Bement Curriculum Guide 2015-2016

Revised September 2015

BEMENT CURRICULUM GUIDE 2015 - 2016 TABLE OF CONTENTS LOWER SCHOOL OVERVIEW………………………………………… 3 UPPER SCHOOL OVERVIEW ..………………………………………. 5 ARTS.………………………………………………………………………. 7 ENGLISH LANGUAGE ARTS …………………………………………. 41 ENGLISH LANGUAGE LEARNING…...…………………………….... 57 WORLD LANGUAGE…………………………………………………… 62 GEOGRAPHY, HISTORY, AND SOCIAL STUDIES……………….... 88 MATHEMATICS…………………………………………………………. 99 PHYSICAL EDUCATION…………………………………………….....121 SCIENCE……………………………………………………………….....123 HEALTH......................................................................................................135 LIBRARY/COMPUTER ………………………………………...……...137 INFORMATION LITERACY……………………………………….…..145 GUIDED STUDY........................................................................................147

2 9/1/15

LOWER SCHOOL OVERVIEW Language Arts Writing Students in kindergarten draw pictures, dictate stories, and utilize age-appropriate conventions of language to express meaning in written forms. First graders use inventive spelling and learn to pay attention to detail, sequence, and story format. Students in grades two through five continue the writing process and begin a more formal study of correct sentence structure, punctuation, and genre. Students also make regular entries into writing and reading response journals.

Reading The kindergarten combines multi-sensory, phonetic, and whole language techniques to develop pre-reading skills. Children match letters to sounds and learn to recognize words. In grades one through five, a structured reading program combines phonetic skills with whole language strategies. Tied thematically to social studies and science topics, it emphasizes trade books more than basal readers. Children work individually and in groups on reading skills and related projects. Students in grades kindergarten through three participate in a supplementary phonics program called Fundations. Weekly instruction promotes word study for reading and spelling in a systematic and explicit format. Teachers read aloud often, and the daily “Kick Back and Read�

(KBAR) program promotes one hour of reading for pleasure between home and school.

Report Writing Report writing begins in first grade as a group activity. By third grade, reports become an integral part of the social studies and science units. Between this time and the end of fifth grade, students learn to incorporate outlines, research and note-taking skills, diagrams, and bibliographies into their finished reports.

Handwriting Students learn Zaner-Bloser manuscript in kindergarten through second grade. Grades three through five use the Loops and Groups cursive program.

Spelling All students, except kindergartners, take a weekly spelling test. Teachers generate lists of gradeappropriate words which review phonetic rules and, in the upper grades, contain vocabulary taken from classroom literature and texts. Fifth graders use Megawords, learning multi-syllabic words to enhance their reading and writing skills. Spelling is also addressed contextually through frequent writing assignments.

3 9/1/15

Mathematics Students rely heavily on manipulatives to learn the concepts of number sense and numeration, patterns and relationships, estimation, communication, problem solving, geometry, statistics and probability, fractions and decimals, discrete mathematics, and reasoning. They explain their mathematical thinking in a variety of ways: orally, graphically, and algebraically and in math journal writing.

Library/Computer Thirty computer stations in the library and computer lab, computers in every classroom, and an interactive white-board lab provide all lower schoolers ready access to a computer. Students visit the library computer lab regularly to play math, reading, and logic games which hone their computer skills and enhance their classroom studies. Keyboarding instruction begins in second grade and word processing begins in third grade. By fourth and fifth grades, lower school students rely on computers to research and write reports. Lexia, a computer program that supports phonics learning, is available to all students at school and at home.

Fine Arts Lower school students participate daily in a fine arts class. Art students explore traditional and experimental media techniques, and they exhibit completed works. Drama students experiment with a variety of communication activities. Students perform throughout the year, with each drama class concluding its term with a performance in front of an audience. Music students study rhythm, note-reading, tone, and voice. Third graders play the recorder; fourth and fifth graders play a band instrument.

World Languages All lower school students receive world language instruction. One term of French, Spanish and Chinese is offered in each grade by Bement's upper school world language department teachers.

Science Each year students study life science, physical science, and earth science through inquiry-based projects, hands-on activities, guided discovery, computer software, and exploration activities.

Trips are scheduled and guest speakers visit regularly. A health curriculum is offered as part of the science program.

Social Studies A concentrated three-week study of a particular theme occurs during mini-term, the period between Thanksgiving vacation and winter break. Recent topics include architecture, diversity, Korea, China, space, food, and the environment. Other in-depth, interdisciplinary studies are: third grade – U.S. geography; fourth grade – Historic Deerfield; fifth grade – ancient civilizations.

Homework Kindergartners do not have homework. First graders may receive one night of homework per week. The frequency and duration of assignments increases to approximately one hour per night by grades four and five, usually including KBAR time.

4 9/1/15

UPPER SCHOOL OVERVIEW Sixth grade is both a transitional year from the lower school and a foundation year for later learning. Connections between literature that represents a multitude of cultures and the geography class are a signature of this year. Students are helped with organizational and study skills. The course of study in all areas begins with review and a strengthening of general concepts, and gradually leads to the more specific. Sixth graders are given a year of Latin and an exposure to all the arts. In addition, sixth graders take health and learn internet safety and digital media literacy skills through a full-year information literacy curriculum. Teachers and advisors provide a great deal of support to these youngest members of the upper school, while the curriculum itself poses plenty of appropriate challenges.

Seventh graders begin to exercise even more independence. Independent management of homework, binders, note-taking, question-asking, and test-taking become more important.

Where sixth graders are given an overview of the world, seventh graders begin a two-year sequential study of their own country, through history and literature. Science focuses on matter and energy, the environment, and the symbiosis of the natural world, and math now begins the specific building blocks for the study of algebra and geometry. Students choose the language they will pursue for the next three years, and their focus in a given art is more intense. Seventh graders feel that they have traveled light years in the space of one year.

Eighth grade is a maturing year. The course work is increasingly challenging. The chemistry curriculum in science demands analytical and mathematical thinking; students are asked to probe deeply and express themselves clearly in their essay writing, and by now, the math teachers expect a certain level of competency. By the end of the year, students tend to internalize study skills, rather than having them imposed by teachers, advisors, and parents. They learn to juggle homework, sports, arts, and social commitments. While the ride may be bumpy at times, these students develop pride in their accomplishments.

The ninth grade at Bement is designed to prepare students for secondary school and to foster independence, confidence, leadership and a sense of responsibility. The curriculum includes many long-term assignments and moves away from general concepts to specific details. Science is a full-fledged physics course, and math is typically either geometry or Algebra I. As students are about to go out into the world, it is appropriate that the readings in history and English focus on early Western and non-Western civilizations. The year begins with an outdoor adventure trip designed to build group unity. Two rewarding culminating events for ninth graders are their involvement in a spring musical in which they act, sing, help make costumes, and paint the sets; and in a service trip to an orphanage in the Dominican Republic, including a pre-trip global studies curriculum. While the ninth grade year encourages independence, it is also a year in which advisors play an important role as mentors and friends. The academic life of the ninth grader, perhaps more than any other year, is enriched by field trips, social and athletic events, science projects, and artistic endeavors.

5 9/1/15

There are six academic disciplines at Bement: arts (art, drama, and music), English/language arts; world language (Chinese, French, Latin, Spanish), social studies, math, and science. An ELL program helps international students follow the curriculum as they strengthen their English writing and speaking skills.

Classes meet four times in a five-day week, and the academic day concludes with a study hall allowing for extra help from teachers. English, world language, history, and science are grouped heterogeneously; math is divided into levels in grades 8 and 9, based on previous math course work and a student’s ability.

The curriculum is enriched in countless ways through field trips, projects, games, international exchange programs, the literary magazine, and poetry projects. Mini-term, the three-week period between Thanksgiving and winter break, has become a distinctly exciting time where a special topic can be studied. A wellness/health program is offered to all upper school students. And, finally, all students in the upper school participate in service-learning programs both on and off campus. Our service may include visits to area nursing homes, The Food Bank, various agencies affiliated with the United Way, and La Suiza Orphanage (San Cristobal, Dominican Republic).

6 9/1/15

FINE ARTS The underlying philosophy which unites the Fine Arts at Bement is the belief that the creative process is as important as the final product. It is understood that self-discipline and risk-taking are key components to success. The flexibility within the department encourages students to think of themselves as artists and to develop a variety of tools for creative expression.

Every student participates in art, music, and drama classes, with rehearsals integrated into the daily class schedule. There are frequent opportunities during all-school assemblies for students to perform as part of an ensemble, in a small group, or solo. Student artwork is showcased throughout the buildings of the school and in school publications. In addition, students have the opportunity to exhibit their artistic talents outside of school.

7 9/1/15

FINE ARTS KINDERGARTEN TRADE/TEXTBOOKS: Sometimes I Dance Mountains, Byrd Baylor Dance Improvisations, Barbara Metler Henri’s Scissors, Jeanette Winter The Dot, Peter H. Reynolds Mix It Up, Herve Tullet Various picture books as stimulus for creative movement and drama Individual works of art by various artists throughout history GOALS: • Experience integrated music, visual art, drama and movement in a creative and fun way.

• Engage in imagination and fantasy.

• Explore a variety of materials, including tempera paint, watercolors, markers, artist pencils, stamps, pastels, fabric, natural materials and more.

• Explore a variety of media, including drawing, painting, sculpture, papier maché, printmaking, papermaking, weaving, collage, performance art, singing, creative movement, and more.

• Learn the elements of visual art: line, circles and dots, shape, color, patterns, texture, form, and space • Learn the elements of performance art: space, time, shape, interaction, phrasing, rhythm, and projecting ones energy.

• Exposure to art history by focusing on several important artists.

• Enhance fine motor skills through drawing, cutting, folding, ripping, etc.

• Enhance gross motor skills through movement, acting, and singing.

• Gain self-confidence in the fine arts.

• Gain experience from pushing individual limits.

• Learn the value of long term projects, sticking with a piece, evolution of a piece and learning that the experience of making is more important than finishing and the final project.

• Gain a love for the fine arts.

SEQUENCE: • Let’s draw: what are your favorite things to draw?

• Integrate singing into the classroom each day—starting with simple songs and adding more complex and rhythmic pieces throughout the year.

• Elements of art: line, dots, and circles in visual arts and movement.

• Elements of art: shape (organic and geometric) in visual arts and movement.

• Line drawing, focusing on self-portraits.

• Color studies, warm and cool, color collage and making a basic color wheel.

• Various still life paintings, based on themes studies in academic classes, using color theory, primary, secondary, and complimentary.

• Creative movement relating to play.

• Costumes and set designs for play.

• Performance of play based on children’s books which vary from year to year.

8 9/1/15

• • • •

Element of art: pattern and texture, creating sea creatures with mixed media for classroom study of oceans.

Art history study based on work of famous artists, artists may vary from year to year.

Handmade paper project to augment classroom study of wood.

Elements of art: form various sculpture projects involving paper and papier maché.

9 9/1/15

FINE ARTS GRADE 1 TRADE/TEXTBOOKS: Drama Starts, Julie Meighan Dance Improvisations, Barbra Metler Mix it Up, Herve Tullet Various picture books as stimulus for creative movement and drama Individual works of art by various artists throughout history GOALS: • Experience art, music, creative movement and drama in a creative, challenging and fun way.

• Engage in imagination and fantasy.

• Explore a variety of materials, including tempera paint, watercolors, markers, artist pencils, stamps, block printing, pastels, fabric, natural materials and more.

• Explore a variety of media, including drawing, painting sculpture, printmaking, collage, performance art, creative movement, and more.

• Learn the elements of art.

• Learn the elements of visual art: line, circles and dots, shape, color, patterns, texture, form, and space.

• Learn the elements of performance art: space, time, shape, interaction, phrasing, rhythm, and projecting one’s energy.

• Exposure to art history by focusing on several important artists.

• Enhance fine motor skills through drawing, cutting, folding, ripping, etc.

• Enhance gross motor skills through movement, acting, and singing.

• Gain self-confidence in the fine arts.

• Gain experience from pushing individual limits.

• Learn the value of long-term projects, sticking with a piece, evolution of a piece and the experience of making it more important than finishing and the final project.

• Gain a love for the fine arts.

SEQUENCE: • Let’s draw: what are your favorite things to draw?

• Integrate singing into the classroom each day, starting with simple songs and add more complex and rhythmic pieces throughout the year.

• Elements of art: shape organic and geometric in visual arts and movement.

• Line drawings focusing on self-portraits, surrounded by favorite things.

• Creative movement relating to play.

• Costumes and set designs for play.

• Performance of play based on children’s books which vary from year to year.

• Art history study recreating works by famous artists—utilizing elements of art: pattern and texture.

• Print-making project, including designing and creating book covers.

• Short movie project utilizing the maker space green screen and creative movement choreography.

• Elements of art: form, pond animal studies in papier maché, based on classroom studies of ponds.

10 9/1/15

VISUAL ART GRADE 2 TRADE/TEXTBOOKS: The Art Book, Phaidon Press Animal Art in the Public Domain, Hart Publishing Dragonfly, Beetle, Butterfly, Bee, Koch Scholastic Art Magazine Individual monographs on artists and styles of art GOALS: • Gain a sense of self-confidence and value for individual abilities. Learn to listen and follow directions.

• Experience a variety of materials. Learn the value of keeping work organized.

• Push individual limits and feel success from the push.

• Learn about the elements of art with a focus on line and shape.

• Learn about principles of composition. Refine a composition, working carefully and slowly, and adding detail using skills of observation.

• Learn about individual artists and art history and experience working in their style.

• Explore drawing, painting, sculpture, vessel-making, and printmaking.

• Enjoy the relationship between art and studies in the second grade classroom.

• Learn the value of long-term projects.

• Produce a portfolio of varied pieces both 2-D and 3-D, along with a portfolio relating to classroom studies.

SEQUENCE: Each group of second graders meets for five days per week of one term. Visual art classes build upon skills learned in previous years. Projects cover these areas: • Line drawing, focusing on self-portraits • Line drawing, focusing on insect studies with addition of detail and pattern • Creation of a portfolio composed of insect studies in ink and watercolor • Study of the color wheel and primary, secondary, and tertiary colors • Painting focus related to color wheel work and to master artist’s pieces • Art history study reproducing work by both male and female artists • Vessel-making related to insect designs • Sculpture in polymer • Printmaking project • Creation of hand-decorated apron adorned with insect images

11 9/1/15

VISUAL ART GRADE 3 TRADE/TEXTBOOKS: The Art Book, Phaidon Press Animal Art in the Public Domain, Hart Publishing Pond Lake River Sea, Koch Scholastic Art magazine National Geographic Individual monographs on artists and styles of art GOALS: • Gain a sense of self-confidence and value for individual abilities.

• Be a supportive member of the art class.

• Push individual limits and feel success from the push. Work with a variety of materials.

• Continue learning about the elements of art, focusing on detail, pattern, and texture.

• Develop an understanding of principles of composition, working carefully and slowly, and adding detail.

• Continue learning about individual artists while working in that particular style.

• Develop new skills in drawing, painting, sculpture, vessel-making, and printmaking.

• Enjoy the relationship between art and studies in the third grade classroom.

• Learn more about the value of long-term projects.

• Produce a portfolio of varied pieces, both 2-D and 3-D relating to classroom studies.

SEQUENCE: Each group of third graders meets for five days per week of one term. Visual art classes build upon skills learned in previous years. Projects cover these areas: • Self-portrait painting, focusing on exaggerated expression • Drawing studies of ocean creatures and plant life • Introduction to landscapes/seascapes • Ocean-scape based on ocean studies completed in ink and watercolor • Color mixing with complementary and analogous colors • Painting focus related to color wheel work and to master artist’s pieces • Art history studies include reproducing work by both male and female artists • Vessel-making related to sea creatures designs.

• Printmaking project focusing on fish prints using complementary colors

12 9/1/15

VISUAL ART GRADE 4 TRADE/TEXTBOOKS: Animal Art in the Public Domain, Hart Publishing The Family of Parrot, Pomegranate Artbooks Perspective Made Easy, Morin Scholastic Art magazine National Geographic Individual monographs on artists and styles of art GOALS: • Gain a sense of self-confidence and value individual abilities. Push individual limits and feel success from the push.

• Work with a variety of materials.

• Continue learning about the elements of art, with a particular focus on shape and form.

• Develop an understanding of composition with particular focus on perspective.

• Study of individual artists by working in their particular style.

• Develop new skills in drawing, painting, sculpture, vessel-making, and printmaking while focusing on value scales, linear perspective, and color theory.

• Enjoy the relationship between art and studies in the fourth grade classroom.

• Learn to appreciate the value of long-term projects, practicing organization.

• Continue learning the value of listening to and following directions.

• Produce a portfolio of varied pieces, both 2-D and 3-D relating to classroom studies.

• Begin learning how to discuss works of art with descriptive terms.

SEQUENCE: Each group of fourth graders meets for three days per week of one term, divided by band groupings. Visual art classes build upon skills learned in previous years. Projects cover these areas: • Completion of a self-portrait painting focused on rainforests and the artist Freda Kahlo’s selfportraits with animals.

• Study of naturalist painters: Audubon, Lear and Ford, and endangered creatures • Creation of a handmade portfolio composed of parrot studies in ink and watercolor with a focus on pattern, detail and color theory.

• Painting focus related to color wheel work and to master artist's pieces.

• Bandannas decorated with Chinese imagery in celebration of Chinese New Year.

13 9/1/15

VISUAL ART GRADE 5 TRADE/TEXTBOOKS: The Art Book, Phaidon Press Chinese Painting, Rizzoli The Elements of Japanese Design, Dower The Art and Technique of Sumi-e, Tuttle China; A History in Art, Harper and Row Scholastic Art magazine National Geographic Individual monographs on artists and styles of art GOALS: • Gain self-confidence and value individual abilities while pushing individual limits and feeling success from the push.

• Work with a variety of materials.

• Continue learning about the elements of art with focus on plane, positive/negative space, value scale, and shadowing, and focus on Asian composition.

• Continue learning about individual master artists by working in that particular style.

• Continue learning the value of refining a composition, working carefully and slowly, and adding detail.

• Develop new skills in drawing, painting, sculpture, and printmaking.

• Enjoy the relationship between visual art and studies in the fifth grade classroom.

• Continue learning the value of keeping work organized.

• Produce a portfolio of varied pieces, both 2-D and 3-D, relating to classroom studies.

• Continue learning how to discuss works of art with descriptive terms.

• Develop an appreciation for a broad cultural vision of art.

SEQUENCE: Each group of fifth graders meets for three days per week of one term, divided by band groupings. Visual art classes build upon skills learned in previous years. Projects cover these areas: • Completion of painted self-portrait, completed with bamboo brush and Sumie ink.

• Introduction to Asian bamboo brush painting, focusing on specific techniques and themes with both imagery and calligraphy.

• Completion of portfolio of still-life, animal, and landscape paintings.

• Completion of a clay vessel based on Asian design.

• Introduction to Asian music (played while painting).

• Creation of bamboo brush paintings paired with calligraphic words.

• Further studies of the color wheel, color theory, and mixing colors.

• Art history focuses on Asian art and color wheel work.

• Printmaking focused on the work of Hiroshige and Hokusai.

14 9/1/15

VISUAL ART GRADE 6 TRADE/TEXTBOOKS: History of Art for Young People, Jansen, 5th Edition GOALS: • Practice basic concepts of visual art • Broaden understanding of visual art • Release creative instincts • Study art history from prehistory through Assyrian Art SEQUENCE: ALL TERMS: • Exploration of positive and negative space with a variety of mediums, including but not limited to, graphite, tempura paint, colored pencils, and chalk pastels.

• Respond to musical excerpts.

• Study of composition, shape, form, color theory.

• Creation of self-portrait.

• Creation of accordion style book illustrations.

• Creation of still-life composition.

• Rendering of Master art work.

15 9/1/15

VISUAL ART GRADE 7 TRADE/TEXTBOOKS: History of Art for Young People, Jansen Art Through the Ages, Gardner Individual monographs on artists and styles of art GOALS: • Continue to study the basic elements of art and principles of design and composition.

• Closely explore color theory and its application to painting and drawing.

• Explore a variety of media.

• Engage in a focused study of art history, using related landscape compositions.

• Gain self-confidence in personal vision and gain respect for others’ vision.

• Continue learning to discuss works of art with descriptive terms.

SEQUENCE: Each group of seventh graders meets for visual arts three days per rotation during a term, divided by band groupings. In a different term they will meet for art history for one day per rotation.

