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Advancement via Individual Determination:

is an education-based program whose purpose is "to close the achievement gap" by preparing all students for college readiness and success in a global society.   Using the AVID program students learn strategies for achieving their goals in middle school, high school and college by focusing on many topics including but not limited to: organizational strategies, Character Education, Cornell notes note-taking system, time management, tutorials, and Socratic seminars.


The AVID curriculum, based on rigorous standards, was developed by middle and senior high school teachers in collaboration with college professors. It is driven by the WICOR method, which stands for writing, inquiry, collaboration, and reading. The curriculum is used in AVID elective classes and in content-area classes as well.

  • - Writing
  • I - Inquiry
  • C - Collaboration
  • O - Organization
  • R - Reading

Mission Statement:

The mission of AVID is to ensure that ALL students and most especially the least served students who are in the middle:

  • will succeed in rigorous curriculum
  • will complete a college preparatory path
  • will enter mainstream activities of the school
  • will increase their enrollment in four-year colleges, and
  • will become educated, responsible participants and leaders in a democratic society.

The AVID Parents/Guardians

AVID parents encourage their children to achieve academically, participate in back to school night, and other scheduled parent meetings. They also maintain regular contact with the AVID coordinator by phone, email and parent conferences. Parents also sign a contract agreeing to support all AVID academic requirements.


ALL students MUST bring all materials to class DAILY. Including:

  • The AVID Binder (2.5-3” Three ring binder)
  • Cornell Notes
  • A Highlighter
  • Pens and Pencils

Students will be given instruction on the following topics over the course of the school year:

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
  • AVID Overview
  • Cornell Notes/Learning Logs
  • Binder Organization
  • Learning Styles
  • Introduction of tutorials
  • Self-Discovery
  • Writing to Inform
  • Goal Setting
  • Time Management
  • College Research
  • Career Research
  • Study Skills
  • Persuasive Essays
  • Inquiry
  • Reading Process
  • Character Education
  • Service Learning
  • Writing to Explain
  • Test Taking Skills
  • Life SkillsPublic Speaking
  • Review Cornell Notes/Binder  
  • Value of HS Education
  • AP Courses
  • Six year plan
  • Studying Abroad
  • Creative Writing
  • Public Speaking

Creative Arts

The Creative Arts Department

The Creative Arts Department at G. James Gholson Middle School has as its mission to have a relentless commitment through excellence to teaching literacy and mathematics through unlimited creativity respecting all stakeholders with professionalism.

Our course offerings include Drama, Art, Vocal Music, Instrumental Music, Physical Education, Spanish, Health, AVID & ESOL. They are taught by committed and caring professionals dedicated to the academic and professional excellence for all stakeholders.

Please click here to view our website for more information.  


ESOL Department

Teaching and learning at Gholson Middle Schools are enriched by the diversity of our students.  Our scholars’ diversity in culture and language adds to the joy of serving in the ESOL department. The department is committed to serve English learners (ELs) with excellence. The goal is to ensure that ELs develop and maintain high levels of English proficiency – academic English and in social interactions.  Additionally, it is the department’s desire to create an environment where the families feel welcome, realizing that we cannot succeed without partnership with the families of our scholars.

GJG ESOL Reading.jpg              GJG ESOL Writing.jpg              GJG ESOL Speaking.jpg              GJG ESOL Listening.jpg

Reading                      Writing                     Speaking                     Listening

Departamento ESOL

La enseñanza y el aprendizaje en la escuela secundaria Gholson enriquecidos por la diversidad de nuestros alumnos. Diversidad Nuestros estudiosos de la cultura y la lengua se suma a la alegría de servir en el departamento de ESOL. El departamento está comprometido a servir a los estudiantes de inglés (EL) con excelencia. El objetivo es asegurar que los estudiantes EL desarrollar y mantener altos niveles de dominio del Inglés - Inglés académico y en las interacciones sociales. Además, es el deseo del departamento para crear un ambiente donde las familias se sientan bienvenidos, dándose cuenta de que no podemos tener éxito sin la colaboración con las familias de nuestros estudiantes.

