, non-performance
based music class. If you have questions, please contact Cindy Parrish at email@example.com.
Visual Arts Exploratory (9 weeks)
Visual Arts Exploratory in the Sixth Grade is a quarter-long course that focuses on elements of art and their relationship to a variety of media such as
pencil, paint, markers, colored pencils, charcoal and chalk, and processes such as basic drawing and shading techniques. Projects may include
several pencil sketches, an Elements of Art book, a color wheel, and a 3-D sculpture. If you have questions, please contact Melanie Walker at
New Electives offered for 2011-2012!
These courses will be offered as nine week classes and will be taught by 6th grade core teachers.
Map Study: This course will introduce students to the concept of scale through maps and globes. Students will discuss the types and uses of
models. Scale drawing activities for middle school students will enforce a variety of skills and knowledge including artistic ability, and spatial
awareness. Students will play games using maps and will read maps from all over the world as well as look at different types of maps.
Math Acceleration and Support: This course is designed for students who need additional instruction and support in gaining grade level
mathematics skills, problem-solving strategies, test-taking skills, and mathematical thinking in authentic contexts. Activities will focus on the use of
manipulatives to build understanding of mathematical concepts and the use of cooperative and individual activities that practice and strengthen
grade level skills and ability in mathematics. Technology, reading and writing for greater understanding in mathematics will be incorporated where
Math Wizardry (Eco-Math): Math Wizardry (Eco-math) is a course that combines mathematics skills with the ability to make decisions about
finances and consumer activities. Students will gain practical experience in units that require students to keep records and meet financial
obligations. Students will research jobs, collect a weekly "paycheck" in order to pay bills, learn how to budget that paycheck to cover living expenses
and the car they will have to buy, and dabble in the stock market. Other real-life skills involve comparison shopping (grocery store), catalogue
shopping, map skills, and mathematics in sports.
Pre-Algebra Support: This course is designed for students who need additional instruction and support in Pre-Algebra. This course
concentrates on supporting the study of seventh and eighth grade mathematics into one year. Students develop an understanding of the principles
and concepts of elementary algebra, informal geometry, and probability. Students use patterns to investigate relationships, solve problems, and
informally describe algebraic methods. They investigate linear and non-linear equations and inequalities through use of models. These topics will be
presented in a way that reinforces what is happening in the regular math classroom.
Reading Acceleration and Support: This course is designed for students who need additional instruction and support in comprehension
building, vocabulary building, and reading skills. Direct strategy instruction will occur with extended opportunities for guided reading practice with
both fiction and nonfiction text. Students will have the opportunity to self-select texts and set individual reading goals. Instructional strategies will
include teacher read alouds, paired reading, guided reading, literature circles, and building of independent reading time.
Reading Enrichment and Extension: Available for grades 6, 7, and 8, this course is designed for grade level or above readers. Students
will have the opportunity to read from all genres to further increase their reading comprehension, vocabulary, and high order thinking skills. There will
be opportunities for students to self-select reading materials, both fiction and nonfiction; set individual reading goals; engage in author and genre
studies; and read collaboratively in literature circles, reader‟s theater, or Paideia seminar formats.
Science Lab: What Is Science? Why Hands-on? Science is not just a collection of facts. Facts are a part of science. We all need to know some
basic scientific information: water freezes at 32 degrees Fahrenheit (or 0 degrees Celsius), and the earth moves around the sun. But science is
much more. It includes: Observing what‟s happening; Predicting what might happen; Testing predictions under controlled conditions to see if they are
correct; and Trying to make sense of our observations.
Storytelling: Students will read contemporary and classical short stories and study writing styles, plot development, characterization, and other
elements of short fiction. To apply their knowledge and skills, students will have opportunities to write short stories and tell their stories for a variety
of audiences. Emphasis on process writing and critical reading are the instructional foundations for this course.
World Awareness: This course focuses on twentieth century themes in the American nation. Selections from the series, A History of US (Author
Joy Hakim), will be used to energize and engage students in American History as they study the significant people, places, and events that impacted
our nation in the twentieth century. A curriculum guide is available for this class. This elective is highly recommended for all students as excellent
preparation for high school social studies
English as a Second Language (ESL)
Daniels Middle School was the first middle school in Wake County to offer the English as a Second Language program. Since 1978, hundreds of
students from more than fifty countries, speaking over forty languages, have enriched the academic and social life of the school. The Limited English
Proficient (LEP) students at Daniels come from a variety of backgrounds. Some are immigrants; others are refugees who have fled their homes in
fear of persecution; some are from families who work at international companies and are here for a short period of time; and others have parents
who are visiting faculty members at local universities. No matter what the background, every LEP student makes a distinct contribution to the
tapestry of experiences and viewpoints represented at Daniels. LEP students receive instruction in English as a Second Language, Language Arts,
and may receive additional instruction in reading and math as available and needed. The goal of the program is to provide new students the fastest
and best entry into the regular academic program while honoring and valuing the diverse backgrounds and strengths that new students bring. If you
have questions, please contact Mike Roche at firstname.lastname@example.org.