Visual art class work is related to landscape theme and artists studies. Projects focus on color theory relating scales, tints, shades, desaturations, harmonies, and the mixing of these for use in painting compositions. Portfolios produced by each student contain landscape pieces which relate to styles of master artists, as well as those in the style of the individual student.

• Creation of self-portrait placed in a symbolic landscape.

• Sketching landscapes outside from photographs.

• Various mediums are explored: graphite, ink, colored pencil, watercolor, pastel, oil pastel, tempera, acrylic.

• Work is exhibited in school galleries.

• Creation of color wheel and desaturation scales.

• Creation of color painting of abstract design focusing on elements of art (point/line/shape).

16 9/1/15

ART HISTORY GRADE 7 During the seventh grade, each student completes one term of Art History studies. Art History class is grouped along with music history and drama history. Each class meets once during rotation along with music class meeting on other days of rotation. Jansen’s History of Art for Young People is used as, slides, videos, texts and monographs on individual artists. Students explore art forms from the Aegean period, Classical Greek, Roman and through Byzantine and Middle Ages. For each class they choose a favorite piece from the chapter and present it to the class. Students are challenged to think of themselves as art historians who study a culture and record their impressions. During class, students recreate an Aegean fresco, a Greek clay tile, and a tooled metal piece with illuminated letter.

17 9/1/15

VISUAL ART GRADE 8 TRADE/TEXTBOOKS: History of Art for Young People, Jansen Art through the Ages, Gardner Art in America, Art News, American Artist, and other related magazines The Art Book, Phaidon Press Design and the Search for Unit, Larkin Individual texts and monographs on individual artists and styles of art, Art in America, Scholastic Art magazine, and other related periodicals GOALS: • Continue to explore elements of art and principles of composition.

• Study value and color relationships in detail.

• Study shape and its relationship to form.

• Study highlight and shadow as it relates to form.

• Gain self-confidence in personal artistic voice as well as respect for other’s vision.

• Continue learning to discuss works of art with descriptive terms.

SEQUENCE: Each group of eighth graders meets for visual arts two days per rotation during a term.

• Creation of self-portrait painting with symbolic hat, using value scales and one color.

• Focus on form of face mapped into valued shapes.

• Creation of various still-life compositions in a variety of mediums.

• Work is exhibited in school galleries and often reproduced in school literary journal.

18 9/1/15

COMPUTER ART GRADE 8 Eighth grade students are introduced to computer arts and design in a class specifically focused on creating a children’s book, written and illustrated by the student. The narrative of the book is based on retelling a traditional fable chosen by the student. The illustration is completed in collage form. Text and image are then transformed into a digital format to complete the book, which becomes a part of the Bement library. This class meets one day per rotation throughout the term.

19 9/1/15

VISUAL ART GRADE 9 TRADE/TEXTBOOKS: History of Art for Young People, Jansen Art Through the Ages, Gardner The Art Book, Phaidon Press Art Since 1940, Fineberg Design and the Search for Unity, Larkin Individual text and monographs on individual artists and styles of art, Art in America, Scholastic Art magazine, and other related periodicals GOALS: • Continue to study the basic elements of art and principles of design and composition.

• Closely explore color theory and its application to painting and drawing.

• Study contemporary art related to portraits with focused study of contemporary art history using Jansen’s History of Art for Young People and Fineberg’s Art Since 1940, online resources and art monographs.

• Become aware of the use of symbolism in art.

• Gain self-confidence in personal vision and gain respect for others’ vision.

• Continue learning to discuss works of art with descriptive terms.

• Explore a variety of media during the completion of the portrait project.

• Offer each student the opportunity to use a visual rather than verbal language, and in doing so, create an image which expresses individuality and spirit in a unique self-portrait.

• Produce a written artist's statement, and present the piece to the upper school morning meeting.

SEQUENCE: Each group of ninth graders meets for visual arts every third day throughout the fall and winter terms. Students begin by writing about themselves and creating a list of symbols for themselves. This writing continues until completion of the self-portrait project, resulting in an artist's statement.

• Self-portrait sketching, preparation of board and design of piece • Each student is given a 2x2' piece of plywood on which to create a symbolic self-portrait.

• Students may work in any medium in which they have experience.

• Finished pieces are critiqued and hung for viewing.

• Artist's statements are written by each student and presented in final critique to the class.

• An oral presentation is presented by each student to the upper school.

• Pieces are displayed in the school galleries.

SPRING TERM Focus is on set design and production of the ninth grade play.

20 9/1/15

DRAMA GRADES 2, 3, 4, 5 TRADE/TEXTBOOKS: Various stories, fables, chapter books, picture books, poetry GOALS: • Work together with mutual respect and creative purpose.

• Build confidence and poise in public situations.

• Stimulate cooperative, imaginative, and expressive skills.

• Experience and practice taking turns, control of bodies, appropriate use of voices, acceptance of differing responsibilities, sharing of common goals, story presentation, memorization, performance.

SEQUENCE: • Cooperative games emphasizing specific senses • Turn-taking presentations • Solo, paired, and small group activities • Story evaluation and understanding • Memorization of dialogue • Practice (in many forms) • Performance GRADE 2: Second grade students begin to exercise initiative while working together to prepare and present dramatic performances on stage. These are frequently retellings of much-loved stories with multiple roles, adapted so students can be challenged to extend their creative abilities while creating something which is greater than the sum of its parts. By engaging the students' initiative in choice of characters’ names as well as staging, they are encouraged to undertake the process of dramatic creation in an active and responsible manner. Underlying all our efforts are the twin goals of cooperation and collaboration with classmates. They also play a variety of “win-win” games of expression to support the many skills being developed.

GRADE 3: Third graders continue to work at many levels and to develop their abilities as individuals with singular responsibilities in group productions. Students often take liberties with traditional stories and sometimes create new ones, adding or editing characters, scenes, or plots as needed.

The goal is always to provide children with meaningful roles in each production. Careful memorization and self-expression are stressed, both physically and verbally. Patience, tolerance, and flexibility become critical tools in bringing all our disparate gifts to bear on the moment.

Games emphasizing specific senses or abilities punctuate our work and encourage spontaneity and enthusiasm.

GRADE 4: Students must learn to concentrate their efforts more efficiently than ever in the fourth grade, so while our productions may become slightly more modest in scope, performance expectations increase. Students continue to work with familiar stories and themes, but seek novel approaches 21 9/1/15

whenever possible. At this stage children can also begin to critique aspects of their work in a productive manner and in the process, both learn from and help to direct others’ performances.

Often they will present two productions of one story with different casts, thus providing additional opportunity for children to respond and adapt and to train as understudies. By working within clear parameters and studying skills as much as scripts, students are given broad opportunities to exercise stage presence and self-confidence.

GRADE 5: As the culmination of work in the lower school, fifth graders should be familiar and comfortable with the expectations stressed in earlier years and will now be expected to offer imaginative ideas as well as solid work within a group performance effort. They can begin to incorporate elements of band or choral music, rudimentary instruction in stagecraft and lighting, and individual decision-making under appropriate circumstances. Scripts are developed from a variety of sources and tailored to suit the groups’ abilities and sense of themselves. With ownership comes increasing levels of commitment to success; as team players, fifth grade students are expected to seek and exercise responsibility for what they present.

22 9/1/15

DRAMA GRADE 6 TRADE/TEXTBOOKS: Improv! Greg Atkins On Stage: Theater Games and Activities for Kids, Lisa Bany Winters Theater Games for the Classroom, Viola Spolin Various fairy tales, fables, and myths GOALS: • Increase self-confidence.

• Strengthen performance experience by: using acting terminology working in groups responding to direction expressing ideas meeting a deadline compromising constructing a story developing physical awareness projecting voice memorizing text • Develop imagination and attention to sensory details.

• Explore the use of voice and body in a theatrical manner.

SEQUENCE: • Games, warm-up, trust exercises.

• Non-verbal movement exploration.

• Non-verbal improvisation around structured suggestions.

• Verbal improvisations around structured suggestions.

• Create drama from stories.

• Memorize script.

• Informal performance.

23 9/1/15

DRAMA GRADE 7 TRADE/TEXTBOOKS: Improv!, Greg Atkins On Stage: Theater Games and Activities for Kids, Lisa Bany Winters Theater Games for the Classroom, Viola Spolin Scenes from Shakespearean plays like A Midsummer Night’s Dream, Romeo and Juliet, As You Like It, Twelfth Night, and Hamlet GOALS: • Increase self-confidence.

• Strengthen performance experience by: using acting terminology working in groups responding to direction meeting a deadline developing physical awareness projecting voice memorizing text • Gain exposure to heightened language.

• Explore physical and vocal expression in order to communicate a character's intention.

SEQUENCE: • Games, warm-up, trust exercises.

• Non-verbal movement exploration.

• Non-verbal improvisations.

• Verbal improvisations.

• Sonnet work.

• Introduction to Shakespearean/classical text.

• Work on a Shakespearean/classical scene.

• Rehearse.

• Memorize.

• Perform informally.

24 9/1/15

DRAMA HISTORY GRADE 7 TRADE/TEXTBOOKS: The Stage and the School, Katherine Ommanney and Harry Schanker Various Greek and Shakespearean texts including: Sophocles' Electra adapted by Frank McGuinness Durydice, Sarah Ruhl During the seventh grade, each student completes one term of Drama History studies. We begin with a brief introduction to the origins of western drama and focus on Greek tragedy. We study one classical play over the course of the term in order to look at the themes and technical aspects of theater during this period. Students are challenged to think about the play from the perspective of an actor, director, audience member, and designer.

25 9/1/15

DRAMA GRADE 8 TRADE/TEXTBOOKS: Improv!, Greg Atkins Games for Actors and Non-Actors, Augusto Boal Theater Games for the Classroom, Viola Spolin Various modern plays from prominent playwrights (i.e. Arthur Miller, Thornton Wilder, Neil Simon, Sarah Ruhl, Julia Cho, Christopher Durang, William Inge) GOALS: • Increase self-confidence.

• Strengthen performance experience by: using acting terminology working in groups responding to direction meeting a deadline developing physical awareness projecting voice and memorizing text • Develop more fully embodied scene work.

• Explore action of a scene and intentions of a character.

• Connect with scene partners in rehearsal and on stage.

SEQUENCE: • Games, warm-up, trust exercises.

• Non-verbal movement exploration.

• Group tableau work.

• Non-verbal improvisations.

• Verbal improvisations.

• Poetry and movement work.

• Introduction to modern text.

• Work on and read a modern play.

• Rehearse scenes.

• Memorize.

• Perform informally.

26 9/1/15

DRAMA GRADE 9 TRADE/TEXTBOOKS: Improv!, Greg Atkins Games for Actors and Non-Actors, Augusto Boal Theater Games for the Classroom, Viola Spolin Various contemporary plays/musicals Monologue selections from contemporary playwrights, i.e. Eric Bogasian, A. R. Gurney, Tectonic Theatre Project, Anna Deveare-Smith.

GOALS: • Reinforce skills learned in previous years while being stretched and challenged by more difficult material.

• Increase self-confidence.

• Foster creativity and problem-solving skills.

• Train peers to coach each other.

• Develop and express creative voice.

• Develop original monologues.

• Form a cohesive ensemble within the oldest class.

• Create enthusiasm for spring musical.

SEQUENCE: FALL AND WINTER TERMS: Ninth graders use the theme of identity as a catalyst to investigate themselves and their world.

They draw from theatrical and non-theatrical sources to kick start their ideas about writing and performing relevant creative work. They use free writing and improvisational activities to develop original scenes and monologues which are woven into a culminating ensemble performance for the school.

SPRING TERM: The ninth graders synthesize acting, dance, and vocal techniques to work on the spring musical.

This is a collaborative effort on the part of the Fine Arts faculty and the ninth grade advisors.

Students are introduced to all the elements of putting on a full production, including props, lighting, and costume and set design. Professionalism and collaboration are stressed throughout the process as students learned how to work together as a team and build a cohesive ensemble.

27 9/1/15

MUSIC GRADE 2 TRADE/TEXTBOOKS: Music K-8, Plank Road Publishing Activities and games which reinforce musical concepts CDs and other recordings GOALS: • Sing, alone and with others, songs from various cultures and in languages other than English.

• Sing some songs from memory.

• Sing expressively, with appropriate dynamics, and phrasing.

• Realize that music is a basic expression of human culture.

SEQUENCE: • Echo short rhythms and melodic patterns.

• Sing seasonal and topical songs, as well as folk songs.

• Write and execute short rhythmic patterns accurately.

• Learn treble staff and note names.

This is a one-term course.

28 9/1/15

MUSIC GRADE 3 TRADE/TEXTBOOKS: Music K-8, Plank Road Publishing Soprano recorders GOALS: • Sing, alone and with others, songs from various cultures and in languages other than English.

• Sing some songs from memory.

• Sing expressively, with appropriate dynamics, phrasing, and interpretation.

• Realize that music is a basic expression of human culture.

• Play simple tunes on the soprano recorder.

• Children will learn to read simple notation for the recorder.

SEQUENCE: • Echo short rhythms and melodic patterns.

• Perform, using instruments, while others sing or play contrasting parts.

• Sing seasonal and topical songs, as well as folk songs.

• Write and execute short rhythmic patterns accurately.

• Use songs which feature rounds and/or ostinatos.

This is a one-term course.

29 9/1/15

MUSIC GRADE 4 TRADE/TEXTBOOKS: Simple unison and two-part octavos from various publishers Games and activities which reinforce concepts GOALS: • Sing, alone and with others, songs from various cultures and in languages other than English.

• Sing some songs from memory.

• Sing expressively with appropriate dynamics, phrasing, and interpretation.

• Realize that music is a basic expression of human culture.

SEQUENCE: • Echo short rhythms and melodic patterns.

• Perform a song using instruments, while others sing contrasting parts.

• Sing seasonal and topical songs, as well as folk songs.

• Write and execute short rhythmic patterns accurately.

• Use songs which feature rounds and/or ostinatos.

• Use songs which sometimes feature a harmonizing part.

• Apply knowledge of treble staff note names to vocal music reading.

This is a one-term course.

30 9/1/15

MUSIC GRADE 5 TRADE/TEXTBOOKS: Graded octavos in unison or two parts, from various publishers GOALS: • Continue to sing, alone and with others, songs from other cultures and in languages other than English.

• Sing songs from memory.

• Sing expressively, with appropriate dynamics, phrasing, and interpretation.

• Broaden understanding about music being a basic expression of human culture.

SEQUENCE: • Echo short rhythms and melodic patterns.

• Sing seasonal and topical songs, as well as folk songs.

• Write and execute short rhythmic patterns accurately.

• Use songs which feature rounds and/or ostinatos.

• Use partner songs and simple, two-part songs.

• Use songs which feature a descant.

• Use knowledge of basic music theory to read printed choral music.

This is a one-term course.

31 9/1/15

BAND GRADE 4 TRADE/TEXTBOOKS: Essential Elements 2000 Concert band pieces in differing styles GOALS: • Choose a band instrument: flute, clarinet, alto sax, trumpet, trombone, French horn, baritone horn, or euphonium.

• Gain a comfortable physical association with the new instrument.

• Learn proper care and cleaning of instruments.

• Acquire a satisfying pitch and tone on the chosen instrument.

• Understand the various musical families and their distinctive timbres.

• Become familiar with and use Italian terms and associated concepts in class.

• Gain a general understanding of rhythm and melody and how these relate to the individual instrument and to a full band sound.

• Prepare two simple seasonal pieces for a December performance.

• Conclude the year playing as a full band with a satisfying sound and perform several pieces for an audience.

SEQUENCE: Students meet twice weekly in groups of mixed instruments throughout the year. In addition, a full band meeting is added when preparing for a performance.

• Play simple songs with a CD recording.

• Listen to recordings of music that the group as a whole is working on or as individuals.

• Perform in front of each other within the classroom setting.

• Clap rhythms.

• Learn the Bb concert scale as a class.

• Students conduct warm-ups.

• Learn the value of practicing outside of school.

• Offer a final performance.

32 9/1/15

BAND GRADE 5 TRADE/TEXTBOOKS: Concert band pieces in different styles GOALS: • Continue to develop skills on band instrument.

• Continue to gain a comfortable physical association with band instrument.

• Refine pitch and tone on the instrument.

• Understand the various musical families and their distinctive timbres.

• Understand rhythm and melody and how these relate to the individual instrument and also as they relate to a full band sound.

• Use Italian musical terms and concepts in class.

• Be prepared to give a mid-year performance of two pieces.

• Conclude the year playing as a full band with a satisfying sound, performing several pieces for an audience.

SEQUENCE: Students meet twice weekly in groups of mixed instruments throughout the year. In addition, full band meets when preparing for a performance.

• Listen to recordings of music that the group is working on or as individuals.

• Perform in front of each other within the classroom setting.

• Clap rhythms.

• Be able to play the Bb concert scale as a class.

• Students conduct warm-ups.

• Continue due diligence with practice outside of school.

• Offer a final performance.

33 9/1/15

BAND GRADE 6, 7, 8, 9 TRADE/TEXTBOOKS: Concert band arrangements in differing styles GOALS: • Continue to develop skills on band instrument.

• Gain a comfortable physical association with band instrument.

• Refine pitch and tone on the chosen instrument.

• Develop concepts of pitch, rhythm, articulation, breath support, and flexibility at a level that associates with the student’s prior skill development.

• Understand rhythm and melody and how these relate to the individual instrument and to a full band sound.

• Be familiar with and use Italian musical terms and associated concepts in class.

• Learn patience and respect as they relate to a group effort.

• Play individual parts within a varied group of instruments, simultaneously playing different melodic and harmonic lines.

• Perform a mix of musical styles for an audience twice a year.

SEQUENCE: Students meet approximately twice weekly in groups of mixed instruments, as well as a weekly full-band rehearsal.

• Listen to recordings of music that the group is working on or as individuals.

• Perform in front of each other within the classroom setting. Individual students perform (alone) in class, and conduct warm-ups.

• Offer final performances.

• Sixth, seventh, eighth, and ninth: Reinforce new techniques required by the music, practice scales, play scales for assessment, and review basic music theory, as related to each level of study.

34 9/1/15

STRING ORCHESTRA GRADE 6, 7, 8, 9

TRADE/TEXTBOOKS: Variety of orchestral music and arrangements of pieces for string orchestra GOALS: • Develop skills and techniques required on stringed instruments for orchestral playing.

• Develop proper playing posture and comfort with instrument.

• Associate printed musical instructions with actions on the chosen instrument - pitch, tone, timbre, dynamics, bow direction, and articulation.

• Develop/reinforce reading of rhythmical notation and knowledge of key signatures.

• Develop awareness of different sections, melody and harmony lines of music, blending sounds and balancing dynamics throughout orchestra.

• Work with peers to create a caring learning atmosphere where all students feel supported and capable regardless of individual playing abilities.

• Learn through playing and performing music the history and theory of music and when possible relating this knowledge in a larger spectrum.

• Gain appreciation for music from a wide variety of eras, countries and genres.

SEQUENCE: Students meet on a rotating basis during the grade's fine arts block throughout the year. In addition, seventh, eighth, and ninth grades meet once a week in a large ensemble for an orchestra rehearsal.

The following techniques are sequentially introduced in class to promote individual developmental practice of the skills: • Practice difficult sections with careful guidance and repetition.

• Clap rhythmic passages.

• Vocalize difficult passages.

• Perform individually.

• Reinforce new techniques required by the music.

• Practice scales and review basic music theory.

35 9/1/15

VOCAL MUSIC GRADE 6 TRADE/TEXTBOOKS: Graded octavos from various publishers Games and activities to reinforce concepts learned GOALS: • Sing accurately with good intonation.

• Sing independently and sustain a simple harmonizing part.

• Gain an appreciation of music from various periods and styles.

SEQUENCE: • Vocal production, emphasizing breath and posture.

• Follow a vocal line in a score.

• Discriminate between “in tune” and “out of tune.”

• Read and interpret expression markings.

• Read and execute either part in a two-part song accurately and independently.

36 9/1/15

VOCAL MUSIC (CHORUS) GRADE 7 TRADE/TEXTBOOKS: Graded octavos from various publishers GOALS: • Sing accurately with good intonation.

• Prepare a piece of music from start to finish concentrating on pitch, rhythm, dynamics, and expression.

• Become comfortable performing music in many different settings.

• Develop music reading skills.

• Become familiar with and use music terms and concepts.

SEQUENCE: • Sing music in two parts.

• Memorize music.

