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Cedar Springs Public Schools

Purpose. Potential. Pride.
Secondary Curriculum - 6th Grade, 7th-8th grade, 9th-12th grade
At Cedar Springs Public Schools our Secondary Curriculum continues to build off the strong base our students learn in the K-5th grade curriculum. 
 
Starting in6th-8th grades, students are introduced to a wide variety of encore courses where the student is able to start exploring courses of interest specifically designed for them.  
These courses continue to expand into High School grade levels, along with additional learning opportunities including Kent County Tech Center, Early Middle College, and Dual Enrollment learn more at the Cedar Springs High School Student Resource Page.

National PTA Everychild. One Voice
The information below is provided by the National Parent Teacher Association.
 
To access full "Parents’ Guides to Student Success" in Literature and Mathematics visit the National PTA website. These guides are developed by teachers, parents, and education experts in response to the Common Core State Standards that more than 45 states have adopted.
 
Created for grades K-8 and high school English, language arts/literacy, and mathematics, the guides provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.
 
Curriculum Library
Literacy
  • Gaining knowledge from materials that make extensive use of elaborate diagrams and data to convey information and illustrate concepts
  • Evaluating the argument and specific claims in written materials or a speech, and distinguishing claims that are supported by reasons and evidence from claims that are not
  • Presenting claims and findings to others orally, sequencing ideas logically, and accentuating main ideas or themes
  • Writing brief reports that examine a topic, have a clear focus, and include relevant facts, details, and quotations
  • Conducting short research projects to answer a question, drawing on several sources, and sharpening the focus based on the research findings
  • Reviewing and paraphrasing key ideas and multiple perspectives of a speaker
  • Determining the correct meaning of a word based on the context in which it is used (e.g., the rest of the sentence or paragraph; a word’s position or function in a sentence)
  • Citing several sources of specific evidence from a piece when offering an oral or written analysis of a book, essay, article, or play
  • Organizing and focusing his or her own writing, including supporting statements and conclusions with evidence and showing that the evidence is accurate and reliable
  • Conducting research in response to a specific question by drawing on evidence from several credible literary or informational sources to support an analysis or reflection
  • Avoiding plagiarism and following a standard format for citations (e.g., footnotes, bibliography)
  • Evaluating a speaker’s key points and reasoning, asking questions, and stating his or her own well-supported ideas in discussions
  • Presenting claims and findings to others emphasizing main points, making eye contact, speaking loudly enough, pronouncing words clearly, and using formal English when the situation calls for it
  • Using common, grade-appropriate Greek or Latin affixes and roots as clues to defining the meaning of a word (e.g., semi-, semiannual, semicircle)
  • Citing the evidence that most strongly supports an analysis of what is explicitly stated and/or implied from a book, article, poem, or play
  • Analyzing where materials on the same topic disagree on matters of fact, interpretation, or point of view
  • Building writing around strong central ideas or points of view; supporting the ideas with sound reasoning and evidence, precise word choices, smooth transitions, and different sentence structures
  • Planning and conducting research projects that include several steps and use many credible and documented print and digital sources
  • Analyzing the purpose of information presented in diverse media (e.g., print, TV, web) and evaluating its social, political, or commercial motives
  • Presenting findings and claims to others, emphasizing key points with relevant evidence and sound reasoning, adapting speech to the audience and the formality of the setting, and responding to questions and comments with relevant observations and ideas
  • Using strong, active verbs to create a clear picture for the reader (e.g., walk, skip, meander, lurch, limp)
  • Interpreting figures of speech (e.g., irony, puns) and developing a large vocabulary of general academic words and phrases
Reading
  • Understanding more from and making fuller use of written materials, including using a wider range of evidence to support an analysis
  • Making more connections about how complex ideas interact and develop within a book, essay, or article
  • Evaluating arguments and specific claims, assessing whether the reasoning is valid and the evidence is sufficient, and as appropriate, detecting inconsistencies and ambiguities
  • Analyzing the meaning of foundational U.S. documents (the Declaration of Independence, the Preamble to the Constitution, the Bill of Rights)
 
Writing
  • Making an argument that is logical, well-reasoned, and supported by evidence
  • Writing a literary analysis, report, or summary that develops a central idea and a coherent focus and is well supported with relevant examples, facts, and details
  • Conducting several research projects that address different aspects of the same topic, using more complex books, articles, and other sources
 
Speaking and Listening
  • Responding thoughtfully to diverse perspectives; synthesizing comments, claims, and evidence made on all sides of an issue; and resolving contradictions when possible
  • Sharing research, findings, and evidence clearly and concisely
  • Making strategic use of digital media (e.g., animations, video, websites, podcasts) to enhance understanding of findings and to add interest
 
Language
Determining or clarifying the meaning of words and phrases, choosing flexibly from multiple strategies, such as using context, Greek and Latin roots (e.g., bene as in benefactor or benevolent), patterns of words (conceive, conception, conceivable), and consulting specialized reference materials. Interpreting figures of speech (e.g., hyperbole, paradox) in context and analyzing their role in the written materials
 
Science
Michigan’s science standards are organized by grade level K-5, and then by grade span in middle school and high school. 
 