ESOL Depatman

Men aprantisay ak ansèyman nan Lekòl GHOLSON Mwayen yo rich pa divèsite nan elèv nou yo. Divèsite entelektyèl nou yo nan kilti ak lang ajoute nan kè kontan nan sèvi nan depatman an ESOL la. Se depatman an angaje nan sèvi elèv k ap aprann angle (Els) ak ekselans akademik. Objektif la se asire ke Els devlope ak kenbe nivo segondè nan lang angle - akademik angle ak nan entèraksyon sosyal. Anplis de sa, li se dezi depatman an yo kreye yon anviwonman kote fanmi yo santi yo akeyi yo, ka akonpli ke nou pa ka reyisi san yo pa patenarya ak fanmi yo nan entelektyèl nou yo.

Département ESOL

Enseigner et apprendre à l'école intermédiaire Gholson sont enrichis par la diversité de nos élèves. La diversité de nos savants dans la culture et la langue ajoute à la joie de servir dans le département ESOL. Le Ministère s'est engagé à servir les apprenants en anglais (ELS), avec excellence. L'objectif est de s'assurer que les limites d'exposition développer et de maintenir des niveaux élevés de compétence en anglais - anglais académique et dans les interactions sociales. En outre, c'est le désir du ministère à créer un environnement où les familles se sentent les bienvenus, sachant que nous ne pouvons pas réussir sans partenariat avec les familles de nos savants.


Welcome to the Mathematics Department.

Please see below the Content Expectations, according to the Common Core State Standards, that scholars enrolled in Middle School Mathematics will be expected to learn.

Mathematics Grades 7 and 8

  • Number Sense (7) / System (8)
  • Expressions and Equations (7/8)
  • Geometry (7/8)
  • Statistics and Probability (7/8)
  • Functions (8)
  • Operations with Rational Numbers (7)
  • Ratios and Proportional relationships (7/8)

Overview of the Common Core State Standards (CCSS)

The Common Core State Standards (CCSS) states and describes what students are expected to learn in Mathematics and Reading English Language Arts in Grades K-12.  The Common Core State Standards (CCSS) was developed to prepare all scholars, in the 21st Century, for success in college and careers, as well as, to include real world connections so they can compete in a global economy and interact in a productive society. 
The 8 Mathematical Practices
  1. Use Appropriate Tools strategically
  2. Attend To Precision When Solving Word Problems
  3. Look for and Make Use of Structure
  4. Search For and Express Regularity in Repeated Reasoning
  5. Make Sense of Problems and Persevere In Solving Them
  6. Reason Abstractly and Quantitatively
  7. Construct Viable Arguments and Critique The Reasoning of Others
  8. Model with Mathematics


Welcome to G. James Gholson Middle School's Reading Language Arts Department. 

Building on the best of existing state standards, the Common Core State Standards provide clear and consistent learning goals to help
prepare students for college, career, and life. The standards clearly demonstrate what students are expected to learn at each grade level, so that every parent and teacher can understand and support their learning.

Here at Gholson Middle School our Reading/English Language Arts teachers have the opportunity to participate in weekly collaborative
planning sessions. This process allows time during the school day for teachers and administrators to plan rigorous lessons that are aligned with the common core standards. Collaborative Planning is essential to the overall academic success of our students because it pushes students to stretch their learning and forces teachers to reflect on their instructional practices. As PGCPS move towards full implementation of the PARCC Assessment (Partnership for Assessment of Readiness for College and Careers) we are committed to providing teachers, students and the school community with the necessary tools to be Great by Choice. When all stakeholders are invested in the teaching and learning process, we all win!

