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“We create innovative thinkers for a dynamic world”
William J. Johnston Middle School
Program of Studies
Table of Contents
Welcome 3
Why Teams? 3
Core Values 4
Course Requirements 5
Grade 6 5
Grade 7 5
Grade 8 5
Achievements 6
Grading Scales 6
Honor Roll 6
Awards 6
Applied Academics 7
Art 7
Library Media 7
Music 8
Band 8
Chorus 9
General Music 9
Physical Education 11
Adventure Education 11
Health 12
Career Technical Education 12
Design and Engineering 12
Digital Applications 13
Innovations 14
English Language Arts 16
Grade 6 16
Grade 7 16
Grade 8 17
Mathematics 17
Grade 6 17
Grade 7 18
Grade 8 18
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Science 19
Grade 6 19
Grade 7 20
Grade 8 20
Social Studies 20
Global Studies 20
World Cultures 21
US History 21
Special Services 22
BASES 22
English Learner Program (EL or ESL) 22
Intensive Reading 23
Life Skills Program 24
Occupational Therapy 24
Physical Therapy 25
School Counselors 26
Special Education 26
SRBI-Reading/Math 27
World Language 27
Workshop 28
Clubs and Activities 28
After School Clubs 28
MATHCOUNTS 28
Ski & Snowboard Club 28
Sports/Athletics 29
Basketball 29
Cross Country Club 29
Soccer 30
Track and Field 30
Welcome
William J. Johnston Middle School is committed to embracing the spirit of the changing
adolescent. In a community where respect for self and others is highly valued, each
student is empowered to employ high standards in taking responsibility to make good
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personal and academic choices. As the middle school student embarks upon a search
for identity, WJJMS strives to nurture the whole child. Balance and stability are provided
within a safe environment allowing the student to learn effectively and take the risks
necessary to realize her/his ultimate potential.
We provide:
● a curriculum that challenges, integrates, and explores a variety of options,
● teaching and learning methods that are varied,
● student assessment and evaluation processes that promote learning,
● organizational structures that are flexible,
● programs and policies that promote health, wellness, and safety, and
● guidance and support services that are comprehensive.
School Mascot: The Puma
School Colors: Royal Blue and White
Motto: “Puma Pride!”
Ethos: “Embracing the Spirit of the Changing Adolescent!”
Why Teams?
Young people go through more rapid and dramatic changes during the years between
ten and fifteen than at any other time in their lives. Early adolescence is a time of
tremendous variability among students: they grow at different rates intellectually,
socially, physically, emotionally and morally. With young adolescents, the achievement
of academic success is highly dependent upon their other developmental needs being
met. Education has responded on a national level to the needs of these young
adolescents through the creation of an educational structure that responds to this
unique developmental level.
At the middle level, both students and teachers are grouped into teaching "teams." Each
team consists of sixty to one-hundred-twenty-five students, with four core academic
teachers. Within the team structure, mathematics, language arts, social studies, and
science are taught.
Core Values
To ensure a positive and safe learning environment, we use a school-wide, common
language that establishes consistent daily expectations. Students will be taught the
school’s four core values: Be Respectful, Be Responsible, Be Honest, Be Safe.
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To show respect, means:
● You think good things about who a person is or how he/she acts. You can have
respect for others, and you can have respect for yourself.
● Showing respect to someone means you act in a way that shows you care about
their feelings and well-being.
● Showing respect for others include things like not calling people mean names,
treating people with courtesy, caring enough about yourself that you don't do
things you know can hurt you.
To be responsible, means:
● Doing the things we are supposed to do, and accepting the positive or negative
outcome of our actions.
To be honest, means:
● Speak and act truthfully.
● Examples of what speaking the honest truth means:
○ Honesty means you don't say things about people that aren't true. Being
honest means you admit to your actions, even if you'll get in trouble.
○ Honesty means you explain how a situation really happened.
To be safe, means:
● Protection from violence, exposure to weapons and threats, theft, bullying, and
the sale or use of illegal substances on school grounds.
Course Requirements
6th Grade
Each sixth grade student is required to take one full year of English, Math, Social
Studies and Science. Students will explore all Applied Academics, Health, and Career
Technical courses for one quarter. They will also take Physical Education for two
quarters of the year.
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7th Grade
Each seventh grade student is required to take one full year of English, Math, World
Cultures, and Science. Students will have the option to take World Language.* They
may choose between Spanish or French. Students choose two Applied Academics
and/or Career Technical courses. In addition, grade 7 students are enrolled into a
Physical Education course for two quarters.
8th Grade
Each eighth grade student is required to take a full year of English, Math, US History,
and Science. Students who took World Language in seventh grade will continue to take
the second half of year 1 World Language in eighth grade.* Students choose two
Applied Academics or Career Technical courses. In addition, grade 8 students are
enrolled into a Physical Education course for two quarters.
Embedded Skills
Research and technology skills are embedded into the curriculum with the assistance of
our Library Media Specialist.
Health Topics for sixth through eighth grade include but are not limited to:
● Developmental guidance lessons
● Time from PE
● Topics Covered in Science class
● Special Programming (Safe FuturesPresentations related to current
topics, Law Enforcement Presentations, Special Assemblies, Community
Conversations?)
*Some students may receive Special Education or additional support in lieu of World Language.