• Practice clear articulation, body posture, and breathing techniques.

• Use music with standard Italian performance instruction (i.e. allegro, mezzoforte, etc.).

• Use a variety of styles and types of music.

• Continue to work on singing accurately and with good breath control.

• Ear training with vocal exercises.

• Singing in rounds to develop harmony.

37 9/1/15

MUSIC HISTORY GRADE 7 TRADE/TEXTBOOKS: Recordings, print copies of folk and other music relating to specific historical periods GOALS: • Gain exposure to music which corresponds to the general history curriculum.

SEQUENCE: • European-based folksongs and their place in Colonial America • Changes in folk music as society changes • Music as propaganda • Westward expansion and song “recycling” This is a one–term course.

38 9/1/15

VOCAL MUSIC (Chorus) GRADE 8 TRADE/TEXTBOOKS: Graded octavos from various publishers GOALS: • Continue to sing accurately with good intonation.

• Sustain an independent vocal line homophonically and polyphonically.

• Improve and refine music reading skills.

• Develop basic skills of songwriting.

• Convey the meaning of a song through tone, body language, and dynamics.

• Work with students on developing solos in some pieces of music.

SEQUENCE: • Sing music in two or three parts.

• Memorize music.

• Practice clear articulation, body posture, and breathing techniques.

• Articulate music with standard Italian performance instruction (i.e. allegro, mezzoforte, etc.).

• Use a variety of styles and types of music.

39 9/1/15

VOCAL MUSIC (Chorus) GRADE 9 TRADE/TEXTBOOKS: Graded octavos from various publishers Vocal music as part of musical theater GOALS: • Continue to sing accurately with good intonation.

• Continue to sustain an independent vocal line homophonically and polyphonically.

• Continue to improve and refine music reading skills.

• Continue to develop comfort and expressive qualities during performance.

• Complete at least one original song with the input of all class members.

SEQUENCE: • Listen for vocal balance between all parts while singing.

• Recognize harmonic intervals in songs.

• Sing deliberately dissonant intervals.

• Sing in a musical, incorporating movement and dramatic expression.

• Learn elements of basic songwriting.

OPTIONAL ENRICHMENT PROGRAM: A capella ensemble by invitation

40 9/1/15

ENGLISH LANGUAGE ARTS The overall purpose of the English/Language Arts curriculum is to help students cultivate their ability to read appreciatively, to think critically, and to write effectively. Throughout their years at Bement, students read and write a wide variety of genres. Our language arts program is literature-based, while balancing explicit skills instruction with a variety of reading and writing activities. A multicultural perspective recognizes and celebrates human diversity, while at the same time acknowledging commonalities.

Principles which guide language arts instruction include: • Students’ oral and written language literacy develops through appropriately challenging learning activities which include speaking, listening, viewing, reading, and writing.

• The curriculum nurtures a lifelong love of reading and writing.

• The language arts curriculum draws on literature from many genres, time periods, and cultures.

• The language arts curriculum builds on language, experiences, and interests that students bring to school.

• The curriculum enables the development of each student’s distinctive writing or speaking voice.

LOWER SCHOOL On a daily basis, students have the opportunity to read. Reading unfolds through a combination of teacher-lead reading and discussion, student-lead literature discussion groups, read alouds, expository reading, independent reading through self-selected reading, and reading response journals. Each night, students are expected to participate at home in the KBAR (Kick Back and Read) program for twenty minutes.

Literary interpretations, as demonstrated through reading, oral, and written responses, instruct and encourage children to: • Summarize and make predictions.

• Explore cultural and social differences.

• Explore cross-cultural human commonalities.

• Understand cultural identity.

• Define family and personal values.

• Enhance ability to generate questions about culture, history, and customs.

41 9/1/15

• • • • •

Analyze character relationships.

Recognize one’s ability to show care for classmates whose interests are different from one’s own.

Develop sensitivity to individual difference.

Develop an awareness of literary techniques and devices.

Distinguish fact from opinion.

Writing instruction nurtures creative approaches to personal expression, as well as the mechanics of the written language. Writing is viewed as an important tool for learning. An emphasis is placed on writing as an essential means for developing, clarifying, and communicating ideas. On a daily basis, students have the opportunity to write. Writing experiences in the classroom may include written reading responses; note-taking; creative fiction; summaries of both fictional and expository text; applying knowledge of both vocabulary and form; and using opportunities for authentic written communication, such as letter writing and notices to the school community.

Writing and reading topics and activities are interconnected, integrating author’s craft with textual meaning.

Writing practice, as demonstrated through a variety of expressive forms, instructs and encourages students to: • Practice logical progression of written ideas with supporting examples to strengthen expressed point of view.

• Engage in the writing process, using preplanning tools, creating drafts, conferencing with peers and teacher, and publishing.

• Revise and edit written work for clarity, accuracy of punctuation, capitalization, spelling, and grammar.

• Develop an awareness of diverse means of written expression.

• Experiment with a variety of literary structures, forms, and techniques.

• Select the written medium that is the most appropriate and effective form to meet the writer’s and intended audience’s needs.

Explicit skill instruction in writing includes: • Identifying standard English writing conventions, such as part of speech and constructing and analyzing well crafted sentences and paragraphs.

• Identifying and using proper verb tenses, simple and compound sentences, capitalization, end punctuation, commas, possessives, contractions, and easily confused words.

• Taking notes.

• Using supportive examples to develop and clarify written expression.

• Spelling, using a multi-sensory approach.

42 9/1/15

UPPER SCHOOL English classes meet four days per week for 55 minutes.

•

Reading comprehension and the writing process are emphasized throughout the English curriculum.

•

Class discussion provides the essence of learning as students develop articulation of ideas, pursuit of knowledge, respect and appreciation of the thoughts of others, in either collaborative groups or as a whole class experience.

•

Literature choices often connect to time periods or events studied in the history curriculum.

•

Highlights of the program include a study skills component in the sixth grade, a poetry portfolio in the seventh grade, writing workshop in the eighth grade, and extensive essay writing in the ninth grade.

•

A magazine called Blaze gives the student body a chance to share selected pieces of writing.

•

We encourage love and respect for reading by incorporating it in our weekly schedule.

•

Students read both required book(s) and books of their own choice in the summer.

43 9/1/15

LANGUAGE ARTS KINDERGARTEN GOALS: • Understand concepts of print, including: directionality of books pages and lines of print upper and lower case letter recognition letter/sound correspondence (with introduction of short and long vowels) • Use a variety of strategies to gain meaning from text including: decoding context clues picture clues • Demonstrate comprehension by: retelling rewriting dramatizing sequencing illustrating • Begin to develop basic sight word vocabulary.

• Communicate ideas through detailed drawing.

• Label pictures using letters with some sound/letter correspondence.

• Produce their own text, demonstrating use of left-to-right and top-to-bottom directionality.

• Practice appropriate pencil grip.

• Employ inventive spelling.

• Incorporate sight words into one-sentence stories.

• Leave spaces between words.

• Be able to read their writing.

• Begin to develop an awareness of print conventions (period, question mark, beginning upper case letter).

44 9/1/15

LANGUAGE ARTS GRADE 1 GOALS: • Acquire word-solving skills and a variety of reading strategies such as: Using picture clues Using context clues – reading beyond the word Using phonetic knowledge Recognizing language patterns and repetitions • Make connections to prior knowledge and personal experience.

• Create and utilize story webs.

• Enhance vocabulary.

• Recognize the difference between fiction and non-fiction.

• Identify literary elements including: main character setting problem and solution sequence • Produce accurate summaries.

• Engage in monthly author studies.

• Produce legible handwriting with spaces between words and letters on the line.

• Employ accurate capitalization and punctuation.

• Utilize the writing process to create personal work.

• Publish their own books.

• Continue to utilize inventive spelling while increasing awareness of conventional spelling.

• Emphasize writing: letters books journals poetry

45 9/1/15

LANGUAGE ARTS GRADE 2 GOALS: • Strengthen use of reading strategies, including: activating prior knowledge visualization making connections • Deepen comprehension by: identifying main idea recounting specific details sequencing events drawing conclusions making logical predictions inferring appreciating imagery • Increase vocabulary through greater word recognition and multiple meanings.

• Broaden ability to analyze words through: multisyllabic words root words prefixes suffixes • Strengthen phonemic awareness.

• Introduce study skills including: problem-solving following directions organizing note-taking using a dictionary and thesaurus • Continue to utilize the writing process.

• Understand that the purposes of writing are to: express thoughts communicate information share experiences • Produce a variety of genres including: personal narrative descriptive biography autobiography exposition poetry

46 9/1/15

•

short stories research papers personal journal letters lists thank you notes interviews Technology research and virtual field trip to support social studies and science

47 9/1/15

LANGUAGE ARTS GRADE 3 GOALS: • Read text independently to find and follow directions.

• Read text to detect meaning and inference.

• Learn to summarize text.

• Encourage independent, silent reading.

• Strengthen decoding skills.

• Increase reading fluency.

• Develop phonological/phonemic awareness, phonics and strengthen spelling skills with Fundations Level 3 • Enhance vocabulary.

• Continue to make connections to prior knowledge and personal experience.

• Compare and contrast in reading and writing.

• Introduce analogy form.

• Recognize an author's use of literary techniques such as character and imagery.

• Develop grammar skills, including: identifying and using complete sentences parts of a sentence capitalization punctuation parts of speech (noun, verb, adjective) proofreading • Emphasize use of paragraph form, including: topic sentence supporting details concluding sentence • Understand the organizational parts of text, including: index glossary table of contents • Utilize graphic organizers and outlines in reading and writing.

• Continue to utilize the writing process, with emphasis on: using an outline to guide writing introducing self-editing techniques putting information into own words • Emphasize writing: reports biographies journal entries math journal • Introduce cursive handwriting.

• Practice early note-taking and research techniques.

• Utilize study skills.

• Introduce test-taking practice.

48 9/1/15

LANGUAGE ARTS GRADE 4 GOALS: • Effectively decode multisyllabic words.

• Enhance vocabulary through dictionary use and context clues in reading.

• Monitor reading comprehension.

• Identify relevant information in text.

• Read for inquiry and research.

• Identify key elements of story such as: setting plot key story events turning point, climax, conflict resolution theme narration dialogue characters main character physical and personality changes in characters • Identify use and purpose of symbolism.

• Locate necessary information by using: indexes guidewords headings table of contents • Create and use Venn diagrams and outlines.

• Develop strategies for summarizing texts.

• Read and analyze different genres.

• Determine an author’s point of view.

• Strengthen skills in proofreading, editing, and revising one’s own work.

• Broaden research techniques, including: note-taking organizing notes writing from notes developing and following outlines • Emphasize writing: legends memoir historical research essays business and friendly letters

49 9/1/15

LANGUAGE ARTS GRADE 5 GOALS: • Continue to strengthen decoding of multisyllabic works.

• Enhance vocabulary through dictionary use.

• Read in context.

• Introduce Greek and Latin roots.

• Identify relevant information in expository text.

• Read for inquiry and research.

• Identify the use and purpose of symbolism.

• Evaluate resources.

• Locate necessary information using: indexes guide words headings table of contents • Develop strategies to solve word analogies.

• Read and analyze journalistic writing.

• Practice public speaking through: memorizing and reciting poetry delivering a speech • Introduce five-paragraph essay.

• Practice writing essays including: persuasive explanatory literary • Encourage self-generated inquiry process for research.

• Use a variety of resources in research.

• Document source materials, using a consistent, effective, and acceptable format.

• Express results of research in one’s own words.

• Emphasize writing: parables essays research papers speeches self-reflection creative stories poetry • Develop further proficiency at word-processing.

• Practice the writing process from idea generation through final draft.

• Use technology to enhance class and project assignments.

50 9/1/15

LANGUAGE ARTS GRADE 6 TRADE/TEXTBOOKS: Book choices which encourage an appreciation of language, culture, and genres, are utilized each year, and may include: Homeless Bird, Heat, Seedfolks, My Side of the Mountain, Gathering Blue, The Giver, Island of the Blue Dolphins, Someday, The Outsiders, Messenger, Son, The Wishing Game.

GOALS: Improve writing skills: • • • • •

Utilize the writing process, including multiple revisions and peer review.

Vary sentence structure (e.g.: simple, complex and compound sentences).

Utilize the structure of a cohesive paragraph to convey ideas.

Use appropriate genre to convey ideas.

Recognize and employ proper grammatical conventions.

Expand reading comprehension: • • • • • •

Identify and apply literary terms.

Understand vocabulary in context.

Recognize symbolism and its use within literature.

Recognize descriptive language.

Establish connections between texts, authors, and selves.

Examine central themes, events, plot, and characters.

Reinforce study skills: • • • • • •

Demonstrate proper quiz and test preparation.

Use effective note-taking.

Identify main ideas and subtopics for review.

Use highlighting and margin notes.

Maintain a well-organized binder and homework folder.

Apply Info Lit skills to sixth grade English projects.

51 9/1/15

SEQUENCE: FALL TERM Students will understand how to: • Identify and make use of the resources within themselves and in the school environment.

• See multiple perspectives of a given debate topic.

• Support a given point of view.

Students will be able to: • Identify elements of plot structure, conflict, setting, characterization, and relevant literary devices in chosen texts.

• Begin to practice close reading.

• Gain familiarity with parts of speech, sentence structure, and other relevant topics as they arise.

• Write for different purposes and audiences.

• Use examples from text to support argument.

• Understand and interpret the author's intention.

• Build vocabulary using words from the texts and from a vocabulary program.

WINTER TERM Students will understand how to: • Deepen their understanding of a story or poem by interpreting both words and images.

• Discover the ways that an individual can impact a community.

• Differentiate between disability and inability.

Students will be able to: • Identify traits of different genres.

• Practice writing in different genres.

• Practice close reading.

• Incorporate visual literacy.

• Continue work with grammar and vocabulary.

SPRING TERM Students will understand how to: • Identify their families' stories.

• Understand the connection between themselves, their families, and their culture through stories.

• Tell their stories skillfully to an outside audience.

Students will be able to: • Speak well in public.

• Engage in the creative writing process.

• Turn interviews into narratives.

• Identify literary elements and genres.

• Continue work with grammar and vocabulary.

52 9/1/15

ENGLISH GRADE 7 TRADE/TEXTBOOKS: Touching Spirit Bear, poems, and short stories from a variety of sources, as well as literature fitting the mini-term theme.

GOALS • Learn and apply the organizational skills necessary to study literature, grammar, vocabulary, and writing.

• Develop writing skills through the writing process, using journal writing, creative writing, writing exercises, and analytical essays.

• Practice sentence variety.

• Develop introduction, support, and conclusion paragraphs for expository and creative writing.

• Practice revising and editing for development of ideas, content, and mechanics.

• Introduce and develop the incorporation of textual support in essay writing.

• Address and practice particular grammar skills and concepts, including parts of speech and parts of sentence: prepositions, objective and subjective pronouns, linking and action verbs, direct and indirect object, predicate nominative and predicate adjective, clauses, phrases, agreement.

• Build vocabulary in literary context.

• Develop memorization skills through reciting poetry and parts of plays.

• Read, write, and revise poems within the context of a writers' workshop.

• Explore Emily Dickinson House.

• Visit a local art museum in relation to a writing project.

SEQUENCE: FALL TERM: • Assess and address reading comprehension.

• Introduce and apply literary terms, such as: alliteration, personification, persona, symbolism, onomatopoeia, assonance.

• Examine colonial and Native American issues through young adult literature.

• Write about a personal family tradition or story.

• Write responses to literature and expository and analytical essays on characters, conflicts, and themes from literature.

• Work on grammar and vocabulary through sentence writing and specific review of sentence structures and rules of grammar.

WINTER TERM: • Introduce and apply literary terms.

• Read literature fitting the miniterm theme.

• Read, study, and write short stories and essays; introduce poetry.

• Develop writing and revising skills.

• Focus on vocabulary and grammar study.

53 9/1/15

SPRING TERM: • Read, recite, and write poetry.

• Plan and make a poetry portfolio or magazine, including the poetry of other students and collected poems based on a theme of choice.

• Read a classic or contemporary novel, focusing on theme, point of view, character, and conflict.

• Continue study of grammar and vocabulary.

54 9/1/15

ENGLISH GRADE 8 TRADE/TEXTBOOKS: The Killer Angels, Classic Slave Narratives, literature fitting the mini-term theme, and To Kill A Mockingbird; other novels, plays, essays, or poems of choice.

GOALS: • Continue a thematic approach to literature and history using the Civil War and racial issues in America as a foundation.

• Develop creative and analytical approaches to writing.

• Master the incorporation of textual support in essay writing and its consistent citation format.

• Review and polish application of grammar.

• Continue to build vocabulary, particularly in the context of literature.

• Connect poetry to thematic study.

SEQUENCE: FALL TERM: • Assess and address reading comprehension.

• Introduce the African American slave literary tradition.

• Study plot and character, strengthen reading comprehension, and nurture appreciation of language through reading The Killer Angels in preparation for a trip to Gettysburg.

• Produce a formal analytical essay emphasizing thesis development and support from text.

• Study grammar and vocabulary in context.

WINTER TERM: • Read To Kill A Mockingbird.

• Examine personal response to challenging situations.

• Produce analytical, journal, and creative writing.

• Study grammar and vocabulary.

SPRING TERM: Explore and write in a variety of genres and develop and practice revision and editing skills. A portfolio of writing, as well as a multimedia project, concludes the process.

55 9/1/15

ENGLISH GRADE 9 TRADE/TEXTBOOKS: Essays from a variety of sources, Sophocles’ The Oedipus Cycle, Homer’s The Odyssey, Shakespeare, literature fitting mini-term theme. Other books vary from year to year, but have included The Great Gatsby, Lord of the Flies, The Glass Castle, and A Farewell to Arms.

Focused grammar and vocabulary study through a variety of sources.

GOALS: • Read, discuss, and write about essays, poetry, plays, and novels.

• Write, revise, edit, and peer edit personal and analytical essays.

• Study vocabulary, mostly in literary context.

• Continue thematic, interdisciplinary study using literature of Greece as a foundation.

• Integrate poetry throughout the year.

• Concentrate on grammatical usage and mechanics through the writing process.

SEQUENCE: FALL TERM: • Read and analyze personal essays, novels, and related poetry.

• Write, revise, and edit personal essays.

• Focus on grammatical issues from the writing process.

• Study and implement vocabulary.

WINTER TERM: • Memorize and recite poems.

• Study ancient Greek literature through The Odyssey by Homer.

• Continue essay writing, focusing on literary analysis and research.

• Continue vocabulary study, especially in context.

• Research a god, goddess, or hero from Greek mythology.

SPRING TERM: • Read The Oedipus Cycle or Romeo & Juliet and one other novel or play and related poetry.

• Continue writing, grammar, and vocabulary in context with particular emphasis on literary analysis, and personal reflections.

• Prepare students for their final baccalaureate speeches by reviewing and practicing speech writing and public speaking skills.

56 9/1/15

ELL ENGLISH LANGUAGE LEARNING For students coming to Bement from outside our United States successful study in English often means broader success in school and in their future careers as well. Our English Language Learning (ELL) program provides our students from overseas with the academic-English training they need to thrive at Bement and beyond. The nature of our ELL program reflects our current understanding, gained through decades of experience and supported by researchers in the field of second language learning, that ELL students need much practice over time to gain academic proficiency in English. Academic English proficiency refers to the ability to effectively integrate the four language skills of reading, writing, speaking, and listening in the process of accomplishing school-related work.

Students in the English Language Learning program generally take all classes with their nativeEnglish speaking peers except for English and world language classes. The English Language Learning (ELL) and Cultural and Academic Support (CAS) classes are small, with an average of three to five students in each class. The major goal of these classes is to encourage each student to read closely, write carefully, speak deliberately, and listen thoughtfully. Below you will find a more detailed description of the English Language Learning program.

English Language Learning and Cultural and Academic Support Classes All non-native speakers of English entering The Bement School having less than two years of experience with an all-English curriculum should expect to take English Language Learning (ELL) and Cultural and Academic Support (CAS) classes for up to two years. All other classes, such as history, science, and math, are taken together with native-English speakers. The types of activities in our ELL classes are similar to those in our regular English classes, which require students to read and respond to grade-level fiction and nonfiction writing, give oral presentations, study vocabulary and grammar, and write paragraphs and essays. In their CAS classes students develop their English language learning skills by considering ideas, practices, and attitudes common to the culture of the United States while reflecting on their own cultural backgrounds. In addition, students in CAS classes receive tutorial-style help in academic subjects such as history and science and engage in intensive work with English grammar and vocabulary.