Quarter One (45 days)

Grades 6-8

Reading Focus:
Introduction to Common Core Reading Standards (Reading Literature and Reading Information

Writing Focus:
Literary Analysis-Introduction to all three Common Core State Standards Writing (Narrative, Argument, & Literary Analysis) 


SRI (SLO data)

Pre-test Writing Diagnostic – Literary Analysis (SLO data)

MUST # 1 – Literary Analysis/Poetry

Tone Essay

August - End of October

Application of Reading Strategies: Infer, Determine Importance , Summarize/Synthesize (two weeks)

Novel/Film Study-application of reading strategy instruction

Literature Circles-application of Notice and Note Strategies

Close Reading Toolkit - Notice and Note Close Reading Techniques by Kylene Beers and Robert Probst)

Academic Vocabulary Toolkit/Strategies for Use 

Research Simulation Task- model for CCSS W1/W2  

Specific time in first week for Writing PRE TEST- Literary Analysis

Introduction to Poetry – Focus on Literary Analysis/ close reading

Tone Essay paper

Quarter Two (43 days)

Grades 6-8

Reading Focus:
Narrative Fiction and Non-fiction

Writing Focus:
Mentor-Text Narratives


MUST # 2 – Narrative- Text Driven

November- End of January

Introduction Writing Workshop- Heart Mapping (mentor text poetry piece)

Free verse (creative piece)

Introduction to Narrative (memoir, story, and literary non-fiction)

Poetry unit for grade 6-8 to incorporate cross-text comparisons like PARCC samples

Narrative unit

Literary non-fiction

Prose Constructed Response (PCR) for text-driven narrative

PCRs for character analysis

Quarter Three (45 days)

Grades 6-8

Reading Focus:

Writing Focus:


SRI (SLO interval pre/posttest analysis)

Post-test Writing Diagnostic – Literary Analysis (SLO data)

PARCC (March)

End of January to Mid-March

Informational Text Unit

Argument Toolkit (Teach argument explicitly)

PCR for Argument- Formative Assessment

Research Simulation Task #2 (Make an explicit RST that correlates to the drama unit)

PARCC Text-based Question Pattern Training

PARCC/Achieve the Core/ MSDE/IRA resources for students)


Quarter Four (47 days)

Grades 6-8

Reading/Writing Focus:

Application of CCSS standards in Integrated Tasks- Author Study/Research Study/ Cross-Discipline Study

Mid-March to June (end of year)

Drama study continues

Author Study (multiple works from an author or across themes; integrate with nonfiction)

PCR for Literary Analysis (novel excerpts)


Welcome to the Science Department.

Please see below the Content Expectations, according to the Common Core State Standards, that scholars enrolled in Middle School Science will be expected to learn for SY' 2014-2015.

Science Grades 7 and 8

  • Forces, Motion, and Energy (7)
  • From Bacteria To Plants (7)
  • Earth's Waters (8)
  • Earth's Changing Surfaces (7)
  • Human Biology and Health (7)
  • Chemistry/Chemical Building Blocks (7)
  • Chemical Interactions (8)
  • Astronomy (8)
  • Weather Climate (8)

Social Studies

Welcome to the Social Studies Department.

Here is what you can expect your scholar to learn in Middle School.

The Social Studies CCST are closely aligned to the Reading/English Language Arts CCST. Our teachers strategically approach the Social Studies curriculum from the lens of a literacy teacher. Armed with core reading and writing strategies, our Social Studies teachers use informational text, both primary and secondary sources, to provide students with the rigorous instruction they need to gain knowledge and understanding of cultural, political, historical and current events. This course is designed to equip students with the intellectual tools needed to strategically maneuver through college, career and life.

Students will be able to:

Key Ideas and Details:

  • Cite specific textual evidence to support analysis of primary and secondary sources.
  • Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinion.
  • Identify key steps in a text’s description of process related to history/social studies (e.g., how a bill becomes law, how interest
  • rates are raised or lowered).

Craft and Structure:

  • Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains that are specific to domains related to history/social studies.
  • Describe how a text presents information.
  • Identify aspects of a text that reveal an author’s point of view or purpose.

Integration of Knowledge and Ideas:

  • Integrate visual information with other information in print and digital text.
  • Distinguish among fact, opinion, and reasoned judgment in a text.
  • Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity:

  • By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.