Achievements
Grading Scales
Grade Percentage Grade Percentage
A+ 97-100 C 73-76
A 93-96 C- 70-72
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A- 90-92 D+ 67-69
B+ 87-89 D 63-66
B 83-86 D- 60-62
B- 80-82 F 59 or below
C+ 77-79
Honor Roll
Students in grades 6, 7, and 8 must receive a B- or better in all their subjects to receive
Honor Roll recognition. Grades will not be averaged. Students will be honored and
recognized each quarter for Honor Roll.
Awards
Students are rewarded for academic achievement, outstanding performance and for
"being caught doing something good!” Some awards offered at WJJMS are the
following:
George Petkaitis Band Helen B. Gay Memorial Student of the Month
Award Award
Presidential Excellence High Achievement Award Sustained Effort Award
Applied Academics
Our Applied Academic programs include providing our students with alternative and
unique ways to formulate questions and opinions as well as creatively solve problems
and express meaning along with different points of view. For more detailed information
regarding our Applied Academic curriculum please visit https://www.colchesterct.org/.
Under the departments tab click on teaching and learning and then on curriculum.
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Art
6th Grade Art
Students in 6th grade work on building foundations, experience, and confidence in
developing individual art skills. They learn about and practice with different tools,
methods, skills and techniques in; drawing, painting, and clay. All of the Elements, and
Principles of Design are covered. Students will learn about; different kinds of Line and
line qualities, shapes, the color wheel, textures, perspective drawing, acrylic painting on
canvas, clay, shaded drawings, and more based on the supplies budget.
7th Grade Art
Students in 7th grade work further on foundations to build upon the 6th grade general
course skills. They work with; drawing, watercolor painting, sculpture (materials based
on budget), and create soup bowls from clay for our Empty Bowls project. Many 7th
grade art students start to recognize their artistic strengths during this year.
8th Grade Art
Students in 8th grade will continue to build on foundations from 6th and 7th grade, but
more in depth to prepare for the High School level art courses. They delve into; drawing,
painting, clay and sculpture. There is more allowance for a higher degree of
personalized learning in 8th grade art as students have some good foundational
understanding from previous grades.
Library Media
The library media program is centered on six foundations: Inquire, Include, Collaborate,
Curate, Explore, and Grow. Library media lessons are presented within content areas,
providing lessons and opportunities for students to increase abilities to think, create,
share, and grow within each of the foundations. Lessons build in sophistication from
grade level to grade level, focusing in on acquiring new knowledge by thinking critically
and solving problems, operate in a global society by interacting with and acknowledging
the perspective of others, work with others to achieve common goals, collect, organize
and share resources, harness curiosity and employ a growth mindset to explore and
discover, and follow ethical and legal guidelines while engaging with information.
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Students work on finding and evaluating information, using information in an ethical
way, and following the rights and responsibilities of a digital citizen.
Music
6th Grade Band
The sixth grade band is open to all students and does not require an audition to
participate. This ensemble focuses on the beginning fundamentals of playing in a group
including rehearsal techniques and etiquette, breathing, rhythms, and tonal balance.
Additionally, students will focus on improving their tone and technique during weekly
lessons. Students will perform music from a variety of styles, time periods, and genres.
Students are required to attend two weekly rehearsals and to participate in two evening
concerts. The sixth grade Band meets every Monday and Wednesday during 7th period
workshop. Students with unexcused absences from rehearsals and concerts will receive
a reduced grade. Students unable to attend performances due to extenuating
circumstances will require a note from a parent or guardian. Students who miss a
concert are required to play the concert as a solo for Mr. Morrissette in order to earn a
grade for the performance. All members of the band program will be expected to march
in the Memorial Day Parade. Preparation for this event will begin in March and will end
on the fourth Sunday of May. Students will be expected to memorize their music and
will learn to march in formation.
7th & 8th Grade Band
The seventh and eighth grade band is open to all students and does not require an
audition to participate. This ensemble focuses on developing the fundamentals of
playing in a group including rehearsal techniques and etiquette, breathing, rhythms, and
tonal balance. Additionally, students will learn to play more difficult levels of music and
sight read. Students will perform music from a variety of styles, time periods, and
genres. Students are required to attend two weekly rehearsals and to participate in
three evening concerts. Eighth grade band will meet Tuesday & Thursday during their
workshop and will eat lunch together from 11:01-12:14. Seventh grade band will meet
Tuesday & Thursday during their workshop from 12:16-1:07pm. Students with
unexcused absences from rehearsals and concerts will receive a reduced grade.
Students unable to attend performances due to extenuating circumstances will require a
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note from a parent or guardian. Students who miss a concert are required to play the
concert as a solo for Mr. Morrissette in order to earn a grade for the performance. All
members of the band program will be expected to march in the Memorial Day Parade.
Preparation for this event will begin in March and will end on the fourth Sunday of May.
Students will be expected to memorize their music and will learn to march in formation.
Jazz Band
Students must audition in order to be part of Jazz Band. Please see Mr. Morrissette to
schedule an audition time if you are interested. Jazz band meets after school on
Thursdays from 2-3:30pm. Transportation home is the responsibility of the
parents/guardians. This is an elite group and they will do extra performances outside of
the school day. Attendance is expected at all rehearsals and performances. Students
with unexcused absences will not be allowed to participate in Jazz Band.Students who
participate in Jazz Band will learn the stylistic and rhythmic techniques for the five major
jazz styles: swing, latin, rock, funk, and ballad. In addition, all students will learn to
improvise melodies using a sequential system of instruction.