Placement Decisions At the end of the school year each June, Bement administrators and faculty determine whether each English language learner should continue in ELL and CAS classes or enter the regular English class and a world language class the following September. Placement decisions are made in light of the readiness factors listed below. We do not assume that ELL and CAS instruction will be sufficiently completed in one year. We understand, rather, that many students require part, if not all, of a second year of ELL and CAS support.

57 9/1/15

Readiness Factors An English language learner is ready to move to the larger English class when his or her • • • • • •

maturity as a student in their grade level is clearly demonstrated in relationships among all members of the Bement community. writing assignments are completed independently and are understood by teachers and peers. reading ability allows him or her to comprehend most grade-level texts without outside help. speech is understandable and ideas are effectively presented in classroom conversations and presentations. listening ability allows him or her to understand most of the language of the classroom. teachers have met together to consider his or her proficiency with English in all classes, and are convinced of his or her readiness for the regular English class.

TRADE/TEXTBOOKS: Grammar: Houghton Mifflin English – Level 6 and Level 7 Understanding and Using English Grammar The Stewart English Program – Book 1: Basic Principles Vocabulary: Wordly Wise 3000 (Vocabulary - various levels) Writing: Writing Application and Practice (2 & 3) Novels: Touching Spirit Bear, Ben Mikaelsen The Killer Angels (abridged), Michael Sharra To Kill a Mockingbird (abridged), Harper Lee The Pearl, John Steinbeck Sing Down the Moon, Scott O'Dell Otto of the Silver Hand, Howard Pyle A Single Shard, Linda Sue Park Soldier’s Heart, Gary Paulsen Short Stories: Native American Stories, Joseph Bruchac and Michael Caduto Discovering Fiction, Judith Cay and Rosemary Gelshenen Poetry: A Book of Poetry (1 & 2) History: 58 9/1/15

Access American History (written especially for English language learners) GOALS: • Develop proficiency in the four language skills of speaking, reading, writing, and grammar.

• Gain an understanding of the grammar structures of English as they are used in writing, reading, and speaking.

• Practice writing paragraphs, essays, and reports and giving oral presentations.

• Prepare for standardized exams and the main academic program by learning, reading, vocabulary, and test-taking skills.

• Develop language proficiency and an appreciation of literature by reading from a variety of genres.

HIGH-BEGINNING-INTERMIDIATE LEVEL The needs of each student or group of students entering at the high-beginning or intermediate level are assessed, and students are instructed accordingly.

SEQUENCE (Note: the order of topics will change from year-to-year depending on the needs of the students.)

FALL TERM: • Identify the subject, verb, and object in a sentence.

• Demonstrate the use of capital letters at the beginning of sentences and with proper nouns.

• Identify the verb as transitive or intransitive.

• Learn and practice the prewriting activities of brainstorming, free-writing, and journaling.

• Write paragraphs demonstrating the use of topic sentences, supporting details, and concluding sentences.

• Actively read one novel and complete activities that involve vocabulary and the literary terms of setting, character, plot, theme, and point of view.

• Demonstrate improvement in the reading skills of main idea, supporting details, vocabulary, comprehension, and inference.

• Write a thoughtful, well-supported paragraph or essay centered on a topic from the novel read.

• Receive practice in oral reading skills, including pronunciation of consonants and vowels as well as the skill of phrasing.

• Build understanding of vocabulary by learning new words, understanding them in a variety of contexts, and using them in writing.

WINTER TERM: • Demonstrate understanding of direct and indirect objects and other noun forms in the sentence.

• Identify prepositions and prepositional phrases, distinguish prepositions from adverbs, and distinguish an infinitive from a prepositional phrase.

• Demonstrate an understanding of the difference between a phrase and a clause.

59 9/1/15

• • • • • •

Demonstrate use of the articles a and an, and receive an introduction to the use of the article the.

Actively read short stories and one novel and complete activities that involve vocabulary and the literary terms of setting, character, plot, theme, and point of view.

Demonstrate improvement in the reading skills of main idea, supporting details, vocabulary, comprehension and inference.

Study paragraph and essay organization and practice writing paragraphs and essay of several kinds (ex. narrative, description, opinion, compare and contrast).

Prepare and present at least one oral speech. Individual pronunciation skills and fluency will be addressed.

Build understanding of vocabulary by learning new words, understanding them in a variety of contexts, and using them in writing.

SPRING TERM: • Develop an appreciation of poetry by reading narrative, descriptive, and humorous poems.

• Create a poetry portfolio based upon a theme of choice that incorporates selected poems and student writing.

• Demonstrate the use of compound and complex sentences by studying the use of the following: independent clauses and coordinating conjunctions dependent clauses and subordinating conjunctions, including punctuation compound and complex sentences • Be instructed in the many uses of the article the.

• Actively read one novel that parallels the regular grade level program for native speakers; including study of vocabulary and literary terms.

• Write a thematic essay that demonstrates and proves a conceptual understanding of the novel.

ADVANCED LEVEL Sometimes students who reach this level are mainstreamed into the regular English program at some point during the academic year.

SEQUENCE: FALL TERM: • Actively read one novel that parallels the regular grade level program for native speakers, • including study of vocabulary.

• Identify the subject and verb in a sentence.

• Identify prepositions and prepositional phrases, distinguish prepositions from adverbs, and • distinguish an infinitive from a prepositional phrase.

• Identify and demonstrate the uses of the twelve tenses of English in written and spoken form.

• Practice pre-writing techniques.

• Identify and practice the elements of introduction and conclusion.

60 9/1/15

• • • •

Write responses to key themes in the novel and craft an essay that requires the students to synthesize and analyze their ideas related to one or more of these themes.

Practice test-taking skills for SSAT and TOEFL, focusing on main ideas, details, and inferential skills.

WINTER TERM: Participate in a writing workshop with the regular English class in which the following skills are practiced: prewriting techniques, drafting and revising, peer-conferencing, photo-to-movie making.

SPRING TERM: • Create a multimedia project based on a selection from the winter-term writing portfolio.

• Demonstrate an understanding of the difference between a phrase and a clause.

• Demonstrate the use of compound and complex sentences by studying the use of: independent clauses and coordinating conjunctions dependent clauses and subordinating conjunctions, including punctuation compound and complex sentences • Demonstrate the use of adjective and adverb phrases and clauses and the use of conjunctions which help express relationships.

• Actively read one novel that parallels the regular grade level program for native speakers, including study of vocabulary.

• Write a thematic essay that demonstrates and proves a conceptual understanding of the novel.

• Prepare and present at least one oral speech based on the reading and writing completed for the novel.

61 9/1/15

WORLD LANGUAGE The world language program in the lower school follows the “FLEX”, or world language experience, model. Each class in grades K - 5 meets 30 minutes per week; they have a term (i.e. trimester) each of Chinese, French, and Spanish. The content of the courses includes segments from several video series: (“Bonjour les amis” for grades 2 and 3 French, "Muzzy" for grades 4 and 5 French and Spanish), songs, puppet play, children's literature in the target language, and simple games.

In grade 6, students are offered an introductory Latin course. From grade 7 on, the students take formal, full-length courses, choosing Chinese, French, Latin, or Spanish for their remaining time at Bement. The goal of the program is to have students become effective communicators; listening, reading, writing, and speaking skills are emphasized equally. Grammar and cultural information are stressed as well. The grade 9 courses are designed to prepare students for the future study of a language at the high school level.

Some of the highlights of the program include an exchange program with a school in France, and have included trips to Spain, Peru, and China.

62 9/1/15

FRENCH, CHINESE, AND SPANISH GRADES K-5 TRADE/TEXTBOOKS: La Grosse Patate La vieille dame qui avala une mouche La chenille qui a fait des trous Monsieur Lapin a faim J’ai perdu une dent The King’s Day

Diez perros en la tienda El primero beso de Froggy Perro grande, perro pequeño De mayor a menor Desde aquí, hasta allá El almuerzo sorpresa

GOALS: • Gain exposure to the language and culture of francophone, Hispanic and Mandarin-speaking countries.

• Develop an appreciation for the rhythms and rules of the target language as they observe, then imitate, words, phrases, and gestures.

• Increase motivation for future language study.

• Have fun with a new language in a non-threatening atmosphere.

Some of the vocabulary topics that are covered through the videos and books are: basic greetings numbers and colors parts of the body and face bakery foods restaurant foods birthday gifts French and Spanish alphabet, Chinese characters, pinyin system farm animals weather terms open-air market (fruits and vegetables) days and months The use of props such as plastic fruits and puppets gives the children a tactile connection to the language that they are learning.

They sing from a large repertoire of songs, including: “Tête, épaules, genoux et pieds” “Cabeza, hombro, pierna y pies” “Le fermier dans son pré” “Mi cuerpo es musical” “Mon père m’envoie–t-au marché” “Con mis piecitos” “Pomme de reinette” “Estrellita, brilla más” Children in grades 4 and 5 occasionally do worksheets which require some writing of French or Spanish, but the general focus for all four grades is the enjoyment of oral language.

63 9/1/15

FRENCH 1 GRADE 7 TRADE/TEXTBOOKS: Cest à Toi! Level 1 – Fawbush, Theisen, Hopen, and Klohs Bonjour (monthly magazine) GOALS: • Experience a first “formal” or full-length world language course.

• Gain proficiency in oral language through practice speaking in pairs or small groups.

• Learn the grammar patterns of French.

• Gain an appreciation of culture as it reflects the importance that a people’s place in the world has on its language and thought.

SEQUENCE: FALL TERM: • Vocabulary: basic courtesies, expressing likes and dislikes, and ordering food and drink in a café.

• Grammar: all subject pronouns, regular -ER verbs, negation, the verb ALLER, telling time, gender of nouns, and articles.

• Culture: greetings and leave-takings, school schedules, leisure activities and music, le Tour de France, and cuisine.

• View the full-length film “Jean de Florette.”

WINTER TERM: • Vocabulary: school life, days of the week and months, family relationships and pets, physical traits, and numbers from 100-1000 and greater.

• Grammar: the verb AVOIR, regular -IR verbs, possessive adjectives, expressions with AVOIR, telling exact time, and agreement of adjectives.

• Culture: tipping in cafés, school supplies, schools in Canada, 24-hour time, Guadeloupe and Martinique, metric system.

• View the full-length film “Manon des Sources,” a sequel to “Jean de Florette.”

SPRING TERM: • Vocabulary: countries and nationalities, professions, seasons and weather.

• Grammar: the verb ETRE, adjective agreement, forming questions, the verb VENIR, the verb FAIRE. • Culture: vacations, pets, saints’ days, travel within Europe, working in France, Celsius scale.

64 9/1/15

FRENCH 1 GRADE 8 TRADE/TEXTBOOKS: C’est a Toi! Level 1 (2nd half) – Fawbush, Theisen, Hopen, and Klohs Ça Va (monthly magazine) GOALS: • Continue to build on the base begun in French 1, strengthening the four basic skills of listening, speaking, reading, and writing.

• Become more fluent in oral language by creating skits and working on proficiency exercises.

• Learn more complex grammar structures, including past tense.

SEQUENCE: FALL TERM: • Vocabulary: clothing, types of stores, colors, shopping for food in specialty shops.

• Grammar: ALLER + infinitive (the immediate future), position of adjectives, stemchange verbs, regular -RE verbs, the verbs POUVOIR and VOULOIR, the partitive form, quantity expressions, comparative of adjectives.

• Culture: specialized shops, the Latin Quarter, Marseille, Guadeloupe, open-air markets.

• View the film “La Gloire de Mon Père.”

WINTER TERM: • Vocabulary: rooms and furniture of a house, meals and table settings, body parts and ailments.

• Grammar: the verbs PRENDRE, METTRE, FALLOIR and DEVOIR, the imperative, negative expressions.

• Culture: styles of house, floors of a house, le Maghreb, Morocco, Ramadan, Chamonix and skiing, Switzerland, a French pharmacy.

• View the film “Le Château de ma Mère.”

SPRING TERM: • Vocabulary: European countries and nationalities, train and plane travel, African countries, places in the city and the metro system, ordinal numbers.

• Grammar: passé composé with ETRE, passé compose with AVOIR, the verb VOIR, irregular past participles, superlative of adjectives.

• Culture: Tahiti, Paris monuments and museums, Bastille Day celebrations, districts of Paris.

• View the films “Argent de Poche” and “Les Choristes.”

65 9/1/15

FRENCH 2 GRADE 9 TRADE/TEXTBOOKS: C’est a Toi! Level 2 – Fawbush, Theisen, and Hopen Ca Va (monthly magazine) GOALS: • Improve oral proficiency and written expression.

• Build on knowledge of French vocabulary and grammar structures.

• Communicate orally in a more fluent way, applying vocabulary and grammar previously studied.

SEQUENCE: FALL TERM: • Vocabulary: review of vocabulary in the Level 1 text, more professions, adjectives of character traits, art expressions, zoo animals.

• Grammar: review of structures presented in Level 1, including -ER, -IR, and -RE regular verbs, the irregular verbs ALLER, ÊTRE, AVOIR, FAIRE, VENIR, METTRE, PRENDRE, and VOIR, agreement and position of adjectives, passé composé with AVOIR, negation, and forming questions.

• Culture: New Year’s Eve, Quebec City and Carnaval, museums in Paris, styles of art, le metro and the R.E.R., Réunion.

• View the film “Amélie.”

WINTER TERM: • Vocabulary: geographic features, means of transportation, farm animals, food and beverages, daily grooming routines, household chores.

• Grammar: the verbs PARTIR and SORTIR, passé composé with ÊTRE, the verbs DORMIR and LIRE, irregular plurals of nouns and adjectives, the verbs VOULOIR, POUVOIR, DEVOIR, and FALLOIR (review), reflexive verbs (including imperative and passé composé forms).

• Culture: train travel, Marseille, Provence, letter-writing, Lyon and its restaurants, “la nouvelle cuisine,” Haiti, Guadeloupe, and Martinique.

• View the film “Au Revoir les Enfants.”

SPRING TERM: • Vocabulary: sports, kinds of movies and TV programs, musical instruments, post office, jewelry and accessories, banking.

• Grammar: the verbs OFFRIR and COURIR, direct object pronouns, the verbs DIRE and OUVRIR, the relative pronouns qui and que, the verb ÉCRIRE, indirect object pronouns.

• Culture: sports, Amiens, Bordeaux, camping and mountain-climbing, comic strips, Strasbourg, “le Maghreb,” using “le Minitel,” French banks.

• View the film “Le Scaphandre et le Papillon.”

66 9/1/15

CHINESE GRADE 7 TRADE/TEXTBOOK: Ni Hao 1, Introductory Level Language Lab software included with the book allows students to listen and repeat. Voices can be recorded and compared with that of a native speaker of Chinese.

GOALS: • Learn Hanyu Pinyin (Mandarin phonetic system) and the basic strokes of Chinese character.

• Enhance student enthusiasm and motivation to learn Mandarin Chinese and Chinese culture.

• At the end of the year, students will be able to write a simple letter to Chinese pen friends.

• At the end of this year, students will be able to hold basic conversations on personal details such as name, age, family, pets, friends, favorite sports and foods.

SEQUENCE: FALL TERM: Lesson (L.1- L.5): establish student’s basic knowledge of China and the basic structure of Mandarin; introduce basic greetings and classroom phrases; count and write characters from number 0 to 100; state age, welcome and identify people, celebrate birthday; identify objects used at school and hold simple conversations in the class.

Culture: research on Chinese history and geography; introduce the structure and functions of Chinese names; lucky and unlucky numbers; Chinese age and birthdays; introduce early Chinese inventions Chinese calligraphy.

WINTER TERM: Lesson (L.6 – L.7): introduce family members; talk about pets as well as animals in China; celebrate Chinese New Year (make graft, sing Chinese song, and perform).

Culture: family structure and the expressions of respect used with the Chinese family; Chinese zodiac; research on Chinese Spring Festival; exchange letter with students in China.

SPRING TERM: Lesson (L.8 – L.12): countries, nationalities, and different languages; talk about favorite sports and invite people to play sport; introduce friends, describe facial features and talk about the grade; express food preferences and name some Chinese and American dishes.

Culture: different features of the Chinese language as used in various Chinese speaking countries; basic knowledge of school life in China; characteristics of Chinese food and Chinese cooking; learn to make dumplings.

67 9/1/15

CHINESE GRADE 8 TRADE/TEXTBOOKS: Ni Hao 2, Elementary Level Free download language lab software allows students to listen and repeat GOALS: • Use more advanced Chinese in a wider range of situations • Reinforces the language and cultural elements introduced in Ni Hao 1 • At the end of this year, students will be able to talk about birthdays, daily routines, house plans, clothing, weather and to hold conversations when going shopping, visiting Chinese families, making phone calls and going to restaurants.

SEQUENCE: FALL TERM: Lesson: (L.1 – L.4): talks about dates, days of the week, birthdays and to ask for permission; communicate about time, daily routines, and to express opinions about time; home environment, such as dwelling, rooms and furniture; talk about clothing, such as types and colors, describe how the clothes fit and how to state that they are looking for something in particular Culture: research on Chinese official holidays and traditional festivals; Chinese leisure activities and school routines; research on Chinese traditional houses and modern buildings; gain knowledge of Chinese traditional clothes.

WINTER TERM: Lesson: (L.5 – L.6): hold conversations on buying goods in various settings; learn skills in asking about the price and availability of goods, expressing opinions on goods and making choices.

Culture: Chinese currency; shopping and bargaining in China; performance at Chinese New Year celebration.

SPRING TERM: Lesson (L.7 – L.10): hold basic telephone conversations for many situations; hold basic conversations at a restaurant or as a guest of a Chinese family; write a note, explain causes, express frequency and offer choices; talk about the weather, the duration and characteristics of the seasons and the understand simple weather report; write a diary using a variety of language structures Culture: Chinatowns in the U.S.; Chinese diet and family meal; climate in China and key tourist spots in China.

68 9/1/15

INTRODUCTION TO LATIN GRADE 6 TRADE/TEXTBOOK: The Phenomenon of Language (Longman) Growing Your Vocabulary: Learning from Latin, Greek Roots, Book C (Prestwick House) GOALS: • Build a foundation in the Latin language.

• Develop grammar and vocabulary skills that will be valuable in the study of English and of any of the Romance languages.

• Develop an understanding of derivatives and study basic roots, prefixes, and suffixes.

• Study aspects of Roman daily life and history and learn how Roman culture and language are reflected in our modern lives.

SEQUENCE: FALL TERM: Roman names, Roman numerals, adjective agreement, word order and inflection, nominative and accusative cases, subjects and verbs. Complete chapters 1 through 5 in Growing Your Vocabulary.

WINTER TERM: School in Ancient Rome, derivatives, questions, the Roman baths, Roman dress, infinitives and personal endings, person and number, conjugations, chariot races, possessive adjectives.

Complete chapters 6 through 10 in Growing Your Vocabulary.

SPRING TERM: Roman meals, present tense, prefixes and suffixes, principal parts, gladiators, Imperial Rome, plurals, the Appian Way, linking verbs, the irregular verb “to be." Complete chapters 11 through 14 in Growing Your Vocabulary.

69 9/1/15

LATIN I GRADE 7 TRADE/TEXTBOOKS: Ecce Romani IA and IB The Romans Speak For Themselves, Book 1 DVD: Rome: Power and Glory GOALS: • Begin the full-time study of an ancient language.

• Decline in six cases all nouns of the first, second, and third declensions.

• Decline in six cases all regular adjectives.

• Conjugate most regular and some irregular verbs in present, imperfect, and perfect active indicative.

• Form the singular and plural imperatives of most verbs.

• Master grammatical topics including: prepositional phrases noun-adjective agreement uses of the infinitive • Study early Roman history and aspects of Roman culture.

SEQUENCE: FALL TERM: Parts of speech; singular and plural third person verb endings in the present tense; the infinitive; nominative, vocative, and accusative singular and plural noun and adjective endings; the Roman family; Roman dress; the slave market; the Roman villa; Rome: Power and Glory: Program I: The Rise.

WINTER TERM: Present and imperfect tenses, genitive and ablative cases, prepositions, numbers and numerals, irregular verbs, the kings of Rome.

SPRING TERM: Agreement of adjectives, perfect tense, principal parts, heroes of early Rome, Roman travel, the early Republic.