This is a beginning level English course for non-native English speakers. The focus of this course is to help students acquire conversational English,
beginning content area oral language, and basic reading and writing skills as defined by the goals and objectives set forth in the North Carolina
English Language Development Standard Course of Study. Lessons involve the acquisition of basic vocabulary and pronunciation, with an emphasis
on early adjustment to the American educational system. Social survival situations are simulated and practiced as well.
This course is recommended for students who score at the intermediate level on the reading and writing sections of the ACCESS test. This is a
course that focuses on reading, writing, speaking, and listening to English at the intermediate level. Instruction concentrates on the acquisition of
spoken language skills, grammar, reading comprehension, and writing skills. American culture is often used for the content of reading selections and
class discussions. Students are also made aware of global connections, both past and present, of the topics studied.
Academically or Intellectually Gifted Program (AIG)
At the Middle School level, screening and placement for the Academically Gifted program occur as appropriate and on an individual basis. Teachers
and/or parents may nominate students for the AIG Program during the screening window. Students may be identified for services in Language Arts,
Mathematics, or in both areas.
Students in the Wake County Public School System are identified using a state-approved model that includes not only aptitude and achievement test
scores, but also other indicators of giftedness such as classroom behaviors, performance, interest, and motivation. Students who meet the criteria for
AIG services are identified according to their level of need (moderate, strong, or very strong) for services. Students who qualify for the AIG program
are served through differentiation strategies designed to provide challenges and appropriate instruction in Language Arts classes and/or in
Upon entering sixth grade, Academically Gifted (AIG) students at Daniels Middle School have been placed in classes based upon teacher
recommendation or parent request. This includes Language Arts and Math classes.
We have regular and advanced Language Arts available at Daniels Middle School at all three grade levels. The students who are identified as AIG in
Language Arts are in advanced sections, but upon teacher recommendation or parent request, we do have AIG identified students in the average
Language Arts as well.
Most AG students start with Advanced Math in grade six, take Pre-Algebra in seventh grade, and Algebra I in eighth grade. The students in these
classes are usually identified as having a moderate or strong need for differentiation in the classroom. There are a few students identified as very
strong AIG and are on what we call the “fast track” in math. These students take Pre-Algebra in sixth grade, Algebra I in seventh grade, and
Geometry in eighth grade. You will find the advanced math classes at Daniels have a combination of AIG and high achieving students, and most
math instructors are teaching several advanced classes during the day. Students identified as having a moderate need for differentiation can be
serviced in Math 6, Math 7, or Math 8.
The AG resource teacher at Daniels furnishes resources to the teachers for use in their classrooms, helps them implement new strategies,
conferences with low-achieving AIG students, and makes sure that the AIG student‟s needs are being met. During the screening window, teachers
and/or parents may nominate students for the AIG program. This can be either an initial (first time) nomination or a second area (student already
identified in one area) nomination. If you have questions about our AIG program, please contact Carla Hassell at 881-4881, or email@example.com.
Special Education Services
All Wake County Public School System Middle Schools provide services for students who require special education because of a disability. Federal
and state laws govern eligibility for special education. Students who are suspected of having a disability are referred by their parents or school
personnel for screening and evaluation. Following the evaluation, a team of qualified individuals determines where the student is eligible. A team,
including the parent, develops for every eligible student an Individualized Educational Program (IEP), which identifies the student‟s strengths and
weaknesses and sets annual goals and short-term objectives or benchmarks. The IEP also identifies the appropriate services and least restrictive
placement which are required to meet the individual needs of the student.
Wake County Public School System provides services for students according to the following continuum of alternative placements:
1. Regular: 80% or more of the day with non-disabled peers
2. Resource: 40% - 79% of the day with non-disabled peers
3. Separate: 39% or less of the day with non-disabled peers
4. Public Separate School
5. Private Separate School
6. Public Residential
7. Private Residential
Regular, Resource, and Separate placements on an academic curriculum are available in every Wake County Public School System Middle School.
Placements in an adapted curriculum may require a student to be assigned to a school different from their base school.
At Daniels Middle School, we offer a variety of Special Education course options. Depending upon the IEP and the needs of the student, we help
tailor a program of study that will meet the student‟s requirements. Scheduling of individual course offerings and levels of Special Education courses
are handled by our Special Education department and completed on a student-by-student basis. Please contact Cheryl Ripper (firstname.lastname@example.org)
or Robin Keith (email@example.com) if you have questions.
Please contact the following if you have questions:
6th Grade Counselor: Christina Rush, firstname.lastname@example.org, 881-4872
6th grade administrator: Emmy Domozych, email@example.com, 881-4882
AIG Coordinator: Carla Hassell, firstname.lastname@example.org, 881-4881
Clerical Assistant: Suzanne Evans, email@example.com, 881-4870
ESL Teacher: Mike Roche, firstname.lastname@example.org
Special Programs Co-Chair: Robin Keith, email@example.com, 571-6865
Special Programs Co-Chair: Cheryl Ripper, firstname.lastname@example.org, 571-6989
Principal: Elizabeth Battle, email@example.com, 881-4860