6th Grade Chorus
The sixth grade chorus is open to all students and does not require an audition to
participate. This ensemble focuses on the fundamentals of singing in a group including
rehearsal techniques and etiquette, breathing, vocal production and balance.
Additionally, students will focus on independent part-singing in two and three parts and
music literacy skills. Students will perform music from a variety of styles, time periods
and genres. Students are required to attend two weekly rehearsals and to participate in
two evening concerts. The sixth grade Concert Choir meets every Tuesday & Thursday
during 7th period workshop. Students with unexcused absences from rehearsals and
concerts will receive a reduced grade. Students unable to attend performances due to
extenuating circumstances will require a note from a parent or guardian.
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7th & 8th Grade Chorus
The seventh and eighth grade chorus is open to all students and does not require an
audition to participate. This ensemble focuses on the fundamentals of singing in a group
including rehearsal techniques and etiquette, breathing, vocal production and balance.
Additionally, students will learn part-singing in three and four parts and concepts in
music literacy such as reading notation and sight-singing. Students will perform music
from a variety of styles, time periods and genres and may be required to sing in multiple
languages. Students are required to attend two weekly rehearsals and to participate in
two evening concerts. The seventh grade Concert Choir meets every Monday and
Wednesday during their 6th period workshop. The eighth grade Concert Choir meets
every Monday & Wednesday during their 5th period workshop. Students with
unexcused absences from rehearsals and concerts will receive a reduced grade.
Students unable to attend performances due to extenuating circumstances will require a
note from a parent or guardian.s.
Chamber Choir
The Chamber choir is made up of students from 6th, 7th, and 8th grade. This advanced
ensemble focuses on learning music in four or more parts. Students will perform music
from a variety of styles, time periods and genres and will be required to sing in multiple
languages. Students work on sight reading and sing acapella to enhance their ability to
blend, sing with proper intonation, and expression. This group performs at other venues
as well as in the winter and spring concerts. All students are required to audition.
Acceptance into the Chamber Choir is based on these auditions as well. The Chamber
Choir meets after school on Tuesdays from 2-3:15pm. Transportation home is the
responsibility of the parents/guardians. There will be performances outside of the school
day as well. Attendance is expected at rehearsals and performances. Students with
unexcused absences will not be allowed to participate in Chamber Choir.
6th Grade General Music
The three ways of experiencing music are by creating, performing, and responding and
connecting with other disciplines in real world applications. The students will use these
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skills while learning about World Drumming. From the diverse repertoire that is studied,
they will gain an understanding of music from varying cultural, historical, and stylistic
perspectives. They will learn the names of and proper technique for playing various
instruments. They will also perform in class together as an ensemble, and learn the
importance of a drum circle.
7th Grade General Music
The three ways of experiencing music are by creating, performing, and responding and
connecting with other disciplines in real world applications.
Students will learn the acoustic guitar. They learn to perform with proper technique,
build on music literacy skills, and learn to critique compositions and performances.
Students will develop critical listening skills by analyzing and evaluating their own
performances and the performances of others.
8th Grade General Music
The three ways of experiencing music are by creating, performing, and responding and
connecting with other disciplines in real world applications. Students will learn to play
the keyboard or guitar. They will learn proper technique, build on literacy skills, and
learn to critique performances. Students will develop critical listening skills by analyzing
and evaluating their own performances and performances of others.
The students will also be using the music recording app Garageband on IPads.
Students will work independently and in groups on projects that promote creativity,
musicality, and innovation.
Physical Education
William J Johnston Middle School Physical Education provides a variety of experiences
giving students multiple avenues to be successful in the physical realm. Units of
instruction range from individual fitness related activities to traditional team type sports.
Our middle school program will allow students to enter high school with a rich
background of experiences to draw on when choosing activities to pursue in greater
depth.
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Adventure Education
Adventure Education is an instructional approach which incorporates the goals and
techniques of Outward Bound and Project Adventure into a school setting. It is
designed to develop balance, agility, coordination, and a willingness to try and trust,
within a supportive class atmosphere. The project is divided into three areas: Problem
solving Initiatives & Games, Low challenge elements and a High Ropes Challenge
Course. Adventure is incorporated into the PE program in grades 6 & 8 th and is an
elective for grade 7.
Health
Students will have the opportunity to focus on topics related to social and emotional
health and well being. Topics will include but are not limited to decision making, how to
communicate effectively, understanding and managing their emotions, peer pressure,
bullying, goal setting, Stress/anxiety management, understanding kindness /
compassion/ empathy and interpersonal relationship skills. Students will have the
opportunity to hear from guest speakers on related topics.
Teenagers face many challenges throughout their middle school years: physically,
emotionally and socially. To address these challenges our school community has
periodic seminars involving students in discussions related to leading a healthy lifestyle.
Topics have included: Internet safety, appropriate use of social media, teen relationships
and how to avoid the traps of substance use. These conversations vary by grade and
may be held in a variety of settings.
Career Technical Education
Design and Engineering
The Design and Engineering Course at WJJMS is an introduction for students to the
world of Technology Education. The course has a Pre-Engineering emphasis which
teaches students how to take an idea, turn it into a design, then make it a reality. With
each effort students have to brainstorm and research ideas, create detailed plans, learn
how to build their projects, then test and evaluate the outcomes. Students learn to
safely measure, handle and cut multiple materials. That’s what we do in
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D&E!