70 9/1/15

LATIN I/II GRADE 8 TRADE/TEXTBOOKS: Ecce Romani IB and IIA The Romans Speak For Themselves, Books 1 and II DVD: Rome: Power and Glory GOALS: • Decline all nouns and adjectives in six cases.

• Create, decline, and understand the use of perfect passive participles.

• Fully understand the uses of the six major cases.

• Conjugate most verbs in six tenses, active and passive (indicative mood).

• Conjugate a deponent verb.

• Decline and understand the use of demonstrative adjectives and pronouns, relative pronouns, personal pronouns, and possessive adjectives.

• Create the positive, comparative, and superlative forms of adjectives and adverbs.

• Understand the Roman calendar.

• Master grammatical topics including: relative clauses uses of the ablative comparisons • Improve reading and translation ability.

• Continue to explore Roman history and aspects of Roman culture.

SEQUENCE: FALL TERM: The dative case; fourth and fifth declensions; future, pluperfect, and future perfect tenses; partitive genitive; Rome and northern Europe; the Punic Wars; the city of Rome; Rome: Power and Glory: Program II: Legions of Conquest.

WINTER TERM: Demonstrative adjectives and pronouns; personal, relative, interrogative, and reflexive, pronouns; possessive and indefinite adjectives; compound verbs; the historic present; aqueducts; charioteers.

SPRING TERM: Present, imperfect and future passive verbs; present passive infinitives; uses of the ablative; perfect, pluperfect, and future perfect passive verbs; perfect passive participles; positive, comparative, and superlative degrees of adjectives and adverbs; comparisons; Roman dates; deponent verbs; the Roman republic; Roman meals; the collapse of the republic; Roman education; Rome: Power and Glory: Program III: Seduction of Power.

71 9/1/15

LATIN II GRADE 9 TRADE/TEXTBOOKS: Ecce Romani IIA and IIB The Romans Speak For Themselves, Book II DVD: Rome: Power and Glory GOALS: • Conjugate verbs in the subjunctive, active, and passive.

• Form all the infinitives of any verb.

• Form, decline, and use the participles of any verb.

• Master grammatical topics including: uses of the subjunctive the ablative absolute indirect commands indirect statement result and purpose clauses • Read and translate more sophisticated and difficult Latin passages in preparation for secondary school classrooms.

• Continue to explore Roman history and aspects of Roman culture.

SEQUENCE: FALL TERM: Numbers, place and time clues, semi-deponent verbs, present participles, perfect active infinitive, subordinate clauses with the subjunctive, imperfect and pluperfect subjunctive active, Roman education, letters and books, Augustus. Rome: Power and Glory: Program IV: Grasp of Empire.

WINTER TERM: Imperfect and pluperfect subjunctive passive, ablative absolutes, indirect statement, the irregular verbs fiō and malō, infinitive consolidation, Roman baths, the early empire, the circus and arena, gladiators, Rome: Power and Glory: Program V: The Cult of Order.

SPRING TERM: Indirect statement, result clauses, present and perfect subjunctive, active and passive, sequence of tenses, indirect commands, impersonal verbs, purpose clauses, coming of age ceremonies, the late empire, Roman weddings, Roman religion, Roman funerals, Rome: Power and Glory: Program VI: The Fall.

72 9/1/15

SPANISH LEVEL 1 GRADE 7 TRADE/TEXTBOOKS: AVANCEMOS! Level 1 – Holt McDougal Online material Online:Telehistoria MAGAZINE: Qué tal? - Scholastic CULTURAL GOALS: • Discover the world: More than 400 million people around the globe speak Spanish and it is now the third most-used language on the Internet.

• Explore the community: Inside the United States, Spanish is by far the most widely spoken language after English.

• Experience a new perspective: Learning a language is more than just memorizing words and structures. When you study it, you learn how the people who speak it think, feel, work, and live.

• Create career possibilities: When you reach an advanced level, you can work for international and multinational companies anywhere in the Spanish-speaking world. You can also be an interpreter, a translator or even a teacher of Spanish.

LANGUAGE GOALS: • Communicate meaningfully with others in Spanish, integrating vocabulary, grammar structures appropriate to this language level.

• Use language functions as the organizing principle for integrating these linguistic and cultural elements.

• Participate fully and creatively in an active classroom.

SEQUENCE: LECCION PRELIMINAR: Nueva York - Hola!

OBJECTIVES: • Greet people and say goodbye.

• Introduce yourself and others.

• Ask and say how to spell names.

• Say where you are from.

• Exchange phone numbers.

• Say what day of the week it is.

• Describe the weather.

• Respond to classroom instructions.

73 9/1/15

UNIDAD 1 LECCION 1: Estados Unidos - Qué te gusta hacer?

OBJECTIVES: • Talk about activities.

• Tell where you are from.

• Say what you like and do not like to do.

LANGUAGE STRUCTURES: • Subject pronouns and “ser”.

• Use of “de” to describe where you are from.

• Use of “gustar” with an infinitive.

CULTURE: Cultura interactiva Online: INTERACTIVE ACTIVITIES LECCION 2: Mis amigos y yo.

OBJECTIVES: • Describe yourself and others.

• Identify people and things.

LANGUAGE STRUCTURES: • Use of “ser” to describe what someone is like.

• Definite and indefinite articles.

• Noun-adjective agreement.

CULTURE: Cultura interactiva Online: INTERACTIVE ACTIVITIES UNIDAD 2 LECCION 1: México - Vamos a la escuela! Somos estudiantes.

OBJECTIVES: • Talk about daily schedules.

• Ask and tell time.

• Say what you have and have to do.

• Say what you do and how often you do things.

LANGUAGE STRUCTURES: • Use of the verb : “tener” and “tener que” • Expressions of frequency.

• Present tense of –ar verbs.

74 9/1/15

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES LECCION 2: En la escuela.

OBJECTIVES: • Describe classes.

• Say where things are located.

• Say where you are going.

• Talk about how you feel.

LANGUAGE STRUCTURE: • Use of the verb : “estar” • The conjugated verb before the subject to ask a question.

• Use of the verb: “ir” CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES UNIDAD 3 LECCION 1: Puerto Rico - Comer en familia. Mi comida favorita.

OBJECTIVES: • Talk about food and beverages.

• Ask questions.

• Say which foods you like and do not like.

LANGUAGE STRUCTURES: • Interrogative words.

• Use of “gustar” with nouns.

• Present tense of -er and –ir verbs.

• Use of the verb: “hacer”.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES LECCION 2: En mi familia.

OBJECTIVES: • Talk about family.

• Ask and tell ages.

• Express possession.

• Give dates.

• Make comparisons.

75 9/1/15

LANGUAGE STRUCTURES: • Use of “de” to show possession.

• Possessive adjectives.

• Comparatives.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES UNIDAD 4 LECCION 1: España - Vamos de compras!

OBJECTIVES: • Talk about what clothes you want to buy.

• Say what you wear in different seasons.

LANGUAGE STRUCTURES: • Use of expressions using “tener” • Stem changing verbs: e→ie • Direct object pronouns.

• Numbers.

CULTURE: Cultura interactiva Online: INTERACTIVE ACTIVITIES LECCION 2: Qué hacemos esta noche?

OBJECTIVES: • Describe places and events in town.

• Talk about types of transportation.

• Say what you are going to do.

• Order from a menu.

LANGUAGE STRUCTURES: • Use of the verb: ir a + infinitive • Stem changing verbs : o→ ue • Stem changing verbs : e → i CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES

76 9/1/15

SPANISH LEVEL 1 GRADE 8 TRADE/TEXTBOOKS: AVANCEMOS! Level 1 (second part) Holt McDougal • -Online material • -Online: Telehistoria.

MAGAZINE: AHORA! - Scholastic CULTURAL GOALS: • Discover the world: More than 400 million people around the globe speak Spanish, and it is now the third most-used language on the Internet.

• Explore the community: Inside the United States, Spanish is by far the most widely spoken language after English.

• Experience a new perspective: Learning a language is more than just memorizing words and structures. When you study it, you learn how the people who speak it think, feel, work, and live.

• Create career possibilities: When you reach an advanced level, you can work for international and multinational companies anywhere in the Spanish-speaking world. You can also be an interpreter, a translator or even a teacher of Spanish.

LANGUAGE GOALS: • Use more complex syntax in order to communicate in Spanish, building on the foundation in grammar and vocabulary.

• Strengthen reading and listening comprehension through role-playing and cultural situations.

UNIDAD 5 LECCION: 1 Ecuador - Bienvenidos a nuestra casa! Vivimos aquí.

OBJECTIVES: • Describe a house and household items.

• Indicate the order of things.

• Describe people and locations.

LANGUAGE STRUCTURES: • Use of: “ser” and “estar”.

• Ordinal numbers.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES 77 9/1/15

LECCION: 2 Una fiesta en casa OBJECTIVES: • Plan a party.

• Talk about chores and responsibilities.

• Tell someone what to do.

• Say what you just did.

LANGUAGE STRUCTURES: • More irregular verbs.

• Affirmative informal commands.

• Use of: “acabar de + infinitive” • Direct object pronouns.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES UNIDAD 6 LECCION: 1 República Dominicana - Mantener un cuerpo sano. Cuál es tu deporte favorito?

OBJECTIVES: • Talk about sports.

• Talk about whom you know.

• Talk about what you know.

LANGUAGE STRUCTURES: • Use of the verb : “jugar” • Use of the verbs: “ saber” and “ conocer ” • Use of the personal: “ a ” • Use of : gustar + objects • Comparatives.

• Numbers: 200 to 1.000.000 CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES LECCION: 2 La salúd OBJECTIVES: • Talk about parts of the body.

• Make excuses.

• Say what you did.

• Talk about staying healthy.

78 9/1/15

LANGUAGE STRUCTURES: • Use of verbs expressing health problems.

• Pretérito of: -ar verbs.

• Pretérito of: -car; -gar; -zar verbs.

• The time.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES UNIDAD 7 LECCION: 1 Argentina - En el cibercafé OBJECTIVES: • Talk about technology.

• Talk about a series of events.

• Say what you did.

• Talk about indefinite or negative situations.

LANGUAGE STRUCTURES: • Use of Pretérito with : -er; -ir verbs.

• Affirmative and negative words.

• Affirmative informal commands and requests.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES LECCION: 2 Un día en el parque de diversiones.

OBJECTIVES: • Talk on the phone.

• Say where you went, how it was, and what you did.

• Extend invitations.

LANGUAGE STRUCTURES: • Use of: Que + adjective!

• Pretérito with the verbs: “ ir; ser; hacer” • Use of pronouns after prepositions.

• Objeto indirecto.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIE

79 9/1/15

UNIDAD 8 LECCION: 1 Costa Rica - Pensando en las vacaciones OBJECTIVES: • Talk about a typical day.

• Talk about what you are doing.

• Talk about your daily routine while on vacation.

LANGUAGE STRUCTURES: • Reflexive verbs.

• Present progressive.

• Direct and indirect objects.

• More irregular verbs in Pretérito.

CULTURE: Cultura interactiva.

Online: Interactive activities.

LECCION: 2 Vamos de vacaciones!

OBJECTIVES: • Talk about buying souvenirs on vacation.

• Talk about vacation activities.

LANGUAGE STRUCTURES: • Indirect object pronouns.

• Direct object pronouns.

• Demonstrative adjectives.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES

80 9/1/15

SPANISH LEVEL 2 GRADE 9 TRADE/TEXTBOOKS: AVANCEMOS! Level 2– Holt McDougal • Online material • Online: Telehistoria • Movies • Soap opera MAGAZINE: AHORA! - Scholastic CULTURAL GOALS: • Discover the world: More than 400 million people around the globe speak Spanish and it is now the third most-used language on the Internet.

• Explore the community: Inside the United States, Spanish is by far the most widely spoken language after English.

• Experience a new perspective: Learning a language is more than just memorizing words and structures. When you study it, you learn how the people who speak it think, feel, work, and live.

• Create career possibilities: When you reach an advanced level, you can work for international and multinational companies anywhere in the Spanish-speaking world. You can also be an interpreter, a translator or even a teacher of Spanish.

LANGUAGE GOALS: • Interact more confidently using the Spanish language.

• Request information.

• Perform specific tasks.

• Discuss issues and ideas relevant to personal interests through appropriate listening, speaking, reading, and writing formats.

• Experience a context or set of circumstances that could take place in real life.

LECCION PRELIMINAR: Mis amigos y yo - Florida -Review.

UNIDAD 1 LECCION 1: Vamos de viaje! Costa Rica OBJECTIVES: • Discuss travel preparations.

• Talk about things you do at an airport.

• Ask how to get around town.

81 9/1/15

LANGUAGE STRUCTURES: • Personal: “a” • Direct object pronouns.

• Indirect object pronouns.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES LECCION: 2 Cuéntame de tus vacaciones OBJECTIVES: • Say where you went and what you did on vacation.

• Ask information questions.

• Talk about buying gifts and souvenirs.

LANGUAGE STRUCTURES: • Interrogatives.

• Use of: Pretérito • Irregular verbs in Pretérito.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES UNIDAD 2 LECCION: 1 La Copa Mundial - Argentina OBJECTIVES: • Talk about sporting events and athletes.

• Discuss ways to stay healthy.

• Point out specific people and things.

• Retell events from the past.

LANGUAGE STRUCTURES: • Use of adverbs with: “ -mente ” • More irregular verbs in Pretérito.

• Demonstrative adjectives and pronouns.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES LECCION: 2 Qué vamos a hacer?

82 9/1/15

OBJECTIVES: • Discuss your daily routine.

• Clarify the sequence of events.

• Say what you and others are doing right now or intend to do.

LANGUAGE STRUCTURES|: • Use of: pensar + infinitive.

• Reflexive verbs.

• Present Progressive (review).

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES UNIDAD 3 LECCION: 1 Cómo me queda? - Puerto Rico OBJECTIVES: • Talk about clothing, shopping, and personal needs.

• Say whom things are for.

• Express opinions.

LANGUAGE STRUCTURES: • Verbs like: gustar • Present tense of irregular “yo” verbs.

• Pronouns after prepositions.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES LECCION: 2 Filmamos en el mercado?

OBJECTIVES: • Describe past activities and events.

• Ask for and talk about items at a market place.

• Express yourself courteously.

LANGUAGE STRUCTURES: • Use of: hace + expression of time.

• More irregular verbs in Pretérito.

• Pretérito of –ir stem changing verbs.

• Review: family, chores, food.

83 9/1/15

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES UNIDAD 4 LECCION: 1 Una leyenda mexicana. - México OBJECTIVES: • Describe continuing activities in the past.

• Narrate past events and activities.

• Describe people, places, and things.

LANGUAGE STRUCTURES: • Past participles as adjectives.

• The imperfect tense.

• Pretérito and imperfecto.

• Expressions of frequency.

• Weather expressions.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES LECCION: 2 México antiguo y moderno.

OBJECTIVES: • Describe early civilizations and their activities.

• Describe the layout of a modern city.

• Ask for and give directions.

• Arts and crafts.

LANGUAGE STRUCTURES: • VERBS with: i→y spelling change in Pretérito.

• Pretérito of: -car, -gar, -zar verbs.

• More verbs with irregular preterite stems.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES UNIDAD 5 LECCION: 1 A comer! Qué rico! - España OBJECTIVES: • Identify and describe ingredients.

• Talk about food preparation and follow recipes.

• Give instructions and make recommendations.

84 9/1/15

•

Staying healthy.

LANGUAGE STRUCTURES: • Adjectives ending in: -isimo.

• Commands.

• Requests.

• Pronoun placement with commands.

• Review: Objeto directo and indirecto.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES LECCION: 2 OBJECTIVES: review.

UNIDAD 6 LECCION: 1 Te gusta el cine? Luces, camara, acción! - Estados Unidos OBJECTIVES: • Tell others what to do and what not to do.

• Make suggestions.

• Talk about movies and how they affect you.

LANGUAGE STRUCTURES: affirmative and negative commands.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES LECCION: 2 Somos estrellas!

OBJECTIVES: • Make future plans.

• Express hopes and wishes.

• Influence others.

• Extend and respond to invitations.

• Talk about technology.

LANGUAGE STRUCTURES: • Present subjunctive with: “ojalá” • Spelling changes in the subjunctive.

• Subjunctive of irregular verbs.

• Subjunctive of stem changing verbs.

CULTURE: Cultura interactiva.

85 9/1/15

Online: INTERACTIVE ACTIVITIES UNIDAD 7 LECCION: 1 Nuestro periódico escolar. - República Dominicana OBJECTIVES: • Discuss school related issues.

• State and respond to opinions.

• Present logical and persuasive arguments.

LANGUAGE STRUCTURES: • Subjunctive with impersonal expressions.

• Impersonal expressions with: haya.

• Subjunctive with: por and para.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES LECCION: 2 Somos familia.

OBJECTIVES: • Identify and explain relationships.

• Compare personalities, attitudes, and appearance.

• Describe things and people.

LANGUAGE STRUCTURES: • Long forms of possessive adjectives.

• Comparatives.

• Comparatives using: mas de / menos de • Superlatives.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES UNIDAD 8 LECCION: 1 El mundo de hoy. - Ecuador OBJECTIVES: LANGUAGE STRUCTURES: • Spelling change of: -ger verbs.

• Other impersonal expressions.

• Future tense.

CULTURE: Cultura interactiva.

86 9/1/15

Online: INTERACTIVE ACTIVITIES LECCION: 2 En el futuro.

OBJECTIVES: • Talk about professions.

• Predict future events and people’s actions or reactions.

• Ask and respond to questions about the future.

LANGUAGE STRUCTURES: • Impersonal use of: “se”.

• Future tense of irregular verbs.

• Pronouns.

CULTURE: Cultura interactiva.

Online: INTERACTIVE ACTIVITIES

87 9/1/15

GEOGRAPHY, HISTORY, AND SOCIAL STUDIES By examining civilizations and the important individuals and events in these civilizations, students learn to think and make connections. Throughout time at Bement, values and philosophies of cultures are compared and contrasted. Teaching is enriched through readings and discussion, through films and field trips, and by an interdisciplinary approach to social studies.

The lower school social studies program takes an inquiry-based approach to studies, in which students are exposed to a variety of content areas. Students are presented with a diversity of information that builds upon their prior knowledge and learning, though discovery is enhanced by a variety of resources including multiple texts; hands-on projects; multi-media; individual, small, and large group collaboration; and experiential learning opportunities. Social studies is closely integrated with other curricular areas, including the fine arts. Theme-based instruction informs much of social studies. These include the following: • • • • •

The theme of Place: describes the physical and human characteristics of a site.

The theme of Human: Environment Interaction – closely related to science, this looks at changes people have made in the natural environment of a particular area.

The theme of Movement: looks at movement of people, goods, and ideas and the effects they have on the people and environment.

The theme of Region: is a tool designed by humans to help provide an understanding of the world by dividing it into easy-to-study regions.

The theme of Location: includes two types of locations, absolute and relative.

Sixth graders are given an overview of the geographical aspects of the world and learn about various cultures and their relationships with the United States. They play the simulation game, “Caravans,” which reinforces the students’ awareness of the diversity found in world cultures.

Grades seven and eight engage in a two-year study of American history. Grade eight students go to Gettysburg, PA, where students have been moved by the gallantry and pathos of that hallowed place. Grade nine explores the roots of Western and non-Western civilization and concludes the spring term with a study of the medieval period.

88 9/1/15

SOCIAL STUDIES KINDERGARTEN GOALS: • Encourage global awareness.

• Create an awareness of our community.

• Study who we are as individuals and as a class.

• Consider families in our community.

• Focus on a larger community other than our own in order to make comparisons.

• Look at traditions, families, jobs, recreation, and geography.

89 9/1/15

SOCIAL STUDIES GRADE I GOALS: • Introduce geographical concepts.

• Introduce directionality on maps using the terms north, south, east, and west.

• Appreciate that each student is unique and discover the ways in which this is true, including a connection through universal needs, rights, and feelings.

• Support further discovery about self, families, and communities.

• Exposure to seasonal holidays and celebrations (for example: Martin Luther King Day, Thanksgiving, Columbus Day).

90 9/1/15

SOCIAL STUDIES GRADE 2 GOALS: • Celebrate individuality while helping children to integrate into the larger community What do we all need to be successful learners and friends at school and in the world?

• Nurture an appreciation of similarities and differences amongst people near and far.

• Expose students to local and world geography, i.e. locating continents, countries, states, towns and oceans, etc. with maps, charts. Reference materials and picture books.