Download and read more about the Michigan K-12 Standards Science from the Michigan Department of Education.
 
encore courses
6th Grade: Art, Band, Choir, Music, Physical Education, Success Strategies, Ukelele & Percussion
 
7th & 8th Grade: Athletic Performance, Beyond the Basics:  Exploring Art Concepts, Coding with Robotics, Creative Writing, Digital Basics, Fundamentals of Art, Introduction to Coding, Lifetime Recreation, Music, Teen Leadership, Visual Applications, World Cultures
 
High School: View the full curriculum guide
Mathematics
  • Understanding ratios and rates, and solving problems involving proportional relationships (e.g., if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours?)
  • Dividing fractions and solving related word problems (e.g., how wide is a rectangular strip of land with length 3⁄4 mile and area 1⁄2 square mile?)
  • Using positive and negative numbers together to describe quantities; understanding the ordering and absolute values of positive and negative numbers
  • Working with variables and expressions by generalizing the way numbers work (e.g., when adding numbers, the order doesn’t matter, so x + y = y + x; likewise, properties of addition and multiplication can be used to rewrite 24x + 18y as 6(4x + 3y), or y + y + y as 3y)
  • Writing equations to solve word problems and describe relationships between quantities (e.g., the distance D traveled by a train in time T might be expressed by an equation D = 85T, where D is in miles and T is in hours)
  • Reasoning about relationships between shapes to determine area, surface area, and volume
  • Analyzing proportional relationships (e.g., by graphing in the coordinate plane), and distinguishing proportional relationships from other kinds of mathematical relationships (e.g., buying 10 times as many items will cost you 10 times as much, but taking 10 times as many aspirin will not lower your fever 10 times as much)
  • Solving percent problems (e.g., tax, tips, and markups and markdowns)
  • Solving word problems that have a combination of whole numbers, fractions, and decimals (e.g., a woman making $25 per hour receives a 10% raise; she will make an additional 1⁄10 of his or her salary an hour, or $2.50, for a new salary of $27.50)
  • Solving equations such as 1⁄2 (x – 3) = 3⁄4 quickly and accurately, and writing equations of this kind to solve word problems
  • Solving problems involving scale drawings
  • Using statistics to draw inferences and make comparisons (e.g., deciding which candidate is likely to win an election based on a survey)
  • Understanding slope, and relating linear equations in two variables to lines in the coordinate plane
  • Solving linear equations (e.g., –x + 5(x + 1⁄3) = 2x – 8); solving pairs of linear equations (e.g., x + 6y = –1 and 2x – 2y = 12); and writing equations to solve related word problems
  • Understanding functions as rules that assign a unique output number to each input number; using linear functions to model relationships
  • Analyzing statistical relationships by using a best-fit line (a straight line that models an association between two quantities)
  • Working with positive and negative exponents, square root and cube root symbols, and scientific notation (e.g., evaluating Ö36 + 64; estimating world population as 7 x 109 )
  • Understanding congruence and similarity using physical models, transparencies, or geometry software (e.g., given two congruent figures, show how to obtain one from the other by a sequence of rotations, translations, and/or reflections)
Number and Quantity
  • Working with rational and irrational numbers, including working with rational exponents (e.g., rewriting (53 ) 1/2 as 5√5)
  • Solving problems with a wide range of units and solving problems by thinking about units (e.g., “The Trans Alaska Pipeline System is 800 miles long and cost $8 billion to build. Divide one of these numbers by the other. What is the meaning of the answer?”; “Greenland has a population of 56,700 and a land area of 2,175,600 square kilometers. By what factor is the population density of the United States, 80 persons per square mile, larger than the population density of Greenland?”)
 
Algebra
  • Solving real-world and mathematical problems by writing and solving nonlinear equations, such as quadratic equations (ax2 + bx + c = 0)
  • Interpreting algebraic expressions and transforming them purposefully to solve problems (e.g., in solving a problem about a loan with interest rate r and principal P, seeing the expression P(1+r) n as a product of P with a factor not depending on P)
 
Functions
  • Analyzing functions algebraically and graphically, and working with functions presented in different forms (e.g., given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum)
  • Working with function families and understanding their behavior (such as linear, quadratic, and exponential functions) Modeling
  • Analyzing real-world situations using mathematics to understand the situation better and optimize, troubleshoot, or make an informed decision (e.g., estimating water and food needs in a disaster area, or using volume formulas and graphs to find an optimal size for an industrial package)
 
Geometry
  • Proving theorems about triangles and other figures (e.g., that the angles in a triangle add to 180o )
  • Using coordinates and equations to describe geometric properties algebraically (e.g., writing the equation for a circle in the plane with specified center and radius)
 
Statistics and Probability
  • Making inferences and justifying conclusions from sample surveys, experiments, and observational studies
  • Working with probability and using ideas from probability in everyday situations (e.g., comparing the chance that a person who smokes will develop lung cancer to the chance that a person who develops lung cancer smokes)
Social Studies
The purpose of social studies is to promote the knowledge, skills, intellectual processes, and dispositions required of people to be actively engaged in fulfilling their responsibility of civic participation. 
 
The expectations are outlined in the Michigan K-12 Standards Social Studies provided by the Michigan Department of Education. 
My School at Kent Logo
Cedar Springs Public Schools has a partnership with MySchool@Kent.
 
If your student is interested in pursuing a hybrid education they should contact their principal for more information.