6th Grade - An Introduction To The World of Technology
Students in 6th grade begin learning structural engineering concepts while building
balsa wood towers. They then explore elements of flight while building working airplane
models and rockets. All students are encouraged to work at their own pace and to
explore topics of their own choosing.
7th Grade - What Makes It Go?
Students in 7th grade spend most of their time designing, building, and racing
individually designed CO2 Race Cars and compete for Best Speed, Most Creative, and
Best Paint Job. Once completed, they are allowed to individualize their final projects.
8th Grade - Find Your Own Pathway to Technology
Students in 8th grade start out designing and building balsa wood bridges that are
tested for strength. Once completed they are allowed to choose individualized projects
ranging from electronic circuitry to woodworking and rocketry. Personal interest and
creativity are encouraged!
Digital Applications
Technology is constantly evolving, and skills taught in the Digital Applications courses
will prepare students to adapt to current trends, as well as prepare them for future
advancements. As students progress through each class, more time will be spent on
specific areas of focus, allowing students to specialize in content that most drives their
interests.
Grade 6 Digital Media
This foundational course will provide 6th grade students with a basic understanding of
professional software bundles and various online tools used in higher education as well
as in the workforce. From coding a multiplayer video game in Scratch to building a
community mobile app in Google Slides to designing a 3D world in CoSpaces, this class
will let students demonstrate their creativity & innovation while using technology to
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enhance productivity. Students learn to combine multiple skills with a variety of
technological tools to develop critical thinking, problem solving and perseverance.
Grade 7 Video & Audio Production
Students in Video & Audio Production will learn the proper techniques in producing
professional graphic designs, audio recordings and film productions. Topics of study
include: design, composition, camera angles and movements, lighting, storyboarding,
scripting, editing, proper microphone techniques and creating special effects. Software
used in this course includes Adobe Premiere, Photoshop and After Effects, as well as
iMovie and Garageband. Students will have the opportunity to pursue their specific
area of interest. Classes will take place both in the computer lab and in our broadcast
studio. Students will have the opportunity to serve on the crew of Puma News (our
school’s news show) and/or on Puma Press (our school’s online digital magazine).
Grade 8 Programming
Students in Programming will learn the science behind block and text-based coding.
After a refresher in the Scratch environment, students will learn how to write code to
create animations and video games. These skills will be advanced by transitioning into
developing basic apps for Android and iOS phones and tablets. Depending on
individual interests, students can choose to study CS topics such as JavaScript, Python
or HTML, create augmented or virtual reality content, learn advanced programming in
Unity or Blender, and/or build a programming/Vex Robotics kit. In addition to providing
a personal learning environment, this course will strengthen problem solving and critical
thinking skills, as well as foster creativity, collaboration and reflection, through a major
final self-selected project, which may include advanced programming topics or skills
developed in prior Digital Applications courses.
Innovations
Innovations is an elective class that focuses on the integration of science, technology,
engineering, art, and math (STEAM). In Innovations, students are able to apply their
skills, knowledge, and creativity to solve relevant real world problems and explore new
ideas. During this course students will engage in hands-on activities and experiments to
help them better understand their own problem solving processes and how to overcome
obstacles by working together as a team.
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Why Innovations? Our students at WJJMS are incredible young people with talents,
skills, and interests that span many different areas. We want to help them understand
how they can best develop and utilize their skills to solve problems in the world around
them. This class will provide students with problem solving strategies, exercises to
develop creative thinking, and projects that will utilize 21st century skills to bring student
ideas to life.
6th Grade: STEAM Innovations
Students in 6th grade will work on the basic skills you need in order to solve problems
and develop your own invention prototypes. Towards the start of the quarter, students
work together in teams to solve hands-on STEAM challenges that require them to think
outside of the box and put their creativity to the test as they practice problem solving.
Students will learn the basic maker skills they need for constructing their own
prototypes, including basic circuitry and cardboard sculpting techniques. At the end of
the quarter, students will develop their own original problem solving invention prototype
for the Connecticut Invention Convention.
7th Grade: WJJMS Shark Tank
Students in 7th grade focus on the skills and tools needed to turn an idea into a
functioning business. Students work together to develop marketing campaigns and
products for clients. Skills learned include the basics of 3D printing and computer
assisted design, public speaking and applied sciences. At the end of the quarter,
students will create and present a short Shark Tank style pitch to an audience of peers
and professionals to communicate their idea for a new business or product that could
help the community.
8th Grade: Exploring Advanced Innovations
Students will spend the first few weeks of the course working on small scale hands-on
projects that explore different innovative technologies and the science concepts behind
them. Throughout the quarter students will use tools such as 3D printers, remote
controlled robots and laser cutters to create prototypes of their designs and ideas. The
last weeks of the course will conclude with students designing their own final projects
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and products based around personal interests or skills they want to develop related to
STEAM. Students will present their final projects as a capstone for the class.
English Language Arts
6th Grade English Language Arts
Students in sixth grade English work on reading, writing, speaking, listening, and
language skills. During the year they will write an informational paper, a narrative, and a
literary analysis argument. The reading units focus on character analysis. Students are
pushed to think more deeply about what they read and write through individual
goal-setting and mini-lessons that teach specific skills, while conferring and connecting
with the outside world in the bigger picture. In reading, instruction will include skills such
as: locating and citing text evidence, determining theme, finding the central idea, using
context clues to denote vocabulary, and learning to research. Units include:
Misunderstandings/Misperceptions, Struggles & Acceptance, Overcoming Adversity,
Learning From the Past, History Repeats Itself, and Our Place in a Changing World In
addition students are required to read independently in choice books.