• Take an active role in stewardship of the earth through participation in a global tree planting effort inspired by Wangari Maathai.

• Recognize past and present heroes and heroines who have made a significant contribution to the lives of others (Martin Luther King, Mary McLeod, Bethume, Wangari Maatha, etc.)

• Increase awareness of current events (resources include Scholastic News and local newspapers).

91 9/1/15

SOCIAL STUDIES GRADE 3 GOALS: Develop a sense of physical and geographic location by: • using maps to identify United States regions and states, and the seven continents • interpreting maps, using a compass rose and legend • creating maps of specific states • researching states in each region of the United States using nonfiction texts • completing detailed maps of Massachusetts and the United States Begin to develop a sense of time and historical eras by: • constructing and interpreting timelines • calculating intervals of time • studying individual presidents and their eras • investigating famous people and their historical time frame developing research skills taking notes and creating outlines completing first independent report culminating with Biography Fair

92 9/1/15

SOCIAL STUDIES GRADE 4 GOALS: • Develop a sense of physical and geographic location by: using maps to identify locations interpreting maps, using a compass rose, longitude and latitude, scale, and legend identifying specialized maps (population, climate, agriculture, etc.) comparing maps of modern world with historical maps creating maps of specific geographic locations • Begin to develop a sense of time and historical eras by: constructing and interpreting timelines calculating intervals of time comparing time spans through the study of famous men and women, past and present • Recognize the effects of geography on the growth of North America by: identifying major land and water forms identifying human interaction and environment. raising awareness of how geographic features isolate, protect, and provide sources of water, food, and transportation • Define, and use correctly, terms relating to Native American life and Colonial America.

• Appreciate multiple perspectives when studying diverse populations and cultures.

• Recognize the development of technology, religious beliefs, lifestyle, housing, movement, traditions, survival, and language.

• Identify multiple causes and effects when explaining historical events.

• Distinguish between primary and secondary sources.

• Experience hands-on, living history through Historic Deerfield.

93 9/1/15

SOCIAL STUDIES GRADE 5 GOALS: • Develop a sense of physical and geographic location by: using maps to identify locations interpreting maps, using a compass rose, longitude and latitude, scale, and legend distinguishing between political and topographical maps identifying specialized maps (population, climate, etc.) comparing maps of modern world with historical maps • Begin to develop sense of time and historical eras by: constructing and interpreting timelines calculating intervals of time comparing time spans of ancient and modern civilizations • Recognize the effects of geography on the growth of civilization by: identifying major land and water forms identifying human interaction with environment raising awareness of how geographic features isolate and protect and provide sources of food, water, and transportation • Define and use correctly terms relating to government such as kingdom, empire, dynasty, and military.

• Appreciate multiple perspectives when studying diverse populations and cultures.

• Recognize the development of technology, religious beliefs, and communal life (government) in ancient civilizations and the legacy to later civilizations.

• Introduce the historical sequence of birth, growth, and decline of civilizations.

• Identify multiple causes and effects when explaining historical events.

• Distinguish between primary and secondary sources.

• Use technology to enhance class and project assignments.

94 9/1/15

GEOGRAPHY GRADE 6 TRADE/TEXTBOOKS: My World Geography, Pearson/Prentice Hall, 2011 GOALS: • Learn about the physical aspects of world geography.

• Use latitude and longitude.

• Study various cultures and learn how the US relates to them, both through history and in the present day.

• Interpret and analyze information about cultures studied.

• Develop research skills such as: note taking library research use of Internet resources draft writing and revising peer editing oral presentation SEQUENCE: FALL TERM: An in-depth study of the five themes of geography (place, location, movement, region, humanenvironment interactions) with particular focus on its physical aspects, such as land formations, importance of water, climate, flora and fauna, earthquakes/volcanoes.

WINTER TERM: Focus on the geography and cultures of the world. Using accompanying text and essential questions students demonstrate their understanding using traditional and performance-based assessment. Experiential activities help reinforce student awareness of the diversity found in the cultures studied.

SPRING TERM: Focus on the geography and culture by creating their own countries. Students do research by using the five themes of geography, understanding and skills learned throughout the year.

Students present their countries in written and oral form.

95 9/1/15

AMERICAN HISTORY I GRADE 7 TRADE/TEXTBOOKS: American History, Pearson, 2016 Survey GOALS: • Begin introductory course in American history by studying the establishment of the English colonies in North America and conclude the year examining the antebellum period.

• Enhance decision-making skills by examining situations and problems encountered by past individuals and groups.

• Introduce the use of citation of sources in research work.

• Utilize local field trips to enhance the study of history.

SEQUENCE: FALL TERM: Students begin with a brief overview of the European Renaissance, Reformation, and the Age of Exploration, as well as the early cultures of Africa and the Americas, students study the founding of the original European colonies, and the collision of multiple cultures. The period from 1607 to the mid-1700s is emphasized.

WINTER TERM: Students engage in extensive study of the problems that gave rise to the Revolutionary War, including the competition between France and Britain and differences between the colonists and the British. The war itself is studied, as well as the principles of the new nation that were articulated. The term closes with a study of the Constitutional period.

SPRING TERM: The focus is on American history in the early to mid 1800s. Among the topics covered are the Jeffersonian and Jacksonian eras, westward expansion, social reform movements, and the growing lifestyle and economic differences between the North and South.

96 9/1/15

AMERICAN HISTORY II GRADE 8 TRADE/TEXTBOOKS: American History, Pearson, 2016 Survey GOALS: • Continue study of American history, beginning with the Civil War period and following America’s developments chronologically to the Vietnam era.

• Discuss the social, economic, political, and military dynamics of the times studied.

• Enhance curricular integration by studying the Civil War period while students read the historical novel The Killer Angels in English class.

• Bring history and literature alive during three-day trip to Gettysburg, PA, in late October.

• Develop students’ awareness of the struggle for equal treatment under the law by different groups in American history.

• Foster students’ ability to work well together on small group assignments.

• Reinforce research writing skills previously introduced in sixth and seventh grades.

SEQUENCE: FALL TERM: After an intensive study of the Civil War period, with emphasis on military, economic, and social developments, students culminate the term with a three-day trip to Gettysburg, PA, where the story and the history come alive.

WINTER TERM: The “Age of Extremes” of the late 1800s is studied. Among the topics covered are the rise of industry, the role of immigrant groups, the plight of Native Americans, and the emergence of the United States as a world power.

SPRING TERM: The period from World War I to the Vietnam era is studied. Students learn about American world policy successes and failures, as well as the dramatic changes in the social dynamics of the country from the 1950s to the 1970s.

97 9/1/15

MODERN WORLD HISTORY GRADE 9 TRADE/TEXTBOOKS: World History, Pearson, 2016 Survey GOALS: • Take advantage of smaller class sizes to continue to develop students’ abilities to contribute to in-depth class discussions.

• Assist students in developing and articulating their own emerging values in dialogue with one another and the people they meet in history.

• Explore common themes throughout history and their impact on our understanding of the world today.

• Synthesize previously acquired research skills in a more rigorous spring term research project.

SEQUENCE: FALL TERM: The fall term begins with a brief study of early human cultures and the development of cities, civilizations and empires around the globe, as well as an overview of global historical developments in the second millennium, C. E. A more in-depth study of developments in early modern time follows, up to the age of absolutism in Europe.

WINTER TERM: The winter term focus turns to the impact of Enlightenment ideas on countries in Europe and the Americas, with a focus on the French Revolution and the Industrial Revolution.

SPRING TERM: The spring term explores a number of developments from 1800 through World War II. Among topics covered are the rise of nationalism in Europe and the impact of European imperialism around the world. The historical survey culminates with a look at World War I, the rise of the nationalist movements in Asia, Africa, and the Latin America, and finally, how totalitarianism gave rise to World War II.

98 9/1/15

MATHEMATICS The developmental levels of students, as well as their varying interests, abilities, and learning styles are taken into account when implementing and planning instruction. Importance is placed on the organization of students’ written work. Students are constantly exposed to various kinds of problem solving.

We use the Mathematical Guidelines provided by the National Council of Teachers of Mathematics and share the common belief that all students should learn important mathematical concepts and processes with understanding through selecting tasks that promote enjoyment and confidence in mathematics for all; draw upon students’ background and real life experiences; call for problem formulation, solution, and sound reasoning; stimulate students to make connections in order to develop a coherent framework for mathematical reasoning; promote mathematical communication; promote effective study skills and work habits.

We define the basic skills in mathematics as the ability to set up and solve open-ended problems with the appropriate operations; to use a variety of strategies and tools, including calculators and computers, to solve mathematical problems; to work cooperatively with others on problems; to perform mental calculations and estimate with proficiency; to decide when an exact answer is needed and when an estimate is more appropriate; to apply their math learning across the curriculum in “real work” situations with a view toward understanding that mathematics is used all around them.

By the seventh, eighth, or ninth grade, students are challenged to extend their understanding through more advanced, specific courses such as Algebra I, Algebra II, or Geometry.

99 9/1/15

MATHEMATICS KINDERGARTEN GOALS: • Ensure a solid foundation in number sense, 1:1 correspondence, counting 0-100.

• Introduce the language of ordinals and sequencing through daily calendar and plays.

• Write numerals 1-20.

• Build a foundation in place value by grouping and counting groups of tens, ones, twos, and fives.

• Introduce the language of classifying and comparing with sorting by shape, color, and size.

• Introduce simple addition and subtraction 0-20 through games and written tasks.

100 9/1/15

MATHEMATICS GRADE 1 GOALS: Addition and subtraction • Practice facts to twelve.

• Introduce facts to twenty.

• Introduce fact families and mental math strategies.

• Use estimation to reinforce concepts of addition, subtraction, and place value.

Place Value • Group numbers by ones and tens to 99.

Measurement • Introduce non-standard units of measurement.

• Understand concept of estimation.

Calendar and Time • Demonstrate an understanding of interpreting a calendar.

• Master the concept of time to the hour and half hour.

Geometry • Explore patterns, symmetry, two- and three-dimensional figures.

Fractions • Work with halves and fourths.

Number Concepts • Count numbers to 120 while developing a vocabulary and basic use of math symbols.

• Skip-count by 2s, 5s, and 10s.

• Understand ordinal numbers and the concepts of "greater than" and "less than."

Graphing • Create and interpret bar graphs.

Vocabulary • Use number words appropriately.

• Communicate orally and in writing using math vocabulary.

Manipulatives • Use manipulatives to solve problems and demonstrate knowledge of concepts.

• Create and extend patterns.

Problem-Solving • Work cooperatively in groups to solve problems.

• Demonstrate an understanding of a variety of problem-solving strategies.

• Write multiple number sentences.

101 9/1/15

MATHEMATICS GRADE 2 GOALS: Number Concepts • Count numbers to 1,000.

• Skip-count by 2s, 3s, 4s, 5s, 10s.

• Understand ordinal numbers to twentieth, place value to thousands, and odd and even • numbers.

• Compare and order whole numbers using <, >, and =.

• Round numbers.

Addition and Subtraction • Understand properties of addition and subtraction.

• Master basic facts through 12 and introduce through 18.

• Compute two-digit and three-digit numbers with/without regrouping.

• Estimate.

• Apply mental math strategies.

Measurement, Time, Money, Graphs • Estimate and measure length using non-standard, metric, and customary units.

• Estimate and measure capacity using metric and customary units.

• Estimate and measure weight using metric and customary units.

• Read Celsius and Fahrenheit temperature.

• Read a calendar.

• Estimate and tell time to the hour, half hour, quarter hour, five minutes, a.m. and p.m.

• Find values of coins and bills (penny, nickel, dime, quarter, half dollar).

• Make change.

• Estimate and compute with money amounts.

• Read, make, and interpret bar and picture graphs.

Problem Solving • Utilize various strategies and skills, including 5-step process.

• Draw a picture/diagram.

• Find a pattern.

• Identify extra information.

• Make an organized list.

• Use/make a graph (bar, line and circle).

• Choose operation/write a number sentence.

• Use/make a chart/table.

• Guess, test, and revise.

• Use number sense.

• Work backwards.

• Solve two-step problems.

Fractions • Identify fractional parts of a region (halves, fourths, thirds, sixths).

• Identify fractional part of a set.

102 9/1/15

Geometry â&#x20AC;˘ Observe, identify, and draw shapes. â&#x20AC;˘ Estimate and measure shapes (centimeters and inches)

103 9/1/15

MATHEMATICS GRADE 3 GOALS: Numeration and Number Theory • Recognize numbers to hundred thousands.

• Round whole numbers.

• Review even and odd numbers.

Addition and Subtraction • Review basic facts.

• Review regrouping.

• Use mental math.

• Subtract across zeros.

• Regroup twice.

• Develop multi-step methods of problem-solving.

Measurement • Transition from informal to formal units.

• Use tools for estimating and finding weight, length, perimeter, and area.

• Tell time and figure elapsed time.

• Read a thermometer in Celsius and Fahrenheit.

• Differentiate between the two temperature scales.

Money • Recognize denominations.

• Find totals.

• Make change.

• Estimate and round dollars and cents.

Multiplication • Understand as repeated addition.

• Recognize and use factors and multiples.

• Use skip-counting and patterns on a 100 chart.

• Work toward mastery of facts through 10s.

Division • Understand division as breaking a total into numbers of equal groups.

• Recognize intrinsic connection with multiplication through fact families.

• Exposure to basic division facts with one-digit divisors and short division.

Fractions • Conceive of fractions as a whole broken into equal parts.

• Compare, order, and recognize equivalent fractions.

• Add and subtract fractions with like denominators.

Decimals • Recognize connection between fractions and decimals.

• Write, add, and subtract numbers with decimals through hundredths place.

104 9/1/15

Geometry • Recognize patterns.

• Understand and use vocabulary (i.e. line segment).

• Identify and classify polygons.

• Identify symmetry and congruence.

Probability and Statistics • Determine simple event outcomes.

• Collect and organize data.

• Produce line and bar graphs.

• Find mean, median, mode, and range.

Writing in Math • Explain concepts in writing.

105 9/1/15

MATHEMATICS GRADE 4 GOALS: Numbers and Money • Build tens and hundreds.

• Regroup, using tens and hundreds.

• Use ones, tens, hundreds, thousands, ten thousands, hundred thousands, and millions.

• Name money denominations and count money.

• Count back change (make change).

• Use and write word names for money.

• Use decimal, dollar, and cent sign.

• Use the five-step process in solving and writing a story problem.

• Take information from a chart or graph and solve a story problem.

• Use greater than, less than, and equality in money operations.

• Order money amounts from least to greatest and greatest to least.

• Round money amounts to the nearest dollar or dollar amount.

Application of Addition and Subtraction Facts Using Whole Numbers • Interpret and write Roman numerals.

• Round numbers to the nearest hundreds and thousands.

• Compare and describe sets to the millions.

• Demonstrate verbally, as well as in written form, place value to the millions in a base ten number system.

• Recognize equivalent representations for the same number.

• Represent the idea of a variable as an unknown quantity, using a letter or symbol.

• Express mathematical relationships using equations.

Measurement • Estimate and measure time periods.

• Demonstrate familiarity with Celsius.

• Understand attributes such as length, area, weight, volume, and size.

• Carry out conversions with metric measurement.

• Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.

Multiplication and Division • Demonstrate knowledge of basic multiplication and division facts 0-12 without concrete materials.

• Develop fluency in addition, subtraction, multiplication, and division of whole numbers.

• Demonstrate the ability to find averages to the nearest whole number.

• Develop strategies to estimate the results of whole number computations and to judge the reasonableness of such results.

106 9/1/15

Demonstrate the ability to divide money amounts.

Identify such properties as commutativity, associativity, and distributivity and use them to compute when working with whole numbers.

Fractions, Decimals, and Mixed Numbers • Use diagrams and manipulatives to demonstrate knowledge of fractions, equivalents, and decimals.

• Perform simple operations with like denominators.

• Identify and write fractions and decimals from pictures and models for whole numbers, tenths, hundredths, and thousandths.

• Round numbers and decimals to the nearest whole number.

• Demonstrate the ability to express ratios with concrete materials.

• Recognize and generate equivalent forms of commonly used fractions, decimals, and percents.

Geometry • Identify, compare, and analyze attributes of two and three-dimensional shapes and develop vocabulary to describe these attributes.

• Explore congruency and similarity of figures.

• Develop and use coordinate systems to specify locations and describe paths.

• Use geometric models to solve problems in other areas of mathematics.

• •

107 9/1/15

MATHEMATICS GRADE 5 GOALS: Whole Numbers and Application of Addition and Subtraction • Read, write, compare, order, add, and subtract whole numbers through billions place with a review of regrouping.

• Demonstrate comprehension of place value to billions place.

• Review rounding and estimation strategies for mental math.

Measurement • Convert between standard and metric measurement.

• Understand relationship among meters, liters, grams in metric measurement.

• Convert units of time.

• Use appropriate tools and units to measure linear, 2-, and 3-dimensional attributes, mass, time, temperature, and size of angles.

Whole Numbers and Application of Multiplication and Division • Demonstrate mastery of basic multiplication and division facts for automaticity. For those students with learning and memory difficulties, developing alternative strategies is encouraged to enable them to continue making progress with related content.

• Review multi-digit multiplication.

• Develop strategies to round, estimate, and determine reasonableness of answers.

• Use properties of multiplication and division in mental and written computation.

• Apply computation to calculate perimeter, area, volume, circumference in geometry.

• Determine prime numbers, composite numbers, square numbers, factorization.

• Read, analyze, and create graphs that organize data.

• Determine mode, median, mean.

Fractions and Decimals • Read, write, identify models, compare, and order fractions and decimals to the thousandths place.

• Add, subtract, and multiply with decimals.

• Apply rounding and estimation strategies to decimals and demonstrate understanding of reasonableness of answers.

• Demonstrate understanding of equivalent fractions, addition, subtraction, and multiplication of fractions.

Geometry • Identify, classify, and analyze attributes of plane and space figures.

• Use geometric formulas to determine perimeter, area, volume.

• Use coordinate geometry and graphing.

108 9/1/15

FUNDAMENTALS IN MATHEMATICS GRADE 6 TRADE/TEXTBOOKS: Connected Mathematics Program, Edition 3, Pearson, 2014 GOALS: • Develop an ability to verbalize their conceptual understanding.

• Gain and develop ability to express conceptual understanding through written word.

• Acquire and develop organizational skills of materials, written work, and thought processes.

• Develop a variety of strategies for solving problems - building models, making lists and tables, and drawing diagrams.

• Continue to develop computational skills.

SEQUENCE: FALL TERM: Factors and Multiples • Understand relationships among factors, multiples, divisors, and products.

• Recognize and use properties of prime and composite numbers, even and odd numbers, and square numbers.

• Use rectangles to represent the factor pairs of numbers.

• Develop strategies for finding factors and multiples, least common multiples, and greatest common factors.

Fraction Operations • Develop ways to model sums, differences, products, and quotients with areas, strips, and number lines.

• Use estimates and exact solutions to make decisions.

• Use knowledge of fractions and equivalence of fractions to develop algorithms for adding, subtracting, multiplying, and dividing fractions.

• Recognize when addition, subtraction, multiplication, or division is the appropriate operation to solve a problem.

• Write fact families to show the inverse relationship between addition and subtraction, and between multiplication and division.

Decimals and Percents • Develop and use benchmarks and other strategies to estimate the answers to computations with decimals.

• Develop meaning of and algorithms for operations with decimals.

• Use the relationship between decimals and fractions to develop and understand why decimal algorithms work.

• Use understanding of operations and the meaning of percents to solve percent problems of the form a% of b equals c for any one of the variables a, b, or c.

• Create and interpret circle graphs.

WINTER TERM: Two-Dimensional Geometry • Investigate the symmetries of a shape - rotation or reflection.

109 9/1/15

Estimate the measure of any angle using reference to a right angle and other benchmark angles.

• Use a protractor for making more accurate angle measurements.

• Explore parallel lines and angles created by lines intersecting parallel lines.

• Find patterns that help determine angle sums of polygons.

• Draw or sketch polygons with certain properties.

Two-Dimensional Measurement • Analyze what it means to measure area and perimeter.

• Develop strategies for finding areas and perimeters of rectangular shapes and nonrectangular shapes.

• Analyze how the area of a triangle and the area of a parallelogram are related to the area of a rectangle.

• Develop formulas and procedures, stated in words and/or symbols, for finding areas and perimeters or rectangles, parallelograms, triangles and circles.

• Develop techniques for estimating the area and perimeter of an irregular figure.