7th Grade English Language Arts
Students in 7th grade English class will continue to develop their reading, writing and
communication skills. Units include: academic conversations, exploring cultural
perspectives, inquiry on what shapes us as individuals, informational writing about
reading, poetry, and realistic fiction. While whole class novels are used for modeling,
students will also have free choice novels that support the reading units. Instruction will
include skills such as: noticing signposts, questioning the author, analyzing literature,
tracking themes across texts, and using multiple sources for research. The students
demonstrate increasing independence in the novels that they choose to read to promote
student engagement, and the students are expected to run their own book group
meetings.
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8th Grade English Language Arts
This course covers the Common Core Standards (grades 6-8) of reading, writing,
language, and speaking/listening skills through the use of integrated units. Thematic
writing units include memoir, journalism, literary argument, and informational/research
writing. Thematic reading units include character study, literary nonfiction, and a
dystopian fiction unit. A clear focus is on citing text evidence and the analysis and
synthesis of that evidence to support student thinking and writing. Students continue
work on characterization and extend their characterization to analyze elements such as
speech, actionsion, and thoughts. Students pay attention to the authors' perspective
and notice the moves that authors make to create interesting stories. Integrated into all
units is vocabulary study, basic grammar mechanics and conventions review, and
multi-dimensional speaking/presentation instruction. The reading/writing workshop
model builds on the skills of 6th and 7th grade while giving students greater
independence to choose how they respond to the texts they read.
Mathematics
6th Grade Math
The 6th grade math course follows the Common Core State Standards in both content
and practice. Content focuses on four major topics: (1) connecting ratio and rate to
whole number multiplication and division and using concepts of ratio and rate to solve
problems; (2) completing understanding of division of fractions and extending the notion
of number to the system of rational numbers, which includes negative numbers; (3)
writing, interpreting, and using expressions and equations; and (4) developing
understanding of statistical thinking. Our practices encourage innovative approaches to
problem solving. Students make sense of problems and persevere in solving them,
while attending to precision. They notice patterns and apply mathematical rules.
Appropriate tools are strategically used when reasoning abstractly and quantitatively.
Students will also use communication skills to critique the reasoning of others and
construct viable mathematical arguments.
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7th Grade Math
The 7th grade math course follows the Common Core State Standards in both content
and practice. Content topics include: number system - addition, subtraction,
multiplication, and division of rational numbers (positive and negative integers, fractions,
and decimals); ratios and proportional relationships - rates, ratios, proportions, scaling,
and percent; expressions and equations - using numerical and algebraic operations;
geometry - two- and three-dimensional operations involving angle measure, area,
surface area, and volume; statistics and probability - using sampling to draw inferences
about a population and examining theoretical and experimental probability to develop a
probability model. Our practices encourage innovative approaches to problem solving.
Students make sense of problems and persevere in solving them, while attending to
precision. They notice patterns and apply mathematical rules. Appropriate tools are
strategically used when reasoning abstractly and quantitatively. Students will also use
communication skills to critique the reasoning of others and construct viable
mathematical arguments.
An accelerated math class is offered to students who have demonstrated the aptitude
and the drive to meet the demands of a faster paced curriculum allowing time for
increased depth into each common core standard.
8th Grade Pre-AlgebraMath
The 8th Pre-Algebra course follows the Common Core State Standards in both content
and practice. Content focuses on three major topics: (1) formulating and reasoning
about expressions and equations, including modeling an association in bivariate data
with a linear equation, and solving linear equations and systems of linear equations; (2)
grasping the concept of a function and using functions to describe quantitative
relationships; (3) analyzing two- and three-dimensional space and figures using
distance, angle, similarity, and congruence, and understanding and applying the
Pythagorean Theorem. Our practices encourage innovative approaches to problem
solving. Students make sense of problems and persevere in solving them while
attending to precision. They notice patterns and apply mathematical rules. Appropriate
tools are strategically used when reasoning abstractly and quantitatively. Students will
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also use communication skills to critique the reasoning of others and construct viable
mathematical arguments.
8th Grade Algebra
The Algebra course offered to qualifying 8th graders follows the Common Core State
Standards in both content and practice. It is the first high school course in a traditional
college preparatory math sequence. The curriculum emphasizes problem solving and
mathematical reasoning using real-world applications. Students will be required to use a
variety of mathematical methods and representations to solve problems involving linear
and non-linear applications. Students will have opportunities to analyze and evaluate
information and will be required to demonstrate an ability to communicate clearly and
concisely using appropriate mathematical vocabulary and notation as part of their
problem solving. Technological literacy will be developed through regular use of a
graphing calculator to enhance processing efficiency and investigate mathematical
concepts.
Science
6th Grade Integrated Science
Students in sixth grade science will be using the Sixth Grade Integrated StemScopes
program. This program is broken up into four segments which cover topics in life
science, earth and space science and physical science. More specifically, Students
develop a model that compares Earth’s climate system and the human body system.
Students design a portable structure that will keep athletes cool in hot climates and
warm in cool climates. Students plan a new dog sled race similar to the Iditarod that will
occur in the sand dunes of the Arabian Desert. Students address the effects of global
warming on living systems by preparing an argument explaining why different groups
should not have their water supply reduced and by participating in a debate with other
groups to present their side of the argument. Within each segment, students will explore
anchoring phenomena and will address the guiding questions.
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7th Grade Integrated Science
Students in seventh grade science will be using the Seventh Grade Integrated
StemScopes program. This program is broken up into four segments which cover topics
in life science, earth and space science and physical science. More specifically,
students will study organisms and nonliving things made of atoms, Matter Cycles and
Energy Flows through Organisms and Rocks, Natural Processes and Human Activities
Shape Earth’s Resources and Ecosystems, and Sustaining Biodiversity and Ecosystem
Services in a Changing World. Within each segment, students will explore anchoring
phenomena and will address the guiding questions. Each segment is further broken
down into scopes as listed below.
8th Grade Integrated Science
Students in eighth grade science will be using the Eighth Grade Integrated StemScopes
program. This program is broken up into four segments which cover topics in life
science, earth and space science and physical science. More specifically, students will
study how objects move and collide, they will be part of a shuttle crew completing a
one-year (365 day) journey in space to collect data. Their primary duty is to create a
video log of significant discoveries they make throughout their journey. Students create
an original organism and determine how it evolved and added unity and diversity to life
through the help of natural selection, and how science can predict the age and
environment based on clues from rock and fossils. Finally, students design a device to
detect the number of different bat and dolphin species on an island uninhabited by
humans.
Social Studies
6th Grade: Global Studies
Students investigate world issues thematically and geographically with a focus on Asia,
Africa, the Middle East, and Oceania. Students will examine current events through the
lens of the Global Goals and the impacts on human and earth systems; as well as
exploring local and global issues by collaborating with others to develop inquiries into
innovative solutions. Students use digital tools to connect with learners from a variety of
backgrounds and cultures, engaging with them in ways that broaden mutual
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understanding and learning. Additionally, there is a focus on the priority standards the
curriculum committee committed students to practice and master in 6th-grade reading,
speaking and listening, writing and inquiry skills throughout the year.
7th Grade World Cultures: The Western Hemisphere
7th grade World Cultures allows students the opportunity to investigate and explore our
world through both content (often based off of the students’ own questions) and skills.
In terms of content, students, using the lens of geography, will discover, appreciate,
explore and connect to the history, economy, government and culture of the many
different regions of the Western Hemisphere, including Central America and the
Caribbean, South America and Europe. Skill wise, the focus on ten priority standards
allows students the opportunity to practice and master 7th-grade reading, speaking and
listening, writing and inquiry skills throughout the year. Specifically, students will closely
read and analyze both primary and secondary sources (non-fiction texts, images,
videos, etc), participate in a wide range of collaborative discussions (ex: “fishbowls”),
and produce clear and coherent informational (ex: a natural disaster infographic) and
argumentative writing (ex: Europe inquiry project) to diverse audiences.
8th Grade U.S. History I
Students will study United States History, to develop historical writing, research, and
analytical skills while exploring America’s rich history from the earliest European
immigrants through the Civil War. Students will take a multi-disciplinary approach to
American History, incorporating geography, economics, and civics to promote a deep
and comprehensive understanding of historical events. A strong focus of this course is
on fostering inquiry skills and supporting the English/Language Arts curriculum in
developing strong, confident writers. Inquiry-based projects include a Colonial
Study/Comparison, Western Expansion and its impact geographically and culturally, and
a study of the evolution of slavery over this time period.
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Special Services
Bases
BASES is the Behavioral Cohort program at the Middle School. BASES stands for
Behavioral, Academic, and Social-Emotional Support, and serves students across all 3
grades. The program is designed to work with Special Education students to serve their
individual needs. BASES fosters development in all areas for students, encoring them
to grow, while providing a home base for support. Staff work closely with students,
regular education teachers, support staff such as a Social Worker, and parents to
ensure whole child development. The Special Education Teacher in BASES also works
with regular education teachers regarding materials, current coursework, and when
students are able they are able to join classes on their assigned team. Placement in
this program is determined by a Planning and Placement Team (PPT). Academic areas
are also addressed within BASES, to accommodate students who have difficulty with
larger class sizes, as well as students who have apparent gaps in learning that need to
be addressed. Curriculum is tailored to meet student need and to close these gaps,
both socially/emotionally and academically.
Program Description
English Learner Program (EL or ESL)
The program is designed for Non-Native English speakers to provide students with the
English communication skills necessary for successful participation in the mainstream
classroom. Students meet with the district’s English to Speakers of Other Languages
(ESOL) certified teacher during each grade level’s workshop period and focus
specifically on the English language vocabulary, grammar, and skills necessary to be
successful within each content-based classroom.
For students who are new arrivals to the country the focus of work is on basic reading
and writing, vocabulary development, speaking and listening skills as well as gaining a
stronger understanding of content area specific vocabulary. These skills are important
in order to participate in mainstream classrooms.
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For students who have higher English proficiency skills the focus of work is on more
advanced reading, writing, and comprehension skills, so that students can better
understand classroom assignments, edit and revise writing assignments more
independently, and a continuation of building both academic and content vocabulary.
In order to exit English Learner support services students are assessed annually and
must meet the State of Connecticut’s mandated exit criteria. Upon exiting English
Learner support services, it is required that students be monitored for a two year period
to ensure continued academic success.