Three Dimensional Measurements • Design and use nets to visualize and calculate surface areas of prisms and cylinders • Explore patterns among the volumes of cylinders, cones, and spheres • Develop strategies for finding the volumes of square pyramids, prisms, cylinders, cones, and spheres directly and by comparison with known volumes • Understand how changes in one or more dimensions of a rectangular prism or cylinder affects the prism's volume and surface area • Extend students' understanding of similarity and scale factors to three-dimensional figures.

•

SPRING TERM: Data Distribution • Apply the process of statistical investigation to pose questions, to identify ways data are collected, and to determine strategies for analyzing data in order to answer the questions posed • Recognize that variability occurs whenever data are collected • Describe the variability in the distribution of a given set • Determine whether to use the mean or median to describe a situation • Use a variety of representations, including tables, bar graphs, and line plots, to display distributions • Compare the distributions of data sets using their centers (mean, median, and mode), variability (outliers and range), and shape (clusters and gap) Probability (as time permits) • Understand the concepts of equally likely and not equally likely.

• Understand that there are two ways to build probability models: by gathering data from experiments (experimental probability) and by analyzing the possible equally likely outcomes (theoretical probability).

• Develop strategies for finding both experimental and theoretical probabilities.

110 9/1/15

PRE-ALGEBRA GRADE 6 GRADE 7 TRADE/TEXTBOOKS: Connected Mathematics Program, Edition 3, Pearson, 2014 GOALS: • Develop an ability to verbalize conceptual understanding.

• Gain and develop ability to express conceptual understanding through written word.

• Acquire and develop organizational skills of materials, written work, and thought processes.

• Transition to a more conceptual thinking process.

• Develop a variety of strategies for problem-solving - building models, making lists and tables, and drawing diagrams.

• Continue to develop computational skills.

SEQUENCE: FALL TERM: Introduction to Algebra • Describe patterns of change shown in words, tables, and graphs of data.

• Construct tables and graphs to display relations among variables.

• Use algebraic symbols to write rules and equations to solve problems.

• Use graphing calculators to construct tables and graphs of relations between variables and to answer questions about these relations.

Integers and Rational Numbers • Understand the relationship between a positive or negative number and its opposite (additive inverse).

• Use parentheses and order of operations to make computational sequences clear.

• Understand and use the Commutative Property for addition and multiplication of positive and negative numbers.

• Apply the Distributive Property with positive and negative numbers to simplify expressions and solve problems.

• Use positive and negative numbers to graph in four quadrants and to model and answer questions about applied settings.

WINTER TERM: Similarity • Identify similar figures by comparing corresponding parts.

• Use scale factors and ratios to describe relationships among the side lengths of similar figures.

• Draw shapes on coordinate grids and then use coordinate rules to stretch and shrink those shapes.

• Predict the ways that stretching or shrinking a figure affect lengths, angle measures, perimeters and areas.

• Use the properties of similarity to calculate distances and heights that can't be directly measured.

111 9/1/15

Ratios, Proportions and Percents • Use ratios, fractions, differences, and percents to form comparison statements in a given situation, such as: "What is the ratio of boys to girls in our class?" or "What fraction of the class is going to the spring picnic?"

• Scale a ratio, rate, or fraction to make a larger or smaller object or population with the same relative characteristics as the original.

• Represent related data in tables.

• Look for patterns in tables that will allow predictions to be made beyond the tables.

• Write an equation to represent the pattern in a table of related variables.

• Set up and solve proportions that arise in applications.

• Recognize that constant growth in a table is related to proportional situations.

• Connect a unit rate to the equation describing a situation.

SPRING TERM: Pythagorean Theorem • Estimate the values of square roots of whole numbers.

• Locate irrational numbers on a number line.

• Develop strategies for finding the distance between two points on a coordinate grid.

• Understand and apply the Pythagorean Theorem.

• Use the Pythagorean Theorem to solve everyday problems.

Linear Relationships • Describe the patterns of change between the independent and the dependent variables for linear relationships that are represented in tables, graphs, and equations.

• Construct tables, graphs, and symbolic equations that express linear relationships.

• Interpret and translate information about linear relations given in a table, a graph, or an equation to one of the other forms.

• Understand the connections between linear equations and the patterns in the tables and graphs of those equations: rate of change, slope, and y-intercept.

• Solve linear equations.

Probability (as time permits) • Interpret experimental and theoretical probabilities and the relationship between them.

• Distinguish between equally likely and non-equally likely outcomes.

• Analyze situations that involve two stages (or two actions).

• Use area models to analyze situations that involve two stages.

• Determine the expected value of a probability situation.

• Analyze situations that involve binomial outcomes.

112 9/1/15

ALGEBRA I GRADE 7 GRADE 8 GRADE 8/GRADE 9 Two-Part Course TRADE/TEXTBOOKS: Algebra I, Holt, 2007 Graphing Calculator Seventh Grade Resource: Problem Based Learning (Exeter, etc.)

GOALS: • Develop an ability to verbalize conceptual understanding • Acquire and develop organizational skills of materials, written work, and thought processes.

• Refine the ability to think conceptually about mathematics.

• Develop a variety of strategies for solving problems - building models, making lists and tables, and drawing diagrams.

• Continue to develop computational skills.

SEQUENCE: FALL TERM: Foundations for algebra • Review of Real Numbers, powers, exponents, square numbers, order of operations, and simplifying expressions Equation Solving • One-step through multiple-step equation solving • Solving for a variable • Rates, ratios, proportions, percents Inequalities • Graphing and writing inequalities • Solving inequality equations • Solving compound inequalities Functions • Graphing relationships • Functions vs. relations • Writing functions • Graphing functions WINTER TERM: Linear functions • Identifying Linear functions • Using intercepts • Slope • Direct variation • Slope-Intercept form • Point-Slope form 113 9/1/15

• Parallel and perpendicular lines Systems of equations and inequalities • Solving systems by graphing • Solving systems by substitution • Solving systems by elimination • Solving linear inequalities • Solving systems of linear inequalities Exponents and polynomials • Integer exponents • Power of 10, scientific notation • Multiplication properties of exponents • Division properties of exponents • Polynomials • Adding and subtracting polynomials • Multiplying polynomials • Special products of binomials Factoring polynomials • Factoring by GCF • Factoring by x2+bx+c • Factoring ax2+bx+c • Factoring special products SPRING TERM: Quadratic Functions and equations • Identifying quadratic functions • Characteristics of quadratic functions • Graphing quadratic functions • Solving quadratic functions by graphing • Solving quadratic equations by factoring • Solving quadratic equations by using square roots • Completing the square • The quadratic formula and the discriminate Exponential and radical functions • Geometric sequences • Exponential functions • Exponential growth and decay • Linear, quadratic and exponential models • Square-root functions • Radical Expressions • Adding, subtracting, multiplying, dividing Radical Expressions • Solving Radical Expressions Rational functions and equations • Rational functions • Simplifying rational functions • Adding, subtracting, multiplying, dividing Rational Expressions • Dividing polynomials 114 9/1/15

ALGEBRA II GRADE 8 TRADE/TEXTBOOKS: Algebra II, Holt, 2007 Graphing Calculator GOALS: • Continue to verbalize conceptual understanding • Continue to develop organizational skills necessary for high school level math courses.

• Continue to grow as a more abstract mathematician.

• Expand on the ability to think algebraically.

SEQUENCE: FALL TERM: Introduction to Functions • Relations and Functions • Function Notation • Exploring Transformations • Introduction to Parent Functions Linear Equations and Inequalities • Solving Linear Equations and Inequalities • Proportional Reasoning • Graphing Linear Functions • Writing Linear Functions • Linear Inequalities in Two Variables Applying Linear Functions • Transforming Linear Functions • Curve Fitting with Linear Models • Solving Absolute-Value Equations and Inequalities • Solve Absolute-Value Equations • Absolute-Value Functions Linear Systems • Using Graphs and Tables to Solve Linear Systems • Using Algebraic Methods to Solve Linear Systems • Solving Systems of Linear Inequalities • Linear Programming Linear Systems in Three Dimensions • Linear Equations in Three Dimensions • Solving Linear Systems in Three Variables Matrix Operations and Using Matrices to Solve Systems • Matrices and Data • Multiplying Matrices • Determinants and Cramer’s Rule • Matrix Inverses and Solving Systems • Row Operations and Augmented Matrices 115 9/1/15

WINTER TERM: Quadratic Functions • Solving Quadratic Equations by Graphing and Factoring • Completing the Square • Complex Numbers and Roots • The Quadratic Formula Polynomial Functions • Polynomials • Multiplying Polynomials • Dividing Polynomials • Factoring Polynomials • Finding Real Roots of Polynomial Equations • Fundamental Theorem of Algebra • Investigating Graphs of Polynomial Functions • Transforming Polynomial Functions • Curve Fitting with Polynomial Models Exponential and Logarithmic Functions • Exponentials Functions, Growth and Decay • Inverse of Relations and Functions • Logarithmic Functions • Properties of Logarithmic • Exponential and Logarithmic Equations and Inequalities • The Natural Base, e • Transforming Exponential and Logarithmic Models • Curve Fitting with Exponential and Logarithmic Models Rational Functions • Variation Functions • Multiplying and Dividing Rational Expressions • Adding and Subtracting Rational Expressions • Rational Functions • Solving Rational Equations and Inequalities Properties and Attributes of Functions • Radical Expressions and Rational Exponents • Radical Functions • Solving Radical Equations and Inequalities SPRING TERM: Properties and Attributes of Functions • Multiple Representations of Functions • Piecewise Functions • Transforming Functions • Operations with Functions • Functions and Their Inverses Conic Sections • Introduction to Conic Sections 116 9/1/15

• Circles • Ellipses • Hyperbolas • Parabolas • Identifying Conic Sections • Solving Nonlinear Systems Trigonometric Functions • Right-Angle Trigonometry • Angles of Rotation • The Unit Circle • Inverses of Trigonometric Functions • The Law of Sines • The Law of Cosines Trigonometric Graphs and Inequalities • Graphs of Sine and Cosine • Graphs of Other Trigonometric Functions • Fundamental Trigonometric Identities • Sum and Difference Identities • Double-Angle and Half-Angle Identities • Solving Trigonometric Equations

117 9/1/15

GEOMETRY GRADE 9 TRADE/TEXTBOOKS: Geometry, Holt, 2007 Graphing Calculator GOALS: • Develop an ability to verbalize conceptual understanding.

• Acquire and develop organizational skills of materials, written work, and thought processes.

• Gain and develop the similarities and differences between geometric and spatial understanding versus algebraic understanding.

• Develop a variety of strategies for solving problems: building models, making lists and tables, and drawing diagrams.

• Continue to develop computational skills.

• Develop the language of "geometric proof."

SEQUENCE: FALL TERM: Foundations for geometry • Understanding points, lines, and planes • Measuring and constructing segments • Measuring and constructing angles • Midpoint and distance in the coordinate plane Geometric reasoning • Algebraic proof • Geometric proof Parallel and Perpendicular lines • Angles formed by parallel lines and transversals • Proving lines parallel • Perpendicular lines • Slopes of lines • Lines in the coordinate plane Triangle congruence • Classifying triangles • Angle relationships in triangles • Congruent triangles • Triangle congruence: SSS and SAA • Triangle congruence: ASA, AAS, and HL • Triangle congruence: CPCTC • Isosceles and equilateral triangles WINTER TERM: Properties and Attributes of triangles • Perpendicular and angle bisectors • Bisectors of triangles 118 9/1/15

• Medians and altitudes of triangles • The triangle midsegment theorem Polygons and quadrilaterals • Properties and attributes of polygons • Properties of parallelograms • Conditions for parallelograms • Properties of special parallelograms • Conditions for special parallelograms • Properties of kites and trapezoids Similarity • Ratio and proportion • Ratios in similar polygons • Triangle similarity: AA, SSS, and SAS • Applying properties of similar triangles Right triangles and trigonometry • Similarity in right triangles • Trigonometric ratios • Solving right triangles • Angles of elevation and depression • Law of sines and law of cosines • Vectors SPRING TERM: Circles • Lines that intersect circles • Arcs and chords • Sector area and arc length • Inscribed angles • Angle relationships in circles • Segment relationships in circles • Circles in the coordinate plane Extending perimeter, circumference, and area • Developing formulas for triangles and quadrilaterals • Developing formulas for circles and regular polygons • Composite figures • Perimeter and area in the coordinate plane • Effects of changing dimensions proportionally • Geometric probability Spatial reasoning • Solid geometry • Representations of three-dimensional figures • Formulas in three dimensions • Surface area of prisms and cylinders • Surface area of pyramids and cones • Volume of prisms and cylinders • Volume of pyramids and cones 119 9/1/15

•

Spheres

Extending transformational geometry • Reflections • Translations • Rotations • Compositions of transformations • Symmetry • Tessellations • Dilations

120 9/1/15

PHYSICAL EDUCATION GRADES K-5 The physical education program at Bement takes place each day and is considered an integral part of the curriculum. The primary objectives of the program at this level are to establish good fitness habits, sportsmanship, and teamwork. Secondary goals are skill-building, cooperative learning, and appreciation of play and nature. Mutual respect for individuals, adherence to rules and procedures, and concern for property are also important parts of the curriculum and are emphasized daily as part of the physical education experience. There is also a daily emphasis on warming up which begins with a measured run/jog.

The K-1 program is mainly focused on learning the skills and techniques necessary to play games more competitively. Competitive activities are introduced beginning in second grade.

One objective of the program is to expose students to all of the sports they could play in the upper school, so an introduction to competitive sports is part of the curriculum in grades two through five.

A list of lower school physical education activities includes but is not limited to: soccer field hockey hiking badminton frisbee basketball volleyball tumbling skating

sledding and other snow activities field games tennis swimming track & field wiffle ball kickball lacrosse various tag games

121 9/1/15

PHYSICAL EDUCATION GRADES 6-9 The upper school athletic experience is an inclusive component of our curriculum based on the priorities of fitness, sportsmanship, and fun. Bement programs and teams welcome every individual. All Bement students participate in the sports program as a part of the regularly scheduled day. Each individual benefits while contributing to the experience of the whole team.

GOALS: • Participate in multiple opportunities.

• Engage in at least one competitive team experience per year.

• Provide opportunities for social and personal growth through the unique challenges, relationships, and joys of the Bement sport experience.

• Create students healthy in their physical and emotional stamina and well-being.

• Allow exercise to help students meet the demands of school and daily life.

• Develop the perseverance, cooperation, and communication skills beneficial in day-to-day life.

• Prepare the student athlete in individual and team skills to participate at the next level of sport as well.

SEQUENCE: FALL TERM: Boys Soccer Cross-Country Field Hockey Girls Soccer Recreational Tennis WINTER TERM: Alpine Skiing Boys Basketball Dance Girls Basketball Squash Swimming SPRING TERM: Baseball Boys Lacrosse Competitive Tennis Girls Lacrosse Golf Outdoor Experience Softball Track Ultimate

122 9/1/15

SCIENCE Bement's lower school science programs introduce science to children in a way that nurtures their sense of wonder and encourages their curiosity. We emphasize learning through exploring, experimenting, and observing. This encourages students to mirror the process scientist's use: asking questions about the natural world and using observed evidence to draw conclusions.

Using developmentally appropriate themes and activities, science in the lower school lays the groundwork for more formal science learning as student's progress through the grades and beyond.

In grades three through five students grow in their understanding of science as they are taught to: • Classify – use characteristics to group objects into groups based on shared properties.

• Question and Predict – ask questions and make predictions about the natural world that can be tested.

• Experiment – plan and conduct simple investigations, knowing what is to be compared or what information is sought.

• Observe and Measure – extend observations and make measurements using simple science tools; i.e., hand lens, rulers, balances.

• Collect and Record Data – recognize simple patterns in data and use data to formulate reasonable explanations for the results of an investigation.

• Draw Conclusions – communicate observations, results, and explanations through discussions, drawings, models, graphs, and writing.

Science learning is enhanced through the practice and development of these research skills: • Note-taking – from both texts and class instructions • Outlining and organization • Finding information in multiple types of resources; i.e., books, magazines, encyclopedias, electronic media (internet, CD-rom).

The science skills and processes are imbedded in the instruction of various content themes.

There is flexibility within the lower school to change the content themes that are taught at each grade level, yet the goal is to maintain a balance among life science, earth science, and physical science topics.

In the upper school, three major goals underscore the science curriculum: awareness and appreciation of the world of science, skill in the scientific method, and preparation for secondary school science programs.

The science program uses an array of traditional and creative assessment methods, from tests, quizzes, labs, and papers, to projects, special challenges, “letters home,” and field work outside the classroom.

123 9/1/15

SCIENCE KINDERGARTEN GOALS: • Begin to understand the human body by exploring: emotions five senses body parts human growth and development nutrition food pyramid healthy choices germs and disease introduction to body systems introduction to skeletal system and brain unique differences among people • Introduce plant study through the growth cycle of a pumpkin (seed to plant to table).

• Explore various levels of the ocean: tide pools sea life (plants and animals) coral reefs • Introduce concept of food chain.

• Wood and Paper Explore wood and paper by learning about where they come from, and discover items that can be made out of wood and paper. Observe the properties of wood and paper by using the five senses, and complete various experiments to test how wood and paper interact with other materials.

• Farm: Various kinds of farms (dairy, cattle/poultry, fruit, grain) Food chain

124 9/1/15

SCIENCE GRADE 1 Everything studied in first grade fits under the theme of “Bement’s backyard.” This allows children to have hands-on experience with everything that we study, which is key to nurturing their interest and enthusiasm, as well as helping them to understand science concepts.

GOALS: • Utilize the study of Balance and Motion to: create and use models to demonstrate stable balanced systems discover different ways to produce rotational motion. demonstrate spinning with constructed toys. design runways to control/change motion of marble. use accurate vocabulary to communicate observations. investigate sound with magnetic force.

•

Utilize the study of living things to consider the following: difference between living/non-living things. needs of plants and animals.

•

Utilize the study of the pond to consider the following: ecology amphibians, birds, reptiles, and insects plants habitats

125 9/1/15

SCIENCE GRADE 2 Second grade science is a fun and exciting part of our inter-disciplinary curricula. We strive to create experiences in the natural, physical, and earth sciences which are hands-on, exploratory and investigative. These experiences begin with what students know already (or think they know), yet encourage the curiosity and wonder about the world which comes so naturally. We look for misconceptions in our students' thinking and guide our students towards better understanding of the world we share.

GOALS: • Encourage habits of mind which include: a sense of wonder careful observation inquiry pattern recognition collaboration, sharing reflection safety awareness, healthy habits, good decision-making • Utilize natural science topics such as insects to explore the following concepts: characteristics of living things life cycles habitat diversity changes (metamorphosis) human connection with nature human impact on the environment • Investigate physical science topics to explore the following concepts: motion change structure and function, states of matter, properties of cause and effect energy • Explore the five steps of the Engineering Process • Explore relationship of the sun, moon, stars, and other planets through observation, literature, models, and current events.

126 9/1/15

SCIENCE GRADE 3 GOALS: • Understand the respiratory system by considering: anatomy lung model lungs and smoking pulses and heartbeats • Introduce concepts of electricity and consider: forms of energy movement of energy different energy sources conductors and insulators circuit building • Introduce/expand upon the following: health and well-being–nutrition, healthy habits, responsibility and independence, students’ role as positive community members fishing field trip reading a thermometer in Celsius and Fahrenheit directionality and the function of a compass • Introduce concepts of weather and weather instruments by considering: Air temperature Discuss the Celsius and Fahrenheit scales.

Use thermometers to measure air temperature in Celsius and Fahrenheit.

Begin a class weather data chart.

Air pressure Observe the rise and fall of measured barometric pressure.

Practice reading a barometer.

Learn that the barometer needle moves in response to changes in air pressure.

Wind direction Discuss how to determine where the wind is blowing from.

Construct their own wind vanes.

Discuss how wind direction can help predict the weather.

Wind strength Make an instrument to measure wind strength.

Measure and record the strength of the wind.

Observe the effects of the wind on objects in their surroundings.

Add wind strength data to the class weather data chart.

Temperature Changes Graph temperature data from the class chart.

Use the graphed data to visualize general trends in temperatures.

Discuss possible reasons for differences between morning and afternoon temperatures.

Changes in Water Set up experiments in which water evaporates and condenses.

Infer that evaporation and condensation involve a change in the form of water.

Learn that evaporation and condensation are inverse properties.

Humidity 127 9/1/15

Observe the effect of moisture on cobalt paper.