Intensive Reading
The Intensive Reading program is a code based instruction class. The students enter
the program through the PPT process and have a severe discrepancy in the area of
reading decoding when compared to grade level peers. Usually the students are
exempted from a history or a world language class in order to provide services. The
students will become accurate and automatic readers when instruction in decoding and
phonemic awareness is systematic, sequential, and prescriptive. Daily instruction
includes, but is not limited to the following: Phonemic awareness through Lindamood,
Reading decoding through SRA, WIlson, Orton Gillingham and other research based
programs, phonetic and high frequency spelling, syllabication strategies,
comprehension and vocabulary development, reading and spelling rules, daily fluencies,
assistive technology practice, any goals and objectives from a student's IEP.
The program is individualized according to the student's learning style needs and IEP.
Different programs may be utilized according to student need and will change each year
as necessary.
The decision to exit is an individualized determination made by a PPT. It is based on
standardized data and skills. Either the student's goals are met or it may be determined
at the PPT that minimal progress has been made and the student may benefit from a
different curriculum.
Materials used: Let's Read, Wilson Reading, SRA Corrective Reading, Lindamood- BEll,
Rewards program, Read Naturally, Dolch Words, Orton Gillingham., the student's own
independent reading book, Morphographs- SRA, vocabulary- teacher made- vocabulary
word of the day, assistive technology.
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Students also in later grades learn how they learn best. We discuss their learning style
and practice active study techniques. Emphasis is on time management, chunking
assignments, reflection of techniques used. Reflection of mindful habits in mainstream
classes is also incorporated when time permits. Bridging the skills learned in Intensive
Reading to other mainstream classes is the ultimate goal. Time is spent at first creating
this in a deliberate and modeled way. Eventually, students take on the responsibility of
showing how they are using their reading, spelling and study techniques in mainstream
classes.
Life Skills Program
The life skills program is designed to help students acquire the knowledge, skills and
attitudes necessary to become successful individuals and lifelong learners. Based on
individual needs and strengths, the program is designed to structure student’s learning
experiences, which enable the highest level of independence. Basic living skills such as
cooking, cleaning, personal hygiene, etiquette, shopping, ordering at a restaurant,
making healthy choices, self-advocacy, social interactions, leisure time, navigating the
school and community and establishing meaningful friends and interests are important
building blocks of independence and a safe, fulfilling life. The goal is not perfection, but
exposure, growth and function. The appropriate skills and expected level of mastery are
addressed during the PPT process and the creation of the Individual Educational Plan
(IEP). Acquiring and mastering Life Skills is a continuum which spans throughout an
individual’s life. Teaching life skills tasks requires modeling, visuals, explicit directions
and practice, using carefully structured sequential steps.
Occupational Therapy
Occupational therapy practitioners are occupational therapists (OTs) and occupational
therapy assistants (OTAs) who use meaningful activities (occupations) to help children
and youth participate in what they need and/or want to do in order to promote physical
and mental health and well-being. Occupational therapy addresses physical, cognitive,
social/emotional, sensory, and other aspects of performance. In schools, occupational
therapy practitioners focus on academics, play and leisure, social participation, self-care
skills (ADLs, or Activities of Daily Living), and transition/work skills. Occupational
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therapy’s expertise includes activity and environmental analysis and modification with a
goal of reducing the barriers to participation.
Occupational therapy practitioners have specific knowledge and expertise to increase
participation in school routines throughout the day. Interventions include:
● Conducting activity and environmental analysis and making recommendations to
improve the fit for greater access, progress, and participation
● Reducing barriers that limit student participation within the school environment
● Providing assistive technology to support student success
● Supporting the needs of students with significant challenges, such as by helping
to determine methods for alternate educational assessment and learning
● Helping to identify long-term goals for appropriate post-school outcomes
● Helping to plan relevant instructional activities for ongoing implementation in the
classroom
● Preparing students for successfully transitioning into appropriate post–high
school employment, independent living, and/or further education
School-based occupational therapists observe, assess, and address the child’s
strengths and needs within the natural school settings (e.g., classroom, lunchroom,
playground) in order to support the student’s educational program. Services may be
directed to the child and on behalf of the child in the school environment (e.g., training
educational staff).
Service determinations are made by the 504 committee or IEP team in collaboration
with the occupational therapist. Parents are a part of the IEP team or 504 team who
make all service decisions.
Physical Therapy
School based Physical Therapy is a related service provided to assist children with
special needs to access the school environment and curriculum. Physical therapy
treatment in the school will focus on the child’s ability to negotiate the environment
including stairs, playground equipment, restrooms, cafeteria, and classrooms. Therapy
can also focus on strengthening and mobility to assist the child in maintaining /
changing positions in the classroom as well as improving their ability to participate in
activities with their peers.
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School Counseling
Middle school counselors are professional educators that are uniquely trained to
implement a comprehensive developmental school counseling program. They provide
support to all students in the following ways: School Counseling Curriculum, Individual
Student Planning, Responsive Services and System Support. This includes, but is not
limited to, individual and group counseling, crisis intervention, consultation and
collaboration, school wide programming, and classroom lessons.
Classroom lessons in each grade will cover academic, career and personal/social skills.
They focus on nine content standards and create lessons which include but are not
limited to topics around bullying, respect for self and others, school success, career
skills, survival and safety skills.
Special Education
Special Education Placement in Special Education is determined by the Planning and
Placement Team (PPT). Students who experience difficulty with the regular education
curriculum will first be referred to the PASS (Personalized Academic and Social
Success) Team. The PASS team will then review the student’s academic and behavioral
record, and provide general education accommodations that are appropriate to the
student’s level of need through tiered interventions. If the student's response to
intervention does not result in the intended outcomes established by the PASS team, a
PPT (Planning and Placement Team) may be convened to next evaluate the student for
eligibility in Special Education. A referral to Special Education can, however, be made at
any time by a parent/caregiver. If after this comprehensive evaluation it is determined a
student qualifies for Special Education and requires specialized instruction, the PPT will
develop an Individualized Education Plan (IEP). Special Education teachers consult with
general education teachers regarding individual students, alternative or modified
materials, and/or behavioral and instructional strategies. Co-teaching is available in
some core Academic classes in each grade as well, typically Math and English.
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SRBI
An intensive course designed to provide students the support that they need in either
reading or math. Each student's individual strengths and areas of concern are taken into
account to provide students with opportunities to advance their reading or math skills.
Instruction is informed by frequent assessment of skills and teaching takes place in
small groups with individualized attention given to each student.
World Language
Grade 7 & 8 World Language
Our World Language curriculum works with the four skills of language learning:
listening, reading, writing and speaking. We also emphasize the five goals of learning
languages: communication, cultures, connections, comparisons and communities. We
use Comprehensible Input to help students acquire a language which means less focus
on learning grammar rules and vocabulary lists and more focus on true communication,
both oral and written.
Using the interpersonal, presentational and interpretive modes, 7th grade students will
be able to: meet and greet friends and adults, describe people and things, discuss what
they do in school and in their free time, and be able to talk about clothing and its cultural
relevance.
Using the same modes, 8th grade students will add to this knowledge by learning about
how they use technology in comparison to other students around the world, where they
might like to travel, and the cultural traditions which appertain to countries that they
have studied as well as their own.
Successful completion of 7th and 8th grade World Language counts as one credit
towards Bacon graduation requirements.Beginning with the graduating class of 2025,
students who complete grade 7 world language and complete and pass the same world
language (e.g., Spanish and Spanish) in grade 8 at WJ will earn 1.0 World Language
credit towards graduation.
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Workshop
Workshop is a flexible period embedded in every student schedule that allows the WJ
staff to support and enrich each of our students. Students that are not involved in an
enrichment program or that receive support during this time may work on completing
class assignments, projects and homework.
Workshop provides an opportunity for students to receive extra help from teachers if a
concept or skill was not understood during the class period, and to make up for missed
work and tests due to absences.
Some of the support provided during this time include working with SRBI math and
reading teachers, Special Education teachers on organization and goals, counseling or
support services, OT/PT, and speech services. Our enrichment includes but is not
limited to rehearsals for band and chorus, as well as clubs, independent STEAM
projects and Adventure class.
Clubs and Activities
After School Clubs
We offer a variety of after school clubs throughout the year. Clubs vary from quarter to
quarter and are based on interest and availability. Some of the clubs offered are
homework help, baking, board games, drawing and painting, science bowl and martial
arts.
MATHCOUNTS
MATHCOUNTS Competition Series is a national program that provides students the
opportunity to compete in live, in-person math contests against their peers. Created in
1983, it is the longest-running MATHCOUNTS program and it is open to all sixth,
seventh and eighth grade students. This club meets 3 times a month and we begin in
September and end in March. In the past WJJMS has sent 10 students to the regional
competition.
Ski & Snowboard Club
The WJJMS Ski and Snowboard club (for 6th, 7th and 8th graders) travels after school
every Friday in January to Ski Sundown in New Hartford, CT. Whether you are just
learning how to ski or snowboard or have been going your whole life, this club can be
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for you. All packages include bus transportation and teacher chaperones and can
include lift ticket only, lesson and/or rental options (depending on your needs).
Registration is in early October, so be on the lookout for information early in the school
year...it is a very popular club and spots fill quickly.
Sports/Athletics
WJJMS offers three seasons of sports, fall, winter and spring. We are a member of the
Mid-State Middle School League.
Basketball
In the winter, we run Interscholastic and Intramural Basketball programs with separate
girl’s and boy’s teams. Interscholastic travels to other schools to compete. This season
runs from mid-November through the end of January. The Intramural basketball
program is run as an after school program where students play basketball against their
classmates. Intramurals runs from the first week in February through mid-March
Cross Country Club
Cross country is a running club open to all 6th, 7th and 8th graders who attend William
J. Johnston. The club meets four times a week and introduces students to distance
running and racing. As part of the program, students start with shorter runs in
September and build up their endurance over a several month period until the program
ends in early November. Normal practices include a mix of warm up activities, running
games, interval training with a stress upon learning proper techniques for training. As
part of the program, athletes usually participate in 4-6 races with other middle schools
which include the State Middle School Championships held at Wickham Park.
Interested athletes and parents should contact Mr.Browning at
Sbrow203@colchesterct.org for more information. Signups take place in early
September and students are charged an activity fee of $180.00 to participate in the
program.
Soccer
In the fall, we have the Interscholastic Soccer program with both a boy’s team and a
girl’s team. Interscholastic Soccer begins in September and runs through the end of
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October. Interscholastic Soccer is a program that gives students the opportunity to play
soccer after school against other school teams.
Track and Field
In the spring, we run our co-ed Interscholastic Track & Field program (both girls and
boys on the same team but events are run by gender). Track runs from mid-March and
culminates with the Middle School State Championships at the end of May.
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