Use cobalt paper to measure air humidity.

Add humidity data to the class weather data chart.

Making a Cloud Observe a cloud form in a jar of hot water.

Describe the formation of a cloud.

Infer how clouds form in nature.

Classifying Clouds Determine the amount of cloud cover.

Classify amount of cloud cover.

Classify clouds by shape.

Use weather symbols to describe current weather conditions.

Add cloud data to the class weather data chart.

Precipitation Observe and define precipitation.

Discuss the water cycle.

Use a rain gauge to measure rainfall.

Record precipitation data on the class weather data chart.

What's Your Weather Like?

Examine the class weather data chart.

Discover relationships among weather factors.

Look for short-term and long-term weather changes.

128 9/1/15

SCIENCE GRADE 4 GOALS: • Gain increased understanding of the dynamic link between land and water through the following exercises: Explore the concepts of erosion and deposition Create simulation models of land forms using stream tables and other materials Make maps of models using transparency paper, graph paper Observe the effect of water on surface features of the land using stream tables set at an angle Plan and conduct stream-table investigations as part of independent inquiry based students' own questions Relate process in stream-table to famous landmarks of the United States such as the Grand Canyon.

• Become familiar with plant life cycles by observing the following: Germination Growth Development of specialized parts Death The promise of new life in the seed Note: The plant study features rapid-cycling Wisconsin Fast Plants. These micro plants grow from seed to plant in 40 days. Wisconsin Fast Plants at Brassicas (the mustard and cabbage family), and were developed over a period of 15 years

by Dr. Paul Williams of the University of Wisconsin.

• Develop increased understanding of systems of the human body through examination of the following: Digestion Circulation Anatomy Nutrition Growth Health and Well-being Personal Hygiene Disease Medicine/Drugs • Engage in the engineering process (Ask, Imagine, Plan, Create, Improve) through exploration of bridges. Include the following concepts: Forces, balance, strength and stability The effect of geometric shape on strength of structure Properties of materials used in construction of bridges Criteria and constraints to be considered during the design process Connection between science, engineering and technology In addition to the above, goals include encouraging teamwork and collaboration; use of instruments such as magnifying glasses, microscopes, stethoscopes, compasses and various formal measurement devices; science process skills such as observing, measuring, recording, testing, revising, and communicating; analyzing test results and drawing conclusions.

129 9/1/15

SCIENCE GRADE 5 GOALS: • Utilize the study of chemistry to understand: Classification Matter States of matter Atoms and molecules Elements and compounds Solutions and mixtures Chemical reactions Evidence of chemical and physical change Develop skills of hypothesizing, structuring experiments to limit variables, observation, collecting/recording data, measurement, drawing conclusions •

Investigation of Variables Developing the skills of inquiry and controlled experimentation Gain experience with the concept of variables Gain experience with the concept of a system Design and conduct controlled experiments Use data to make predictions Apply mathematics in the context of science Record and graph data concretely, pictorially, and symbolically to discover relationships Acquire the vocabulary associated with controlled experimentation Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, organizing, and relating.

•

Study the skeletal and muscular systems: Skeletal System Types of skeletons Major bones and bone types of the human body Make-up of bones Habits for healthy bones Muscular System Types of muscles Function of muscles Major muscle groups of the human body Habits for healthy muscles Observe a dissection of a chicken leg quarter to see muscle fibers, fascia, tendons, ligaments, joints and bones in their interaction

130 9/1/15

SCIENCE GRADE 6 TRADE/TEXTBOOKS: Pearson Interactive Science GOALS: • Explore the world of science through more formal study.

• Use the processes and tools of scientists to gather and interpret information and data.

• Develop an appreciation of the power of science to solve problems.

SEQUENCE: FALL TERM: Ecology through inquiry: Population and Communities Ecosystems and biomes WINTER TERM: Ecology: Populations Biodiversity Human Impact Relationships SPRING TERM: Meterology: Weather Predictions Weather Patterns Storms Climate and climate change

131 9/1/15

SCIENCE GRADE 7 TRADE/TEXTBOOKS: Pearson Interactive Science GOALS: • Demonstrate an understanding of numerous facets of earth science such as geology, plate tectonics, volcanoes, earthquakes, rocks, and minerals.

• Begin exploration of chemistry.

• Develop greater self-confidence and self-reliance throughout the year through experiential and group activities. Each term the grade does one of the three following sequences: SEQUENCE: FALL TERM: Interior of Earth Plate techtonics EQS Volcanos WINTER TERM: Matter: Mass, Volume, Density, Weight Physical and Chemical Changes SPRING TERM: Earthquakes Rocks Minerals Atoms, Molecules, Compounds, Elements

132 9/1/15

SCIENCE: INTRO CHEMISTRY/PHYSICS GRADE 8 TRADE/TEXTBOOKS: Pearson Interactive Science GOALS: • Demonstrate proficiency in all lab procedures and proper use of equipment and chemicals.

• Continue to develop an understanding of concepts in chemistry.

• Understand cellular structures and functions.

SEQUENCE: FALL TERM: Chemical Interactions: Periodic Table Atomic Structure Bonding & Molecules WINTER TERM: Chemical Reactions Acids, Bases and Salts SPRING TERM: Cells and Heredity: Cell Structure Photosynthesis Respiration Cell division Genetics Protein synthesis

133 9/1/15

PHYSICS GRADE 9 TRADE/TEXTBOOKS: Pearson Interactive Science CPO Science GOALS: • Develop practical understanding of the physical world.

• Develop inquiry skills.

• Effectively manipulate laboratory materials.

• Develop an understanding of mathematical equations as they relate to conceptual physics.

SEQUENCE: FALL TERM: Energy and systems Matter and energy Forces and Motion WINTER TERM: Simple Machines SPRING TERM: Vibrations, waves, and sound Light and optics Magnetism Electricity Heat

134 9/1/15

HEALTH GRADES 6, 7, 8, 9 GOALS: • Provide a safe environment for learning about sensitive topics.

• Enable students to make healthy decisions.

• Provide students with age-appropriate information about their own bodies.

SEQUENCE - GRADE 6: FALL TERM: Puberty Assertive communication Relationships and boundaries WINTER TERM: Male anatomy and reproduction Female anatomy and reproduction SPRING TERM: Decision making and values Bullying SEQUENCE - GRADE 7: FALL TERM: Self care/self esteem Reproductive anatomy WINTER TERM: Media literacy and sexuality Defining and maintaining abstinence SPRING TERM: Physical wellness Internet safety

135 9/1/15

SEQUENCE - GRADE 8: FALL TERM: Sleep Gender roles Sexual identity Breaking stereotypes WINTER TERM: Introduction to birth control methods Sexually transmitted diseases SPRING TERM: Drugs and alcohol Sexual decision making Addressing abstinence obstacles SEQUENCE- GRADE 9: FALL TERM: Sleep Stress management Leadership WINTER TERM: Abusive relationships Healthy romantic relationships Addiction SPRING TERM: Preparing for life after Bement (review) Eating disorders Tobacco

136 9/1/15

LIBRARY/COMPUTER When using computer stations, all Bement students will demonstrate the ability to: • Show respect for the tools and the space.

• Work independently and cooperatively.

• Utilize ergonomic posture while working.

• Leave a station or lab ready for the next user – utilizing appropriate log-in and log-out procedures, cleaning up all materials, and pushing in chairs.

GOALS/EXIT SKILLS: By the end of third grade, Bement students will be able to: • understand standard operations of the computer (i.e.: on/off, save a document).

• learn the keyboard (Type to Learn program).

• gain exposure to age-appropriate websites.

• experience teacher-guided usage of internet programs (i.e.: pbskidsgo.org).

• demonstrate media literacy (looking at technology thoughtfully and responsibly).

• show respectful and appropriate behavior in the computer lab.

By the end of sixth grade, Bement students will be able to: • Manage simple web navigation.

• Understand and practice Internet safety.

• Utilize the Internet for “quality” research: Confirm validity of information Search, using different online resources including search engines, wikipedia.

Find useful images.

Cross-check validity of information with multiple sources.

Properly cite Internet references.

• Create a dynamic word processing document by properly utilizing features such as text, hyperlinks, tables, images, spellcheck, and page formatting.

• Use and understand appropriate vocabulary such as USB, scanning, Mac/Win. OS, Internet, Ethernet.

• Utilize the library’s online catalog.

• Habitually use USB thumb drives for saving information; connect, save to, and disconnect properly.

• Navigate a desktop machine to find files and software.

By the end of ninth grade, Bement students will be able to: • Consistently save files in a manner that is universally utilized (no spaces, lowercase…).

• Understand Rich Text Files and other cross-platform issues.

• Create a dynamic presentation by using a program such as photo2movie, iMovie, powerpoint, or something similar.

• Be conservative and discriminating when printing text or images and utilizing other real world resources to reduce waste.

• Understand the dangers of file sharing.

• Take, scan, resize, crop, and save a digital photo so that the image is an appropriate size for current project and future use.

137 9/1/15

• •

Understand and create a basic spreadsheet.

Develop a mental cache of tricks for troubleshooting (powering down, saving a file, cutting and pasting, screen capture, simpletext…).

138 9/1/15

LIBRARY/COMPUTER KINDERGARTEN TRADE/TEXTBOOKS: A wide assortment of classic children’s books and current award winners and favorites.

Bement’s Library Resource Page Lexia Core 5 Various computer games and activities GOALS: • Build excitement around reading and visiting the library.

• Support classroom curriculum through thematic stories and activities.

• Actively listen to stories.

• Select books to borrow.

• Practice good book care.

• Follow library rules.

• Know when there is an information need.

• Wake a sleeping computer.

• Use a mouse to drag and drop.

• Launch computer programs independently.

• Use a password to protect information.

SEQUENCE: Kindergarteners meet weekly in the library, with additional time in the computer lab.

• Introduction to a wide range of books.

• Practice book care with the “No, No, Never!” box.

• Identify strategies for finding books of interest.

• Check out and return books weekly.

• Access Lexia Core 5 phonics program.

• Use computer games to gain mouse control and practice drag and drop.

139 9/1/15

LIBRARY/COMPUTER GRADE 1 TRADE/TEXTBOOKS: A wide assortment of classic children’s books and current award winners and favorites.

Bement’s Library Resource Page Lexia Core 5 Think Central Little Story Bird Flip Snack Various computer games and activities GOALS: • Build excitement around reading and visiting the library.

• Support classroom curriculum through thematic stories and activities.

• Actively listen to stories.

• Select books to borrow according to interest and reading level.

• Practice good book care.

• Follow library rules.

• Understand the layout and organization of the library.

• Locate parts of the book: cover, spine, pages, spine label and barcode.

• Discriminate between fiction and nonfiction.

• Launch a web browser.

• Navigate to the Library Resource Page.

• Use a mouse to drag and drop, select from a menu, save and print a document.

• Use integrated audio and video tools to record multimedia presentations.

SEQUENCE: First grade students meet weekly in the library, with additional time in the computer lab.

• Introduction to a wide range of books.

• Practice book care with the “No, No, Never!” box.

• Identify strategies for finding appropriate books of interest.

• Learn the sections of the library including picture books, early readers, fiction, graphic novels, periodicals and nonfiction.

• Check out and return books weekly.

• Access Lexia Core 5 phonics program and Think Central math program.

• Play educational computer games to gain mouse control and practice drag and drop skills.

• Create original e-book using Flip Snack and Little Story Bird.

140 9/1/15

LIBRARY/COMPUTER GRADE 2 TRADE/TEXTBOOKS: A wide assortment of classic children’s books and current award winners and favorites.

Bement’s Library Resource Page Lexia Core 5 Kids InfoBits database Britannica Online Various computer games and activities GOALS: • Build excitement around reading and visiting the library.

• Support classroom curriculum through thematic stories and activities.

• Choose books according to interest and reading level.

• Identify award winning books.

• Practice good book care.

• Identify author, illustrator, publisher and copyright date.

• Recognize the purpose of the library’s online catalog.

• Use information gained from the illustrations and words in a print or digital text to demonstrate understanding (fiction and nonfiction).

• Use electronic sources to gain information.

• Use a simple template to record citation information.

• Possess rudimentary troubleshooting skills.

• Understands that the internet is a virtual community that has rules that need to be followed to stay safe.

SEQUENCE: Second grade students meet weekly in the library, with additional time in the computer lab.

• Introduction to a wide range of books.

• Identify strategies for finding appropriate books of interest.

• Access Lexia Core 5 phonics program and Think Central Math program.

• Access Kids InfoBits, Britannica Online, and selected websites to gather information.

• Share information using word clouds, mobile apps, digital drawings, and stories.

• Complete a research project.

• Utilize the Common Sense Media Digital Citizenship curriculum.

141 9/1/15

LIBRARY/COMPUTER GRADE 3 TRADE/TEXTBOOKS: A wide assortment of classic children’s books and current award winners and favorites.

Bement’s Library Resource Page Lexia Core 5 Kids InfoBits database Britannica Online Various computer games and activities GOALS: • Build excitement around reading and visiting the library.

• Support classroom curriculum through thematic stories and activities.

• Evaluate grade appropriate quality children’s literature.

• Identify parts of the book.

• Use the online catalog to locate books and websites, place holds and write reviews.

• Recognize genres of literature.

• Conduct internet searches using search engines, Webpath Express and databases.

• Ability to save and locate computer files and navigate the dock and desktop.

• Utilize Web 2.0 tools to present work.

• Develops keyboarding skills.

• Understands the difference between personal and private information.

• Develop strategies to protect identity online and create a strong password.

• Possess concrete action steps to take if something doesn’t feel right online.

SEQUENCE: • Third grade students meet weekly in the library, with additional time in the computer lab.

• Introduction to a wide range of books and genres.

• Learn parts of the book and their function through Parts of the Book Bingo.

• Access Kids InfoBits and Britannica Online to gather information for classroom studies.

• Participate on a mock Caldecott committee to evaluate and select top picture books.

• Log into the library catalog using a password to search for books, place holds and write reviews.

• Share information using word clouds, mobile apps, digital drawings, and stories.

• Uses Type to Learn 4 to learn keyboarding skills.

• Utilize the Common Sense Media Digital Citizenship curriculum.

142 9/1/15

LIBRARY/COMPUTER GRADE 4 TRADE/TEXTBOOKS: Massachusetts Children’s Book Award nominees Bement’s Library Resource Page Kids InfoBits database Britannica Online MS Word, iMovie, iPhoto GOALS: • Make connections between reading and personal interests.

• Read from a variety of formats and genres.

• Evaluate quality children’s literature.

• Use advanced features in the library’s online catalog.

• Understand and utilize the Dewey Decimal System to locate nonfiction books.

• Conduct research using print, websites, and online databases.

• Differentiate between primary, secondary, and tertiary sources.

• Perform basic work processing .

• Use a range of equipment including digital cameras, tablets and microphones.

• Use photo and video editing software, drawing programs, spreadsheets and presentation software.

• Understand consequences when private information is not protected.

• Construct strong passwords and a healthy digital footprint.

• Understand ethical use of information and technology including copyright and fair use.

SEQUENCE: Fourth grade students meet weekly in the library, with additional time in the computer lab.

• Introduction to a wide range of books, formats (books, ebooks, magazines, websites, etc.) and genres including participation in the Massachusetts Children’s Book Award program.

• Learn the basics of the Dewey Decimal System and how to navigate it to find books.

• Log into the library catalog to search for books, place holds and write reviews and recommendations.

• Conduct research based on classroom curricula and create final projects utilizing a range of digital tools including iMovie and MS Office tools.

• Utilize the Common Sense Media Digital Citizenship curriculum.

143 9/1/15

LIBRARY/COMPUTER GRADE 5 TRADE/TEXTBOOKS: Massachusetts Children’s Book Award nominees Bement’s Library Resource Page MS Word, iMovie, iPhoto, animoto GOALS: • Make connections between reading and personal interests.

• Read from a variety of formats and genres.

• Evaluate quality children’s literature.

• Understand and utilize the Dewey Decimal System to locate nonfiction books.

• Conduct research using print, websites, and online databases.

• Identify ways to find trusted information and evaluate sources.

• Use a range of applications and web 2.0 tools for creating and sharing work.

• Perform work processing.

• Understand basic principles of computer science.

• Demonstrate responsible and ethical use of information, internet safety, privacy and digital footprint.

• Identify cyberbullying and has strategies in place to stop it.

SEQUENCE: Fifth grade students meet weekly in the library, with additional time in the computer lab.

• Introduction to a wide range of books, formats (books, ebooks, magazines, websites, etc.) and genres including participation in the Massachusetts Children’s Book Award program.

• Continued practice of the Dewey Decimal System and how to navigate it to find books.

• Conduct research based on classroom curricula and create final projects utilizing a range of digital tools including iMovie and MS Office tool.

• Create book trailers to promote favorite books utilizing video creation tools and copyright friendly sources.

• Access the code.org computer programming curriculum.

• Utilize the Common Sense Media Digital Citizenship curriculum.

144 9/1/15

LIBRARY/COMPUTER GRADE 6 INFORMATION LITERACY GOALS: • Address current events in the ever-changing world of technology and educational technology tools • Provide real-world practice in the 21st Century literacies: media, financial, digital, etc.

• Engage in meaningful and relevant discussions and research regarding digital citizenship, internet safety, and digital footprints.

• Introduce a research model that includes task definition, locating and accessing a range of resources, using, synthesizing and presenting information and evaluating a final project.

CONTENT and SEQUENCE: FALL TERM: • Current Events in Technology • Pre-tests assessing student skills and knowledge • Folder and File Creation and Management • Research Skills – Noodle Tools • Tools, Inventions, and Innovations • Public Speaking • TRAILS Assessment WINTER TERM: • Cyberbullying • Online Safety • Effective internet search strategies • Evaluating and citing sources • Digital Footprints • Financial literacy • Media literacy SPRING TERM: • Web 2.0 tools • Using, synthesizing and presenting information • Research Skill • GLII: Global Innovations and Inspiration Conference

145 9/1/15

LIBRARY/COMPUTER GRADES 7-9 Students in grades seven through nine access the library on an as-needed basis. The librarian frequently collaborates with classroom teachers on research and information literacy projects.

Teaching is also done “at the shoulder” as students navigate information in the library GOALS: ● Make connections with others to share a love of reading. ● Read from a variety of formats including digital and print resources. ● Use the research process to investigate ideas. ● Use information from a variety of sources, both print and electronic. ● Execute strategies to efficiently and effectively access information. ● Evaluates information on the basis of currency, relevance, accuracy, authority and purpose. ● Follows ethical and legal guidelines in gathering and using information. ● Has an arsenal of web 2.0 tools, apps and software with which they feel comfortable to draw on for organization, creation and sharing of ideas. ● Choose technology tools to create digital content for information and/or expression. ● Grasp basic principles of computer science. ● Interact and works collaboratively online. ● Understand the impact of a digital footprint. ● Identify the intellectual property rights both as a consumer and a creator.

SEQUENCE: ● Independently use the library. ● Utilize Noodletools as a note taking, bibliographic and organizational tool. ● Access and navigate the Gale Databases. ● Create digital projects (movies, ebooks, infographics and other presentations) using original and copyright friendly sources. ● Participate in the Hour of Code and access the code.org curriculum.

146 9/1/15

GUIDED STUDY This class is intended to fill the academic support needs for ninth grade students who are not enrolled in world language. Students will be enrolled in this class if they meet one of the following criteria and only after the approval of the head of the upper school and the director of learning services: 1. A ninth grade student who has NOT been enrolled in a world language at Bement.

2. A ninth grade student who was enrolled in a world language and has withdrawn from that class for academic reasons either in world language or in other academic areas.

3. A new ninth grade student who was not enrolled in a world language class in his/her previous school.

This course meets four days per week during the same period that ninth grade students are studying world languages. It is taught by an upper school teacher who works in conjunction with all faculty and the director of learning services to provide opportunities for the students to work on current academic projects that cover the full range of subjects offered at Bement.

Particular attention, however, is paid to the support of English. Because the make-up of the class includes students whose native language is not English and students who have language based learning differences, we work extensively on reading, writing, speaking, and listening.

The exact nature of the course will vary from year to year, depending on the needs of individual students. Students are charged a set fee for the entire year. Any student who needs more specific help from the Bement director of learning services in a 1:1 setting will be charged at the hourly tutoring rate for that academic year. Although the course does not carry an academic load, it is, occasionally, a homework bearing class. Students receive an effort grade based on participation, attitude, and work ethic.

147 9/1/15